Pinterest and Twitter? Motivating tools to develop reading and writing in the EAL and MFL classroom.
Isabelle Jones, Head of Modern Languages, Alderley Edge School for Girls @icpjones http://isabellejones.blogspot.com
Tools and Strategies to develop reading and writing in the EAL and MFL classroom :
• Building up vocabulary • Linking receptive and productive skills-grammatical
de-construction and re-construction• Encouraging more advanced reading-increasing
independence• Writing frames and manipulating the language-
grammatical application and creativity
Tools and Strategies to develop reading and writing in the EAL and MFL classroom :
From low-tech to high-tech…
Building up vocabulary• Understanding new vocabulary: word
families and etymology• Noun => verb• Noun => adjective => verb• Prefixes/ suffixes (Greek/Latin)• “Awkward English”• http://blogs.transparent.com/language-ne
ws/2014/04/30/enjoying-etymology
• Original or stolen? • http://www.etymonline.com/index.php
Building up vocabulary• Idioms and translation• http://
enseigner.tv5monde.com/fle/les-expressions-francaises-le-corps • http://
enseigner.tv5monde.com/fle/les-expressions-francaises-les-aliments
• Use of resourcesFree Collins online dictionaryhttp://www.collinsdictionary.com/dictionary/english?showCookiePolicy=true Text-to-speech:http://text-to-speech.imtranslator.net/ Reading support: http://lingro.com/
Building up vocabulary
• Collecting new vocabulary: How? Where??Vocabulary book?Excel/ google spreadsheetQuizlet cards http://quizlet.com /games and quizzes https://getkahoot.com/ Recording it/speaking ppt/ FLA podcasts• Download your own beats and learn
vocabulary• http://trumental.com/beats?ref=news#18
630=20150529-FreeSpirit
Building up vocabulary
• Prioritising vocabulary/structures: Generic/ Topic-specific/ Text-type specific
• Colour-coding
Building up vocabulary
• Practising new vocabulary/ structures• Speaking/ acting• Scripting• Designing teaching materials for younger
pupils
Building up vocabulary
• Testing new vocabulary• Recognition first (Listening/ Reading)• Production at sentence/ paragraph level :
sentence building.• Human sentences• Lego• Using animation (and ppt?)• Colour-coding• Paper chains
Linking receptive and productive skills-grammatical de-construction and re-construction
How do I feel about grammar?https://www.tes.com/news/tes-archive/tes-publication/are-you-ready-go-boldlyhttps://www.tes.com/news/tes-archive/tes-publication/secret-knocking-grammar-six
“Understand basic grammar appropriate to the language being studied, including (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 PoS)
Linking receptive and productive skills-grammatical de-construction and re-construction
• Sentence: verbs, clauses• http://www.profedeele.es/2015/09/verbolocura-juego-verbos.html • http://www.profedeele.es/2015/09/material-memorizar-verbos.html
• Text: advanced reading for identifying advanced vocabulary and Structures
Accessible authentic materials
Encouraging more advanced reading-increasing independence
• short storiesnew articlessongsadverts, postersmagazine articlespublicationsscenes from playspoetry/song lyricspoem forms such as haikufairy talesrhymestongue twisterslettersmyths and legendsCartoon strips, comicsproverbsjokes
http://all-literature.wikidot.com/
Using literature
Encouraging more advanced reading-increasing independence
• Twitter timeline + Lingro• http://twitter.com/AESG_MFL• http://lingro.com
• Pinterest texts + Lingro• https://www.pinterest.com/icpjones/french-texts/ • https://www.pinterest.com/icpjones/spanish-texts/ • https://www.pinterest.com/icpjones/pablo-neruda/ • https://www.pinterest.com/icpjones/jacques-prevert/
Writing frames and manipulating the language-grammatical application and creativity
Writing frames?
• Unsatisfying?• Not encouraging independent writing?• Use of model texts and reference materials • Pupils identify which structures will be kept from the
model (word/ printing+highlighting)• Pupils are given prompt and they have to suggest how t
he sentences could be completed => literal / proper translation
Writing frames and manipulating the language-grammatical application and creativity
Translation into English
• Helps pupils develop a wider range of comprehension strategies
• Provides a way of demonstrating understanding of texts• Provides an opportunity for pupils to consolidate their
literacy skills in their own language by paraphrasing a text or other stimulus in the TL.
• Provides an opportunity for pupils to develop greater intercultural awareness and understanding
• Provides an opportunity for pupils to develop an awareness of linguistic structure and overlaps/ gaps in meanings.
Writing frames and manipulating the language-grammatical application and creativity
Translation into Target Language
• Tests the use of suitable vocabulary in context ;• Provides pupils with an opportunity to develop their ability to apply
the grammatical structures learnt that are specific to the Target Language ;
• Provides an opportunity for pupils to reflect on the similarities and differences between languages in terms of vocabulary and structure ;
• Supports the active development of writing and speaking skills in the target language (through de-construction and re-construction) ;
• Enables students to understand language structure better and be more creative and accurate when manipulating the language independently.
Writing frames and manipulating the language-grammatical application and creativity
• Vocabulary test• Oral /written dominoes
(words or phrases)• Gap-fill exercise• Translation of sentences
illustrating a specific grammatical point
• Find the English phrases in the T L text
• Redraft someone else’s translation
English => TL TL => English• Vocabulary test• Oral /written dominoes
(words or phrases)• Redraft someone else’s
translation• Add titles (in English) to
text in T L• Paraphrase or summarise • Question and answer in
English • True / false or multiple
choice• Subtitles
Writing frames and manipulating the language-grammatical application and creativity
• Poetry:
• Does not have to rhyme (writing-exploring a topic)
• Using rhymes (speaking-exploring the sounds of the language,
• reinforcing patterns) • Rhyming dictionary (online or app)• http://www.dicodesrimes.com/ http://dictionnaire-des-rimes.fr/• http://buscapalabras.com.ar/rimas.php • https://itunes.apple.com/es/app/pocket-rhymer/id338095684?
mt=8
(fr-sp-Gr-it-En)
Le message Jacques Prévert
La porte que quelqu’un a ouverteLa porte que quelqu’un a referméeLa chaise où quelqu’un s’est assisLe chat que quelqu’un a caresséLe fruit que quelqu’un a morduLa lettre que quelqu’un a lueLa chaise que quelqu’un a renverséeLa porte que quelqu’un a ouverteLa route où quelqu’un court encoreLe bois que quelqu’un traverseLa rivière où quelqu’un se jetteL’hôpital où quelqu’un est mort.
Grammar/Narrative/Film script
UN INVENTAIRE A LA PREVERT• Vous ne ferez pas de phrases complètes, mais une liste de thèmes, objets, sentiments,
personnes, actions…ayant rapport à l’amour.
• ·Nombre de vers : maximum 20
• Vous utiliserez des allitérations et/ou des assonances.
• Utilisez au moins trois mots de chacune des listes suivantes dans votre poème :
► adjectifs : ému, heureux, ensorcelé, amusé, ébloui, séduit, amoureux, fasciné, fou
► verbes : embrasser, murmurer, serrer contre soi, manquer, cajoler, penser à, tomber sous le charme de…
► adverbes : tendrement, doucement, amoureusement, passionnément, follement, affectueusement, intensément
► substantifs : la passion, l’amour, la flamme, la rencontre, la femme de ma vie, l’homme idéal, le coup de foudre.
Un verbe : Aimer
• 1. Un regard, une rencontre... un été, un sourire…2. un numéro, un mail, une attente, un souvenir…3. un appel, une voix, un début, un rencard…4. un horaire, un endroit, une venue, un espoir…5. une terrasse, un café, un dialogue, un moment…6. un soleil, une lumière, un cœur, un battement…7. une seconde, une minute, une heure, un plaisir…8. un au-revoir, une prochaine, une promesse, un désir..9. un après, une durée, une patience, un silence..10. un doute, un pourquoi, un regret, une distance..11. un retour, une surprise, un déluge, une marée..12. une suite, une envie un projet.. une soirée..13. une pleine lune, une virée, un instant, une pulsion..14. un frôlement, un baiser, une magie ... Un frisson... 15. un accord, un avenir, une force, une destinée.. 16. une étoile, un poème
• et un verbe "aimer"
http://www.youtube.com/watch?v=V5FFtxl18ck
noun
adjective adjective
verb verb verb
adjective adjective
noun
Diamond poems
Writing frames and manipulating the language-grammatical application and creativity
• Listen to it• Say it• Read it• Understand it• De-construct it• Re-construct it• Create something different from it
Writing frames and manipulating the language-grammatical application and creativity
• Karaoke!• http://www.lyricstraining.com
• Fill in the gap exercises (10%, 30% or transcription)
• All songs graded for difficulty• All authentic songs with YouTube videos• Ipad/iphone apps: Discovr Music• Shazam! (for lyrics) => musical translation!
Hace tiempo atrás, errores cometí mirabas sin parar, tratando de fingir me hallaste, me hallaste, me hallaste Luego no te importé, pero eso me gustó cuando me enamoré, huiste con mi amor me heriste, me heriste, me heriste Me di cuenta que yo, nada soy para ti me di cuando amor, que un tonto yo fui Siempre supe desde que te conocí, que un problema eras me enseñaste lugares donde nunca fui, y aún así me humillas Siempre supe desde que te conocí, que un problema eras me enseñaste lugares donde nunca fui, he despertado y ahora en el suelo estoy… No se disculpará, no me verá llorar él sólo fingirá, que no tuvo la culpa alguna, alguna, alguna Rumores escuché, confirman la verdad al fin pude entender, que sólo fui una más no hay duda, no hay duda, no hay duda Me di cuenta que yo, nada soy para ti me di cuando amor, que un tonto yo fui Siempre supe desde que te conocí, que un problema eras me enseñaste lugares donde nunca fui, y aún así me humillas Siempre supe desde que te conocí, que un problema eras me enseñaste lugares donde nunca fui, he despertado y ahora en el suelo estoy en el suelo, suelo, suelo…Cuando el miedo está, empiezo a preguntar ¿si me pudiste amar?, quizás ¿a alguien más? di la verdad Siempre supe desde que te conocí…
https://youtu.be/lwZH7OBj6Ec I knew you were trouble
Once upon time, a few mistakes agoI was in your sights, ou got me aloneYou found me, you found me, ou found meI guess you didn't care, and I guess I liked thatAnd when I fell hard, ou took a step backWithout me, without me, without meAnd he's long gone, when he's next to meAnd I realize the blame is on me'Cause I knew you were trouble when you walked inSo shame on me nowFlew me to places I'd never been, so you put me down ohI knew you were trouble when you walked inSo shame on me now, flew me to places I'd never beenNow I'm lying on the cold hard groundTrouble, trouble, trouble…No apologies, he'll never see you cryPretend he doesn't know, that he's the reason whyYou're drowning, you're drowning, you're drowningAnd I heard you moved on, from whispers on the streetA new notch in your belt is all I'll ever beAnd now I see, now I see, now I seeHe was long gone, when he met meAnd I realize now the joke is on meI knew you were trouble when you walked in…When your saddest fear comes creeping inThat you never loved me or her or anyone or anything…I knew you were trouble when you walked in…I knew you were trouble when you walked inTrouble, trouble, troubleI knew you were trouble when you walked inTrouble, trouble, trouble…
Writing frames and manipulating the language-grammatical application and creativity
• Made-up songs for a specific purpose
• *learning specific vocabulary and structure• Use ready-made songs:• http://www.youtube.com/watch?NR=1&v=3kWw
S1_Kark&feature=endscreen j’ai tu as
• http://www.youtube.com/watch?v=sQyY8Cak5Ps Soy una pizza
Music and Grammar go-to sites
• http://chansons-fr.com/ blog with French songs-videos and lyrics• http://www.lepointdufle.net/chansons.htm Links to French videos, lyrics and
activities• http://www.tv5.org/cms/chaine-francophone/Musique/p-14241-Musique.htm
(for French)• http://www.musique-de-la-semaine.eu/index.html Keeping up to date with
French music• http://formespa.rediris.es/canciones/ Spanish songs, videos and activities• http://platea.pntic.mec.es/cvera/hotpot/chansons/index.htm Carmen Vera
(French)• http://elmundodebirch.wikispaces.com/Spanish+Music+Database Sharon Birch
(Spanish)• http://www.todoele.net/canciones/Cancion_list.asp Todo ELE (Spanish)• https://www.mindmeister.com/fr/23760404/la-musique-en-france (mindmap)• http://www.profedeele.es/ (blog with resources)
Tools and Strategies to develop reading and writing in the EAL and MFL classroom :
• Building up vocabulary • Linking receptive and productive skills-grammatical
de-construction and re-construction• Encouraging more advanced reading-increasing
independence• Writing frames and manipulating the language-
grammatical application and creativity
Pinterest and Twitter? Motivating tools to develop reading and writing in the EAL and MFL classroom.
Isabelle Jones, Head of Modern Languages, Alderley Edge School for Girls @icpjones http://isabellejones.blogspot.com
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