Presentation on theme: "Teaching Languages : primary class teacher extended course Day 3 Thursday 4 th February 2010."— Presentation transcript:
Teaching Languages : primary class teacher extended course Day 3 Thursday 4 th February 2010
Cross-curricular links (including KAL & LLS) Jackie Berry & Fiona Scovell Hampshire Languages Team
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
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.
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
Integration and Embedding Surface Level Links Language teaching PE Maths Register No cognitive challenge Physical challenge Reinforcing or cognitive challenge
Using the register to practise language
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
PE Links Activity & / or DVD
Le Dé Dansant 1.un skieur (feet together, knees bent, jump & twist, use arms) 2.un pirate (climb the rigging) 3.un marin (Morecambe & Wise) 4.un chef dorchestre (cross and swing arms) 5.un jockey (gallop on spot, high knees) 6.un mécanicien (lie down, knees bent, arms up,wiggle hands)
Numeracy Links: Counting on and back Strip bingo Mental warm-up Dice, Number Fans, Place Value Bar charts, Co-ordinates Shapes & cognates
un deux trois quatre cinq six sept huit neuf dix
Maths Karate! + - x ÷ ÷ = plus moins fois divisée par égale
9 – 7 = 2
4 x 7 = 2 8
2 x table presentation downloaded from You Tube and converted to MPEG at
Multiplication des formes Quadrilatère Il y a …. carrés. Il y a combien de côtés? Un hexagone Un pentagone Un triangle Un carré
Body Parts Co-ordinates! les oreilles le nez la bouche les yeux
orange vert jaune rouge bleu Click the square to find 2 yeux, 2 oreilles, 1 nez & 1 bouche
Literacy Links Borrowed words Knowledge About Language: o Understand word class o Understand syntax o Understand agreement & position Dictionary Games Exploiting Books & Stories
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;
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)
Using Bi-lingual Dictionaries: LLS: Use a dictionary. 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 to look up spellings. KAL: Notice the spelling of familiar words. Recognise how sounds are represented. Year 6Year 5Year 4Year 3 Progression in the Framework:
How many words do we use in English which are borrowed from French? What words do we borrow from other Languages? anorak bungalow café trek alcohol zero robot yacht
Literacy is KAL Dans mon placard il y a un lion jaune. un petit chien bleu. une petite abeille. un avion.
il y a un petit avion bleu, une petite un grand éléphant rouge, abeille jaune et une grande araignée verte. Dans le sac,
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 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! 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!
A Sustained Link: Integrating language with semi-familiar content Language Science Literacy The Hungry Caterpillar – story structure – Life cycles – Jaime/Je naime pas + food; sg/pl
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
Science & Other Links Healthy Eating Planets (WSGfL) History – WWII (WSGFL) Geography (weather) Art (à la française
P.S.H.E/Science Cest bon pour la santé? OuiNon
Activity – planets & handout WSGfl Scheme of work
History Whole SoW can be ordered from West Sussex Grid for Learning – cost £50 +VAT
Quelles sont les 3 couleurs primaires ? vertjauneorange bleu violetrouge Les couleurs primaires sont les couleurs qui ne peuvent pas être composées par dautres couleurs. Slide from à la francaise – ISBN
Quelles sont les 3 couleurs secondaires ? vertjauneorange bleu violetrouge Les couleurs secondaires sont composées par deux couleurs primaires, +=
Le corps. la tête les genoux les pieds les oreilles les épaules le nez la bouche les yeux
ACTIVITY: Body Parts Dribble 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.
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.
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.imprimer et découper le gabarit.
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
QCA Units for Year 3 and Year 4 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) 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?
QCA Units for Year 5 and Year 6 Year 5 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?)
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. What might be the implications of moving units between year groups?