Stepping away from the text book
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Stepping away from the text book. A more creative New Secondary Curriculum for MFL. http://sdvaughan.edublogs.org. Do not be afraid. ‘ Le Chateau Mystère ’. Problem solving. New verbs/vocabulary. Prepositions. Personal description. Past Tense. Items of furniture. Phoning the police.

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Stepping away from the text book

Stepping away from the text book

A more creative New Secondary Curriculum for MFL.


Http sdvaughan edublogs org

http://sdvaughan.edublogs.org


Stepping away from the text book

Do not be afraid


Le chateau myst re

‘Le Chateau Mystère’

Problem solving

New verbs/vocabulary

Prepositions

Personal description

Past Tense

Items of furniture

Phoning the police

Question words

Colours

Emergency services in TL country

Parts of the body

Time Phrases/telling the time

Opinion

& supposition

Pronunciation

Adjectives/adjectival ending

Rooms in the house

Story telling & extended reading

Illness/injury


What were we trying to achieve

What werewe trying to achieve?

  • Improved independent learning

  • Improved language learning skills

  • To develop questioning skills

  • To develop the use of tenses


Clear outcomes

Clear outcomes

  • Pupils produce a police file investigating a crime

  • Clear assessment criteria

  • Clear minimum content for the final piece of work to be handed in.


Tasks

Tasks:

  • Written description of the crime scene

  • ‘Before and after’ comparison of scene

  • Completed transcript of a witness statement.

  • Audio/video recording of Police interview of witness or perpetrator inc. writing their own questions

  • Chronology of events using clues from the crime scene/witness statements

  • Redrafting of the story in first person as a witness statement


Le chateau myst re1

‘Le Chateau Mystère’

Problem solving

New verbs/vocabulary

Prepositions

Personal description

Past Tense

Items of furniture

Phoning the police

Question words

Colours

Emergency services in TL country

Parts of the body

Time Phrases/telling the time

Opinion

& supposition

Pronunciation

Adjectives/adjectival ending

Rooms in the house

Story telling & extended reading

Illness/injury


Stepping away from the text book

Adjectives &

adjectival endings

Problem solving

Language processes & presentation skills

Colour & form

Forming questions

Creativity

Storytelling & extending reading and writing

New vocabulary and tenses

Language for real purpose


Cross curricular links

Cross-curricular links:

Further learning & development:

  • Personal description

  • Body parts/illness

  • Using the Emergency Services

  • Science: Forensics – fingerprinting

  • PHSE: Crime & Punishment

  • DT: House construction

  • Drama : crime reconstruction


Stepping away from the text book

Bon app!

Food types

Regions

& produce

Imperatives

Giving & Justifying opinion

PLTS/

Team work

Adjectives/Adjectival ending

Cultural aspects

Regular verbs

Presentation Skills

Colour & Form

Currency/

exchange

Writing instructions

Research skills

Quantities

Transactional Language:

Au café, au marché etc

Cookery skills

Likes/dislikes


Stepping away from the text book

Le Grand Prix

Countries &

Nationality

Verb ‘aller’ + simple future

Giving & Justifying opinion

PLTS/

Team work

Tenses

Directions

History & Cultural aspects

Map reading

Adjectives/Adjectival ending

Transports

Dealing with problems

Colour & Form

Research skills

Places in the town

Telling the Time/ Numbers

Transactional Language


Other ideas

Other Ideas:

  • ‘The Great Dinner debate’

  • Relocation, Relocation...

  • Fantasy football portfolio/WAGS

  • Popular/historical literature/poetry for context

  • A day in the life of…

  • My dream holiday: Give budget, book tickets, book accommodation etc

  • Relocation, Relocation...

  • Compare & Contrast: TL Countries/Cultural aspects

  • Healthy Living Manual

  • Protecting our Planet campaign

  • ‘The Great Dinner debate’

  • Sporting Event dossier: Tour De France, World Cup, Olympics


Golden rules

Golden rules:

  • Identify the required content first

  • Design a‘theme’ around them

  • Keep ‘themes’ generic

  • Have clear learning outcomes

  • Plan for progression within a unit

  • Plan for progression across a Key Stage


Http sdvaughan edublogs org1

http://sdvaughan.edublogs.org


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