Teaching French in KS2

Presenting language

Presenting language• Using a variety of voices• Using a variety of speed• Using a variety of volume• Using a variety of resources:

– Flash cards – qu’est-ce que c’est?: flash, slow reveal – PPT – Mimes – Songs– Dvds Mon âne

• Games:– “comment” game– Deduction game – cognate = Give cards with pictures on,

teacher to call out a word and the chn to show the card– Days of the week – group of 5 to repeat endlessly and practise– aerobics and mimes

• Workshop : using a database of words and resources, practice a variety of ways of presenting the vocabulary

• Feedback

Oracy• Regular and frequent opportunities - listening and

speaking – To learn to recognise familiar and unfamiliar sounds– To reproduce the sounds– To create phrases and sentences– To engage in simple conversations

• Models of pronunciation :• Teacher (you, MFL coordinator, primary colleagues, secondary

colleagues)• FLA (City FLA for Primary, secondary school, college)• CDs (authentic French: Henri Des, Spanish: Rosa Leon, German:

Detlev Joecker /teaching materials: Singing French/Spanish)• DVDs and videos (authentic: Popi, Petit Ours Brun

www.fnac.fr/amazon.fr, /teaching materials: Early Start, Mon âne/ VLP)

• Books and voices (authentic Tony Ross/VLP)• ICTwww.ringwood.hants.sch.uk/oldschool/_Subjects/ModLang/Department/INDEX.HTMwww.linguascope.com

SCHEME OF WORK

Oracy

• Develop / use skills (listen/recognise)

• Reproduce/use their knowledge

• Simple conversation

• Reinforce/expand their knowledge

SCHEME OF WORK

Oracy–Physical action–Gestures–Mimes–Repeat words rhythmically–Observe facial expressions–Circle games–Sing songs, stories, poems, rhymes–Puppets and props

Listening

• Group:– > > respond to an intonation/ phoneme / a word / a

category of words (word class games)/ a sentence (part of a finger rhyme)

• Jacques a dit … e.g. instructions de la classe• Hand up: e.g. Une oie…• Clap: e.g. Une oie…• Mime: e.g. instructions de la classe• Count the occurrences Jacques a dit… La tortue/pirouette• Echo specific items (e.g. any word that sounds like English)• Multilink cubes to respond to the order (colours / chunks of

text in colour)

Listening

• Individual:– > touchez la bonne carte/image – attrape-mouche

(FC/AM), e.g. les couleurs ppt– > bingo, guess the number / word

• Pair work– > Jacques a dit… montre moi 5/bleu…– > sort out the order of the lyrics of a song / finger

rhyme, e.g. les fleurs nouvelles

Speaking• Repeating to – class– groups (boys/girls/wearing blue/with long hair)– buddy– teacher

• Group:- Word / sentence level:

• > chaud/froid (item to hide) • > jouer contre le professeur (FC) • > le parachute• > hot seat• > follow the leader• > brain gym – alphabet / names – number bonds (10 = 2+8, …)• > snap (word class/sums…)• >interesting word game – circle time

– Text level:• > perform a song / a finger rhyme

Speaking• Individual:

– Word / sentence level:• > respond to the register• > la patate chaude (balle) • > le cercle et la tortue• > thumbs up heads down• > mouthing• > Mexican wave : 1 2 3 sad/happy /bored(+ shocked/angry…)• > podcast / videos• > hangman

– Text level:• > perform a finger rhyme

Speaking

• Pair work – word/sentence/text level– > as many items in a limited amount of time– > Je pense à …– > repeat the items in the FC order / alphabetic

order– > les policiers (hats)– > role play = ask and answer questions : pair

work/ table / in a row (with/out puppets)

SCHEME OF WORK

Language learning strategies

• Children have regular opportunities to think about eh best way for them to learn a new language and they employ a range of strategies to help them do this (VAK)

SCHEME OF WORK

Language learning strategies• Communicating – understanding spoken

language and being understood (pronunciation /intonation/new sound system/authentic material)

• Practising new language and consolidating regularly

(sound/spelling of new vocabulary, dictionary skills)

• Memorising on a word/sentence/text level(rhythm/look-cover-say-write/association with colours/pictures/mimes)

• Applying prior knowledge to create language(learnt vocabulary/structures in a new context/increasing length – compound sentences – a

poem/song…)

• Promoting use of language beyond the classroom

SCHEME OF WORK

Intercultural Understanding ?

SCHEME OF WORK

Intercultural Understanding• Develop a greater U of their own lives in

the context of exploring others• Learn to look at things from another

perspective, giving insight regarding –people, lives and traditions of other cultures

• Learn about the different languages spoken by children in school

Discuss simple ways of developing IU…

Examples - everyday

• Register • Bonjour madame / mademoiselle / monsieur

– Early Start - video

• présent/présente / absent/absente

• Saying today’s date - display

• « Happy Birthday »Joyeux anniversaire

Examples

• Before/After the holidays– Ask the children to bring back photos, postcards,

souvenirs to share when they come back:

what did they hear /see /eat /smell /touch?• A display• A speech to pair/class/assembly

Examples - greetings

• The children to find out some of the many greetings in other languages.

• The children share any additional greetings they have learnt during the summer.

• To make a “Welcome Poster”.• Revisit the NASA Voyager website which gives

soundfiles of greetings in 55 languages. Allow the children to say which languages they would like to hear, and to try and mimic some of the phrases.

Examples - languages

• Ask the children what they already know about the languages spoken in our country.

• Revisit the BBC Languages Across Europe website and click on United Kingdom. Discover how many languages are spoken in the UK, and why. By clicking on the hyperlinks you can find out more about the languages spoken in the UK, and even listen to samples of some of them.

• Explore and discuss what the children know about the languages spoken in different European countries. BBC Languages Across Europe lists the countries together with the languages spoken in each of them.

Examples - geography

• Using maps, allow the children to see the UK in relation to France. Can the children name any of the other countries near to the UK? What do they already know?

• Google UK map gives an easy-to-read map that can be moved with the mouse.

• Europe: how many countries can they remember?

Examples – partner school

• Could the children choose a charity to raise funds for, in order to focus their thoughts on less fortunate children across the world, as the festive season approaches?

• One possibility would be a sponsored event, which could involve learning French spellings for a Spelling Bee, singing a French song, reciting some finger rhymes, or putting on a French performance and asking for donations.

• Might this fund-raising activity be undertaken jointly with a partner class abroad, with whom the children regularly video-conference?

Examples – festivals and celebrations

Children consider the festival of Christmas, as well as other festivals celebrated amongst different cultures in the UK at this time of year. The BBC has information about the festivals of Christmas, Diwali, Eid, Ramadan, Hanukkah; also the Ten Ages of Christmas, Why Christmas?, Christmas Carols, The Christmas Pages

Allow the children to investigate once again what happens by way of celebration in some parts of Europe on 6 December (Saint Nicolas).

• The children work together to produce a multilingual happy birthday banner. Each child is given a pennant-shaped flag and must decorate it and write “Happy birthday” in a different language.

• Phrases in a wide choice of languages can be found at http://www.shabbir.com/romance/bday.html

SCHEME OF WORK Literacy

– Reading words

– Reading sentences

– Use different styles

Starters and plenaries

• To practise vocabulary and recycle language out of usual context, can be grammatical as well as vocabulary based:– > Find the odd one out and justify the answerLes sons:

– pou /mou /cou /pois– pou /pois /las /pas– papa/ chat/ maman /coca

Les mots:– rose /bleu /vert /marron– mange /arrive /finis / commence– France /allemand /italien / algérien

Reading words

• Presentation of vocabulary and thinking about the sounds – > search for specific sounds

• Presentation of vocabulary and thinking about the sounds – > search for cognates (sound like English)

• Presentation of the written form of the words practised – > search for cognates (look like English)– E.g. numbers

• Prediction of the written form – homophony (same sound)– E.g. sound /o/ - o, ô, au, eau – cadeau/chapeau

Reading sentences

• Presentation of sentences and thinking about word order – E.g. Un lion jaune

• Presentation of vocabulary and thinking about the sounds – > search for cognates (sound like English)

• Presentation of the written form of the words practised – > search for cognates (look like English)– E.g. numbers

• Prediction of the written form – homophony (same sound)– E.g. sound /o/ - o, ô, au, eau – cadeau/chapeau

SCHEME OF WORK Knowledge about language

• Reinforce and reinterpret knowledge and understanding from their K and U of their first language.

• Develop insights by comparing their own language(s) with another and reflecting on similarities/differences

• Build on their K/U on their language to increase U of the rules of language and begin to apply rules when creating new language

SCHEME OF WORK

• For students: activities should be doable, worthwhile and fun.

• For teachers: activities should be workable, measurable and fulfilling.

Levels – key words

Level 1:

Understand simple classroom commands and

short statements and questions, single words or

short phrases.

Produce short statements and questions,

single words or short phrases.

Levels – key words

Level 2:

Understand a range of familiar statements and

questions.

Produce a short and simple description of

people, places and object.

Levels – key words

Level 3:

Understand short passages/conversations.

Produce a short and conversation of 2/3

exchanges.

Levels – key words

Level 4:

Understand short stories and factual texts.

Produce simple structured conversations of at

least three or four exchanges.

Assessments

Each year group sit for a test covering

the 4 skills with the aim to get as many

students as possible reaching a level 4

by the end of KS2.

Levels are passed to primary schools

to be sent off to secondary schools.

Assessments

This year

– 58.7% got a level 4,

– 24.7% got a level 3,

– 9% got a level 2 and

– 7.4% got a level 1.

Resources

1. A folder was built and given to each school,containing:– SoW– Levels– Useful ICT websites– Lesson plans– 5 minutes ideas – lessons– Photocopiable worksheets– Flashcards– Acetates2. Books (big ones and small ones) and CDs

Resources - ICT– www.linguascope.com– www.momes.net– www.pouletfrites.com– www.quia.com– www.rgshw.com/languagesonline– www.german.about.com– www.mflgames.co.uk– www.languageskills.co.uk– www.oup.co.uk/francoscope– www.oup.co.uk/equipe– www.learn.co.uk– www.frenchrevision.co.uk– www.linguanet.org.uk– www.languagesonline.org.uk– www.zut.org.uk

Courses and conferences

1. Information about/from courses (CILT) meetings (Southampton ELL RSG) and conferences is disseminated.

2. Lessons by VLP are being observed by primary teachers

3. Crash courses are given during year team meetings by VLP

Clubs

This year, we are trying to put in place clubs

using our FLAs: RWN to liaise with the schools– French – A student from Itchen– Spanish– German– Chinese

What worked well…

– Timetable (change)– MFL coordinator to be designated in primary

schools– SoW– Resources– Assessments– Certificates– Crash courses– Language days/festivals run by schools– Assemblies– Joint trip to France – RWN

What worked well…The students developed:• Oracy – better pronunciation, confidence speaking and acting in front of the

class• Literacy – better spelling – word level, structuring – sentence level• Knowledge about language – rules and differences• Intercultural Understanding – opening the minds by sharing experience• Language learning strategies – methods, resources, levels, “Jargon”

• A positive attitude towards languages – good relationships with the students

• Confidence within the students when arriving in secondary schools

All students making progress and a high percentage of level 4 at the end of year 6.

Above all… we had fun!!!!!

What will change…

1. Analyse and compare year 7 data (last year with this year) and monitor progress our actual year 7.

2. Change of our scheme of work in our secondary school

3. More liaison – ½ termly meetings1. More courses to develop confidence and independence

2. Observation by VLP – literacy in Year 3/4

4. Use of FLAs – clubs

5. Performances for parents

6. Next stage… Year 3 and Year 4

What has changed…

1. Year 7 students having received 6h of French over 2 years have reached a higher level at the beginning – it is most noticeable with top sets – confidence and pronunciation

2. Our scheme of work is being adapted 1. Variety of tenses

2. Complexity of structures

3. More creativity for extended creative writing

Serious games

Starters and plenaries

• To practise spelling, alphabet and revise vocabulary:– >Recognise jumbled up letters in a word

(extra point for correct gender)

Les animaux:– CATH -> ?– UOSRSI -> ?

Les animaux:– CATH -> CHAT -> UN– UOSRSI -> SOURIS -> UNE

Starters and plenaries

• To practise word order and revise vocabulary, practise learning skills – using grammatical and punctuation clues):

– > Reorganise words within a sentence

Les animaux:– un / J’ai / chat.

– bleu / un / J’ai / éléphant. / petit

Les animaux:– J’ai un chat.

– J’ai un petit éléphant bleu.

Starters and plenaries

• To practise word order, agreements and revise vocabulary :– > Determine the words in a sentence

Les animaux:– J’aiunchien.– J’aiungrandchatvert.

Les animaux:– J’ai/un/chien.– J’ai/un/grand/chat/vert.

Starters and plenaries

• To practise spelling and revise vocabulary:– > Le pendu

Les couleurs:– - L - -– R - - - E

Les mots:– BLEU– ROUGE

Starters and plenaries

• To practise accuracy of spelling and grammar:– > Find the mistakes

Les couleurs et les adjectifs de taille:– j’ai un vert chat– J’ai un chat petit blue

Les réponses:– J’ai un chat vert.– J’ai un petit chat bleu.

Games – to get hyper!!!

– > touchez la bonne carte – attrape-mouche (FC/AM)– > Jacques a dit … – > les policiers (hats)– > chaud/froid (item to hide)– > jouer contre le professeur (FC)– > la patate chaude (balle)– > le parachute– > le cercle et la tortue

Games – to calm down!!!

– > Je pense à …– > Mexican wave– > «heads down and thumbs up » (FC)– > bingo (paper)– > le menteur (paper)

Mimes!!!

– > word level• Nouns• Adjectives• Adverbs• Verbs in the infinitive

– > sentence level• As-tu..?• J’ai / je n’ai pas de• Il y a / il n’y a pas• Verbs - tenses

Activities

• In year group, using your SoW, decide what topics would be the most suitable to be taught in French (think cross-curricular)

• Look at examples of lesson plans and build a pro forma for me to build to help you teach by just following the lesson plans

• Evaluation

Thank you for listening

Please ask any questions…