Day 2: Tuesday 9th December, 2014

‘Stories and 10-minute activities’Greenwich PDC

*London Schools Excellence Fund Project

Greenwich

*Learning a Language is like....

?2

*Learning a Language is like....Learning a language

Is like doing a jigsaw puzzle

Of a million pieces

With a picture that keeps changing.

It's like getting lost in a foreign city without a map.

It's like playing tennis without a ball,

like being an ant in a field of grasshoppers.

It's like being an acrobat with a broken leg,

An actor without a script,

A carpenter without a saw,

A storyteller without a middle or an end.

 But then gradually

It's like being out in the early morning

with the mists lifting.

It's like a chink of light under a door,

like finding the glove you were looking for,

Catching the train you thought you were going to miss,

Getting an unlooked-for present,

Exchanging a smile.

And then one day it's like riding a bicycle

Very fast downhill.

by Olivia McMahon

3Vicky Grammatikopoulou

• What does progression look like?

• Using Target Language in everyday routines

• 10-minute-activities

IND

EP

EN

DE

NC

E

ACC

UR

ACY

CONTENT

SKILL

listeningspeaking

readingwriting

word(s) phrasesQUANTITY

sentencesParagraphs (scaffolded / e-mails / Messages)

nounsartic

lesadjectiv

esverbs

connectives

opinions

&

justificatio

ns

unin

tellig

ible

copying

mea

ning

unde

rsto

odm

ostly

accu

rate

conf

iden

tly

accu

rate

from memory

using unfamiliar languagewith independence & accuracy (using knowledge of phonemes /graphemes, dictionaries etc.).

CONFIDENCE AND M

OTIVATION

¿Señora, puedo ser la profe?

¿Por qué?

Porque estoy contento/a!

Porque soy inteligente!

Porque soy guay!

Madame, est-ce que je peux faire le prof?

Pourquoi?

parce que je suis content!

parce que je suis intelligent!

parce que je suis cool!

* ¿Quién tiene una pregunta?

¿Puedo sentarme?

¿Por qué?

Porque soy / estoy… …fantástico..…genial.…cansada.…contento.

…muy……bastante

¿Puedo beber agua? Porque tengo sed.

¿Puedo quitar mi chaqueta? Porque hace calor.

Sí,No,

puedes sentarteno puedes sentarte

*Qui a une question pour moi?

Est-ce que je peux m’asseoir?

Pourquoi?

Parce que je suis… …fantastique.…super.…génial.…fatigué.…content.

…très……vraiment……assez…

Est-ce que je peux boire de l’eau? Parce que j’ai soif.

Est-ce que je peux enlever ma veste? Parce que j’ai chaud.

Oui,Non

,

tu peux t’asseoir!tu ne peux pas

t’asseoir!

*How do we get there? Introduce ‘asking permission’

routine (in same way you would teach any new vocabulary

* Est-ce que je peux….

* Faire le calendrier?* Aller aux toilettes?* Avoir un dictionnaire?* Être volontaire?* Changer de place?* Garder le score?* Parler en anglais?* Distribuer….?* Ramasser…?

¿Puedo….

• Hacer el calendario?• Ir a los servicios?• Tener un

diccionario?• Ser volontario?• Cambiar de silla?• Anotar los puntos?• Hablar en inglés?• Distribuar….?• Colleccionar…?

* Practice it.

Sing it.Play games.

Display it.

*Est-ce que je peux…* ouvrir la fenêtre?

* avoir un dictionnaire?

* aller aux toilettes?

* être volontaire?

* distribuer les batons de colle?

* distribuer les cahiers?

* ramasser les cahiers?

* changer de place?

* parler en anglais?

* garder le score?

* faire le calendrier?

* score garder le

* que je ce peux est-

* est- peux je que ce aux aller toilettes

* peux je ce que est- cahiers les ramasser

*Est-ce que je peux…..?

*Objectives routine

1. On va faire du vélo ?

2. On va faire la cuisine?

3. On va apprendre du vocabulaire?

À ton avis, qu’est-ce qu’on va faire aujourd’hui?

À mon avis aujourd’hu

i…

Tu es d’accord?

Oui, Je suis d’accord.

Non, je ne suis pas d’accord.

*Lesson Objective

* Aujourd’hui on va apprendre du vocabulaire. On va parler des activités du soir.

* Ensuite, on va jouer à un jeu.

* Puis, on va écouter un texte.

* Après, on va parler en français, on ne va pas parler en anglais.

* Finalement, ça va être facile !!!!

On va apprendre 11 frases avec “est-ce que je peux”

*Qu’est-ce qu’on va faire aujourd’hui?

•Puis, on va poser des questions•Après, on va jouer un peu•Ensuite, on va chanter un tout petit peu •Enfin, on va discuter en paires

•D’abord, on va faire l’ appel

On va apprendre à poser des questions

On va travailler en paires

On va apprendre 11 frases avec “est-ce que je peux”

*Qué vamos a hacer hoy?

•Pues, vamos a preguntar preguntas•Después, vamos a jugar un poco•Entonces, vamos a cantar en grupos •Finalmente, vamos a discutar en parejas

•De primero, vamos a pasar la lista

Vamos a aprender a preguntar preguntas

Vamos a trabajr en parejas

Por la mañana, vamos a hacer….

Por la tarde, vamos a hacer….

Hoy es:lunes, dos de diciembre, 2014

Hoy el tiempo:

¿Qué vamos a hacer hoy?

*Teaching 10-minute-activities

*Guten Morgen-Lied

Guten MorgenGuten MorgenWer ist hier?Wer ist hier?Christopher und Sarah, Emmeline und Rittu,Auf Wiedersehn.Auf Wiedersehn.

… und …..….und …. ?

*10-minute approach

*A. Familiarising children with languages

*B. Familiarising children with different countries and cultures

*C. Learning a new language

* A. Using languages for daily routines

The register

The date

Physical response- brain breaks

Greetings-songs

*Assemblies

The register

The date

*A. Using languages for daily

routines *Use greetings during register

*Introduce greetings:

Salut/ bonjour; hallo/ Guten Morgen; hola/ buenos días

*Doing the weather:

Wie ist das Wetter heute?

Die Sonne scheint, es ist kalt, es ist heiß, es regnet

*Songs, rhymes, games

*A. Finger rhymes and rhymes

Guten Morgen Papa!

Guten Morgen Mama!

Guten Morgen mein Bruder!

Guten Morgen meine Schwester!

Und ich,

Guten Morgen kleiner Finger !

Auf Wiedersehn …

*A. Finger rhymes

Deux petits escargots dans le jardin

Bonjour!

Bonjour!

Ça va?

Ça va bien. Et toi?

Ça ne va pas. Il pleut. Je rentre.

* Circle time

*Me llamo. ¿Cómo se llama?

*Passing an object round the circle – when music stops, a small conversation can take place.

*The music itself can sensitise children to the sounds and rhythm of the language

*Classroom language

* Hör zu, écoute, escucha

* Schau her, regarde, mira

* Setz dich, assieds-toi, siéntate

Play: Jacques a dit

* B. Developing awareness and knowledge of other countries and

cultures

* Raising cultural awareness

* What do you know about Germany?

- geography (how do you get there?)

- food

- music …

*B. Anagram Game

AAERNLBCO

*B. Anagram Game

INEBLR

*B. Anagram Game

IAACLS

*B. Anagram Game

BARCELONA

BERLIN CALAIS

*C. Learning a new

language * Topics chosen: numbers

* Reflect on - Learning objectives- Methods - Sequence of introducing new words - Cross-curricular links - Roles of teacher and pupils

* Numbers and Counting: Activities

Children

* Repeat word after teacher

* Repeat if true

* Show number (hands, cards)

* Do actions (e.g. clap 5 times)

* Touch board (find correct number)

* Arrange number cards in correct order

* Bingo

* Numbers and Counting: Examples

Moi, toi, et le roi

Ça fait trois.

Moi, toi, et le roi

Nous sommes trois

Frère Jacques: 1,2, 3 and 1 - 12

Twinkle, twinkle 1 - 6

*Numbers and Counting: Examples

Une pomme

Deux pommes

Trois pommes …

Huit pommes

Pont Neuf

Queue de Boeuf

Pay attention to pronunciation:

huit/ dix pommes

* Numbers and Counting: Activities

Break words up in syllables Work on sounds: how often do you hear the

sound … Sing numbers* Counting games * Counting out games (1, 2, 3 au revoir)* Read numbers (domino, bingo)* Guess what number I am thinking off * Guess what number is missing * Label number * Games: ‘Pierre dit Paul’; ‘boum’

* Numbers and Counting: Activities and cross-

curricular links

16 5 + 3

9 - 1

7 - 5

3 * 3

5 + 7

21

8 + 3 12 - 5

* Numbers and Counting: Activities and cross-curricular links

A B C D

1

2

3

4

• Shapes

• Measurements

• Charts Cross-curricular links:

time; embedding curriculum; meaningful language use; memorisation

ProgressionWhat is it / what does it look like in a

Primary Languages lesson?

(A little goes a long way, as with classroom actions/instructions & days of the week, & progression

doesn’t have to be only linguistic.)

CONCLUSIONS• Teaching primary languages doesn’t mean being a ‘perfect

linguist’ with a wealth of grammatical knowledge or linguistic accuracy.

• Learning primary languages isn’t about learning to read, write, say and understand endless ‘groupings’ of nouns or words, or even set phrases in isolation.

• It is about developing skills, confidence, enjoyment, a ‘have-a-go’ approach, skills of deduction, a foundation, a ‘can-do’ attitude, all of which need to be modelled by the teacher/adult.

• Progression: understand what it looks like in a language lesson and across a number of years of language learning ; help young learners to recognise when they achieve this; develop a collaborative approach to recording and reporting it.

• A little language goes a long way – with only a limited choice of words or phrases a lot of progress can be made by learners

• Don’t be afraid to expose learners to a wealth of ‘superfluous’ language (caught v taught)

• Be aware of the smaller steps of progression that are present in each activity

• Consider different approaches to introducing new language. Let the scheme of work empower you, not confine you

Key messages…

• Questions• Next session: Bring a 10-minute

activity• Pupil audit• School visits• Evaluations

* Plenary