8.1 - Association for Language Learning

A creative space
Steven Fawkes
[email protected]
Pre-starter
Fold and tear off a strip (c 1cm.)
from the long side of your paper
And put the strip to one side
Starter
Divide your paper into 4 boxes
Use one box for Questions
Use one box for Statements
Use one box for Negative
statements
Use one box for any Other sort of
sentence
Avec une pomme je
veux étonner Paris !
Paul Cézanne
Your apple starter
You have 50 seconds
Write as many sentences about
Apples as you can – in any of the
category boxes
Useful bits of language
Creating language does not need
to wait until the end of a sequence
Strategy for recalling these ‘tools’
for ‘spontaneous’ use
Language use is a creative act:
we transform thoughts into
language that can be heard or
seen.
Aspects of Creativity
Creative teachers / creative
learners?
Some principles:
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Audience - Productive language,
performance
Ambience and error
Stimulus and modelling Receptive language, Authentic
texts, contexts
Parameters – Apples
Opportunity, time
Calvin and Hobbes
I went on e-bay and I
bought ...
A piece of string
an Aston Martin
A George Osborne mask
500 bottles of champagne
 Buying
I
an ice cream in Boulogne
want my learners to be flexible and
confident to keep going
Implication
 Highly
structured objective-driven learning
activities can help
 Learners need more than that
 Sometimes we need less structured, more
spontaneous, challenging, risky, (but
supported) opportunities
 The
creation or something new is not
accomplished by the intellect alone but by
the play instinct. The creative mind plays
with the objects it loves.
 CG Jung
Language is not predictable
 Learners
need more than vocabulary and
scripts
 In
playful context and supportive
environment - Put them on the spot
 What
if ….?
Photos removed
Change context
 Make
New from Known
 You don’t HAVE to know a lot
 You do have to think about an audience
http://www.youtube.com/watch?v=ngRq82c8Baw&feature=fvst
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Say hello
Ask someone’s name
Tell someone your
name
Ask the way to the
toilet
Wish happy birthday
Ask the time
Say what you like
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Say where you live
Say you have 2 bikes
Say thank you and
you’re welcome
Ask someone’s age
Say ‘Just a moment,
please’
Count to 10
Etc.
Recycling
.. what you know into different
format / context
Creative activity is part of
language learning and use
Making links between contexts
(Apples)
Personal response
‘Topic language’ e.g. personal
questions
ASDAN Short Course
Making it up
Create an Information Page about
a fictional character – from a
book, film, game or programme
you know, or from your own
imagination - with captions,
headings, questions and answers
or other text about the character
Learners creating
video to ..
Show what they have learnt and
understood
Show what they can produce
Use language for a real purpose
in mixed skill combinations
Transfer language between
contexts
Organize their thinking and solve
problems
Modelling
Show them what you mean
Using an authentic resource
What for ..?
Not always comprehension or
translation
Listening to improve speaking
High School Musical
http://www.youtube.com/watch?v=OMo1Qi5E4WU
Pronunciation
Intonation
Join in chorus
Chorus
Se provi a volare …….
ti accorgi che qualche stella sta lì
per noi
e sfiorandole sei più libero
Se provi a volare
ti_accorgi che qualche stella sta lì
per noi
e sfior-an-do-le sei più libero
Getting ready to perform =
learning
Memorising
Practising
Refining
Evaluating
Making mistakes,
improving
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Words, spelling?
Pronunciation, flow
Adding ideas
Listening to each
other
Doing it again
Random
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http://www.youtube.com/watch?v=aETAPlXAT-w
 Random
things to say:
 Why isn't phonetic spelled the way it
sounds?
KS3
 write
prose using an increasingly wide
range of grammar and vocabulary, write
creatively to express their own ideas and
opinions ….
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Survey: 10 random things about yourself?
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i love anime
i suck my thumb still (im 15)
i dance in the mirror
i think im oh kay at ddr
i have big feet
my name starts with a j
my mom just called me a pig
i like to eat regular food with chop sticks
i just counted down how many more of these i have
to do
i have healthy hair
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http://answers.yahoo.com/question/index?qid=20080607
044253AA8NKVM
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5 Random Things About Yourself + 1 Nice
Thing About Another Yelper
i have a small sock monkey collection
I make my bed EVERY morning
I have never eaten a banana in my life.
I have a black belt in Sudoku.
http://www.yelp.com/topic/chicago-5-random-things-about-yourself1-nice-thing-about-another-yelper
A motivating idea creates
 Need
to know a piece of language
 Use of the language
 Opportunity to observe the language
 Opportunity to extend the language
 Availability of the language for recycling
(differentiation by expert)
Make a phrase …
 http://somerandomwords.com
Languages : Purpose of study
 The
teaching should enable pupils to
express their ideas and thoughts in
another language and to understand
and respond to its speakers, both in
speech and in writing.
Le matin
 Do
a mime in response to the changing
text:
 Je
me lève
 et puis je me lave la figure
 lentement
 Je
me lève
 et puis je me lave la figure
 rapidement
 Je
me lève
 et puis je me lave les dents
 rapidement
 Je
me douche
 et puis je me lave les dents
 rapidement
 Je
me douche
 et je me lave la figure
 rapidement
 Je
me douche
 et je me lave les dents
 rapidement
DIY
 Now
you’ve seen the structure – make
some up
 What else ..?
Personalised content
 My
Summer Holiday by Steven Fawkes
aged quite a lot
What ARE they talking about?
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developing and justifying points of view in
speech and writing, with increased spontaneity,
independence and accuracy.
?
Drama strategy (ASDAN)
 How
did this scene come about?
 Who are these people? What brought
them together? How did this scene
happen?
 Work out the back story to the scene and
write the story to explain how the scene
came about.
 It
should also provide opportunities for
them to communicate for practical
purposes, learn new ways of thinking and
read great literature in the original
language.
http://www.youtube.com/watch?v=OJZDZn6uMqU
Pfeifen des Windes
1 Es ragt ins Meer der Runenstein,
2 Da sitz’ ich mit meinen Träumen.
3 Es pfeift der Wind, die Möwen schrein,
4 Die Wellen, die wandern und schäumen.
5 Ich habe geliebt manch schönes Kind
6 Und manchen guten Gesellen–
7 Wo sind sie hin? Es pfeift der Wind,
8 Es schäumen und wandern die Wellen.
Goethe
http://www.youtube.com/watch?v=Y5jSBK0FfUQ
Work with a poem
 Sounds
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:
rhymes
phonemes and graphemes
Letter frequency
Onomatopeia
Mood
 Guided
reading
 Prepare to perform (part or whole)
 Parts
of speech (nouns)
 Repetitions
 Meaning
KS3
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Pupils should be taught to:
 use and manipulate a variety of key
grammatical structures and patterns, including
voices and moods, as appropriate
Make a voiceover
 Recipes:
 www.youtube.com/watch?v=t8oArrotPr8
 www.youtube.com/watch?v=IE50VzCkVLk
&NR=1
 http://www.youtube.com/watch?v=2qqUjb
DSzKM
 Kramp kitchen
Personalised content
Stimulating content
 Content
as them
/ activity that stimulates us as well
Context of Dream
My dream
 See?
 Hear?
 Happen?
Interesting content
 Everything
fits a naked body except a little
pair of shoes
 my Uncle George
 ‘Our
it’
content is the World and everything in
Headlines (in English)
 Noun
in plural
 Adjective
 Verb ending with -ing
 Adverb
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Chancellor promises to reduce tax on ….
Simon Cowell says that all Americans are …
Paperazzi snap Justin Bieber …
I prefer my meat cooked …
Evaluate your contributions
Improve them …
In the style of a Red Top, a serious newspaper,
a gossip magazine
DIY
Key things
 The
little piece of paper
 The little bit of time
 Speculating, predicting, thinking
 Activating what you already know
Handout
 To
be available from
 www.ALL-languages.org.uk
 Or direct from
 [email protected]