Leading for the future: Taking charge of the 2014 curriculum

Dr Rachel HawkesLeading for the future: Taking charge of the 2014 curriculum

SSATOne of the ways I differentiate (and I do think these differences can be presented in a number of ways and come down to semantics!) between leadership and management is in terms of the timescale of seeing. I view management as shorter term seeing we talk of day-to-day management ongoing management and the sense is of practical reaction to issues that arisen and even strategic responses to those. Leadership includes for me that all important future lense, the farther away seeing that is essentially vision. Both are essential and complementary, but they can also often compete for our attention. The immediacy of the daily management role in school can prevent us from taking time to look at the bigger picture, which is often what is happening outside our school in the murky world of policy!

Its been interesting to me lately that since Ive been back in the HoD role, Ive had to deliberately carve out the time for engaging in external things and keep up that contact. The world of in school can be all-consuming.

In general, lets just see quickly how many of you:1) keep track of national developments and contribute to online consultations that are relevant to the languages agenda?2) are group/dept and or individual members of ALL and read the weekly e-bulletin3) on twitter4) are part of your local ALL branch / network and attend / contribute to sessions5) meet regularly with other Heads of Department in your area6) are members of / contribute to MFL resources forum / TES forum / Guardian Teacher network

These are all the sorts of things that take a lot of time and are part of the important, not urgent quadrant in those time management exercises.

If we take for example the 2014 curriculum, how many of you:

1) contributed to the online consultation (any of them that have taken place over the last 18 months)?2) have downloaded and read for yourself the 2014 curriculum proposals for languages the new PoS3) have heard someone else talk about the new curriculum e.g. at a conference? (Who and when?)4) have forwarded the relevant documentation to your department?5) have led a dept meeting looking at the documentation?have had discussions / communication with primary feeder heads about the implications for curriculum delivery from 2014?have had thoughts about how existing SoW might need to change after implementation?have had discussions with senior leadership about the main implications of the new curriculum?

OK, obviously it is bound to be a mixed response from us all as we all have individual circumstances, different lengths of expertise and time in the role etc..So, I thought it would be useful to spend a little time this afternoon looking at the proposed 2014 curriculum in a little detail and thinking about some possible things we will want to consider in our departments as a result. You have a copy of the KS2/3 document in your packs. If we just take a couple of minutes to remind ourselves of the contents

Listeninglisten 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 Speakingengage 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* Readingread 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 Writingwrite phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally* and in writingGrammarunderstand 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 2014Listeninglisten 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 Speakinginitiate 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 Readingread 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 Writingwrite 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.Grammaridentify 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 2014KS2 on the left and KS3 on the rightAdapted to show more clearly the continuity between KS2 and KS3

OK, now lets collect for around 3-4 minutes your first reactions to it and record those on this flip chart.

Shall we try for some positive reactions first!(Anticipated responses)1 There is a 7-year curriculum for languages finally statutory KS2 with PoS plus revised KS3 PoS with some continuity between the two is progress!2 Lots of really good elements from recent developments in pedagogy i.e phonics is prominent!3 Speaking is writ large conversational ability is v prominent4 Reading already at KS2 there is the sense that some unfamiliar words should be dropped into familiar structures to develop inference and sentence/ text level understanding5 Writing clear that it needs to be taught as a skill in its own right, not just copyingStrong focus on grammar is postive applying key features and patterns of the language to build sentencesSongs, poems, stories are in KS2 rich diet input that includes unfamiliar language and the methodology that makes clear it is not about understanding each wordIt is very sparse there is a lot of room for interpretation!

(Anticipated responses)1 Level of difficulty overall a significant step up from where we are currently2 Some of KS3 elements open to a variety of interpretations but there is a danger they could be reduced to a very grammar-translation / direct method methodology e.g. transcription, translation, grammar we can be sure that these will be in the new GCSE, too!Inclusion of literary texts what does this mean? What can it look like?4 It is very sparse there is a lot of room for interpretation!2

speaking

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literary texts

KS2 + KS3look at these aspects of the curriculum3 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 KS2KS3

First main concern the TRANSCRIPTION wordThere isnt time to do a lot with this one in this session, I dont think, but it seemed worth flagging up as it feels straightforward to allay fears on this one.4

araaAt KS2 they need to begin to link sound and spelling. At KS3 that is the foundation stone on which we will build transcription. What might this look like? Sharing phonics Since a visit to Judgemeadow school earlier this year I have re-evaluated what was on our classroom walls. We used to pride ourselves on our classroom displays 2004 it was commented on by Ofsted and other visitors that there was no doubt what was being learnt in these classrooms and that the walls spoke! Over time plates stop spinning and sometimes fall off this has been our experience with our classroom displays. So we have decided to display our phonics also shared with primary as a visual language of continuity between KS2 and 3. This is scaffolding for transcription and when new words are taught or arise spontaneously, the teacher can prompt transcription, using the phonics displays, encouraging students to test out their hypothesis first and write the word as they think it is, and then checking.

aanimalcuatromsThis is the reverse these are hanging in the classrooms.

Im not saying that there is any one way to join up KS2 and KS3, but I am saying that it is a priority it wont stop being a priority just because the government refuses to find any money for it either! We will do what people always have to do make choices and prioritise. If we make it the most important priority then we will see impact, money or no money.Can do approach required!More thoughts about possible models that could work well?Limited time to think this through full and each context will be individual, but recognition that this is THE priority for development over the next few years seems key to language leadership.

speaking

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KS2 + KS3The importance of speaking7Listeninglisten 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 Speakingengage 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* Readingread 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 Writingwrite phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally* and in writingGrammarunderstand 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. Listeninglisten 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 Speakinginitiate 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 Readingread 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 Writingwrite 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.Grammaridentify 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.At first glance, if you look at the KS2 statement it will make you think of Y7/8. Look at the KS3 one and it seems like GCSE!This is where I think it helps to think about the word coversation in the context of the classroom. This starts small as a concept and must necessarily involve all of the routine classroom communication in the target language. There is no other way in which we can ensure that students can ask and answer questions or can seek clarification and help, or can use formal modes of address.We have to teach this language and then insist on its use, consistently over the 5 years of secondary. This is team work and must be joined up across the whole department. There is no point one teacher developing TL use with his/her class and then passing them on to another teacher who works differently and doesnt use the TL for routine communication in the classroom.

This is by no means to claim that if teachers use TL then pupils will be able to use it and will go beyond the boundaries of what they have been taught to try to manipulate and use language spontaneously. That requires an attitude of mind from the teacher that this is natural and necessary and simply must and will happen. That means that the teacher is constantly looking out for opportunities to exploit the classroom talk and to elicit spontaneity from students. That is different.

But, bottom line is, none of that could possibly happen unless there is consistency with the basics. Teaching TL for classroom communication and then insisting on it. Not radical, not new, but it just works.The DfE project on target language this year has proved to me, if I needed any convincing, that any teacher with any class can teach successfully (key word successfully) in the TL it is just a question of sticking to your guns.But clearly, its helpful if the whole dept is swimming in the same direction. Again, the Curriculum 14 doc is helpful in that respect.

8Good / excellent teacher use of TLPupils 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. But there is also powerful pressure from Ofsted to make this a reality.

Lets look at these which are good and which are outstanding? Whats the difference?

April 2012 Ofsted subject specific guidance (this is still in preparation for September 2012)Two are Good and two are Outstanding. Is this enough detail? Do we know what were aiming at?Clear difference between good and outstanding is that with outstanding its all about the pupils. It is taken as read that the use of TL by the teacher has been skilful enough to generate the confidence and ability in learners such that they choose to communicate and communicate successfully.But it would be helpful to have more detail here, wouldnt it?

9Outstanding(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 This is helpful additional detail.Ofsted good practice websiteGuidance document only produced by Elaine Taylor Director of Languages at Ofsted / Lead HMI

How do we move a whole department towards this there is a v big hint that consistency across a department is a big factor in leading to outstanding practice in this area?10teach key language firstinsist on it consistentlybuild on hubsencourage humour and creativitymake links between routine classroom language and curriculumreward spontaneity

Student to teacher talkThis needs to be consistent across the department. You can have all the colourful posters you like and still nothing would happen. On the other hand, if youve been in the same classroom / dept a long time, plates stop spinning, excellent practice sometimes needs discovering, and in the same way as having your hair done and buying a new pair of shoes does that for us on one level, so does galvanising your practice into posters that are a colourful reminder of the talk that is ongoing in the classroom.11Tenemos quetrabajar en pareja?escribir?

hablar?

entregar los cuadernos?

pegarlo?

memorizar?

A few examples of our hubs.We also have verb + infinitive structures, question words, conjunctions, phonics, time phrases.12Seor(a)! Puederepetir?hablar ms despacio?

dar un ejemplo?

leer esto?

firmar mi merit?ayudarme?

Hola!Hola!Hola!

Buenosdase.j. Me gustala msica!

13Cmo fue? Fuefcildifcil

asas

fatal

aburridodivertido

Ha ha ha!

muybastantepoco

14(No)Heterminadoganado

olvidado

hecho mis deberes

entendidoperdido

15Tengotodo correctoun problema

una idea

einen Hund

Geburtstagperdido

hambre/sed

un perrodolor de cabeza

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speaking

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literary texts

KS2 + KS3look at these aspects of the curriculum17

Lost in translation?Traducir es la forma ms profunda de leer.--Gabriel Garca MrquezKS3Translation from and into the FL.

http://1.bp.blogspot.com/_AhsF55lJzBo/TKtZeRuOviI/AAAAAAAAFAo/KEWVV8ipiS8/s1600/uebersetzen.jpg18Lost 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.

Theres a lot more to the statements that just the translation bit, which comes right at the end. We need not to forget to focus on the rest of the statement too.19Lost in translation? and translate short written text accurately into the foreign language.

and provide an accurate English translation of short, suitable material.

But, given that this is of concern, lets tackle it20

Word Lens app - iPhoneWe musnt forget that this is the reality of the world we live in, where computer generated translation is instant. 21

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.http://www.amazon.co.uk/Lost-Translation-Misadventures-English-Abroad/dp/1843172720http://www.trinitycounty.org/Pictures/Planning/airport.gif

A look at the dangers of translationparticularly an unthinking use of online translation tools.22

What is the message in this poster?Approaching translation from the point of view of communicating the message an introduction into the field of non-literal word-for-word translation. Students using their world knowledge, the picture clues and asking themselves what sounds right?

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Prohibido transitar con vehculosProhibido hacer fuegoProhibido bajar con animalesWhere might you see this sign? Translation can bea spontaneous reaction to FL text with the question What does this mean?the closest reading of a textthe exploration of the links between language use and grammarmental agility, memory, linguistic precisiona door to intercultural appreciationmy take on the positive benefits of translation as long as the teaching purpose is clear and the text chosen is suitable. 25Das 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.

Other things I might be tempted to translate apart from signs - both literally and then idiomatically to get at the real meaning.

http://www.popartshop.de/images/wwwArtworksFull/Schule_ist_Banane-%287B2960A8-C6BD-1004-8212-821652525123%29.jpghttp://4.bp.blogspot.com/-kMtvMFUY_zQ/UPvsPwRLfkI/AAAAAAAAC_o/FfdOXvj75lk/s1600/running-late.gifhttp://3.bp.blogspot.com/_ZhySOrZlnPs/SroBlTOdquI/AAAAAAAAAP8/n7Pd6dXHJKk/s400/HastDuEinenVogel.jpg26

www.tripadvisor.es/Hotel_Review-g664838-d518412-Reviews-Joyuda_Plaza_Hotel-Cabo_Rojo_Puerto_Rico.html

Authentic hotel reviews27DesagradableBueno, 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 RicoABCDABCD1 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 paper9 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

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, CharlieAdvert text

http://www.youtube.com/watch?v=6rgRcbzPl7gOreo Kekse Werbung

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Translation into the FL

Direct translation - adaptedMercedes advert in EnglishThis is something I would definitely give to my students to translate into different languages.It might start us off on a series of sketches in the FL too!321 ___ ___ 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 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 - adaptedWriting about work experience (whilst its still fresh in their minds!)Explain the task:Stage 1: Brainstorm in Spanish anything from your head that you could use to write a short piece of 100 words about your work experience (5-10 minutes) Teacher to correct the TL whilst students to stage 2.Stage 2: Write in English a piece of 100 words about your work experience. Bear in mind that the end goal is to write a similar piece in Spanish so try to have that in mind i.e. dont make the sentences too long or complicated (15 minutes)Stage 3: Get some feedback from your teacher on what you have produced. S/he will help you notice the gap between what you have produced in English and your current level of knowledge in Spanish. S/he will help you to focus on some strategies to bridge the gap. See next slide.34Writing / Composition strategiesRe-combining set phrasesRe-structuring set phrasesGenerating via translation word for wordAvoiding(say something different)Simplifying ideas to fit own repertoireRemind students what the strategies were and point out how well they used them give specific examples

1) restructuring set phrase Phoebe used me hacan rer they made me laugh, which was from media unit me hacen rer from films2) avoidance instead of I got lifts every day Ellis used Iba en coche todos los das.3) using set phrases Lo pas bomba used by lots of people4) simplifying ideas I was welcomed by the people la gente era muy simptica5) translation word for word Ben I assisted in evaluating and developing software era asistente de pruebas de desarrollo de software

Bridging the gap strategies display this while students are writing first TL draft.

Use what you have in front of you i.e. corrected TL brainstorm + English draft + Work Experience booklet + dictionary to write your first draft of 100 words in TL.

Teacher to correct this overnight for Tuesday morning. On fresh piece of A4 lined paper.35

speaking

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translation

literary texts

KS2 + KS3look at these aspects of the curriculum36

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 KS3the LITERARY TEXTS one

Here we still need to think in terms of joining up the methodology between KS2 and KS3. If we think about KS2 methodology, we need to recognise that, at its best, it introduces learners to a rich input of language (songs, stories, poems etc..) where pupils are happy encountering words and forms of words that they dont have a conscious, deliberate direct equivalent for in English. They enjoy and experience the language, understanding the gist, but dont translate every word. How do we square this with a more typical secondary language learning experience, where, if were not careful we get whole swathes of learners who give up when they hit a word they havent met before.Maybe part of the answer is to build on KS2 and never let go of the habit the learners are in of encountering texts where they dont know every word. Perhaps we have been guilty at early secondary of starting in a different place as regards difficulty of language enounter just forming texts from the words learners already know at the beginning in Y7 and thinking that we will increase the number of unfamiliar words over time. Actually, it does help matters if we see this as a continuation from primary when they will have been happy to encounter unfamiliar language. We do need to manage changing expectations after several years of formal education, learners are less spontaneous and more conscious in their learning. They will want to analyse more and ask more and thats fine, but we need to try to ensure that they dont lose their facility for approaching unfamiliar language positively and without anxiety.

With this in mind, I think we can approach the literature thing a little more positively!We also need to guard against thinking too narrowly about literature and what might count. And, we need to get ready to share lots of resources and ideas.Here are a few things Ive gathered together so far.37KanneAls 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?

http://www.tobias-jung.de/archiv/shortsto.htm

http://www.schoolofdisney.com/Stories/BeautyAndTheBeast/story/story10.gifhttp://thecomedypoint.com/wp-content/uploads/2011/10/ibrcman.gif 38Donnerstag

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.

p.76 Gregs Tagebuch Von Idioten umzingelt! Book 1 in the seriesJeff Kinney BaumhausDiary of a Wimpy Kid in Germanwww.gregstagebuch.de www.gregstagebuch-derfilm.de39Liebe Kitty!Gestern hatte Peter Geburtstag. Er hat hbsche 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

p.42 (Fischer Taschenbcher Edition)http://www2.vobs.at/bezirksbuecherei-bludenz/Bilder/annefrank.jpg

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http://es.wikipedia.org/wiki/Mafalda41Cuentos

rase una vez1 narrar un cuento practicar estrategias para memorizarThis is the first lesson on storytelling. Mime the word cuento(s) by opening an imaginary book, and repeat the phrase Erase una vez a few times to them so that students get used to hearing it.

As there are numbers in this story, a useful starter would be to practise counting up in 3s to 30 and back down in 2s.

Although the text we are going to work on is not a story it is a text about fairy tales, with rhythm and rhyme and with the familiar language of numbers. The stages of learning the text through gesture, re-tellings, drawing, and ordering text cards models the stages of learning that we will use throughout this module.

It reinforces confidence with speaking (pronunciation and intonation) and memorisation strategies.42Cuenta cuentosCuenta un cuento, cuenta dos de Caperucita y el lobo feroz.Cuenta tres, cuenta cuatrode las botas que tena un gato.Cuenta cinco, cuenta seissobre los trajes de un rey.Cuenta siete, cuenta ochode la nariz de Pinocho.Cuenta nueve, cuenta diezy cuntalos otra vez.

Cuntos cuentos hay? Identifcalos.Pon las imgenes en el rden correcto.

1234Read this text out loud to the students, with actions for each key point. (If you look at slide 3 you will see that there are 20 actions all together). The numbers make the text much more familiar to students. The gestures could be as follows (main thing is to be consistent every time):Cuenta un cuento (open imaginary book)Cuenta dos (show 2 fingers)de Caparucita (draw an imaginary cloak around you) y el lobo feroz (hands up as claws of ferocious animal)Cuenta tres (3 fingers) cuenta cuatro (4 fingers)de las botas (mime putting on boots) que tenia un gato (fingers mime whiskers moving from mouth away from face)Cuenta cinco (5 fingers), cuenta seis (6 fingers)sobre los trajes (big gesture towards own clothes top to bottom) de un rey (draw crown above head with finger in circle anticlockwise)cuenta siete (7 fingers) cuenta ocho (8 fingers)de la nariz (point to nose) de Pinocho (mime nose growing longer drawing fingers out and away in front of face)Cuenta nueve (9 fingers) cuenta diez (10 fingers) y cuentalos (open book again) otra vez (roll hands over and over each other to show again).Teachers will need to know this text off by heart with the gestures so some practice will be needed!

After reading through twice to students (asking them to follow along they can mouthe or say words if they want to) ask them to try to identify how many fairy tales are in the text and to identify them, and then take feedback. Show them the pictures and ask them to tell you which order they appear in in the text (this is fine to do in the TL).If they are struggling after the first teacher reading, then let the 4 pictures appear (but not the order) to help them.

The answers are animated to appear on mouse clicks. 43

2

34

56

78

910

Get a student to be i/c of the mouse to make the images appear as you re-tell the story with the gestures using this slide. The more times they hear the text the better, so let another volunteer take the mouse the 2nd time through and this time, encourage all students to join in with the numbers at the right points and also to join in on any other words they remember.

44Vine 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 destinoCuentos de 50 palabras

http://thefemme.wordpress.com/category/cuentos-de-50-palabras/

http://www.educa.jcyl.es/educacyl/cm/gallery/Recursos%20Infinity/aplicaciones/maquina_tiempo/popup.htm 45Con una mquina del tiempo, adnde viajaras?, con quin te encontraras?, qu haras?

http://www.cuentosparachicos.com/ESP/fabulas/Caballo-Asno.htm 47El Viernes Te Olvido Yo Allison IrahetaLunes, martes puro amorPara mircoles dolorMe mentas sin piedadMe escondas la verdad

Que tonta fui, te creOh-oh-oh, perdida en tiTarde es para tu perdnOh-oh-oh, adis me voy

Qu escondes? Qu sientes?Quin eres si no estoy?No quiero sufrirteNo aguanto tu traicinMe tuviste, me olvidasteOh-oh-oh, se terminMe tuviste, me olvidasteY el viernes te olvido yo

No no ya no llorarVe con ella lrgateLa noche de ayer, se acabY el viernes te olvido yo

http://www.youtube.com/watch?v=gWAzi5ibkR848Allison Iraheta naci abril, 27, 1992. Ella es salvadorea norteamericana .Su familia se movide El Salvador a Estados Unidos antes de que ella naciera. Allison comenza cantar desde loscinco aos de edad. Pero ella queria audicionarpara Amarican Idol desde quetenia nueve aos de edad. Cundo Allisontenia 14 ella compiti en Telemundo (un canal en espaol de unacadena 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 paraAmerican Idolen 2008 Allison viva en Los Angeles, California. En 2008 Allison audicion en San Francisco California. Ella lleg a ser de los cantantes ms jvenes.Logrentrar entrar entre los 10 primeros. Fueeliminada 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.

http://foro.univision.com/t5/Allison-Iraheta-Close/Biografia-De-Allison-Iraheta/td-p/338983274http://www.coveralia.com/biografias/Allison-Iraheta.php

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speaking

transcription

translation

literary texts

KS2 + KS3Obviously there will be more to languages leadership that just the 2014 curriculum. But the changes here will feed the new GCSE, currently in development, and the review of AS/A level too.Anticipating and responding to change, often meeting it head on and grappling with it before others get there first and digest it all for us (as publishers and awarding bodies will obviously always be rushing to do) is for me an essential part of subject leadership.

50Audentis Fortuna iuvat!

Fortune favours the brave.Virgil - Aeneid X.284https://clarityfortheboss.com/wp-content/uploads/2012/08/Taking-a-Risk1.jpg

I am personally not finding that there are any things that I have been doing that I will now not feel able to do anymore.Even the emphasis is mostly in line.

I will consider translation and literary texts carefully and help students engage with texts that I feel are going to develop their linguistic skills and cultural appreciation / enjoyment.

51Dr Rachel HawkesLeading for the future: Taking charge of the 2014 curriculum

SSAT