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Creativity and (French) Phonics Suzi Bewell
<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 di...
The Enemy;   What the pupils say <ul><li>“ I can’t  spell  much French”; </li></ul><ul><li>“ It’s hard to remember where t...
The key to success in war –  the need for an  effective  strategy. <ul><li>The old strategy… </li></ul><ul><li>“ In the ea...
Words from the Warriors <ul><li>“ How many times do students learn something by heart and it  sounds dreadful ?”  </li></u...
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>Act...
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...
ACTIVE LEARNING <ul><li>Bloom’s Taxonomy: </li></ul>
Lets have a go… S – A – T  M - I – L
 
 
 
 
 
 
PIMP MY CURRICULUM <ul><li>Relevant  content: YouTube, film trailers, adverts*  http://www.youtube.com/watch?v=QCp1BBEOlI0...
Aim: <ul><li>Create an activity focussing on at least one  pronunciation issue   </li></ul><ul><li>Things to consider : </...
[email_address] www.allsaintslanguagesblog.typepad.co.uk Follow  suzibewell  on  www.twitter.com
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 ...
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Suzi Bewell Creativity and Phonics Presentation (York Uni ITTs Fri 29th May 2009)

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Suzi Bewell Creativity and Phonics Presentation (York Uni ITTs Fri 29th May 2009)

  1. 1. Creativity and (French) Phonics Suzi Bewell
  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 say <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>*Listen to “Regarde-moi papa” version 1 </li></ul><ul><li>Now consider the following… </li></ul><ul><li>Jem – Je mapple – Ongleterre – poison rouge </li></ul><ul><li>lapIN – Habite – leS mathS – famILLE - QUart </li></ul>
  6. 6. Words from the Warriors <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 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>“ As far as phonics are concerned, Rachel Hawkes is the only person I have come across who is into them, which is mad really!” </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>
  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. 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. 11. ACTIVE LEARNING <ul><li>Bloom’s Taxonomy: </li></ul>
  12. 12. Lets have a go… S – A – T M - I – L
  13. 19. PIMP MY CURRICULUM <ul><li>Relevant content: YouTube, film trailers, adverts* http://www.youtube.com/watch?v=QCp1BBEOlI0 </li></ul><ul><li>Varied content: songs, stories and fables*, drama, rhymes, tongue twisters </li></ul><ul><li>http://ngfl.northumberland.gov.uk/languages/Fables/corbeau.htm </li></ul><ul><li>- Cutting edge technology – consider: </li></ul><ul><li>Classroom wall displays vs Blogs </li></ul><ul><li>Exercise books vs Twitter </li></ul><ul><li>Cassette recordings vs Pod casts* </li></ul><ul><li>(ROSBIF RADIO FROGCASTS) </li></ul><ul><li>*And finally…“Regarde-moi papa” version 2 </li></ul>
  14. 20. Aim: <ul><li>Create an activity focussing on at least one pronunciation issue </li></ul><ul><li>Things to consider : </li></ul><ul><li>Teacher input vs pupil input? </li></ul><ul><li>Time to prepare vs time to complete? </li></ul><ul><li>Fun factor and level of challenge? </li></ul><ul><li>Now think of a follow on activity. </li></ul><ul><li>*SHARE YOUR FINDINGS* </li></ul>
  15. 21. [email_address] www.allsaintslanguagesblog.typepad.co.uk Follow suzibewell on www.twitter.com
  16. 22. 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>http://johnbald.typepad.com </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><ul><li>Other web resources : </li></ul><ul><li>Meditation, Stories and Fables & Tongue Twisters </li></ul><ul><li>www.verbcast.com </li></ul><ul><li>http://ngfl.northumberland.gov.uk/languages/default.htm </li></ul><ul><li>http://www.uebersetzung.at/twister/fr.htm </li></ul>
  17. 23. <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”, Martine Pillette. </li></ul><ul><li>“ Rhythm and rhyme”, Cynthia Martin </li></ul>

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