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- 1. “ What’s my motivation?” June 19 2010 ALL London Saturday Event RH
- 2. difficult easy interesting boring A lot of learners find languages both difficult and boring – the worst of two worlds! RH
- 4. 1 2 3 4 5 6 7 8 9 10 10 ideas that work for me RH
- 6. 1 2 3 4 5 6 7 8 9 10 10 ideas that work for me RH
- 7. a r a ñ a e l e fant e i dea o lvidar u niverso ce rdo ci clista ca sa co che cu caracha gi mn as ia h amburguesa Espa ñ a z umo gu itarra ll ave 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
- 8. RH 2 challenge fun communication new knowledge success community of learners
- 9. 1 2 3 4 5 6 7 8 9 10 10 ideas that work for me RH
- 10. ¿Cuáles son las preguntas? 2. Si, por supesto. ¿Y tú? 1. La capital de España es Madrid. 3. Cuando hace buen tiempo me gusta dar una vuelta en bici. 4. Fui al cine y vi la película Avatar. 5. Me gustaría vivir en Escocia. 6. Ayer me quedé en casa todo el día. 7. Se puede visitar el castillo e ir de compras . 9 .Quizás. 8. Voy a hacer mis deberes. RH 3
- 11. 1 2 3 4 5 6 7 8 9 10 10 ideas that work for me RH
- 12. Escucha a los jovenes. ¿Tienen hermanos? 1 2 3 4 5 6 no no Listos 1 p.30 RH 4
- 13. 1 2 3 4 5 6 7 8 9 10 10 ideas that work for me RH
- 14. 1 2 3 4 5 6 7 8 9 10 11 12 RH 5
- 15. 1 2 3 4 5 6 7 8 9 10 10 ideas that work for me RH
- 16. Year 9 teaching Year 4 Year 10 teaching in Spain Year 7 teaching Spanish to South African students Peruvian students teaching Year 3
- 17. RH challenge fun communication new knowledge success community of learners
- 18. 1. Say a category in TL and give students seconds (no longer!) to draw something e.g. ‘un animal’ 2. Do this 4 times with different categories 3. They tear their scrap paper into the 4 pieces (or ‘flashcards’ 4. They spend 2 minutes teaching each other their 4 words. 5. They spend 1 minute giving an opinion of each other’s drawings. E.g. J’aime ton éléphant – c’est chouette! 6. They the ask each other if they have one of each thing and respond e.g. Tu as un élephant? 7. Finally they have to incorporate the item into a longer sentence, using for example a different time frame or reason, as appropriate to the stage of learning of the class. Gracias a Steven Fawkes 6
- 19. 1 2 3 4 5 6 7 8 9 10 10 ideas that work for me RH
- 20. Tu as des frères ou des soeurs? Your answer must contain EXACTLY 7 words! Now make sure your answer contains an opinion! This time make sure your answer contains the words ne…jamais! RH Qu’est-ce que tu as fait le weekend dernier? Your answer must contain more than 8 words!
- 22. 1 2 3 4 5 6 7 8 9 10 10 ideas that work for me RH
- 23. Year 8 German
- 25. 1 2 3 4 5 6 7 8 9 10 10 ideas that work for me RH
- 26. KS3 French Core Language je – I tu – you ( sing .) il/elle – he/she on – we / one nous – we vous – you ( pl or formal.) ils/elles – they avoir – to have être – to be faire – to do Time words maintenant – now avant – before apr ès – after aujourd’hui – today hier – yesterday demain – tomorrow encore une fois - again toujours – always souvent – often quelquefois – sometimes jamais – never la semaine dernière – last week la semaine prochaine – next week Referring to things une chose – a thing ceci – this cela – that quelque chose – something (un) autre – (an)other beaucoup (de) – a lot (of) (un) peu – (a) little très – very tout – all/everything trop – too (much) Making links et – and ou – or aussi – also mais – but parce que – because avec – with sans - without Asking questions Porquoi? – why? Qu’est-ce que? – what? quand? – when? o ù ? – where? Qui? – who? Combien? – how much/many? C omment ? – how? Referring to places ici – here l à -(bas) – (over) there Opinions Je pense que – I think that Je crois que – I believe that Il me semble que – it seems that.. A mon avis.. – in my opinion.. Sentence building Pronouns Saying what you did Je suis all é(e) – I went j’ai fait– I did J’ai vu – I saw j’ai joué – I played j’ai mangé – I ate j’ai bu – I drank J’ai regardé – I watched J’ai travaillé – I worked J’ai voyagé – I travelled 9 j’ai I have tu as you have il /elle/on a he/she/we have nous avons we have vous avez you have ( formal or .pl.) Ils/ elles ont they have je suis I am tu es you are il/elle/on est he/she is/we are nous sommes we are vous êtes you are ils / elles sont they are je fais I do tu fais you do il / elle/ on fait he/she /we do nous faisons we do vous faites you do ils / elles font they/you do Je peux / on peut I can / you/we can... Je veux I want to.. Je dois I have to… Je vais / on va + verb I’m going to/we’re going to… J’aime /je n’aime pas I like to / I don’t like to.. J’aime beaucoup I love to… Je voudrais I would like to…
- 27. 1 2 3 4 5 6 7 8 9 10 10 ideas that work for me RH
- 28. Charakter 1 doof lacht viel j ünger als die anderen Personen Charakter 5 kommandiert gern unterbricht st ändig Charakter 2 selbstbewusst spricht sehr laut Charakter 3 sch üchtern spricht sehr leise Charakter 4 sehr energisch bewegt sich viel Charakter 6 sehr schlechter Laune h ört sich launisch an stampft mit dem Fuß Charakter 7 enthusiastisch l ächelt und klatscht in die Hände Charakter 8 nachdenklich kratzt sich am Kopf starrt vor sich hin 10
- 29. 1 2 3 4 5 6 7 8 9 10 And just 1 more for luck..! RH 11
- 30. ¿Hay……….? playa catarata montaña(s) acantilado(s) desierto palmera bosque(s) selva mar ruina(s) costa río(s) lago hierba rascacielos apartamento(s) hotel(es) oficina(s) edificio(s) moderno(s) edificio(s) antiguo(s) escuela jardin(es) tienda(s) fábrica(s) granja
- 31. moderno antiguo llano montañoso limpio sucio seguro peligroso grande pequeño bonito feo industrial rural lleno vacío caluroso frío
- 32. ¿De qué país es esta bandera?
- 34. 1. ¿De qué color es la ‘Y’ en esta bandera? 2. ¿Qué representa la ‘Y’ en esta bandera? 3. ¿Cuántos colores hay en total? 4. ¿Qué otros colores hay en la bandera? 5. ¿Qué representan los muchos colores en la bandera? 6. ¿Cuándo se adoptó esta bandera? 11
- 35. 1. What color is the "Y" on this flag? green 2. What does the "Y" on this flag represent? the union of many groups of people in South Africa 3. What other colors are in this flag? red, blue, black, yellow, and white 4. What do the many colors in flag represent? the rainbow of people in South Africa 5. When was this flag adopted? April 27, 1994 11
- 36. “ What’s my motivation?” June 19 2010 ALL London Saturday Event RH
Notas do Editor
- This listening introduces the 2 nd question/answer that we want to learn this lesson. Tienes hermanos o hermanas and the response. If time is short, I would recommend leaving this listening to a different lesson and going straight to slide 7 & 8 so that students get the opportunity to practise the question/answer.
- The conditions or ‘targets’ can be many and varied. It ALMOST doesn’t matter as the point of putting a condition there is to cause students to think their sentences through carefully as they build them. It makes them much more aware of what they’re saying. And making a sentence of exactly 8 words will involve usually a very short clause with ‘weil’ or two clauses linked with ‘und’ or additional details like when and where. So they focus on different ways to make their sentences longer. It also works well to set >9 words or <5 words at times too.
- Try to actually let them go on for as long as they can- some in my class managed 12 minutes of discussion in German and were really pleased with themselves. This is a good one for building confidence as they are not restricted- they can say what they can and want to.
- Give a print out and see if students can colour it correctly
- Look at the flag in detail and answer these questions
- Answers