KS2 Language Co-ordinator’s Handbook Contents: 1. 3 2. i. Sample job description 4 5 3. 7 4. 8 5. 15 6. 17 7. i. Sample overviews languages Y3 – Y6 ii. Cross-curriculum links matrix iii. Linking language and literacy at KS2 21 21 28 34 8. i. Lesson planning guidance ii. Lesson plan proforma iii. Target language for the classroom iv. Frequently-used routines and activities 44 44 45 47 52 9. i. KS2 attainment targets and assessment statements 56 57
ii. Class assessment sheet (sample) iii. Pupil-friendly assessment statements (sample) 67 70 10. 72 11. i. Lesson observation proforma ii. Learning walk proforma iii. Class teacher questionnaire iv. Pupil questionnaire v. Details of staff training vi. Languages meeting minutes 77 78 79 81 82 83 84 12. i. Languages Development Plan ii. CPD, local and national networks iii. Subject enhancement 85 85 85 86 13. 88 14. 89 Appendices: Scheme of work sample Year 3 French module 1 Greetings Scheme of work sample Year 6 Autumn Term Sample unit by unit assessment template Calendar of useful websites by month Resources – links and guidance Portfolio of pupil work – samples for Y3 – Y6 92 98 101 102 103 105 Introduction & acknowledgements The aims of the KS2 Language Co-ordinator’s Handbook This handbook is specifically for KS2 Language Co-ordinators in primary schools. It sets out the expectations of the role of Language Co-ordinator, and subsequently aims to provide guidance, sample documentation and templates to support the work of the Language Co-ordinator in: articulating a vision for language learning in the primary school; languages policy creation; curriculum planning and design; monitoring standards of teaching and learning; assessing and reporting progress; leading and developing other teachers of languages and raising the profile of language learning in the school and local community. We very much hope that it is of use to the primary languages teaching community at this exciting time of change and development in language learning in England. ALL Connect Team Eastern Region January 2016
Sample 1: Overview of Topics and Grammar for KS2 French (Based on Bucks SoW, by Ruth Wilkes, Geoff Roberts and the Buckinghamshire Primary Languages Team) Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Spring 2 3 Greetings How are you? Classroom instructions and language (incl. ‘Jacques a dit’ / Simons says) Numbers 1-12 (incl. Jacques; birthday song) Age Days and months Writing the date Birthdays (incl. Birthday song) Christmas Colours (incl. colours song) Classroom objects with colours Numbers to 31 Where I live Animals (‘Brown Bear / Ours Brun’ Story) All about me: body parts (incl. ‘Head shoulders, knees and toes’) Food (incl. ‘Hungry Caterpillar/ La Chenille Qui Fait des Trous’) Introduce concept of gender (e.g. Prenez un stylo / une feutre) Introduce concept of ‘j’ai’ with age as well as possession. No capitalisation for months / days Adjectival agreement and position Adjectival agreement and position 1st and 3rd persons of verb introduced (‘J’habite and ‘il / elle habite’) Imperatives (listen for the ‘ez’ sound) Recap 1st and 3 persons of verb with ‘Je mange’ and ‘il / elle mange’ 4 Siblings Number to 69 Clothes and Fashion Show Weather (incl. ‘Mr Wolf’s Week’ Christmas Pets (incl. noises animals make in different countries) and Family Monsters Ice Creams and opinions Describing personality Music ‘Little Red Riding Hood’ Recap gender Recap adjectival position and agreement Introduce concept ‘il fait’ for weather Negatives (‘je n’ai pas de / il n’a pas de’) Plurals Recap adjectival agreements Use of ‘à la’, ‘à l’’ and ‘au’ context of ice cream Giving opinions Recap adjectival position and agreement Je joue du / de la etc.
Sample 2: Overview KS2 Languages (French) Curriculum Y3 – Y6 Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Spring 2 3 Greetings How are you? Numbers (1-10) Age Classroom Instructions Classroom Language Days of the week Months of the year Writing the date Christmas Colours Where do you live? Numbers (11-31) Things in my pencil case Classroom Objects Recap of classroom language. Fruits A story in French: Hungry caterpillar/ La chenille qui faisait des trous Body parts Imperatives High 5 French story: Le loup 4 Brothers and Sisters Numbers up to 69 Birthdays Classroom Instructions Clothes Christmas French story: Loup y es –tu? Family (Masculine and Feminine) Pets Monsters Recap of body parts Monster Story: A French story: Va-t’en-grand monstre vert Ice Creams Adjectives Music Styles of music Song Musical Instruments French story: Le petit chaperon rouge (Little Red Riding Hood) 5 (Transition) Bonjour Recap and introduction of the written form: How are you? Classroom instructions Numbers 1-31 Classroom objects Le la les Un une des Poems: Colours and School Bag A story in French: Boucle d’or Mon anniversaire Numbers up to 100 Prices/ Telephone numbers Days of the week Months of the year Writing the date Birthdays Age Christmas vocabulary French Christmas Songs Les animaux Unusual animals/ pets Plurals Colours Agreement of colours and adjectives J’aime / je déteste/ J’adore/ je n’aime pas A story in French: bear/ ours brun Ma famille Extended Family Brothers and sisters Connectives/ simple conjunctions French cultural links: Story/video: Ma famille Décris-toi Hair Eyes sized Describing personality La Seasons The weather The environment
Plants “Bonjour, Bonsoir” from Comptines à Mimer, Corinne Albaut could be used. Year 3 The human body ‘Heads shoulders knees and toes’ song; imperative Year 3 Animals Ours Brun Animal make different sounds in different languages! Year 3 Famous scientists Pasteur Einstein Any, dependent on language level / task Description of the elements Any, dependent on language level / task Food/healthy eating Use real objects Cooking lesson International Café Year 4 and 5 Planets Link with days of week / & Roman gods Year 6 Art Topic & resources When? Genres of art Paintings of famous artist(s) from the TL country e.g. Monet / Impressionism Monet – Gare St Lazare. Students to produce work in a similar impressionist style. Use colours in TL Display chosen genre paintings around school, especially if of TL country, e.g. Seurat - Un dimanche après-midi à l'Île de la Grande Jatte – 1884 Any, dependent on language level / task PE Topic Ideas & resources When? Traditional international games and dances Boules competition in French (use plastic ones!) Names and instructions for games in the target language Use imperative Year 3 Warm up / fitness routine instructions Use imperative Year 5 Famous football teams / sportsmen and women from other countries Students chose a famous person and write a profile for them. This works well around the time of the World Cup. Year 6 International sporting events e.g. Tour de France Make the most of this by researching it Students create own cycling jersey using colours in TL Favourite rider Citizenship Topic Ideas & resources When?
“Like actors playing a role, language students must be able to leave behind their native language and cultural identity and take on a new persona when speaking the second language.” (Stern 1983, p.210) “Students have an innate sense of drama. The languages teacher who can tap into it touches one of the most powerful motivating energies to learn. Once the students are engaged, the activity generates its own momentum and personal meanings” (Cockett 2000) Tool / skill Aim Use in the languages classroom / lesson Extra information / ideas / research Loop dialogue Increase confidence Increase spontaneity Use of space Develop accuracy encourages attentive audience listening and attention to detail foster accuracy in pronunciation encourage fluency encourage accurate memory training communication skills performance skills starter plenary presentation of new language consolidation exercise independent learning task kinaesthetic / visual learning activity “The educational value of this exercise is to stress the importance of being totally absorbed by one’s character and having the technical ability to repeat a given performance. This is not only useful for but also for the school play and GCSE prepared performances.” Ideas that work in drama’ by Michael Theodorou Hot seating Increase confidence Increase spontaneity encourages attentive audience listening and attention to detail foster accuracy in pronunciation encourage fluency performance skills As above Post-it on forehead activity (guess who I am / guess the word on the post -it) Role Play develop creativity and listening skills Increase confidence Increase spontaneity encourages attentive audience listening and attention to detail foster accuracy in pronunciation encourage fluency performance skills As Could include freeze frame and a narrator Teacher in Role (TIR) encourages attentive audience listening and attention to detail As above Theatre performance skills develop listening skills As above Still image / spoken thought increase confidence increase spontaneity As above
spatial awareness foster accuracy in pronunciation encourage fluency performance skills Scene card with emotion / mood card encourage spontaneity and creativity As above Angel and devil develop use of body language and gesture increased spontaneity and confidence As above Gestures / body language / mime (Mood card with emotion / mood on it which has to be mimed then guessed by class and/or incorporated into role play) encourage non- verbal communication and recognise its intrinsic value in communication cultural awareness “Culture and language come together naturally when language teaching emphasizes communication with the whole body and not just the production of speech patterns. This approach to language in the context of total communication requires more holistic methods of language teaching.” Dickson (1989) Peer feedback develop self- esteem and listening skills develop AFL techniques develop discernment in own speaking of French/ performance skills Our thanks go to Katherine Monument and Kirsty Williams for this resource. 7.iii. Linking Languages and literacy at KS2 Spelling, Punctuation and Grammar (often referred to in schools now as SPaG) are prominent in the Programme of Study for English at KS1 and KS2. Pupils are introduced to sophisticated grammatical concepts progressively throughout Key Stages 1 and 2, and expected to use them with increasingly accurate control and precision. It surprises some teachers of subjects other than English (and parents) to learn that KS2 pupils are expected to know what the subjunctive, the passive voice and subordinating conjunctions are in English, to mention but a few of the grammatical terms on the primary curriculum. With this, as with all of knowledge, there will be variability in terms of pupils’ mastery. It should not surprise teachers to encounter students who retain the
A suggested list of grammar points to be covered at KS2 French Spanish German Terminology* Wiki resources Gender Awareness of gender as a concept which will be new to most pupils as well as explicit teaching of definite and indefinite articles. le (m), la (f), les (plural), L’ (before a vowel). un (m), une (f), des (some) el (m), la (f), los (m plural), las (f plural) un (m), una (f), unos (m some), unas (f some) der/ den* (m), die (f), das (n), die (plural) ein/ (m), ein (n), einige (some) Used in the accusative / object (row 2) case e.g. Ich habe einen Hund. Determiner Definite article (the) Indefinite article (a/ an) [] Nouns Recognition of nouns in the target language. - - Nouns in German have capital letters. Noun Proper noun Collective noun Abstract noun Plurals An ability to recognise nouns in the plural, both by the article and the noun ending. Most plurals are formed by adding an –s. For example, une vache>des vaches "cows" However, the in French plural nouns is not usually pronounced. Most plurals are formed by adding an Sometimes there is a spelling change, e.g. pez > peces. The words der / das / die all become ‘die’ in the plural. Making plurals in German: For that end in –i or –o, or are French or English in origin, add a final e.g. Kulis, Kinos, Restaurants, Tickets. Der / das words that end in -el or -en or do NOT change spelling in the plural, e.g. Spiegel, Mädchen, Manager. Exceptions have just to be learnt! Plurals [] French Spanish German Terminology* Wiki resources Adjectives Awareness of the different position of The adjective mostly after Usually adjectives in Spanish come after Adjective (Gradable adjective)
adjectives in a sentence. Awareness of agreement of adjectives (i.e the ending of the adjective changes depending on the gender of the noun that is being described). As the pattern of adjectival endings is more complex in German, it may suffice to recognise that changes occur, without learning the exact rules which can be covered at KS3. the noun in French* un livre bleu la règle bleue des livres des règles bleues *la belle maison Predicate adjectives are separated from nouns altogether, but still agree with them. e.g. La maison est belle. the nouns they describe: un libro rojo una regla roja unos libros unos reglas rojas N.B: Adjectives that end in -o have four forms: alto, alta, altos, altas Adjectives that end in -e have two inteligente, inteligentes Most adjectives that end in a consonant have two forms: popular, populares (form plural by adding -es) Predicate adjectives are separated from altogether, but still agree with them. La puerta está abierta (The door is open) Mi padre es viejo (My father is old) German adjectives come before the noun as in English, but have endings dependent on gender and case: ein rotes Buch (n) en Bleistift (m) Ich habe einen roten Bleistift (m)(accusative case) eine rote Tute (f) einige roten Kulis (plural) das rote Buch (n) der rote Bleistift (m) Ich habe einen roten Bleistift (m) (accusative case) die rote Tute (f) die roten Kulis (plural) As in English, a German adjective can also come after the verb (predicate adjective): "Das Haus ist groß." (The house is large.) In such cases the adjective will have NO ending. (Non-gradable adjective) French Spanish German Terminology* Wiki resources Subject pronouns Pupils should learn the forms of these, je – I yo - I ich - I du - you (singular informal) Personal pronoun
especially: I, You, He/ She/ One. The whole paradigm is included for your reference however the essential subject pronouns for active use at KS2 are in bold type. tu – you (singular informal) il/ elle/ on – he/ she/ one nous - we vous – you (plural/ formal) ils – they (m) elles – they (f) Pupils should be aware there are two words for you in French and know when they are used. . tú - you (singular informal) él/ ella/ usted – he/ she / you (singular formal) nosotros- we vosotros– you (plural informal) ellos/ ellas/ ustedes- they (m)/ they (f) / you (plural formal) The subject pronouns are frequently omitted in Spanish. Pupils should be aware there are four words/ verb forms for you in Spanish and know when Tú and Vosotros are used. er/ sie/ es – he/ she/ it wir - we ihr - you (plural informal) sie/Sie – they / you (plural/ formal) Pupils should be aware there are three words for you in German and know when they are used. The subject of the clause / sentence…. There is / there are. Il y a …. Hay… Es gibt…. French Spanish German Terminology* Wiki resources Regular Structure of regular present tense verbs Structure of –er verbs. jouer = to play Structure of –ar/ -er verbs. hablar= to Structure of regular verbs. Verb Infinitive (e.g. to dance)
‘Find your partner’ – a speaking activity, in which children must find their partner by walking round the room and asking each other questions in German. They combine and reuse previously learnt language. Who? Qui…? Qui a un chien ? Who has a dog? ¿Quién?¿Quiénes…? ¿Quién tiene un perro? Who has a dog? Wer…? Wer hat einen Hund? Who has a dog? When? Quand…? C’est quand ton anniversaire? When is you birthday? ¿Quando..? ¿Cuándo es tu cumpleaños? When is your birthday ? Wann.. ? Wann hast du Geburstag ? When is your birthday? Where ? Où,,,? Où habites-tu? Where do you live ? ¿Dónde…? ¿Dónde vives? Where do you live? Wo…? Wo wohnst du? Where do you live? What? (Which?) Qu’est-ce que… ? Qu’est-ce que c’est ? What is it ? Qu'est-ce que tu fais? What are you doing? Quel / quelle (What – in the sense of which and is followed by a noun) Quel animal vois-tu? Which animal do you see? Qué… ? ¿Qué haces? What are you doing? ¿Cuál…? (which) ¿Cuál es tu nombre? What is your name? (literally which is your name?) In Spanish, use qué to mean which, when followed by a noun: Was? (Welche?)
(or followed by the verb être) Quelle est ta matière préférée ? is your favourite subject? ¿Qué animal te gusta? Which animal do you like? but... ¿Cuál es tu animal preferido? Which (what) is your favourite animal? Why? Pourquoi…? J’aime les Pourquoi? I like maths Why? ¿Por qué? Me gusta las matematicas ¿Por qué? I like maths Why? Warum…? Ich gern Matematik Warum? I like learning Maths. Why? Imperatives (learnt & used predominantly in the context of classroom instructions) Répétez! (Formal/ plural) Répète ! (informal singular) Repetid!(Plural) ¡Repite! (Informal singular) Wiederholt! (Plural) Wiederhol! Informal singular) Imperatives Co-ordinating conjunctions Et Aussi Ou Y Tambien O Und Auch Oder Co-ordinating conjunctions Subordinating conjunctions Quand Si Parce que/ Car Cuándo Si Porque Wann Wenn/ falls/ ob Weil All subordinating conjunctions in German send the verb to the end of the clause. Subordinating conjunctions. Subordinate clause.
8.iii. Target Language for the KS2 languages classroom A suggested list of classroom language Teacher: Resources: Classroom instructions German: language - pupils French: French hubs & spokes classroom language Spanish: Come in! Entrez! ¡Entrad! Kommt rein! Sit down! Asseyez- vous! ¡Sentaos! Setzt euch! Look at page…/the board! Regardez la page…./ le tableau blanc ! ¡Mirad la página…/la pizarra ! Schaut auf die Seite ../ die Tafel ! Listen! Écoutez! Escuchad! Hört zu! Repeat! Répétez! ¡Repetid! Wiederholt! Hands up! la main! ¡Levantad la(s) mano(s)! Finger hoch! Work in pairs! Travaillez avec un/ une partenaire ! ¡Trabajad en parejas! Arbeitet mit einem Partner !
Year 3 Attainment descriptors: KS2 Programme of 2014 End of Year 3 (-) End of Year 3 (=) End of Year 3 (+) Listening L1 Listen attentively and show understanding by joining in and responding repeats words following a teacher model joins in with some of the actions in songs, stories and rhymes joins in confidently with most of the actions in songs, stories and rhymes produces from memory with reasonably accurate pronunciation joins in confidently and readily with all of the actions in songs, stories and rhymes and most of the words L2 Link the spelling, sound and meaning of words recognises some familiar written words from their sound recognises the written form and meaning of most known vocabulary from the spoken word applies phonics knowledge with confidence and reasonable accuracy when pronouncing words from text, and knows the meaning of all learnt words Speaking S1(a) Ask and answer questions can answer a few simple questions (e.g. name, how you are) can answer most questions confidently (e.g. greetings, name, age, how you are today, favourite colour / animal) can answer all questions learnt with confidence and can ask a few questions S1(b) S1(c) Express opinions and respond to those of others Ask for clarification & help S2 Speak in sentences can produce ‘i have’ following teaching or pupil modelling joins in with gestures to support sentence-building punctuation. uses ‘i have’ and ‘it is’ to form simple sentences. uses gestures confidently to reinforce simple punctuation, i.e. capital letter, comma and full stop. can use verbs in sentences to say ‘i have’, ‘it is’, ‘there is’ with a range of familiar nouns and adjectives may also use negative formations S3 Describe people, places, things and actions orally (to a range of audiences) can identify the adjective in simple sentences with known language joins in with partial success with the choral re-telling of stories using adjectives can adapt model sentences to describe things (nouns + adjectives) joins in confidently with story re-telling uses familiar language confidently to describe things (nouns + adjectives) re-tells stories accurately, often from memory Reading
G4 Conjugation of key verbs (and making verbs negative) Uses some 1st person verb forms correctly (mostly as learnt phrases) recognises the meaning of the subject pronouns and their matching verb endings in the present tense uses a range of 1st person present tense verbs correctly has memorised the pronoun / verb endings for regular verbs in the present tense and uses a variety of forms with some success G5 Connectives and qualifiers, adverbs of time, prepositions of place Uses days of the week to add detail to simple action phrases, with some support incorporates days of the week and other time phrases into spoken and written expression, with some precision uses a wider range of time expressions when forming sentences Year 6 Attainment descriptors KS2 Programme of Study 2014 End of Year 6 (-) End of Year 6 (=) End of Year 6 (+) Listening L1 Listen attentively and show understanding by joining in and responding listens to and understands a few complex sentences with support listens to and understands complex sentences, answering questions or identifying key information listens to and understands complex sentences in passages of a few sentences, answering questions or identifying key information L2 Link the spelling, sound and meaning of words follows the simple text of a familiar song/ story & sings or reads aloud most words follows and understands a song or story with more complex language follows and understands with confidence a song or story with more complex language Speaking S1(a) Ask and answer questions asks and answers a number of basic questions with and without support engages in short conversations using familiar language can engage in short conversations without support S1(b) S1(c) Express opinions and respond to those of others Ask for clarification and help expresses and dislikes and can ask ‘do you like?’ signals a problem and asks for help expresses likes and dislikes, some opinions and reasons and asks ‘do you like’ and ‘why do you / don’t you like?’ signals a problem, asks for help and gives additional details when asked e.g. can you help me? what with? number 2, the text, the dictionary expresses a range of opinions and reasons and asks questions to elicit those from others as for (+) plus ask for other things: e.g. can I work with..?
Demonstrates a good grasp of the basic grammatical concepts encountered and applies them concepts encountered and applies them confidently in speaking and writing G2 Singular and plural of nouns recognises plural and singular nouns and often uses them correctly, often generalising their formation to the addition of –s. G3 Adjectives (place and agreement) demonstrates improved use of adjective position and some correct use of gender agreement G4 Conjugation of key verbs (& making verbs negative) uses ‘there is/are’ and ‘there isn’t/aren’t’ to form sentences uses a of common verbs, including in the negative form, most often in the 1st person uses a range of common verbs and several persons of the verb G5 Connectives and qualifiers, adverbs of time, prepositions of understands complex sentences ‘if’ and ‘because’ uses subordinating connectives ‘if’ and ‘because’ as for (=) plus demonstrates the ability to use relative clauses (fr/sp only)
9.ii Y3 assessment sheet – KS2 attainment objectives Here is an example of a summative class assessment sheet for Y3. The attainment statements used are the Y3 (=) statements from the KS2 Programme of Study above. There are many different ways to organise the collections of this information, and teachers will want to share ideas and models to arrive at a system that fits their own school context. Teachers may also be interested to see an example of a half-termly whole class assessment sheet template (Appendix C). joins in confidently with most of the actions in songs, stories and rhymes recognises written form and meaning of known vocabulary from the spoken word can answer most questions learnt uses ‘i have’ and ‘it is’ to form simple sentences. can adapt model sentences to describe things (nouns + adjectives) reads and recognises most familiar vocabulary enjoys participating in stories, songs and poems and shows the ability to retain some of the words through repetition can make to phonics and pronounce familiar words well, responds well to teacher prompting to understand new words writes some known words and short phrases from memory with understandable spelling substitutes and adapts noun-adjective collocations in simple sentences. can follow and adapt a model to create a few short phrases with nouns and adjectives, usually uses the correct indefinite article in practice activities – independent use is more variable can recognise and say singular and plural nouns, differentiating between them able to and agree some familiar adjectives correctly in practice activities uses i have / it is /they are / is but may confuse their meaning and use uses ‘and’ and ‘but’ with some confidence Name L1 L2 S1a S1b S1c S2 S3 R1 R2 R3 R4 R5 W1 W2 W3 G1 G2 G3 G4 G5
joins in confidently with most of the actions in songs, stories and rhymes recognises written form and meaning of known vocabulary from the spoken word can answer most questions learnt uses ‘i have’ and ‘it is’ to form simple sentences. can adapt model sentences to describe things (nouns + adjectives) reads and recognises most familiar vocabulary enjoys participating in stories, songs and poems and shows the ability to retain some of the words through repetition can make links to phonics and pronounce familiar words well, responds well to teacher prompting to understand new words writes some known words and short phrases from memory with understandable spelling substitutes and adapts noun-adjective collocations in simple sentences. can follow and adapt a model to create a few short phrases with nouns and adjectives, usually uses the correct indefinite article in practice activities – independent use is more variable can recognise and say singular and plural differentiating between them able to place and agree some familiar adjectives correctly in practice activities uses i have / it is /they are / is but may confuse their meaning and use uses ‘and’ and ‘but’ with some confidence L1 L2 S1a S1b S1c S2 S3 R1 R2 R3 R4 R5 W1 W2 W3 G1 G2 G3 G4 G5
Reading 5 Can understand familiar and very simple sentences. Can use a dictionary and word list. Can read short texts (e.g. about sports) and answer questions to show understanding. Can use alphabetical order, recognise and use the main dictionary codes for nouns, and find the meanings of new nouns. Writing 5 Can write words, phrases and short simple sentences from his/her repertoire from memory with understandable spelling. Can write sentences about what you eat when, and what sports you do when, and what instruments you can play. Grammar 5 Can use all persons of several regular in the present tense (with the support of a frame). Can write sentences describing which sports or instruments people play. Can express likes and dislikes using a verb phrase. Strand Yr Assessment descriptor [Step 4] Curriculum-specific achievement -, =, + Listening 6 Can understand a short passage made up of familiar words and basic phrases concerning self, people, places or simple actions when people speak slowly and clearly. Can understand and respond to a of spoken opinions heard in sentences and short text by ordering cards, identifying positive/negative opinions and by picking out details from short texts. Speaking 6 Can ask and answer simple questions on a few very familiar topics, including expressing opinions and responding to those of others. Can use simple phrases and sentences independently to describe people, places, things and actions, with good pronunciation. Can ask / answer about likes and dislikes on a few topics, what the weather is like, why places/events are well-known, and main details about particular festivals. Can describe the key geographical features of Spain, where things are, and the key features of famous festivals. Reading 6 Can understand a short text made up of short sentences with familiar language on a familiar topic. Can use a dictionary or word list. Can respond by completing gap-fill activities, cloze activities and identifying the odd one out. Can look up unknown nouns and adjectives, check the gender of nouns and the spelling of familiar words.
O3.2 Recognise and respond to sound patterns and words O3.4 Listen attentively and understand instructions, everyday classroom language and praise words IU 3.3 Identify social conventions at home and in other cultures KAL Imitate pronunciation of sounds. Recognise conventions of politeness. LLS Practise new language with a friend and outside the classroom Warm Up Sing the Bonjour, bonjour rhyme as a whole class activity Smartboard Y3Module1Lesson2and3 – 2. Ask confident children to perform in pairs from memory. Children are able to answer a telephone in an appropriate manner Smartboard Y3Module1 Lesson1 Smartboard Y3Module1 Lesson2and3 Defunct mobile phones Pictures of phones Music CD Foam dice Activity 1 Use mobile phone picture Smartboard Y3Module1Lesson1 – slide 16 to teach convention of ‘âllo’ as telephone greeting Conduct a model dialogue using the vocabulary on greetings and ça va? with a puppet or an adult in the room. Conduct the conversation with the whole class acting as one person and you as the other. Use song as for conversation if necessary. Activity 2 Play ‘pass the parcel’ with 2 (defunct) mobile phones (or use pictures of phones) which are passed around to music. When music stops the 2 pupils with the mobiles have a short exchange. Plenary Throw the foam dice to a child. Ask him/her to recall the number of words the dice rolls on. Repeat with more children. Keep reminding the class of the simple commands learnt so far and incorporate into everyday classroom language Y3 Module 1 Lesson 5 Learning objective Possible Teaching Activities Points to note Success criteria Resources
O3.1 Listen and respond to simple rhymes, stories and songs O3.3 Perform simple communicative using single words, phrases and short sentences L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words KAL Notice the spelling of familiar words. Imitate pronunciation of sounds. LLS Use actions and rhymes and play games to aid memorisation. Warm Up Use the noughts and crosses game in Smartboard Y3Module1Lesson5 Children are able to join in with the song and complete the gapped text Smartboard Y3Module1Lesson5 Chantez Plus Fort Smartboard Y3Module1 SongBonjourCava Activity 1 Play the song – Bonjour, ça va? (Chantez Plus Fort p.7). Smartboard Y3Module1SongBonjourCava - slides 6 and 7 Allow the children to listen to the entire song. Ask the children to do a silly action such as wiggling their fingers with on nose each time they hear ça va. Listen to song again. Children to of other suitable actions for the greetings vocabulary in the song Keep reminding the class of the simple commands learnt so far and incorporate into everyday classroom language Activity 2 Children sing the song and do actions as well. Smartboard Y3Module1SongBonjourCava Using Y3Module1SongBonjourCava - slides 8 and 9, children complete the gapped song text, listening to the song again if necessary. Remind the children that ç with a cedilla makes an S sound. Plenary Play Jacques a dit says) with the class using the language and actions encountered so far. e.g. Bonjour = action of shaking hands Salut! = action of waving to say hi there! When someone does the action at the wrong time say Eliminé(e)! Y3 Module 1 Lesson 6 Learning objective Possible Teaching Activities Points to note Success criteria Resources
O3.1 Listen and respond to simple rhymes, stories and songs O3.4 Listen attentively and understand instructions, everyday classroom language and praise L3.1Recognise some familiar words in written form L3.3 Experiment with the writing of simple words KAL Notice the spelling of familiar Recognise question forms and negatives. LLS Write new words. IU3.4 Make indirect or direct contact with the country/countries where the language is spoken Warm Up Play and sing the song Bonjour ça va from Chantez Plus Fort as a whole class activity Smartboard Y3Module1SongBonjourCava – slides 6 and 7. . Children complete writing worksheet with support if necessary. Smartboard Y3Module1 SongBonjourCava Rhythm and Rhyme book if available or Français Français CD1 Y3Module-Writingwork sheet Earlystart CD 1 Activity 1 Make finger puppets using the templates in Rhythm and Rhyme p.60. If you don’t have time to do this then children can draw the bird on their fingers. their own puppets the children can perform Deux Petits Oiseaux in groups, then in pairs and finally confident volunteers can perform in front of the class from memory If you have a contact with a school abroad you could video or create a PowerPoint to send, of the children making the puppets. The accompanying instructions can be in English. OR If Rhythm and Rhyme not available children can learn and present Les Salutations rap from Français Français CD1 –track 1 The text for Deux Petits Oiseaux is not included to avoid copyright issues for those schools that do not have the book. This is the French equivalent of Two Little Dicky Birds (sitting on a wall) Activity 2 Use the writing worksheet to encourage the children to write with support. More able children can try and write a similar conversation of their own. Encourage the children to do as much as they can using the songs etc. as models to help Plenary Watch Earlystart sections on greetings
Appendix B: Scheme of work Year 6 Scheme of work sample Year 6 Autumn Term: Year 6 French – Lesson plans for Autumn Term. Subject: French Based on Expo 1 Unit 3 Class: all year 6 classes Date: September 2015 (New version updated) Key learning intention: To gain an awareness of the geography of France and the extent to which French is spoken around the world and has influenced the culture of other countries. Support: Vocabulary provided at the of each chapter. Challenge sections for more able. Use the powerpoint, but remember you can also project pages from the workbook in class e.g. maps etc. Key vocabulary, general questions, text features, cross curriculum links: Links with maths (sums), links with Geography when looking at different cultures and places in France, developing presentation skills in spoken work, PLTS in numbers section and SMSC in Geography, French speaking countries and cultures. Resources for all lessons Video and activities Videos set in France: These lesson outlines are just suggestions. Feel free to use your own resources and ideas but please teach to the objectives indicated. PHONICS: Use the phonics booklets HOMEWORK: A learning homework of 5-10 pieces of vocabulary should be set every other week from the homework vocabulary sheet. Introduction Main activities Independent activity (4) Extension (5) Support (incl. LSA) Plenary Resources Notes 1 and 2) To revise key vocabulary covered in y5 of Q &A from year 5 Introductions and recap of Q and A from y5 Practise classroom instructions Numbers Number games as ice breakers Pupils practise Q and A in pairs Some pupils demonstrate their conversations in front of the rest of the class Single word answers not full sentences Recap of Q & A NMS y6 first lesson 2104 3) To understand the basic geography of France. To learn the compass points in French. La géo de la France – what is the link between the places on 1? Where are they? Use the powerpoint / atlas / internet to assist the pupils in labelling the map Introduce the compass points P5, 6, 7 complete the booklet label compass points, true / false. Use the IWB chart. Q & A pupils ask each other where a place is and reply with a direction. More able use 8 compass directions Less able pupils focus on 4 compass directions. Videos of geography and places in France – slide 12. Pp la geo de la France KW Compass directions flip chart.
13) To understand some key vocabulary Christmas To discuss Christmas traditions in France and how they are different to UK Discuss Christmas traditions in different countries. You may wish to refer to. Use pp Christmas in France information Introduce Christmas vocab using the powepoints –frecnh xmas and french xmas 2 Complete the activities – up pictures, wordsearch with dictionary, crossword from French into English Pupils may prefer to make a Christmas card in French Practise merry xmas and happy new year greeting in French Joueux Noel et Bonne Année Ppfrench xmas Ppfrench xmas 2 14) To understand a Christmas song and a Christmas story in French Pp French xmas vocab and mini quiz Recap xmas vocab and mini quiz Watch and read the story Le bonhomme the neige magique (the magic snowman). www.linguafun.eu Le bonhomme de neige magique Go thorugh the vocabulary on the flash cards. Copies made see KW. Discuss the story and note key vocabulary. It is not necessary for the pupil or the teacher to understand every word in order to understand the story. Review the story for a second time. Complete any activities form last lesson not completed in the workbook Listen to the carol discuss the translation and sing along in French Pp xmasvocab and mini quiz