Presentation on theme: "Modern Foreign Languages"— Presentation transcript:
1 Modern Foreign Languages MFLModern Foreign Languages
2 Activity: Greetings/Introductions Take name cardAim: to find partner by asking questionsGreet whoever you meet: ‘Bonjour!’They say ‘Bonjour!’ in replyYou ask the person: ‘Comment t’appelle tu?’They respond ‘Je m’appelle…’If they are your partner, say ‘excellent!’If not, say ‘Ah, non!’ and move on.
3 Activity Review Demanding? Much preparation? Enjoyable? Inclusive? Could differentiate?
4 MFL - Background Nuffield Languages Enquiry (1998 – 2000) Languages for All: Languages for Life (National Languages Strategy 2002)Primary National Strategy (2004)
5 ‘Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning. By age 11 they should have the opportunity to reach a recognised level of competence on the Common European Framework and for that achievement to be recognised through a national scheme’ (Languages for All: Languages for Life)
7 Supportive Developments CILT: the National Centre for LanguagesNACELL: the National Advisory Centre on Early Language LearningNational Director for LanguagesKS2 NC & QCA schemes and non-statutory guidanceThe Languages Ladder / Asset LanguagesAdditional funding (Primary Strategy)KS2 Framework for MFLFLAs for primary schoolsLinks with Secondary schools (specialist & feeder)
8 KS2 Framework for Languages aims to provide practical support for the development of primary MFL through:A set of learning objectivesGuidance on their use
10 KS2 Framework for Languages 5 Strands OracyLiteracyIntercultural UnderstandingKnowledge about LanguageLanguage Learning Strategies
11 Meeting the Framework Objectives Today’s starter activity: greetings.Page 18 in FrameworkObjectives met:OracyLiteracyKnowledge about LanguageLanguage Learning Strategies4 out of 5 strands addressed.
12 Assumptions about Delivery Schools choose which languageTeacher and planners will need access to appropriate resourcesMFL will be embedded – links to other subjectsTeaching will involve different staff, but the role of the classroom teacher is criticalSchools will allocate at least one hour per week for dedicated language learning.
13 Why? It’s good idea … isn’t it? Why might you think it’s not so good?So what’s good about it?
14 Concerns Time Expertise – linguistic Expertise – methodological ResourcesOther?
15 However, Early Language Learning can… Develop language skills (especially ‘ear’)Develop language learning skillsDevelop recall skillsSupport Literacy and understanding of how language worksDevelop communication skillsReinforce learning in other subjects
16 Early Language Learning can… Develop cultural awarenessFoster positive attitudes to:- language learning- Other cultures- Speakers of other languages- Speakers of non-standard EnglishDevelop self-esteem amongst pupils with EAL
18 Holy Souls KS2 Framework for Languages with QCA LCP scheme with flashcards as backboneAll years start with Y3 then build on this1 hour per week – half hour & smaller chunksEmphasis on Speaking & Listening with some writing further down line (more next week)Use of ICT to support & motivateCross-curricular linksSongs, poems, games, dances, etcMake it fun – have a go!
19 Holy Souls Non-statutory until 2010/11 (date not yet set) No formal assessments (yet)Make engaging: A process as much as an outcomeLinks with Archbishop Illesley – esp Y6Languages coach – establish need firstFunding & from LA through BASSLinks with French schools – 2009/10
20 Suggested Planning Spring Term – immersion in French language Try out basics, e.g. greetings, numbers, commandsUse ICT resources to grab children’s interest, e.g. Funny BearKS2 Year 3 Term 1 week-by-week Resource Pack to get startedLearn together with children40% French words = cognates!
22 Songs www.songsforteaching.com/frenchsongs.htm www.mamalisa.com Allons Chanter CD, e.g. for phonics sound ‘ou’ – game ‘coucou et hibou’French children’s characters, e.g. Funny Bear, Pigloo, Bebe Lilly.
23 Comment t’appelle tu?Je m'appelle funny bear Je m'appelle funny bear Je m'appelle funny funny funny funny funny bear.J'ai un petit ventre mou et un slip kangourou. Je suis pas comme les autres tout doux moiJe suis un petit loup.
24 Qu'est-ce que tu aimes faire, Pigloo? Qu'il fasse bon ou mauvais Moi j'aime skier Qu'il fasse bon ou mauvais Moi j'aime skier En avant en arrière S'envoler dans les airs De surfer, je n'peux plus m'arrêter
25 Tenez-vous les hanches Faites comme les pingouinsFaut que ça balanceOn se déhancheCa fait du bien.
27 Pat et Stanley font du Sport Suggested Use Listen for cognates – make notes / listWhat is happening?Prediction: what next?Qui est les animaux?Enjoy!
28 Numbers Un, deux , un deux trois Quatre, cinq, quatre cinq six Sept, huit, sept huit neufDIX et puis ça recommence la, la , la , laet puis ça recommence (répétez)
29 Cultural understanding Food tastingWeather – webcams, e.g.‘trendy’ sitemain TV site for clipsChez MimiChez Mimi episodes:Film trailers – prediction skills, listening skills, compare cultures, e.g.
30 Other ideas Register – greetings or just say something in French Kim’s gamePE numbers gameMaths mental warm-upBirthdays: ‘Bon anniversaire!’Sign of the Cross: ‘Au nom du père, Et du fils, Et du Saint-Esprit. Amen’.
31 ICT LCP Interactive activities – icon on system Websites – see basic list on staff common, e.g.Youtube – fantastic resource - vet first!Powerpoint resources – staff commonSmartboard resources – staff commonMore on ICT next week…