Some time with - ALL London

Some time with …STEVEN FAWKES, ALL

‘Whatever you like’

STEVEN FAWKES, ALL

We can look forward to ..

Seeing some of my holiday photos

Hearing some stories

Joining in

‘Reflecting’ on things we might think are important

Some rhetorical questions

Strategy # 1 – the TV Presenter strategy

Tell people how great it is going to be

Opportunities

For me to indulge myself in general !?

For you to sit back

Or to interact

‘Whatever you like’

Which of these are highlighted in

schemes of work?

Choice, motivation, resilience, positive attitudes …

Surprise and delight

What can we tell learners they can

look forward to ?

In key stage 3?

In key stage 4?

After key stage 4?

Looking forward?

What is the best story we can tell them?

Strategy #2 Tell the story

Legends of the Fawkes 2016-17Stories I might tell you … if you´re good

Vespa in the night

Naked in Vienna

Window leaping (with cows)

Penguins at sunset

Fateful revenge

From capital of Empire …

Missing my birthday party

Geordie porter

Adultery in Flemish

I was a bear

Ticket to Ryde

My night with 12 Germans

and a French grandmother

‘Whatever you like’Your choice – tell me!

All recent

All really happened

The pivotal role motivation plays in language learning

is clear: ‘In a long term learning process such as the

mastery of a second language, the learner’s ultimate

success always depends on the level of motivation’

(Dörnyei, 2014).

… motivation, seen through a social constructivist

lens is synonymous with engagement; it is not about

individual intra-psychological traits, it is a matter of

volitional participation in social learning activity that is

dynamic and jointly-constructed. (Kaplan & Patrick,

2016).

My italics

Strategy # 3Teacher narrative

Sustaining the flow of the lesson

Making it personal

Trying to draw them in

Flexible, can drop in and out

Can include recent language

Can encourage spontaneity

TALES project

Strategy # 4?

Anyone work with moody adults?

Go to Prague !

Looking forward ? Where is our focus?

Long and short view – for us and for them

I say ‘Us’

Lesson planning in sleep

Do we need more goals and targets?

Who are they for?

Who do they help?

or

Do learners need something bigger than learning

outcomes?

Sergei Polunin

https://www.youtube.com/watch?v=fO81ybhNvaM

‘… Whenever you have a goal and no reason behind

your goal, it’s going to end badly.’

Strategy # 5 Consider

What is the best story we can tell them?

This month / half-term we are going to …

Plan / run a show / Watch video

Produce a class magazine / or display / anthology

Read and review some real texts / Make a video

Do a Skype session with our twin / Tell stories/jokes

On the way there we will need to learn how to ..

What sort of thing would you like to learn to do?

Look out for surprises!

Photos – the ‘must have’

Ask if you would like some more

Taranto Museum

What Language teachers do

Expand horizons

Encourage

communication

Stimulate curiosity

Plan in steps

Develop interactions

Look for motivation

everywhere

Introduce other ways of doing

things

Inside, and beyond, the classroom

About life as well as language

Joining things up

Human and social skills

Need to know, need to do,

willingness to speak in TL

Strategy # 6: Remember that!

And if they would just let us get in with it ….

Jelly not set

https://www.youtube.com/watch?v=rMbATaj7Il8

WHAT DO WE LIKE?

What do we like?

Smiley teeth

Seeing the world

Movement

Wind in hair

Open sky

Sense of going somewhere

Lyrics – where have we see these

before?

Lookin' for adventure

Whatever comes my way

Go make it happen

Maybe not …

Explode into space

Purpose of study

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

‘Whatever you like’

What motivates you?

In life in general?

In your teaching life?

In your language life?

Would you talk about that in class?

Seen in Ravello:

Strategy # 7?

Strategy #8 : keep your eyes open

Table service is provided exclusively by the waiters. The

consummation is obligatory.

Hereford:

Vowles Close

an assessment scheme for Speaking?

One for French teachers

Quand il est vide

Je le plains;

Quand mon verre est plein,

Je le vide.

Raoul Ponchon (1848-1937)

And for Spanish teachers

And for English ? speakers

And?

‘Whatever you like’

Strategy # 9What’s your favourite ….?

Swiss roll?

Are your learners like this?

https://www.youtube.com/watch?v=O1D07dTILH0

Strategy # 10: Variety ?

Diverse themes / content?

Diverse approaches / activities?

Diverse directions / multiple sources?

Choice?

Anyone fancy a story yet?

Vespa in the night

Naked in Vienna

Window leaping (with cows)

Penguins at sunset

Fateful revenge

From capital of Empire …

Missing my birthday party

Geordie porter

Adultery in Flemish

I was a bear

Ticket to Ryde

My night with 18 Germans

and a French grandmother

All about me

Also things I have read (for you)

Underline the Power of Language

Caution – Grammar ahead!

Marcus Sedgwick, Blood red, snow

white

The typewriter was a marvel of miniaturization, made

from steel and rubber and ivory. A simple enough

thing, though to him, a miracle in itself, for in that box

was the potential to write everything that could ever

be written. Every word, every sentence, every

thought that could ever be, was waiting to be made

from the machine in the box. Every single idea ever

was in there. And that in itself was a wonderful idea.

Making Language – Michael Newby

OUP 1981

Grammar … is for doing things, not listening to

explanations

Grammar … is not just for writing

Strategy # 9 : Borrow

Grammar – messing about with

language – Strategy # 11?

Put the words in these sentences in the right order to

make a story in English

pile of bricks on sitting is PC Flidge a

has all out been night he

burglar chasing been has he

ran much than burglar faster the him

little having a rest is now he

Join two phrases / words via an

appropriate verb … for different effects

My Granny ………. in the bath

Write one in your TL and share it

Similarities – Language awareness

A cat was trapped up a tree – Two cats ….

I go and fetch a ladder – I went ….

He’s lost his balance – She’s lost ….

Write one in your TL and share it

When you do need to be accurate

Jacques Brel, Litanies pour un retour

https://www.youtube.com/watch?v=hW_tjm82ZAE

Link to phonics / spelling

Using grammatical cues

Look at text with gaps – predict / Listen

Look at text and predict

Mon coeur ma mie mon âme

Mon ciel mon feu ma flamme

Mon puits ma source mon val

Mon miel mon baume mon Graal

Mon blé mon or ma terre

Mon soc mon roc ma pierre

Ma nuit ma soif ma faim

Mon jour mon aube mon pain

Ma voile ma vague mon guide ma voix

Mon sang ma force ma fièvre mon moi

Mon chant mon rire mon vin ma joie

Mon aube mon cri ma vie ma foi

Mon coeur ma mie mon âme

Mon ciel mon feu ma flamme

Mon corps ma chair mon bien

Voilà que tu reviens

Jacques Brel, Litanies pour un retour

https://www.youtube.com/watch?v=hW_tjm82ZAE

Link to phonics / spelling

Using grammatical cues

Look at text with gaps and predict a word that might fit – length / sound /

meaning

Look at text and predict mon or ma or mes

Mon coeur ma mie m ? âme

Mon ciel mon feu m ? flamme

Mon puits ma source m ? val

Mon miel mon baume m ? Graal

Mon blé m ? or ma terre

Mon soc mon roc m ? pierre

Ma nuit m? soif ma faim

Mon jour mon aube m ? pain

Ma voile ma vague m ? guide m ? voix

Mon sang m ? force m ? fièvre mon moi

Mon chant mon rire m ? vin m ? joie

Mon aube mon cri m ? vie m ? foi

Mon coeur ma mie mon âme

Mon ciel mon feu ma voix

Mon puits ma source mon val

Mon miel mon baume mon Graal joie

Mon blé mon or ma terre flamme

Mon soc mon roc ma faim

Ma nuit ma soif ma pierre

Mon jour mon aube mon pain bien

Ma voile ma vague mon guide ma

Mon sang ma force ma fièvre mon moi

Mon chant mon rire mon vin ma

Mon aube mon cri ma vie ma foi

Mon coeur ma mie mon âme

Mon ciel mon feu ma flamme

Mon corps ma chair mon

Voilà que tu reviens

Barbara version

https://www.youtube.com/watch?v=r6nBEliPwnY

What famous dish do you think

was invented …

For a Queen of Naples

At a restaurant called Brandi

In 1889?

Curious?

After pizza – SPAG = GPS?

Details of the KS2 English SPAG (Spelling, Punctuation and Grammar)

tests can be found here:

https://www.gov.uk/government/publications/2016-key-stage-2-english-

grammar-punctuation-and-spelling-sample-test-materials-mark-scheme-

and-test-administration-instructions

Some examples :

Circle all the pronouns in the sentence below.

Tick one box to show which part of the sentence is a relative clause.

Tick one box in each row to show how the modal verb affects the

meaning of the sentence.

What is grammar for?

For using in sentences

Tell a story

Here are the

sentence subjects:

A man ..

People ..

A cow ..

Etc.

Here are some

infinitives to help if

you want them:

To run, to jump, to

fall, to shout,

Etc.

All about me

Also things I have found (for you)

LipSynch Enrique

https://www.youtube.com/wa

tch?v=NUsoVlDFqZg

1.00

(Bailando, bailando,

bailando, bailando)

Tu cuerpo y el mio llenando

el vacío

Subiendo y bajando

(subiendo y bajando)

(Bailando, bailando,

bailando, bailando)

Ese fuego por dentro me

esta enloqueciendo

Me va saturando

Change

Can be worrying or exciting

https://www.viralviralvideos.com/2014/06/27/optical-illusion-dance-will-

blow-your-mind/

Strategy # 12Restoration v Reinvention

Restoration – the Farnese marbles

Reviewing

Updating

Adding

Not replacing

The details are just part of the picture

Strategy #13 : Look back and look

forward

… La lune grandit et rapetisse, mais c’est toujours la meme lune. Si nous regardons le monde a travers le regard du changement, il n’y a jamais de repos dans toute la creation. Mais si nous observons la permanence des choses, nous et les etres n’avons pas de fin….

‘Confucius’

Creating language learners

Interest in words

Interest in people

Interest in communication

Interest in culture

Have our recent systems encouraged this?

Can we make our new systems do so?

MY photos

Our way forward?

Pause

Rewind

Don’t stop

Play!

On the spoon-

feeding

Looking forward to …?

Strategy #14: Look forward

What else?

Where else?

Be spontaneous

!

Be spontaneous! Tell them what you mean

Strategy #15

Exclamations!

Questions?

Hesitaaaaations

Inter jec tions

‘Opinions’

?Clarifications

!Suggestions

Something to be Spontaneous about

‘Whatever you like’

ASK ME FOR MORE IF YOU WANT THEM

Something to be Spontaneous about

Vespa in the night

Pigeon implosion!

Naked in Vienna

Accidental holiday

Penguins at sunset

Fateful revenge

Into the river? Or into

the nettles?

Penguins at sunset

Sitting on the wheel of

fortune

Adultery in Flemish

Self-indulgent?

Strategy # 16

… To draw you in

… To make it personal

Teacher strategies to support Resilience

Trying to stir up curiosity

Putting words into their mouths

Collecting and sharing

Looking for opportunities (Spontaneity , Grammar, Translation)

Focus on multipliers: get them to translate, note and recycle

Tools and Extenders

Exploiting several ways

Being playful with the language, getting them used to the

unpredictable

Looking long term

Make the new arrangements work for us

Aspirations are about creating language learners

Look positive

Be realistic in our statements

What is this for?

People

and

places

‘Whatever I like’

Strategy #

Keep your life alive!

For your learners’ sakeSTEVEN FAWKES, ALL

@STEVENFAWKES