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Before you start: Open PowerPoint Click Tools Click Options Click Security Tag Click Macro Security Select Medium Close and re-open PowerPoint (you wont.

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Presentation on theme: "Before you start: Open PowerPoint Click Tools Click Options Click Security Tag Click Macro Security Select Medium Close and re-open PowerPoint (you wont."— Presentation transcript:

1 Before you start: Open PowerPoint Click Tools Click Options Click Security Tag Click Macro Security Select Medium Close and re-open PowerPoint (you wont have to do any of that again, but if asked click on enable macros at start-up next time)

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

3 Bienvenue! ¡Bienvenidos! Willkommen!

4 DAY 2 - PROGRAMME (am) 09:00Coffee and registration 09:30Welcome and feedback from last session 09:40Beginning with Sound 11:00COFFEE 11:15Linguistic element 1 12:30LUNCH

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

6 Beginning with Sound HIAS Extended Course Day 2 Thursday 28th January 2010

7 Lets start at the very beginning… …a very good place to start!

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

9 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 childrens 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

10 Wont it confuse children? No, its 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

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

12 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

13 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.

14 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.

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

16 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

17 Words that might occur with the ou phoneme vous nous choux genou loup tout souris poule

18 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. * Song: Savez-vous planter les choux?

19 Savez-vous planter les choux? 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 *

20 Savez-vous planter les choux? 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

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

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… How many times will you hear the sound? *

23 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…

24 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.

25 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!

26 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.

27 Mystery sound cards:

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30 Online support with French pronunciation Goes right up to native speaker level and really tests your own listening skills

31 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 theyve 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

32 eu sound ère sound *

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37 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

38 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.

39 Predict the spelling Using Mini whiteboards Tell the children that youre 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!!).

40 Six souris Sans soucis Sortent de leurs six trous. Quand le chat Vit tout ça. Sen fut chercher six chats.

41 Links to word level Memorising words and spelling strategies Phonics Using syllables Visual techniques – vowels and consonants Cognates/near cognates Cognates/near cognates Rhyming strings Dictionary skills

42 Dictionary Skills (1) abeille zèbre cochon éléphant pingouin abeillezèbrecochonéléphantpingouin

43 Dictionary Skills (2) bonnet bille bête banane bulle bananebullebêtebillebonnet

44 Assessment Opportunity I can sort words into dictionary order by their first two letters I can sort words into dictionary order by their first letter

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


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