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Teaching Languages : primary class teacher extended course Day 3

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1 Teaching Languages : primary class teacher extended course Day 3
Thursday 4th February 2010

2 Cross-curricular links (including KAL & LLS)
Jackie Berry & Fiona Scovell Hampshire Languages Team

3 Objectives To consider different ways of linking language teaching to other curriculum areas by: giving examples of surface level linking showing sustained links to other areas providing ideas and examples for exploiting celebrations/events in primary schools Intro: Need to tell delegates that in this session we will obviously start to look at planning. This will be continued next week where we will explore different ways you might approach planning. For those of you who have been on CC training or are using this scheme in school, her approach is just ONE way. We see this as good practice BUT it is not the only way. We will show you some examples today which are different although you will see how aspects of CC’s planning that could be linked in.

4 Rose Review – Recommendation 16:
The knowledge, skills, understanding and attitudes we want children to acquire in languages should be situated within the proposed area of learning entitled ‘English, communication and languages’. This will enable teachers and pupils to exploit the links between English and the chosen language(s) and realise the potential, for example, of role play and drama for young children learning a modern language. This is now a reality. We have already seen that by comparing language studied with English children can be helped to understand their own language and its grammatical structure in a more coherent way. The new Primary Curriculum aims to maximise opportunities for working in a cross-curricular fashion. Why is it important and where do we start to do this with languages?

5 Why? Opportunities to reinforce other areas of curriculum
Embedding Languages gives the subject recognition throughout the school The KS2 Framework has 5 strands and only two of them are linguistic

6 Integration and Embedding
Register Surface Level Links No cognitive challenge Language teaching PE Physical challenge Surface level links – incidental – repeated regularly or one off Everyday/spontaneous – register, lining up, PE starter game etc – no cognitive challenge in the related subject eg just responding in PE Planned one-off – could be to reinforce number in maths (e.g. counting on and back) using known numbers in language. Here, not just receptive/responding - active participation but with known language. Could also involve a cog challenge as in maths egs from last week – Maths Karate. Activity: In pairs think of some spontaneous everyday activities or one-offs that you could do (music, PE warm ups, classroom instructions) Maths Reinforcing or cognitive challenge

7 Using the register to practise language
Children learn best when they can make sense of their learning. Embedding language learning into school life brings benefits on many levels. It helps children to realise that there are many languages in the world (and in their school) and that speaking another language is normal, natural and valuable. Experiencing language every day helps children to memorise new words and structures, giving children the confidence to respond to what they hear and to use the new language for real purposes. Integrating language learning into the school day makes best use of the time available and provides coherent links between different subjects of the curriculum. Register These children are in the very early stages of learning a language. Their class teacher begins each day by taking the register in German. The children have been taught to greet the teacher and each other and to choose their own reply when they hear their name. This simple routine puts language learning in a meaningful and memorable context, and helps to make language learning a normal part of the school curriculum.

8 Using the register to practise language (2)
ça va? ça va! √ ça va bien! √ √ Comme ci comme ça! - ça ne va pas! x ça va mal! Xx Another idea, useful for pm register is to use ca va? – Gives you a chance to find out how children in your class are feeling after lunchtime – pastoral care as well as French!

9 PE Links Activity & / or DVD
Produced by Devon LEA this was originally a PE resource for Daily Physical Activity made by PE teachers and then re-designed with languages teachers to make it cross-curricular. Not just a DVD – PE games, seated sports for in the classroom, action rhymes and a pronunciation CD to support teachers in delivering. Also available in Spanish.

10 Le Dé Dansant un skieur (feet together, knees bent, jump & twist, use arms) un pirate (climb the rigging) un marin (‘Morecambe & Wise’) un chef d’orchestre (cross and swing arms) un jockey (gallop on spot, high knees) un mécanicien (lie down, knees bent, arms up,wiggle hands) Teacher writes numbers and jobs on the board as on the slide Teacher introduces words for the jobs and the mimes 2 children at front roll large foam dice to each other and call out the number loudly each time. All children perform the correct action – will let you off 6 for today!! Spanner mime instead! If same number thrown consecutively teacher calls ‘Dansez’ and all dance until next number thrown. Simple Q’s & vocabulary with translation and extended phrases in the book (pronunciation on the CD provided) Nice way to introduce vocabulary for jobs in French too!

11 Numeracy Links: Counting on and back Strip bingo Mental warm-up
Dice, Number Fans, Place Value Bar charts, Co-ordinates Shapes & cognates Do not need loads of vocab – karate maths for fois/multiplié par, et/plus, moins, divisé par, égale

12 trois deux quatre six un cinq dix sept neuf huit
Surface level link – numbers and football project – aim – motivation cinq dix sept neuf huit

13 + - ÷ x = Maths Karate! plus fois moins divisée par égale ÷
Cognitive challenge here as well as linguistic – you need to do the maths! = égale

14 9 – 7 = 2

15 4 x 7 = 2 8

16 2 x table presentation downloaded from You Tube and converted to MPEG at

17 Multiplication des formes
Quadrilatère Il y a …. carrés. Il y a combien de côtés? Un hexagone Un pentagone Un triangle Un carré

18 Body Parts Co-ordinates!
les oreilles les yeux You could do this with any vocabulary and also reinforce maths work on coordinates – along corridor and up the stairs! la bouche le nez

19 orange vert jaune rouge bleu 1 2 3 4 5
Click the square to find 2 yeux, 2 oreilles, 1 nez & 1 bouche orange vert jaune rouge bleu 1 2 3 4 5 To make the Draw the Face Battleships game: 1 You have a copy of Grid A, which has numbers 1–5 on the horizontal axis and the namesof five colours written on the vertical axis. Some of the blank squares of the grid are filled with an image of part of the head or face (eg mouth, nose, ear, etc). 2 In addition, you have separate images of the same parts of the head or face on individual pieces of paper. 3 A blank grid is displayed on the board. 4 The children have mini-whiteboards on which they draw the outline of a head. 5 Invite individuals to give the ‘address’ of one of the squares by saying the number (horizontal axis first) then the colour (vertical axis second). If an address is given where there is a part of the head or face, place the corresponding image in the appropriate square on the grid on the board. 6 The children can draw that part of the head or face on their mini-whiteboard. This activity may be replicated on an interactive whiteboard.

20 Maths and IU!

21

22 Literacy Links Borrowed words Knowledge About Language:
Understand word class Understand syntax Understand agreement & position Dictionary Games Exploiting Books & Stories

23 Language Investigators
KAL

24 Knowledge about Language
Cards with words in various languages on different topics; Find three other people with words on similar topic as the word on your card; Identify the topic; Identify the different languages; ACTIVITY – give several cards to each person. Discuss afterwards how these can be made more difficult by not colour coding the topics!

25 Knowledge about Language
teacher; professeur, profesor, professore, Lehrer supermarket; supermarché, supermercado, supermercato, Supermarkt wine; vin, vino, vino, Wein boat; bateau, barca, barca, Boot hand; main, mano, mano, Hand cat; chat, gato, gatto, Katze four; quatre, cuatro, quattro, vier white; blanc, blanco, bianco, weiß cheese; fromage, queso, formaggio, Käse How did you work out the meanings? What strategies did you use? (Reference to Framework)

26 Using Bi-lingual Dictionaries:
Year 3 Year 4 Year 5 Year 6 KAL: Notice the spelling of familiar words. Recognise how sounds are represented. LLS: Use a dictionary to look up spellings. L5.3: Use a bilingual dictionary to check the spelling of familiar words. KAL: Understand that words will not always have a direct equivalent in the language. LLS: Use a dictionary. 10.15 First take a look at one specific skill area: using a bilingual dictionary Progression is often subtle; Can you find/work out what the progression is? I think it is; Yr 3 -Explore the dictionary; identify similarities/differences with monolingual dictionaries. Yr 4 --Compare words that look English already, do they mean the same? Are they pronounced the same? -Reinforce concepts of English grammar when referring to FL equivalent terminology e.g. adjectif Yr 5 Discuss ‘faux amis’ and find examples (e.g. ‘car’ in French = a coach) Yr 6 -Insist on children looking up new words for themselves but always check answers with each other/TA/ teacher and discuss. Progression in the Framework:

27 café trek zero alcohol yacht robot
anorak bungalow alcohol yacht How many words do we use in English which are borrowed from French? What words do we borrow from other Languages? anorak = Inuit alcohol, zero = Arabic bungalow = Bengali yacht = Dutch trek = Afrikaans robot = Czech cafe = French! trek café robot zero

28 Literacy is KAL un lion jaune. une petite abeille. il y a
KAL means we know how to construct a sentence from disparate words or phrases – what will our sentence start with? How do you know? Which words are adjectives? Where is the verb? Can we put it together in any other way? How? Do we need to make changes to do that? etc. KAL means we can manipulate language. Dans mon placard un avion. un petit chien bleu.

29 éléphant rouge, abeille jaune il y a araignée verte. une petite
et une grande Simplify as necessary avion bleu, un petit un grand Dans le sac,

30 Literacy and KAL activity L5. 1: re-read a variety of short texts L 6
Literacy and KAL activity L5.1: re-read a variety of short texts L 6.1: read, enjoy simple authentic texts KAL: accuracy in pronunciation and intonation KAL: recognise gender I am a Y5 NP to French (I learnt Spanish in Y3/4) and am working with a Y6 RP partner to find masculine and feminine words in a book our teacher has read. We are looking for ‘un’ or ‘une’…they are quite like Spanish but I have to say them differently. Oh look: ‘une souris!’ As a Y6 RP I know quite a bit about gender…‘un’ and ‘une’ words. If we find one we don’t know I’ll use the bilingual dictionary to look it up. I’m also on the lookout for cognates because they are fun!

31 A Sustained Link: Integrating language with semi-familiar content
– J’aime/Je n’aime pas + food; sg/pl The Hungry Caterpillar explain sustained link using this slide This example is NOT from KS2 – Y2 eg from one of our Lead Teachers but an example where book provides a ve. In a sustained link, you look at other curriculum areas. Then you look at what you want to teach in terms of skills and knowledge in languages eg negative/positive/questions; sg/pl and see where a logical long term link can be made. In the lang lessons you are therefore linking to semi familiar content because the children have already come across it in the linked subjects. Skills of each subject developing separately but cross curric links exploited through use of familiar text + vocab in both langs. Alongside model in terms of skills but with overlap of content. Need to remember that content of lang teaching (eg I like…) is NOT usually enabling children to be working at cognitive level they would be working at in English so need to be clear when you are working on a lang skill and when on a skill in another curric area ie you cannot “steal” time from other areas if not working on age related objectives for that subject. Literacy Science – Life cycles – story structure

32 A Sustained Link Opportunities to:
Develop links over a longer period of time e.g a half term or a term Exploit the content/skills being taught in another curriculum area to introduce and interlink language work / Moving on to look at how we might develop a sustained link.

33 Healthy Eating Planets (WSGfL) History – WWII (WSGFL)
Science & Other Links Healthy Eating Planets (WSGfL) History – WWII (WSGFL) Geography (weather) Art (à la française

34 P.S.H.E/Science C’est bon pour la santé? Oui Non

35 Handout/activity from planets
Activity – planets & handout WSGfl Scheme of work Handout/activity from planets

36 History Whole SoW can be ordered from West Sussex Grid for Learning – cost £50 +VAT

37 Geography 37

38 Le méteo Jo’s mixed age class.

39 Quelles sont les 3 couleurs primaires ?
vert jaune orange bleu violet rouge Les couleurs primaires sont les couleurs qui ne peuvent pas être composées par d’autres couleurs. Slide from à la francaise –ISBN

40 Quelles sont les 3 couleurs secondaires ?
vert jaune orange bleu violet rouge Les couleurs secondaires sont composées par deux couleurs primaires, + =

41 C’est quel animal ? Le Loup (1944) C’est un chat ? C’est un loup ?
© Succession H Matisse/DACS 2007 Photo: Archives Matisse (D.R) C’est un chat ? C’est un loup ? C’est un chien ?

42 C’est quel animal ? L’Escargot (1952) C’est un poisson ?
© Succession H Matisse/DACS 2007 Tate, London 2007 C’est un poisson ? C’est un chat ? C’est un escargot ?

43 P.E.

44 Le corps. la tête les oreilles les yeux les épaules les genoux
Heads, shoulders knees & toes song could help reinforce the vocabulary–shown here in a format that should appeal to the boys – this way we have an excuse to sing the same song again later in the week/unit les genoux la bouche les pieds le nez

45 ACTIVITY: Body Parts Dribble
Pairs of players start at one side of a large playing area. The first player dribbles the ball out to the far side of the playing area then performs a turn before dribbling back to stop the ball on the starting cone line for their partner. Partner repeats performing the same turn. After a few goes each demonstrate a different type of turn for the players to perform. Players repeat dribble & turn sequence using the new turn (techniques could include: drag back turn, inside/outside of the foot cut, Cruyff turn…) As players continue the coach can then shout out body parts & whoever is dribbling the ball at that time has to stop & place that body part on the ball as quickly as possible. On a signal from the coach, players then carry on. Great as a PE warm-up to reinforce what you have been learning with minimal language. Later you could choose a child to call the body parts.

46 CLIL The teaching of another subject using simple target language.
Usually to reinforce an idea already introduced. You may have seen a visiting linguist do this? It may be that you would like to try this & the children will enjoy it, but do not feel you have to.

47 Activity: to make une Couronne des Rois auxpetitesmains.free.fr
Il faut: Du carton rigide ou chemise de bureau de couleur Un crayon Des ciseaux Colle universelle Perles en bois peint   1. Pour commencer, imprimer et découper le gabarit. Use slide to talk about this. Warn that auxpetitesmains change the website regularly so may have different activities this year.

48 Integrating Language Teaching with School Celebrations
Christmas & Easter, etcetera Activities and games A Christmas play or assembly IU3.3 Identify social conventions at home and in other cultures Mention play ‘Liitle Angel’ from Hamble Primary (Headteacher Margaret Jamieson) visitng each country and having the children speak a little in the language of each country – linguistically simple, raises profile of languages among parents and exemplifies to children why we learn languages

49 49

50 QCA Units for Year 3 and Year 4
Unit 7: On y va (All aboard) Unit 8: L’argent de poche (Pocket money) Unit 9: Raconte-moi une histoire! Unit 10: Vive le sport! Unit 11: Le Carnaval des Animaux Unit 12: Quel temps fait-il? Year 3 Unit 1: Moi (All about me) Unit 2: Jeux et chansons (Games and songs) Unit 3: On fait la fête (Celebrations) Unit 4: Portraits Unit 5: Les quatre amis (The four friends) Unit 6: Ça pousse! (Growing things)

51 QCA Units for Year 5 and Year 6
Unit 13: Bon appétit, bonne santé (Healthy Eating) Unit 14: Je suis le musicien (“I am the Music Man”) Unit 15: En route pour l’école Unit 16: Scène de plage (Beach scene) Unit 17: Le Retour du Printemps (“The Return of Spring”) Unit 18: Les planètes Year 6 Unit 19: Notre école Unit 20: Notre monde (The world about us) Unit 21: Le passé et le présent (Then and now) Unit 22: Ici et là (Out and about) Unit 23: Monter un café (Creating a café) Unit 24: Quoi de neuf? (What’s in the news?)

52 Using the units “The suggested sequence ensures that children build on previous knowledge and understanding and develop their skills systematically across the 4 years. The teachers may choose, however, to change the order in which the units are taught, for example if this facilitates cross curricular links.” Talk about how units are arranged in terms of development of language skills and challenge this might present if they don’t link with when you are doing the other curriculum area. If you reorder the units to match your curriculum map, you will need to adapt the language units so that the appropriate skills and level of language are taught. These units won’t suit everyone – there is a reasonable amount of linguistic challenge in later units. Currently no sound files etc available and QCA don’t provide supporting resources or recommendations – have to make/find your own or wait until someone does it. There are some really good ideas within these but take these points into consideration and also the fact that if you do 24 topics over 4 years that means a lot of vocab content. Remember what we’ve been saying about doing a lot with a little – this seems to contradict that a bit. In conclusion – worth looking at and those of you with reasonable ling skills and as the class teacher, may be able to make it work. If you are not confident linguistically, you might want to pick some of the ideas and narrow down the language. If you are an peripatetic lang teacher, be very careful to discuss and jointly plan any links that you make with the rest of the curriculum. COFFEE / What might be the implications of moving units between year groups?

53 Hampshire WizKid VLE

54 https://education. staffordshire. gov
https://education.staffordshire.gov.uk/Curriculum/Subjectareas/ModernForeignLanguages/PrimaryLanguages/Resources/PMFLStaffsQCAFr.htm

55 Selection of IWB resources with sound files for subscribers – costs £59 p.a. for up to 10 simultaneous users plus £1 per extra user. Some resources for all 24 units in French & Spanish.

56 Sources of support and ideas for cross-curricular planning

57 Useful books & resources
ISBN ISBN ISBN available from

58

59 Need a link


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