You say mince and I say m ince! <ul><li>The need for the overt teaching  </li></ul><ul><li>of Phonics in French. </li></ul...
<ul><li>“ An army destined to defeat fights in the hope of winning but without any  planning ” </li></ul>The  Wise  Warrio...
The Battle Ground:  Know the enemy and know  yourself <ul><li>Year 11 - Speaking Exams: </li></ul><ul><li>Unmotivated and ...
The Enemy   What the pupils said: <ul><li>“ I can’t  spell   much French”; </li></ul><ul><li>“ It’s hard to remember where...
The key to success in war –  the need for an  effective  strategy <ul><li>The old strategy… </li></ul><ul><li>“ In the ear...
Words from the Warriors <ul><li>“ I  don't really teach phonics . I mean, I think I teach students how to pronounce the Fr...
The key to success in war –  the need for an  effective s trategy <ul><li>… and the new…   </li></ul><ul><li>“Children do ...
“ To subdue the enemy without fighting is the supreme excellence ” <ul><li>Using le manuel phonique, Jolly Phonique: </li>...
“ You cannot change your enemy, so change your responses  ” <ul><li>Pupil-led teaching and learning </li></ul><ul><li>Acti...
THE POWER OF STUDENT VOICE <ul><li>Ask them what they  like </li></ul><ul><li>*Ask them what they  don’t like / find hard ...
 
 
 
 
 
 
DCSF : Letters and Sounds English Phonics - Mirror Play
Human spellings <ul><li>Few sets of French alphabet plus all variations of vowels  </li></ul><ul><li>Alternative - washing...
An overview of the Strategy <ul><li>Be   overt  in teaching of sounds </li></ul><ul><li>Link  sound to spelling </li></ul>...
Silent letters in French <ul><li>Rosbif Radio   </li></ul><ul><li>Pronunciation “Frog casts” </li></ul><ul><li>Spot the “h...
The top 20 most commonly used words in French *Plus another 34  in the top 100  which contain  silent final  consonants Q....
Phonic Bingo (Y7 - silent letters) Top Tip! Game 1 – Teacher as bingo caller Next games – winner gets to call soeurs chat ...
Le jeu des 7 familles http://tinyurl.com/jeu7familles
Sounds Alike Wall Display Posters Sounds Alike! è – ê – ë - ai – ei   fr è re  ê tre No ë l  fr ai se ab ei lle Sounds Ali...
http://www.wordle.net/   Passé Composé Song
Tricky words and sounds <ul><li>fam ill e </li></ul><ul><li>je m’hab ill e </li></ul><ul><li>vie ill e </li></ul><ul><li>b...
Beware! Cognates <ul><li>“ Make a  deliberate effort  from the start to focus on look-a-likes. You must get across to pupi...
Ancient memory techniques:  Pegging / Roman Rooms <ul><li>Massively  powerful </li></ul><ul><li>Remains in  memory  long t...
An example of PEGGING  How many can you remember? <ul><li>Foot?  une chen ille </li></ul><ul><li>Knee?  une f ille </li></...
mince or m in ce? <ul><li>Mexican Wave listening exercise  </li></ul><ul><li>Stand up – Sit down to a story </li></ul><ul>...
“ Jolly Songs” Similar sounds in English <ul><li>J’ai un copa in , il s’appelle  R olan d </li></ul><ul><li>R olan d , il ...
Strategy Summary <ul><li>Obstacle ->  solution focussed  thinking </li></ul><ul><li>Relevant  , pupil-centred approach </l...
<ul><li>Recordable, talking postcards  – record up to 10 secs, plastic wallet to insert word / sound / picture </li></ul><...
Video casting  Pupil friendly hand held  video recorders <ul><li>Flip Ultra  - RRP £80 ; 1hr record time </li></ul>
Pod casting & Frog casting! <ul><li>iRiver MP3 player with built in voice recorder (up to 100 hours, saves as MP3) </li></...
Audacity  http://audacity.sourceforge.net/ NB Alongside Audacity you MUST also install Lame encoder http://lame.sourceforg...
Blogging / Pod casting Platforms <ul><li>www.typepad.co.uk   www.wordpress.com   </li></ul><ul><li>www.posterous.com   www...
video conferencing with  our partner school in Cambrai
Rosbif Radio <ul><li>“ REGARDE-MOI PAPA” Version 2  </li></ul><ul><li>Much improved, not quite perfect, but we’re getting ...
The Enemy  What the pupils said: <ul><li>“ I  can’t   spell  much French”; </li></ul><ul><li>“ It’s  hard  to remember whe...
A battle won! The war is not quite over … <ul><li>Year 8 Pupil Voice Summer Term 2009 </li></ul><ul><li>65% of the class  ...
Further online resources : <ul><li>UK web resources: </li></ul><ul><li>www.rachelhawkes.typepad.com/linguacom </li></ul><u...
<ul><li>Further Reading: </li></ul><ul><li>“ Le manuel phonique”,  Janet Molzan et Sue Lloyd; </li></ul><ul><li>“ Methode ...
[email_address] www.allsaintslanguagesblog.typepad.co.uk *  www.doonceandshare.wikispaces.com   Follow  suzibewell  on  ww...
<ul><li>Let battle commence!  </li></ul><ul><li>Dealing with phonetically challenged pupils in French </li></ul><ul><li>We...
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You say mince and I say mINce - The need for the OVERT teaching of Phonics in French (SSAT LP Belfry Presentation - Suzi Bewell

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A 45 slide Preso from the SSAT languages conference 2009 at the Belfry in Birmingham.
A strategy for the OVERT teaching of the sound-spelling link in French inc pupil pod casts and egs from my own classroom practice.

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  • A wise warrior understands 3 things: The environment they operate in, the strengths and weaknesses of the enemy and the strategy needed to address their enemy Let us consider the battle to get pupils to speaking and writing French like a native
  • My colleagues and I have just completed some French oral exams Yet again, like all the years before we heard shocking pronunciation The classics (give pairs maybe where things look the same and sound different of vice versa) Ville famille Beaucoup Trop Tres The target language dyslexia is evidently present and this put in place barriers that result in the issues listed (DO NOT READ THEM OUT)
  • Pupil voice is really powerful to get feed forward for lesson planning These messages say, we have got it wrong
  • The current strategy is evidently not working Teachers are working hard but may be in the wrong direction Spoon-feeding and learning by rote results in a lack of understanding of the language
  • The absence on clear central strategies to teach phonics means there are no coherent plans to teach phonics Therefore how can the enemy be defeated These are quotes from teachers across the UK from all levels of teaching, including SSATs
  • In the search for an effective strategy, I have investigated approaches and resources from teachers internationally, published research, journals and existing teaching resources. This initial research phase is now complete I have gathered together resources and a variety of new and diverse teaching techniques to TEACH THE USUAL IN AN UNUSUAL WAY
  • Having told you about how I engage the pupils and their subconcious mind Let me know look specifically at content to teach phonics I am now implementing these resources and approaches with Key StaGE 2 and 3 and focussing on 4 key areas Using : GIVE EXAMPLES OF what you do for EACH
  • My research has uncovered some key principles to teach phonics These are not ‘rocket science’ A second key learning has been the need to challenge the old ways of teaching the spelling sound link I now incorporate a range of novel approaches, to address the phonically challenged and second language dyslexic These include Pupil produced content e.g. getting them to do the work make the discovers establish the rules and patterns and question the stucture BLOOMS TAXONOMY Using New technology and relevant, such as the blog as an education platform filled with content other online, up to the second online resources including videos, games, pod casts Techniques to encourage learning across the spectrum of pupils that walk through the door into my classroom, including Active Learning (– Mexican wave / gesture inc Blooms Taxonomy = active, participative, emotionally linked – learn most) Simultaneous listening and reading (- aural work well supported by text) Cognitive memory techniques( – mediation, NLP and Link Word)
  • Pupil voice is really powerful to get feed forward for lesson planning These messages say, we have got it wrong
  • THANK YOU
  • You say mince and I say mINce - The need for the OVERT teaching of Phonics in French (SSAT LP Belfry Presentation - Suzi Bewell

    1. 1. You say mince and I say m ince! <ul><li>The need for the overt teaching </li></ul><ul><li>of Phonics in French. </li></ul><ul><li>By Suzi Bewell </li></ul><ul><li>SSAT Lead Practitioner for Languages </li></ul><ul><li>October 2009 </li></ul>
    2. 2. <ul><li>“ An army destined to defeat fights in the hope of winning but without any planning ” </li></ul>The Wise Warrior Battleground Enemy Strategy
    3. 3. The Battle Ground: Know the enemy and know yourself <ul><li>Year 11 - Speaking Exams: </li></ul><ul><li>Unmotivated and disengaged </li></ul><ul><li>Unable to process and manipulate the language </li></ul><ul><li>Severe absence of skills and ambition to become independent learners </li></ul>
    4. 4. The Enemy What the pupils said: <ul><li>“ I can’t spell much French”; </li></ul><ul><li>“ 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”; </li></ul><ul><li>“ It sounds different to how it’s spelled and it’s said really quickly”; </li></ul><ul><li>“ It’s hard to pronounce … I never know how to pronounce it!”; </li></ul><ul><li>“ I forget pronunciation and struggle”. </li></ul>
    5. 5. The key to success in war – the need for an effective strategy <ul><li>The old strategy… </li></ul><ul><li>“ 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.” </li></ul><ul><li>Now consider the following… </li></ul><ul><li>SP: lapIN – Habite – leS maTHS – famILLE - QUarT </li></ul><ul><li>WR: Jem – Je mapple – Onglatear – poison rouge </li></ul>
    6. 6. Words from the Warriors <ul><li>“ 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” </li></ul><ul><li>“ How many times do students learn something by heart and it sounds dreadful ?” </li></ul><ul><li>“ I usually just teach it as things crop up . ” </li></ul><ul><li>“ I feel it would be more useful to come with a knowledge of certain sounds rather than knowing about the weather or pets “ </li></ul>
    7. 7. The key to success in war – the need for an effective s trategy <ul><li>… and the new… </li></ul><ul><li>“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?” </li></ul>Source: Jo Rhys-Jones and Lynn Erler, Oxford University (Talkabout Primary MFL blog)
    8. 8. “ To subdue the enemy without fighting is the supreme excellence ” <ul><li>Using le manuel phonique, Jolly Phonique: </li></ul><ul><li>teach 36 principal sounds; </li></ul><ul><li>stress sound-spelling links; </li></ul><ul><li>tease out structures and rules; </li></ul><ul><li>deal with cognates and “tricky words” </li></ul>
    9. 9. “ You cannot change your enemy, so change your responses ” <ul><li>Pupil-led teaching and learning </li></ul><ul><li>Active learning </li></ul><ul><li>Creative teaching </li></ul>
    10. 10. THE POWER OF STUDENT VOICE <ul><li>Ask them what they like </li></ul><ul><li>*Ask them what they don’t like / find hard </li></ul><ul><li>Ask them what they would like to learn </li></ul><ul><li>Ask them how they would like to learn </li></ul><ul><li>ACT ON THIS INFORMATION AND MAKE POSITIVE CHANGES </li></ul>
    11. 17. DCSF : Letters and Sounds English Phonics - Mirror Play
    12. 18. Human spellings <ul><li>Few sets of French alphabet plus all variations of vowels </li></ul><ul><li>Alternative - washing line and pegs </li></ul><ul><li>Effective starter / plenary </li></ul>Available from : http://www.yellow-door.net/
    13. 19. An overview of the Strategy <ul><li>Be overt in teaching of sounds </li></ul><ul><li>Link sound to spelling </li></ul><ul><li>Pre-empt poor pronunciation </li></ul><ul><li>Help pupils to better understand the 2FL they are working with so that they can improve and crack the “code” </li></ul><ul><li>Challenge pupils’ thinking </li></ul><ul><li>Be brave and encourage creativity </li></ul><ul><li>Frame with relevant language and technology </li></ul>
    14. 20. Silent letters in French <ul><li>Rosbif Radio </li></ul><ul><li>Pronunciation “Frog casts” </li></ul><ul><li>Spot the “howlers”!!! </li></ul><ul><li>veu(x) – sui(s) – pa(s) – souri(s) – alor(s) </li></ul><ul><li>tien(s) – mai(s) – v oi là – escargo(t) </li></ul><ul><li>le(s) - noisette(s) – e(t) - veu(t) </li></ul><ul><li>Do you share my pain??? </li></ul>
    15. 21. The top 20 most commonly used words in French *Plus another 34 in the top 100 which contain silent final consonants Q. How do you go about teaching exceptions ? Q. What about liasons ? 11. que 12. e(st ) * 13. pour 14. qui 15. dan(s ) * 16. a 17. par 18. plu(s ) * 19. pa(s ) * 20. au 1. de 2. la 3. le 4. e(t ) * 5. le(s ) * 6. de(s ) * 7. en 8. un 9. du 10. une
    16. 22. Phonic Bingo (Y7 - silent letters) Top Tip! Game 1 – Teacher as bingo caller Next games – winner gets to call soeurs chat vingt ans deux Ils trois minuit gris souris
    17. 23. Le jeu des 7 familles http://tinyurl.com/jeu7familles
    18. 24. Sounds Alike Wall Display Posters Sounds Alike! è – ê – ë - ai – ei fr è re ê tre No ë l fr ai se ab ei lle Sounds Alike! s – ss – x – ç – ti dan s e profe ss ion soi x ante fran ç ais atten ti on Sounds Alike! o – au – eau – aux – ô o range p au se b eau chev aux h ô tel Idea inspired by www.smartkids.co.uk
    19. 25. http://www.wordle.net/ Passé Composé Song
    20. 26. Tricky words and sounds <ul><li>fam ill e </li></ul><ul><li>je m’hab ill e </li></ul><ul><li>vie ill e </li></ul><ul><li>boute ill e </li></ul><ul><li>feu ill e </li></ul><ul><li>ore ill e </li></ul><ul><li>ma ill ot de bains </li></ul>Attention! Tricky Words! MILLE VILLES TRANQUILLES -ill in the following words is pronounced “EEL” m ill e – m ill ion – m ill iard – m ill ier v ill e – v ill age – Deauv ill e tranqu ill e – tranqu ill iser - tranqu ill ité FINAL CONSONANTS Generally silent – with exception of CRFL Be very C a R e F u L !
    21. 27. Beware! Cognates <ul><li>“ Make a deliberate effort from the start to focus on look-a-likes. You must get across to pupils that if it looks like English, it will not sound like English .” (Heather Rendall, CiLT) </li></ul><ul><li>Ecoutez et devinez </li></ul><ul><li>A votre avis, est-ce que je préfère… </li></ul><ul><li>les raviolis ou les pizzas? </li></ul><ul><li>les tomates ou les carottes? </li></ul><ul><li>les oranges ou les melons? </li></ul><ul><li>les biscuits au chocolat ou les gâteaux au chocolat? </li></ul><ul><li>les céréales ou le bacon? </li></ul>Source: Martine Pillette “ Zappy lesson starters for KS3 French”
    22. 28. Ancient memory techniques: Pegging / Roman Rooms <ul><li>Massively powerful </li></ul><ul><li>Remains in memory long term </li></ul><ul><li>Stories - through time, Man’s favourite learning media </li></ul><ul><li>Visualisation </li></ul><ul><li>Meditation (clear mind / relax / close eyes) </li></ul>
    23. 29. An example of PEGGING How many can you remember? <ul><li>Foot? une chen ille </li></ul><ul><li>Knee? une f ille </li></ul><ul><li>Hip? un gor ille </li></ul><ul><li>Bottom? chatou ill er (vb) </li></ul><ul><li>Waist? la crème Chant ill y </li></ul><ul><li>Shoulder? une coqu ille </li></ul><ul><li>Nose? une fam ille </li></ul><ul><li>Head? Cam ill e </li></ul>
    24. 30. mince or m in ce? <ul><li>Mexican Wave listening exercise </li></ul><ul><li>Stand up – Sit down to a story </li></ul><ul><li>When you hear the –in sound, give me a wave! </li></ul><ul><li>V in cent – v in gt-c in q – In de – in telligent </li></ul><ul><li>lap in – p in gou in – m in ce – d in de </li></ul><ul><li>v in – pat in – tra in – f in </li></ul>
    25. 31. “ Jolly Songs” Similar sounds in English <ul><li>J’ai un copa in , il s’appelle R olan d </li></ul><ul><li>R olan d , il e st commen t ? </li></ul><ul><li>R olan d e st in telligen t </li></ul><ul><li>R olan d e st in telligen t </li></ul><ul><li>J’ai une copine, elle s’appelle Sa r ah </li></ul><ul><li>Sa r ah , elle est comment? </li></ul><ul><li>Sa r ah est trè s s y mpa </li></ul><ul><li>Oh, Sa r ah est trè s s y mpa </li></ul>Josh - moche Joe - b eau Lee - peti t Mme. Hamnett Mme. Bewell Source: Chanterelles - MGP
    26. 32. Strategy Summary <ul><li>Obstacle -> solution focussed thinking </li></ul><ul><li>Relevant , pupil-centred approach </li></ul><ul><li>Framing the language </li></ul><ul><li>Active learning </li></ul><ul><li>Encourage discovery and creativity </li></ul><ul><li>Opportunities to collaborate </li></ul><ul><li>Reason to communicate </li></ul><ul><li>New technolgies </li></ul>
    27. 33. <ul><li>Recordable, talking postcards – record up to 10 secs, plastic wallet to insert word / sound / picture </li></ul><ul><li>Easi-speak microphone - £30 </li></ul><ul><li>with inbuilt USB </li></ul><ul><li>Both available from </li></ul><ul><li>http://www.tts-group.co.uk/ </li></ul>
    28. 34. Video casting Pupil friendly hand held video recorders <ul><li>Flip Ultra - RRP £80 ; 1hr record time </li></ul>
    29. 35. Pod casting & Frog casting! <ul><li>iRiver MP3 player with built in voice recorder (up to 100 hours, saves as MP3) </li></ul><ul><li>Branded digital voice recorders (with built in USB – RRP £30 - £80) </li></ul><ul><li>iPhone – inbuilt voice recorder, audioboo and *iPadio apps </li></ul><ul><li>http://audioboo.fm / </li></ul><ul><li> http://www.ipadio.com / </li></ul>
    30. 36. Audacity http://audacity.sourceforge.net/ NB Alongside Audacity you MUST also install Lame encoder http://lame.sourceforge.net/download.php
    31. 37. Blogging / Pod casting Platforms <ul><li>www.typepad.co.uk www.wordpress.com </li></ul><ul><li>www.posterous.com www.blogger.com </li></ul>
    32. 38. video conferencing with our partner school in Cambrai
    33. 39. Rosbif Radio <ul><li>“ REGARDE-MOI PAPA” Version 2 </li></ul><ul><li>Much improved, not quite perfect, but we’re getting there slowly… </li></ul>
    34. 40. The Enemy What the pupils said: <ul><li>“ I can’t spell much French”; </li></ul><ul><li>“ 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”; </li></ul><ul><li>“ It sounds different to how it’s spelled and it’s said really quickly ”; </li></ul><ul><li>“ It’s hard to pronounce… I never know how to pronounce it!”; </li></ul><ul><li>“ I forget pronunciation and struggle ” </li></ul>
    35. 41. A battle won! The war is not quite over … <ul><li>Year 8 Pupil Voice Summer Term 2009 </li></ul><ul><li>65% of the class enjoyed / found the work on pronunciation helpful </li></ul><ul><li>“(I’d like to…) read more stories aloud” </li></ul><ul><li>“Everybody should do a pod cast” </li></ul><ul><li>“I wish I’d got chance to do the pod cast”, </li></ul><ul><li>“Can we do more speaking work!” </li></ul>
    36. 42. Further online resources : <ul><li>UK web resources: </li></ul><ul><li>www.rachelhawkes.typepad.com/linguacom </li></ul><ul><li>http://primarymfl.ning.com </li></ul><ul><li>www.phonologique.wikispaces.com Dr Lynn Erler, Oxford University </li></ul><ul><li>http://johnbald.typepad.com </li></ul><ul><li>http://www.tes.co.uk/article.aspx?storycode=3013522&s_cid=16 </li></ul><ul><li>http://www.lcfclubs.com/babelzoneNEW/# Babelzone website </li></ul><ul><li>www.standards.dfes.gov.uk ref 00281-2007BKT-EN Letters and Sounds: Priciples and </li></ul><ul><li>Practice of High Quality Phonics </li></ul><ul><li>http://www.senteacher.org/Worksheet/15/Phonics.xhtml Phonics fans to print </li></ul><ul><li>YouTube : </li></ul><ul><li>http://www.youtube.com/watch?v=1UQxN5HW1PU Bours in Advert </li></ul><ul><li>http://www.youtube.com/watch?v=BEXf9xxjJTc ParisbyPod – Months sound tutorial </li></ul><ul><li>http://www.youtube.com/watch?v=Gy18ErHnYM8&feature=rec-rev-rn – Numbers by </li></ul><ul><li>www.Parisbypod.com </li></ul><ul><li>http://www.imagiers.net/ and http://www.imagiers.net/phonetique </li></ul><ul><li>(includes close up facial visuals and syllables) </li></ul><ul><li>http://flashmeeting.e2bn.net/fm/fmm.php?pwd=985fd8-6381 </li></ul><ul><li>TeachMeetSLF09 2:39:51 - 5 min clip on moblogging – Joe Dale </li></ul><ul><li>Human spellings – tabards available from www.yellowdoor.net </li></ul><ul><li>French web resources: </li></ul><ul><li>http://www.planete-alphas.net/ </li></ul><ul><li>www.leolea.org </li></ul>
    37. 43. <ul><li>Further Reading: </li></ul><ul><li>“ Le manuel phonique”, Janet Molzan et Sue Lloyd; </li></ul><ul><li>“ Methode de lecture syllabique”, C. Delile, J. Delile; </li></ul><ul><li>“ The Art of War for Teachers”, Simon Green; </li></ul><ul><li>“ Link Word French” , Michael M Gruneberg; </li></ul><ul><li>“ Patterns and procedures: focus on phonics and grammar”, Heather Rendall; </li></ul><ul><li>“ Execises in French Phonics”, F Nachtmann; </li></ul><ul><li>“ L’oreille fine” and “ Zappy lesson starters for KS3 French”, both Martine Pillette; </li></ul><ul><li>“ Rhythm and rhyme”, Cynthia Martin. </li></ul>
    38. 44. [email_address] www.allsaintslanguagesblog.typepad.co.uk * www.doonceandshare.wikispaces.com Follow suzibewell on www.twitter.com
    39. 45. <ul><li>Let battle commence! </li></ul><ul><li>Dealing with phonetically challenged pupils in French </li></ul><ul><li>Wednesday 4th November 2009 </li></ul><ul><li>9.15am – 3.45pm </li></ul><ul><li>Hotel du Vin </li></ul><ul><li>89 The Mount, York YO24 1AX </li></ul><ul><li>(central location, close to York railway station) </li></ul><ul><li>Cost of training and follow-up learning visit Spring term 2010 : just £80 </li></ul><ul><li>  Lunch & refreshments included </li></ul><ul><li>  Book now as places are limited </li></ul><ul><li>  www.schoolsnetwork.org.uk/lpseminars </li></ul><ul><li>event ID SVN1009712 </li></ul><ul><li>To find out more please contact Suzi Bewell : </li></ul><ul><li>07980901998 or </li></ul><ul><li>E-mail: [email_address] </li></ul><ul><li>    </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>

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