rattling the cage web
TRANSCRIPT
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Rattling the cage…
http://lizfotheringham.wordpress.com/
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Schools should ensure that the whole-curriculum dimensions underpin the curriculum Ofsted: Planning for change 2009
The curriculum should provide opportunities for pupils to:• listen to, read or view a range of materials, including authentic materials in the target language both to support learning and for personal interest and enjoyment.• use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum. MFL Programme of Study: Curriculum opportunities 2007
You should select contexts and topics that are likely to be of interest to pupils, that correspond to their level of maturity and that relate where possible to what they are learning in other subjects. You should provide opportunities for pupils to talk about things that matter to them.QCDA online guidance “Planning across the key stage”
Meanings that matter -content that will motivate learners Dearing: Languages Review 2007
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et waysimepprehensionext booksxams and assessment
What keeps us in this …..
MétroExpoLogoEchoListos
STATE?
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I hated the school topic because I did not find it
interesting and I will probably never need it again.
I didn’t like the pencil case items because it wasn’t
interesting or very relevant to me.
I didn’t like doing the time because I had already done
it at primary school.I prefer working outside the text book because you have
more freedom so it is fun
I liked the work on Euro 2008. We got really creative
and made posters.
I enjoyed doing the work on the Olympics the most. I
loved putting my French skills to the test and learning about
the mascots. It made me realise how much French I
knew.
WPS…..Compelling learning?
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Engaging contexts
• Engaging contexts stimulate creativity. The Framework has no prescribed content and therefore leaves teachers free to choose contexts likely to motivate learners.
• Engaging contexts stimulate the imagination, but attempts at creativity will be thwarted unless learners are able to combine the words, phrases and structures they know in new ways and to use them in new contexts. From online guidance to using the KS3 Framework – national Strategies
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• Shared key concepts
• Whole curriculum dimensions
• PLTS
• Working outside the classroom
• Themed learning
• Borrow content from another subject - CLIL
Compelling learning Forging links across the curriculum
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• Shared key concepts
• Whole curriculum dimensions
• PLTS
• Working outside the classroom
• Themed learning
• Borrow content from another subject - CLIL
Compelling learning Forging links across the curriculum
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CreativityCompetence
Cultural understanding
Critical understanding
Personal identities
RelationshipsDiversity
Healthy lifestyles
PerformanceCompetence
CreativityHealthy lifestyles
Place Space
Cultural understanding and diversity
Cultural understanding
Critical understanding
CreativityCommunication
Democracy and justice
Rights and responsibilitiesIdentities and
diversity
Cultural, ethnic and religious
diversityChronological understanding
Designing and makingCultural
understandingCreativity
Critical evaluation
Exploring ideas and manipulating
informationCommunication
and collaborationCritical evaluation
Beliefs,Practices and
way of lifeIdentity, diversity
and belongingValues and
commitment
Cultural understandingCollaboration
CreativityCompetence
Cultural understanding
Critical understanding
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CreativityCompetence
Cultural understanding
Critical understanding
Personal identities
RelationshipsDiversity
Healthy lifestyles
PerformanceCompetence
CreativityHealthy lifestyles
Place Space
Cultural understanding and diversity
Cultural understanding
Critical understanding
CreativityCommunication
Democracy and justice
Rights and responsibilitiesIdentities and
diversity
Cultural, ethnic and religious
diversityChronological understanding
Designing and makingCultural
understandingCreativity
Critical evaluation
Exploring ideas and manipulating
informationCommunication
and collaborationCritical evaluation
Beliefs,Practices and
way of lifeIdentity, diversity
and belongingValues and
commitment
Cultural understandingCollaboration
CreativityCompetence
Cultural understanding
Critical understanding
ENGLISH PSHE PE GEOGRAPHY
MUSIC CITIZENSHIP HISTORY D & T
IT RE SCIENCE ART
MFLLinguistic competence
Knowledge about languageCreativity
Intercultural understanding
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Languages
Science
Music
EnglishGeography
Design and Technology
Art and Design
(Inter)cultural understaning
Making links - through Key concepts
• Appreciating the richness and diversity of other cultures
• Recognising that there are different ways of seeing the
world , and developing an international outlook
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Making links – key concept CREATIVITY
1. Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes
2. Exploring and experimenting with ideas, materials, tools and techniques. Taking risks and learning from mistakes
3. Combining understanding, experiences, imagination and reasoning to construct new knowledge
4. Using existing knowledge, skills and understanding for new purposes and in new contexts.
5. Using familiar language for new purposes and in new contexts
6. Using creative approaches to answering questions, solving problems and developing ideas
7. Exploring and experimenting with ideas, materials, technologies and technique
English
Mathematics
Languages
Physical Education
Art
Design and Technology
Music
PAMMLED
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What is creativity?
• Exploring
• Risk taking
• Imagination
• Experimenting
• Does not take place in isolation
• Planned
• Making mistakes is part of the process
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• Shared key concepts
• Whole curriculum dimensions
• PLTS
• Working outside the classroom
• Themed learning
• Borrow content from another subject - CLIL
Compelling learning Forging links across the curriculum
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www.wordle.net
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• Does conflict shape identity?
• How is identity celebrated?
• What does it mean to be a European?
• How do we overcome barriers?
• How does migration shape communities?
Enquiry based learning
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• Shared key concepts
• Whole curriculum dimensions
• PLTS
• Working outside the classroom
• Themed learning
• Borrow content from another subject - CLIL
Compelling learning Forging links across the curriculum
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Making links - Working with other subjects/outside the classroom
geography
history
RE
Art
Science
FRENCH
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La mer
Salé/salée
Les huîtres (f)
Les algues
La marée basse
Samedi, ferme marine
Dégustation des huîtres
Journée fantastique!
visqueux/visquese
La dégustation
La ferme marine
La baie
Les fruits de mer
comme
La baie de Cancale
Cultivation des huîtres
À la marée basse
La cultivation
La marée haute
Transparent/transparente Les huîtres (f)
Cher/chère
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• Shared key concepts
• Whole curriculum dimensions
• PLTS
• Working outside the classroom
• Themed learning
• Borrow content from another subject - CLIL
Compelling learning Forging links across the curriculum
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• Research Project: any subject which interests them!• Produce a recipe book for the TL country • Historical and/controversial events or debate• Fantasy football portfolio• A day in the life of…• My dream holiday: Give budget, book tickets, book
accommodation etc• Board game design/Computer game design• The Great Dinner Debate• Compare & Contrast: TL Countries/Culture• Healthy Living Manual• Eurovision
‘Themed Learning’ Ideas
With thanks to Sara Vaughan
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Sports/hobbies Fitness/healthy lifestyles
Life in TL countries
Verb forms and sentence building
Globalisation vs Fair trade
Travel and tourism
Comparing lifestyles And daily routine
Verb tenses: past, present and future
Interculturalunderstanding
Climate and geography
Skills development
PresentationThe language of
football
Role plays and functional language
Independent research
Inspirational figures
Identity/ nationalities, Flags and countries
Likes and dislikesand opinions
Africa - wildlife
Advertising
Songs and chants
World cup in Africa
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Suisse Côte d'Ivoire
Etats-Unis d’Amérique
Japon Brésil
Angleterre Ghana Honduras Allemagne Chili
Slovaquie
Danemark Mexique Australie Paraguay
Algérie
Afrique du Sud
Italie République
de Corée Argentine
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une bande
horizontale
une bande
verticale
une étoile un croissant
un rectangle
un carréun cercle
une croix
un triangle
With
thanks to
Rachel H
awkes
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Un drapeau
dessus
au centre à droiteà gauche
dessousune bande verticale
une bande horizontale
un carré
en haut
en bas
Collective memory
le fond
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Il y a …… C’est……
• un croissant• un rectangle• un carré• un cercle• une bande verticale• une bande horizontale• une croix• une étoile
• rouge• bleu/bleue• jaune• gris/grise• blanc/blanche• noir/noire• vert/verte• bleu clair• orange
à gauche du …..
à droite de la …..
au centre de l’
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Un drapeau
dessus
au centre à droiteà gauche
dessousune bande verticale
une bande horizontale
un carré
en haut
en bas
Collective memory
Picasso dictation
le fond
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Suisse Côte d'Ivoire
Etats-Unis d’Amérique
Japon Brésil
Angleterre Ghana Honduras Allemagne Chili
Slovaquie
Danemark Mexique Australie Paraguay
Algérie
Afrique du Sud
Italie République
de Corée Argentine
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Chasse à l’intrus
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Chasse à l’intrus
Je pense que…L’Australie est l’intrus parce que….Le Ghana est l’intrus parce que…Il y a……Il n’y a pas de bleu/rouge…..C’est un pays masculin/féminin
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C’est quel drapeau?
• C'est un drapeau tricolore composé de trois bandes horizontales égales aux couleurs nationales: noir, rouge et or.
• Ce drapeau tricolore s'inspire au modèle français. Le blanc symbolise l'unité du pays, l'orange le progrès et les savanes, le vert l'espoir et les forêts du pays.
• Ce drapeau est composé de trois bandes horizontales rouge (dessus), jaune et verte (les couleurs du continent africain). En son centre se trouve une étoile noire à cinq branches rappelant le fait que c'est le premier pays d'Afrique à avoir obtenu son indépendance au XXe siècle.
http://fr.wikipedia.org/
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• la forêt• l’hôpital• la crête• honnête• intérêt• arrêter• plâtre• la crête• l’hôtel
Knowledge about languageLanguage Learning strategies
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Le motif montre l'idée de la convergence et de l'unification. Le noir, le vert et le jaune représentent les couleurs du drapeau de l'ANC tandis que les couleurs rouge, blanche et bleue représentent l'ancienne république des Boers.
• le bleu pour les fleuves • le vert l'agriculture • le blanc la paix • le noir la force • le jaune les minéraux • et le rouge pour le sang
http://fr.wikipedia.org/wiki/Drapeau_de_l'Afrique_du_Sud
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• le bleu représente le ciel • le vert la terre africaine • le blanc les natifs européens • le noir la population noire • le jaune la richesse aurifère du pays • le rouge le sang versé pendant les conflits internes
(blancs/blancs, noirs/noirs, blancs/noirs) • le « Y » renversé symbolise la jonction et l'union de
toutes ces composantes.
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….. le jaune la richesse aurifère du pays
Element Latin name French name
English name
Au Aurum
Ag Argentum
Fe Ferrum
Pb Plumbum
or argentplomb fer
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Mon drapeau idéal..
• Il y a….
• Il y aurait….
• Il est composé de….
• Il serait….
• Le …… représente…
• La …….symbolise…
• Les…..représentent…..
• Pour moi …..
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Sports/hobbies Fitness/healthy lifestyles
Life in TL countries
Verb forms and sentence building
Globalisation vsFair trade
Travel and tourism
Comparing lifestyles And daily routine
Verb tenses: past, present and future
Interculturalunderstanding
Climate and geography
Skills development
PresentationThe language
of football
Role plays and functional language
Independent research
Inspirational figures
Identity/ nationalities, Flags and countries
Likes and dislikesand opinions
Africa - wildlife
Advertising
Songs and chants
World cup in Africa
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www.wordle.net
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1
Heute wird was los ein
Heute müsst ihr groß sein
Heute wenn das Spiel beginnt
Seht wie sie sich drängen
Oben auf den Rängen
Es ist wahr wer wagt gewinnt
2
Jagt das runde Leder
Tore sehn will jeder
Keiner soll im Abseits stehn
Bringt das Spiel ins Rollen
Wie es alle wollen
Lasst euch keinen Ball entgehen
3
Heute wolln wir sehen
Wie die Chancen stehen
Alle fiebern mit zu Haus
Lasst den Fußball leben
Tore soll es geben
Lasst nicht einen Ball ins aus
4
Unser Herz wird mit euch seinNein ihr spielt nicht allein
5
Ja der Fußball ist rund wie die Welt
Überall rollt der Ball
Und wenn einer zum anderen hält
Trifft der Ball klarer Fall
Und wenn einer zum anderen hält
Trifft der Ball klarer Fall
6
Zweiundzwanzig Beine
Jeder will das eine
Heute wenn das Spiel beginnt
Tore müssen fallen
Tut uns den gefallen
Es ist wahr wer wagt gewinnt
7
Ecken oder FlankenJeder wird's euch dankenTore sind das schönste ZielJeder wills erreichenHoffnung ohne GleichenFairness gilt in jedem Spiel
8
Unser Herz wird mit euch seinNein ihr spielt nicht allein
9
Ja der Fußball ist rund wie die Welt
Überall rollt der Ball
Und wenn einer zum anderen hält
Trifft der Ball klarer Fall
Und wenn einer zum anderen hält
Trifft der Ball klarer Fall
Highlight
•Verbs in the infinitive
•Football specific vocabulary
•Adjectives
•Modal verbs
•Nouns
•Words with particular letter strings eg ie or ei
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Ja, der Fussball ist rund wie die Welt• _________wird was los ein
Heute müsst ihr ______seinHeute wenn das _______beginntSeht wie sie sich drängen________ auf den RängenEs ist wahr wer wagt gewinnt
• Jagt das runde Leder_____ sehen will jederKeiner soll im Abseits stehenBringt das _______ins RollenWie es alle _________Lasst euch keinen ______entgehn
• Heute wollen wir _________ Wie die Chancen stehen
Alle fiebern mit zu ________Lasst den ________ lebenTore soll es _______
Lasst nicht einen Ball ins aus
Ball
Fußball
geben
groß
Haus
Heute
Oben
sehen
Spiel
Spiel
Tore
wollen
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Ja der Fußball ist rund wie die Welt - Frank Schöbel Der WM-Song der DDR
http://www.youtube.com/watch?v=0B2J3-ne_TA
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Sports/hobbies Fitness/healthy lifestyles
Life in TL countries
Verb forms and sentence building
Globalisation vsFair trade
Travel and tourism
Comparing lifestyles And daily routine
Verb tenses: past, present and future
Interculturalunderstanding
Climate and geography
Skills development
PresentationThe language of
football
Role plays and functional language
Independent research
Inspirational figures
Identity/ nationalities, Flags and countries
Likes and dislikesand opinions
Africa - wildlife
Advertising
Songs and chants
World cup in Africa
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Match à domicile
Match à l'extérieur
Match nul
Victoire
Défaite
Buts pour
Buts contre
Les Bleus
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Qui Où Quand est-ce
que
A quelle heure
entre contre et a commencé
gagné marqué perdu jouer commence
hier demain ce soir un but va
pour la France l’Italie la Roumanie
le match
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Sentence building• Je vais regarder la télé• Je vais regarder la télé ce soir• Je vais regarder le match de foot à la télé ce soir• Je vais regarder le match de foot - la France contre la
Roumanie à la télé ce soir.• Je vais regarder le match de foot - la France contre la
Roumanie à la télé ce soir avec ma mère dans le salon• Je vais regarder le match de foot - la France contre la
Roumanie à la télé ce soir avec ma mère dans le salon après le dîner
• La France va gagner• Je pense que la France va gagner
Voici le stade de Letzigrund à Zürich. La France va jouer la Roumanie le 9 juin dans ce stade.
Voici le stade de Letzigrund à Zürich où la France va jouer la Roumanie le 9 juin.
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Joueur Position Date de Naissance
Club
Thierry Henry
attaquant 17/8/77 Barcelone
William
Gallas
défenseur 17/8/77 Arsenal
Patrick Vieira
milieu de terrain
23/6/76 Inter Milan
Bacary Sagna
défenseur 4/02/83 Arsenal
Abou Diaby
milieu de terrain
11/05/86 Arsenal
Florent
Malouda
milieu de terrain
13/6/80 Chelsea
Nicolas
Anelka
attaquant 14/3/79 Chelsea
Patrice Evra
défenseur 15/5/81 Man U
Qui est-ce?
• C’est un joueur qui est
né au mois de juin
• Il est milieu de terrain
• Il a vingt-huit ans
• Il est né en……
• Il joue pour…
• Est-ce qu’il est attaquant?
• Est-ce qu’il joue pour
Chelsea?
• Est-ce que son
anniversaire est au mois
de….
Les Bleus
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Pays France
Age 27 ans
Date de naissance 15 mai 1981
Lieu de naissance Dakar (Sénégal)
Taille 1m75
Poids 76 kg
Poste Défenseur
Club actuel Manchester U
Patrice Evra
Je m’appelle Patrice Evra. Je suis français, mais je suis né à Dakar au Sénégal. J’ai vingt-sept ans et mon anniversaire est le quinze mai. Je mesure un mètre soixante-quinze et je pèse soixante-seize kilos. Je suis défenseur et je joue pour Manchester United
http://www.lequipe.fr/Football/index.html
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Allemagne : Ballack, blessé, en Sicile avec ses coéquipiers
Aschewolke behindert wieder Flugverkehr in Europa
Ronaldo : "Je suis humain"
Nationalmannschaft:Ohne Ballack fahren wir zur WM
http://newsmap.jp
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Allemagne : Ballack, blessé, en Sicile avec ses coéquipiers
Aschewolke behindert wieder Flugverkehr in Europa
Ronaldo : "Je suis humain"
Nationalmannschaft:Ohne Ballack fahren wir zur WM
http://newsmap.jp
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Sports/hobbies Fitness/healthy lifestyles
Life in TL countries
Verb forms and sentence building
Globalisation vs
Fair trade
Travel and tourism
Comparing lifestyles And daily routine
Verb tenses: past, present and future
Interculturalunderstanding
Climate and geography
Skills development
PresentationThe language
of football
Role plays and functional language
Independent research
Inspirational figures
Identity/ nationalities, Flags and countries
Likes and dislikesand opinions
Africa - wildlife
Advertising
Songs and chants
World cup in Africa
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Verb patterns
• Marquer un but• Sauver un but• Jouer contre• Contrôler le ballon• Gagner• Passer• Lancer• Perdre• Être hors jeu
Qu’est-ce qu’on peut faire avec un ballon?
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Le ballon officiel oul’alternative? Die Alternative?
Un ballon de commerce équitable
Fairer Handel
Fairtrade Fussball
With thanks to Liz B
lack
http://www.coupedumonde.com/football/4836-les-symboles-de-la-coupe-monde-2010.asp
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„Fußball ohne Grenzen. Faires Spiel – Fairer Handel“
• Wie entsteht ein Fußball?• Wo kommen die Fußbälle her?• Wie leben die Menschen in Pakistan?• Arbeitsbedingungen von Fußballnäherinnen und
–nähern• Produktionsstätten• Transportwege und Preise• Fair gehandelte Fußbälle• Fairer Handel http://fussball-ohne-
grenzen.org/index.php?id=17
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Fait ou opinion?• Il est bien payé.• Il fabrique un ballon
de foot.• Il travaille en
Europe.• Il aime son travail• Il est heureux.• Il sait utiliser une
machine à coudre.• Il est exploité par
son employé.http://www.transfair.lu/Produits/ballons
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• Mind map• Flow diagram• Storyboard• Chart• Key word plan• Venn diagram• Graph
• Bullet points• Conversation• Vocabulary list
Turn a text into……
Do all of this conversely to turn them into a text
With thanks to Sara Vaughan
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www.budweiser.com •www.mcdonalds.com www.adidas.com www.corporate.visa.com
•www.satyam.com • www.castrol.com www.coca-cola.com www.sony.net
• www.mtn.com www.contisoccerworld.fr www.emirates.com www.hyundai-motor.com
www.fnb.co.za/ http://www.neoafrica.com/
http://www.prasa.com/ http://www.bp.co.za/
Partenaires FIFA
Sponsors de la Coupe du Monde de la FIFA
Supporters nationaux
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www.wikipedia.fr
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Sports/hobbies Fitness/healthy lifestyles
Life in TL countries
Sentence building
Globalisation vs
Fair trade
Travel and tourism
Comparing lifestyles And daily routine
Verb tenses: past, present and future
Interculturalunderstanding
Climate and geography
Skills development
PresentationThe language of football
Role plays and functional language
Independent research
Inspirational figures
Identity/ nationalities, Flags and countries
Likes and dislikesand opinions
Africa - wildlife
Advertising
Songs and chants
World cup in Africa
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Going global• Contexts for learning in this strand should give
pupils opportunities to explore aspects of the life and culture of countries and communities where the language is spoken.
• These could include people, places, festivals, national events, food, sport, history, education, climate, geographical features, buildings, the spoken and the written word, music and song, the visual arts and the media.
KS3 Framework
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Web links
• http://de.fifa.com/worldcup/
• http://fr.fifa.com/worldcup/
• http://es.fifa.com/worldcup/
• http://www.sciafyouth.org.uk/
• www.in-terre-actif.com
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www.zoo-palmyre.fr
C’est un animal qui habite en Afrique et au Proche-Orient
C’est une espèce menacée.
C’est une espèce de chat.
Il peut courir très vite.
Il mange des gazelles, des lièvres et des impalas etc
Son corps est jaune avec des taches noires et blanches
Description
Prediction
Comparison
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• Shared key concepts
• Whole curriculum dimensions
• PLTS
• Working outside the classroom
• Themed learning
• Borrow content from another subject - CLIL
Compelling learning Forging links across the curriculum
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• Geography– La dérive des continents– Comment se préparer pour un tremblement de terre– Un volcan
• History– La révolution française– La grande guerre– Génocide au Rwanda
• Art• PSHE
– El racismo
• http://clil4teachers.pbwiki.com/
Making links – Borrow content from another subject - CLIL
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Year 7 Year 8 Year 9
Co
ntexts fo
r L &
S R
&
W
Countries
Nationalities
Colours (flags/clothes/strips)
Likes and dislikes
Simple geography and weather
Sports
A day in the life…
The language of football
Injuries and body parts
Transactional language
Poverty and wealth
Wealth
Advertising
Tourism
IU
Flags
Countries of TL world
Food
Country/person
Climate and geography
Identity
KA
L
Adjective agreements
Gender
Simple sentence structure
Comparisons
Tenses
Range of questions and negatives
Register
More complex questions and negatives
More complex tenses
LL
S
Phonics
Memory skills
Dictionary skills and more
Phonics
Memory skills
Dictionary skills and more
Phonics
Memory skills
Dictionary skills and more
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Possible outcomes
Year 7 Year 8 Year 9
Poster (eg for opening ceremony
Presentation on a country
Structured Poem (Haiku/Life in six word/ … as…
………
Interview with a famous player/person
Presentation about someone..
Profile of a someone
…..
Promotional film and related advertising (Presentation/printed material) for eg Opening ceremony
Presentation/report on an issue eg environment/Africa etc
…….