1 Session 3: The writing examHoDs Derbyshire Monday 19 June 2017 Session 3: The writing exam 90 minute session

2 Task 1 This is all about knowing clearly what will be expected of students at the end of KS4 students. This is the foundation writing paper. I think it’s helpful to focus on middle –lower attaining students as these are often the ones who struggle with retention over KS3. Look at the Y10 writing exam paper. Note the language that is needed (in the language you teach) to complete the tasks.

3 ¡Hola! ¿Qué tal? Mi insti está bastante lejos de mi casa, y por eso voy en autobús. Hay un camping con una familia. Las clases empiezan a las ocho y media y terminan a las tres. Tenemos seis clases al día. Es verano y hace sol. Un chico monta en bici. En el recreo hablo con mis amigos o juego al fútbol. Tengo que llevar uniforme, que no me gusta nada. Están de vacaciones.

4 Tengo el pelo corto y castaño.Uso las redes sociales para pasar el tiempo. Un buen amigo siempre te hace reír. Me encanta la música. De momento mi cantante favorita es Adele. Me gusta mucho porque tiene una voz muy expresiva. El año pasado fui a ver a Adele en un concierto en el estadio O2. Había 20,000 personas y fue fantástico. No quiero salir porque está lloviendo. Me encanta la música. De momento mi cantante favorita es Adele. Me gusta mucho porque tiene una voz muy expresiva. El año pasado fui a ver a Adele en un concierto en el estadio O2. Había 20,000 personas y fue fantástico. Aunque me encanta la música prefiero hacer deporte con mis amigos. A veces vamos al parque a jugar al tenis o vamos a la piscina. Me gusta mucho nadar porque es relajante. Este mes voy a ir a Londres con mi familia porque es el cumpleaños de mi madre. Vamos a ir al teatro y luego a un restaurante chinco, porque a mi madre le chifla la comida china. Aunque me encanta la música prefiero hacer deporte con mis amigos. A veces vamos al parque a jugar al tenis o vamos a la piscina. Me gusta mucho nadar porque es relajante. Vimos mi serie favorita. Este mes voy a ir a Londres con mi familia porque es el cumpleaños de mi madre. Vamos a ir al teatro y luego a un restaurante chinco, porque a mi madre le chifla la comida china.

5 Verbs followed by an infinitive me gusta / me encanta prefiero / odio / detesto quiero me gustaría / quisiera puedo / se puede debo / tengo que hay que /se debe se debería voy a (fui a) tengo la intención de espero suelo Some infinitives (50?) Subordination: que, aunque, porque, puesto que, ya que, cuando, donde, mientras, mientras que Conjugations (present, preterite, imperfect, future) The 5 key irregulars in 3 tenses: TENER / SER / ESTAR / IR / HACER (plus HAY) Expressions of frequency, time, and sequence Articles and their use: ‘the’, (‘this/these’)‘a’, ‘some’, ‘many/lots’ Most of this structure is introduced in Y7 (except preterite, imperfect, and future tenses, where only the near future is covered + present). But the key thing is knowing when ‘mastery’ happens! Adjectives: agreement and position Conjunctions: y, pero, también, sin embargo, así que, por eso

6 Writing paper and translationVocabulary learning and testing Verb lexicon and verb manipulation Translations with ‘call outs’ In-class writing from memory Writing ingredients Planning to write / bridging the gap

7 Prueba de vocabulario [3] Y9 Summer Term (F)1 Normally I go on holiday to France 2 We go by plane (because it’s cheap) 3 I like going to France 4 because it’s hot and sunny 5 Last summer we went to Italy 6 We stayed in a hotel/apartment 7 Every day I sunbathed on the beach. 8 Next year I am going to go to Spain. 9 We are going to travel by boat. 10 We are going to go sightseeing. 66 words

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9 Learn these 15 words/phrases. I love (1) I love (2) since given that Deberes Learn these 15 words/phrases. I love (1) I love (2) since given that magazines an ice rink to dive to use the computer to be in the open air to go cycling to go shopping to read to watch films a questionnaire to spend the summer https://quizlet.com/ /desconectate-week-2-3-vocabulario-flash-cards/ Vocabulary - Minimum 15 words each week to learn - Always on Quizlet (all vocabulary from each module is also there) - Learn little and often - Spend 30 – 60 minutes per week on vocabulary learning

10 Writing paper and translationVocabulary learning and testing Verb lexicon and verb manipulation Translations with ‘call outs’ In-class writing from memory Writing ingredients Planning to write / bridging the gap

11 Verbs In the early stages of a language course, particular attention should be paid to the planned building of pupils’ verb lexicon, focussing on the meaning of the stem or infinitive form of common verbs. A strong basic verb lexicon has been found to relate positively to pupils’ ability to learn to manipulate those verbs at later stages. p.10 MFL Pedagogy Review Report November 2016

12 El próximo fin de semana..To go to the cinema I like to go/going … I usually go… I went... I’m going to go… presente Normalmente .. voy al cine me gusta ir al cine futuro pasado I have found this year that our toolkit in Spanish needs to include a few essential verbs that we can conjugate in 3 tenses. Ultimately for my group this year it’s less important for them to learn a paradigm and manipulate accurately 100 AR reg verbs than it is for them to be completely happy and secure with the most useful verbs (invariably irregular). Consistency in presentation is helpful here. El próximo fin de semana.. El fin de semana pasado.. voy a ir al cine fui al cine

13 to eat = ????? infinitivo pasado presente futuro

14 Writing paper and translationVocabulary learning and testing Verb lexicon and verb manipulation Translations with ‘call outs’ In-class writing from memory Writing ingredients Planning to write / bridging the gap

15 French

16 German

17 Spanish

18 More on translation at KS4Modelling (Create two similar translations. Provide a worked model answer for the first. Students complete the second. Gap-fill (Gap the first example. Students complete the second independently) Provide support for the ‘tricky’ moments in the form of highlighted prompts Develop students’ use of the VAN checklist, to prompt them to be aware of accuracy as they translate.

19 VAN checklist Verbs Subject – Verb agreement (Who is doing what?) Tense (When?) Position in the sentence Adjectives Noun – Adjective agreement Position Nouns Masculine / Feminine Singular / Plural Definite / Indefinite article

20 Lo bueno es que tengo muchos amigos allí.The good thing is that I have lots of friends there. Lo bueno es que tengo muchos amigos allí.

21 Antes vivía en Hardwick pero ahora vivo en Cambourne.Before I used to live in Hardwick but now I live in Cambourne. Antes vivía en Hardwick pero ahora vivo en Cambourne.

22 Lo malo es que no hay mucha marcha.The bad thing is that there’s not a lot going on. Lo malo es que no hay mucha marcha.

23 Comberton es más pequeño que Cambridge pero es tranquilo y muy bonito.Comberton is smaller than Cambridge but it is quiet and very pretty. Comberton es más pequeño que Cambridge pero es tranquilo y muy bonito.

24 Before I used to live in Nottingham but now I live in CambourneBefore I used to live in Nottingham but now I live in Cambourne. Nottingham is bigger than Cambourne. Before in Cambourne there were not many shops or facilities but now there is a supermarket, a church, a park and some tennis courts. I like my town quite a lot because I have lots of friends there.

25 Me presento [A] Completa las frases en español con las palabras apropiadas. 1 ¡Hola! ¿_____ _________? [How are you?] 2 Me llamo Cara y ________ en Murcia. [I live] 3 Soy ________ seria pero muy _____________. [quite, nice] 4 ______ cuatro personas ____ mi familia; mis padres, mi abuela y yo. [there are, in] 5 ___ _________ hermanos _____ tengo tres ___________; [I don’t have, but, pets] 6 tengo dos _______ y ___ tortuga. [dogs, a] 7 Mi pasión _______ el fútbol. [is] 8 __ héroe es Cristiano Ronaldo. ¡Es genial! [my] Gap-fill

26 1 ¡Hola! ¿_____ _________? 1 _________ ! How are you? Me presento [B] Completa la traducción en español y en inglés. 1 ¡Hola! ¿_____ _________? 1 _________ ! How are you? 2 Me llamo Cara y ________ en Murcia. 2 ________________________ I live ________________. 3 Soy ________ seria pero muy _____________. 3 _____ quite ______________ nice. 4 ______ cuatro personas ____ mi familia; mis padres, mi abuela y yo. 4 There are ____________ in _______________;__________. 5 ___ _________ hermanos _____ tengo tres ___________; 5 I don’t have _____________ but _____________ pets. 6 tengo dos _______ y __ tortuga. 6 ____________ dogs ____ a ________. 7 Mi pasión _______ el fútbol. 7 __________ is ____________. 8 __ héroe es Cristiano Ronaldo. ¡Es genial! 8 My ___________________. _______________! Parallel translation format

27 Me presento [C] Completa el texto en español con las palabras apropiadas. ¡Hola! ¿_____ _________? Me llamo Maya y ________ en Mallorca. Soy ________ pero _____ simpática. ______ tres personas ____ mi familia. ___ _________ hermanos _____ tengo tres ___________; tengo dos _______ y __ gato. Mi pasión _______ el fútbol. __ héroe es Lionel Messi. ¡Es fenomenal! Hello! How are you? I am called Maya and I live in Mallorca. I am serious but very nice. There are three people in my family. I don’t have brothers and sisters but I have three pets; I have two dogs and a cat. My passion is football. My hero is Lionel Messi. He’s amazing!

28 Me presento [D] Traduce las frases al español.Me presento [D] Traduce las frases al español. 1 Hello! How are you? 2 I am called Maya and I live in Mallorca. 3 I am serious but very nice. 4 There are three people in my family. 5 I don’t have brothers and sisters but I have three pets; 6 I have two dogs and a cat. 7 My passion is football. 8 My hero is Lionel Messi. He’s amazing! It can be extremely valuable for students to repeat tasks, after a time interval, and at a different level. With four different task formats, students can see their progression over time, if they attempt a more challenging version of the task the second time around. Markscheme – 3 – 2 – 1 – 0

29 Writing paper and translationVocabulary learning and testing Verb lexicon and verb manipulation Translations with ‘call outs’ In-class writing from memory Writing ingredients Planning to write / bridging the gap

30 Gracias @ Vincent Everett

31 Writing paper and translationVocabulary learning and testing Verb lexicon and verb manipulation Translations with ‘call outs’ In-class writing from memory Writing ingredients Planning to write / bridging the gap

32 Escribe Write a short text about a past holiday.Start by saying: Last year I went to … I went with my family and we went by (plane). We stayed in a (hotel). Then include: Three different activities you did on most days What you did in the evenings What you did one particular day – e.g. a visit / excursion Give at least two opinions. Say one thing about the weather. Write about words. Use the language from the lesson (and previous work) to help you. Plan it out first. Write your text in English first (but ensure that you are using mostly language from this lesson). Think carefully about when word-for-word translations don’t work. E.g. It is hot and sunny.

33 Simplifying ideas to fit own repertoire Re-combining set phraseshttps://pdcinmfl.com/writing/ Simplifying ideas to fit own repertoire Re-combining set phrases Writing / Composition strategies Avoiding (say something different) Remind students what the strategies were and point out how well they used them – give specific examples 1) restructuring set phrase – Phoebe used ‘me hacían reír’ – they made me laugh, which was from media unit – me hacen reír from films 2) avoidance – instead of ‘I got lifts every day’ Ellis used ‘ Iba en coche todos los días’. 3) using set phrases – Lo pasé bomba used by lots of people 4) simplifying ideas – I was welcomed by the people  la gente era muy simpática 5) translation word for word – Ben I assisted in evaluating and developing software – era asistente de pruebas de desarrollo de software Bridging the gap strategies – display this while students are writing first TL draft. Use what you have in front of you – i.e. corrected TL brainstorm + English draft + Work Experience booklet + dictionary to write your first draft of 100 words in TL. Teacher to correct this overnight for Tuesday morning. On fresh piece of A4 lined paper. Re-structuring set phrases Generating via translation word for word

34 Task 2 Think of one idea you will try out with Y10 this term.This is all about knowing clearly what will be expected of students at the end of KS4 students. This is the foundation writing paper. I think it’s helpful to focus on middle –lower attaining students as these are often the ones who struggle with retention over KS3. Think of one idea you will try out with Y10 this term.

35 Session 3: The writing examHoDs Derbyshire Monday 19 June 2017 Session 3: The writing exam 90 minute session