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Suffolk Regional Support Group Pots of phonics Janice Gittins and Liz Mortimer

Suffolk Regional Support Group Pots of phonics Janice Gittins and Liz Mortimer. Pots of Fun with Phonics. Learning Objectives: To look at how phonemes and graphemes can help language learning To look at activities, games and songs to encourage independent language work with the use of phonics.

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Suffolk Regional Support Group Pots of phonics Janice Gittins and Liz Mortimer

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  1. Suffolk Regional Support GroupPots of phonicsJanice Gittins and Liz Mortimer

  2. Pots of Fun with Phonics Learning Objectives: To look at how phonemes and graphemes can help language learning To look at activities, games and songs to encourage independent language work with the use of phonics

  3. After a year of learning French in English schools 11- year olds were asked what happened when they saw the written French words for the first time “The letters are all muddled.” “I can’t say all the words.” “A lot of French are pronounced differently to how they’re spelled, just a bit weird they are.” “It’s scrambled.” “It doesn’t sound like it’s written.” “ When they’re on the board, they look like a different word than what you’ve been repeating.”

  4. Teaching and learning words and phrases in the Foreign Language Classroom in England MEANING Grapheme Phoneme Written/printedword Sounds of words

  5. Pupils often find it really difficult to read unfamiliar words aloud, because they are unable to pronounce them. • This is READING IMPAIRMENT. Add pronunciation problems and you have SPEECH DEFECTS.

  6. ‘ch’ • How many words do we know in English with this spelling?

  7. children champagne church match choir ache choral chickenCharlotte • Divide them into groups – what do you notice?

  8. ch • Children choir champagne • Church ache Charlotte • Match choral • chicken

  9. Some sounds in French are very like English • Some sounds in French are definitely not English: • Eau • Montagne • Tu • Vous • Lapin • Bon

  10. Why ? • To improve listening skills in all areas of the curriculum • To aid pronunciation, not the same as accent • To help reinforce English phonemes/graphemes through comparing and contrasting • To link sounds with spellings to support reading in the target language

  11. How do I introduce phonics? • You might choose to focus on just one or two sounds per term or unit • Use the opportunity to exploit the comparison with English

  12. Progression in phonics • Hear and identify the sound • Repeat and produce the sound • Practise the sound • Distinguish the sound • Link graphemes to sound • Move to syllable, word & sentence level NOW FOR THE ACTIVITIES… 1 - 9

  13. What is the missing phoneme? • p - - sson • cham- - - • - l - phant • b - - quet • voit - re

  14. Savez-vous plantez les choux?

  15. Savez-vous planter les choux…

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

  17. Tongue twisters - virelangues • Un chasseur sachant chasser sait chasser sans son chien de chasse. • Tututoiestatante, mais pas dutouttontuteur. • Qui, quel, quand et qu’est-ce que sont les questions de qualité. • Pauvre petitpêcheur, prendpatiencepourpouvoirprendreplusieurspetitspoissons.

  18. www.suffolklearning.org.uk

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