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Teaching Languages : primary class teacher extended course

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

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Teaching Languages : primary class teacher extended course

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  1. Teaching Languages : primary class teacher extended course HIAS Primary Languages Team Jackie Berry & Fiona Scovell

  2. Bienvenue!¡Bienvenidos!Willkommen!

  3. 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

  4. DAY 2 - PROGRAMME (pm) 13:30 Linguistic element 2 14.30 Storytelling 15:15 Questions, feedback and evaluation – what next? 15:30 CLOSE

  5. Beginning with SoundHIAS Extended CourseDay 2Thursday 28th January 2010

  6. Let’s start at the very beginning… …a very good place to start!

  7. What could these phrases really mean…? I am the lord of the dance settee Thanks Peter God Festival The baby cheeses Le petit téléphone

  8. 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

  9. 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

  10. When you read you begin with... ...A - B - C *

  11. A B CD E FG H I J K LMN OP Q R ST U V W X YZ

  12. 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.

  13. ‘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. *

  14. ou! What sound does a cow make with no lips?

  15. 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 *

  16. vous nous choux genou loup tout souris poule Words that might occur with the ‘ou’ phoneme

  17. Song: Savez-vous planter les choux? Listen and pass the object when you hear the ‘ou’ sound O3.1 Listen and respond to simple rhymes, stories and songs Identify 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. *

  18. 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? *

  19. 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?

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

  21. Dix dans le lit How many times will you hear the sound? Ils 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… *

  22. Dix dans le lit Ils 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…

  23. 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 & words Identify phonemes which are the same as or different from English and other known languages.

  24. 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!

  25. 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.

  26. Mystery sound cards:

  27. Mystery sound cards:

  28. Mystery sound cards:

  29. http://phonetique.free.fr • Online support with French pronunciation • Goes right up to native speaker level and really tests your own listening skills

  30. 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

  31. eu sound ère sound *

  32. eu/oeu ou au/eau/o

  33. ui oi 8 ai

  34. u ille i

  35. 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

  36. 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. *

  37. 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!!).

  38. Six souris Six souris Sans soucis Sortent de leurs six trous. Quand le chat Vit tout ça. S’en fut chercher six chats.

  39. Dictionary Skills (1) zèbre éléphant abeille cochon pingouin abeille cochon éléphant pingouin zèbre

  40. banane bête bille bonnet bulle Dictionary Skills (2) bille banane bulle bête bonnet

  41. My Favourite Things! Which ideas will you take into your classroom?

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