Intensive+day+2

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Ideas for Day 2:

and Liz will bring along the Sp & Ge ones tomorrow - what do you think?
 * I'm wondering about using the Hampshire suggested end-of-year 6 agreement as a linguistic base - have attached draft ones here:


 * We need a get together LLS starter / warm-up again? Maybe from the teacher training file?
 * Groups will need to split and come together again Sp / Fr /Ge
 * What about some extended sentence style activities (KAL) & dictionary skills
 * classroom vocab was requested by some last time...
 * Zena/Vicky time to discuss twilights / suggest online alternatives..?
 * We need a meet with tutors date perhaps?
 * Another self-evaluation / language learner form? What do I know / need to know next self eval...?

A reminder of format from day 1: 9.30 - 10 Introduction by Zena Hilton / Vicky Wright - overview, expectations & practicalities etc. 10 - 11.15 Starter - ETALT framework game in groups of up to 4 people per game. Game introduced with PPT activity session lead by Jo 11.15 - 11.45 CoffeeDoes 11.45 - 12.30 Split into groups - Fr / German /Spanish to do alphabet & phonics activities as per tables below 12.30-13.00 groups prepare and read setcions from storybooks to each other 13.00-14.00 LUNCH During lunch each delegate gets 5 tokens which they are encouraged to give out to other delegates who impress them in any way with their efforts to use target language over lunch. Prize for winner(s) 14.00-15.00 Presentation & activities to explore **Languages Learning Skills** & **Knowledge About Language** including asset breakthrough test etc -KATE - Bengali activity Finish with mini soap opera activity - cards in English - Teachers to swap and have a different go. This is opportunity to show off / assessment. 15.00-15.30 Homework & plenary: what happens next, who are your tutors/contacts, guide to the resources you have available to you etc...(Vicky & Zena again??!) Suggested Programme for Day Two **ETALT Intensive day 2** 09.30–09.40 General welcome  on table post its and KAL and LLS docs below. - 1 year group per table   · ask for post-it notes for successes and concerns and twilight comments to date and to come and put them on flip chart. We’ll get back to them at the end of the day. **Kate to bring 3 coloured post-its.** Also Zena would like to talk to the Spanish delegates about possible twilights at the end of the day. · YouTube clip of Katherine Tate – the translator – ** Video downloaded onto stick. ** ** We have talked it through and came up with the following approach ** ** 1. Listen to this clip and try to work out what languages she is trying to use. //ie without visual// ** ** 2. Watch the clip and note down what she does do well. //eg sound plus gesture / mouth formation etc etc// ** ** 3. Are there any other comments? - //this will give the opportunity to unpick the IU strand around stereotyping - note that the Asian and African languages are not identified - do all Asian and African languages sound the same then?// **

9.40 - 10.40 10 minutes for feedback / reflection leaving Jo the 10 mins to finish off the first session. · Recall last session of day 1 – Kate’s Bengali – What LLS do you use to decode a text? – cognates, text, layout, conventions · Give each table a text in a European language to tell us as much as possible about. -  This is not a European language but does use Roman script and has lots of links with European languages. Two groups of 3 working at each table which will have the KAL / LLS / IU descriptors for a particular year group. The 3 cards on the first page make up the text  the first thing to do is to use the Glossary and the pieces of text to put the story together. (sequencing) -. then slot the words on individual cards into the text to complete it. all the while referencing what they do and how they are able to do it to the Framework. We can then talk about the strategies used - · Quick run through and ask if there were additional strategies that come into play. **__10.50 - 11 .10 BREAK__**  **__SPLiT into language groups__**  ** 11.10 ** ** Homework from last time - 15 mins **  check phonic work - share around the table group   Read prepared text  ** 11.25 ** ** Sentence building - **  Teach vocabulary on ppt slide ** - ** using fly swat approach to recognise words / phrases / sentences   distribute cards to build human sentences   Participants then use dix and create their own grids similar to one on ppt. We could give a theme / or ask them to think of something they have been teaching German activities Ensure every activity is linked back & discussed / ticked off on the KAL / LLS docs. 10 mins (there is no right answer here folks! It is up to participants to find the links which are meaningful for themselves. - ie use their own language learning strategies!) Then move on to **L & S activity** - French one based on videos - links and activity in the attached doc - need laptops for each French table..so they can stop/start as needed. See role / questions to listen for on attached doc.... Spanish - Pinata video -
 * Liz - can you think about the German here. **
 * 12.30 - 1.30 **
 * LUNCH **
 * 1.30 **
 * Entoure l'intrus - ** in pairs to take one line each and discuss and feed back to group - [[file:Entoure l’intrus!.ppt]]
 * Sarah to do Spanish Version - **
 * Liz to do German please! - **
 * 1.45 **
 * please can you look for a German one Liz! **



KS2 Framework LLS – part 7 p.84 put the LLS in order of importance · P.83 -90 match up the LLS obj with the activity

un/une/des le/la/les mon/ma/mes ||  ||   || // It is… // // It isn’t… // // There is / there are… // // There isn’t / aren’t... // // I have... // // You have... // // He/she has... // // I haven’t got / don’t have … // // I am... // // You are... // // He/she is… // // I like... // // I don’t like.. // // I would like… // ||   ||   ||   ||
 * 2.15 - break if necessary **
 * 2.20 Each table / group to choose a topic listed below,prepare and teach to another table - we may have to give them the focus theme **
 * || **French** || **Spanish** || **German** ||
 * Nouns || flashcards routine explanation?
 * Nouns || flashcards routine explanation?
 * Alphabet |||||| // We will not have the time to go over this again so delegates should refer to materials from day 1and remind delegates of pron. As we go through other activities // ||
 * Adjectives ||  ||   ||   ||
 * Core Structures:
 * Numbers ||  ||   ||   ||
 * Days/Months Birthday ||  ||   ||   ||
 * Telling the Time ||  ||   ||   ||
 * Questions ||  ||   ||   ||

14.00 – 14.45 . Core Language (contd) 14..45 Plenary – feedback from different groups jig saw activity? Video? 15. 15 - 15.30 Zena / Vicky feedback re post it notes and twilights and next time