Presentation on theme: "Practical ideas for teaching Latin at Key Stage 3."— Presentation transcript:
Practical ideas for teaching Latin at Key Stage 3
Questions to ask yourself What do I want to achieve with this course? How much time do I have available? What is the ability level and range of my students? How important is possible continuation to GCSE? What image of Latin do I want to project?
What to achieve? Coherent programme of study in its own right Genuine learning Happy, confident, motivated students Bums on seats High continuation to KS4
How much time, ability level and continuation to KS4 When planning, think roughly in terms of: –3 hours per Stage for Book I (36 hours) –4 hours per Stage for Book II (32 hours) Within each Stage, decide what is the ‘bottom line’ you want students to grasp (and ‘middle’ and ‘top’ lines) Consider time for other activities (e.g. projects on Romans in local area; derivation/MFL work; cooking; design and technology)
How much time, ability level and continuation to KS4 (cont.) If continuing to KS4, aim to reach end of Stage 16 by end of Year 9 (end of Stage 20 preferable). If not continuing to KS4, aim to reach an accreditation point at the end of the term/year. CLC is a reading course. If the students can cope, move quickly.
Pronouns Short words beginning ‘h-’ mean ‘this’ or ‘these’ Short words beginning ‘ill-‘ mean ‘that’ or ‘those’ Short words beginning ‘qu-‘ mean ‘who’ or ‘which’ Short words beginning ‘e-‘ mean ‘him’, ‘her’, ‘them’, ‘his’, ‘her’, ‘their’
Comparison ior = ier (e.g. laetior = happier) -issi- = very …, most …, -est (e.g. laetissimus = very happy, most happy, happiest)
Tense Indicators -ba- = was/were/used to -v-, -u- = (have) …-ed -x-, -ss-, -s-, -d- = (have) …-ed -ra- = had Infinitive -re = to do something
Asking Questions Green Cross Code Help students develop the habit of asking the questions you ask yourself –What 3 pieces of information does this verb give me? Who, when, what? –What 3 pieces of information does this noun give me? What, how many, what role?
Mixed level classes Independent Learning Manual or DVD Grouping of students: by ability or across ability? Activities graded by difficulty Use of questions Language = linear; Civilisation = modular
Tackling (longer) Stories Aim to start and finish a story within one lesson Accelerated reading Comprehension Acting out and film Cut up and rebuild Written translation Cloze activities What happens next? Divide story into groups –Synopsis of earlier parts of story. Search for grammatical features Don’t do it! (But provide storyline)