Edexcel has submitted Draft 2 to Ofqual and published the revised SAMS with blue highlighting showing changes AQA has submitted Draft 2 to Ofqual but will not publish again until they are approved Draft 1 available on website ID: 638539
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Slide1Slide2
GCSE 2018
(
Teaching
2016)
Edexcel has submitted Draft 2 to
Ofqual
and published the revised SAMS with blue highlighting showing changes
AQA has submitted Draft 2 to
Ofqual
but will not publish again until they are approved (Draft 1 available on website)
OCR has not yet submitted Draft 2 to
Ofqual
(due 1
st
week November and will publish at that time on their website)
So….
what
do we know?Slide3
GCSE Grades
1
2
3
4
5
6
7
8
9
G
FEDCBAA*
New GCSE:
new grading system / new challenge Slide4
Joined up
GCSE
specifications will be cumulative and progressive in content and language. They will take account of the matters, skills and processes specified in the national curriculum programmes of study for key stages 2 and 3. They will also build on the foundation of core grammar and vocabulary outlined in the programmes of study for key stages 2 and 3, increasing the level of linguistic and cognitive demand.Slide5
Direct build from KS3
translation
use of literary texts / authentic material
grammar
spontaneous speaking
e
xtended writing (from memory)Slide6
Features of 2018 GCSE
Higher expectations
Greater emphasis on manipulation
More authentic source material
Greater variety of language structure
Less predictable exams at the end of KS4
Greater demands in terms of long-term memorySlide7
National curriculum aims
The National Curriculum for languages aims to ensure that all pupils:
understand and respond to spoken and written language from a variety of authentic sources
speak with increasing
confidence, fluency and spontaneity
, finding ways of
communicating what they want to say
, including through discussion and asking questions, and continually improving the
accuracy
of their pronunciation and intonation
can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
discover and develop an appreciation of a range of writing in the language studied. Slide8
GCSE Speaking 2018
unpredictability
“ the awarding organisation must take all reasonable steps to
minimise the predictability
of each such assessment.”
preparation time (between 10 and 12 minutes)
teacher-conducted, audio-recorded, awarding body-assessed
conversation (more than one topic, only one of which may be chosen by the learner in advance of the assessment)
two further tasks, from the following: (role play, response to visual stimulus, response to textual stimulus, response to stimulus with visuals and text)
no dictionaries
Foundation – 7-9 minutes Higher – 10-12 minutesSlide9
Key changes to teaching
authentic / harder texts for listening and reading
more explicit teaching of listening and reading skills
focus on grammar, but particularly verb manipulation, and overall number of verbs know
translation into TL in writing assessments
more long-term memory work (e.g. assessments including requirement to include language from 2-3 topics, not just the most recent)
focus on vocabulary acquisition, particularly non-cognate vocabulary
speaking in the classroom – focus on longer, more developed utterances, building in picture discussionSlide10
Listening: ideas for teaching
Maximise use of target language in the classroom
Use strategies to make listening a task not a test
Use authentic materials as much as possible
Mix and match text book / past paper audio
Use listen and read – make multiple use of transcripts
Encourage repeated listening to the same passage
Use self-created differentiated passages (hard easy) Teach prediction and note-taking explicitlySlide11
http://
www.rachelhawkes.com/PandT/2018_GCSE/2018GCSE.php Slide12Slide13
Speaking: ideas for teaching
Maximise use of target language in the classroom
Teach students how to ask questions and do this often
Consider length of utterance and length of turn
Repeat speaking activities immediately with less / no support
Plan in favour of language use rather than language practice activities
Increase the opportunities for unscripted interaction in every
lesson
Focus on working from memory as often as possible – have explicit memory / retention strategiesSlide14
Wo?
Wann?
Warum?
Wie?
Wer?
Was?
Woher?
Welche
(r) ?Slide15
in
Italien
.
auf
Mallorca
.
in
Irland
.
Ich
bin
u
nd
ich bin mitleider mies!sonnig, aber windig.
regnerisch
.
Hier
kann
man
Das Wetter
ist
in
einer
Pension.
auf
einem
Campingplatz
.
in
einer
Jugendherberge
.
Ich
finde
es
das
schöne
Wetter
geniessen
.
am Strand
liegen
.
eine
neue
Kultur
erleben
.
einer
Schulgruppe
.
meinen
Großeltern
.
meinem
Vater
.
Wir
wohnen
und
das Essen
probieren
.
neue
Leute
kennen
lernen
.
sich
entspannen
.
ausgezeichnetwunderbarunvergesslich
hier, weil es
so schön ist.so viel zu tun gibt.so angenehm ist.
h
ier
.Slide16
1
W_ b___ d_?
(Where are you?)
2
M__ w__ b___ d_?
(Who
are you with?)
3
W__ i___ d__ W_____?
(What
is the weather like?
4
W_ w____ d_ d___? (Where are you staying there?)5W__ k___ m__ d___ m______? (What can you do there?)6W__ f____ d_ e_? (What do you think of it?
Im UrlaubSlide17
Hallo!
Ich
bin in Salzburg, in Österreich
mit
meiner
Mutter. Wir wohnen in einem tollen Ferienhaus. Das Wetter ist sehr
heiß
.
Hier
kann man sich entspannen und eine neue Kultur erleben. Ich finde es prima hier! 1Slide18
1
2
3
4
Wo: __________________
Mit
wem
: _______________
Wetter: __________________
Wohnt
:_________________
Aktivitäten: ___________________________________________Meinung: _________________Wo: __________________Mit wem: _______________Wetter: __________________Wohnt:_________________Aktivitäten: ___________________________________________Meinung: _________________Wo: __________________Mit wem: _______________
Wetter: __________________Wohnt:_________________Aktivitäten: ___________________________________________Meinung: _________________Wo: __________________Mit wem: _______________Wetter: __________________Wohnt:_________________Aktivitäten: ___________________________________________Meinung: _________________
Salzburg, ÖsterreichSlide19
Person 1
Person 2
Person 3
Person 4
Personen
1, 2, 3 und 4:
Richtig
/
falsch
?
Aussprache
?There are 4 rounds.Swap roles each round.Everyone must do each role once.(If you have 3 in your group – you have to make it work!)Organise yourselves into roles (quickly!)Everyone writes answers.
No-one speaks English!GruppenarbeitSlide20
Stage 1: Present Tense
Students translate from English into German as many sentences as possible in one minute.
All sentences in Stage 1 are drawn from the vocabulary list.
For example:
We travel to Italy. >>
Wir
fahren
nach
Italien
.To gain a point, pronunciation and accuracy must be good.
KS3 Translation Beehttp://thisissurreal.com/shai/flsb/screen/Slide21
Ich
fahre
/
Wir
fahren
nach
Spanien / Frankreich / Deutschland / Italien / Österreich
mit
dem Bus / dem Zug / dem Auto / dem Flugzeug / der U-Bahn Ich esse / Wir essen Pizza / Pommes / Obst / Salat / Reis Ich trinke / Wir trinken Orangensaft / Wasser / Limonade / Tee / Kaffee Ich lerne / Wir lernen Deutsch / Französisch / Spanisch / Englisch / Mathe / Naturwissenschaften / Theater / Kunst / Erdkunde / Geschichte
Ich spiele / Wir spielen Fußball / Basketball / Tennis / Golf / Hockey / Rugby / Karten / Tischtennis / Federball / Volleyball Ich gehe / Wir gehen ins Kino / ins Theater / ins Restaurant / zur Schule / nach Hause Ich wohne / Wir wohnen
in einem Dorf / in einer Stadt / auf dem Land / an der Küste / in den Bergen
Ich kaufe / Wir kaufen
ein T-Shirt / ein Hemd / ein Kleid / einen Rock / einen Pulli / eine Jacke / eine Hose / Socken / Schuhe / Turnschuhe
Stage 1: Present TenseSlide22
¿
Dónde
estamos
?
¿
Qué
o
quién
hay en la
foto
?
¿Qué se puede ver?¿Qué no se puede ver?¿Cuándo se hizo la foto? ¿Qué acaba de pasar? ¿Qué va a pasar ahora?Slide23Slide24
Reading: ideas for teaching
Read for different purposes
Read a variety of material
Combine reading with speaking and writing
Combine reading with listening
Read to translate
Read to develop vocabularySlide25
El ganador del 'mejor trabajo del mundo', al borde de la muerte por una medusa
Las muertes en carretera en 2009 descienden un 13%
Un acróbata en bici causa furor en YouTube
Nadal abre el año con un triunfo ante Ferrer y se reencontrará con Soderling
1
2
3
4Slide26
Foundation tier literary text 2
La
familia
de Pascual Duarte
by Camilo José Cela
(Local area, holiday and travel)
Read the text.
Pascual
talks about his village.
Soy de un pueblo de Badajoz; un pueblo donde todas las casas son blancas y donde hace mucho sol. En la plaza está la iglesia. Detrás de la plaza, a la derecha está Correos.
En el pueblo, como es normal, hay casas pequeñas y casas grandes. La casa de don Jesús es una casa que tiene dos pisos, con un jardín lleno de flores.
Mi casa está fuera del pueblo. Es estrecha, vieja y de un solo piso. Lo primero que se ve al entrar es la cocina, al fondo están el comedor y la sala, también hay dos dormitorios uno para mis padres y el otro para mi hermano y yo. El baño está afuera, en el patio.
(Camilo José Cela, 'La familia de Pascual Duarte', Ediciones Destino S.A, 44
th
)Slide27Slide28
¡La multitarea no existe!
Parecen
multitarear
los adolescentes, dicen que las mujeres estamos orgullosas a veces de serlo: hablamos por móvil, enviamos un mail, leemos una carta, todo al mismo tiempo, o eso creemos.
Nos creemos modelos de productividad y eficiencia por conseguir muchas cosas a la vez…pero existe un problema: la multitarea es un mito.
La multitarea implica participar en dos tareas al mismo tiempo, y eso solo es posible. si se cumplen dos condiciones:
1) al menos una de las tareas es automática, es decir, no requiere atención o pensamiento para desempeñarla (por ejemplo, caminar o comer) y,
2) las dos tareas necesitan diferentes tipos de procesamiento cerebral. Por ejemplo, podemos leer mientras escuchamos música clásica, porque se procesan en diferentes partes del cerebro.
Sin embargo, no es así al escuchar música
con letra
porque ambas tareas requieren la activación del mismo centro del lenguaje, o sea, la misma parte del cerebro.
http://www.dreig.eu/caparazon/2011/04/04/desmontando-los-mitos-de-la-multitarea/ Slide29
Answer the following questions
in English. You do not need to write in full sentences.
(a) According to the article, which two groups of people seem to multi-task? (b) Why, according to the article, do people engage in multi-tasking?(c) Give two examples of activities that don’t require conscious attention.
(d) According to the article, why is it possible to read and listen to classical music at the same time?
(e) Why is listening to music with words considered to be different?
Slide30Slide31
Writing: ideas for teaching
Students need
to:
know how to form simple, compound and complex sentences
have a bank of structures and core language that they can manipulate well across a the range of contexts at GCSE
have language stored in long-term memory
be attentive to detail, able to spot and correct errors
vary vocabulary and structures
write for different purposes, showing an awareness of style and registerSlide32
classroom
http://quizlet.com/30143628/vacaciones-infinitivos-flash-cards/
flippedSlide33
de
vacaciones
on holiday
I visited Spain.
Visité
España
.
First, I swam in the sea.
Then I listened
to music on the beach.
One day, I
went for a cycle ride.I sunbathed everyday.In the evening, I danced in the disco.I played with new friends.I took lots of photos.I relaxed.El verano pasado…Last summer…Slide34
Functions
Themes
A
Questions
1
Future plans
B
Opinions
2
Work experience
C
Suggestions
3
Uniform
D
What others say
4
Primary school
E
Likes & dislikes (not ‘aimer’)
5
Subjects and teachers
F
Habits
6
Extra-curricular
G
Comparisons
7
Problems
H
Past events
8
School rulesSlide35
http://
www.rachelhawkes.com/PandT/2018_GCSE/2018GCSE.php