day 2: tuesday 9th december, 2014 ‘stories and 10-minute activities’ greenwich pdc
TRANSCRIPT
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Day 2: Tuesday 9th December, 2014
‘Stories and 10-minute activities’Greenwich PDC
*London Schools Excellence Fund Project
Greenwich
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*Learning a Language is like....
?2
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*Learning a Language is like....Learning a language
Is like doing a jigsaw puzzle
Of a million pieces
With a picture that keeps changing.
It's like getting lost in a foreign city without a map.
It's like playing tennis without a ball,
like being an ant in a field of grasshoppers.
It's like being an acrobat with a broken leg,
An actor without a script,
A carpenter without a saw,
A storyteller without a middle or an end.
But then gradually
It's like being out in the early morning
with the mists lifting.
It's like a chink of light under a door,
like finding the glove you were looking for,
Catching the train you thought you were going to miss,
Getting an unlooked-for present,
Exchanging a smile.
And then one day it's like riding a bicycle
Very fast downhill.
by Olivia McMahon
3Vicky Grammatikopoulou
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• What does progression look like?
• Using Target Language in everyday routines
• 10-minute-activities
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IND
EP
EN
DE
NC
E
ACC
UR
ACY
CONTENT
SKILL
listeningspeaking
readingwriting
word(s) phrasesQUANTITY
sentencesParagraphs (scaffolded / e-mails / Messages)
nounsartic
lesadjectiv
esverbs
connectives
opinions
&
justificatio
ns
unin
tellig
ible
copying
mea
ning
unde
rsto
odm
ostly
accu
rate
conf
iden
tly
accu
rate
from memory
using unfamiliar languagewith independence & accuracy (using knowledge of phonemes /graphemes, dictionaries etc.).
CONFIDENCE AND M
OTIVATION
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¿Señora, puedo ser la profe?
¿Por qué?
Porque estoy contento/a!
Porque soy inteligente!
Porque soy guay!
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Madame, est-ce que je peux faire le prof?
Pourquoi?
parce que je suis content!
parce que je suis intelligent!
parce que je suis cool!
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* ¿Quién tiene una pregunta?
¿Puedo sentarme?
¿Por qué?
Porque soy / estoy… …fantástico..…genial.…cansada.…contento.
…muy……bastante
¿Puedo beber agua? Porque tengo sed.
¿Puedo quitar mi chaqueta? Porque hace calor.
Sí,No,
puedes sentarteno puedes sentarte
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*Qui a une question pour moi?
Est-ce que je peux m’asseoir?
Pourquoi?
Parce que je suis… …fantastique.…super.…génial.…fatigué.…content.
…très……vraiment……assez…
Est-ce que je peux boire de l’eau? Parce que j’ai soif.
Est-ce que je peux enlever ma veste? Parce que j’ai chaud.
Oui,Non
,
tu peux t’asseoir!tu ne peux pas
t’asseoir!
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*How do we get there? Introduce ‘asking permission’
routine (in same way you would teach any new vocabulary
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* Est-ce que je peux….
* Faire le calendrier?* Aller aux toilettes?* Avoir un dictionnaire?* Être volontaire?* Changer de place?* Garder le score?* Parler en anglais?* Distribuer….?* Ramasser…?
¿Puedo….
• Hacer el calendario?• Ir a los servicios?• Tener un
diccionario?• Ser volontario?• Cambiar de silla?• Anotar los puntos?• Hablar en inglés?• Distribuar….?• Colleccionar…?
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* Practice it.
Sing it.Play games.
Display it.
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*Est-ce que je peux…* ouvrir la fenêtre?
* avoir un dictionnaire?
* aller aux toilettes?
* être volontaire?
* distribuer les batons de colle?
* distribuer les cahiers?
* ramasser les cahiers?
* changer de place?
* parler en anglais?
* garder le score?
* faire le calendrier?
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* score garder le
* que je ce peux est-
* est- peux je que ce aux aller toilettes
* peux je ce que est- cahiers les ramasser
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*Est-ce que je peux…..?
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*Objectives routine
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1. On va faire du vélo ?
2. On va faire la cuisine?
3. On va apprendre du vocabulaire?
À ton avis, qu’est-ce qu’on va faire aujourd’hui?
À mon avis aujourd’hu
i…
Tu es d’accord?
Oui, Je suis d’accord.
Non, je ne suis pas d’accord.
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*Lesson Objective
* Aujourd’hui on va apprendre du vocabulaire. On va parler des activités du soir.
* Ensuite, on va jouer à un jeu.
* Puis, on va écouter un texte.
* Après, on va parler en français, on ne va pas parler en anglais.
* Finalement, ça va être facile !!!!
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On va apprendre 11 frases avec “est-ce que je peux”
*Qu’est-ce qu’on va faire aujourd’hui?
•Puis, on va poser des questions•Après, on va jouer un peu•Ensuite, on va chanter un tout petit peu •Enfin, on va discuter en paires
•D’abord, on va faire l’ appel
On va apprendre à poser des questions
On va travailler en paires
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On va apprendre 11 frases avec “est-ce que je peux”
*Qué vamos a hacer hoy?
•Pues, vamos a preguntar preguntas•Después, vamos a jugar un poco•Entonces, vamos a cantar en grupos •Finalmente, vamos a discutar en parejas
•De primero, vamos a pasar la lista
Vamos a aprender a preguntar preguntas
Vamos a trabajr en parejas
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Por la mañana, vamos a hacer….
Por la tarde, vamos a hacer….
Hoy es:lunes, dos de diciembre, 2014
Hoy el tiempo:
¿Qué vamos a hacer hoy?
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*Teaching 10-minute-activities
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*Guten Morgen-Lied
Guten MorgenGuten MorgenWer ist hier?Wer ist hier?Christopher und Sarah, Emmeline und Rittu,Auf Wiedersehn.Auf Wiedersehn.
… und …..….und …. ?
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*10-minute approach
*A. Familiarising children with languages
*B. Familiarising children with different countries and cultures
*C. Learning a new language
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* A. Using languages for daily routines
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The register
The date
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Physical response- brain breaks
Greetings-songs
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*Assemblies
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The register
The date
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*A. Using languages for daily
routines *Use greetings during register
*Introduce greetings:
Salut/ bonjour; hallo/ Guten Morgen; hola/ buenos días
*Doing the weather:
Wie ist das Wetter heute?
Die Sonne scheint, es ist kalt, es ist heiß, es regnet
*Songs, rhymes, games
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*A. Finger rhymes and rhymes
Guten Morgen Papa!
Guten Morgen Mama!
Guten Morgen mein Bruder!
Guten Morgen meine Schwester!
Und ich,
Guten Morgen kleiner Finger !
Auf Wiedersehn …
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*A. Finger rhymes
Deux petits escargots dans le jardin
Bonjour!
Bonjour!
Ça va?
Ça va bien. Et toi?
Ça ne va pas. Il pleut. Je rentre.
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* Circle time
*Me llamo. ¿Cómo se llama?
*Passing an object round the circle – when music stops, a small conversation can take place.
*The music itself can sensitise children to the sounds and rhythm of the language
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*Classroom language
* Hör zu, écoute, escucha
* Schau her, regarde, mira
* Setz dich, assieds-toi, siéntate
Play: Jacques a dit
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* B. Developing awareness and knowledge of other countries and
cultures
* Raising cultural awareness
* What do you know about Germany?
- geography (how do you get there?)
- food
- music …
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*B. Anagram Game
AAERNLBCO
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*B. Anagram Game
INEBLR
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*B. Anagram Game
IAACLS
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*B. Anagram Game
BARCELONA
BERLIN CALAIS
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*C. Learning a new
language * Topics chosen: numbers
* Reflect on - Learning objectives- Methods - Sequence of introducing new words - Cross-curricular links - Roles of teacher and pupils
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* Numbers and Counting: Activities
Children
* Repeat word after teacher
* Repeat if true
* Show number (hands, cards)
* Do actions (e.g. clap 5 times)
* Touch board (find correct number)
* Arrange number cards in correct order
* Bingo
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* Numbers and Counting: Examples
Moi, toi, et le roi
Ça fait trois.
Moi, toi, et le roi
Nous sommes trois
Frère Jacques: 1,2, 3 and 1 - 12
Twinkle, twinkle 1 - 6
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*Numbers and Counting: Examples
Une pomme
Deux pommes
Trois pommes …
Huit pommes
Pont Neuf
Queue de Boeuf
Pay attention to pronunciation:
huit/ dix pommes
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* Numbers and Counting: Activities
Break words up in syllables Work on sounds: how often do you hear the
sound … Sing numbers* Counting games * Counting out games (1, 2, 3 au revoir)* Read numbers (domino, bingo)* Guess what number I am thinking off * Guess what number is missing * Label number * Games: ‘Pierre dit Paul’; ‘boum’
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* Numbers and Counting: Activities and cross-
curricular links
16 5 + 3
9 - 1
7 - 5
3 * 3
5 + 7
21
8 + 3 12 - 5
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* Numbers and Counting: Activities and cross-curricular links
A B C D
1
2
3
4
• Shapes
• Measurements
• Charts Cross-curricular links:
time; embedding curriculum; meaningful language use; memorisation
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ProgressionWhat is it / what does it look like in a
Primary Languages lesson?
(A little goes a long way, as with classroom actions/instructions & days of the week, & progression
doesn’t have to be only linguistic.)
CONCLUSIONS• Teaching primary languages doesn’t mean being a ‘perfect
linguist’ with a wealth of grammatical knowledge or linguistic accuracy.
• Learning primary languages isn’t about learning to read, write, say and understand endless ‘groupings’ of nouns or words, or even set phrases in isolation.
• It is about developing skills, confidence, enjoyment, a ‘have-a-go’ approach, skills of deduction, a foundation, a ‘can-do’ attitude, all of which need to be modelled by the teacher/adult.
• Progression: understand what it looks like in a language lesson and across a number of years of language learning ; help young learners to recognise when they achieve this; develop a collaborative approach to recording and reporting it.
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• A little language goes a long way – with only a limited choice of words or phrases a lot of progress can be made by learners
• Don’t be afraid to expose learners to a wealth of ‘superfluous’ language (caught v taught)
• Be aware of the smaller steps of progression that are present in each activity
• Consider different approaches to introducing new language. Let the scheme of work empower you, not confine you
Key messages…
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• Questions• Next session: Bring a 10-minute
activity• Pupil audit• School visits• Evaluations
* Plenary