Transcript Resource Presentation Currie 12th August 2014

City of Edinburgh Modern
Languages
Un plus deux français
lundi vingt-deux octobre
Je m’appelle Ann
Je suis Education Support
Officer Modern Languages à
Edimbourg en Ecosse.
Mon addresse email c’est
[email protected]
Bonjour Bonaly!
Bonjour Colinton!
Bonjour Pentland!
Bonjour Longstone!
Bonjour Oxgangs!
Bonjour tout le monde!
On se présente!
La réception de l’ambassade
Bonjour!
Tu t’appelles comment?
Je m’appelle….
Enchanté(e)
Au Revoir
Qui est-ce?
Bonjour!
Tu t’appelles comment?
Je m’appelle…
Enchanté(e)!
Sarah Spiller
1+2 Development Officer
Qui est-ce?
Le but!
• Parler en français!
• Pourquoi 1+2?
• Introduction aux ressources
• Le planning
• La culture!
Les toilettes?
Une alarme incendie?
La réception de l’ambassade
Bonjour!
Tu t’appelles comment?
Je m’appelle….
Enchanté(e)
Au Revoir
Les couleurs
bleu
rouge
vert
orange
Des groupes arc en ciel
Asseyez-vous en groupe
On se présente!
Bonjour!
Tu t’appelles comment?
Je m’appelle….
Enchanté(e)!
Activité!
Créez une première page
du journal…
…pour 1+2 News!
30 minutes
On parle français
Please and thank you in
French!
S’il te plaît
Merci!
De rien!
Le nord de la France
Les
Alpes
Le sud-ouest de
la France
Le sud de la France
Activité!
Paris
4 régions de la France
Le sud-ouest
Le sud
5 groupes
expertes par
région
Les Alpes
Tour de groupes expertes
Les verts
ensembles
Les oranges
ensembles
Faites le tour
des tables
dans votre
région
La personne
de la table
présente la
page.
Les rouges
ensembles
Les bleus
ensembles
En groupe…
3 minutes….et 3 points
d’informations
French
Language
Learning
Activities
1 more reason to learn
French..
La récréation
30 minutes
On danse!
On fait l’appel!
2020
Timeline for implemenation
Funding for 2014/2015
L2
A progressive experience for all of
learning an additional language from
P1 onwards (L2).
L3
A revisited and progressive
experience of another
language in addition to this
from
P5
onwards
(L3)
Scots
French
German
Italian
Polish
Spanish
Urdu
Gaelic
Mandarin
L2
A progressive experience for all of
learning an additional language from
P1 onwards (L2).
Embedded language
 Supportive
 Embedded
 Practical
 Accessible
 Engaging
 Flexible
 Progressive
edinburghmodernlanguages.yolasite.com
Username: edinburghlanguages
Password: edinburgh
All lower case!
2 parts to the resource
Embedded language
Choice Topics
French from P1 Framework
Embedded language
• Minimum expectation for full implementation
by 2020
• Covers a set of core vocabulary topics which
can be embedded in daily routines and across
classroom practice
• Greetings, numbers (1 -31), dates, weather,
classroom talk
• Resources developed at Early, First and
Second Levels including all vocabulary, sound
files, activities, web links and songs.
French Early Level
Classroom Talk!
Early Level Significant Aspects of Learning
• Use language in a range of contexts and across learning
• Develop confidence and enthusiasm to communicate using the
language being learnt
• Begin to develop an awareness of other countries, cultures and
languages
• Listen and join in with simple songs, stories and rhymes
• Explore and recognise patterns and sounds of language through
listening, watching and playing
• Understand, respond to and say simple greetings and personal
information (e.g. name)
• Repeat and understand simple familiar language from a familiar
source
• Actively take part in simple daily routine language
• Participate in familiar games including outdoor learning
• Begin to explore resources to support my learning e.g. picture
dictionaries
Vocabulaire
Classroom Talk!
Ecoutez
Regardez
S’il vous plaît
Listen
Look
Please (for use when pupil is
talking to the teacher, or the
teacher is talking to the whole
class)
Mettez-vous en ligne
Line up
Oui
Non
Merci
Non merci
Yes
No
Thank you
No thank you
Ecoutez
s’il vous plaît!
Regardez
s’il vous plaît!
Mettez-vous en ligne!
Oui
Non
Merci!
Non merci!
Embedding the language
• Using s’il vous plaît, merci, oui and non as
part of everyday classroom language.
• You could do the register with oui and non on some
days.
• The language for the teacher e.g. line up, listen and
look are designed to be embedded in everyday
classroom practice.
• For this topic, this would be the focus as opposed
to the language being taught as such.
• There are example activities however to help
teachers reinforce the language being used.
Mot de la semaine
Mot du mois
1. Mot de la semaine means word of the
week. Mot du mois means word of the
month.
2. As a way of building up classroom
vocabulary gently, you could have a word of
the week/month which everyone will use in
class (or out of class too if they like!)
3. Once you move onto your next word, keep
the previous words going! This way the
pupils will build up their language gradually!
Sample activities
You will find a bank of sample activities which you can use to
practise the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or
adapt them to suit the needs of your class.
You will find a set of more challenging activities in Level 1
Classroom Talk.
S’il vous plaît ou non merci?
Pupils look at the following slides and decide if they would like
it or not by saying either S’il vous plaît or non merci!
You could make this more active by having 2 sides of the room
with each designated as the S’il vous plaît side and the other as
the Non merci! side. Ask pupils to then choose a side which
matches their opinion and say their opinion (S’il vous plaît or
non merci) as a group.
You could follow this up with asking them to choose pictures
from cut outs or create their own drawings under the headings
S’il vous plaît and non merci!
S’il vous plaît ou non merci?
les photos
Regardez
décidez si
et
ou
S’il vous plaît!
Non merci!
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
Version professeurs de
français!
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
Une couleur s’il vous plaît!
1.
2.
3.
4.
5.
Have a group of different coloured objects in the centre of a
circle.
Pupils ask for a colour by saying, “le bleu s’il vous plaît” the
teacher then passes them the object and they say “merci” back.
Once all of the objects have gone, pupils then continue with one
choosing a colour and saying (for example) “le rose s’il vous
plaît” at which point whoever has the pink object would put it
back in the centre. The pupil who asked for it then says merci.
This continues until all the objects are back.
You can extend this by asking those who have the objects to hide
them and when they are asked for it back, the others have to
guess who has it (C’est qui? C’est Aaron etc.)
Jacques a dit
Jacques a dit is French for Simon says.
It works exactly the same way whereby if you say Jacques a dit
(Jack said) at the start of a command then everyone has to do
it. If you just say the command then pupils should stand still. If
they do the action, they then sit down. Sample commands are
below:
Jacques a dit écoutez! (pupils can cup hand to ear)
Jacques a dit regardez! (mime searching)
Jacques a dit mettez-vous en ligne! (pupils get into a line)
Ecoutez!
Regardez!
Mettez-vous en ligne!
Songs and videos!
You will find a bank of sample songs and videos which you can use
to practise the vocabulary in the classroom.
This is not a prescriptive list of songs and you can use or adapt
them to suit the needs of your class.
Mettez-vous en ligne
(to the tune of farmers in his den)
Mettez-vous en ligne!
Mettez-vous en ligne!
Tous les enfants de la classe,
Mettez-vous en ligne!
Au revoir!
ICT Resources online
You will find a bank of sample ICT activities which you can use to
practise the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or
adapt them to suit the needs of your class.
Each of the slides contains an image of the website page. If you
click on the image it will take you to the page. Alternatively you
can use a link address which you will find in the slide notes.
L’institut français
BBC languages weather games, videos and songs.
Languages online
Au revoir!
Embedded language
• Choose a starting point which suits you and your class
• Don’t worry about repetition of language – repetition
is everything in language learning, they can’t hear it
enough.
• Little and often – drip, drip effect.
• For Early – P2 start with Early Level
• P3 – perhaps Early too
• Everyone else – First for vocabulary. You can apply
the approaches of 2nd to the amount of vocab at 1st
Level.
• P6/7 working up to 2nd
• Approaches are more linked to Levels rather than the
vocabulary – there is usually just more of it the higher
you go.
• Don’t be afraid to get it wrong! It’s a positive thing
for the pupils to see you learning with them.
• Go at a pace which you are comfortable with.
edinburghmodernlanguages.yolasite.com
Choice topics
• Range of contexts which can be fitted in across the
curriculum
• Designed to promote pupil and teacher choice
• Some contain new vocabulary
• Others build on previous learning
• Some require no previous knowledge
• Still mostly in development
• Full resource set available by Christmas
• Like feedback today about what you would like
• Would also like feedback about what the pupils would
like
Choice topics
French Level 1
Party Games!
Les chaises musicales!
Activité 4 – Les chaises musicales!
Modern Languages
I gain a deeper understanding of my first language and appreciate the richness
and interconnected nature of languages
English and literacy
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation
and grammar to read with understanding and expression.
ENG 1-12a
Expressive Arts
I can sing and play music from other styles and cultures,
showing growing confidence and skill while learning about
musical notation and performance directions.
EXA 1-16a
Prior learning:
None
particularly
necessary.
Activité 4 – Teacher’s notes
Activité: Les chaises musicales
1.
Pupils walk around a number of chairs (1 less than number of
pupils) and sing to French music. When the music stops they
must sit down in a seat which is free.
2. The person who is left is the out but they can still sing along
and you can ask them to ask everyone to stand up and then
choose a seat to remove next.
3. To add some extra French you can stick and question or a
French challenge to each seat e.g. count to five, say your
name, say what the weather is like today etc. and get them to
say it to their neighbour.
4. You could also link this to whatever topic you have been doing
e.g. pictures of animals if you’ve been looking at pets and they
would have to say what it is.
Ecoutez la musique…
chantez…
et faites le tour
des chaises!
Quand la musique s’arrête….
Asseyez-vous!
Le Hokey Pokey!
Activité 6 – Teacher’s notes
Activité: Le Hokey Pokey
1. Practise the lyrics and actions and then do it to the music.
2. I’ve included two versions – one which is simplified and
another which goes with the Youtube version.
Prior learning:
Body parts and left and right but can learn when
doing this song.
Le Hokey Pokey!
Met le pied droit devant
Met le pied droit derrière
Met le pied droit devant
Et remue-le dans tous les sens
On fait le Hokey Pokey
Tu tournes sur toi-même
Voilà, c’est comme ça!
Ohhh hokey, pokey, pokey! X 3
Voilà, c’est comme ça!
Level 1
Les dinosaures!
Raar!
Activité 1 – Teacher’s notes
Modern Languages
I gain a deeper understanding of my first language and appreciate the richness
and interconnected nature of languages
English and literacy
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation
and grammar to read with understanding and expression.
ENG 1-12a
Prior learning:
1. Where I live
2. Simple descriptions
3. Colours
4. Pets
5. Food and drink
Activity
Read and listen to the
information about the
different dinosaurs and then
do the quiz in groups or as a
whole class.
Voici Stégosaure!
Stégosaure est de quelle
couleur?
Stégosaure est vert!
Stégosaure est gros…
…comme un bus…
le cerveau
…mais son cerveau est
petit…
…comme une noix!
Qu’est-ce que c’est?
C’est un oiseau?
Salut tout le
monde!
Non! C’est Ptérodactyle!
Ptérodactyle est grand ou
petit?
J’habite en
Afrique. Et
toi?
Ptérodactyle est très
grand!
C’est Tyrannosaure!
Coucou!
Qui est-ce?
Ça va mal!
Ça va Tyrannosaure?
Raarr!
J’ai faim!
Tyrannosaure mange les
petits dinosaures.
Il y a un Tyrannosaure dans
le Musée Nationale d’Ecosse à
Chambers Street.
Quiz!
Raar!
8. Le chien est déguisé en
quel dinosaure?
Oui, super!
C’est Tyrannosaure!
Quiz!
Ouaf!
9. Le chien est déguisé en
quel dinosaure?
Oui, fantastique!
C’est Stégosaure!
Quiz!
Je suis un
dinosaure.
Je ne suis
pas un
chien!
10. Le chien est déguisé en
quel dinosaure?
Oui, bravo la classe!
C’est Tricérotops!
One child is l’épervier (the
sparrowhawk) and stands in the middle
of the playground. The other children
stand at one end. When the sparrowhawk
calls out j’arrive, the other children
have to run across the playground
without being caught. If the
sparrowhawk catches them, he calls out
attrapé and they become sparrowhawks
too.
Children sit in a circle. One child pretends to be a cat and goes to
another child, who has to say
Pauvre petit chat malade without laughing. If he laughs, he becomes
the cat. If not, the cat goes to another child.
French cartoon pack
Les dessins animés
L’âne trotro
Theme tune
L’âne trotro
L’âne trotro
Trop trop rigolo
L’âne trotro
L’âne trotro
Trop trop rigolo
L’âne trotro c’est l’ami qu’il nous faut
Trop trop rigolo!
La photo de Trotro.
L’âne trotro fait les courses
French Level 1/ 2
La magie!
Bonjour les magiciens!
Bienvenue à l’école de magie!
One child hides their eyes and counts to
whatever number is appropriate to the
size and amount of children playing. This
could be done in French if possible.
When the child has finished counting
he/she shouts j’arrive and looks for the
others who have hidden. If the child
finds one of them he/she shouts trouvé
and that child helps them find the
others.
Choisissez un nom de théâtre!
Garçons
le
fantastique
le merveilleux
l‘incroyable
le super
le génial
Filles
la
fantastique
le merveilleuse
l‘incroyable
le super
le génial
E.g. Je m’appelle le super Simon!
E.g. Je m’appelle la fantastique Anna!
Le crayon magique!
Regardez le tour de magie
Comment faire?
C’est la magie?
Je prends un crayon
Je roule le crayon
sur mon pullover
Je souffle sur le crayon
Je mets le crayon sur la
table
Je fais des gestes
magiques!
Et maintenant le grand
sécret!
Je souffle sur le
crayon.
Et voilà! Le crayon roule!
C’est la magie!
Next steps
Look through the resources and decide
what you might like to try with your own
classes!
What choice topics would you like to see
as part of the resource?
Next steps
• One post-it per person with one thing
you will do in class.
• Any question – whole group
• Support – further
S’il vous plaît ou non merci?