Teaching Languages : primary class teacher

extended courseDay 3

Thursday 4th February 2010

Cross-curricular links(including KAL & LLS)

Jackie Berry & Fiona Scovell Hampshire Languages Team

Objectives

To consider different ways of linking language teaching to other curriculum areas by:

• giving examples of surface level linking

• showing sustained links to other areas

• providing ideas and examples for exploiting

celebrations/events in primary schools

Rose Review – Recommendation 16:

• The knowledge, skills, understanding and attitudes we want children to acquire in languages should be situated within the proposed area of learning entitled ‘English, communication and languages’. This will enable teachers and pupils to exploit the links between English and the chosen language(s) and realise the potential, for example, of role play and drama for young children learning a modern language.

Why?

• Opportunities to reinforce other areas of curriculum

• Embedding Languages gives the subject recognition throughout the school

• The KS2 Framework has 5 strands and only two of them are linguistic

Integration and Embedding

Surface Level Links

Languageteaching

PE

Maths

RegisterNo cognitive

challenge

Physical challenge

Reinforcing or cognitive

challenge

Using the register to practise language

Using the register to practise language (2)

ça va?

ça va! √ça va bien! √ √Comme ci comme ça! -ça ne va pas! xça va mal! Xx

PE Links Activity & / or DVD

Le Dé Dansant

1. un skieur (feet together, knees bent, jump & twist, use arms)

2. un pirate (climb the rigging)

3. un marin (‘Morecambe & Wise’)

4. un chef d’orchestre (cross and swing arms)

5. un jockey (gallop on spot, high knees)

6. un mécanicien (lie down, knees bent, arms up,wiggle hands)

Numeracy Links:

• Counting on and back• Strip bingo• Mental warm-up• Dice, Number Fans, Place Value• Bar charts, Co-ordinates• Shapes & cognates

un

deux

trois

quatre

cinq

six

sept

huit neuf

dix

Maths Karate!

+

-

x

÷÷

=

plus

moins

fois

divisée par

égale

9 – 7 = 2

4 x 7 = 2 8

2 x table presentation downloaded from You Tube and converted to MPEG at

www.mediaconverter.org

Multiplication des formes

• Quadrilatère• Il y a …. carrés.• Il y a combien de côtés?

Un hexagone

Un pentagoneUn

triangleUn carré

Body Parts Co-ordinates!les oreilles

le nezla bouche

les yeux

orange

vert

jaune

rouge

bleu

1 2 3 4 5

Click the square to find 2 yeux, 2 oreilles, 1 nez & 1 bouche

www.chez-merlin.com

Literacy Links

• Borrowed words

• Knowledge About Language:o Understand word classo Understand syntaxo Understand agreement & position

• Dictionary Games

• Exploiting Books & Stories

Language Investigators

Knowledge about Language

Cards with words in various languages on different topics;

Find three other people with words onsimilar topic as the word on your card;Identify the topic;Identify the different languages;

Knowledge about Language

teacher; professeur, profesor, professore, Lehrersupermarket; supermarché, supermercado,

supermercato, Supermarktwine; vin, vino, vino, Weinboat; bateau, barca, barca, Boothand; main, mano, mano, Handcat; chat, gato, gatto, Katzefour; quatre, cuatro, quattro, vierwhite; blanc, blanco, bianco, weißcheese; fromage, queso, formaggio, Käse

How did you work out the meanings?What strategies did you use? (Reference to Framework)

Using Bi-lingual Dictionaries:

LLS:

Use a dictionary.

L5.3: Use a bilingual dictionary to check the spelling of familiar words. KAL: Understand that words will not always have a direct equivalent in the language.

LLS:

Use a dictionary to look up spellings.

KAL:Notice the spelling of familiar words.

Recognise how sounds are represented.

Year 6Year 5Year 4Year 3

Progression in the Framework:

How many words do we use in English which are borrowed from French?

What words do we borrow from other Languages?

anorak bungalow

cafétrek

alcohol

zero robot

yacht

http://www.krysstal.com/borrow.html

Literacy is KAL

Dans mon placard

il y a

un lion jaune.

un petit chien bleu.

une petite abeille.

un avion.

il y a

un petit avion bleu,

une petite

un grand

éléphant rouge,

abeille jaune

et une grande

araignée verte.

Dans le sac,

Literacy and KAL activityL5.1: re-read a variety of short textsL 6.1: read, enjoy simple authentic textsKAL: accuracy in pronunciation and intonationKAL: recognise gender

As a Y6 RP I know quite a bit about gender…‘un’ and ‘une’ words. If we

find one we don’t know I’ll use the bilingual dictionary to look it up. I’m also

on the lookout for cognates because they are fun!

I am a Y5 NP to French (I learnt Spanish in Y3/4) and am working with a Y6 RP partner to find masculine and feminine words in a book our teacher has read. We are looking

for ‘un’ or ‘une’…they are quite like Spanish but I have to say them

differently. Oh look: ‘une souris!’

A Sustained Link: Integrating language with semi-familiar content

Language

ScienceLiteracy

The Hungry Caterpillar

– story structure – Life cycles

– J’aime/Je n’aime pas + food; sg/pl

A Sustained Link

Opportunities to:•Develop links over a longer period of time e.g a half term or a term

• Exploit the content/skills being taught in another curriculum area to introduce and interlink language work

Science & Other Links

•Healthy Eating•Planets (WSGfL)

•History – WWII (WSGFL)•Geography (weather)

•Art (à la française

P.S.H.E/ScienceC’est bon pour la santé?

Oui Non

Activity – planets& handout WSGfl Scheme of work

History

Whole SoW can be ordered from West Sussex Grid for Learning – cost £50 +VAT

37

Geography

Le méteo

Quelles sont les 3 couleurs primaires ?

vert jaune orange

bleu violet rouge

Les couleurs primaires sont les couleurs qui ne peuvent pas être composées par d’autres couleurs.

Slide from à la francaise –ISBN 978-1-905275-25-0

Quelles sont les 3 couleurs secondaires ?

vert jaune orange

bleu violet rouge

Les couleurs secondaires sont composées par deux couleurs primaires,

+ =

C’est quel animal ?

C’est un chat ? C’est un chien ?

C’est un loup ?

Le Loup (1944)© Succession H Matisse/DACS 2007 Photo: Archives Matisse (D.R)

C’est un poisson ?

C’est un chat ? C’est un escargot ?

C’est quel animal ?

L’Escargot (1952)© Succession H Matisse/DACS 2007Tate, London 2007

P.E.

Le corps.la tête

les genoux

les pieds

les oreilles

les épaules

le nezla bouche

les yeux

ACTIVITY: Body Parts Dribble• Pairs of players start at one side of a large playing area.• The first player dribbles the ball out to the far side of the

playing area then performs a turn before dribbling back to stop the ball on the starting cone line for their partner.

• Partner repeats performing the same turn.• After a few goes each demonstrate a different type of

turn for the players to perform. Players repeat dribble & turn sequence using the new turn (techniques could include: drag back turn, inside/outside of the foot cut, Cruyff turn…)

• As players continue the coach can then shout out body parts & whoever is dribbling the ball at that time has to stop & place that body part on the ball as quickly as possible.

• On a signal from the coach, players then carry on.

CLIL

The teaching of another subject using simple target language.

Usually to reinforce an idea already introduced.

You may have seen a visiting linguist do this? It may be that you would like to try this & the children will enjoy it, but do not feel you have to.

Activity: to make une Couronne des Roisauxpetitesmains.free.fr

Il faut: Du carton rigide ou chemise de bureau de couleurUn crayonDes ciseauxColle universellePerles en bois peint 

  1. Pour commencer, imprimer et découper le gabarit.

Integrating Language Teaching with School Celebrations

Christmas & Easter, etcetera• Activities and games• A Christmas play or assembly

IU3.3 Identify social conventions at home and in other cultures

49

QCA Units for Year 3 and Year 4

Year 3Unit 1: Moi (All about me)Unit 2: Jeux et chansons (Games and songs)Unit 3: On fait la fête (Celebrations)Unit 4: PortraitsUnit 5: Les quatre amis (The four friends)Unit 6: Ça pousse! (Growing things)

Year 4Unit 7: On y va (All aboard)Unit 8: L’argent de poche (Pocket money)Unit 9: Raconte-moi une histoire! Unit 10: Vive le sport! Unit 11: Le Carnaval des Animaux Unit 12: Quel temps fait-il?

QCA Units for Year 5 and Year 6

Year 5Unit 13: Bon appétit, bonne santé (Healthy Eating)Unit 14: Je suis le musicien (“I am the Music Man”)Unit 15: En route pour l’écoleUnit 16: Scène de plage (Beach scene)Unit 17: Le Retour du Printemps (“The Return of Spring”)Unit 18: Les planètes

Year 6Unit 19: Notre école Unit 20: Notre monde (The world about us)Unit 21: Le passé et le présent (Then and now)Unit 22: Ici et là (Out and about)Unit 23: Monter un café (Creating a café)Unit 24: Quoi de neuf? (What’s in the news?)

Using the units

““The suggested sequence ensures that children build on previous knowledge and understanding and develop their skills systematically across the 4 years.

The teachers may choose, however, to change the order in which the units are taught, for example if this facilitates cross curricular links.”

What might be the implications of moving units between year groups?

Hampshire WizKid VLE

http://www.hantswizkid.net

https://education.staffordshire.gov.uk/Curriculum/Subjectareas/ModernForeignLanguages/

PrimaryLanguages/Resources/PMFLStaffsQCAFr.htm

http://www.lcfclubs.com/babelzoneNEW

Sources of support and ideas for cross-curricular

planning

Useful books & resources

ISBN 1-902031-41-5

ISBN 1-902031-04-0

ISBN 978-1-905275-25-0

www.authentik.com available from www.amazon.co.uk

http://delicious.com/TalkaboutMFL/Cross-curricular

www.primarylanguages.org.uk