SSAT Lead Practitioner Selection Day PPT

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

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

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”

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.”

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 “

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?”

“ 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”

“ You cannot change your enemy, so change your responses “
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

[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

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

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SSAT Lead Practitioner Selection Day PPT

by Suzanne Bewell

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