Presentation for workshop at University of Westminster Teaching FLE with authentic resources and through a CLIL approach

1. Using authentic materials
Links to cross-curricular lessons
Noelia Rivas
French Coordinator
Sudbury Primary School
University of Westminster
27 June 2015

2. Workshop plan
1. Why authentic resources?
2. Why link languages with the school topics?
3. Activities for Science, Geography, History, Art
4. Impact on children

3. Authentic resources
• Enrich your lessons
• Bring languages to real life
• Motivate pupils when they realise they can access the information
• The KS2 PoS aims to ensure that all pupils:
“Understand and respond to spoken and written language from a variety of
authentic sources”
• The Ofsted report Achievement and Challenge recommends:
“Make more use of authentic materials to help develop students’ language skills
and their intercultural understanding.”

4. CLIL
Content and Language Integrated Learning
• Languages can be taught by making links with the whole school
topics
• Communicate for practical purposes (KS2 PoS)
• Foster pupils’ curiosity and deepen their understanding of the world (KS2 PoS)
• Deep immersion into the language
• Varied learning activities
• Confidence of pupils to try the new language
• High order thinking skills
• Intercultural understanding

5. RECYCLING

6. Martinique’s advertisement
What are we learning today?
Children recognise names of the different types of waste
Images support understanding
Fun advertisement, children are engaged

7. Mairie de Paris:
Le tri expliqué aux enfants
www.parís.fr
How do they recycle in Paris?
Intercultural understanding

8. Cahiers pédagogiques
www.parís.fr

9. Adapt the authentic activity

10. Mémo du tri sélectif
Group task:
Looking at the original leaflet, children sort
the different types of waste in the correct bin
Dans le bac jaune, on jette…
Video clip

11. Interactive games
Trouve l’emballage
Counting and vocabulary
http://
www.ecoemballages.fr/fileadmin/contribution/flash/juniors/jeux/jeu_comp
Faire glisser l’emballage (Québec)
http://
www.in-terre-actif.com/trousse3/php/showtext.php?page=activite5p&the

12. Learning about Africa
Cooperative Reading from
“Et si on decouvrait le monde” (Deux coqs d’or )”
1.Home group – each pupil becomes an “expert” in 1
topic
2.Expert groups - read, collect information, search in
dictionaries if required
3.Return to home groups – experts share the
information, everybody fills a chart with the
different topics
Jigsaw activity

13. Minibooks about Africa
Other activities:
French speaking countries
Handa´s surprise
Kirikou
Zékéyé books
Mini-book
template and
ideas: Clare
Seccombe’s blog:
changing-phase

14. Song “J’ai une tante au Maroc”
Introduction to Morocco
Location, geographical features
French speaking countries
Language structures
Expressions with verb avoir
Elle a soif, elle a faim, elle a chaud, elle a froid, elle a peur
Preteach vocabulary with actions and games

15. Group task: Matching cards
What does the auntie do when
she is cold, hungry, scared etc.?
Match the cards and create complex sentences
Elle mange du chocolat quand elle a faim
Elle met un gros manteau quand il fait froid

16. Listen to the song and join in
• J'ai une tante au Maroc, qui s'appelle hip hop
• Elle traverse le désert, à dromadaire houla houla
• Et elle boit 6 litres d'eau, quand elle a soif glou glou
• Et mange du chocolat, quand elle a faim miam miam
• Et elle met une mini jupe, quand elle a chaud mini mini
• Et elle met un gros manteau, quand elle a froid gla gla
• Et elle crie comme un hibou, quand elle a peur hou hou
Source: Nounou Sandrine´s blog
Lots of songs, poems, crafts, cross-curricular
http://nounousandrine83.centerblog.net/rub-6-continents-afrique-comptine-chanson-.html
CONT:
Sentences
about themselves
Minibook

17. Learning about Egypt
Read together, teach strategies to decode the text:
•Cognates
•Background knowledge
•Context
Reading comprehension and matching pictures
•Children were very excited because they could
understand the text and they were learning
about Egypt but in French!
Source: Bout de gomme blog
Lots of cross-curricular, stories, thèmes etc
Boutdegomme.fr

18. Y2: Le cycle des plantes
Planter les graines – arroser les graines – pousser les fleures –le soleil – l’eau
•Pre-teach vocabulary
Repeat with different voices
Flashcards games
•Read the story
•Play the cartoon
Download Fiches pédagogiques: Cercle Gallimard de l’enseignement
http://www.cercle-enseignement.com/Primaire/Cycle-1/Fiches-pedagogiques/L-ane-Trotro
L’Âne Trotro
(Gallimard Jeunesse)

19. Trotro: les dessins animés
“Trotro petit jardinier”
Dessins animés sur youtube or
http://animeguides.free.fr/series/trotro
/listing.htm
Your KS1 pupils will love the cartoon and
the intro song:
L’âne Trotro, l’âne Trotro
Trotro rigolo!
L’âne Trotro, l’âne Trotro
Trotro rigolo!
L’âne Trotro c’est l’ami qui nous faut
Trotro rigolo!

20. The Water Cycle

21. Starter video
Watch the following video
Are there any words that you can
recognise?
What are we going to learn about?

22. Les changements d’état

23. Other activities
• Reading from authentic resource
and sorting cards: what happens in
each state of the cycle
http://www.larecre.net/fr/geographie/generalit
es/cyceau_animation_lecon.html#.VYWlB_
lViko
• Create a poster
• Present the poster to the class
Objectives covered:
•Read and understand the main points and some detail
from a written text
•Write sentences using a model
•Perform to an audience

24. Marcel le rêveur: Jobs / Art
Reading the story
- Join with repetition of the structure:
« Parfois Marcel rêve qu’il est … ou … »
(chanteur, écrivain, peintre, roi, etc)
- Ask children to find the hidden bananas in each page
- Mémo Marcel: match the card of Marcel´s dream
with the corresponding famous painting
"Marcel rêve qu'il est peintre » - Van Gogh´s self-portrait

25. Marcel le rêveur : art projects
Learn about René Magritte, Van Gogh and Rousseau
Find their paintings in the story
(classeurdecole.fr)
Learn about le Surréalisme
Create un « Portrait surréaliste »
Paint + collage
http://
artsvisuelsecole.free.f
/dossier4_portraits/
portrait_magritte.html

26. Marcel le rêveur : jobs and dreams
Projects
•Pupils write about their own dreams
•Poster: Liza rêve qu’elle est …
•Minibook ilustrating the different jobs using the sentence
•Parfois _______ rêve qu’il / elle est …

27. Impact of the activities
• What do the pupils think about authentic resources?
• Does the CLIL method help progression?
• How does this holistic approach help pupils’ understanding of
the World?

28. Pupils´voice

29. Impact of the activities
• “ I enjoyed learning that France was also part of the Roman Empire”
• “ At the beginning I thought learning about pollution in French was going to be very
difficult, but actions and pictures helped me understand the lesson and I felt very happy”
• “It was very fun to learn about the water cycle in French and doing the activities in group”
• “Learning about the water cycle in French was more interesting in French than in English!
And I really liked the challenge of reading a scientific text in French”
• “I have improved a lot at Reading and now I can understand more a text in French”
• “I didn´t know how they recycle in Paris and I enjoyed playing the games and singing the
• Recycling song in our assembly”
• “I thought that I was bad at speaking French, but after presenting my Project in class I
feel more confident”