SSAT Lead Practitioner Selection Day PPT
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SSAT Lead Practitioner Selection Day PPT






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SSAT Lead Practitioner Selection Day PPT Presentation Transcript

  • 1. A strategy for teaching French Phonics Suzi Bewell
  • 2.
    • “ An army destined to defeat fights in the hope of winning but without any planning ”
    The Wise Warrior Battleground Enemy Strategy
  • 3. 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
  • 4. 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”
  • 5. 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.”
  • 6. 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 “
  • 7. 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?”
  • 8. “ 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”
  • 9. “ You cannot change your enemy, so change your responses “
    • Pupil-led
    • Relevant technology
    • Active learning – the need for challenge
    • Cognitive memory techniques
  • 10. 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
  • 11. [email_address] Follow suzibewell on
  • 12. Lets have a go…
  • 13. Further online resources :
    • UK web resources:
    • French web resources:
    • Other web resources :
    • Meditation, Stories and Fables & Tongue Twisters
  • 14.
    • 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