1. City of Edinburgh Modern Languages Early Years Conference 25th-26th February 2015

2. Sarah Spiller
1+2 Development Officer

3. Ratho Primary School P1 pupils
Plan
Ratho Primary School P1 pupils
Why 1+2?
Edinburgh Resources
Some ideas for class

4. Ratho Primary School Pilot School 2013-2014 French and Spanish
Primary 1A

5. Why 1+2?
Develop understanding of sound systems, listening and talking skills, and turn taking
Early Years children are at a stage in their development when they are receptive to learning another language. Their motivation and enthusiasm are high, while their levels of inhibition are typically lower than at later stages.
These factors mean that younger children often find it easier to mimic correct pronunciation and experiment with new words and phrases in an unfamiliar language

6. L2
A progressive experience for all of learning an additional language from Nursery/P1 onwards (L2).

7. L3
A revisited and progressive experience of another language in addition to this from P5 onwards (L3)
Scots
Urdu
Gaelic
French
German
Polish
Italian
Spanish
Mandarin

8. Timeline for implementation
2020
Timeline for implementation

9. Embedded language
Supportive
Embedded
Practical
Accessible
Engaging
Flexible
Progressive

10. Nursery/P1 Framework Embedded language
Minimum expectation for full implementation by 2020
Covers a set of core vocabulary topics which can be embedded in daily routines and across classroom practice
Greetings, numbers (1 -31), dates, weather, classroom talk
Resources developed at Early, First and Second Levels including all vocabulary, sound files, activities, web links and songs.

11. Username: edinburghlanguages Password: edinburgh All lower case!
edinburghmodernlanguages.yolasite.com
Username: edinburghlanguages Password: edinburgh All lower case!

13. Embedded language Choice Topics
2 parts to the resource
Embedded language
Choice Topics

16. Early Level Significant Aspects of Learning
Use language in a range of contexts and across learning
Develop confidence and enthusiasm to communicate using the language being learnt
Begin to develop an awareness of other countries, cultures and languages
Listen and join in with simple songs, stories and rhymes
Explore and recognise patterns and sounds of language through listening, watching and playing
Understand, respond to and say simple greetings and personal information (e.g. name)
Repeat and understand simple familiar language from a familiar source
Actively take part in simple daily routine language
Participate in familiar games including outdoor learning
Begin to explore resources to support my learning e.g. picture dictionaries

17. City of Edinburgh French Early Level
Feelings

18. Vocabulary
2. Feelings
Initially teacher can ask the question and start with 3 (e.g.) possible responses. This can progress to the learners using Et toi? and then adding in more responses and Ça va? as they grow more confident.
Ça va? How are you?
Ça va bien I am well
Ça va I am fine
Comme ci comme ça So-so
Ça ne va pas I am not good
Ça va mal I am bad
Et toi? And you?
You can also use Comment ça va? Which means How are you?

19. Ça va?
How are you?

20. Ça va bien!

21. Ça va

22. Comme ci, comme ça!

23. Ça ne va pas!
Use this to take the register, start each day with asking Ca va? Around the class. Create Ca va? Cards for pupils with printed off miniature copies of the pictures, ask Ca va? at the start of the day, after break, after lunch and ask pupils to choose their answer and say it to a partner or around the class.

24. Ça va mal!
Use this to take the register, start each day with asking Ca va? Around the class. Create Ca va? Cards for pupils with printed off miniature copies of the pictures, ask Ca va? at the start of the day, after break, after lunch and ask pupils to choose their answer and say it to a partner or around the class.

25. Et toi?
How are you?

26. Embedding the language
Start each day with asking Ça va? Around the class. Create Ça va? cards for pupils with printed off miniature copies of the smileys. Ask Ca va? at the start of the day, after break, after lunch and ask pupils to choose their answer and say it to a partner or around the class.
I am aware of and able to express my feelings and am developing the ability to talk about them.
HWB 0-01a / HWB 1-01a / HWB 2-01a / HWB 3-01a / HWB 4-01a

27. Sample activities
You will find a bank of sample activities which you can use to practice the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.

28. Activité 2
Ça va feelings cards

29. Feelings cards
Sitting in a circle, the teacher places pictures of smileys into the centre e.g. happy, sad, straight line face etc.
All pupils then ask the teacher, “Ça va?”
The teacher responds with a feeling and chooses one pupil to pick a smiley which matches that feeling from the centre.
This can be extended by that pupil then being the next to answer Ça va?

30. Activité 5
Chair spin Ça va!

31. Chair spin Ça va!
One pupil comes out to the front of the class and sits on the teacher’s spinny chair!
The teacher turns the chair to face the wall and so that the pupil is facing away from the class.
The pupil then has to put an expression of a feeling on their face before the teacher turns them round to face the class, keeping the same expression!
The rest of the class then have to guess the feeling that the pupil is acting out.
The winner goes next!

32. Activité 6
Situation Ça va!

33. Situation Ça va!
Look at the pictures and ask pupils to say how they would feel in these situations e.g. Ça va bien in a beach picture.
If they don’t know they can use:
Je ne sais pas (I don’t know)

34. Regardez les photos et décidez si
Look at the photos and decide if it would make you feel – Ça va bien, ça va, comme ci comme ça, ça ne va pas or ça va mal.

35. If you don’t know, you can say…
Je ne sais pas! (I don’t know)

36. Ça va?

37. Ça va?

38. Ça va?

39. Ça va?

40. Ça va?

41. Ça va?

42. Ça va?

43. Ça va?

44. Ça va?

45. Ça va?

46. Ça va?

47. Songs!
You will find a bank of sample songs which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class.

48. Ça va song

49. ICT Resources online
You will find a bank of sample ICT activities which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.
Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes.

50. BBC Primary French

51. Victoria Languages Online How are you?

52. Au revoir!

53. Embedded language
Choose a starting point which suits you and your class
Don’t worry about repetition of language – repetition is everything in language learning, they can’t hear it enough.
Little and often – drip, drip effect.
Start with Early Level
Approaches are more linked to Levels rather than the vocabulary – there is usually just more of it the higher you go.
Don’t be afraid to get it wrong! It’s a positive thing for the pupils to see you learning with them.
Go at a pace which you are comfortable with.

54. Choice topics
Range of contexts which can be fitted in across the curriculum
Designed to promote pupil and teacher choice
Some contain new vocabulary
Others build on previous learning
Some require no previous knowledge
Still mostly in development

55. Choice topics

56. French cartoon pack
Les dessins animés

57. L’âne trotro

58. Theme tune L’âne trotro Trop trop rigolo
L’âne trotro c’est l’ami qu’il nous faut
Trop trop rigolo!
Trotro donkey! Trotro donkey! Too too funny! Trotro donkey! Trotro donkey! Too too funny! Trotro donkey is the friend that you need, too too funny!

59. La photo de Trotro.

60. These are examples of activities you could do with the children in your class, adapting the target vocabulary to suit the learners.

61. Kim’s game-Qu'est-ce qu’il manque? Good for introducing new vocabulary
Une fraise
Une banane
Une pomme
Une orange

62. Qu'est-ce qu’il manque?

63. Qu'est-ce qu’il manque?
Excellent!!
Une orange

64. Qu'est-ce qu’il manque? Regarder les fruits Une fraise Une banane
Une pomme
Une orange

65. Qu'est-ce qu’il manque?

66. Qu'est-ce qu’il manque?

67. Mot de la semaine Mot du mois
Mot de la semaine means word of the week. Mot du mois means word of the month.
As a way of building up classroom vocabulary gently, you could have a word of the week/month which everyone will use in class (or out of class too if they like!)
Once you move onto your next word, keep the previous words going! This way the pupils will build up their language gradually!

68. 5 a day French

69. Quel temps fait-il conga!

70. Quel temps fait-il?
Quel temps fait-il? Quel temps fait-il? Quel temps fait-il? Quel temps fait-il?
Il fait beau, beau, beau, beau
Il fait chaud, chaud, chaud, chaud
Il fait gris, gris, gris, gris
Il fait froid, froid, froid, froid
Il neige, neige, neige, neige
You can adapt this to have more/less weather. You can also do the Quel temps fait-il bit as a conga line and then stop to do actions for the types of weather (e.g. thumbs up for il fait beau etc.)

72. Hi, hi, hi
Hi my friends
Hit with me
Chorus X 2
Whistle with me
Laugh with me
Now repeat
Salut, salut, salut Salut mes amis Frappez avec moi Chorus X 2 Sifflez avec moi Riez avec moi Répétez maintenant

73. Mettez-vous en ligne (to the tune of farmers in his den)
Tous les enfants de la classe,
Tous les enfants de la class means all the children in the class.

74. Circle Games New Vocabulary Flash cards Trouver moi .... Find me
Counting Game
Hide an item
Count louder when closer

75. Merci beaucoup!
edinburghmodernlanguages.yolasite.com Username: edinburghlanguages Password: edinburgh