This document provides guidance and resources for primary language teachers. It discusses delivering the primary language curriculum through engaging activities focused on listening, speaking, reading and writing. Suggestions are given for how to approach vocabulary, grammar and culture in age-appropriate ways. The importance of building confidence and enjoyment in language learning is emphasized. A variety of online resources and blogs are recommended for teachers seeking support.

1. LISA STEVENS BABCOCK4S 22.06.16
I’M A LANGUAGE TEACHER…
HELP ME OUT HERE
BABCOCK4S CONFERENCE 22ND JUNE 2016

2. "Some are born Primary language
teachers, some become Primary
language teachers and some have
Primary language teaching thrust
upon them"

3. I’M A PRIMARY
LANGUAGE
TEACHER. HELP ME
OUT HERE!
• PoS
• how can we deliver it?
• support
• encouraging and enabling
colleagues
• embedding
• progression

4. JUST FUN AND FUNKY?

6. FOUNDATIONS BUILT TO LAST

7. What
should KS2
MFL do?
http://changing-
phase.blogspot.co.uk/2013/04/w
hat-should-ks2-mfl-do.html
http://www.expertsubjectgroups.co.uk/docs/ESAGMFLGr
oupAssessmentStatement.pdf

8. Listening
• listen attentively to spoken language and show
understanding by joining in and responding
• explore the patterns and sounds of language through songs
and rhymes and link the spelling, sound and meaning of
words
Speaking
• engage in conversations; ask and answer questions;
express opinions and respond to those of others; seek
clarification and help*
• speak in sentences, using familiar vocabulary, phrases and
basic language structures
• develop accurate pronunciation and intonation so that
others understand when they are reading aloud or using
familiar words and phrases*
• present ideas and information orally to a range of audiences*
Reading
• read carefully and show understanding of words, phrases
and simple writing
• appreciate stories, songs, poems and rhymes in the
language
• broaden their vocabulary and develop their ability to
understand new words that are introduced into familiar written
material, including through using a dictionary
Writing
• write phrases from memory, and adapt these to create new
sentences, to express ideas clearly
• describe people, places, things and actions orally* and in
writing
Grammar
• understand basic grammar appropriate to the language
being studied, such as (where relevant): feminine, masculine
and neuter forms and the conjugation of high-frequency verbs;
key features and patterns of the language; how to apply these,
for instance, to build sentences; and how these differ from or
are similar to English.
Listening
• listen to a variety of forms of spoken language to obtain
information and respond appropriately
• transcribe words and short sentences that they hear with
increasing accuracy
Speaking
• initiate and develop conversations, coping with unfamiliar
language and unexpected responses, making use of important
social conventions such as formal modes of address
• express and develop ideas clearly and with increasing
accuracy, both orally and in writing
• speak coherently and confidently, with increasingly
accurate pronunciation and intonation
Reading
• read and show comprehension of original and adapted
materials from a range of different sources, understanding
the purpose, important ideas and details, and provide an
accurate English translation of short, suitable material
• read literary texts in the language, such as stories, songs,
poems and letters, to stimulate ideas, develop creative
expression and expand understanding of the language and
culture
Writing
• write prose using an increasingly wide range of grammar
and vocabulary, write creatively to express their own
ideas and opinions, and translate short written text
accurately into the foreign language.
Grammar
• identify and use tenses or other structures which convey the
present, past, and future as appropriate to the language being
studied
• use and manipulate a variety of key grammatical structures
and patterns, including voices and moods, as appropriate
• develop and use a wide-ranging and deepening vocabulary
that goes beyond their immediate needs and interests,
allowing them to give and justify opinions and take part in
discussion about wider issues
• use accurate grammar, spelling and punctuation.
KS2 KS3
WITH THANKS TO RACHEL HAWKES

9. I don’t know where to
start… (support)

10. H E L P A N D S U P P O R T
• Association for Language Learning
• ALL Connect
• Facebook group - Languages in Primary
Schools
• Twitter - lists and #mfltwitterati

11. R E S O U R C E S
• LightBulbLanguages
• TES Resources
• BBC Primary
languages
• Pinterest
• Spanish Playground
• ALL recommends…

12. BLOGSANDWEBSITES
• ¡Vámonos! - Lisa Stevens
• Changing Phase - Clare Seccombe
• Janet Lloyd Network
• Zapatito Inglés - Erzsi Culshaw
• Bonjour Madame - Emilie Woodruffe
• PrinceLanguages - Julie Prince
• CaveLanguages - Sue Cave

13. HOW CAN WE DO IT?
(EXAMPLE ACTIVITIES
FOR POS)

14. KS2 STEPPING STONESPHOTO - SHARED UNDER CC LICENSE: HTTPS://WWW.FLICKR.COM/PHOTOS/SEATTLEMUNICIPALARCHIVES/3662558333

15. RIVER KS2
WORD
PHRASE/
SHORT SENTENCE
SENTENCE
OR TWO
SHORT
PARAGRAPH
SHOWING
INDEPENDENCE

16. Pupils should be taught to:
• listen attentively to spoken language and
show understanding by joining in and
responding
• explore the patterns and sounds of
language through songs and rhymes and link
the spelling, sound and meaning of words
National Curriculum for England Languages Programme of
Study
DFE, 10/09/13

17. Listen attentively to spoken language and show
understanding by joining in and responding.
1. Repeat words modelled by a teacher; listen and show understanding of
single words through physical response.
2. Listen and show understanding of short phrases through physical response.
3. Listen and show understanding of more complex familiar phrases and
sentences.
4. Listen and show understanding of more complex sentences containing
familiar words and gist with unfamiliar words.
FROM SUE CAVE - SHARING GOOD PRACTIC

18. EXPLORING LANGUAGE
RHYTHM PATTERNS STRUCTURES REPETITIONImage credit

19. Eins, zwei, Polizei
drei, vier, Offizier
fünf, sechs, alte Hex'
sieben, acht, gute Nacht!
neun, zehn, auf Wiedersehen!
count the phonemes
pass something every time you hear a phoneme
do a different action for each phoneme eg stamp, clap

21. Debajo de un botón, ton,
ton
que encontró Martín, tin,
tin,
había un ratón, ton, ton,
ay que chiquitín, tin, tin
ay que chiquitín, tin, tin
era el ratón, ton, ton
que encontró Martín, tin, tin
debajo del botón, ton, ton

23. Pupils should be taught to:
• engage in conversations; ask and
answer questions; express opinions and
respond to those of others; seek clarification
and help*
• speak in sentences, using familiar
vocabulary, phrases and basic language
structures
• develop accurate pronunciation and
intonation so that others understand when
they are reading aloud or using familiar words
and phrases*
• present ideas and information orally to a
range of audiences*
National Curriculum for England Languages Programme of
Study

24. PHONICS
THE KEYSTONE TO SUCCESS VIDEO
RachelHawkes

25. A , E , I , O , U ( X 8 )
A , A R A Ñ A
E , E L E F A N T E
I , I D E A
O , O L V I D A R
U , U N I V E R S O
L I N K ( S T A R T S A T 1 . 3 0 - I S H )

27. PRACTICE
BUILDS
CONFIDENCE

28. BEWARE THE FALSE FRIEND!

29. La lettre J comme…
J’aime bien le mois de juin.
On peut jouer dans le jardin.
multilingual tonguetwisters video

30. PROGRESSING IN SPEAKING

31. S T R U C T U R E S
un jersey azul grande
Llevo
un
pantalón
verde enorme
Lleva
un
vestido
rojo y pequeño
un
sombrer
o
amarillo minúsculo
un bikini negro largo

32. ASKING QUESTIONS TOOLS FOR EDUCATORS

33. Pupils should be taught to:
• read carefully and show understanding of
words, phrases and simple writing
• appreciate stories, songs, poems and
rhymes in the language
• broaden their vocabulary and develop
their ability to understand new words that are
introduced into familiar written material,
including through using a dictionary
National Curriculum for England Languages Programme of
Study

34. Read carefully and show understanding of words, phrases
and simple writing.
1. Read and show understanding of familiar single words.
2. Read and show understanding of simple familiar phrases and short
sentences.
3. Read and show understanding of a complex sentence using familiar
language.
4. Read and show understanding of a series of complex sentences using
familiar language.
Read and show understanding of a series of complex sentences using familiar language.
Read and show understanding of a series of complex sentences using familiar language.
FROM SUE CAVE - SHARING GOOD PRACTIC

35. ‘WORKS OF LITERATURE’

36. DECODING TEXTS
DO YOU REALLY NEED A DICTIONARY?

37. EXPLORATION OF LANGUAGE - EXPLAIN
*WHY*

38. NON FICTION TOO!

39. DIY TEXTS

40. DICTIONARY SKILLS

41. Pupils should be taught to:
• write phrases from memory, and adapt
these to create new sentences, to express
ideas clearly
• describe people, places, things and
actions orally* and in writing
National Curriculum for England Languages Programme of
Study

42. UNDERSTANDING AND CREATING TEXTS

43. Y1 - SINGLE WORDS Y2 - SOME
PHRASES

44. Y3 - SHORT PHRASES Y4 - GUIDED
WRITING

45. Y4 WRITING - WITH SCAFFOLDING

46. Y5 - SENTENCES WITH SOME FROM MEMORY
Y6 - STARTING TO ‘GO IT ALONE’ AND USING MULTIPLE
REFERENCES
USING OWN

47. ¿DÓNDE VIVE…?
STRUCTURES PATTERNS GAINING CONFIDENCE

50. Pupils should be taught to:
• understand basic grammar appropriate to
the language being studied, including (where
relevant): feminine, masculine and neuter
forms and the conjugation of high-frequency
verbs; key features and patterns of the
language; how to apply these, for instance,
to build sentences; and how these differ
from or are similar to English
National Curriculum for England
Languages Programme of Study
DFE, 10/09/13

51. BRICKS WITHOUT MORTAR
GRAMMAR IS THE MORTAR THAT STOPS IT BEING A PILE OF BRICKS!

53. ¿POR QUÉ ES MI MOCHILA TAN PESADA?

54. GRAMMAR!
AVOIR SONG 1 USING STORIES

55. ALAIN LE LAIT - AVOIR

56. THE VERB SEIN

57. CONJUGATIONS BACK

58. Raising the
profile of
language.

59. That’s all very well
but…

60. PASSION
CARBONNYC

62. CULTURE
LANGUAGE IN ISOLATION IS NOT GOOD!

63. CULUL CHUCLATI ROSAS CULUL SALMON CULUL ABU
CULUL UBI
NTSUNDU PINKI ORENJI NGWEVU MFU
COKLAT MERAH MUDA ORANYE ABU ABU
UNGU
KHAVE RENGI PEMBE TURUNCU GRI MOR
BRUN ROSA ORANSJE GRÅ
LILLA
KAPAMPANGAN
XHOSA
MALTESE
INDONESIAN
TURKISH
NORWEGIAN

64. EXCELLENCE AND ENJOYMENT
ENGAGEMENT

65. “We’re Secondary
ready; are you Primary
aware?”

66. WHAT DOES THIS TELL US?
Changing Phase Language Trends survey

67. WHAT DO WE WANT? HOW WILL WE
ACHIEVE IT?

68. PRIMARY LANGUAGE EDUCATOR AND
CONSULTANT
LISIBO@ME.COM ¡VÁMONOS! - LISIBO.COM
TWITTER - @LISIBO
LTD