Dr Rachel Hawkes Leading for the future: Taking charge of the
2014 curriculum SSAT
Diapositiva 2
Listening listen attentively to spoken language and show
understanding by joining in and responding explore the patterns and
sounds of language through songs and rhymes and link the spelling,
sound and meaning of words Speaking engage in conversations; ask
and answer questions; express opinions and respond to those of
others; seek clarification and help* speak in sentences, using
familiar vocabulary, phrases and basic language structures develop
accurate pronunciation and intonation so that others understand
when they are reading aloud or using familiar words and phrases*
present ideas and information orally to a range of audiences*
Reading read carefully and show understanding of words, phrases and
simple writing appreciate stories, songs, poems and rhymes in the
language broaden their vocabulary and develop their ability to
understand new words that are introduced into familiar written
material, including through using a dictionary Writing write
phrases from memory, and adapt these to create new sentences, to
express ideas clearly describe people, places, things and actions
orally* and in writing Grammar understand basic grammar appropriate
to the language being studied, such as (where relevant): feminine,
masculine and neuter forms and the conjugation of high-frequency
verbs; key features and patterns of the language; how to apply
these, for instance, to build sentences; and how these differ from
or are similar to English. KS2 Curriculum 2014 Listening listen to
a variety of forms of spoken language to obtain information and
respond appropriately transcribe words and short sentences that
they hear with increasing accuracy Speaking initiate and develop
conversations, coping with unfamiliar language and unexpected
responses, making use of important social conventions such as
formal modes of address express and develop ideas clearly and with
increasing accuracy, both orally and in writing speak coherently
and confidently, with increasingly accurate pronunciation and
intonation Reading read and show comprehension of original and
adapted materials from a range of different sources, understanding
the purpose, important ideas and details, and provide an accurate
English translation of short, suitable material read literary texts
in the language, such as stories, songs, poems and letters, to
stimulate ideas, develop creative expression and expand
understanding of the language and culture Writing write prose using
an increasingly wide range of grammar and vocabulary, write
creatively to express their own ideas and opinions, and translate
short written text accurately into the foreign language. Grammar
identify and use tenses or other structures which convey the
present, past, and future as appropriate to the language being
studied use and manipulate a variety of key grammatical structures
and patterns, including voices and moods, as appropriate develop
and use a wide-ranging and deepening vocabulary that goes beyond
their immediate needs and interests, allowing them to give and
justify opinions and take part in discussion about wider issues use
accurate grammar, spelling and punctuation. KS3 Curriculum
2014
explore the patterns and sounds of language through songs and
rhymes and link the spelling, sound and meaning of words transcribe
words and short sentences that they hear with increasing
accuracy
Listening listen attentively to spoken language and show
understanding by joining in and responding explore the patterns and
sounds of language through songs and rhymes and link the spelling,
sound and meaning of words Speaking engage in conversations; ask
and answer questions; express opinions and respond to those of
others; seek clarification and help* speak in sentences, using
familiar vocabulary, phrases and basic language structures develop
accurate pronunciation and intonation so that others understand
when they are reading aloud or using familiar words and phrases*
present ideas and information orally to a range of audiences*
Reading read carefully and show understanding of words, phrases and
simple writing appreciate stories, songs, poems and rhymes in the
language broaden their vocabulary and develop their ability to
understand new words that are introduced into familiar written
material, including through using a dictionary Writing write
phrases from memory, and adapt these to create new sentences, to
express ideas clearly describe people, places, things and actions
orally* and in writing Grammar understand basic grammar appropriate
to the language being studied, such as (where relevant): feminine,
masculine and neuter forms and the conjugation of high-frequency
verbs; key features and patterns of the language; how to apply
these, for instance, to build sentences; and how these differ from
or are similar to English. Listening listen to a variety of forms
of spoken language to obtain information and respond appropriately
transcribe words and short sentences that they hear with increasing
accuracy Speaking initiate and develop conversations, coping with
unfamiliar language and unexpected responses, making use of
important social conventions such as formal modes of address
express and develop ideas clearly and with increasing accuracy,
both orally and in writing speak coherently and confidently, with
increasingly accurate pronunciation and intonation Reading read and
show comprehension of original and adapted materials from a range
of different sources, understanding the purpose, important ideas
and details, and provide an accurate English translation of short,
suitable material read literary texts in the language, such as
stories, songs, poems and letters, to stimulate ideas, develop
creative expression and expand understanding of the language and
culture Writing write prose using an increasingly wide range of
grammar and vocabulary, write creatively to express their own ideas
and opinions, and translate short written text accurately into the
foreign language. Grammar identify and use tenses or other
structures which convey the present, past, and future as
appropriate to the language being studied use and manipulate a
variety of key grammatical structures and patterns, including
voices and moods, as appropriate develop and use a wide-ranging and
deepening vocabulary that goes beyond their immediate needs and
interests, allowing them to give and justify opinions and take part
in discussion about wider issues use accurate grammar, spelling and
punctuation.
Diapositiva 9
Good / excellent teacher use of TL Pupils willingly participate
in activities that require them to use the language to communicate
orally and in writing. Teachers routinely use the target language
for classroom communication and generally insist on pupils
responding in the language. Carefully planned imaginative
activities guide and support pupils to communicate enthusiastically
both orally and in writing in the target language and secure
outstanding progress. Pupils use the language with little prompting
for routine classroom communication as well as for specific
purposes.
Diapositiva 10
Outstanding (1) The TL is the dominant means of communication
in the lesson and teachers have high expectations of learners use
at an appropriate level. As a result, learners seek to use the TL
as the normal means of communication when talking to the teacher or
informally to each other. Teachers informally monitor and assess
spontaneous TL use, keeping track of learners progress in order to
ensure their expectations increase as they move through the school.
Teachers target language use is monitored by subject leaders and
good practice is regularly shared across the department resulting
in a high level of consistency. Good (2) Teachers provide a
consistently fluent and accurate model of the foreign language for
learners to emulate. English is only used where appropriate.
Learners occasionally respond to the teacher spontaneously in the
TL, but do not seek to use it to communicate with each other.
Learners are expected to use the TL with greater fluency as they
move through the key stages. Teachers ensure all pupils experience
the need to react to unpredictable elements in conversations.
Teachers praise and encourage spontaneous use by students when it
occurs. There is a high level of consistency in the quality and
quantity of TL use across the department, supported by a unified
departmental policy.
http://www.ofsted.gov.uk/resources/our-expert-knowledge/modern-languages
Diapositiva 11
teach key language first insist on it consistently build on
hubs encourage humour and creativity make links between routine
classroom language and curriculum reward spontaneity Student to
teacher talk
Diapositiva 12
trabajar en pareja? escribir? hablar ? entregar los cuadernos?
pegarlo? memorizar?
Diapositiva 13
repetir? hablar ms despacio? dar un ejemplo? leer esto? firmar
mi merit? ayudarme? Hola ! Bueno s da s e.j. Me gusta la
msica!
Diapositiva 14
fcil difcil asas fatal aburrido divertido Ha ha ha ! muy
bastante poco
Diapositiva 15
terminado ganado olvidado hecho mis deberes entendido
perdido
Diapositiva 16
todo correcto un problema una idea einen Hund Geburtstag
perdidohambre/sed un perro dolor de cabeza
Lost in translation? Traducir es la forma ms profunda de leer.
--Gabriel Garca Mrquez
Diapositiva 19
Lost in translation? write prose using an increasingly wide
range of grammar and vocabulary, write creatively to express their
own ideas and opinions, and translate short written text accurately
into the foreign language. read and show comprehension of original
and adapted materials from a range of different sources,
understanding the purpose, important ideas and details, and provide
an accurate English translation of short, suitable material.
Diapositiva 20
Lost in translation? and translate short written text
accurately into the foreign language. and provide an accurate
English translation of short, suitable material.
Diapositiva 21
Word Lens app - iPhone
Diapositiva 22
At Heathrow Airport, London, UK: No electric people carrying
vehicles past this point. Notice on a broken turnstile at Salzburg,
Austria, passport control: Out of work. Sign on a metal-detector
scanner in France: People with peace-maker do not pass. Danish
airline: We take your bags and send them in all directions. On an
airsickness bag on a Spanish aeroplane: Bags to be use in case of
sickness or to gather remains. Paris, France: Please leave your
values at the front desk.
Diapositiva 23
What is the message in this poster?
Diapositiva 24
o Prohibido transitar con vehculos o Prohibido hacer fuego o
Prohibido bajar con animales Where might you see this sign?
Diapositiva 25
Translation can be a spontaneous reaction to FL text with the
question What does this mean? the closest reading of a text the
exploration of the links between language use and grammar mental
agility, memory, linguistic precision a door to intercultural
appreciation
Diapositiva 26
Das ist Banane! Ich bin fix und fertig! Es ist noch kein
Meister vom Himmel gefallen. Lieber spt als nie. (aber lieber nie
zu spt) Hast du einen Vogel? Ich verstehe nur Bahnhof.
Desagradable Bueno, cuando yo entr a mi habitacin, las sbanas
estaban sucias, l piso del bao estba inundado. Adems no haba papel
higinico, y el televisor era de hace 30 aos. No pude dormir porque
haba gente borracha gritando y hablando... Nooooooooooooo! La
habitacin era fea y la cama estaba fatal. Las habitaciones no tenan
ventanas. La piscina estaba sucia. Los empleados no era agradables.
En fin, no lo recomiendo! un lugar horrible! Este hotel es
absolutamente horroroso! Las habitaciones eran muy pequeas y mal
diseadas. Las sbanas estaban muy sucias e incluso tenan manchas.
Las camas eran tan incmodas que no pudimos dormir.... un lugar
horrible! De verdad, la limpieza es psima, En la cama haba incluso
cucarachitas. No haba agua caliente en el bao. El personal no era
nada servicial. Joyuda Plaza Hotel, Puerto Rico A B C D
Diapositiva 29
ABCD 1 The room was ugly. 2 This hotel is absolutely horrible.
3 The bathroom floor was flooded. 4 The pool was dirty. 5 The
sheets were dirty. 6. The sheets were dirty and even had stains! 7
There was no hot water in the bathroom. 8. There was no toilet
paper 9 The staff were not nice. 10 The rooms were very small and
badly designed. 11 There were even little cockroaches in the bed.
12 The tv was 30 years old. 13 The beds were so uncomfortable that
we couldnt sleep. 14 The staff were not at all helpful. 15 I
couldnt sleep because there were drunk people shouting and
talking
Diapositiva 30
Ich zeig dir jetzt mal wie man einen Oreokeks isst. Zuerst
drehst du ihn auf. Und leckst du ihn ab. Dann tauchst du ihn ein.
Mmm! Mama sagt, dass Hunde keine Kekse essen sollen, also muss ich
deinen auch noch essen. Mach dir nichts draus, Charlie
Diapositiva 31
Translation into the FL
Diapositiva 32
Direct translation - adapted
Diapositiva 33
1 ___ ___ gusta viajar en avin porque _________ me hace vomitar
y adems es _________ ____________. 2 _________ ___ ______
__________viajar en autocar, ____ _____ _______ e incmodo, as que
_________ el tren. 3 Para m lo ______es el ________ porque es _____
rpido y es __________emocionante. 1 I dont _______ _________ ___
______ _______ sometimes it makes me sick and whats more its very
uncomfortable. 2 Although its cheaper ______ ____ _______, it is
very boring _______ and uncomfortable, _____ I prefer the train. 3
_____ _____ ____ best is the plane because its very ______ and
quite ____________. Parallel translation - adapted
Diapositiva 34
Qu experiencia tienes del mundo laboral? Dnde hiciste tus
prcticas? Cunto tiempo duraron las prcticas? Cmo ibas a tu lugar de
trabajo? Te gustaron las prcticas? What did you do? Where? When?
How long? How get there? Start / finish? Good / bad? People?
Bridging the gap - adapted
Diapositiva 35
Writing / Composition strategies Re-combining set phrases
Re-structuring set phrases Generating via translation word for word
Avoiding (say something different) Simplifying ideas to fit own
repertoire
read literary texts in the language, such as stories, songs,
poems and letters, to stimulate ideas, develop creative expression
and expand understanding of the language and culture
Diapositiva 38
Kanne Als der Mann ins Zimmer kam, sagte die Teekanne gerade
zur Teetasse: Schnes Wetter heute. Oh, rief der Mann, meine
Teekanne redet? Oh, rief die Teekanne, mein Mann redet?
Diapositiva 39
Donnerstag Wir sind heute mit dem Schulbus an Omas Haus
vorbeigefahren. Irgendjemand hat es gestern Nacht in Klopapier
eingewickelt, was mich nicht wirklich gewundert hat. Irgendwie tut
es mir Leid, denn es wird sicher ganz schn lange dauern, das alles
aufzurumen. Andererseits hat Oma als Rentnerin heute bestimmt eh
nichts vorgehabt.
Diapositiva 40
Liebe Kitty! Gestern hatte Peter Geburtstag. Er hat h bsche
Geschenke, unter anderen ein schnes Spiel, einen Rasierapparat und
einen Zigarettenanznder bekommen, weniger weil er raucht, sondern
weil es schick ist. Die grte berraschung brachte Herr v. Daan mit
der Nachricht, dass die Englnder in Tunis, Casablanca, Algier und
Oran gelandet wren. Das ist der Anfang vom Ende, sagten alle. Aber
Churchill, der englische Premier, der diese Meinung in England wohl
auch viel gehrt hat, sagte in einer Rede: Diese Landung ist eine
sehr wichtige Etappe, aber niemand soll glauben, dass sie den
Anfang vom Ende darstellt. Ich mchte eher sagen, dass sie das Ende
vom Anfang ist. Montag, 9.November 1942
Diapositiva 41
Diapositiva 42
Cuentos r a s e u n a v e z 1 narrar un cuento practicar
estrategias para memorizar
Diapositiva 43
Cuenta cuentos Cuenta un cuento, cuenta dos de Caperucita y el
lobo feroz. Cuenta tres, cuenta cuatro de las botas que tena un
gato. Cuenta cinco, cuenta seis sobre los trajes de un rey. Cuenta
siete, cuenta ocho de la nariz de Pinocho. Cuenta nueve, cuenta
diez y cuntalos otra vez. Cuntos cuentos hay? Identifcalos. Pon las
imgenes en el rden correcto.
Diapositiva 44
Diapositiva 45
Vine por tus ojos - dijo- por tu mirada, por tu sonrisa. Te vi
una vez en esta fotografa antigua, y con eso, tuve para enamorarme.
He viajado 80 aos en el pasado para conocerte, para tenerte y para
cambiar tu trgico destino Cuentos de 50 palabras
Diapositiva 46
Con una mquina del tiempo, adnde viajaras?, con quin te
encontraras?, qu haras?
Diapositiva 47
Diapositiva 48
El Viernes Te Olvido Yo Allison Iraheta Lunes, martes puro amor
Para mircoles dolor Me mentas sin piedad Me escondas la verdad Que
tonta fui, te cre Oh-oh-oh, perdida en ti Tarde es para tu perdn
Oh-oh-oh, adis me voy Qu escondes? Qu sientes? Quin eres si no
estoy? No quiero sufrirte No aguanto tu traicin Me tuviste, me
olvidaste Oh-oh-oh, se termin Me tuviste, me olvidaste Y el viernes
te olvido yo No no ya no llorar Ve con ella lrgate La noche de
ayer, se acab Y el viernes te olvido yo
Diapositiva 49
Allison Iraheta naci abril, 27, 1992. Ella es salvadorea
norteamericana.Su familia se movi de El Salvador a Estados Unidos
antes de que ella naciera. Allison comenz a cantar desde los cinco
aos de edad. Pero ella queria audicionar para Amarican Idol desde
que tenia nueve aos de edad. Cundo Allison tenia 14 ella compiti en
Telemundo (un canal en espaol de una cadena de televisin) el
programa se llamaba Quinceaera y era una competencia de talento
para chicas de 14 y 15 aos de edad. Allison gan la competencia,
$50.000 y un contrato de grabacin. Pero Allison no firm el contrato
de grabacin porque ella quera hacer la audicin para American Idol
cuando ella cumplio los 16. En aquel momento de las audiciones para
American Idol en 2008 Allison viva en Los Angeles, California. En
2008 Allison audicion en San Francisco California. Ella lleg a ser
de los cantantes ms jvenes. Logr entrar entrar entre los 10
primeros. Fue eliminada el 6 de mayo, 2009 terminanando en la 4ta
pocisin. Sus influencias musicales son Pink, Beck, Katy Perry,
Mariah Carey y Heart. Dice que si podra volver a hacer no cambiaria
ningn momento de su vida.
