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PHonics. A sound foundation for language learning at Ks2 and ks3. Why?. Develops pronunciation Builds pattern-finding and link-making Increases autonomy Improves confidence in production and performance Facilitates comprehension. O português. qua ndo. que i j o. i déia. coraç ão.

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phonics

PHonics

A sound foundation for language learning at Ks2 and ks3

slide2
Why?
  • Develops pronunciation
  • Builds pattern-finding and link-making
  • Increases autonomy
  • Improves confidence in production and performance
  • Facilitates comprehension
o portugu s
O português

quando

queijo

idéia

coração

cidade

chiclete

feliz

praia

trabalho

para praticar
Para praticar

Se podesolhar, vê. Se podesver, repara.

If you can look, see. If you can see, notice.José Saramago, nobel prize in literature 1998

Nenhumaideiabrilhanteconsegueentraremcirculação se nãoagregando a siqualquerelemento de estupidez.

No intelligent idea can gain general acceptance unless some element of stupidity is mixed in with it.Fernando Pessoa, Portuguese poet and writer, 1888-1935

slide5

KS2

  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • transcribe words and short sentences that they hear with increasing accuracy

KS3

Programme of Study for languages 2014

slide6

KS2

  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • speak coherently and confidently, with increasingly accurate pronunciation and intonation

KS3

Programme of Study for languages 2014

how does it work in practice
How does it work in practice?
  • Teach the key sounds as key language
  • Use words that can have a picture and a gesture associated with them
  • Use the original phonics words to make a ‘bridge’ to other similar words when reading, listening, speaking and writing
  • Build in planned tasks that develop the sound-writing relationship
  • Respond to spontaneous opportunities to build the links
slide8

idea

elefante

araña

olvidar

casa

universo

cerdo

ciclista

coche

cucaracha

gimnasia

hamburguesa

España

zumo

guitarra

llave

slide9

eu

ui

au

oi

les ciseaux

le poisson

Oui!

le jeu-vidéo

é

u

ou

i

le bébé

les lunettes

la poule

le midi

qu

ez

er

gn

danser

le nez

la question

la montagne

en

on

tion

in

le serpent

le pont

le vin

la pollution

slide10

äu

j

v

w

ch

z

au

eu

ei

ai

ie

ä

ö

ü

slide11

Progress: Skills

{

I can read text accurately that has new language in it

I can use the language I’ve learnt to make an activity for my class

I can use strategies to memorise & give a short talk

I take part confidently in role plays in front of the class

I set myself targets & try to meet them

I can use all the sentence-building support on the CL sheet to write a short text

{

I take part 3 times per lesson in whole class interaction (co-teacher)

I can remember how to pronounce words correctly over time

I can use strategies to memorise single words & sentences

I can adapt the language I know to create a rap/song

I can use the linking words on the CL sheet to write a short paragraph

I ask questions about language & respond to my targets

{

I talk confidently in paired dialogues in class.

In class & at home I can sort out which words I know and don’t know

I can use the language I know to describe a photo

I know how to use different parts of ‘tener’, ‘ser’, & ‘hay’ to build my own sentences

I can repeat new words accurately & make links to phonics

I can look up new words confidently in a dictionary

{

In class I actively use music, song, gesture & colour to help me memorise

I can use individual words to create a poem following a model

I get started straight away on a new task

I can adapt model sentences by changing 1 or 2 words to make new meanings

I have learnt the phonics & remember the sounds

I can memorise & perform a song in Spanish.

Sentence-building

Autonomy

Creativity

Performance

Pronunciation

Memory

task ideas
Task ideas

Read aloud tasks

Transcription tasks

  • Word card games
  • Rhyming poems
  • Tongue twisters
  • Categorising
  • Reading comic strips
  • Song / story (with or without gap-fills)
  • Cognate recognition
  • Syllable squares
  • Transcription
  • Integrated transcription
slide13

niño

niña

araña

piña

señor

señora

España

cumpleaños

slide15

coche

colegio

cocodrilo

conejo

cobra

cohete

coliflor

cocina

slide17

Welches Tier ist das?

1. Ichschlafe auf einerMatratze,

Ich bin einekleine ……………………..

2. HieristmeinneuesHaus,

Hierwohntmeineliebe ………………….

3. Wieheißt du?

Und wieheißtdeineschöne …………..?

4. Was istunterdemTisch?

Ach, nein, das istmein …………….

slide18

Una cacatrepa que trepa tiene tres cacatrepitos

(A caterpillar that climbs has three baby caterpillars)

Tres tristes tigres tragaban trigo en un trigal

(Three sad tigers were swallowing wheat in a wheat field )

slide19

A

Clasificaestaspalabrassegún el número de sílabas.

slide20

B

Clasificaestaspalabrassegún el sonido - /ka/thé/ché

slide21

La pequeña arañasubió, subió, subióvino la lluviay se la llevó.Salió el sol y todo lo secóy la pequeña arañasubió, subió, subió.

qu es un cognado
¿Qué es un cognado?

un hospital

un adulto

celebrar

eléctrico

un animal

una familia

un círculo

un continente

enorme

slide26

garganta

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

cabeza

espalda

mano

pierna

rodilla

nariz

orejas

estómago

brazo

dedo

pie

wer ist das
Werist das?
  • ErspieltgernFußball.
  • Ermachtviel Sport.
  • Er hat an der Uni in Cambridge studiert.
  • Erwohntnicht in Comberton.
  • Erarbeitet an CVC.
  • Eristälterals Frau Hawkes.
  • EristunserSchuldirektor.
slide28

Me llamo Carlos Vicente. Soy de Españaperomis padres son de Argentina asíque soy medioargentinomedioespañol. Habloespañol, porsupuesto, inglés y un poco de francés. Vivo ahora con mis padres; vivimos en Valencia, en el este del país. Mihermana no vive allí. Ella y suamigaviven en Barcelona.

slide29

Me llamoCarlos Vicente. Soy de Españaperomis padres son de Argentina asíque soy medioargentinomedioespañol. Habloespañol, porsupuesto, inglés y un poco de francés. Vivo ahora con mis padres; vivimos en Valencia, en el estedel país. Mihermana no vive allí. Ella y suamigaviven en Barcelona.

slide30

Minombrees

___________ Carlos Vicente. Soy de Españaperomis padres son __________ asíque soy medioargentinomedioespañol. . Habloespañol, __________, inglés y un poco de francés. Vivo ahora con ___________; vivimos en Valencia, en el este__________. Mihermana no vive allí. Ella y suamiga________________ en Barcelona.

argentinos

claro

mi familia

de España

tienen un apartamento

the sounds of french
The sounds of French

Almost all the French phonemes are contained in the French words for animals, colours and the numbers 1-20.

Par exemple: OU

douzeles couleurs

rouge unesouris

songs are very useful
Songs are very useful

Il est né le divinenfant

Jouezhautbois, résonnez musettes

Il est né le divinenfant

Chantonstous sonavènement

en fr an ce

EnFrance on aime les bonbons!

On a des grands bonbons.

Nous aimons les bonbons!

Allons et trouvons des bonbons!

En France on porte des pantalons!

On porte des grands pantalons.

Nous aimons les pantalons .

Allons et trouvons les pantalons!

EnFrance
next steps
Next Steps
  • Think about a specific class you teach which is not as good at pronouncing from text or as confident when they speak as you would like
  • Decide what sort of intervention is needed (e.g phonics key words teaching? Just more practice with anticipating the spelling?)
  • Look at the key language you are teaching that class next week. Which key sounds can you usefully focus on?
  • Which activities can you build in to support and develop the sound-writing relationship for that class?
phonics1

PHonics

http://www.rachelhawkes.com/PandT/2014_Curriculum/2014Curr.php

A sound foundation for language learning at Ks2 and ks3

http://www.rachelhawkes.com/Resources/Phonics/Phonics.php