A strategy for teaching French Phonics Suzi Bewell

“ An army destined to defeat fights in the hope of winning but without any planning ” The Wise Warrior Battleground Enemy Strategy

“ An army destined to defeat fights in the hope of winning but without any planning ”

The Battle Ground: Know the enemy and know yourself Year 11 Speaking Exams: Unmotivated and disengaged Unable to process and manipulate the language Severe absence of skills and ambition to become independent learners

Year 11 Speaking Exams:

Unmotivated and disengaged

Unable to process and manipulate the language

Severe absence of skills and ambition to become independent learners

The Enemy; What the pupils say “ I can’t spell much French”; “ It’s hard to remember where the accents go and how to spell the words – like silent letters and how to pronounce it differently to how you write it”; “ It sounds different to how it’s spelled and it’s said really quickly”; “ It’s hard to pronounce… I never know how to pronounce it!”; “ I forget pronunciation and struggle”

“ I can’t spell much French”;

“ It’s hard to remember where the accents go and how to spell the words – like silent letters and how to pronounce it differently to how you write it”;

“ It sounds different to how it’s spelled and it’s said really quickly”;

“ It’s hard to pronounce… I never know how to pronounce it!”;

“ I forget pronunciation and struggle”

The key to success in war – the need for an effective strategy. The old strategy… “ In the early stages of learning, the written form of the language can strongly interfere with pronunciation…learners need ample opportunities to listen and respond before the written forms are involved.”

The old strategy…

“ In the early stages of learning, the written form of the language can strongly interfere with pronunciation…learners need ample opportunities to listen and respond before the written forms are involved.”

Words from the Warriors “ How many times do students learn something by heart and it sounds dreadful ?” “ I usually just teach it as things crop up . ” “ I don't really teach phonics . I mean, I think I teach students how to pronounce the French language but I don't think I ‘actively’ teach it” “ As far as phonics are concerned, Rachel Hawkes is the only person I have come across who is into them, which is mad really!” “ I feel it would be more useful to come with a knowledge of certain sounds rather than knowing about the weather or pets “

“ How many times do students learn something by heart and it sounds dreadful ?”

“ I usually just teach it as things crop up . ”

“ I don't really teach phonics . I mean, I think I teach students how to pronounce the French language but I don't think I ‘actively’ teach it”

“ As far as phonics are concerned, Rachel Hawkes is the only person I have come across who is into them, which is mad really!”

“ I feel it would be more useful to come with a knowledge of certain sounds rather than knowing about the weather or pets “

The key to success in war – the need for an effective s trategy. …and the new… “ Children do not arrive at primary magically knowing how to read English, they are taught ; why do we imagine they will learn to read another language if we do not teach the children the “ code ” first?”

…and the new…

“ Children do not arrive at primary magically knowing how to read English, they are taught ; why do we imagine they will learn to read another language if we do not teach the children the “ code ” first?”

“ To subdue the enemy without fighting is the supreme excellence ” Using le manuel phonique, Jolly Phonique: teach 36 principal sounds; stress sound-spelling links; tease out structures and rules; deal with cognates and “tricky words”

Using le manuel phonique, Jolly Phonique:

teach 36 principal sounds;

stress sound-spelling links;

tease out structures and rules;

deal with cognates and “tricky words”

“ You cannot change your enemy, so change your responses “ Pupil-led Relevant technology Active learning – the need for challenge Cognitive memory techniques

Pupil-led

Relevant technology

Active learning – the need for challenge

Cognitive memory techniques

The battle continues Principle 1: ‘Do once and share’ Providing Inset locally Sharing with Schools regionally Teacher access to resources (inter)nationally Principle 2: Continual development Through an international teacher exchange A wiki for sharing and collaboration *With Routes into Languages (University of Hull) for Key Stage 4

Principle 1: ‘Do once and share’

Providing Inset locally

Sharing with Schools regionally

Teacher access to resources (inter)nationally

Principle 2: Continual development

Through an international teacher exchange

A wiki for sharing and collaboration

*With Routes into Languages (University of Hull) for Key Stage 4

[email_address] www.allsaintslanguagesblog.typepad.co.uk Follow suzibewell on www.twitter.com

Lets have a go…

Further online resources : UK web resources: www.rachelhawkes.typepad.com/linguacom http://primarymfl.ning.com http://johnbald.typepad.com French web resources: http://www.planete-alphas.net/ www.leolea.org Other web resources : Meditation, Stories and Fables & Tongue Twisters www.verbcast.com http://ngfl.northumberland.gov.uk/languages/default.htm http://www.uebersetzung.at/twister/fr.htm

UK web resources:

www.rachelhawkes.typepad.com/linguacom

http://primarymfl.ning.com

http://johnbald.typepad.com

French web resources:

http://www.planete-alphas.net/

www.leolea.org

Other web resources :

Meditation, Stories and Fables & Tongue Twisters

www.verbcast.com

http://ngfl.northumberland.gov.uk/languages/default.htm

http://www.uebersetzung.at/twister/fr.htm

Further Reading: “ Le manuel phonique”, Janet Molzan et Sue Lloyd; “ Methode de lecture syllabique”, C. Delile, J. Delile; “ The Art of War for Teachers”, Simon Green; “ Link Word French” , Michael M Gruneberg; “ Patterns and procedures: focus on phonics and grammar”, Heather Rendall; “ Execises in French Phonics”, F Nachtmann “ L’oreille fine”, Martine Pillette. “ Rhythm and rhyme”, Cynthia Martin

Further Reading:

“ Le manuel phonique”, Janet Molzan et Sue Lloyd;

“ Methode de lecture syllabique”, C. Delile, J. Delile;

“ The Art of War for Teachers”, Simon Green;

“ Link Word French” , Michael M Gruneberg;

“ Patterns and procedures: focus on phonics and grammar”, Heather Rendall;

“ Execises in French Phonics”, F Nachtmann

“ L’oreille fine”, Martine Pillette.

“ Rhythm and rhyme”, Cynthia Martin