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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!. 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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  1. Planning with the Framework Planning for the incidental: using language in everyday routines Rha Nov 06

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. Et la musique …? CDs of French songs • background music for quiet work • PE games • going out and coming in from play Rha Nov 06

  14. 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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