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Not babies and bathwater, �culture and creativity�

The Language Show 2021

Presenter: Rachel Hawkes�Date updated: 06/11/21

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Hello. My name is Rachel Hawkes. I’m currently seconded from my school for four days a week to work as co-director at NCELP, and I continue to work one day for Cam Academy Trust, and in this session I'm going to talk about culture in the languages curriculum with examples of work from both these roles.�

I’m therefore not only presenting my work but the work of colleagues in the NCELP team, and in my trust, and others, so before we get underway, a big thank you to all. ��……………………………………………………………………………………………………………………………..

Session information

Not babies and bathwater, but culture and creativity.

Language and culture are two sides of the same coin; closely related, there cannot be one without the other. This session offers a practical and holistic view on language and culture in classroom language teaching, showing how culture combines easily with phonics, vocabulary and grammar teaching, providing students with a strong linguistic and cultural foundation, encouraging them to ‘step beyond familiar cultural boundaries and develop new ways of seeing the world’. Particularly relevant to the proposals for the new GCSE Subject Content, all ideas come with freely available resources in French, German and Spanish, which are new for this session.

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Culture in the curriculum

The content taught through the new language should be stimulating and widen pupils’ knowledge of the culture, history and literature of speakers of the new language, without compromising the necessary sequencing of vocabulary and grammar. (Pedagogy Review, 2016)

Learning a foreign language is a liberation from insularity and provides an opening to other cultures.

(National Curriculum Programmes of Study KS2 and KS3)

The study of a modern foreign language at GCSE should also broaden students’ horizons, encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world.

(proposed GCSE subject content)

“If we teach words based on frequency, we lose culture (don’t we?)”

Let’s start very briefly with 3 statements about culture in the languages curriculum. I will just let you read them as they come up.�OK, so this final one. The content of the new language should be stimulating and widen knowledge of the culture, history and literature of speakers of the new language without compromising the necessary sequencing of vocabulary and grammar.�This one has given rise to some concerns from people, which I’m paraphrasing in this question, here.

…………………………………………………………………………….

Sources:

The content taught through the new language should be stimulating and widen pupils’ knowledge of the culture, history and literature of speakers of the new language, without compromising the necessary sequencing of vocabulary and grammar. �https://tscouncil.org.uk/wp-content/uploads/2016/12/MFL-Pedagogy-Review-Report-2.pdf

The study of a modern foreign language at GCSE should also broaden students’ horizons, encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world.

https://consult.education.gov.uk/ebacc-and-arts-and-humanities-team/gcse-mfl-subject-content-review/supporting_documents/GCSE%20MFL%20subject%20content%20document.pdf

Learning a foreign language is a liberation from insularity and provides an opening to other cultures.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239042/PRIMARY_national_curriculum_-_Languages.pdf

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“If we teach words based on frequency, we lose the culture (don’t we?)”

Many words in the 2000 most frequent are culturally and thematically rich (about 60-65% of them)
Build from the words and the contexts will come
Find culture in…

the new language sounds
its words and
its structures.

“Common attitudes, beliefs and values are reflected in the way members of the group use language - for example, what they choose to say or not to say and how they say it.” (Kramsch, 2001, p6).

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

So I’m hearing this message a fair bit.�[Cue animation]

And yet, many words (the majority in fact) in the 2000 most frequency are rich content words.�So we can have confidence that if we build from the words the contexts will come.

It helps to see the process of learning a new language itself as a step towards intercultural competence. �It is also worth considering what is meant by culture.

[Cue animation]

I’m sure many of you have seen the iceberg model of culture.

If we understand culture as the system of attitudes, beliefs and values - the underwater part of the iceberg- which underpin the actions, habits, celebrations that we see in everyday life in the surface part of the iceberg, we can sense that not only are they inseparable, but that learning what we can see might pave the way to understanding what we can’t see so easily.

[Cue animation] And language itself is perhaps the most visible and accessible expression of culture, as Kramsch suggests.

[Cue animation]

And so we find culture in language; [cue animation] in its sounds, [cue animation] in its words and [cue animation] in its structures. �In teaching them, we lay the foundation for understanding other world views and for seeing ourselves through the eyes of others.

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Describing me and others

rouge

SSC [eu]
Ce|C’est (it is, it’s)
Days of the week

Even if we start at the beginning of KS2, in Y3, with the most basic of vocabulary, there is the opportunity for culture.�This is just a very small example of how words carry culture.

In this primary resource we have cousins – one family in France, one in Haïti.�This immediately opens way for all sorts of cultural comparisons. Here, it is about the way the two countries perceive the start day for the week.��

……………………………………………………………………………………………………………………………………….

Artwork by Steve Clarke. Pronoun pictures from NCELP (www.ncelp.org). All additional pictures selected from Pixabay and are available under a Creative Commons license, no attribution required.

Phonics: [eu] and [SFC] with words ending in -x

Frequency of new words:

Phonics: deux [41] un (petit) peu [91] un jeu [291]

Vocabulary: ce (c') [12] lundi [1091] mardi [1044] mercredi [1168] jeudi [1112] vendredi [1086] samedi [1356] dimanche [1235] aujourd’hui [233]

Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in these resources are given in the SOW and in the resources that first

introduced and formally re-visited those words.

For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

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vocabulaire

Écoute et répète.

Monday

mots

lundi

Aujourd’hui c’est lundi.

In France, the first day of the week is Monday (lundi) and the last day of the week is Sunday (dimanche).

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vocabulaire

Écoute et répète.

Sunday

mots

dimanche

Aujourd’hui c’est dimanche.

In Haϊti, the first day of the week is Sunday (dimanche) and the last day of the week is Saturday (samedi).

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être

[to be | being]

Je suis

I am

Tu es

He is

C’est ici ?

Is it here?

No, it is there!

She is

Elle est

Il est

You are

Oui, c’est ici !

Yes, it is here!

It is is also part of the verb ‘to be’:

Remember, the verb être means ‘to be’.

You already know the parts I am, you are and he/she is:

C’est

It is

Non, c’est là !

Ce means it.�Ce est becomes c’est to make it easier to say.

Remember: change a statement into a question by raising your voice at the end.

Remember: in French, use an extra space in front of any two-part punctuation marks!

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lire

Lis les messages de Pierre et Jean-Michel. Complète en anglais.

Jean-Michel, c’est lundi ?

Non, c’est dimanche !

Jean-Michel, c’est mercredi ?

Non ! Aujourd’hui, c’est mardi !

Jean-Michel, c’est vendredi ?

Non ! Ici, c’est jeudi !

Jean-Michel, c’est samedi ?

Oui ! C’est samedi, à midi ! C’est le weekend. Hourra !

Jean-Michel, ________ Monday?

_____, it’s _____________!

Jean-Michel, ____ ___________?

No! __________ _______ Tuesday!

Jean-Michel, ________ __________?

No! _______ it’s _____________!

Jean-Michel, ________ ________?

_____! ____ Saturday, at midday! _______ the weekend. Hurrah!

is it

No

Sunday

is it

Wednesday

Today

it’s

is it

Friday

Here

Thursday

is it

Saturday

Yes

it’s

It’s

There is a time difference between France and Haϊti! Pierre is confused, and Jean-Michel gets cross.

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lire

Culture : France et Haϊti

Pierre messages Jean-Michel at 5:30 Monday morning.��For Jean-Michel it is Sunday night because Haϊti is six hours behind France.��What time exactly is it for Jean-Michel?�

�

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Au revoir !

rouge

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Describing me and others

bleu

Asking and giving dates
Using quel/quelle
[an|en] and [am|em]

Then in Y5, rather than the vocabulary it’s the grammar that we exploit culturally, here.

………………………………………………………………………………………………………………………

Artwork by Steve Clarke. Pronoun pictures from NCELP (www.ncelp.org). All additional pictures selected from Pixabay and are available under a Creative Commons license, no

attribution required.

Phonics: revisit SSC [an|en] enfant [138] and introduce [am|em] temps [64]

Vocabulary (new words in bold): sommes [5] nous [31] quel, quelle [146] date [660] jour [78] mois [179] saison [1667] semaine [245] lundi [1091], mardi [1044] mercredi [1168] jeudi [1112] vendredi [1086] samedi [1356] dimanche [1235] aujourd’hui [233]

Revisit 1: être [5] suis, est, es [5] je [22] tu [112] il [13] elle [38] qui ? [14] ami(e) [467] école [477] monsieur [79] madame [294] professeur(e) [110] anglais [784] français [251] calme [1731] amusant [4695] heureux [764] important [215] inquiet [1392] intelligent [2509] perdu [2264] prêt [422] sérieux [412] bien [47] mal [277] comment ? [234] Salut ! [2205] Ça va ? [54/53] Oui [284] Non [75] Bonjour ! [1972] Au revoir [4/1274]�Revisit 2: facile [822] difficile [296] important [215] différent [350] revisit previously taught verbs, c’est [12/5]

Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in these resources are given in the SOW and in the resources that first

introduced and formally re-visited those words.

For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

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prononcer

Rachel Hawkes / Emma Marsden

Which?

quel ?

Nous sommes quel jour ?

[We are which day?]�What day is it?

⚠In English, we often say what day is it? �in French, we often use �‘quel’ (which) and nous sommes (we are).

Marie-Odile, my co-writer on this primary SOW, is very keen that pupils learn the typical French way to talk about dates, and in particular how they are talked about in the classroom in France.�We taught the days with c’est in Y3, as pupils were gaining confidence with singular persons of a range of verbs, but by Y5 pupils have learnt plural forms of etre, too, and this seemed the right place to introduce pupils to a more idiomatic way to talk about dates.

So we do it after they already know ‘nous sommes’ and ‘quel’. So thinking back to the statement about teaching culture to complement and support the grammar and vocabulary – weaving them together. Decisions like these are not cut and dried, but they are informed decisions to achieve a balance that always has the time-limited classroom context in mind.

Timing: 2 minutes (two slides)

Aim: to introduce question word quel ? and quelle ?

Procedure:

Pupils listen and repeat the key question word (include gesture if possible).
Display the word and get them to repeat one more time.
Elicit English meaning.
Reveal the sentence and elicit English translation from pupils.
Continue with the next slide.

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prononcer

Rachel Hawkes / Emma Marsden

Which?

quelle ?

Nous sommes quelle date ?

[We are which date?]�What date is it?

⚠quel is which for singular masculine nouns, quelle for singular feminine nouns. They sound almost the same.

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quel ? | quelle ? |

[which (m), which (f)]

Here are two ways to say today’s date:

Compare:

Nous sommes le 10 novembre.

Nous sommes mercredi 10 novembre.

It’s the 10^th November.

It’s Wednesday 10^th November.

⚠Remember! When you say the day you don’t use ‘le’

We can ask questions about dates like this:

Nous sommes quel jour ?

Nous sommes quel mois ?

Nous sommes quelle date ?

Nous sommes en quelle semaine ?

What day is it?

What month is it?

What date is it?

Which week are we in?

⚠Note that in French we use cardinal numbers for dates (no ^stor ^th)

⚠ jour and mois are masculine; �date, semaine, saison are feminine.

Nous sommes en quelle saison ?

Which season are we in?

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lire

Adèle gets lots of messages.

Écris 1-5 et le mot correct en français et anglais.

Nous sommes quelle �jour | date ?

1

day

date

Nous sommes quel date | mois ?

2

date

month

Mercredi. Mais nous sommes quelle �mois | date ?

4

month

date

Avril ? Nous sommes quel date |jour ?

3

date

day

Aujourd’hui, nous sommes quel �jour |date ?

5

day

date

What are people asking her?

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écouter

Quel ? Quelle ?

Claudine écoute des messages.

Ils demandent quoi ?

1

2

3

4

5

6

Nous sommes quel mois ?�Juillet ?

Nous sommes quel jour, aujourd’hui ?

Claudine, nous sommes en quelle saison maintenant ?

Nous sommes en quelle semaine ?

Nous sommes quelle date ?

Ton anniversaire est quel jour, Claudine ?

Écris quel ou quelle.

Cherche la réponse correspondante.

A	Nous sommes jeudi 25 septembre.
B	Non, nous sommes le mois de décembre.
C	En automne.
D	Aujourd’hui, c’est lundi.
E	En semaine 3.
F	Mon anniversaire est mercredi.

B

D

C

E

A

F

______

écrire

Time: 10 minutes��Aim: to practise written differentiation in production of the two forms quel ? and quelle ? based on knowledge of noun gender and recognition in listening.��Procedure:�1. Click the message icon to hear the question. (Note: this could simply be done as a reading task, but the audio reinforces the fact that the two forms sound the same. For greater challenge, pupils could listen ‘blind’ – simply cover the whole statement with a text box during listening.)

2. Pupils decide which question word is missing based on the gender of the word that follows.

3. Click to reveal the answers.�4. Click again to bring up a table of possible responses to these questions.

5. Pupils read and match questions and answers. They will need to read very carefully paying close attention to the detail.

�Transcript:�1. Nous sommes quel mois ? Juillet ?

2. Nous sommes quel jour, aujourd’hui ?

3. Claudine, nous sommes en quelle saison maintenant ?

4. Nous sommes en quelle semaine ?

5. Nous sommes quelle date ?

6. Ton anniversaire est quel jour, Claudine ?

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Au revoir !

bleu

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Describing me and others

- Adjectives ending in -z and -l.

Strong and weak vowels [revisited]

azul

I have two short Spanish examples here of resources that take Day of the Dead as the learning context, but have different learning aims to reflect the language level of the learners.�First, Y5. Here we are revisiting some vocabulary from Y3/4, as well as cuantos/cuantas, plural adjectives that end in –l, -s or –z.�We don’t have time to see the full lesson, so I am just showing the start and how the week finishes up.�We introduce the vocabulary and the idea of the altar. After lots of input (L and R) practice with the language pupils practise in a read aloud, and comprehension with a drawn response, and then with some written sentences, and the opportunity to design and describe their own altar.

Artwork by Steve Clarke. All additional pictures selected are available under a Creative Commons license, no attribution required.

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in the resources are given in the SOW (excel document) and in the resources that first introduced and formally re-visited those words. �For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

Phonics:�Revisit strong and weak vowels: leer [209] aceite [2101] aire [401] boina [>5000] idea [247] oeste [2416] puente [1715] antiguo [446] feo [2373]

Vocabulary (new words in bold): hay [13] cuántos/cuántas [580] diccionario [3844] flor [739] foto [882] regalo [1986] blanco [372] especial [436] feliz [908] grande [66] importante [171] normal [1000] pequeño [202] rojo [534] útil [3951]

�Revisit 1: cumpleaños [3372] mes [288] enero [1173] febrero [1419] marzo [1231] abril [1064] mayo [909] junio [1035] julio [659] septiembre [1150] octubre [1242] noviembre [1434] diciembre [1165] cuándo [138] de [2] trece [2700] catorce [2411] quince[1215] dieciséis [3373] diecisiete [3400] dieciocho [2730] diecinueve [4232] veinte [819] veintiuno [819/425] veintidós, veintitrés, veinticuatro, veinticinco, veintiséis, veintisiete, veintiocho, veintinueve, treinta [830] treinta y uno [830/4/425] �Revisit 2: --

Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

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hablar

El día de los muertos

números	adjetivos	verbos	nombres

especial

importante

la flor

el festival

la cara

cuatro

cinco

feliz

son

hay

siete

el ojo

cuatro

feliz

especial

la flor

hay

cinco

importante

la cara

son

siete

el festival

el ojo

Clasifica el vocabulario.

seven

flower

they are

happy

face

there is �/ are

eye

= noun

vocabulario

Timing: 5 minutes

Aim: to recap previously introduced vocabulary, classifying the words by parts of speech.

Procedure:

Teacher reads the title of the activity (also the context of this lesson – Day of the Dead) and elicits English translation from pupils.
Click to bring up Spanish instruction and read out loud. Draw pupils’ attention to the four categories (números, adjectivos, verbos and nombres). The first three are cognates. Elicit English translations and encourage pupils to anticipate the meaning of “nombres”. Click again and the translation appears (noun).
Pupils work in pairs to classify the nouns into the four categories.
Elicit answers from pupils (cuatro – número). Answers are animated in columns from left to right.
Click for English cues to prompt meaning recall and pronunciation of the words.

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vocabulario

En el altar hay _____ calaveras.

el altar

la calavera

dos

las flores

En el altar hay _____ flores.

seis

la foto

la vela

El *altar del día de los muertos

la calavera – skull�la vela - candle

*An altar is a type of table used for religious ceremonies or spiritual offerings.

Timing: 3 minutes

Aim: to introduce key vocabulary for the context of the lesson (Day of the Dead).

Notes:�i) ‘foto’ is introduced for the first time.�ii) ‘altar’, ‘vela’ and ‘calavera’ are unknown items and vela and calavera are glossed here. They are not part of the core vocabulary for the scheme of work but are included for enrichment in this lesson.

Procedure:

Teacher reads the title.
Click to bring up the Spanish words for the different items and elicit repetition from pupils.
Click to bring up full sentence ‘en el altar hay…’. Pupils complete the sentence with the correct number per item.

Frequency of unknown words and cognates:

altar [3272] vela [2247] calavera [>5000]�Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

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pronunciar

Rachel Hawkes / Emma Marsden

How many?

¿Cuántos?

¿Cuántos diccionarios hay?

[How many dictionaries are there?]

⚠ The question word ‘¿cuánto?’ agrees with the gender and number of the noun it refers to.

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pronunciar

Rachel Hawkes / Emma Marsden

How many?

¿Cuántas?

¿Cuántas caras hay?

[How many faces are there?]

⚠ There are four forms: �cuánto – how much (m)�cuánta – how much (f)�cuántos – how many (m, pl.)�cuántas – how many (f, pl.)

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hablar

¿Cuánt____ calaveras hay?

as

Hay 3 calaveras.

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hablar

¿Cuánt____ ojos hay?

os

Hay 6 ojos.

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hablar

¿Cuánt____ flores hay?

as

Hay 5 flores.

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hablar

¿Cuánt____ caras hay?

as

Hay 24 caras.

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hablar

¿Cuánt____ regalos hay?

os

Hay catorce regalos

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hablar

¿Cuánt____ flores hay?

as

Hay 18 flores.

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Number agreement on adjectives

When we describe more than one noun with adjectives ending in �-l,-s or –z, we add –es.

ending in -z

The festivals are special.

Los festivales son especiales.

Ángela and Sofía are happy.

Ángela y Sofía son felices.

When we describe more than one noun, we add –s to adjectives ending in –o, –a or –e.

Adjectives that end in -l, -s or -z describe singlular masculine and feminine nouns, e.g. feliz.

When the adjective ends in –z, we change –z for –c and then add –es.

Note that nouns ending in -l, -s, -z also add -es for plural.

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leer

Ej

2

1

3

Lee: ¿a qué puede describir?

		adjetivo
Las caras	Los regalos	azules
Los animales	Las profesoras	divertidos
Las lenguas	Los diccionarios	útiles
Las flores	Los regalos	antiguas
Los amigos	Las amigas	especiales
Sofía y Quique	Sofía y Ángela	normales
Los altares	Las fotos	pequeñas

4

5

6

el altar

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hablar

escribir

En parejas

Lee las frases a tu compañero.

Corrige las diferencias en tu texto.

Dibuja tu altar.

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to print

A Corrige las diferencias:

|

Persona A

En mi altar hay dos flores. Son pequeñas.

Hay cuatro regalos. Son especiales y con muchos colores. También hay dos velas. Son verdes. En mi altar hay dos niños. Son activos.

B Lee las frases a tu compañero/a.

En mi altar hay dos fotos. Son rojas. Hay cuatro velas. Son grandes. También hay cinco niñas. Son felices. En mi altar hay dos calaveras. Son grandes y con muchos colores.

En mi altar hay dos diccionarios. Son amarilos. Hay tres velas. Son pequeñas. También hay dos niñas. Son amigas. En mi altar hay dos flores. Son grandes y con muchas flores.

B Lee las frases a tu compañero/a.

En mi altar hay tres flores. Son grandes. Hay cinco regalos. Son grandes y con muchas flores. También hay tres velas. Son azules. En mi altar hay dos niñas. Son felices.

Persona B

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Follow up 4:

escribir

happy, white, useful, small

important, white, special, red

Escribe frases.

A

B

Use ‘hay’, ‘son’ and the correct ending for a suitable adjective.

Choose A or B.

Hay seis flores.

Son blancas.

Hay seis calaveras.

Son felices.

Hay dos diccionarios.

Son útiles.

Hay cuatro flores rojas.

Son pequeñas.

Hay dos fotos.

Son especiales.

Hay siete flores.

Son rojas.

Hay cinco regalos.

Son importantes.

Hay dos calaveras.

Son blancas.

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to print

1
2
3
4

1 Escribe frases. Use ‘hay’, ‘son’ and the correct ending for the adjectives.

2 Design and describe your own altar.

|

1
2
3
4

1 Escribe frases. Use ‘hay’, ‘son’ and the correct ending for the adjectives.

2 Design and describe your own altar.

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¡adiós!

azul

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Describing a Mexican tradition: �Día de Muertos

possessive adjective ‘su’ [revisited]

Y9 Spanish

Term 1.1 - Week 4 - Lesson 8

Amanda Izquierdo / Rachel Hawkes / Nick Avery

Artwork: Mark Davies

Date updated: 03/08/21

reflexive pronoun ‘se’

And at the start of Y9 this is the sort of level of language that students might encounter in some learning about the same tradition.

Here the linguistic focus contrasts ‘se’ and ‘su’ because they are important small words that can easily be confused.�If you teach Spanish, think about how often students confuse me and mi.�I saw a teacher talking about this the other day. She’d made a video of herself making this typical mistake. The approach modelled was to practise writing out the incorrect sentence quite a few times to make it stick.�An alternative approach is to identify the ‘hard to reach’ grammar features up front and plan their teaching with lots of input practice where choosing the right feature is essential to doing the task. It’s impossible to avoid thinking about the feature. Tasks designed have shown to lead to learning in over 50 empirical studies, and that seems like enough to make us as teachers consider them seriously.

………………………………………………………………………………………………………………….

Artwork by Mark Davies. All additional pictures selected are available under a Creative Commons license, no attribution required.

Native teacher feedback provided by Blanca Román.

Learning outcomes (lesson 2)

Introduction of new vocabulary

Cultural knowledge about a Spanish-speaking country

Introduction of reflexive pronoun ‘se’

Consolidation of the following:

Possessive adjective ‘su’ (& ‘sus’)

Frequency rankings of vocabulary introduced this week (1 is the most common word in Spanish):

venir [118]; nivel [297]; tierra [259]; luz [278]; muerto [1103]; muerte [294]; comunidad [523]; costumbre [972]; forma [119]; mexicano [849]; especial [436]; hora [160]; único [214]; sentar [249]; acordar [535]; quedar² [100]

Frequency rankings of vocabulary revisited this week (1 is the most common word in Spanish):

Y8 3.1.4

parecer [89]; guardar [687]; pagar [377]; marca [1276]; falda [2743]; mitad [834]; precio [557]; tipo [168]; euro [2435]; ligero [1930]; práctico [2141]; este [24]

Y8 3.2.4

grabar [1560]; tocar [327]; mostrar [330]; bajar [484]; saltar [1160]; pierna [776]; brazo [470]; mano [135]; alguien [346]; ya² [39]; ahora mismo [81]

Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in NCELP resources are given in the NCELP SOW and in the resources that first introduced and formally re-visited those words. For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

37 of 102

escuchar / leer

Lee las frases sobre el Día de Muertos.

¿Cuál es la opción correcta?

		¿Cuál es la opción correcta?
		…tradición es muy conocida. b) ... prepara para la fiesta.
		... levanta temprano para ayudar. … abuela prepara la comida.
		... sienta con la gente del pueblo. … comunidad es muy importante.
		... familia celebra el Día de Muertos. ... queda en casa por la tarde.

1

2

3

4

		¿Cuál es la opción correcta?
		… abuelo está muerto. … acuerda de la familia.
		... ropa es divertida. ... pone ropa divertida.
		... barrio celebra un festival. ... queda en la calle con unos amigos.
		... pinta de blanco y negro. ... altar es blanco y negro.

6

7

8

Escribe 1-8, a o b, y se o su.

5

su

se

su

se

Such tasks typically juxtapose the contrasting features and compel students to choose between them in listening, reading, speaking and writing tasks. They know the meanings of ‘su’ and ‘se’ and that one is always followed by a noun and the other by a verb. Here students practice in reading but the sentence starts of aurally, so that they pay close attention to the sound of the word and connect this to the rest of the written sentence.

……………………………………………………………………………………………………

………………………………………

Timing: 7 minutes

Aims:

to practise understanding the difference between ‘se’ and ‘su’.
to correctly transcribe the two words.

Procedure:

1. Click the number trigger to play the audio.

2. Students listen to the beginning of the sentence and decide which is the correct continuation. They write 1-8 a/b and either se or su.

3. Check answers and elicit the English meanings of the sentences orally.

Transcript:

Su...
Se...
Su...
Su
Se...
Se...
Su...
Se...

38 of 102

Una tradición mexicana: el Día de Muertos

Lee y escucha el texto sobre el Día de Muertos:

leer / escuchar

México tiene muchas tradiciones, pero su tradición del Día de Muertos es especialmente conocida. Es una costumbre única y muy importante para su comunidad porque es una forma de pensar en los muertos. Para los mexicanos, los muertos vienen a la tierra este día.

Nadia es mexicana y celebra el Día de Muertos con su familia. Por la mañana se levanta temprano para ayudar a su abuela: preparan pan* de muerto y un poco de fruta para el altar. Su altar tiene varios* niveles. Los niveles del altar son las diferentes partes del mundo: el primer nivel es la tierra y el segundo nivel es el cielo*. Nadia pone allí fotos de su abuelo y se sienta al lado de su abuela. Se queda unas horas en casa con su familia y se acuerda de su abuelo muerto.

Por la tarde se pone ropa divertida, se pinta de blanco y negro y va a la calle con su hermano. En su barrio hay un festival con música fuerte y luces de colores. ¡Es muy divertido!

1

2

3

4

5

6

*el pan = bread; *el cielo = sky, heaven; *varios = various

‘Pan de muerto’ es un tipo de pan tradicional en este día.

7

Timing: 8 minutes

Aims:

to reinforce understanding of the difference between ‘se’ and ‘su’.

to help students to connect the spoken and written forms of the language more securely.

to consolidate vocabulary and grammar knowledge by eliciting suggested changes to the text.

Procedure:

Students read the text and write ‘se’ or ‘su’ for each space.
Click on the audio button to play the text. Read and listen.

Note: There is a full version of the audio top right with a player. Alternatively, the audio is in 6 sections with a pause just after the words 1-5 below, to facilitate easy stop/start.

To support segmentation, stop the audio and ask students to say:�a) the next word�b) the previous word
In addition, to develop understanding, vocabulary and grammar knowledge, pause at key points and ask students to suggest an alternative word that could replace the next word. This is a chance to draw on previously taught grammar and vocabulary knowledge.
Es una costumbre única y muy importante para su... (students volunteer other possible nouns – e.g., gente, historia, país).
y celebra el Día de Muertos con su…..(students volunteer other possible nouns – e.g., padre, madre, primo etc.).
de su abuelo y se... (students volunteer verbs in third person singular that fit after ‘se’ – e.g., se acuerda de..., se queda, se prepara (para), etc)
en casa con su familia y se ... (students volunteer other possible verbs that fit after ‘se’ – e.g., se saca (fotos), se mira en el espejo, se presenta a otra gente).
Por la tarde se…… (students are prompted other possible verbs that fit after ‘se’)
va a la calle con su…. (students volunteer other possible nouns)

Notes:

1. The word for ‘bread’ (‘pan’) will be introduced in the next week’s vocabulary set.

Transcript

México tiene muchas tradiciones, pero su tradición del Día de Muertos es especialmente conocida. Es una costumbre única y muy importante para su comunidad porque es una forma de pensar en los muertos. Para los mexicanos, los muertos vienen a la tierra este día.

Nadia es mexicana y celebra el Día de Muertos con su familia. Por la mañana se levanta temprano para ayudar a su abuela: preparan pan* de muerto y un poco de fruta para el altar. Sualtar tiene varios niveles. Los niveles del altar son las diferentes partes del mundo: el primer nivel es la tierra y el segundo nivel es el cielo. Nadia pone allí fotos de su abuelo y se sienta al lado de su abuela. Se queda unas horas en casa con su familia y se acuerda de su abuelo muerto.

Por la tarde se pone ropa divertida, sepinta de blanco y negro y va a la calle con su hermano. En su barrio hay un festival con música fuerte y luces de colores. ¡Es muy divertido!

Frequency of unknown words and cognates:

pan [1342]; cielo [620]; varios [386]

Photos:

Photo of the child by Christian Newman, from Unsplash.

Photo of ‘Pan de muertos’ by Alejandro Ávila Cortez, from Pixabay.�

�

39 of 102

Una tradición mexicana: el Día de Muertos

Lee y escucha el texto sobre el Día de Muertos:

leer / escuchar

México tiene muchas tradiciones, pero su tradición del Día de Muertos es especialmente conocida. Es una costumbre única y muy importante para su comunidad porque es una forma de pensar en los muertos. Para los mexicanos, los muertos vienen a la tierra este día.

Nadia es mexicana y celebra el Día de Muertos con su familia. Por la mañana se levanta temprano para ayudar a su abuela: preparan pan* de muerto y un poco de fruta para el altar. Su altar tiene varios* niveles. Los niveles del altar son las diferentes partes del mundo: el primer nivel es la tierra y el segundo nivel es el cielo*. Nadia pone allí fotos de su abuelo y se sienta al lado de su abuela. Se queda unas horas en casa con su familia y se acuerda de su abuelo muerto.

Por la tarde se pone ropa divertida, se pinta de blanco y negro y va a la calle con su hermano. En su barrio hay un festival con música fuerte y luces de colores. ¡Es muy divertido!

1

2

3

4

5

6

*el pan = bread; *el cielo = sky, heaven; *varios = various

7

_

Timing: 8 minutes

Aims:

to reinforce understanding of the difference between ‘se’ and ‘su’.

to help students to connect the spoken and written forms of the language more securely.

to consolidate vocabulary and grammar knowledge by eliciting suggested changes to the text.

Procedure:

Students read the text and write ‘se’ or ‘su’ for each space.
Click on the audio button to play the text. Read and listen.

Note: There is a full version of the audio top right with a player. Alternatively, the audio is in 6 sections with a pause just after the words 1-5 below, to facilitate easy stop/start.

To support segmentation, stop the audio and ask students to say:�a) the next word�b) the previous word
In addition, to develop understanding, vocabulary and grammar knowledge, pause at key points and ask students to suggest an alternative word that could replace the next word. This is a chance to draw on previously taught grammar and vocabulary knowledge.
Es una costumbre única y muy importante para su... (students volunteer other possible nouns – e.g., gente, historia, país).
y celebra el Día de Muertos con su…..(students volunteer other possible nouns – e.g., padre, madre, primo etc.).
de su abuelo y se... (students volunteer verbs in third person singular that fit after ‘se’ – e.g., se acuerda de..., se queda, se prepara (para), etc)
en casa con su familia y se ... (students volunteer other possible verbs that fit after ‘se’ – e.g., se saca (fotos), se mira en el espejo, se presenta a otra gente).
Por la tarde se…… (students are prompted other possible verbs that fit after ‘se’)
va a la calle con su…. (students volunteer other possible nouns)

Notes:

1. The word for ‘bread’ (‘pan’) will be introduced in the next week’s vocabulary set.

Transcript

México tiene muchas tradiciones, pero su tradición del Día de Muertos es especialmente conocida. Es una costumbre única y muy importante para su comunidad porque es una forma de pensar en los muertos. Para los mexicanos, los muertos vienen a la tierra este día.

Nadia es mexicana y celebra el Día de Muertos con su familia. Por la mañana se levanta temprano para ayudar a su abuela: preparan pan* de muerto y un poco de fruta para el altar. Sualtar tiene varios niveles. Los niveles del altar son las diferentes partes del mundo: el primer nivel es la tierra y el segundo nivel es el cielo. Nadia pone allí fotos de su abuelo y se sienta al lado de su abuela. Se queda unas horas en casa con su familia y se acuerda de su abuelo muerto.

Por la tarde se pone ropa divertida, sepinta de blanco y negro y va a la calle con su hermano. En su barrio hay un festival con música fuerte y luces de colores. ¡Es muy divertido!

Frequency of unknown words and cognates:

pan [1342]; cielo [620]; varios [386]

Photos:

Photo of the child by Christian Newman, from Unsplash.

Photo of ‘Pan de muertos’ by Alejandro Ávila Cortez, from Pixabay.�

�

40 of 102

En parejas, lee las frases.

México tiene muchas tradiciones, pero su tradición del Día de Muertos es especialmente conocida.

leer / hablar / escuchar

When reading words aloud in Spanish, stress the penultimate syllable for any word ending in a vowel, ‘n’ or ‘s’ (unless there is a written accent).

Por la mañana se levanta temprano para ayudar a su abuela.

Por la tarde se pone ropa divertida, se pinta de blanco y negro y va a la calle con su hermano.

¿Qué palabras tienen el énfasis en la penúltima sílaba?

Escucha y comprueba.

1

2

3

México tiene muchas tradiciones, pero su tradición del Día de Muertos es especialmente conocida.

Por la mañana se levanta temprano para ayudar a su abuela.

Por la tarde se pone ropa divertida, se pinta de blanco y negro y va a la calle con su hermano.

41 of 102

Hablamos sobre las costumbres de Nadia

Estudiante A: mira su tarjeta y dice ‘su(s)’ o ‘se’.

Estudiante A

Estudiante B

escuchar / hablar

Se sienta al lado del altar.

Se…

	Escribe la frase en español
1	Say: Se... La frase: _________________________

	Escribe la frase en español
1	Say: Se… La frase: Se sienta al lado del altar.

	Lee la frase correcta en español:
1	She sits next to the altar. Her family is next to the altar.

Estudiante B: escucha y lee la frase correcta en su tarjeta.

Estudiante A: completa la frase en español.

Timing: 8 min (for slides 31-34)

Aim:

to practice distinguishing between ‘se’ and ‘su’ in oral production and listening.

to practise producing and understanding vocabulary.

Procedure:

Students work in pairs.
Teachers should give out the cards and use this slide to explain the activity with an example
Student A looks at their card and reads out the word (either ‘se’ or ‘su’). Student B listens and then reads out the correct sentence on their card, translating orally into Spanish.
Student A listens and transcribes the sentence (writes it in Spanish).
If student B reads out the wrong answer and it is clearly ungrammatical, student A should say ‘Otra vez, por favor’.
Then swap. Note that when Student B is speaking the contrast is between ‘se’ and ‘sus’. This facilitates use of other vocabulary items that have been introduced this week (fotos, costumbres, platos).
Give feedback. Note that on slide 34, the English translations also appear (and are animated separately) so that understanding of every sentence can be checked.

42 of 102

Build from the words and the culture will come

many high frequency words are culturally (socially and personally) rich
many words in the top 2000 fit into a range of topics
important to connect new words in the L2 with more than one topic

tanzen�[1497]

freetime activites

festivals

??

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

43 of 102

The KS3 life of ‘tanzen’

pre-learning �(wk 9)
spring test �(wk 20)
summer test �(wk 32)

“Vocabulary introduction and revision should be carefully planned.” (TSC)

wk 10

wk 13

wk 19

Celebrities

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

44 of 102

the KS3 life of tanzen

wk 32

Y8 spring test �(wk 18)
pre-learning �(wk 32)
Y8 summer test �(wk 33)

Y9 autumn test �(wk 12)
Y9 pre-learning (wk 14)

wk 15

wk 21

wk 37

Over KS3, learners have at least 15 planned encounters with tanzen.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

In Y8 we see tanzen appear as part of a larger vocabulary set, together with a whole bunch of other words from Y7, and the context is narrating past events, so we see tanzen getting used here in the perfect tense. It is revisited the week before, too, in the pre-learning Quizlet homework.

Assessment-wise, tanzen is in both Y8 assessments.

Then in Y9, it is also in the autumn term assessment, and then in week 15 as part of a lesson on New Year’s resolutions, so we assume we will see it in the future tense.��6 weeks later we have a lesson focused on a poem by Adel Karasholi, Syrian immigrant to Germany who studied German at uni there and went on to be a poet.

Finally, in the penultimate week of Y9, we see tanzen appear again, in Grimm brothers’ fairy tale der Rattenfänger. This instance is incidental, as the word just happens to be in the text for that week, so it is a bonus. �There are doubtless several other lessons where ‘tanzen’ crops up incidentally without being part of the vocabulary sets for that week. But over KS3 we can see that this word is encountered at least 15 times in a whole range of different contexts, more than we might have imagined, and also across the three main tenses for KS3, in different persons.

So, we don’t yet have any idea what this actually looks like so I’ve pulled out a selection of slides from these lessons, just so we can physically follow the KS3 journey of ‘tanzen’ from initial presentation, through many opportunities for practice, in receptive and productive modalities, and in spoken and written modes.�

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tanzen

[to dance | dancing]

tanzt

[dances | is dancing]

Timing: 3 minutes for sequence of six slides

Aim: To introduce the verb tanzen more explicitly.

Note: Tanzen is one of the NCELP 15 prototypical verbs in German. Prototypical verbs are common verbs that illustrate the typical characteristics of a class of verb – the German prototypical verbs contain examples of regular/weak verbs, but also common examples of changes to the stem. All 15 prototypical verbs will be introduced early on using the same format. Both long form (infinitive) and short form (3^rd person singular) are introduced in order to familiarise students with various forms of the same verb.

Procedure:

Bring up the word tanzen on its own, say it, students repeat it, and remind them of the phonics. Draw attention to the SSC [z].
Try to elicit the meaning from the students. Students have had explicit teaching that the present tense in German communicates two different present tense meanings in English. This reinforces that learning. Emphasise the two meanings for the short form, reminding students that German only has one form and does not have a direct equivalent of the grammar for ‘is + ing’, the continuous form (as covered in previous weeks).
Bring up the picture, and, if using gestures, a possible gesture would be to mime dancing.
Then bring up the English translations. Emphasise the two meanings for the infinitive.
Bring up the short form tanzt, say it, students repeat it. Draw attention to the SSC [z].
Try to elicit the meaning from the students. Emphasise the two meanings for the short form.

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tanzen

[to dance | dancing]

tanzt

[dances | is dancing]

47 of 102

tanzt

[dances | is dancing]

Laura tanzt oft.

[Laura often dances.]

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tanzen

[to dance| dancing]

Laura lernt tanzen.

[Laura learns | is learning to dance.]

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tanzt

[dances | is dancing]

Laura _____ oft.

tanzt

[Laura often dances.]

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tanzen

[to dance | dancing]

Laura lernt _______.

tanzen

[Laura learns | is learning to dance.]

51 of 102

Ich oder du?�

hören

Mia is reading out a list of what she and Wolfgang do each week. Wer macht was? Schreib ich (I) oder du (you).

	einmal die Woche tanzen gehen	manchmal Suppe kochen
	kaum Hausaufgaben machen	jeden Tag eine Liste schreiben
	sehr oft Computer spielen	sehr oft mit Freunden reden
	jeden Tag in den Garten gehen	nie tanzen

ich

du

A

B

C

D

E

F

G

H

Timing: 2 minutes��Aim: To present the answers to the activity on the previous slide.

�Procedure:�1. Click on the audio buttons to play the full version of each recording (the pronouns were obscured by noises for the acitivity itself).

3. Click to reveal the answers one by one.

Note: All words in this exercise have been encountered previously, with the exception of Suppe which can be inferred from the English soup.

Transcript:

a. Du gehst einmal die Woche tanzen.

b. Du machst kaum Hausaufgaben.

c. Du spielst sehr oft Computer.

d. Ich gehe jeden Tag in den Garten.

e. Du kochst manchmal Suppe.

f. Ich schreibe jeden Tag eine Liste.

g. Ich rede sehr oft mit Freunden.

h. Ich tanze nie.

Word frequency (1 is the most frequent word in German):

die Suppe [>4037]

Source: Jones, R.L. & Tschirner, E. (2011). A frequency dictionary of German: core vocabulary for learners. Routledge

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Vokabeln�

hören / lesen

Ich gewinne!

Timing: 3 minutes��Aim: To explain the rules of the Bingo game (English-German version, for additional vocabulary practice).

�Procedure:�1. Teacher distributes the Bingo cards included as supplementary materials this week. (The cards are double-sided, and there are three cards per page, so each printed sheet must be folded as instructed and cut into three). If teachers prefer, they can give students scrap paper, they can draw three 3x2 tables (for 3 rounds of the game) and select their own words from the vocabulary set, writing the English on one side and replicate the 3 x 2 tables with German words on the reverse.

2. Depending on the class ability, teachers may choose to display or not to display the German words in the list. (The final slide in this lesson gives a list of the vocabulary from this week with the option to obscure the German words).

3. Tell students to begin with the English side up. The teacher reads German words at random from this week’s vocabulary list.

4. Students cross off the words they hear. When a student has crossed of all of his/her words, they use the German interjection ‘Ich gewinne!’ to indicate that they win. Gewinnen (infinitive) is a cluster word from 1.1.5, recycled here, in the first person singular. Ensure that students are clear about the meaning and that they can explain the verb ending change.

Note: As there are only 10 words on this week’s vocabulary list, the game will not last very long! It is highly like that one or more students will win after only 6 words have been called. For that reason, it is suggested that at least three rounds are played for additional practice.

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Frage oder Satz?�

hören

Zorg is making observations about Wolfgang. He can produce a lot of words, but lacks intonation (and manners!)

Is Zorg asking a question or making a statement? Write ? or .

?

.

C

D

E

F

G

H

I

A

B

?

.

?

.

Transcript: d) Du tanzt nicht so gut

Timing: 5 minutes

Aim: To revisit the VSO syntax of questions vs SVO of statements.

Note: This slide is the full task slide.

Procedure:�1. Click on the audio buttons to play each recording. The voice is robotic and has flat intonation, to remove this clue as to whether each sentence is a question or a statement.

2. Students can complete the activity by writing e.g. A) ?/ . in their exercise books.

3. Click to bring up the answers one by one. Teacher elicits responses by asking ‘Ist A eine Frage oder ein Satz?’ (‘A ist eine Frage … B ist ein Satz …’)

Transcript:

a) Hörst du jeden Tag das Lied

b) Du arbeitest kaum im Garten

c) Putzt du manchmal das Auto

d) Du tanzt nicht so gut

e) Du sitzt oft zu Hause am Computer

f) Gehst du nie in den Garten

g) Du redest sehr oft im Unterricht

h) Lernst du manchmal in der Schule

i) Spielst du nie mit Freunden Fußball

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Wie oft machst du das?�

sprechen

Frag einen Partner oder eine Partnerin!

Beispiel: “Wie oft spielst du am Computer?” “Ich spiele kaum am Computer.”


oft
manchmal
kaum
nie
einmal die Woche
jeden Tag

Oft, kaum, nicht etc. are adverbs. They come directly after the verb.

Timing: 6 minutes��Aim: To practise distiguishing between the first and second person singular forms of the verb (speaking).

Note: This version of the speaking task expects students to generate the correct question with no verbal support at all. There is an alternative version on the next slide, which gives the infinitive phrase. That version still requires students to use the correct verb form and question syntax.

Procedure:�1. This slide can be printed and given to pupils, or they can quickly sketch a table in their workbooks.

2. Students know the noun Frage (1.2.6), but have not encountered the verb form, fragen. Teacher to ask students what they think the instruction means and make the connection with Frage.

3. In this oral exercise, students ask a partner how often they do the pictured activities, and tick the appropriate box. �3. On completion, first, second and third person forms can be brought together through teacher elicitation of responses, e.g. ‘Wie oft spielt Mary Computer? Mary spielt kaum Computer’. ‘Wer kocht manchmal?’ ‘Sally kocht manchmal’ etc.

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Fragen�

schreiben

You now know a lot of verbs! Here they are on one slide.

What questions could you ask German students (about home or school) using these verbs? Schreib 5 Fragen.

haben

schreiben

putzen

machen

gehen

spielen

tanzen

singen

arbeiten

lernen

sein

hören

sagen

wohnen

reden

kochen

sitzen

Timing: 20 minutes��Aim: To revise the infinitive form of all verbs learned so far.

�Procedure:�1. Click to bring up the verbs one by one, eliciting the English meaning of each from the students. The final click brings up the main task instruction.

2. Students prepare a survey with questions that they could send to a partner school (where there is a partner school, they should actually do this). First each student writes 5 questions individually.

3. Then they pair up and ensure that they have 10 different ones between them.

4. Then they join with another pair, and decide on the best 10 questions overall, eliminating those they think aren't as interesting.

5. On the slide that follows, the teacher gathers 20 different questions to put as survey to a German class (real or hypothetical).

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Schmückt den Saal mit grünen Zweigen!�Fa-la-la-la-la-la-la-la-la!�

Tretet an zum bunten Reigen!

Fa-la-la-la-la-la-la-la-la!

Auf und nieder, immer wieder!

Fa-la-la-la-la-la-la-la-la!

Singt die alten Weihnachtslieder!

Fa-la-la-la-la-la-la-la-la!

sprechen

schmücken – to decorate �der Saal – the hall

der Reigen

Was ist das?

Was sind �Weihnachtslieder?

Here a lesson about Christmas-themed plural nouns. The phonics focus is [ei] and [ie] a pair of phonemes that are often contrasted for practice.

We use the opportunity to revisit and elicit orally the verb ‘tanzen’ in this content.

ii. Click again to bring up the picture of a Reigen (circle dance) and ask Was ist das?�Tanzen is a previously taught word that we are revisiting this week, so if students automatically say ‘dance, or dancing’ then prompt them again to provide the German word.��…………………………….

Timing: 3 minutes��Aim: Practising phonics [ei] and [ie] in an authentic text.

Note: lesson two includes a more detailed Christmas song covering the same SSCs. Depending on available time and how the students are getting on with these particular SSCs this activity could be left out.

�Procedure:�1. Highlight the 'ei’ / 'ie’ SSCs in the text lines by line.

2. Students repeat out loud. �3. Now sing the song together (Melody is Deck the Halls):

Schmückt den Saal mit grünen Zweigen!�Fa-la-la-la-la-la-la-la-la!�

Tretet an zum bunten Reigen!�

Fa-la-la-la-la-la-la-la-la!�

Auf und nieder, immer wieder!�

Fa-la-la-la-la-la-la-la-la!�

Singt die alten Weihnachtslieder!�

Fa-la-la-la-la-la-la-la-la!

4. Provide further cultural and linguistic information about the song.�i. Click once to provide the glosses for the first line and elicit the meaning of the first line of the song.�Decorate the hall with green branches.�Compare briefly with the English original: Deck the halls with boughs of holly.�If students know this carol they may never have thought about the meaning of these quite archaic words!�ii. Click again to bring up the picture of a Reigen (circle dance) and ask Was ist das?�Tanzen is a previously taught word that we are revisiting this week, so if students automatically say ‘dance, or dancing’ then prompt them again to provide the German word.�You might want to add that many western cultures (Germany and England, included) have traditional folk circle dances that originate from Greece.�iii. Click for the 3^rd call out and prompt students to tell you the meaning of Weihnachtslieder.�They were introduced to the word Weihnachten, and several Weihnachts- compounds at the start of the lesson. They know Lied from 7.1.1.7. Although –er plurals are not a focus this week, it is likely that students will recognise the singular form and realise that it is plural, here. You can tell them that this is a different plural ending that they will learn later.

Picture attribution:�Hans Thoma, Public domain, via Wikimedia Commons

Origin of the song Deck the Halls:

1866. Other “Nos Galan” lyrics were written by John Ceiriog Hughes (1832-1887), ca. 1873. Tune: Nos Galan (“New Year's Eve”) from John Thomas's Welsh Melodies with Welsh and English Poetry; this series by Thomas was a collaboration with John Talhaiarn Jones and Thomas Oliphant.

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Vokabeln

hören

tanzen

spielen

arbeiten

schreiben

reden

kochen

putzen

gehen

lernen

lesen

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Hedy Lamarr

Mein Name ist Hedy Lamarr. Ich komme aus Österreich, aber ich lebe in den USA. Ich spiele und tanze in Filmen und habe einen Stern auf dem Hollywood Walk of Fame. 2014 bekomme ich auch einen Platz in der National Inventors Hall of Fame.

Ich mag Technik und man benutzt* meine Technologien im WLan und Bluetooth.

*benutzen - to use

lesen / sprechen

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Who never dances?

Schreib auf Deutsch

1

2

3

4

5

6

7

How do you write that?

Are you going home?

What do you cook often?

Do you work every day?

Where do you live now?

Wie heißt du?

Fill in the correct question word:

Wer tanzt nie?

Wie schreibt man das?

Gehst du nach Hause?

Was kochst du oft?

Arbeitest du jeden Tag?

Wo wohnst du jetzt?

___

schreiben

Wie can mean how:

Wie geht’s? Gut, danke.

Wie can mean what like:

Wie ist der Mann? Er ist groß.

Here we get wie instead of was:

Wie heißt du? (What are you called?)

Timing: 10 minutes

Aim: To provide translation practice (English to German).

Note: In this activity we revisit asking open and closed questions using the words revisited in the vocab starter. Students translate the English questions into German. They practise question formation as well as producing second person singular (du) verb forms. Du-questions will come back in the dictagloss task that follows. Translation is useful to draw attention to the do-auxiliary in English, which does not exist in German.

Procedure:�1. Click to bring up the English sentences for translation into German, one by one.

2. Students attempt to translate each sentence into German.

3. The second round of clicks brings up a suggested translation for each sentence.

4. The final round of clicks brings up an additional question, eliciting the question word ‘wie?’ – see note below.

Note: heißen – now that we have introduced this verb, it would be usual for students to learn how to use to ask others’ names. They haven’t yet done this, so won’t know that the question is ‘Wie’ not ‘Was’ �We flag this explicitly, here, with a note that recaps the prototypical meaning of ‘wie’ and how students have used it, plus the ‘what like’ meaning:

Ie. Wie geht’s ? Gut, danke �Wie ist der Mann? Er is groß.�Then we add a further meaning – Wie instead of Was, to mean ‘what’.�Wie heißt du? What are you called? (literally ‘how (do) you call you?’).

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Exklusives Interview!

PAPA SCHLUMPF: “ICH LERNE JAPANISCH”

Hör jetzt das exklusive Interview an!

hören / schreiben / sprechen

Timing: 25 minutes

Aim: To provide a dictagloss – Interview mit Papa Schlumpf.

Note: This is a dictagloss activity where students reconstruct a text from notes about an interview they have listened to. The text is designed to practise verbs forms in the first, second, and third person singular beyond sentence level. The vocabulary items have been encountered before or are cognates. The vocab starters and content of lesson one will have refreshed students’ memory. An alternative version using slightly more complex language is available on the NCELP Resource Portal.

Procedure:

Students write 1-10 in their notebooks with plenty of space for each point.
Students listen to the interview and take notes about each question and answer.
Play the interview again if necessary. How many times is up depends on the class and ability level and is up to the teacher’s judgment.
Based on the notes students reconstruct the dialogue (could be done in pairs).
In pairs students perform the dialogue, as read aloud from their own script.
A transcript is provided over the next two slides, for checking.

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Transcript

Was sind deine Hobbys?

Ich mag reisen und ich reise oft. Ich sitze oder liege auch manchmal im Wald und denke an das Leben.

Hast du Familie?

Ja. Ich habe auch einen Freund. Er heißt Hiro. Er wohnt leider in Japan, aber wir reden oft.

Was ist deine Lieblingsfarbe?

Es gibt viel Blau in meiner Welt. Aber Blau ist langweilig. Ich mag Schwarz sehr!

Wie viele Schlümpfe gibt es?

Ich glaube, es gibt rund eine Million, aber ich weiß es nicht! Ein Schlumpf kocht, ein Schlumpf putzt, ein Schlumpf tanzt...

Arbeitest du jeden Tag?

Ja, ich arbeite viel, aber ich mag das. Es gibt viele Schlümpfe und sie haben viele Fragen.

hören

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Transcript

Was magst du nicht?

Ich mag Hunde nicht.

Was machst du jeden Tag?

Ich gehe jeden Tag in den Wald. Ich mache Yoga, ich tanze, und ich gehe wieder nach Hause.

Verstehst du Fremdsprachen?

Ich spreche Schlümpfisch, aber ich verstehe auch sehr gut Deutsch. Ich lerne jetzt Japanisch und ich gehe einmal die Woche in die Schule.

Hörst du Musik?

Ja, aber ich habe leider kaum Zeit.

Was gibt es auf deiner ‘Bucketliste’?

Ich denke manchmal: “Ich schreibe ein Buch!”, aber ich weiß nicht.

hören

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Beschreib das Bild

sprechen

Wie sagt man das?

1. The five friends are at a concert.�2. They have already heard a great band. �3. The music was really good.�4. They danced and sang a lot.�5. A new band begins to play.�6. Heidi is going to dance again.

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Antworten

sprechen

Wie sagt man das?

1. Die fünf Freunde sind auf einem Konzert.�

2. Sie haben schon eine tolle Band gehört.�

3. Die Musik war wirklich/sehr gut.

4. Sie haben viel getanzt und gesungen.�

5. Eine neue Band beginnt zu spielen.

6. Heidi wird noch einmal tanzen.

1. The five friends are at a concert.�

2. They have already heard a great band. �

3. The music was really good.�

4. They danced and sang a lot.�

5. A new band begins to play.�

6. Heidi is going to dance again.

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Ein Interview mit Mia

lesen / schreiben

1: Hallo, wie geht’s?

Mia: Gut, danke.

2: Wie heißt du?

Mia: Ich heiße Mia.

3: Seit wann bist du hier?

Mia: Ich bin seit gestern Abend hier.

4: Welche Bands hast du schon gehört?

Mia: Ich habe schon die Bands Mondlicht und Terraforming gehört.

5: Wie hast du sie gefunden?

Mia: Ich habe sie ganz toll gefunden. Mondlicht ist meine Lieblingsband.

6: Spielst du ein Instrument?

Mia: Ja, ich spiele Klarinette und ich habe früher in einem Chor gesungen.

7: Wann hast du mit der Klarinette angefangen?

Mia: Ich habe vor drei Jahren mit der Klarinette angefangen.

8: Hörst du lieber klassische Musik oder Popmusik?

Mia: Ich höre lieber Popmusik, aber ich spiele lieber klassische Musik.

9: Was wirst du heute noch machen?

Mia: Heute werde ich noch viele Bands hören und vielleicht auch tanzen!

Was hat der Interviewer gefragt?�Schreib die Fragen (1-9) auf.

1

2

3

6

5

4

7

8

9

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Assessments

7.2.1.6 achievement: vocab (R)
7.2.1.6 achievement: vocab (W)
7.3.2.2 achievement: vocab (R)

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Assessments

8.2.1.4 achievement: grammar (W)
8.2.1.4 achievement: vocab (L)

Transcript: 8. A – wollen B – danken C – das Beispiel D – tanzen

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Assessments

8.3.2.3 applying knowledge (R)
8.3.2.3 achievement: grammar (S)

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Assessments

9.1.2.5 achievement: grammar (R)

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Phonetik

lesen / schreiben

Schreib 1-18 und ein Wort mit jeder SSC.

Start

Ziel

[v]

[w]

[ei]

[äu]

häufig	versprechen	aufstehen	einkaufen	manchmal	studieren
anschauen	viel	Sport	stattfinden	aufhören	wenig
Universität	tanzen	aussehen	planen	wünschen	Konzert

[au]

[ig]

[ch]

[sp]

[z]

[sch]

[st]

[ie]

kurzes [e]

kurzes [a]

langes [e]

langes[ä]

langes [a]

langes [ö]

viel

wünschen

einkaufen

häufig

aussehen

wenig

manchmal

Sport

Konzert

anschauen

stattfinden

studieren

versprechen

tanzen

aufstehen

Universität

planen

aufhören

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Welche Kategorie ist das?

lesen

What connects the following lists of words?

1.	Rad fahren	klettern	fangen
2.	oft	häufig	viel
3.	nicht	wenig	kaum
4.	gut	ich mag	ich wünsche mir
5.	zuhören	Konzert	tanzen
6.	bekommen	danken	Geschenk

Sport

a lot

not a lot

positive

music

gift giving

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Neujahrsvorsätze

sprechen

Person A liest ihren Text vor. �Person B macht Notizen. Welche Wörter sind anders?

Ideen

möchte

sehr

Akademie x2

lernen

annehmen

laufen x2

tanzen

schwer

einmal

Museen

weniger

nicht

will

manchmal

Tee

Which other words did you need to change?

*Neujahrsvorsätze – New Year’s Resolutions�*wohl – probably |*ganz schön – quite

Timing: 9 minutes (2 slides)� �Aim: �i) to review the homework task.

ii) to develop fluency in decoding by reading aloud the student versions, adapted for homework.�iii) to listen attentively, noting differences in the original text.�iv) to make judgements about the replacements made by a peer, and engage in peer feedback.��Procedure:�1. Student A reads his/her adapted HW text. �2. Student B follows along with the original and makes a note of any substituted words s/he hears (on his/her copy of the HW sheet)

3. Swap roles.

4. Compare and contrast the two versions. Scrutinise any differences and offer opinions about the correctness of the choices.

5. Move to the next slide, which has a possible answer version, using all of the viable words. �Note: the HW task set a time limit and asked students to try to replace at least ten of the words, so it’s to be expected that they might not have got them all.

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Vokabeln [4/4]

lesen / sprechen

Person B

Person A

Sie wird eine Liste…

anschauen

suchen

wünscht

gefangen

bekommen

kaum schreiben

relativ gut finden

klettern

tanzt

magst

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Bindewörter (conjunctions)

Grammatik

You know that some conjunctions kick the verb to the end of the clause:

This is word order 3 (WO3).

Other conjunctions do not change the word order:

Wir feiern, weil es Spaß macht.

Wir feiern, denn es macht Spaß.

Wir kommen, obwohl es lange dauert.

Wir kochen, während wir uns unterhalten.

Wir glauben, dass es wichtig ist.

Wir kommen, aber es dauert lange.

Wir kochen und wir unterhalten uns.

Wir glauben, [-] es ist wichtig.

Wir tanzen, wenn es Musik gibt.

Wir tanzen, denn es gibt Musik.

This is word order 1 (WO1).

We celebrate because it’s fun.

We are coming, although it takes a long time.

We are coming but it takes a long time.

We cook whilst we chat.

We cook and we chat.

We believe that it’s important.

We believe it’s important.

We dance if/when there’s music.

We dance because/as there’s music.

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Vokabeln

sprechen / schreiben

Wie heißen die Wörter auf Deutsch?

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

to accept

kaum

fangen

anschauen

aufstehen

stattfinden

relativ

ich wünsche mir

aussehen

danken

die Liste

suchen

ankommen

klettern

stellen

häufig

das Konzert

tanzen

versprechen

pro

annehmen

?

to thank

to catch

I wish for

to climb

to take place

to put, place

to promise

list

frequent

per

relatively

to arrive

to watch, look at

to appear, look

hardly

concert

to get up

to search

to dance

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Ein neuer Start

schreiben

WO3	WO 1
weil	und
dass	denn
wenn	oder
obwohl	aber

andere(-r,-s)�Hobby�suchen

denn�etwas Neues�lernen

gut�Fragen�stellen�und�Hausaufgaben�machen�

früh�aufstehen�aber�versprechen�mehr�schlafen

Beschreib deine Pläne und Ziele für das neue Jahr.�Du kannst diese Ideen oder deine eigenen Ideen benutzen.

Schreib acht Sätze und benutze die Konjunktionen.

Try to use WO3 with some one-verb and two-verb structures.

Er/sie trinkt keinen Kaffee, weil….

obwohl�Schokolade�mag�aufhören�essen�

Universität�studieren�wenn�gut�Schule�möchte�

Rad fahren�oder�tanzen �lernen

denken�dass�häufig�Sport�machen

wenig�Kaffee �weil�relativ�ungesund

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Adel Karasholi

lesen / sprechen

Adel Karasholi ist ein Dichter aus Syrien. Seine Familie ist kurdisch. Er wurde 1936 in Syrien geboren. Als Dichter und Journalist hatte er in seiner Heimat* zu wenig Freiheit. 1961 ist er nach Leipzig in Deutschland gekommen. Er hat dort Deutsch studiert und eine Doktorarbeit geschrieben. Er schreibt Gedichte auf Deutsch.

Sein Gedicht ‘Seiltanz’ gehört zum Genre ‘Migrationsliteratur’.

Syrien

Deutschland

1. Wo liegt Syrien – im Westen oder im Osten?

2. Wann wurde Adel Karasholi geboren?

3. Warum hat er Syrien verlassen?

4. Wie alt war er, als er nach Deutschland gefahren ist?

5. Wo und was hat er in Deutschland studiert?

6. In welcher Sprache schreibt er Gedichte?

7. Was ist „Migrationsliteratur“, deiner Meinung nach?

Osten

1936

zu wenig Freiheit

25 Jahre alt

1961

Leipzig

Deutsch

Literatur mit dem Thema ‘Migration’

*die Heimat – homeland

Timing: 8 minutes

�Aim: to practise written comprehension of the previous phonics text and to answer written questions orally.

�Procedure:�1. Students check their phonics transcriptions against the full text on this slide.

2. Then students read the text and consider answers to the questions. �3. Teachers elicit responses to the questions from students, orally.

4. Teachers click to show answers within the text.

5. Teachers click to bring up a call out about Leipzig.

Attribution: Krzysztof Golik, CC BY-SA 4.0, via Wikimedia Commons

Word frequency of unknown words and cognates (1 is the most frequent word in German): �Doktor [240] Genre [>5009] Heimat [1305] Journalist [1480] kurdisch [>5009] Literatur [913] Migration [4123]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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das Gedicht Seiltanz

Bevor ihr das Gedicht Seiltanz lest, guckt diesen Kurzfilm an.

Was macht die Person auf dem Seil?

das Seil – rope/tightrope

1	fahren
2	laufen
3	tanzen
4	gehen

Adi Holzer

Lyell Grunberg

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Seiltanz – Adel Karasholi

hören

Hör zu. Schreib die Wörter, die fehlen.

Und also sprach Abdulla zu mir� Fremde ist zu deiner Rechten�Und zu deiner Linken ist Fremde�Denn du tanzt auf einem Seil�Und er sprach�Die Frage steht der Frage im Wege�Die Antwort der Antwort desgleichen�Denn du tanzt auf einem Seil

Und er sprach�Weder der Osten ist Osten�Noch der Westen Westen in dir�Denn du tanzt auf einem Seil�Und er sprach�Schließe deine Augen�Und laufe so schnell du laufen kannst�Denn du tanzt auf einem Seil

1

2

3

4

5

6

7

8

9

10

11

12

_______

_____

_______

______

_______

_____

Timing: 5 minutes��Aim: to provide students with their first encounter with the poem text; to help students to connect the spoken and written forms of the language more securely; to practise transcribing a mixture of familiar and unfamiliar language.��Procedure:�1. Students number 1-12.

2. Click to play audio.

3. Students transcribe the 12 missing words.

4. Click to check answers.�5. Note that the next two slides support students to unpack the meaning of the text.

Transcript:�Und also sprach Abdulla zu mir�Fremde ist zu deiner Rechten�Und zu deiner Linken ist Fremde�Denn du tanzt auf einem Seil�Und er sprach�Die Frage steht der Frage im Wege�Die Antwort der Antwort desgleichen�Denn du tanzt auf einem Seil

�Und er sprach�Weder der Osten ist Osten�Noch der Westen Westen in dir�Denn du tanzt auf einem Seil�Und er sprach�Schließe deine Augen�Und laufe so schnell du laufen kannst�Denn du tanzt auf einem Seil

Note: 94.4% of words used in this poem stem from word families with a high frequency. The only words not in top 2000 are das Seil and desgleichen (likewise).

Poem attribution: Permission to use this poem was granted by the author for a previous non-for-profit educational languages project. Multiple attempts were made to contact the author to obtain similar permissions for use of the poem in this resource but we have, to date, been unable to contact him.

�Word frequency of unknown words and cognates (1 is the most frequent word in German): �Seil [4925] desgleichen [>5009]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Was symbolisiert Seiltanzen für den Dichter?

sprechen

Wähle fünf Wörter aus. �Vergleiche* sie mit einem/er Partner*in.

Freude

Risiko

Gefahr

Konflikt

Angst

Balanceakt

Harmonie

Glück

Schwierigkeit

Wirklichkeit

Lustigkeit

Sicherheit

Freiheit

vergleichen – to compare

Adi Holzer

Timing: 5 minutes��Aim: to deepen vocabulary knowledge by considering word meanings for their symbolic association with tightrope walking; to consider and empathise with the experiences of the poet as expressed in the poem.��Procedure:�1. Students first select the five words that in their view best capture the metaphor of tightrope walking for the poet. Make it clear that they need to be considering the poet’s life experiences and what he was trying to express.

2. In pairs, students compare their choices, reading aloud and working out the overlap. They should try to agree one final list between them. For this, they can use German: Ich denke, Risiko ist besser als Angst. Ja, ok. Nein, das ist nicht wahr, usw.

3. If time allows, students could select the five words that best represent tightrope walking for them personally. This list may be both different from the poet’s and from each other’s.

Word frequency of unknown words and cognates (1 is the most frequent word in German): �Balanceakt [>5009] Harmonie [>5009] Konflikt [1414]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

Image attribution: Adi Holzer, Attribution, via Wikimedia Commons

�

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Der Seiltanz von Migranten

lesen

Der Seiltanz symbolisiert ein Balanceakt zwischen zwei Welten. Kategorisiere die Wörter.

Syrien

Deutschland

Kindheit

Westen

Vergangenheit

Gegenwart

Freiheit?

Krieg

Gefahr

Risiko

Sicherheit?

Familie

Osten

Muttersprache

Fremdsprache

Zukunft

Arbeit

unbekannt

fremd

Freunde

frei?

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Seiltanz

lesen

Wie soll man das Gedicht übersetzen?

Deutsch	1	2
Und also sprach Abdulla zu mir	And so Abdullah spoke to me	And thus spoke Abdullah to me
Fremde ist zu deiner Rechten	Foreignness is to your right	The foreign things are to your right
Und zu deiner Linken ist Fremde	And to your left is foreignness	And to your left the foreign things
Denn du tanzt auf einem Seil	As you are dancing on a tightrope	For you dance upon a tightrope
Und er sprach	And he spoke	And he spoke
Die Frage steht der Frage im Wege	The question stands in the way of the question	The question blocks the question
Die Antwort der Antwort desgleichen	The answer also stands in the way of the answer	Just as the answer blocks the answer
Denn du tanzt auf einem Seil	As you are dancing on a tightrope	For you dance upon a tightrope

ALTERNATIVE TASK focusing on translations of the poem text itself.

Timing: 13 minutes (two slides)��Aim: to consider different translations of the poem; to practise written translation of the second part of the poem, matching word choice and syntax patterns to decisions made about the first part.

Procedure:�1. In the first part of the task students consider which translation of each line of the poem is the best (or they generate their own translation). Note: two different possible translations for each line of the poem are reveal on each click.

2. There are no right answers, though teachers can focus students on the indication of formal proclamation (und also sprach Abdulla) that starts the poem, and the effect of the repeated line (denn du tanzt auf einem Seil) which lends solemnity and gravitas to its tone. Students could be encouraged to consider replicating these elements in their translation, e.g. the terms ‘thus’ and ‘for’ have a more solemn tone to them.�3. Students write their preferred translation of these lines.

4. Move to the next slide and ask students to complete the translation, in keeping with the choices they made about the first part.

5. Click to reveal how the two translations completed. However, it is important for students to realise that there is no one ‘right’ translation. They are choices to be made and it’s important to make those choices based on a rationale.�

Attribution:

The second version of the translation is based on the following: http://poemsintranslation.blogspot.com/2010/03/adel-karasholi-rope-from-german.html

Word frequency of unknown words and cognates (1 is the most frequent word in German): �Seil [4925] desgleichen [>5009]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Märchen

lesen

Obwohl die Bürger von Hameln von den Ratten befreit waren, zahlten sie dem Rattenfänger die vereinbarte Geldsumme nicht. Er ging sehr böse aus der Stadt. Doch am 26. Juni des gleichen Jahres kam der Rattenfänger zurück: diesmal als Jäger mit einem roten Hut. Er ging mit seiner Pfeife durch die Straßen. Keine Ratten, sondern die Kinder der Stadt folgten ihm. Er führte sie aus der Stadt und auf einen Berg. Bis heute sind die hundertdreißig Kinder nicht zurückgekommen. Die Straße, die aus der Stadt führt, hieß für Jahrhunderte die „Stille-Straße“. Auf dieser Straße durfte man weder tanzen noch Musik machen.

Der Rattenfänger enthält viele Elemente, die man oft in Märchen findet. Kannst du diese Elemente im Text finden?

Eine Moral

*die Bestrafung – punishment

das Ergebnis - outcome

Eine Bestrafung*

Ein

Ergebnis*

Eine kurze Geschichte

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Culture in the new language sounds

Transcribing unknown words

French cities with/without the [au] sound
Une chanson folk

Decoding (reading aloud) unknown words

German jokes

Sociolinguistic differences

Spanish ceceo and seseo

place names
people’s names
names of other things (e.g. games, bands)
cognates
tongue twisters
short texts (e.g., information about famous people, customs, festivals, songs)

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Ok, so I knew that this would be my limit for time, so I’ve hidden all the actual resources example slides but have just retained the summary so that I can quickly conclude by saying there is just no limit to the cultural connections that can be made with phonics. And here are a few more and a list of general headings of things that work particularly well.��……………………………………………………….

There is a reason why the teaching of the sound-writing system has been given an important place in the proposed GCSE Subject Content.

Teaching the sound-symbol correspondences of the new language demystifies it, enabling students to decode it (read it aloud) more accurately.

As you know research has linked this to higher levels of motivation, confidence in production* and better vocabulary learning**.

The teaching of phonics combines easily with culture. We’re going to come on to look at three quick examples.

[Cue animation]

As the development of phonics knowledge involves listening to, transcribing and reading aloud unfamiliar words, there are opportunities to get to know place and people names, geographical features, iconic landmarks, and elements of popular culture. [Cue animiation]

[Cue animation]

Developing fluency in reading aloud can involve tongue twisters, rhymes, songs and short texts about famous people, customs and festivals.

[Cue animation]

Awareness raising activities through listening for example can also provide the opportunity to explore sociolinguistic differences.

Let’s begin with our French example.

*(Erler & Macaro, 2011)

**(Woore et al., 2018)

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Phonétique

	Oui	Non
Bordeaux
Gren o ble
C o rse
Beauvais
L au sanne
O rléans
Aix-en-Pr o vence
Monaco

1

2

3

4

5

7

6

8

Do these place names contain the sound [au]? Écoutez et cochez.

écouter / parler

The letter ‘o’ is sometimes (but not always!) pronounced like [au] too.

____

This is from Y7 Term 2.

This is actually a stage before transcription.

It is aural recognition of the [au] sound.�It works with just one sound, but a sound which can have more than one spelling.�Students listen and decide if they hear the target SSC or not.�But you can, I hope, imagine how transcription tasks might work in a similar way, where students do write down the missing letters.

………………………………………………………………………………………………………………………………………………………………………………….

Y7.2.1.3

Original teacher notes

Timing: 5 minutes

Aim: Oral recognition of SSC [au].

The exercise also provides an opportunity to review SFCs (Bordeaux, Beauvais, Orléans) and the previously studied SSCs [é] (Orléans), [en] (Aix-en-Provence) and [ai] (Beauvais, Aix-en-Provence).

Procedure:

1. The place names are heard on individual number clicks. To allow students to compare the sounds, it is recommended that the teacher cycles through the recordings (from 1-8) at least twice.

2. Teacher reveals answers on clicks. Teacher to highlights the fact that some place names, (Bordeaux, Monaco) contain both sounds, and that the letter ‘o’ is not always pronounced [au] (this will be explored further in Year 8). Teacher can illustrate this by giving examples of previously encountered words such as modèle, école, ordinateur …

3. Teacher elicits pronunciation by pointing at the word and asking ‘Comment dit-on numéro un, deux…’

4. Teacher plays each place name again, and students repeat chorally.

Transcript:

Bordeaux
Grenoble
Corse
Beauvais
Lausanne
Aix-en-Provence
Orléans
Monaco

86 of 102

Une chanson folk

Sur le pont d’Avignon

On y* danse, on y danse

Sur le pont d’Avignon

On y danse tous en rond*

Les beaux messieurs* font comme ça

Et puis encore comme ça …

écouter / écrire

?

*y = there

*le rond = circle

*les messieurs = gentlemen

The lyrics say that people danced ‘sur le pont’, but the bridge was actually quite narrow. It is believed that people used to dance on the islands in the river under the bridge’s arches. But ‘sous le pont’ doesn’t sound quite so romantic!

On the Avignon bridge

People are dancing there (x2)

On the Avignon bridge

People are dancing round and round

The handsome gentlemen do this

And then do this again …

_

?

C’est ‘on’ ou ‘en/an’ ?

Now from Year 9, here a chance to learn more about a French iconic landmark through a traditional folk song, where the the rhyme scheme is based on [on] and [en/an]. Perfect for a minimal pairs phonics activity!

Students listen to a recording of the song on YouTube and fill the gaps in the text with either [on] or [en/an].

The teacher notes suggest multiple steps on how to break this down to make the most of this rich activity, culminating in a suggested sing-along at the end!

………………………………………………………………………………………………………………………………………………………………………………….

Y9 1.1.3

Original teacher notes

Timing: 7 minutes

Aim: Recognition of SSCs [on] and [en/an]; cultural awareness: folk song and geography

Procedure:

1. Tell students they are going to hear a traditional folk song about a famous French bridge. Point out that the end of the bridge is missing in the picture!

2. Explain that the rhyme scheme is based on [on] and [en/an]. The sounds are quite similar to an English speaker, so they will have to listen very carefully!

3. Open video in a new tab – don’t let students see the video while they listen as it has the lyrics on screen https://www.youtube.com/watch?v=jjOSNnXbIdU

3. Play first 25s of the video. On the first play, students simply listen and read along, focusing on the sounds covered by the question marks and listening for a difference.

4. Students listen to the audio again as many times as needed and fill the gaps in the text with either [on] or [en/an]. (NB: It may be easiest to let students copy out the text first, or to provide printed gapped versions).

5. Click to reveal answers one by one.

6. Click to reveal glosses. Students translate the text.

7. Click to reveal translation one line at a time.

8. Listen again, allowing students to read through/ watch video and sing along.

9. Click to bring up additional cultural information.

Transcript:

Word frequency of unknown words (1 is the most frequent word in French): �y [36], rond [2268], messieurs [1549]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates (1 is the most frequent word in French): �danser [2934],

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Video by Les Patapons available at https://www.youtube.com/channel/UCSpE7jrokfnEaVb7Ujf-hYQ

87 of 102

Phonetik

lesen / sprechen

Lies den Witz* laut vor.�Wie heißt das auf Englisch?

10

Sekunden

0

LOS!

Herr Ober*, da ist eine Fliege in meiner Suppe!

Nein, nein, meine Dame, das ist eine Kakerlake*, die Fliege ist auf dem Steak.

der Witz – joke

Herr Ober – waiter

die Kakerlake - cockroach

Sometimes a cultural focus can be about finding similarities rather than differences.�Here, it’s simply that cheesy, terrible, ‘waiter, waiter’ jokes exist in both English and German.�Some of these words are new, some are known.�There are several examples of ‘ei’ juxtaposed with ‘ie’ words.�The sentences are short enough to allow several practices to build up fluency.�The cheesy humour distracts from the anxiety that there can sometimes be about pronouncing unknown words.�And you have to admit, Kakerlake is also just ones of those words that is lovely to say!

………………………………………………………………………………………………………………………………………………………………………………….

8.3.2.7

Original teacher notes

Slide 2/2

Timing: 5 minutes (for two slides)��Aim: To develop SSC fluency when reading aloud a mixture of known and unknown words at sentence level, building up speed of oral production through task repetition.��Procedure:�1. Teacher ensures students recognise the premise and format of the ‘waiter, waiter’ joke, noting that this is a genre of humour that is shared across many cultures.

2. In pairs, students read the joke aloud, aiming for appropriate intonation and emotion in their ‘performance’, as fits the scenario.

3. Teacher ensures that the meaning is clear.

4. Click to reveal the 10-second timer. Students read the joke together two-three times, aiming to increase the speed and confidence of their oral production.

5. At the most beneficial moment for learners, click each speech bubble to hear an audio version of the joke.��Transcript:�Herr Ober, da ist eine Fliege in meiner Suppe!�Nein, nein, meine Dame, das ist eine Kakerlake, die Fliege ist auf dem Steak.

Word frequency of cognates and unknown words (1 is the most frequent word in German): �Fliege [3994] Kakerlake [>5009] Ober [>5009] Steak [5009] Suppe [>5009] Witz [2228]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

��

88 of 102

SSCs [CE], [CI] y [Z]

escuchar

Remember, there are different ways to pronounce CE and CI.

In most of Spain, the ‘c’ before ‘e’ or ‘i’ is pronounced

like _____ in English. The same is true of ‘z’ before a vowel.

In the Canary Islands and Latin America, this ‘c’ is often pronounced like an ____. The same is true of ‘z’ before a vowel.

ciencias

Escucha. Es ¿España o Canarias / Latinoamérica?

ciencias

1

2

‘th’

‘s’

3

4

cabeza

________________________________

España

Canarias / Latinoamérica

España

The NCELP resources introduce students to different ways to pronounce certain key SSC, the ce, ci, and zeta, for example.�Here, after a quick revision of the knowledge, we do a listening task.

………………………………………………………………………………………………………………………………………………………………………………….

7.3.2.7

Original teacher notes

Phonics recap slide

Timing: 3 minutes

Aim: to revisit the SSCs [CE, [CI] and [Z] and raise awareness of the different ways in which they are pronounced in the Spanish-speaking world.

Procedure:

Read explanation, eliciting the answers from students where prompted by gaps.
Play the audio and ask where the person is from (‘¿La persona es de…?’)
Ask students which other words they can recall from Y7 which have [ce], [ci] and [z]. This will help to prepare them for the next activity.

Anticipate, for [Z], voz, cabeza, empezar, zapato, zona, diez, naturaleza,

Anticipate, for [CI], cine, diciembre, decir, cierto

Anticipate, for [CE], ciudad, centro, necesitar, cerca

Notes:

Individual teachers may also find it useful to consider the information from exam board specifications below:

AQA : “The [listening] test will be studio recorded using native speakers speaking Castilian in clearly articulated, standard speech at near normal speed. Different types of spoken language will be used, using familiar language across a range of contemporary and cultural themes. (p. 82)
EdExcel : “For listening and reading assessments, the majority of contexts are based on the culture and countries where the assessed language is spoken. […] It is, therefore, important that students are exposed to materials relating to Spanish-speaking countries throughout the course.” (p. 7)
WJEC : “This GCSE specification in Spanish for use in Wales is based on a conviction that learners studying a modern foreign language will develop their desire and ability to communicate with and understand speakers of Spanish in a variety of contexts and for a variety of purposes.” (p. 3)

Image attribution:

Image with creative commons public domain licence

https://mycsres.com/freesheet/spanish-speaking-world-map-18.html.html

89 of 102

¿De dónde son las personas?

escuchar

Estás de vacaciones en Colombia. Hay mucha gente en la plaza en Bogotá, la capital.

Escucha las voces diferentes. Decide si la persona (probablemente) es de España o Latinoamérica.

Latin America / Canaries	Mainland Spain

1

2

3

4

5

6

7

8

Marca la opción correcta y escribe las palabras con [ce], [ci] y [z] en español.

empezar

naturaleza

zona

cerca

ciudad

centro

necesito

plaza

cine

cierto

to practise identifying the probably origins of speakers by the pronunciation of the key sounds.�And at this stage in their learning, at the end of Y7, students can do this hearing full sentences.��[Post in chat: Thinking back to our list of possibilities for integrating culture and phonics, are there any other ideas that occur to people, in any of the languages you teach? If so, just post them in the chat now.]

………………………………………………………………………………………………………………………………………………………………………………….

7.3.2.7

Original teacher notes

Phonics practice activity

Timing: 6 minutes

Aim: to raise awareness of the different ways in which the SSCs [CE, [CI] and [Z] and are pronounced in the Spanish-speaking world.

Procedure:

Play the audio and ask students to tick the right column and write the word(s) with the target SSCs.
Check answers, including spelling, in feedback

Note:

Some students may be able to write the entire sentence.
Ensure understanding of ‘de dónde’. Both words have been taught, but separately, and theword order is different here from English (‘where….from’).

Transcript:

¿Dónde está el cine?
La plaza es muy antigua.
¿Cuándo va a empezar la clase de baile?
En la ciudad hay muchos restaurantes muy buenos.
Las tiendas en el centro son muy caras.
Necesito comprar un regalo barato.
La naturaleza aquí en esta zona es hermosa.
El teatro famoso está cerca, ¿cierto?

90 of 102

Culture in the new language words

Sociolinguistic differences

Spanish example: uno and primero

Formal and informal register

German example: conversational words

Practising lexical inferencing and revisiting vocabulary

French example: Hanoucca

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

91 of 102

Saying dates in Spanish

gramática

To say the date in English, we say, for example, the second of December or the twenty third of June.

el tres de enero

(literally, ‘the three of January’)

el seis de abril

(literally, ‘the six of April’)

el primero de enero

el uno de enero

To say the date in Spanish, we use numbers such as uno, dos, tres...

Ejemplos:

the third of January

the sixth of April

The only exception is the first of the month. There are two possibilities:

the first of January

‘El primero’ is more common in

Latin America.

’El uno’ is more common in Spain.

These are called ‘ordinal numbers’.

These are called ‘cardinal numbers’.

A simple slide to introduce dates in Spanish, with one important addition, the reference to ‘el primero’ and ‘el uno’ and their different use.

Every time we routinise and normalise language variation like this in the classroom, it is one more coin in the slot of curriculum decolonization.

………………………………………………………………………………………………………………………………………………………………………………….

Original teacher notes

Timing: 2 minutes

Aim: to teach students how to say dates in Spanish; to raise awareness of cross-linguistic differences between English and Spanish

Procedure:

Teachers click to go through the slide. Gaps are left to allow teachers to elicit answers from students.
Teachers could go back to the previous slide to show the examples of dates used in the text.

Notes:

1. Teachers could also highlight how the English say ‘on the 7^th July’, but Spanish doesn’t have a word for ‘on’ in this context.

2. Teachers could draw attention to the fact that months do not have capitals.

3. Months and numbers are part of the vocabulary set to be revisited this week, which coincides with the introduction of this new feature.

92 of 102

Wirklich [really] / so [so] / also [well...]

Vokabeln

In front of an adjective, these words add emphasis:

Deine Haare sind so toll!

Your hair is so cool!

Diese Aufgabe ist wirklich schwierig!

This task is really difficult!

Used like this, so and wirklich are synonyms.

On its own so is an adverb and means ‘like that’ or ‘in that way’:

Mia, dürfen wir das so machen?

Mia, are we allowed do it like that?

Nein, Wolfgang. So darfst du das nicht machen!

No, Wolfgang. You’re not allowed to do it in that way!

So and also can mean ‘so, therefore’. Also as a filler, means ‘well,…’

Social convention is one aspect of culture that is highly relevant to language learners. Within this, the use of formal and informal register has both lexical and grammatical dimensions.

This lexical example is a task focused on the use of high frequency words that serve as ‘fillers’ or to add emphasis, such as ‘also’, ‘so’ and ‘wirklich’ in German. ��This particular activity gets right to the heart of what students will hear spoken, in terms of intensifiers. It’s important to listen to and practise the intonation patterns involved with using these words, too.

We differentiate here between spoken and written register, but also importantly we draw additional attention to polysemy, the multiple meanings of high-frequency words. One of the reasons that HF words are so, is that they often have more than one meaning or use. It’s important to teach and practise these multiple uses explicitly. �

………………………………………………………………………………………………………………………………………………………………………………….

Original teacher notes

Timing: 2 minutes��Aim: To explain and exemplify the use of wirklich / so / also.��Procedure:�1. Cycle through the animated sequence.

2. Click on the speech bubbles to hear the the audio.

�

93 of 102

Hanoucca

lire

Pour la communauté juive, la fête importante de décembre est Hanoucca. C’est une fête de lumières et on utilise des bougies* pour célébrer. La fête est de huit jours, et on allume une bougie le premier jour, deux bougies la deuxième* jour … Les bougies sont un symbole de la bonté de Dieu. Dans une vieille histoire juive, une petite bouteille d’huile a nourri une lampe pendant huit jours, beaucoup plus de temps que normalement. On mange des beignets comme un symbole de l’huile. Les enfants jouent avec des toupies qui contiennent une phrase religieuse. Hanoucca est plus familial et spirituel que religieux.

lumière : a type of house / animal / cake / decoration
allumer : a way of cooking / using / singing / cutting
bonté : part of body / personality / room / song
huile : a type of wood / plant / liquid / shoe
beignet : a type of drink / chair / cup / food
toupie : a type of toy / book / hat / sweet

Lis le texte. Use the words you know to understand the general meaning of the words in bold.

light

to light

goodness

oil

doughnut

dreidel

*la bougie = candle

*deuxième = second

So this is a really exciting task, I think. It is a slightly different take on practising inference, in which the main focus is on all the words that students do know, and how powerful this knowledge is enabling them to get at the general (not exact) meaning of six unknown words in the text.

The first thing that merits a mention are the known words!

Early year 9 and these words, which have previously learnt across a range of different themes and contexts, combine here to describe the Jewish festival Hanoucca.

………………………………………………………………………………………………………………………………………………………………………………….

Original teacher notes

Timing: 5 minutes��Aim: to practise lexical inferencing; the written comprehension of known words to arrive at a general understanding of one unknown word in a sentence context. In addition, to revise previously learnt vocabulary in new contexts.��Procedure:�1. Ensure that students understand the task (as this is the first time they are doing this type of activity). Students need to know that they are aiming to understand the general meaning, rather than specific meaning (though they may in some cases also arrive at this).

2. Students read each text and decide which of the four options is most likely, depending on their understanding of the surrounding words.

3. Click to reveal answers.

4. Proceed to the next slide for the comprehension part of the activity.

Word frequency of unknown words used (1 is the most frequent word in French):

lumière [1059], allumer [3169], bougie [>5000], deuxième [427], bonté [>5000], huile [2340], beignet [>5000], toupie [>5000]

Word frequency of cognates used (1 is the most frequent word in French):�Hanoucca [>5000], bouteille [2979], lampe [4699], normal [833], familial [1622], spirituel [3047]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

94 of 102

Hanoucca : Vrai ou faux ?

lire

Hanoucca est une fête musulmane.
Pour les juifs, Hanoucca est plus important que Noël.
On célèbre Hanoucca en été.
Les bougies ne sont pas essentielles pour Hanoucca.
Hanoucca est une fête moins longue que Noël.
On n’utilise pas toutes les bougies le premier jour de Hanoucca.
Le souvenir d’un événement important pour les juifs est essentiel à Hanoucca.
On célèbre Hanoucca à la maison plus souvent qu’à la synagogue.

Pour la communauté juive, la fête importante de décembre est Hanoucca. C’est une fête de lumières et on utilise des bougies* pour célébrer. La fête est de huit jours, et on allume une bougie le premier jour, deux bougies la deuxième* jour … Les bougies sont un symbole de la bonté de Dieu. Dans une vieille histoire juive, une petite bouteille d’huile a nourri une lampe pendant huit jours, beaucoup plus de temps que normalement. On mange des beignets comme un symbole de l’huile. Les enfants jouent avec des toupies qui contiennent une phrase religieuse. Hanoucca est plus familial et spirituel que religieux.

*la bougie = candle

*deuxième = second

Here the text is further exploited in a more typical comprehension style task, too.�

[Post in the chat: Are there any other examples that occur to people, thinking about integrating culture and vocabulary? There will be so many –So just put anything that occurs to you in the chat now.]

………………………………………………………………………………………………………………………………………………………………………………….

Original teacher notes

Timing: 5 mins

Aim: Written comprehension.

Procedure:

1. Students read the text.

2. Students write V (vrai) or F (faux) for each sentence.

3. Click to reveal answers.

4. Oral translation of text if time allows.

Word frequency of unknown words used (1 is the most frequent word in French):

lumière [1059], allumer [3169], bougie [>5000], bonté [>5000], huile [2340], beignet [>5000], toupie [>5000]

Word frequency of cognates used (1 is the most frequent word in French):�Hanoucca [>5000], bouteille [2979], lampe [4699], normal [833], familial [1622], spirituel [3047]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

95 of 102

Culture in the new language grammar

French example

formal and informal register (nous and on)

German example

feminisation of nouns and das Gendersternchen

Spanish example

describing places; ser, estar and adjective agreement

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

96 of 102

La visite à Nice

lire

Natalie parle des expériences de la classe. Elle écrit dans le magazine du collège (nous), ou dans un message à sa nouvelle amie française (on) ?

1. On n’est pas loin de Monaco.

2. Nous jouons à la pétanque avec la famille.

3. Nous mangeons le plat national, le pot-au-feu.

4. On organise une fête avec les élèves.

5. Nous aimons aller à la plage en décembre !

6. Nous passons beaucoup de temps dehors en général.

7. On achète des cartes postales.

8. On va bientôt revenir !

magazine / message

___

Pot-au-feu

(‘pot on the fire’) is a traditional beef stew, often considered the national dish of France.

Here, we explore the use of nous and on to mean ‘we’ in formal and informal contexts.�The context of the lesson is an exchange visit to Nice and other tasks within the lesson include more about the place, too.

Here, there is some factual information – proximity to Monaco, reference to Pétanque, and a call out to the national dish ‘pot-au-feu’.

Students choose the pronoun based on the verb form, but at the same time they distinguish between formal use – written magazine article and informal use – message to a friend.

………………………………………………………………………………………………………………………………………………………………………………….

Original teacher notes

Timing: 5 minutes

Aim: written recognition of the third person singular form of a range of verb types, connecting this form with the informal on meaning

Procedure:

1. Students write 1-8 and choose nous or on for each.

2. Click to reveal the answers.

3. English translations can also be elicited.

Word frequency of cognates used (1 is the most frequent word in French): �expérience [679], magazine [2033], message [792], pot-au-feu [3648/4/786]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Image attribution:

Par Andre — recettessimples.fr, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=324118

97 of 102

Karaoke SSC

sprechen

Sag die Femininform für jedes Wort.

Forscher

Autor

Wissenschaftler

Komponist

Tourist

Theologe

König

Astronaut

Aktivist

Erfinder

1

10

9

8

7

6

5

4

3

2

Add – in to male person nouns to make female nouns.

Drop the –e ending first!

[inventor]

das Gendersternchen �(Gender Star)

The * symbol is sometimes used as a more inclusive way of differentiating male/female role nouns. �E.g., Lehrer*in not Lehrer/Lehrerin. �It is placed between the m/f forms to symbolise all genders in between and it makes it possible not to specify gender. �E.g., Alex ist Künstler*in.

Finde eine*n Partner*in.

Here students are practising the pattern of adding –in to male nouns to make female nouns.�It practises grammar and a range of different SSC, including the ‘r’ change from, for example, Autor to Autorin.�But whilst this pattern is an important feature of German, it’s also important to recognize that not everyone in our classes can or wants to see themselves represented in this binary. So, it’s the ideal opportunity to introduce the Gendersternchen, and then use it immediately in the task instructions! It’s a real example of ‘together and’ rather than ‘either or’ and shows that language does shift, however slowly, to reflect human experience.

………………………………………………………………………………………………………………………………………………………………………………….

Original teacher notes

Timing: 5 minutes

Aim: Productive oral consolidation of the noun rule for the feminisation of masculine people nouns, and revisit of the pronunciation of several SSC but particularly [r] within words, where pronunciation is very different from English, formed at the back of the throat without using the lips at all.��Note that three nouns are from this week’s vocabulary set, one was taught in Week 1 (König), five others are cognates and Erfinder appeared in lesson 1, though teachers may want to ensure that the meaning is remembered. Students may not have heard of theologian in English, so teachers may need to explain the meaning.�

Procedure:

Click to highlight a word.
Students say the feminine form of the noun out loud, focusing on accurate pronunciation of all the SSC.
Click on the number button next to the word to check pronunciation.

Transcript and word frequency (1 is the most frequent word in German):

1. Forscherin

2. Autorin

3. Wissenschaftlerin

4. Komponistin

5. Touristin

6. Aktivistin

7. Erfinderin

8. Astronautin

9. Königin

10. Theologin��Word frequency of unknown or cognate words (1 is the most frequent word in German): �Autor [723] Komponist [>5009] Aktivist [>5009] Erfinder [>5009] Astronaut [>5009] Theologe [>5009]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

�

98 of 102

leer / escribir

En Barcelona hay unos edificios y unas iglesias. Los edificios _____ ____________ y las iglesias _____ ____________.

[are important]

[are in the centre]

importantes

en el centro.

Completa las frases.

son

están

La Sagrada Familia (izquierda) y el Templo Expiatorio del Sagrado Corazón (derecha)

Casa Batlló y Casa Milá

Text

These next four slides are a Spanish activity to revisit the different use of SER and ESTAR together with plural adjective agreement. The context for doing so is two cities in Spain.

………………………………………………………………………………………………………………………………………………………………………………….

Original teacher notes

Time estimated: 4 minutes

The next four slides offer the opportunity for students to see further exemplified sentences of the target features (plural definite and indefinite articles) plus the chance to practise son vs están and adjective agreement (where needed). This will be needed in the speaking production activity. Students could either write their answers on mini-whiteboards or in their exercise books. Teachers can then elicit the English translations, either orally or written.

Photo by Florencia Potter on Unsplash

Photo by Kristijan Arsov on Unsplash

Photo by Tomáš Nožina on Unsplash

Photo by Louisa Schaad on Unsplash

99 of 102

leer / escribir

[are modern]

[are old]

En Valencia hay unos museos y unas plazas. Los museos _____ ____________ y las plazas ______ ____________.

modernos

antiguas.

Completa las frases.

son

A la izquierda: dos fotos de la Ciudad de las Artes y las Ciencias

Debajo: la Plaza de la Virgen (izquierda) y la Plaza de la Reina

Text

100 of 102

leer / escribir

En Barcelona hay unas torres y unos parques. Las torres ____ __________ y los parques _____ ________.

[are big]

[are nearby]

grandes

cerca

Completa las frases.

son

están

Parque Güell

Text

101 of 102

leer / escribir

En las dos ciudades hay unas tiendas y unos mercados. Las tiendas ______ _______ y los mercados ______ _________.

[are expensive]

[are outside]

caras

fuera

Completa las frases.

son

están

Text

[Post in the chat: There are limitless examples of cultural contexts for grammar, of course. �So before we go onto Cultural Capital, any ideas for other rich grammar – culture combinations?]

………………………………………………………………………………………………………………………………………………………………………………….

Original teacher notes

Photo by WeLoveBarcelona.de on Unsplash

Photo by Juan Gomez on Unsplash

Photo by Theme Inn on Unsplash

I just reviewed a Spanish Y9 resource last week that was about Día de los Muertos. At first glance you would just have assumed it was chunky test (175 words) about this important cultural event. However, as well as comprehension tasks on it, there was also a really important grammatical focus on the difference between su (his/her/its/their) and se (himself/herself/itself/themselves) which are only one letter different and easily confused. Last week on Twitter someone posted an example of student writing which had Mi llamo in the first line – we know that even with writing frames to support, students will still make mistakes with this, because in order to get it right they need to do specific tasks that make the problematic features really salient, that make the grammar essential to task completion. A writing frame or a speaking frame doesn’t compel the deeper level of processing necessary for this learning.

102 of 102

Not babies and bathwater, �culture and creativity�

The Language Show 2021

Presenter: Rachel Hawkes�Date updated: 06/11/21

https://ncelp.org/news-events/

https://rachelhawkes.com

For primary SOW and resources:

For this presentation and secondary resources:

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

To conclude, the heightened focus on language paves the way for culture to be in every lesson. Language brings culture with it, and it is up to us as teachers to spot the connections and make them live. For some of this, this possibly broadens what we think of as culture, which I think is a positive thing.

I hope there’s been something of interest in there for you in this presentation.

If you’d like to get all of the slides, including all of the hidden ones, then please head to the NCELP website for everything secondary related. If you are a primary teacher and interested in exploring my trust’s primary resources, then go to rachelhawkes.com and navigate your way from the homepage. Resources are going up throughout the year. We’re keeping pace with teachers (!) and it’s crazy but we’re committed to doing that, as there are lots of schools already using the material.��Once again, thank you for listening.��……………………………………………………………………………………………………………………………..

Session information

Not babies and bathwater, but culture and creativity.

Language and culture are two sides of the same coin; closely related, there cannot be one without the other. This session offers a practical and holistic view on language and culture in classroom language teaching, showing how culture combines easily with phonics, vocabulary and grammar teaching, providing students with a strong linguistic and cultural foundation, encouraging them to ‘step beyond familiar cultural boundaries and develop new ways of seeing the world’. Particularly relevant to the proposals for the new GCSE Subject Content, all ideas come with freely available resources in French, German and Spanish, which are new for this session.