Uploaded byLisa Stevens
Not another worksheet, Miss!
1) The document provides ideas and activities for teaching primary language learners including phonics, grammar, writing, contexts, poetry and integrating all language skills. 2) Various teaching strategies are suggested such as using shapes to teach vocabulary, games to reinforce grammar points, and poems to work on prosody. 3) Links are included to additional resources on the topics of phonics, grammar, writing and using books to develop language skills through questions and tasks.
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Not another worksheet, Miss!
- 1. Not another worksheetMiss! Lisa Stevens lisibo.com @lisibo Acapulco 2021 6th November Activities for ambitious primary language learners, whatever their age or ability!
- 2. WORDS PHONICS GRAMMAR RECALL POETRY RHYME ANDSONG STORIES WRITING DIAGRAMS WIDER LANGUAGE CONTEXTS This Photo by Unknown Author is licensed under CC BY-SA PUTTING IT TOGETHER NUMBERS SHAPE ANIMALS SPORT
- 3. Spotting patterns from LightBulbLanguagesUnit 16 cognates identifying gender discuss English/Spanish false friends reinforcing English vocabulary do children know words that are borrowed?
- 4. “It’s not mindlessrepetition. It has a purpose.” Kati Szeless Vocabulary needs to be met 6-20 times for it to stick. from a NCELP session
- 5. Squishy ball Una palabraque no sepa nadie Educandy Word shapes Quiz Quiz Trade El Repollo
- 6. Put on yourglasses!
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- 8. Diagrams Example… then make yourown! Links to Maths, English and Computing! left – by gender right – by phoneme
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- 10. 10 WINS… ORLOSES! BOLÍGRAFOS 2+2=? PHONICS UNO, DOS, CUATRO, CINCO GRUPOS DE ….
- 11. ¿MÁS, MENOS O IGUAL?><= WHEN WAS I BORN? DÍAS HASTA …. LA NAVIDAD ESTADÍSTICAS VALLADOLID 0 – ZARAGOZA 2 ¿CUÁNTO ES? £ € $ shared by BetsyBelle
- 12. : “Very, very simpleidea that I tried out yesterday with a class of shy, reserved learners in Year Four. We have been learning numbers 1-31 so that we can go on to say when our birthday is.” c 1) For this activity, I said a number in French, and rather than them telling me the English translation, they had to tell me the colour of the line it was on. So, if I said 'vingt-deux', they had to say orange. I knew the higher ability pupils would also be able to tell me which number I had said, but I wanted to give more confidence to the lower ability/more nervous learners. We have already done colours, so this was a chance to revise colours as well. It worked really well. 2) Then I told them that I was going to say a number and they had to highlight it (they had a copy on Showbie on their ipads.) They seemed to enjoy this more passive activity, compared to when I tried to play Lotto and they just couldn't cope! An option without an ipad would be to ask pupils to whisper to each other which number they think it is and then ask for a volunteer to come up and circle it on the board. 3) I then asked for volunteers to give me any number in French from the 'bleu' line and the 'rouge' line etc. This gave them some choice and independence. 4) I finished off by asking them to tell me something interesting about any one of the numbers (based on what we have learned). One pupil said that 21 and 31 were 'poky finger' numbers (because when we say 21 and 31 I make them poke their finger in the air to remember the "et"). Another pupil told me lots of the numbers on the purple line ended in "ze". They could have said anything at all - it was just to coax something out of the pupils who are reluctant to speak in French, but still need to feel that they are involved and making progress. Not rocket science by any means, but thought I would share as it took me about 45 seconds to prepare, but the output was great.
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- 14. Phonics Marie-Odile Guillou Rachel Hawkes SueCave Noémie Neighbou r - Italian Leigh McClelland - German
- 15. IDEAS © Jenny Bell,Sue Cave and Jean Haig sounds and actions – make words – letters and sounds – predict spelling – spell with actions
- 16. Response from RachelHawkes re old vs new primary SOW… there is both continuity and change. Take phonics. Both SOW teach the sound-writing relationship explicitly, with source words, gestures etc. The three main differences are: i) pace/spread – the new SOW rolls phonics out more gradually ii) revisiting – phonics practice in every lesson and all SSC are revisited at least one every year iii) use of unknown words – new activities involve transcribing and reading aloud unknown words. So, continuity (Papa va à la cabane song is still in!) but also other practice activities to consolidate. People who like the old scheme might want to dip into the new one for additional phonics practice.
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- 18. PHONICS IDEAS mirrors –look at your mouth missing letters find a word that… colours/numbers/months sort by sound (venn colours) Bingo pa pe pi po pu 4 patas para un banco
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- 22. This Photo byUnknown Author is licensed under CC BY-NC-ND GRAMMAR GRAM-ATE CAPITALISE WORD GROUPS WORD ORDER STRING IT Laura Riley- Genton
- 23. CULUL CHUCLATI ROSASCULUL SALMON CULUL ABU CULUL UBI NTSUNDU PINKI ORENJI NGWEVU MFUSA COKLAT MERAH MUDA ORANYE ABU ABU UNGU KHAVE RENGI PEMBE TURUNCU GRI MOR BRUN ROSA ORANSJE GRÅ LILLA KAPAMPANGAN XHOSA MALTESE INDONESIAN TURKISH NORWEGIAN Comparing languages
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- 28. GRAMMAR IDEAS thanks toNoelia RG >> Link human sentences to emphasise word order cards to rearrange use of colour big e little i / question sandwiches compare and contrast reconstruct a text by listening / using logic why can’t this be correct?
- 30. Eleanor Chettle Culley ClareSeccombe / LightBulbLanguages Primary French Project
- 31. Simo Na Simo Na CatherineCantin Things to do with sentence builders Clare Seccombe
- 32. PUT IT ALL TOGETHER •Secret sentence • Trapdoor • Last One Standing • En mi pueblo hay… • Mi ciudad
- 33. o sand writing oair spelling o whiteboard o word shapes o slow fade o trapdoor o o secret sentence o post it note This Photo by Unknown Author is licensed under CC BY-NC-ND WRITING
- 34. o Consider: o *space to write o * size of paper o * font / script o * diacritical marks o * presentation WRITING
- 35. PUT IT ALL TOGETHER Playwith language Rewrite stories Apply grammatical knowledge Models to new versions Adding ‘bells and whistles’
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- 37. PUT IT ALLTOGETHER Link to La Selva EL CARNVAL DE LOS ANIMALES d shared by Angela Smith Ce n’est pas une giraffe. Ce n’est pas un poisson C’est une giraffon! Is it un or une? How do we decide? A favourite with Y2
- 38. USING A BOOK http://lisibo.com/2021/09/hip opotama-feliz-pato-enojado/ questionform estar + adjective emotions masc/fem muy (bastante) -ito/a Two presentations (books available in other languages!) http://lisibo.com/2020/11/tak e-one-book-phorum- presentation/ http://lisibo.com/2021/03/tak e-one-book-v2-lw2021/
- 39. PROSODY Doña Pito Piturra Tieneunos guantes, Doña Pito Piturra Muy elegantes . Doña Pito Piturra Tiene un sombrero, Doña Pito Piturra Con un plumero. http://lisibo.com/2011/07/dona-pito- piturra/
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- 42. • Outdoor learning •Recycling previous vocabulary in new contexts • Providing a core of vocabulary plus choices • An opportunity to be original http://lisibo.com/2014/06/seasonal- poems/ LOS COLORES DE LAS ESTACIONES
- 43. CONTEXTS 1. Knowledge ofArgentina – count the provinces, name them, pronounce them. Countries that border Argentina. 2. Compass points / prepositions – Santa Cruz está en el de Argentina. Jujuy está en el norte de Argentina en la con Chile y Bolivia. Entre Ríos está en el este al norte de Buenos Aires. 3. Colour – giving the name of a place and requiring the colour(s) in response, either in a single word, a phrase or sentence. Soy de Chubut ¿de qué color es mi qué color es el poncho típico de San Luis? – blanco y naranja/Es blanco y naranja/El poncho típico de San Luis blanco y naranja. 4. Pattern – ¿Cómo es el poncho de Salta? Es rojo con una franja negra en el cuello y en el borde. This site gives a description of some in English as well as historical about ponchos. And here is a more extensive article in 5. Combining all the above. Soy de Neuquen. Está en el de Argentina, en la frontera con Chile, al norte de Río sur de Mendoza y al oeste de La Pampa. El poncho típico Neuquén es blanco con puntos azules. 6. Using the above, design your own poncho using colours and patterns: Mi poncho es …… El rojo significa ….. Tiene estampa…… Es como el poncho de …. http://lisibo.com/2017/05/ponchos/
- 44. SHAPES KS1/LKS2 Thanks toCharlotteB-f for sharing https://youtu.be/X_b4O6Ko_3g from
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- 46. To use 1st,2nd and 3rd person of jugar and hacer.
- 47. ¿Puedes nombrar losdeportes?
- 48. el surf el golf elciclismo la halterofilia el esquí el alpinismo los bolos el tenis de mesa/ el pingpong el baloncesto el hockey el remo la escalada el fútbol el fútbol americano el buceo el atletismo el skateboard
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- 51. ¿Juegas al…? Do youplay…? ✅ Juego al … ❎ No juego al … ¿Haces…? Do you play…? ✅ Hago … ❎ No hago… from Juguemos todos juntos
- 52. infinitive 1st person(I) 2nd person (you) 3rd person (he/she/it) llamarse – to be called te llamas ser – to be eres hacer – to do haces jugar al juegas al me llamo soy hago juego al se llama es hace juega al
- 53. Me llamo Michael Phelps. Soyde los Estados Unidos. Hago natación. Se llama Michael Phelps. Es de los Estados Unidos. Hace natación. 1st person 3rd person
- 54. Me llamo Kate Richardson-Walsh. Soyde Inglaterra. Juego al hockey. Se llama Kate Richardson-Walsh. Es de Inglaterra. Juega al hockey. 1st person 3rd person
- 55. Example text: Me llamoAbdul. Juego al fútbol y al cricket. También hago atletismo y ciclismo. Mi amigo se llama Ricardo. Hace natación pero no hace piragüismo. Juega al fútbol conmigo. Mi amiga se llama Paula. No juega al fútbol; sin embargo juega al rugby. Hace natación con Ricardo y también hace equitación. ¿Juegas al fútbol? ¿Haces ciclismo? • different people (1st and 3rd) • at least one question (2nd person) • at least two conjunctions • a variety of sports
- 56. • Gordon Reid •Scotland • tennis • Harry Kane • England • football • Kristina Vogel • Germany • cycling • Lauren Steadman • England • triathlon • Sebastian Vettel • Germany • motor racing • Serena Williams • USA • tennis
- 57. • Simone Biles •USA • gymnastics • Siya Kolisi • South Africa • rugby • Will Bayley • England • Table tennis • Lionel Messi • Argentina • football • Kylian Mbappé • France • football • Shanice van der Sanden • Netherlands • football
- 58. • Ibitihaj Muhammed •USA • fencing • Mo Farah • England • athletics • Geraint Thomas • Wales • cycling • Joanna Rowsell • England • cycling • Pau Gasols • Spain • basketball • Sachin Tendulkar • India • cricket
- 59. Lisa Stevens Twitter @lisibo lisibo@me.com Website:www.lisibo.com Pinterest - www.pinterest.co.uk/lisibo/
Editor's Notes
- #6 small pot!
- #14 sequencing big/small colour counting
- #15 https://youtu.be/VDND1vGQ9Ew
- #19 4 patas – 1 laugh 2 sing 3 cry 4 no! repeat your word /sound in that manner as a conversation
- #20 https://app.box.com/s/1tt0phfjfdmg7y70bbntt7tqw2viz9mf?fbclid=IwAR2qk_crznMC_IJLWx1UyoyRJmVje2oD0_LPdnvoiiKZPp_i_kM1_p5dqCE Jane (Madame Birtwistle)
- #24 deduction
- #25 link https://www.lightbulblanguages.co.uk/resources/PrimarySpanish/days.pdf
- #27 Worksheets https://global.oup.com/education/content/dictionaries/free-resources/oxford-school-dictionary-word-origins-free-resources/?region=uk
- #34 size matters – don’t intimidate with size of paper Also sufficient space to write!
- #35 size matters – don’t intimidate with size of paper Also sufficient space to write!
- #38 debate - masc or fem??
- #43 They are simple, yes. But they demonstrate to varying extents that they can write at varying length, for different purposes and audiences, using the variety of grammatical structure that they have learnt broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions … and in writing (Languages Programmes of Study: Key Stage 2)
- #44 http://lisibo.com/2017/05/ponchos/
- #50 plays table tennis and does cycling and athletics plays football and basketball, and does swimming does athleitcs and plays tennis does sailing and horseriding plays two raquet sports plays three ball games doesn’t do a sport that could make them wet doesn’t play a sport that needs a raquet.