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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) 09:00 Coffee and registration
09:30 Welcome and feedback from last session
09:40 Beginning with Sound
11:00 COFFEE
11:15 Linguistic element 1
12:30 LUNCH
Beginning with Sound This session will provide a rationale and methodology for the focussed teaching of phonic elements to support children’s (and teachers’) listening, pronunciation, reading and spelling skills in primary languages.
11:15 Linguistic element 1: Focus on improving own language skills

5. DAY 2 - PROGRAMME (pm) 13:30 Linguistic element 2 14.30 Storytelling
15:15 Questions, feedback and evaluation
– what next?
15:30 CLOSE
13:30Linguistic element 2 Participants will learn, or revisit, key language through the methodology that they may use with their pupils; participants will be able to take away ideas and activities to use in the classroom.
14:30 Storytelling This session will focus on the choosing and using of foreign language books in the primary languages classroom.
15:15Questions, feedback and evaluation What next – give outline next session & gather requests from delegates.

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

7. Let’s start at the very beginning…
…a very good place to start!

8. What could these phrases really mean…?
I am the lord of the dance settee
Thanks Peter God
Festival
The baby cheeses
First will think about where phonics fits in
Stress importance of teaching pupils to hear accurately – in Eng and in lang teaching e.g ‘f’ versus ‘th’ in Eng – KS1 teachers very familiar with this.
When we can’t quite understand new sounds we relate them to language that we do know – on slide real examples of confusions – 3 in Eng and 1 in French – can you think what the REAL phrases might have been?
Important to hear sounds accurately as they relate closely to the meaning!
Le petit téléphone

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 children’s 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. Won’t it confuse children?
No, it’s 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
Explain not just teaching the alphabet but the sounds and not every letter but mostly vowels and phonemes which are different from English.
We want the children to start with listening for sounds and hearing and distinguishing between them.

11. When you read you begin with...
Activity - Alphabet here – remember cedilla on ‘c’ and accented letters with ‘e’. My mate, marmite – marching song.
Movie clip of alphabet available at or search ‘Imagiers alphabet’ on Youtube – could show if time! (in same file as this PPT)
Emphasise that these are the NAMES of the letters – not the sounds they make – just as English!
...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
Jackie Teach to group – use a flipchart if one is provided and write the letters as you go!
Remember e and grave and accent e.g. cafe
Marmite marching song activitiy 12

13. Make links with what children already know
Benefits of making links with Literacy explicit - Teaching children the sounds and letters of the French alphabet will help to reinforce their knowledge of English phonemes/graphemes.
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?
Activity - Work in small groups on tables to write down as many words containing grapheme ‘ch’ as possible. How many? Ask delegates to sort words according to the sound of ‘ch’. Four possibilities: ch as in church, soft as in champagne, hard and guttural as in loch, ‘k’ sound as in chemist. Soft ‘ch’ words have something in common – can delegates identify what? A = all words derived/borrowed from French which only has this sound for ‘ch’.
LLS (Y4) – Analyse and compare English with language being studied. *

15. What sound does a cow make with no lips?
Small child’s joke! Sound is ‘oo’ – ‘moo’ minus the ‘m’ as no lips to form the sound! Written here as French ‘ou’ grapheme.

16. Games to practise making the sound
Invent an action together to help kinaesthetic learners
Pass the letter bag.
Virtual tennis
Variety of games enables sustained repetition of new sounds without children becoming bored. Actions are proven to help with memory – join left & right brain. Important for kinaesthetic learners as well as fun.
Activity – Pass letter bag (explain why taking out letters such as ‘w’, ‘x’ and vowels)
Activity – Virtual tennis - chn enjoy it!
Pass letter bag – make sound preceded by your letter (might take out some e.g. x, q, some vowels)
Virtual tennis – teacher has invisible raquet and hits the sound towards chn who must return it – be as energetic as you like and vary pitch of voice etc.
KAL (Y3)– Imitate pronunciation of sounds *

17. Words that might occur with the ‘ou’ phoneme
vous
nous
choux
genou
loup
tout
souris
poule
Many of these very common – some such as ‘choux’, ‘loup’ occur in particular stories and SoWs (e.g. Catherine Cheater) Silent letters.

18. Listen and pass the object when you hear the ‘ou’ sound
Song: Savez-vous planter les choux?
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.
Activity - ‘Savez vous planter les choux?’ Emphasise do not need to know what the words mean at this stage as listening just for the sound! Easy to see which children can identify the sound – good for assessment. *

19. Savez-vous planter les choux?
On les plante avec la main
À la mode, à la mode
À la mode de chez nous
On les plante avec…
Le pied
Le genou
La tête
Savez-vous planter les choux
À la mode, à la mode?
À la mode de chez nous?
Activity - If time get delegates to look at a printed version of lyrics and underline where think they will hear the sound. Click to reveal red on PPT.
Very reassuring for chn to know that only one way to pronounce ‘ou’ in French – think of English (cough, enough, out, soup, journey!!!) French much more regular. *

20. Savez-vous planter les choux?
On les plante avec la main
À la mode, à la mode
À la mode de chez nous
On les plante avec…
Le pied
Le genou
La tête
Savez-vous planter les choux
À la mode, à la mode?
À la mode de chez nous?
If time get delegates to look at a printed version of lyrics and underline where think they will hear the sound. Click to reveal red on PPT.

21. Does it help when you see the words written as lyrics?
Children doing this activity will be starting to build phoneme/grapheme correspondence.

22. Dix dans le lit How many times will you hear the sound?
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…
Activity - Where do you think you will here the ou sound? Count them and predict how many.. (51?) *

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.
French Jolly Phonics – different to English ones for cultural reasons – show book (Le Manuel Phonique) if you have it.
Pig says /on/ in French! Do mime
Cochon on on on on
Make comparison with English – what do the letter on say in English? – reinforces pron in Eng
Look at next one – another difference to English
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?
Des champignons?
Du melon?
Non!
Alors quoi donc?
Des cornichons!
Step around the room
1 child - take a step across the room each time phoneme is heard – where will they end up? How many times did they take a step?
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:
Can use dictionaries and practise dictionary skills too – common sound is? ‘ch’ – chemise, chapeau, chat, chateau
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:
Common sound is ‘s’ – in France, serpent, cinq, question

28. Mystery sound cards:
Common sound is ‘ui’ as in huit, nuit, oui, cuisine

29. Mystery sound cards:
Common sound is nasal ‘in’ – lapin, princesse, main, jardin/sapin
Could also use these during register time as thinking activities for children.

30. http://phonetique.free.fr Online support with French pronunciation
This is for teachers - not for the children! Hyperlinked picture so could show website if time!
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 they’ve 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
Activity - Venn diagrams – link here to Maths! Use them for any phonemes you choose. The words you are sorting are:
Deux, neuf, yeux, bleu, fleur Eclair, mere, père, vert
Extend by overlapping the hoops to sort words containing both the target sounds. *

33. Sort into different hoops in PE perhaps or corners around the classroom. Only one has ‘ou’ – rouge!

34. eu/oeu ou
Sound islands. Could be done on IWB or with objects/picture cards and venn hoops on tables or large hoops in hall/classroom. Make it simpler by using just two islands or more complicated by having some items that do not belong on any of the islands!
au/eau/o

35. ui oi 8 ai

36. u
ille i

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.
Link to Literacy – phonic clouds
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.
Activity - Give out parts of words for all participants. Using knowledge of phoneme/grapheme correspondence and listening skills.
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 you’re 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!!).
Can use outcomes to reinforce concept of silent consonants at end of words!

40. Six souris Six souris Sans soucis Sortent de leurs six trous.
Quand le chat
Vit tout ça.
S’en fut chercher six chats.
As children progress, can still use same techniques to teach more sophisticated aspects of sounds in lang.
Show poem above – lots of fun as tongue twister! Ok for Y3/4
Listen and respond when you hear /s/ (without seeing) – count or build tower of multilink
Activity - With Y5/6 and with delegates:
How many times is there a letter s?
How many times is there an /s/ phoneme?
How many different ways is it spelt? S, c, ç, x
Can you find somewhere where sometimes you hear /s/ but here it is silent?
Then show and look at when you hear /s/ and when it is silent – can talk about liaison –
Which graphemes in French do we use for the phoneme /s/? (s, x, c…) could make mobiles, posters etc + collect instances of different words with /s/ phoneme
Discuss for a few minutes – this is sophisticated stuff – just looking at to show that phoneme/grapheme knowledge doesn’t stop at Y3.

41. Links to word level Memorising words and spelling strategies
Phonics
Using syllables
Visual techniques – vowels and consonants Cognates/near cognates
Rhyming strings
Dictionary skills
Count syllables and using vowels and consonants .
(Syllables – tuning ears to bigger chunks of sounds than individual phonemes – play in both Eng and other lang. e.g WHITEBOARD list of known words ( classroom objects - Un crayon, une règle, un stylo, une feuille, des ciseaux, une gomme, un baton de colle (un classeur, un livre, un cahier, un stylo, des feutres) – which am I clapping? + class obj on picnic mats/groups by no. of syllables (or on IWB) – in silence – hear it in your head.
Show assessment slide (2 forward)
Intro Voyelle and Consonne – play Je pense a un mot qui a…(use words on WHITEBOARD))
Cognates What do these words have in common (in Eng/French/Italian – possibly hidden)? E.g animals, colours – start with same letter, 3 vowels etc – on whiteboard. Refer to website – show if find page of days of week.
Egs nero, noir, giallo, yellow, bleu, blue, blanc, bianco etc
Rhyming words – more challenging – needs to be carefully introduced. P24 – may start with identifying 1 or 2 words in song e.g La Souris Verte, then give words on flash cards (that they can read) – select those they can hear and reject others. Then choose the words which rhyme and put in pairs. Finally look at the spellings of the rhyming words. – could do this as on KS2 fw course
Note intercultural ops with this one.
Refer to/show eg from DVD of weather with rhymes – CiLT dvd

42. Dictionary Skills (1) zèbre éléphant abeille cochon pingouin abeille
same activity answers
abeille
cochon
éléphant
pingouin
zèbre

43. Dictionary Skills (2) bille banane bulle bête bonnet banane bulle bête
Don’t need to know meanings of words but might look at cognates here.
banane
bulle
bête
bille
bonnet

44. Assessment Opportunity
I can sort words into dictionary order by their first letter
I can sort words into dictionary order by their first two letters
Children have already started doing this in literacy so used to it. Don’t worry about adding / mixing sounds from other languages. – One teacher in a school where German is taught made a comment re i sound in english and making a wall of sounds with her class eg hi sigh pie etc and children wanted to add drei (german) – also can even help spelling - bleu sounds different to blue hence spelling change

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