Teaching Languages : primary class teacher

extended course HIAS Primary Languages Team

Jackie Berry & Fiona Scovell

Bienvenue!¡Bienvenidos!Willkommen!

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

DAY 2 - PROGRAMME (pm)

13:30 Linguistic element 2

14.30 Storytelling 15:15 Questions, feedback and evaluation

– what next?

15:30 CLOSE

Beginning with Sound

HIAS Extended CourseDay 2

Thursday 28th January 2010

Let’s start at the very beginning…

…a very good place to start!

What could these phrases really mean…?

Thanks Peter GodFestival

Le petit téléphone

I am the lord of the dance settee

The baby cheeses

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

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

When you read you begin with...

...A - B - C*

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

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.

‘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.

What sound does a cow make with no lips?

ou!

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

Words that might occur with the ‘ou’ phoneme

• vous

• nous

• choux

• genou

• loup

• tout

• souris

• poule

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?

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

*

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

Does it help when you see the words written as lyrics?

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?

*

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…

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.

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!

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.

Mystery sound cards:

Mystery sound cards:

Mystery sound cards:

http://phonetique.free.fr

• Online support with French pronunciation

• Goes right up to native speaker level and really tests your own listening skills

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

eu sound ère sound

*

ou soundou soundou sound

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

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.

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!!).

Six souris

Six souris

Sans soucis

Sortent de leurs six trous.

Quand le chat

Vit tout ça.

S’en fut chercher six chats.

Dictionary Skills (1)

abeille

zèbre

cochon

éléphant

pingouin

abeille zèbrecochon éléphant pingouin

Dictionary Skills (2)

bonnet

bille

bête

banane

bulle

banane bullebête bille bonnet

My Favourite Things!

Which ideas will you take into your classroom?