Planning with the framework
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Planning with the Framework. Planning for the incidental: using language in everyday routines. Rha Nov 06. Timing & timetabling!. Part 2 Framework Primary Language Learning – An introduction to the Framework for all users. P.9

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Planning with the Framework

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Planning with the framework

Planning with the Framework

Planning for the incidental: using language in everyday routines

Rha Nov 06


Timing timetabling

Timing & timetabling!

Part 2 Framework

  • Primary Language Learning – An introduction to the Framework for all users. P.9

    “ …schools will plan for no less than 60 minutes per week of dedicated ‘language time’. This might be divided into relatively short sessions, for example:

  • 15 minutes per day

  • 3 x 20 minutes

  • 2 x 30 minutes plus one shorter session of 10 minutes

    In addition to this dedicated time allocation, teachers

    should seek opportunities during the week to enable

    children to use their newly acquired language skills….”

Rha Nov 06


Timing timetabling1

Timing & timetabling!

Part 2 Framework

2. Co-ordinating Provision – Advice for Head Teachers,

Senior Managers and Subject Co-ordinators p.25

“ The Framework encourages schools to integrate

language learning into the existing curriculum as much as

possible. Through a combination of dedicated language

lessons, teaching language through other subjects areas,

and using language for real purposes in daily classroom

routines, schools have found that they can meet the

recommended time allocation of 60 minutes…..”

Rha Nov 06


An hour a week

An hour a week ….?

5 minutes a day = 25 minutes a week

10 minutes a day = 50 minutes a week

Language in everyday routines supports: Oracy

Literacy

Intercultural Understanding,

Knowledge about Language

and is a Language Learning Strategy

Rha Nov 06


What do we do every day could we do it in a foreign language

What do we do every day? Could we do it in a foreign language?

  • answering the register and dinner register

  • greeting each other around the school

  • getting rewards for good work

  • writing the date, getting out equipment

  • looking around the room when things get boring

  • quiet reading and browsing in the library

  • filling the odd minutes

Rha Nov 06


Answering the register can be different every day

Answering the register can be different every day

  • bonjour / au revoir / déjeuner / sandwichs

  • a word with a new sound e.g. chien

  • the name of a town e.g. Paris

  • présent / présente

  • personal information e.g. age / pets / birthday month

  • different words in a topic area e.g. colours / places in town / classroom objects

  • words in sequence e.g. numbers, days, months

  • teacher gives a word e.g. lefootball / la géographie / le bleu / les chats, children state opinion using j’adore / j’aime / je n’aime pas / je déteste

Rha Nov 06


It s not just about practising vocabulary

It’s not just about practising vocabulary …

  • Oracy: O3.2 Recognise and respond to sound patterns and words

    O5.2 Understand and express simple opinions

  • KAL:Imitate pronunciation

    Recognise some basic aspects of agreement e.g. gender

Rha Nov 06


Reward stickers

Reward stickers

  • Stickers in French can reward good work in any subject.

  • Bon anniversaire stickers soon become part of the class birthday routine!

    (Trywww.superstickers.com for stickers, mini-stickers, stampers, certificates and pencilsin French, German and Spanish)

Rha Nov 06


Using french around the school

Using French around the school…

If teachers start, children soon join in

  • bonjour / ça va?

  • au revoir

  • il fait froid / chaud

  • bon appétit!

  • bravo! super!

    O3.3 Perform simple communicative tasks …

    O6.4 Use spoken language confidently to initiate and sustain conversations

Rha Nov 06


Independent tasks for children

Independent tasks for children …

  • Writing up the date every day

  • Putting up appropriate weather cards

  • Checking the birthday calendar and reminding you to sing Joyeux anniversaire.

Rha Nov 06


Posters and displays can do the work for you

Posters and displays can do the work for you

  • Language posters

  • Maps, tourist board posters

  • Labels on equipment drawers e.g. papier, cahiers

  • Displays of new language

    “Can you pronounce all these words?”

  • L3.1 Recognise some familiar words in written form

  • L4.3 Read some familiar words and phrases aloud and pronounce them accurately

  • IU3.2 Locate countries where the language is spoken

  • IU4.4 Learn about ways of travelling to the country

Rha Nov 06


Language games and action rhymes can fill spare moments

Language games and action rhymes can fill spare moments

  • vocabulary noughts and crosses

  • head, shoulders, knees and toes

  • Simon says (Jacques a dit)

  • guessing games (flashcards, whiteboard)

  • spell a child’s name in French, others guess who it is

  • count and clap while lining up

Rha Nov 06


Et la musique

Et la musique …?

CDs of French songs

  • background music for quiet work

  • PE games

  • going out and coming in from play

Rha Nov 06


Browsing in the class library

Browsing in the class library

  • Simple story books or bilingual books

  • Familiar stories and fairy tales

  • Picture dictionaries

  • Non-fiction books : dinosaurs, football

    European Bookshop, 5 Warwick St., London W1B 5LU

    www.europeanbookshop.com

    Grant and Cutler, 55-57 Great Marlborough St., London W1F 7AY

    www.grantandcutler.com

Rha Nov 06


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