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City of Edinburgh Modern Languages Un plus deux français lundi 21 october 2013.

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Présentation au sujet: "City of Edinburgh Modern Languages Un plus deux français lundi 21 october 2013."— Transcription de la présentation:

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2 City of Edinburgh Modern Languages Un plus deux français lundi 21 october 2013

3 Je suis Education Support Officer Modern Languages à Edimbourg en Ecosse. Je mappelle Ann Mon addresse cest

4 Qui est-ce?

5 Louise Glen Education Scotland Senior Officer Languages and Literacy Bonjour! Tu tappelles comment? Je mappelle Enchanté(e)!

6 Qui est-ce?

7 Marie Christine Thiébaut LInstitut français en Ecosse Bonjour! Tu tappelles comment? Je mappelle Enchanté(e)!

8 Qui est-ce?

9 Emma Sowerby DHT Melrose Primary School Scottish Borders Bonjour! Tu tappelles comment? Je mappelle Enchanté(e)!

10 Qui est-ce?

11 Angela Davies Gracemount High School MLPS French Tutor Bonjour! Tu tappelles comment? Je mappelle Enchanté(e)!

12 French Assistants Moran Mastrototaro Chloé Boucquemont German Education Trainee Stephan Sternitzke

13 5 écoles primaires Broughton Primary Dean Park Primary Abbeyhill Ratho Leith Walk Primary

14 Le but! Parler en français! Pourquoi 1+2? Introduction aux ressources Le planning Le shopping La culture!

15 Les toilettes?

16 Une alarme incendie?

17 Les couleurs Memorise ta couleur

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19 Bonjour! Tu tappelles comment? Je mappelle…. Enchanté(e) Au Revoir La réception de lambassade

20 Les couleurs bleurougevertorange

21 Des groupes arc en ciel

22 Asseyez-vous en groupe

23 Bonjour! Je mappelle…. When I think of France I think of… On se présente

24 Le sud-ouest de la France Le sud de la France Le nord de la France Les Alpes

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26 Activité! Créez une première page du journal… 30 minutes …pour 1+2 News!

27 On parle français Please and thank you in French! Sil te plaîtMerci! De rien!

28 Activité! 4 régions de la France 5 groupes expertes par région Le sud Le sud-ouest Paris Les Alpes

29 Les verts ensembles Les oranges ensembles Les rouges ensembles Les bleus ensembles Faites le tour des tables dans votre région La personne de la table présente la page. Tour de groupes expertes

30 En groupe… 3 minutes….et 3 points dinformations French Language Learning Activities

31 1 more reason to learn French..

32 La récréation 30 minutes

33 On fait lappel!

34 2020 Timeline for implemenation Funding for 2013/2014

35 L2 A progressive experience for all of learning an additional language from P1 onwards (L2).

36 L3 A revisited and progressive experience of another language in addition to this from P5 onwards (L3) Scots Gaelic Mandarin SpanishItalian French Urdu Polish Greek

37 L2 A progressive experience for all of learning an additional language from P1 onwards (L2).

38 Embedded language Supportive Embedded Practical Accessible Engaging Flexible Progressive edinburghmodernlanguages.yolasite.com

39 2 parts to the resource Embedded language Choice Topics

40 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.

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45 French Early Level Classroom Talk!

46 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

47 Vocabulaire Classroom Talk! Ecoutez Listen RegardezLook Sil vous plaît Please (for use when pupil is talking to the teacher, or the teacher is talking to the whole class) Mettez-vous en ligneLine up OuiYes NonNo Merci Thank you Non merci No thank you

48 Ecoutez sil vous plaît!

49 Regardez sil vous plaît!

50 Mettez-vous en ligne!

51 Oui

52 Non

53 Merci!

54 Non merci!

55 Embedding the language Using sil 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.

56 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!

57 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.

58 Sil vous plaît ou non merci? Pupils look at the following slides and decide if they would like it or not by saying either Sil vous plaît or non merci! You could make this more active by having 2 sides of the room with each designated as the Sil 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 (Sil 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 Sil vous plaît and non merci!

59 Sil vous plaît ou non merci? Regardez les photos et décidez si Sil vous plaît! ou Non merci!

60 Sil vous plaît ou non merci?

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65 Version professeurs de français!

66 Sil vous plaît ou non merci?

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73 Une couleur sil vous plaît! 1.Have a group of different coloured objects in the centre of a circle. 2.Pupils ask for a colour by saying, le bleu sil vous plaît the teacher then passes them the object and they say merci back. 3.Once all of the objects have gone, pupils then continue with one choosing a colour and saying (for example) le rose sil 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. 4.This continues until all the objects are back. 5.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 (Cest qui? Cest Aaron etc.)

74 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!

75 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.

76 Mettez-vous en ligne (to the tune of farmers in his den) Mettez-vous en ligne! Tous les enfants de la classe, Mettez-vous en ligne!

77 Au revoir!

78 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. ICT Resources online

79 Linstitut français

80 BBC languages weather games, videos and songs.

81 Languages online

82 Au revoir!

83 Choose a starting point which suits you and your class Dont worry about repetition of language – repetition is everything in language learning, they cant 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 2 nd to the amount of vocab at 1st Level. P6/7 working up to 2 nd Approaches are more linked to Levels rather than the vocabulary – there is usually just more of it the higher you go. Dont be afraid to get it wrong! Its a positive thing for the pupils to see you learning with them. Go at a pace which you are comfortable with. Embedded language

84 edinburghmodernlanguages.yolasite.com

85 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

86 Choice topics

87 French Level 1 Party Games!

88 Les chaises musicales!

89 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 Prior learning: None particularly necessary. 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

90 Activité 4 – Teachers 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 youve been looking at pets and they would have to say what it is.

91 Ecoutez la musique… chantez… et faites le tour des chaises!

92 Quand la musique sarrête….

93 Asseyez-vous!

94 Le Hokey Pokey!

95 Activité 6 – Teachers notes Activité: Le Hokey Pokey 1.Practise the lyrics and actions and then do it to the music. 2.Ive 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.

96 Le Hokey Pokey!

97 Met le pied droit devant

98 Met le pied droit derrière

99 Met le pied droit devant

100 Et remule-le dans tous les sens

101 On fait le Hokey Pokey

102 Tu tournes sur toi-même

103 Voilà, cest comme ça!

104 Ohhh hokey, pokey, pokey! X 3

105 Voilà, cest comme ça!

106 Level 1 Les dinosaures! Raar!

107 Activité 1 – Teachers 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.

108 Voici Stégosaure!

109 Stégosaure est de quelle couleur?

110 Stégosaure est vert!

111 Stégosaure est gros…

112 …comme un bus…

113 …mais son cerveau est petit… le cerveau

114 …comme une noix!

115 Quest-ce que cest? Cest un oiseau?

116 Non! Cest Ptérodactyle! Salut tout le monde!

117 Ptérodactyle est grand ou petit?

118 Ptérodactyle est très grand! Jhabite en Afrique. Et toi?

119 Qui est-ce? Coucou! Cest Tyrannosaure!

120 Ça va Tyrannosaure? Ça va mal!

121 Tyrannosaure mange les petits dinosaures. Raarr! Jai faim!

122 Il y a un Tyrannosaure dans le Musée Nationale dEcosse à Chambers Street.

123 Quiz! 8. Le chien est déguisé en quel dinosaure? Raar!

124 Oui, super! Cest Tyrannosaure!

125 Quiz! 9. Le chien est déguisé en quel dinosaure? Ouaf!

126 Oui, fantastique! Cest Stégosaure!

127 Quiz! 10. Le chien est déguisé en quel dinosaure? Je suis un dinosaure. Je ne suis pas un chien!

128 Oui, bravo la classe! Cest Tricérotops!

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130 One child is lépervier (the sparrowhawk) and stands in the middle of the playground. The other children stand at one end. When the sparrowhawk calls out jarrive, 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.

131 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.

132 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 jarrive 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.

133 French Level 1/ 2 La magie!

134 Bonjour les magiciens! Bienvenue à lécole de magie!

135 Choisissez un nom de théâtre! E.g. Je mappelle la fantastique Anna! Garçons Filles fantastique le merveilleux lincroyable le super le génial la le fantastique le merveilleuse lincroyable le super le génial E.g. Je mappelle le super Simon!

136 Le crayon magique!

137 Regardez le tour de magie

138 Comment faire? Cest la magie?

139 Je prends un crayon

140 Je roule le crayon sur mon pullover

141 Je souffle sur le crayon

142 Je mets le crayon sur la table

143 Je fais des gestes magiques!

144 Et maintenant le grand sécret!

145 Je souffle sur le crayon.

146 Et voilà! Le crayon roule! Cest la magie!

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148 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?

149 Next steps One post-it per person with one thing you will do in class. Any question – whole group Support – further

150 Sil vous plaît ou non merci?


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