Induction Programme for Induction Programme for Secondary NQTs – MFL Secondary NQTs – MFL (NT001F) 13 th March 2012 (session 2) Winchester Ben Shaw AST Oaklands Catholic Comprehensive School; Lisa Travers, Leading MFL Teacher, Portchester Community School; Jo Rhys-Jones County Inspector/Adviser for Languages
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Induction Programme for Secondary NQTs – MFL ( NT001F) 13 th March 2012 (session 2) Winchester
Induction Programme for Secondary NQTs – MFL ( NT001F) 13 th March 2012 (session 2) Winchester. Ben Shaw AST Oaklands Catholic Comprehensive School; Lisa Travers, Leading MFL Teacher, Portchester Community School; Jo Rhys-Jones County Inspector/Adviser for Languages. - PowerPoint PPT Presentation
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Induction Programme for Induction Programme for Secondary NQTs – MFLSecondary NQTs – MFL
(NT001F)
13th March 2012 (session 2)Winchester
Ben Shaw AST Oaklands Catholic Comprehensive School;
Lisa Travers, Leading MFL Teacher, Portchester Community School;
Jo Rhys-Jones County Inspector/Adviser for Languages
Jo Rhys-Jones: Flipped Learning
…and a bit of behaviour management!
Has teaching really changed? http://www.youtube.com/watch?v=gHzTUYAOkPM&feature=related
You have been given a summer holiday job in a zoo.... The zoo keeper has asked you to put the Latin labels on the animals’ enclosures. The English labels are already in place, so all you have to do is match them up..... Easy!
camelus dromedarius
felis tigris
hippopotamus amphibius
panthera leo
falco aesalon
canis lupus
ursus americanus
erethizon dorsatum
(This means, “I have a back
that irritates”)
Choose two of the animals you have just learned the names of in Latin.
Your job is to invent a long Latin name for each animal, and also a common name in English, which is easy to remember.
Here is an example: Scientific name: Feles Ruber Cauda Brevis Common name: Short-tailed red cat
You will need to use the correct word order: animal-adjective - body part - adjective.Don’t forget to draw a picture of each animal!
Flipped strategies for developing PLTS through MFL
• Use mystery pictures
•Use links between pictures: and, but
•Compare pictures : use comparative, because
•Say what happened before
•Say what might happen afterwards/next/later
•Read/Listen to clues to identify one specific picture
Points forts et Points faibles
L’alcool: C’est relaxant mais c’est cher
Le jeu
Le tabac
La drogue
Plus … que (more … than)
Moins … que (less … than)
Aussi … que (as… as)
L’alcool: C’est plus relaxant que le jeu mais c’est aussi cher que le tabac
Slide from Isabelle Jones
Diamond nine cards.doc
Le tabac
Le cannabis
Le travail La cocaïne
Les médicaments
Le jeu
L’ héroïne
Le shopping
L’alcool
http://classtools.net/ - slide from Isabelle Jones
Pourquoi pas?
1. Parce que ça sent mauvais2. Parce que c’est dégoûtant3. Parce que ça donne le cancer4. Parce que ça cause des crises cardiaques5. Parce que c’est facile de devenir dépendant6. Parce que c’est trop cher7. Parce que c’est du gaspillage8. Parce que c’est difficile d’arrêter9. Parce que c’est illégal10.Parce que c’est dangereux11.Parce que c’est mauvais pour le foie12.Parce que ça fait grossir/ ça coupe l’appétit13.Parce ce que c’est mauvais pour la santé
Choose and write one on a post-it
L’alcool, le tabac ou les drogues?
L’alcoolLe tabac
Les drogues
Je viens de là où... (or Oldelaf le cafe or etc...)
Interpersonal skills Problem Solving Connectedness
Visual literacy Critical literacy Information literacy
Higher order thinking Commitment Time management
Goal setting Respect Dealing with adults Learning community
New language Enquiry Lifelong learning Expression
Being adaptable Understanding audience Understanding purpose Relevance
Technology skills Initiative Risk taking A love of learning
These are valid objectives too!
How can we make the best use of ICT?
•Flickr http://www.flickr.com •Tag galaxy http://taggalaxy.de/ •French Google http://www.google.fr •Spanish Google http://www.google.es
Why use ICT?
To develop cultural awareness, we need to give pupils the opportunity to:
‘work with authentic materials in the target language, including some from ICT-based sources (for example … books, video, satellite TV, texts from the Internet)’