ks3 clic! teacher guide to transition sample

8/9/2019 KS3 Clic! Teacher Guide to Transition sample

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Ad va nce Ma te r ia l

U nco r rec ted sa m p le sec t io n

f ro m t he f u l l g u ide



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Teacher Guide to Transition

Contents overview

1. Introduction There are both benets and issues associated with the advento Primary Languages. It is important to challenge studentswho have already studied languages in Primary whilst at thesame time supporting pupils who are new to it.

This Guide suggests activities and strategies to make the besto the Clic! resources by supporting beginners whilst at thesame time engaging students with some knowledge o thelanguage and by recycling amiliar topics in resh contexts soeach student learns at the right pace.

2. Diferentiationprinciples andclassroomorganisation

A Principles o diferentiation

The guide exploits the principle o dierentiation by text,task, outcome and grouping. For example, as in Primaryschool, sometimes students work together by attainmentlevel but at other times, high attainers can support lowerattainers. It may be useul or the classroom to be organised

in groups, as in Primary, according to those who have / havenot studied languages beore and or how long. Groups aregiven names as in primary school, e.g. the red group havestudied a Primary language and the yellow group not at all orhave struggled with it.

B Classroom organisation

Dierent grouping models, classroom diagrams and severalexamples o possible use are suggested. For example:

1) Top red table (8 students) and 5 yellow tables o 4 studentseach. Example: The top table does a more complex exercisein Clic! 1 PLUS while yellow tables do the easier activity inClic! 1 STAR. 2) One red student or each yellow group. Example: the redstudent supports others in dictionary use.

3) Strategic grouping: a red student paired with a yellowstudent to support them in a speaking task.



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Contents overview

C Ground rules and guidelines

Guidelines or organising group work and pair work e.g. distribution o materials, group leaders, selection o activities etc.

Guidelines or the start o year, e.g.:➢

Ground rules or how the groups work together➢ Survey o existing skills, what students have / have not

learned or enjoyed➢ Teaching / revising dictionary skills to acilitate

independence➢ Teaching study skills on how to navigate through the

textbook and make the most o it.

3. Unitsuggestions

Unit-by-unit activity sheets in two levels o ability and/orprior knowledge (see below).

4. Assessment orLearning

Guidelines on assessing pupils at dierent levels, givingappropriate targets, encouraging peer and sel assessmentand genuine refection in plenaries with examples.



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UNIT 6 On mange!

Unit 6

Start o unit Explain objectives, including that by the end, studentswill work in mixed red and yellow groups to create a shortpresentation o ood in a Francophone country, e.g. typicaldishes, ast ood outlets, meal times etc. in Senegal,

Canada etc.

Clic! 1 PLUS pp.100–101

Some students are likely to have covered basic oods,likes and dislikes in Primary school. I this is the case reviselanguage quickly and move on to pp.102–103. They canuse cognates / the glossary or unamiliar words. I studentshaven’t done ood items beore, do activities 1 and 2.

6.1 On va au caé?

Clic! 1 PLUS p.102

All pupils watch the video clip. Students do activity 1.Extension: Think o other shop names ending in –erie

Students do activities 2 and 3.

Clic! 1 PLUS

p.103 The red group listens, while the yellow group reads. Forconvenience the audio will be played to the whole class, butthe listening task will only be completed by the red group. Then vice versa.

Activity 5 Listen and answer questions.

Activity 4 READ only and answers questions.

Extension:Activity 7

Plenary Pupils start to create a mind map to plan their presentation,e.g. What kind o ast ood outlets might exist in otherFrancophone countries? What traditional dishes do you knowo in that country?

RED GROUP (middle to higher ability)



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UNIT 6 On mange!

6.2 S’il vous plait!

Clic! 1 PLUS p.104

Students work in pairs. Each person makes up 3 sums as inthe cartoon at the top o the page. They take in turns to readaloud to the group in French. 1st person to answer correctlywins a point.

Clic! 1 PLUS p.105

Mixed red / yellow groups o 2–4.Activity 5. Yellow students complete any 2 dialogues, and redstudents complete all 4.

Yellow and red groups now work together to create a throle play. Bonus points can be awarded or including likes /dislikes and key words ‘ je suis végétarien(ne) / diabétique /allergique / pressé(e)’. The teacher can introduce these andpractise pronunciation as a starter.

The red group is randomly given a ‘mood’ rom a selection o:snob / déprimé / de bonne humeur / en colère / poli / impoli / paresseux / atigué / timide (see Teacher book).

Groups memorise and can perorm their role plays tothe class.

AL: The class can assess against agreed success criteria,e.g. pronunciation, intonation, creativity, range o language.



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UNIT 6 On mange!

Unit 6

Start o unit Explain objectives, including that by the end, studentswill work in mixed red and yellow groups to create a shortpresentation o ood in a Francophone country, e.g. typicaldishes, ast ood outlets, meal times etc. in Senegal,

Canada etc.

Clic! 1 PLUS pp.100–101

Students do activities 1 and 2. I they have done ood itemsbeore and/or likes, dislikes, move on to pp. 102–103.

6.1 On va au caé?

Clic! 1 STAR p.102

All pupils watch the video clip. Students do activity 1.

Students do activities 2 and 3.

Clic! 1 STAR

p.103 The red group listens, while the yellow group reads. Forconvenience the audio will be played to the whole class, butthe listening task will only be completed by the red group. Then vice versa.

Activity 4 READ only and answer questions a-d

Activity 5 Listen and answer questions

Plenary Pupils start to create a mind map to plan their presentation,

e.g. What kind o ast ood outlets might exist in otherFrancophone countries? What traditional dishes do you knowo in that country?

YELLOW GROUP (lower to middle ability)



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UNIT 6 On mange!

6.2 S’il vous plait!

Clic! 1 STAR

p.105Students work in pairs. Each person makes up 3 sums as inthe cartoon at the top o the page. They take in turns to readaloud to the group in French. 1st person to answer correctlywins a point.

Students do activity 4 and write the 6 missing numbers ingures.

Students do activity 6.Extension: In pairs, make sound-spelling links by underliningthe words or letter strings which sound dierent to how youwould expect. Red pupils can support yellow pupils here.All listen to the conversation to check and make changes i necessary.

Clic! 1 PLUS p.105

Mixed red / yellow groups o 2–4.Activity 5. Yellow students complete any 2 dialogues, and redstudents complete all 4.

Yellow and red groups now work together to create a throle play. Bonus points can be awarded or including likes /dislikes and key words ‘ je suis végétarien(ne) / diabétique /allergique / pressé(e)’. The teacher can introduce these andpractise pronunciation as a starter.

The red group is randomly given a ‘mood’ rom a selection o:snob / déprimé / de bonne humeur / en colère / poli / impoli

/ paresseux / atigué / timide (see Teacher book).

Groups memorise and can perorm their role plays tothe class.

AfL:The class can assess against agreed success criteria,e.g. pronunciation, intonation, creativity, range o language.



1Orders and enquiries to Customer Services:

Tel. +44 (0) 1536 741068

Fax. +44 (0) 1865 313472

www.OxfordSecondary.co.uk

ISBN 978 019 912673 6

K 3 7 3 0 4

Clic! is the most dierentiated scheme available or 11–14 year

olds. The core resources are twin-tiered (Star and Plus) rom Year 7

and there is also an Access tier or reluctant learners.

The course is fexible and relevant, taking account o greater

diversity rom Year 7. It is ully updated to ollow the renewed Key

Stage 3 Framework or Languages. It also delivers the revised Key

Stage 3 Programme o Study and alternative styles o learning andassessment, including close links with Asset languages.

This Guide provides:

• suggestions on how to deal with transition rom Key Stage 2 to

Key Stage 3, and progress through the early part o the course

so that each student learns at the right pace

• a range o activities to bridge the gap between students who

have done Primary French and those just starting out• strategies or classroom organisation

• activities or whole class, group or pair work to make

dierentiation easy

• easy-to-use, comprehensive, unit-by-unit activity sheets at two

levels o ability and/or prior knowledge

• plenaries and Assessment or Learning opportunities

*One ree Teacher Guide to Transition per

establishment – extra copies are available

to purchase.

ks3 clic! teacher guide to transition sample

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