Successfully reported this slideshow.
Practical ideas for teaching Primary
             Languages.




            Lisa Stevens
       IoW Conference 13.10.07
Overview
•   Introductions
•   The Ws
•   Songs and rhymes
•   Stories
•   Websites
•   Games
•   Cross curricular links
A bit about me…

   9 years as Secondary teacher of Spanish
and French, Second in Dept /Head of Spanish.
   For last 4 yea...
PLL?
    How do you feel aboutgood idea
                        A


 Excited?         Concerned?


                       ...
“Every child should have the opportunity
throughout Key Stage 2 to study a foreign language
and develop their interest in ...
WHY TEACH LANGUAGES IN PRIMARY SCHOOLS?


• Languages develop skills such as: problem solving,
memorising, creative, socia...
• The language lessons will provide enjoyment and
intellectual stimulation for all pupils regardless of ability.

• The em...
Which language(s)?
One language?
One main and several tasters?
A ‘Language Detective’ approach?
Different language each ye...
•Pupils can take responsibility for their own learning by
assessing their progress on a ‘ I can ……’ chart which will
encou...
I asked pupils at Whitehouse
  Common for their comments…..
• I like learning Spanish because it’s
  fun.
• When I went on...
Which activities did you
  enjoy in Spanish?
             • Ramon and Ana
• Conversations with puppets / my partner.
     ...
Puppets.
• Ramon and Ana (from Eduzone)
• Finger puppets – use for names, colours,
  animals (from IKEA and various charit...
Activities with puppets
•   Introductions / social conventions
•   Pairwork
•   Responding to a song
•   Rewarding coopera...
Think about learning styles
           (VAK)
• …use actions
• ..use flashcards
• …show the words /
  use colour for
  gend...
Ways to exploit vocabulary
                   • What’s missing?
• OXO              • Feely bag
• Pelmanism        • Give u...
Activities with numbers
•   Repetition
•   Splat
•   String
•   Draw on your partner’s hand / back
•   Flashboards
•   Mis...
16   20   17


13   14   15


12   18   11
Find your partner.


• A simple game , easily set up and very
  popular with all!

• All you need are small cards with wor...
Language Learning Skills.
• The KS2 Framework has an LLS strand, and
  encourages a focus on phonemes/grapheme
  realtions...
Example of a board game

           This can be used for a variety of
           outcomes with lots of opportunity
       ...
Using Songs and Rhymes.
                        Why?
     “Songs and rhymes make an important
    contribution to language...
1, 2, 3
                   Uno, dos, tres, cho
                    Uno, dos, tres, co
                    Uno, dos, tres, ...
1,2,3 – cultural knowledge.
       I use this rhyme to introduce numbers and
       also to show that Spanish is not just
...
Mexican Molinillo
The molinillo [moh-lee-NEE-yoh] is the Mexican chocolate
quot;whiskquot; or quot;stirrerquot;. It is mad...
More ideas.
• Using rhymes to emphasise pronunciation /
  sound patterns
• Eg weather and towns in France
• Il fait gris à...
Another rhyme.
                    Sana, sana
                  Colita de rana.
                 Sí no sanas hoy
         ...
Some commercially produced resources.

• Français, Français / Español, Español / Deutsch,
  Deutsch (CDs and resource CD /...
Some commercially produced resources
                 2.
• I can sing en français – 08442-1462-0 (book and
  tape)
• Singi...
‘Bonjour’ rap
• Bonjour! Bonsoir! Bonne nuit! x3
• Comment ça va? Ça va bien merci!

• Salut! Comment t’appelles tu? x3
• ...
‘Bonjour’ rap
• Very popular with KS1 – repetitive
  and simple lyric.

• Good way to grab attention in the
  beginning st...
¿Qué hay en la lavadora?
•   ¿Qué hay en la lavadora?
•   Un pantalón. Un pantalón.
•   ¿Qué hay en la lavadora?
•   Un pa...
¿Qué hay en la lavadora?
• To practice vocabulary.

• Bring in a basket of clothing – pupils
  find the items and put them...
Dans la forêt lointaine
• Listen to the song about a cuckoo and an owl.

• Split room in half – the owls and the cuckoos.
...
Dans la forêt lointaine
•   Dans la fôret lointaine,
•   On entend le coucou.
•   Du haut de son grand chêne,
•   Il répon...
Another idea – Debajo de un
          botón
•   Debajo de un botón, tón, tón,
•   Que encontró Martín,
•   Había un ratón,...
Debajo de un botón
• Use this rhyme to practise vowel
  sounds. Ask pupils to clap each time
  they hear ‘ton’ and stamp f...
Adapt a song!
•   Mi barba tiene tres pelos.
•   Tres pelos tiene mi barba.
•   Si no tuviera tres pelos,
•   Ya no sería ...
Adapt a song! 2
• I used this song with Year 1 and 2
  last term.
• Having ’covered’ animals, body parts
  and numbers, I ...
Adapt a song! 3
• Mi perro tiene diez dientes.

• Mi conejo tiene dos orejas.

• And Mi pez tiene muchas burbujas.
Make up your own!
• Take a recognisable tune, and change
  the words.
• Thus, pupils aren’t worried about the
  tune and c...
Some examples of songs I’ve
              ‘written’
•   Bonjour Lulu! Bonjour Lulu!
•   Comment ça va? Comment ça va?
•   ...
Some examples of songs I’ve
        ‘written’ 2
       • Hace sol, y hace calor.
          • Está despejado.
       • Hace...
To the tune of The rainbow song
          Los colores

       rojo, verde y azul,
         y negro y gris.
         amaril...
!
        oz ere
  rs S w
 M



     And the latest..
Diez animales en la pared!
Some storytelling ideas.
Why?
Pupils love stories.
They are familiar with the tales and
so can follow with minimal vocabul...
NGfl
 http://ngfl.northumberland.gov.uk/languages/default.htm


• Northumberland Grid for Learning
  has a whole section o...
More online ideas
• See my del.icio.us tags under stories
http://del.icio.us/lisibo
Ideas there of other resources that
  ...
Some of my favourites!
• ¿De qué color es Elmo? (Sesame Street)
• Querido Zoo (Dear Zoo)
• De quelle couleur est ta culott...
Ready made materials!
ELI books
Big books with CD of story / song / karaoke
https://www.eurobooks.co.uk/languagebooks/seri...
Señor Cabeza Naranja
• There’s a book called GO AWAY BIG
  GREEN MONSTER (Ed Emberley) –
  there’s a version in French and...
Señor Cabeza Naranja
Activities to follow up
• Pupils used 2D shapes to create their
  own monster faces. We took photos
 ...
Diez fresas
• This story is a SMARTboard story
   from Northumberland Grid for
   Learning
   http://ngfl.northumberland.g...
Diez fresas
Activities
• Read the story.
• Read again with pupils joining in – try
  and predict the order of the animals....
ICT
• Word processing – allows pupils to
  correct mistakes – also use of
  accents.
• Graphs / charts etc
• Presentations...
ICT
•   Weemee
•   Voki
•   Animoto
•   Voicethread
•   Digital recording
•   Blogs
•   Podcasts
•   Digiblue
Cross curricular
• How can we exploit this area of language
  learning?
• Look for opportunities to make links.
• Use lang...
How often do you feel like
         this?
It’s so much better when we
           share!
Websites
http://del.icio.us/lisibo
For all my tags or bookmarks –lots of
  activities in Spanish French and
  English, and...
Fora
Join ELL-FORUM@MAILTALK.AC.UK
  specifically for Early Language Learning
Post queries on PLL and MFL on TES Staffroom...
Talkabout Primary MFL Ning
• http://primarymfl.ning.com/
I would thoroughly recommend you join!
My tips for successful PLL!
• Consider WHY you are doing things – what is the
  focus of the activity, and can an activity...
And most of all….

           • ENJOY IT!

• If you look like you’re having fun, your
  children will too.
IoW conference Practical ideas for Primary Language Learning
Upcoming SlideShare
Loading in …5
×

IoW conference Practical ideas for Primary Language Learning

5,847 views

Published on

Presentation by Lisa Stevens at Isle of Wight Conference 2007 on Practical ideas for Primary Language Learning including ideas for oral work, storytelling, songs and rhymes, cross curricular activities and ICT.

Published in: Technology, Education

IoW conference Practical ideas for Primary Language Learning

  1. 1. Practical ideas for teaching Primary Languages. Lisa Stevens IoW Conference 13.10.07
  2. 2. Overview • Introductions • The Ws • Songs and rhymes • Stories • Websites • Games • Cross curricular links
  3. 3. A bit about me… 9 years as Secondary teacher of Spanish and French, Second in Dept /Head of Spanish. For last 4 years have been working in PLL. Originally taught French and Spanish at Priory School, Edgbaston, in Prep. Dept., Kindergarten to Year 6 (and beyond!) Currently teach Spanish to Years 1 and 2 at Mere Green Primary School in PPA time. And also teach Spanish at Whitehouse Common Primary School in PPA time. Lisa Stevens IOW - 13.10.07 lstevens@whitehousecommon.bham.schh.uk
  4. 4. PLL? How do you feel aboutgood idea A Excited? Concerned? I don’t know any Not sure? Spanish! Who’s going to Haven’t got the deliver it? time!
  5. 5. “Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning. By age 11 they should have the opportunity to reach a recognised level of competence on the Common European Framework and for that achievement to be recognised through a national scheme. The Key Stage 2 language learning programme must … be delivered at least in part in class time.” (DfES 2002, Languages for All: Languages for Life page 15)
  6. 6. WHY TEACH LANGUAGES IN PRIMARY SCHOOLS? • Languages develop skills such as: problem solving, memorising, creative, social, ICT skills. •The study of a language opens children’s minds to different cultures, attitudes and customs of other countries. • Languages develop positive attitudes towards other cultures but develop pupils’ appreciation of their own. •The learning of languages help to increase the self- esteem of pupils whose first language is not English, perhaps bringing their home languages into the classroom as something to be valued.
  7. 7. • The language lessons will provide enjoyment and intellectual stimulation for all pupils regardless of ability. • The emphasis will be on oral and aural skills consequently the lessons will involve a variety of games, songs and plays. The language- learning classroom aims to provide a happy environment in which every pupil is encouraged to participate. • Through the study of a language the pupils will develop an awareness of the need for languages as a skill for life and hopefully this will foster an enthusiasm for future language learning. Also learning a language at key stage 2 provides a link with learning a foreign language at key stage 3.
  8. 8. Which language(s)? One language? One main and several tasters? A ‘Language Detective’ approach? Different language each year? My answer ….
  9. 9. •Pupils can take responsibility for their own learning by assessing their progress on a ‘ I can ……’ chart which will encourage a sense of achievement and also allow them to consider how they learn best. •Learning another language has been shown to improve the learning of your own language.
  10. 10. I asked pupils at Whitehouse Common for their comments….. • I like learning Spanish because it’s fun. • When I went on holiday I could talk to people I met. • Miss – I asked for a drink in Spanish!! • Spanish isn’t like the other things I do at school.
  11. 11. Which activities did you enjoy in Spanish? • Ramon and Ana • Conversations with puppets / my partner. • Songs • Stories (Rubiales , La Oruga Hambrienta) • Marching around the room • Using ICT /laptops • Games - OXO / Bingo / Beat the Teacher • Actions. • Ordering food. • Voki
  12. 12. Puppets. • Ramon and Ana (from Eduzone) • Finger puppets – use for names, colours, animals (from IKEA and various charity shops!) • Make your own! • Puppets seem to allow the pupil to distance themselves from the ‘strangeness’ of speaking another language. • Also easier to keep photographic evidence
  13. 13. Activities with puppets • Introductions / social conventions • Pairwork • Responding to a song • Rewarding cooperation Example - El granjero….
  14. 14. Think about learning styles (VAK) • …use actions • ..use flashcards • …show the words / use colour for gender. • …’feel’ (we’ll come • back to this later!)
  15. 15. Ways to exploit vocabulary • What’s missing? • OXO • Feely bag • Pelmanism • Give us a clue • Dance mat • Sounds • Flashboards • Find your partner • Board games • Hangman • Find the….. • Dice games • I went shopping… • What’s hidden?
  16. 16. Activities with numbers • Repetition • Splat • String • Draw on your partner’s hand / back • Flashboards • Missing numbers • Dice games • Sums • …and I’m sure you have lots more ideas.
  17. 17. 16 20 17 13 14 15 12 18 11
  18. 18. Find your partner. • A simple game , easily set up and very popular with all! • All you need are small cards with words / pictures that can be paired • e.g. famous people, animals, jobs and equipment, likes and dislikes, food
  19. 19. Language Learning Skills. • The KS2 Framework has an LLS strand, and encourages a focus on phonemes/grapheme realtionships. • Encouraging pupils to look for links between words – eg animals • Can you guess what these animals might be? • Un tigre • Un rinoceronte • Una cebra •
  20. 20. Example of a board game This can be used for a variety of outcomes with lots of opportunity for differentiation. Easily created on ActivPrimary. Lisa Stevens IOW - 13.10.07 lstevens@whitehousecommon.bham.schh.uk
  21. 21. Using Songs and Rhymes. Why? “Songs and rhymes make an important contribution to language development as they help to give a sense of the natural rhythms of the language and its sentence patterns. They give a context for memorising and learning by rote and the opportunity to master the articulation and pronunciation of particular sounds.” Nacell Bulletin 19 Autumn 2006 Lisa Stevens IOW - 13.10.07 lstevens@whitehousecommon.bham.schh.uk
  22. 22. 1, 2, 3 Uno, dos, tres, cho Uno, dos, tres, co Uno, dos, tres, la Uno, dos, tres, te Bate, bate, chocolate. Bate, bate, chocolate. (count 1,2,3 on fingers for lines 1-4, then rub hands together back and forth for last two) Lisa Stevens IOW - 13.10.07 lstevens@whitehousecommon.bham.schh.uk
  23. 23. 1,2,3 – cultural knowledge. I use this rhyme to introduce numbers and also to show that Spanish is not just spoken in Spain. Link it to visit to Cadbury World and explain about origins of chocolate. Explain about why we rub our hands together for the last two lines. http://gourmetsleuth.com/molinillo.htm Lisa Stevens IOW - 13.10.07 lstevens@whitehousecommon.bham.schh.uk
  24. 24. Mexican Molinillo The molinillo [moh-lee-NEE-yoh] is the Mexican chocolate quot;whiskquot; or quot;stirrerquot;. It is made of quot;turnedquot; wood and it is used to froth warm drinks such as hot chocolate, Atole, and Champurrado. History and Lore This tool was actually invented by the Spaniard colonists in Mexico around the 1700's. Prior to the invention of the molinillo, chocolate was froth by pouring it from one cup to another. The first molinillos were made to fit into a container with the handle extending out of the top. The molinillo was then rotated between the users two hands placed palm-sides together. The twisting motion frothed the chocolate. Lisa Stevens IOW - 13.10.07 lstevens@whitehousecommon.bham.schh.uk
  25. 25. More ideas. • Using rhymes to emphasise pronunciation / sound patterns • Eg weather and towns in France • Il fait gris à Paris. • Il fait beau à Bordeaux. • Il neige à Liege. • Il pleut à Montreux. • etc
  26. 26. Another rhyme. Sana, sana Colita de rana. Sí no sanas hoy Sanarás mañana. This rhyme is for rubbing hurts away – essentially a nonsense rhyme about a frog’s tail but authentic Spanish!! Lisa Stevens IOW - 13.10.07 lstevens@whitehousecommon.bham.schh.uk
  27. 27. Some commercially produced resources. • Français, Français / Español, Español / Deutsch, Deutsch (CDs and resource CD / book) www.language-factory.co.uk • Let’s sing and learn in Spanish by Neraida Smith – 0-8442-7079-2 (book – cassette available) • I can sing ¡en español! – 0-8442-7186-1 (book+tape) • Canciones populares infantiles (Consejería de educación) – www.sgci.mec.es/uk (book +CD) • Play and learn Spanish by Ana Lomba – 0-07- 144148-4 (book and CD)
  28. 28. Some commercially produced resources 2. • I can sing en français – 08442-1462-0 (book and tape) • Singing French – Helen Mc Gregor – 0-7136-6898- 9 (22 photocopiable songs nad chants – CD plus ideas for use and development of vocabulary) • Chante en français (le Jolie Ronde) • French is Fun - Salut Serge! BBC (DVD comes with activity book, Audio CD and song sheets)
  29. 29. ‘Bonjour’ rap • Bonjour! Bonsoir! Bonne nuit! x3 • Comment ça va? Ça va bien merci! • Salut! Comment t’appelles tu? x3 • Je m’appelle Michel. • Au revoir! A tout à l’heure! x3 • Au revoir Madame! From Français, Français
  30. 30. ‘Bonjour’ rap • Very popular with KS1 – repetitive and simple lyric. • Good way to grab attention in the beginning stages of language learning. • Reinforce with actions.
  31. 31. ¿Qué hay en la lavadora? • ¿Qué hay en la lavadora? • Un pantalón. Un pantalón. • ¿Qué hay en la lavadora? • Un pantalón de Ramón. • ¿Qué hay en la lavadora? • Una chaqueta. Una chaqueta. • ¿Qué hay en la lavadora? • Una chaqueta y un pantalón de Ramón. • Subsequent verse … Una corbata. Una camisa. Una bufanda. Calcetines que huelen. From Español, Español
  32. 32. ¿Qué hay en la lavadora? • To practice vocabulary. • Bring in a basket of clothing – pupils find the items and put them on before the verse is over. • Substitute different items of clothing.
  33. 33. Dans la forêt lointaine • Listen to the song about a cuckoo and an owl. • Split room in half – the owls and the cuckoos. • As song is played, you stand up every time you hear your bird’s name in French. • Good fun, but also demands pupils to listen for the sounds.
  34. 34. Dans la forêt lointaine • Dans la fôret lointaine, • On entend le coucou. • Du haut de son grand chêne, • Il répond au hibou: • Coucou hibou • Coucou hibou • On entend le coucou.
  35. 35. Another idea – Debajo de un botón • Debajo de un botón, tón, tón, • Que encontró Martín, • Había un ratón, tón, tón, • Hay qué chiquitín, tín, tín. • Ay ¡qué chiquitín, tín, tín. • Era aquel ratón, tón, tón, • Que encontró Martín, • Debajo de un botón, tón, tón.
  36. 36. Debajo de un botón • Use this rhyme to practise vowel sounds. Ask pupils to clap each time they hear ‘ton’ and stamp for ‘tin’. • Then substitute other vowels to make ‘tan’, ‘ten’ or ‘tun’. • Develops thinking and coordination as well as sustitution skills.
  37. 37. Adapt a song! • Mi barba tiene tres pelos. • Tres pelos tiene mi barba. • Si no tuviera tres pelos, • Ya no sería mi barba. • Next verse miss out barba, then tres, then pelos, replacing them with actions.
  38. 38. Adapt a song! 2 • I used this song with Year 1 and 2 last term. • Having ’covered’ animals, body parts and numbers, I asked the pupils to write their own version. • Ideas included ……
  39. 39. Adapt a song! 3 • Mi perro tiene diez dientes. • Mi conejo tiene dos orejas. • And Mi pez tiene muchas burbujas.
  40. 40. Make up your own! • Take a recognisable tune, and change the words. • Thus, pupils aren’t worried about the tune and can concentrate on the vocabulary.
  41. 41. Some examples of songs I’ve ‘written’ • Bonjour Lulu! Bonjour Lulu! • Comment ça va? Comment ça va? • Très bien merci! Très bien merci! • Au revoir! Au revoir! • To the tune of Frère Jacques. This followed on from reading a book with Nursery/Kindergarten called Coucou Lulu. We learned the song to sing to Lulu, and to my puppet, Zizou, and then began to substitute the names of the pupils.
  42. 42. Some examples of songs I’ve ‘written’ 2 • Hace sol, y hace calor. • Está despejado. • Hace sol y hace calor. • Hace buen tiempo. • Hace frío, hace viento. • Llueve y nieva. • Hace frío, hace viento. • Hace mal tiempo. • To the tune of ‘Pop goes the Weasel’
  43. 43. To the tune of The rainbow song Los colores rojo, verde y azul, y negro y gris. amarillo, rosa, violeta marrón y naranja.
  44. 44. ! oz ere rs S w M And the latest.. Diez animales en la pared!
  45. 45. Some storytelling ideas. Why? Pupils love stories. They are familiar with the tales and so can follow with minimal vocabulary. Links to Literacy. Great for drama! Amazing how many things you can link to one story!
  46. 46. NGfl http://ngfl.northumberland.gov.uk/languages/default.htm • Northumberland Grid for Learning has a whole section on storytelling. • Has Goldilocks and Little Red Riding Hood in Fr, Sp, It and Ger • Animated / interactive stories with SOW / lesson plans, resources etc. • I’ve used with KS1 and 2 – amazing!!
  47. 47. More online ideas • See my del.icio.us tags under stories http://del.icio.us/lisibo Ideas there of other resources that can be used in conjunction with stories eg Literacy and Numeracy activities that can be adapted.
  48. 48. Some of my favourites! • ¿De qué color es Elmo? (Sesame Street) • Querido Zoo (Dear Zoo) • De quelle couleur est ta culotte? • La oruga hambrienta / La chenille qui fait des trous. • Qui est le plus affamé? Series of 4 • Me visto…y te como. • El Nabo Gigante
  49. 49. Ready made materials! ELI books Big books with CD of story / song / karaoke https://www.eurobooks.co.uk/languagebooks/series/ SPA/m4/c24/3/CUCA Early Start Talking Big Books On CD rom – read for you and activities to teach and consolidate vocabulary and structures (eg phonemes / parts of speech) http://www.earlystart.co.uk/bb/index.htm
  50. 50. Señor Cabeza Naranja • There’s a book called GO AWAY BIG GREEN MONSTER (Ed Emberley) – there’s a version in French and German so there must be in Spanish but I can’t find it! • So, inspired by some INSET, I wrote my own (simplified version).
  51. 51. Señor Cabeza Naranja Activities to follow up • Pupils used 2D shapes to create their own monster faces. We took photos and made storyboards of new monster stories. Some pupils used one adjective (colour), others used two (eg added size / texture) • Two websites below give ideas too. http://kizclub.com/storypatterns/monster.pdf http://atozteacherstuff.com/pages/219.shtml
  52. 52. Diez fresas • This story is a SMARTboard story from Northumberland Grid for Learning http://ngfl.northumberland.gov.uk/lan guages/default.htm • There are downloadable flashcards for numbers and animals on the site – I’ve made more resources (pairs / bingo) • I’ve exported it as a PPT so I can use it on a Promethean board!
  53. 53. Diez fresas Activities • Read the story. • Read again with pupils joining in – try and predict the order of the animals. • Games to practise vocabulary • Pupils rewrote the story using their own animals / fruit.
  54. 54. ICT • Word processing – allows pupils to correct mistakes – also use of accents. • Graphs / charts etc • Presentations using Powerpoint • IWB – I love it!! • Websites • Online games – www.activihub.com etc
  55. 55. ICT • Weemee • Voki • Animoto • Voicethread • Digital recording • Blogs • Podcasts • Digiblue
  56. 56. Cross curricular • How can we exploit this area of language learning? • Look for opportunities to make links. • Use language creatively. • eTwinning projects / partner schools • Embed PLL as much as possible. • Multilingual displays • Show off!
  57. 57. How often do you feel like this?
  58. 58. It’s so much better when we share!
  59. 59. Websites http://del.icio.us/lisibo For all my tags or bookmarks –lots of activities in Spanish French and English, and I’m adding German ones as I learn!!
  60. 60. Fora Join ELL-FORUM@MAILTALK.AC.UK specifically for Early Language Learning Post queries on PLL and MFL on TES Staffroom http://www.tes.co.uk/section/staffroom/list_ threads.aspx?path=/modern+languages/ Join http://groups.yahoo.com/group/mflresources/ (also mflresources 2 and 3) for general MFL Or http://groups.yahoo.com/group/MFLCo/ specifically for PLL coordinators
  61. 61. Talkabout Primary MFL Ning • http://primarymfl.ning.com/ I would thoroughly recommend you join!
  62. 62. My tips for successful PLL! • Consider WHY you are doing things – what is the focus of the activity, and can an activity address more than one skill? • Be enthusiastic! • Vary teaching and learning styles • Vary activities – type, pace, purpose • Be imaginative - use whatever you can get your hands on! • Use any opportunity to use the language – PE, lining up, grouping, filling in time etc. Consider different ways of reinforcing learning
  63. 63. And most of all…. • ENJOY IT! • If you look like you’re having fun, your children will too.

×