you say mince and i say mince - the need for the overt teaching of phonics in french (ssat lp belfry...
TRANSCRIPT
You say mince and I say mince!
The need for the overt teaching
of Phonics in French.
By Suzi Bewell
SSAT Lead Practitioner for Languages
October 2009
“An army destined to defeat fights in the hope of winning but without any planning”
The Wise
Warrior
Battleground
Enemy
Strategy
The Battle Ground: Know the enemy and know yourself
Year 11 - Speaking Exams:
• Unmotivated and disengaged • Unable to process and manipulate the
language• Severe absence of skills and ambition to
become independent learners
The Enemy What the pupils said:
• “I can’t spell much French”;• “It’s hard to remember where the accents go and
how to spell the words – like silent letters and how to pronounce it differently to how you write it”;
• “It sounds different to how it’s spelled and it’s said really quickly”;
• “It’s hard to pronounce…I never know how to pronounce it!”;
• “I forget pronunciation and struggle”.
The key to success in war – the need for an effective strategy
The old strategy… “In the early stages of learning, the written form of the
language can strongly interfere with pronunciation…learners need ample opportunities to listen and respond before the written forms are involved.”
Now consider the following…
SP: lapIN – Habite – leS maTHS – famILLE - QUarT
WR: Jem – Je mapple – Onglatear – poison rouge
Words from the Warriors
• “I don't really teach phonics. I mean, I think I teach students how to pronounce the French language but I don't think I ‘actively’ teach it”
• “How many times do students learn something by heart and it sounds dreadful?”
• “I usually just teach it as things crop up.”
• “I feel it would be more useful to come with a knowledge of certain sounds rather than knowing about the weather or pets “
The key to success in war – the need for an effective strategy
…and the new…
“Children do not arrive at primary magically knowing how to read English, they are taught; why do we imagine they will learn to read another language if we do not teach the children the “code” first?”
Source: Jo Rhys-Jones and Lynn Erler, Oxford University(Talkabout Primary MFL blog)
“To subdue the enemy without fighting is the supreme
excellence”
Using le manuel phonique, Jolly Phonique:
• teach 36 principal sounds;
• stress sound-spelling links;
• tease out structures and rules;
• deal with cognates and “tricky words”
“You cannot change your enemy, so change your responses ”
• Pupil-led teaching and learning
• Active learning
• Creative teaching
THE POWER OF STUDENT VOICE
• Ask them what they like• *Ask them what they don’t like / find
hard• Ask them what they would like to learn• Ask them how they would like to learn• ACT ON THIS INFORMATION AND
MAKE POSITIVE CHANGES
DCSF : Letters and SoundsEnglish Phonics - Mirror Play
Human spellings
• Few sets of French alphabet plus all variations of vowels • Alternative - washing line and pegs• Effective starter / plenary
Available from : http://www.yellow-door.net/
An overview of the Strategy
• Be overt in teaching of sounds• Link sound to spelling• Pre-empt poor pronunciation • Help pupils to better understand the 2FL they
are working with so that they can improve and crack the “code”
• Challenge pupils’ thinking• Be brave and encourage creativity• Frame with relevant language and technology
Silent letters in French
Rosbif Radio Pronunciation “Frog casts”
Spot the “howlers”!!!veu(x) – sui(s) – pa(s) – souri(s) – alor(s)
tien(s) – mai(s) – voilà – escargo(t) le(s) - noisette(s) – e(t) - veu(t)
Do you share my pain???
The top 20 most commonly used words in French
1. de
2. la
3. le
4. e(t)*
5. le(s)*
6. de(s)*
7. en
8. un
9. du
10. une
11. que
12. e(st)*
13. pour
14. qui
15. dan(s)*
16. a
17. par
18. plu(s)*
19. pa(s)*
20. au
*Plus another 34 in the top 100 which contain
silent final consonants
Q. How do you goabout teaching
exceptions?
Q. What about liasons?
Phonic Bingo (Y7 - silent letters)
Top Tip!Game 1 – Teacher as bingo callerNext games – winner gets to call
souris gris minuit trois
Ils deux
ans vingt chat soeurs
Le jeu des 7 familles
http://tinyurl.com/jeu7familles
Sounds Alike Wall Display Posters
Sounds Alike!
è – ê – ë - ai – ei
frère être
Noël fraiseabeille
Sounds Alike!
s – ss – x – ç – ti
danseprofession
soixantefrançais
attention
Sounds Alike!
o – au – eau – aux – ô
orangepausebeau
chevaux hôtel
Idea inspired by www.smartkids.co.uk
Tricky words and sounds
famille
je m’habille
vieille
bouteille
feuille
oreille
maillot de bains
Attention! Tricky Words!MILLE VILLES TRANQUILLES
-ill in the following words is pronounced “EEL”
mille – million – milliard – millierville – village – Deauville
tranquille – tranquilliser - tranquillité
FINAL CONSONANTSGenerally silent – with exception of CRFL
Be very CaReFuL!
Beware! Cognates “Make a deliberate effort from the start to
focus on look-a-likes. You must get across to pupils that if it looks like English, it will not sound like English.” (Heather Rendall, CiLT)
Ecoutez et devinezA votre avis, est-ce que je préfère…
les raviolis ou les pizzas?les tomates ou les carottes?les oranges ou les melons?
les biscuits au chocolat ou les gâteaux au chocolat?les céréales ou le bacon?
Source: Martine Pillette “ Zappy lesson starters for KS3 French”
Ancient memory techniques: Pegging / Roman Rooms
• Massively powerful
• Remains in memory long term
• Stories - through time, Man’s favourite learning media
• Visualisation
• Meditation (clear mind / relax / close eyes)
An example of PEGGING How many can you remember?
• Foot? une chenille• Knee? une fille• Hip? un gorille• Bottom? chatouiller (vb)• Waist? la crème Chantilly• Shoulder? une coquille• Nose? une famille• Head? Camille
mince or mince?
• Mexican Wave listening exercise • Stand up – Sit down to a story
When you hear the –in sound, give me a wave!
Vincent – vingt-cinq – Inde – intelligent
lapin – pingouin – mince – dinde
vin – patin – train – fin
“Jolly Songs”Similar sounds in English
J’ai un copain, il s’appelle RolandRoland, il est comment?Roland est intelligent Roland est intelligent
J’ai une copine, elle s’appelle SarahSarah , elle est comment?Sarah est trèss sympaOh, Sarah est très sympa
Josh - mocheJoe - beauLee - petit
Mme. Hamnett
Mme. Bewell
Source: Chanterelles - MGP
Strategy Summary
• Obstacle -> solution focussed thinking• Relevant , pupil-centred approach• Framing the language• Active learning• Encourage discovery and creativity
• Opportunities to collaborate • Reason to communicate• New technolgies
• Recordable, talking postcards – record up to 10 secs, plastic wallet to insert word / sound / picture
• Easi-speak microphone - £30 with inbuilt USB Both available from http://www.tts-group.co.uk/
Video casting Pupil friendly hand held
video recorders Flip Ultra - RRP £80 ; 1hr record time
Pod casting & Frog casting!• iRiver MP3 player with built in voice recorder (up to 100
hours, saves as MP3)• Branded digital voice recorders (with built in USB – RRP
£30 - £80)• iPhone – inbuilt voice recorder, audioboo and *iPadio
apps
http://audioboo.fm/
http://www.ipadio.com
/
Audacity http://audacity.sourceforge.net/
NB Alongside Audacity you MUST also install Lame encoderhttp://lame.sourceforge.net/download.php
Blogging / Pod casting Platformswww.typepad.co.uk www.wordpress.com
www.posterous.com www.blogger.com
video conferencing with our partner school in Cambrai
Rosbif Radio
“REGARDE-MOI PAPA” Version 2
Much improved, not quite perfect, but we’re getting there slowly…
The Enemy What the pupils said:
• “I can’t spell much French”;• “It’s hard to remember where the accents go and
how to spell the words – like silent letters and how to pronounce it differently to how you write it”;
• “It sounds different to how it’s spelled and it’s said really quickly”;
• “It’s hard to pronounce…I never know how to pronounce it!”;
• “I forget pronunciation and struggle”
A battle won!The war is not quite over …
Year 8 Pupil Voice Summer Term 2009
• 65% of the class enjoyed / found the work on pronunciation helpful
• “(I’d like to…) read more stories aloud”
• “Everybody should do a pod cast”
• “I wish I’d got chance to do the pod cast”,
• “Can we do more speaking work!”
Further online resources:UK web resources:www.rachelhawkes.typepad.com/linguacomhttp://primarymfl.ning.comwww.phonologique.wikispaces.com Dr Lynn Erler, Oxford Universityhttp://johnbald.typepad.comhttp://www.tes.co.uk/article.aspx?storycode=3013522&s_cid=16http://www.lcfclubs.com/babelzoneNEW/# Babelzone website www.standards.dfes.gov.uk ref 00281-2007BKT-EN Letters and Sounds: Priciples andPractice of High Quality Phonicshttp://www.senteacher.org/Worksheet/15/Phonics.xhtml Phonics fans to printYouTube :http://www.youtube.com/watch?v=1UQxN5HW1PU Boursin Adverthttp://www.youtube.com/watch?v=BEXf9xxjJTc ParisbyPod – Months sound tutorialhttp://www.youtube.com/watch?v=Gy18ErHnYM8&feature=rec-rev-rn – Numbers bywww.Parisbypod.com http://www.imagiers.net/ and http://www.imagiers.net/phonetique (includes close up facial visuals and syllables)http://flashmeeting.e2bn.net/fm/fmm.php?pwd=985fd8-6381TeachMeetSLF09 2:39:51 - 5 min clip on moblogging – Joe DaleHuman spellings – tabards available from www.yellowdoor.net French web resources:http://www.planete-alphas.net/www.leolea.org
Further Reading:
• “Le manuel phonique”, Janet Molzan et Sue Lloyd;• “Methode de lecture syllabique”, C. Delile, J. Delile;• “The Art of War for Teachers”, Simon Green;• “Link Word French”, Michael M Gruneberg;• “Patterns and procedures: focus on phonics and grammar”, Heather Rendall;• “Execises in French Phonics”, F Nachtmann;• “L’oreille fine” and “ Zappy lesson starters for KS3 French”, both Martine Pillette;• “Rhythm and rhyme”, Cynthia Martin.
www.allsaintslanguagesblog.typepad.co.uk
* www.doonceandshare.wikispaces.co
m
Follow suzibewell on www.twitter.com
Let battle commence! Dealing with phonetically challenged pupils in French
Wednesday 4th November 2009
9.15am – 3.45pmHotel du Vin
89 The Mount, York YO24 1AX(central location, close to York railway station)
Cost of training and follow-up learning visit Spring term 2010 : just £80 Lunch & refreshments included
Book now as places are limited
www.schoolsnetwork.org.uk/lpseminars event ID SVN1009712
To find out more please contact Suzi Bewell : 07980901998 or
E-mail: [email protected]