teaching languages : primary class teacher extended course
DESCRIPTION
Teaching Languages : primary class teacher extended course. HIAS Primary Languages Team Jackie Berry & Fiona Scovell. Bienvenue! ¡ Bienvenidos! Willkommen!. DAY 2 - PROGRAMME (am) 09:00Coffee and registration 09:30Welcome and feedback from last session 09:40Beginning with Sound - PowerPoint PPT PresentationTRANSCRIPT
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Teaching Languages : primary class teacher
extended course HIAS Primary Languages Team
Jackie Berry & Fiona Scovell
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Bienvenue!¡Bienvenidos!Willkommen!
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DAY 2 - PROGRAMME (am)
09:00 Coffee and registration
09:30 Welcome and feedback from last session
09:40 Beginning with Sound
11:00 COFFEE
11:15 Linguistic element 1
12:30 LUNCH
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DAY 2 - PROGRAMME (pm)
13:30 Linguistic element 2
14.30 Storytelling 15:15 Questions, feedback and evaluation
– what next?
15:30 CLOSE
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Beginning with Sound
HIAS Extended CourseDay 2
Thursday 28th January 2010
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Let’s start at the very beginning…
…a very good place to start!
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What could these phrases really mean…?
Thanks Peter GodFestival
Le petit téléphone
I am the lord of the dance settee
The baby cheeses
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Why sounds?
• to improve listening skills which affects all areas of the curriculum
• to aid pronunciation, which is not the same as accent
• to help reinforce children’s knowledge of English phonemes/graphemes through comparing & contrasting
• to link the sounds with the spellings which helps children learn to read in the target language
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Won’t it confuse children?
• No, it’s not the full ‘Letters & Sounds’ program
• You might choose to focus on just one or two sounds per term or unit.
• Use the opportunity to exploit the comparison with English
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When you read you begin with...
...A - B - C*
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A B C D E F G
H I J K L M N
O P Q R S T U
V W X Y Z
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Make links with what children already know
KAL (Y3) Understand how far letters/strings are similar to/different from English.
LLS (Y4) - Analyse and compare English with language being studied.
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‘ch’
How many words do you know in English with this spelling?
Divide them into groups according to sound – What do you notice?
*
LLS (Y4) – Analyse and compare English with language being studied.
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What sound does a cow make with no lips?
ou!
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Games to practise making the sound
• Invent an action together to help
kinaesthetic learners
• Pass the letter bag.
• Virtual tennis
*KAL (Y3)– Imitate pronunciation of sounds
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Words that might occur with the ‘ou’ phoneme
• vous
• nous
• choux
• genou
• loup
• tout
• souris
• poule
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Listen and pass the object when
you hear the ‘ou’ sound
O3.1 Listen and respond to simple rhymes, stories and songsIdentify rhyming words. Perform finger rhymes and sing songs. Join in with
storytelling. Identify specific sounds, phonemes and words. Recognise commonly used rhyming sounds. Remember rhyming words. Use gesture or
mime to show they understand.
*
Song: Savez-vous planter les choux?
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Savez-vous planter les choux?
Savez-vous planter les choux
À la mode, à la mode?
Savez-vous planter les choux
À la mode de chez nous?
On les plante avec la main
À la mode, à la mode
On les plante avec la main
À la mode de chez nous
On les plante avec…
Le pied
Le genou
La tête
*
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Savez-vous planter les choux?
Savez-vous planter les choux
À la mode, à la mode?
Savez-vous planter les choux
À la mode de chez nous?
On les plante avec la main
À la mode, à la mode
On les plante avec la main
À la mode de chez nous
On les plante avec…
Le pied
Le genou
La tête
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Does it help when you see the words written as lyrics?
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Dix dans le litIls sont dix dans le lit
Et le petit dit
Poussez-vous, poussez-vous!
Tout le monde bouge
Un tombe par terre
Ils sont neuf dans le lit…
How many times will you hear the sound?
*
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Dix dans le litIls sont dix dans le lit
Et le petit dit
Poussez-vous, poussez-vous!
Tout le monde bouge
Un tombe par terre
Ils sont neuf dans le lit…
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on• cochon
• oncle
• ongle
• on
• ronron• Les lettres on sont
ensemble pour produire un son nasal.
O 3.2 – Recognise and respond to sound patterns & wordsIdentify phonemes which are the same as or different from English and other known languages.
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Step around the
room
Ah bon!Du poisson?Non.
Du jambon?Non.
Des champignons?Non.
Du melon?Non!
Alors quoi donc?Des cornichons!Ah bon!
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Mystery sound cards:
O 4.3 – Listen for sounds, rhyme & rhythm; identify specific sounds e.g. phonemes
LLS (Y4) – Use a dictionary or ICT source to look up spellings.
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Mystery sound cards:
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Mystery sound cards:
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Mystery sound cards:
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http://phonetique.free.fr
• Online support with French pronunciation
• Goes right up to native speaker level and really tests your own listening skills
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Distinguish between sounds
Stick up to 4 pieces of paper with a different grapheme on in the corners of the room.
When the teacher says a word in the target language, the children have to point to the right corner to show which sound they’ve heard.
Extend this to reading out a poem containing words with these sounds.
O 4.3 – Listen for sounds, rhyme & rhythm; identify specific sounds e.g. phonemes
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eu sound ère sound
*
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ou soundou soundou sound
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Sound posters
• Ask the children to choose a specific grapheme & make a poster to help people remember how it sounds
• They can write down words which use that grapheme & highlight it, put pictures on, etc.
L 4.2 – Make links between spoken & written words; Identify common spelling patterns in letter strings
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Sounds of the Rainforest
• Each pair has a set of cards with some French words broken into several parts.
• The children discuss in groups how to say their collection of letters
• Then they walk around the room repeating their sound until they find partners to make the complete word.
*L 4.3 – Read some familiar words & phrases aloud and pronounce them accurately; pronounce letter strings accurately.
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Predict the spelling
Using Mini whiteboards
• Tell the children that you’re going to say a word and they have to try & write it down correctly. They have to really listen to the whole word, not just for the grapheme (use short words!!).
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Six souris
Six souris
Sans soucis
Sortent de leurs six trous.
Quand le chat
Vit tout ça.
S’en fut chercher six chats.
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Dictionary Skills (1)
abeille
zèbre
cochon
éléphant
pingouin
abeille zèbrecochon éléphant pingouin
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Dictionary Skills (2)
bonnet
bille
bête
banane
bulle
banane bullebête bille bonnet
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My Favourite Things!
Which ideas will you take into your classroom?