iow conference practical ideas for primary language learning
DESCRIPTION
Presentation by Lisa Stevens at Isle of Wight Conference 2007 on Practical ideas for Primary Language Learning including ideas for oral work, storytelling, songs and rhymes, cross curricular activities and ICT.TRANSCRIPT
Practical ideas for teaching Primary
Languages.
Lisa Stevens
IoW Conference 13.10.07
Overview
•Introductions
•The Ws
•Songs and rhymes
•Stories
•Websites
•Games
•Cross curricular links
IOW
-13
.10.
07
Lisa Stevens
9 years as Secondary teacher of Spanish
and French, Second in Dept /Head of Spanish.
For last 4 years have been working in PLL.
Originally taught French and Spanish at
Priory School, Edgbaston, in Prep. Dept.,
Kindergarten to Year 6 (and beyond!)
Currently teach Spanish to Years 1 and 2 at
Mere Green Primary School in PPA time.
And also teach Spanish at Whitehouse
Common Primary School in PPA time.
A b
it ab
out m
e…
How do you feel about PLL?
Exc
ited?
Con
cern
ed?
Not
sur
e?I d
on’t
know
any
S
pani
sh!
A g
ood
idea
Who
’s g
oing
to
deliv
er it
?H
aven
’t go
t the
tim
e!
“Every child should have the opportunity
throughout Key Stage 2 to study a foreign language
and develop their interest in the culture of other
nations. They should have access to high quality
teaching and learning opportunities, making use of
native speakers and e-learning.
By age 11 they should have the opportunity to
reach a recognised level of competence on the
Common European Framework and for that
achievement to be recognised through a national
scheme. The Key Stage 2 language learning
programme must …be delivered at least in part in
class time.”
(DfES 2002, Languages for All: Languages for Life page 15)
WHY TEACH LANGUAGES IN PRIMARY SCHOOLS?
•Languages develop skills such as: problem solving,
memorising, creative, social, ICT skills.
•The study of a language opens children’s minds to
different cultures, attitudes and customs of other
countries.
•Languages develop positive attitudes towards other
cultures but develop pupils’appreciation of their own.
•The learning of languages help to increase the self-
esteem of pupils whose first language is not English,
perhaps bringing their home languages into the classroom
as something to be valued.
•The language lessons will provide enjoyment and
intellectual stimulation for all pupils regardless of ability.
•The emphasis will be on oral and aural skills
consequently the lessons will involve a variety of games,
songs and plays. The language-learning classroom aims to
provide a happy environment in which every pupil is
encouraged to participate.
•Through the study of a language the pupils will develop
an awareness of the need for languages as a skill for life
and hopefully this will foster an enthusiasm for future
language learning. Also learning a language at key stage 2
provides a link with learning a foreign language at key
stage 3.
Which language(s)?
One language?
One main and several tasters?
A ‘Language Detective’ approach?
Different language each year?
My answer ….
•Pupils can take responsibility for their own learning by
assessing their progress on a ‘I can ……’chart which will
encourage a sense of achievement and also allow them to
consider how they learn best.
•Learning another language has been shown to improve
the learning of your own language.
I asked pupils at Whitehouse
Common for their comments…..
•I like learning Spanish because it’s
fun.
•When I went on holiday I could talk
to people I met.
•Miss –I asked for a drink in Spanish!!
•Spanish isn’t like the other things I
do at school.
Which activities did you
enjoy in Spanish?
•Ramon and Ana
•Conversations with puppets / my partner.
•Songs
•Stories (Rubiales, La OrugaHambrienta)
•Marching around the room
•Using ICT /laptops
•Games -OXO / Bingo / Beat the Teacher
•Actions.
•Ordering food.
•Voki
Puppets.
•Ramon and Ana (from Eduzone)
•Finger puppets –use for names, colours,
animals (from IKEA and various charity
shops!)
•Make your own!
•Puppets seem to allow the pupil to distance
themselves from the ‘strangeness’ of
speaking another language.
•Also easier to keep photographic evidence
Activities with puppets
•Introductions / social conventions
•Pairwork
•Responding to a song
•Rewarding cooperation
Example -El granjero….
Think about learning styles
(VAK)
•…use actions
•..use flashcards
•…show the words /
use colour for
gender.
•…’feel’ (we’ll come
•back to this later!)
Ways to exploit vocabulary
•OXO
•Pelmanism
•Dance mat
•Flashboards
•Board games
•Find the…..
•What’s hidden?
•What’s missing?
•Feely bag
•Give us a clue
•Sounds
•Find your partner
•Hangman
•Dice games
•I went shopping…
Activities with numbers
•Repetition
•Splat
•String
•Draw on your partner’s hand / back
•Flashboards
•Missing numbers
•Dice games
•Sums
•…and I’m sure you have lots more ideas.
1620
17
1314
15
1218
11
Find your partner.
•A simple game , easily set up and very
popular with all!
•All you need are small cards with words /
pictures that can be paired
•e.g. famous people, animals, jobs and
equipment, likes and dislikes, food
Language Learning Skills.
•The KS2 Framework has an LLS strand, and
encourages a focus on phonemes/grapheme
realtionships.
•Encouraging pupils to look for links
between words –eganimals
•Can you guess what these animals might
be?
•Un tigre
•Un rinoceronte
•Unacebra
•
IOW
-13
.10.
07
Lisa Stevens
Example of a board game
This can be used for a variety of
outcomes with lots of opportunity
for differentiation.
Easily created on ActivPrimary.
IOW
-13
.10.
07
Lisa Stevens
Using Songs and Rhymes.
Why?
“Songs and rhymes make an important
contribution to language development as
they help to give a sense of the natural
rhythms of the language and its
sentence patterns. They give a context
for memorising and learning by rote and
the opportunity to master the
articulation and pronunciation of
particular sounds.”
NacellBulletin 19 Autumn 2006
IOW
-13
.10.
07
Lisa Stevens
1, 2, 3
Uno, dos, tres, cho
Uno, dos, tres, co
Uno, dos, tres, la
Uno, dos, tres, te
Bate, bate, chocolate.
Bate, bate, chocolate .
(count 1,2,3 on fingers for lines 1-4, then rub hands
together back and forth for last two)
IOW
-13
.10.
07
Lisa Stevens
1,2,3 –cultural knowledge.
I use
th
is r
hym
e to
intr
od
uce
nu
mb
ers
and
al
so t
o s
ho
w t
hat
Sp
anis
h is
no
t ju
st
spo
ken
in S
pai
n.
Lin
k it
to
vis
it t
o C
adb
ury
Wo
rld
an
d e
xpla
in
abo
ut
ori
gin
s o
f ch
oco
late
.E
xpla
in a
bo
ut
wh
y w
e ru
b o
ur
han
ds
tog
eth
er f
or
the
last
tw
o li
nes
.
http://gourmetsleuth.com/molinillo.htm
IOW
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.10.
07
Lisa Stevens
Mex
ican
Mo
linill
oT
he m
olin
illo
[moh
-lee-
NE
E-y
oh] i
s th
e M
exic
an c
hoco
late
"w
hisk
" or
"st
irrer
".It
is m
ade
of "
turn
ed"
woo
d an
d it
is u
sed
to
frot
h w
arm
drin
ks s
uch
as h
ot c
hoco
late
, Ato
le, a
nd
Cha
mpu
rrad
o.
His
tory
an
d L
ore
Thi
s to
ol w
as a
ctua
lly in
vent
ed b
y th
e S
pani
ard
colo
nist
s in
M
exic
o ar
ound
the
1700
's.
Prio
r to
the
inve
ntio
n of
the
mol
inill
o,
choc
olat
e w
as fr
oth
by p
ourin
g it
from
one
cup
to a
noth
er.
The
fir
st m
olin
illos
wer
e m
ade
to fi
t int
o a
cont
aine
r w
ith th
e ha
ndle
ex
tend
ing
out o
f the
top.
T
he m
olin
illo
was
then
rot
ated
be
twee
n th
e us
ers
two
hand
s pl
aced
pal
m-s
ides
toge
ther
.T
he
twis
ting
mot
ion
frot
hed
the
choc
olat
e.
More ideas.
•Using rhymes to emphasise pronunciation /
sound patterns
•Egweather and towns in France
•Il fait grisà Paris.
•Il fait beau à Bordeaux.
•Il neigeà Liege.
•Il pleutà Montreux.
•etc
IOW
-13
.10.
07
Lisa Stevens
Another rhyme.
Sana, sana
Colitade rana.
Síno sanashoy
Sanarásmañana.
This rhyme is for rubbing hurts away –essentially a
nonsense rhyme about a frog’s tail but authentic
Spanish!!
Some commercially produced resources.
•Français, Français / Español, Español/ Deutsch,
Deutsch (CDs and resource CD / book)
www.language-factory.co.uk
•Let’s sing and learn in Spanish by NeraidaSmith –
0-8442-7079-2 (book –cassette available)
•I can sing ¡en español! –0-8442-7186-1
(book+tape)
•Cancionespopularesinfantiles(Consejeríade
educación) –www.sgci.mec.es/uk(book +CD)
•Play and learn Spanish by Ana Lomba–0-07-
144148-4 (book and CD)
Some commercially produced resources
2.
•I can sing en français–08442-1462-0 (book and
tape)
•Singing French –Helen Mc Gregor–0-7136-6898-
9 (22 photocopiablesongs nadchants –CD plus
ideas for use and development of vocabulary)
•Chanteen français(le JolieRonde)
•French is Fun -SalutSerge! BBC (DVD comes
with activity book, Audio CD and song sheets)
‘Bonjour’ rap
•Bonjour! Bonsoir! Bonne nuit! x3
•Comment çava? Çavabienmerci!
•Salut! Comment t’appellestu? x3
•Jem’appelleMichel.
•Au revoir! A tout à l’heure! x3
•Au revoirMadame! From Français, Français
‘Bonjour’ rap
•Very popular with KS1 –repetitive
and simple lyric.
•Good way to grab attention in the
beginning stages of language learning.
•Reinforce with actions.
¿Quéhay en la lavadora?
•¿Quéhay en la lavadora?
•Un pantalón. Un pantalón.
•¿Quéhay en la lavadora?
•Un pantalónde Ramón.
•¿Quéhay en la lavadora?
•Unachaqueta. Unachaqueta.
•¿Quéhay en la lavadora?
•Unachaquetay un pantalónde Ramón.
•Subsequent verse … Unacorbata. Unacamisa. Unabufanda.
Calcetinesquehuelen. From Español, Español
¿Quéhay en la lavadora?
•To practice vocabulary.
•Bring in a basket of clothing –pupils
find the items and put them on
before the verse is over.
•Substitute different items of
clothing.
Dansla forêtlointaine
•Listen to the song about a cuckoo and an owl.
•Split room in half –the owls and the cuckoos.
•As song is played, you stand up every time you
hear your bird’s name in French.
•Good fun, but also demands pupils to listen for the
sounds.
Dansla forêtlointaine
•Dansla fôretlointaine,
•On entendle coucou.
•Du haut de son grand chêne,
•Il répondau hibou:
•Coucouhibou
•Coucouhibou
•On entendle coucou.
Another idea –Debajode un
botón
•Debajode un botón, tón, tón,
•QueencontróMartín,
•Habíaun ratón, tón, tón,
•Hay quéchiquitín, tín, tín.
•Ay ¡quéchiquitín, tín, tín.
•Era aquelratón, tón, tón,
•QueencontróMartín,
•Debajode un botón, tón, tón.
Debajode un botón
•Use this rhyme to practise vowel
sounds. Ask pupils to clap each time
they hear ‘ton’ and stamp for ‘tin’.
•Then substitute other vowels to make
‘tan’, ‘ten’ or ‘tun’.
•Develops thinking and coordination as
well as sustitutionskills.
Adapt a song!
•Mi barbatienetrespelos.
•Trespelostienemi barba.
•Si no tuvieratrespelos,
•Yano seríami barba.
•Next verse miss out barba, then tres,
then pelos, replacing them with
actions.
Adapt a song! 2
•I used this song with Year 1 and 2
last term.
•Having ’covered’ animals, body parts
and numbers, I asked the pupils to
write their own version.
•Ideas included ……
Adapt a song! 3
•Mi perrotienediezdientes.
•Mi conejotienedos orejas.
•AndMi peztienemuchasburbujas.
Make up your own!
•Take a recognisable tune, and change
the words.
•Thus, pupils aren’t worried about the
tune and can concentrate on the
vocabulary.
Some examples of songs I’ve
‘written’
•Bonjour Lulu! Bonjour Lulu!
•Comment çava? Comment çava?
•Trèsbienmerci! Trèsbienmerci!
•Au revoir! Au revoir!
•To the tune of FrèreJacques. This followed on from
reading a book with Nursery/Kindergarten called Coucou
Lulu. We learned the song to sing to Lulu, and to my puppet,
Zizou, and then began to substitute the names of the pupils.
Some examples of songs I’ve
‘written’ 2
•Hacesol, y hacecalor.
•Estádespejado.
•Hacesol y hacecalor.
•Hacebuentiempo.
•Hacefrío, haceviento.
•Lluevey nieva.
•Hacefrío, haceviento.
•Hacemal tiempo.
•To the tune of ‘Pop goes the Weasel’
Los colores
rojo, verde y azul,
y negro y gris.
amarillo, rosa,
violeta
marrón y naranja.
To the tune of The rainbow song
And the latest..
Diezanimalesen la pared!
Mrs
S w
ozer
e!
Some storytelling ideas.
Why?
Pupils love stories.
They are familiar with the tales and
so can follow with minimal vocabulary.
Links to Literacy.
Great for drama!
Amazing how many things you can link
to one story!
NGfl
http://ngfl.northumberland.gov.uk/languages/default.htm
•Northumberland Grid for Learning
has a whole section on storytelling.
•Has Goldilocks and Little Red Riding
Hood in Fr, Sp, It and Ger
•Animated / interactive stories with
SOW / lesson plans, resources etc.
•I’ve used with KS1 and 2 –amazing!!
More online ideas
•See my del.icio.us tags under stories
http://del.icio.us/lisibo
Ideas there of other resources that
can be used in conjunction with
stories egLiteracy and Numeracy
activities that can be adapted.
Some of my favourites!
•¿De quécoloresElmo? (Sesame Street)
•QueridoZoo (Dear Zoo)
•De quellecouleuresttaculotte?
•La orugahambrienta/ La chenille qui fait
des trous.
•Qui estle plus affamé? Series of 4
•Me visto…y tecomo.
•El NaboGigante
Ready made materials!
ELI books
Big books with CD of story / song / karaoke
https://www.eurobooks.co.uk/languagebooks/series/
SPA/m4/c24/3/CUCA
Early Start Talking Big Books
On CD rom
–read for you and activities to teach and
consolidate vocabulary and structures
(egphonemes / parts of speech)
http://www.earlystart.co.uk/bb/index.htm
SeñorCabezaNaranja
•There’s a book called GO AWAY BIG
GREEN MONSTER (Ed Emberley) –
there’s a version in French and
German so there must be in Spanish
but I can’t find it!
•So, inspired by some INSET, I wrote
my own (simplified version).
SeñorCabezaNaranja
Activities to follow up
•Pupils used 2D shapes to create their
own monster faces. W
e took photos
and made storyboards of new monster
stories. Some pupils used one
adjective (colour), others used two
(egadded size / texture)
•Two websites below give ideas too.
http
://at
ozte
ache
rstu
ff.co
m/p
ages
/219
.sht
ml
http
://ki
zclu
b.co
m/s
tory
patte
rns/
mon
ster
Diezfresas
•This story is a SMARTboardstory
from Northumberland Grid for
Learning
http://ngfl.northumberland.gov.uk/lan
guages/default.htm
•There are downloadable flashcards
for numbers and animals on the site –
I’ve made more resources (pairs /
bingo)
•I’ve exported it as a PPT so I can use
it on a Promethean board!
Diezfresas
Activities
•Read the story.
•Read again with pupils joining in –try
and predict the order of the animals.
•Games to practise vocabulary
•Pupils rewrote the story using their
own animals / fruit.
ICT
•Word processing –allows pupils to
correct mistakes –also use of
accents.
•Graphs / charts etc
•Presentations using Powerpoint
•IW
B –I love it!!
•Websites
•Online games –www.activihub.com
etc
ICT
•Weemee
•Voki
•Animoto
•Voicethread
•Digital recording
•Blogs
•Podcasts
•Digiblue
Cross curricular
•How can we exploit this area of language
learning?
•Look for opportunities to make links.
•Use language creatively.
•eTwinningprojects / partner schools
•Embed PLL as much as possible.
•Multilingual displays
•Show off!
How often do you feel like
this?
It’s so much better when we
share!
Websites
http://del.icio.us/lisibo
For all my tags or bookmarks –lots of
activities in Spanish French and
English, and I’m adding German ones as
I learn!!
Fora
Join [email protected]
specifically for Early Language Learning
Post queries on PLL and MFL on TES Staffroom
http://www.tes.co.uk/section/staffroom/list_
threads.aspx?path=/modern+languages/
Join http://groups.yahoo.com/group/mflresources/
(also mflresources2 and 3) for general MFL
Or http://groups.yahoo.com/group/MFLCo/
specifically for PLL coordinators
TalkaboutPrimary MFL Ning
•http://primarymfl.ning.com/
I would thoroughly recommend you join!
My tips for successful PLL!
•Consider WHY you are doing things –what is the
focus of the activity, and can an activity address
more than one skill?
•Be enthusiastic!
•Vary teaching and learning styles
•Vary activities –type, pace, purpose
•Be imaginative -use whatever you can get your
hands on!
•Use any opportunity to use the language –PE, lining
up, grouping, filling in time etc. Consider different
ways of reinforcing learning
And most of all….
•ENJOY IT!
•If you look like you’re having fun, your
children will too.