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Ysgol Clywedog
Wrexham• 11 - 16 comprehensive
• mixed catchment; large proportion of pupils come from socially deprived areas
• y7 taught in mixed ability form groups• y8 + y9 set according to ability
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What do we do in y7?
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Some pupils also manage…
• “j’aime” / “je déteste”
• relative pronoun “qui”
• conjunctions “et” /
“mais”
• negative structures
› “il n’y a pas de…”
› “je n’ai pas de …”
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Where do we start?
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The verb is the key!!
Bugs Bunny
eats a carrot
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The verb is the key!!
Bugs Bunny
eatsA carrot
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Working with texts
Introduce texts as soon as possible
– Give the pupils a chance to feel they are dealing with
“real” language
Don’t worry about giving them a challenge!
– Pupils enjoy exploring new ideas
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Bonjour, comment t'appelles-tu?
Je m'appelle Paul. Comment t'appelles-tu?
Je m'appelle Marianne. Ça va, Paul?
Ça va bien, merci. Et toi, Marianne, ça va?
Bof! Pas mal.
Au revoir.
Au revoir.
used early in y7 (as soon as they have learnt basic greetings)
1.pupils sort conversation into correct order
2.identify which words could be changed
3.pupils make up own conversation
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Bonjour! Je m'appelle Céline. J'ai quatorze ans et
mon anniversaire est le douze mai. J'ai un frère qui
s'appelle Marc. Il a neuf ans. Son anniversaire est le
vingt-trois juillet.
J'aime les animaux. À la maison j'ai un hamster, une
tortue et deux chats. J'adore la nature: au collège
mes matières préférées sont la géographie et les
sciences. Used soon after October ½ term – ie after about 7-8 weeks of French
1.Gap-fill task2.“Stick-in”: text analysis task3.Pupils annotate text on board + share ideas4.Discuss content + how to use text as a model5.Writing task
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J’habite une maison.
J’habite dans une ville au bord de la mer.
Dans ma maison, il y a deux étages.
Au rez-de-chaussée il y a le salon et la
cuisine.
Au premier étage il y a trois chambres.
Dans ma chambre il y a un lit, une armoire et
une table
J’habite une jolie petite maison dans une ville
au bord de la mer en Tunisie. Derrière ma
maison il y a un jardin avec des fleurs et des
arbres.
J’habite avec mes parents et mon frère.
J’aime ma maison. Au rez-de-chaussée il y a
la grande cuisine. Il y a aussi un petit salon,
où on regarde la télévision.
Au premier étage, il y a la grande chambre
de mes parents et la chambre de mon frère.
Ma pièce favorite est ma chambre. J’adore
ma chambre. Elle est confortable et assez
grande. Dans ma chambre j’ai un lit, une
armoire et une petite table. J’ai aussi un
ordinateur bleu. Sur les murs il y a des
posters de football.
Easter: extended writing assessment
1.In pairs: highlight features on R side which make it better than L side2.Class discussion:
a) key elements in sentenceb) success criteria
3.Peer assessment: evaluate rough drafts (homework task)4.Prepare redraft
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Games to promote literacy
Good for developing oracy skills
Remember: If you can say it, you can also write it!!
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Battleships: reinforces verb pattern and basic sentence structure.
Pupils follow up with writing any 5 sentences
from the grid, then challenged to extend each
sentence by adding different bits of
information…. Who can produce the longest
sentence?!
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J’habite
Mon frère habite
Nous habitons
Mes copains habitent
dans un village
dans une ville
dans une grande ville
à la campagne
à la montagne
au bord de la mer
en France
en Angleterre
au Pays de Galles
aux Etats-Unis
J’habite
Mon copain habite
Mes cousins habitent
un appartement
une maison
une ferme
un château
dans un village
dans une ville
dans une grande ville
à la campagne
à la montagne
au bord de la mer
Mastermind encourages sentence-building
Colour coding is good for helping pupils to identify phrases as
“chunks” of meaning which can be used like jigsaw pieces to
build up a sentence.
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Starters and Plenaries
• Finish the sentence“J’ai…” / “Je suis…” / “J’habite…”How many different ways could you finish the sentence?
• Unscramble the sentencePut words in an appropriate order so they make senseThere may be more than 1 possibility!
• Correct the mistakesGood as a timed challenge
• Match-upGood for low ability or for introducing new vocabulary / structures
• Dictionary: find (x) words to do with…
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Starters and Plenaries
• How confident are you?Thumbs up / thumbs down(“good , bad or goofy?”)
• What do you think you need to learn next/ revise for this to get easier?
Especially good to use after a learning homework was set which pupils patently haven’t done!
• “If you are feeling confident, then…; if you are still not very confident then…”
Set minimum expectation but invite pupils to push themselves
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What about Grammar?
• Pupils use investigation to understand rules
• Thinking skills: “What do you notice / think about...?”“How could you explain these patterns?”
• Pupils reflect on and explain ideas; use grammar note to recap / sum up what they have noticed
• Note-taking becomes a plenary / mini-plenary at end of task, not the main focus of the lesson
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Some key things to remember
• Give pupils time to explore and think
• Ask open questions
• Dictionary skills are essential
• take time to teach them properly, so that pupils know
how to use all the information available!!
• Using English/Welsh is OK!
• Start simple and grow: milk your resources!
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If you have any questions, please feel free to contact me:
Clare Temple
Ysgol Clywedog, Wrexham LL13 7UB