tag:blogger.com,1999:blog-76692915000866247522024-03-18T09:48:11.346+00:00Changing PhaseI'm a Modern Languages teacher who changed to Primary after 14 years of Secondary teaching. Read about my creative ideas for language teaching, suitable for more than just primary.Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.comBlogger425125tag:blogger.com,1999:blog-7669291500086624752.post-14404734124925748442024-03-11T17:22:00.001+00:002024-03-11T17:22:18.946+00:00Dictation across the key stages #LW2024<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS-TYujMwqEhZcMzUH9x9HtIlXt-Mz009tYhtyD1NZIctXfhRxrajJKC8xBDDUhyphenhyphenarRvZ_ZpHUxWHZLCDP_4eijbF9PaWskyg4009m_zd44aNtmHZLwn5XxNr9glEAOHTgDzJVDbmkLftEA5Ryq3t2JUNeLBSAfKwqrohFmusMU_IxiZ3CxHTGHGOC24m4/s900/Picture1(1).png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="506" data-original-width="900" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS-TYujMwqEhZcMzUH9x9HtIlXt-Mz009tYhtyD1NZIctXfhRxrajJKC8xBDDUhyphenhyphenarRvZ_ZpHUxWHZLCDP_4eijbF9PaWskyg4009m_zd44aNtmHZLwn5XxNr9glEAOHTgDzJVDbmkLftEA5Ryq3t2JUNeLBSAfKwqrohFmusMU_IxiZ3CxHTGHGOC24m4/s320/Picture1(1).png" width="320" /></a></div><p></p><p>On Saturday I attended day 2 of <a href="https://changing-phase.blogspot.com/2024/03/language-world-2024-lw2024.html" target="_blank">this year's Language World conference</a>. I gave a presentation about dictation, giving lots of ideas to use from Key Stage 2 (age 7-11) all the way up to Key Stage 4 (age 14-16) and beyond.</p><p>It was much easier to make a video for you in order to share it than to paste all the slides into this blogpost! Here is the video:</p><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/WAV2vTqLn7M?si=o9XKHygradCaqSRz" title="YouTube video player" width="560"></iframe>
<div><br /></div><div>Other links:</div><div><br /></div><div><a href="https://changing-phase.blogspot.com/2023/06/point-la-ligne-dictation-in-primary.html" target="_blank">Point à la ligne: dictation in primary languages</a> - blogpost</div><div><br /></div><div><a href="https://ideaseducationltd.sellfy.store/p/dictados-resources-for/" target="_blank">Dictados: resources to introduce, support and practise dictation in Spanish</a></div>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com2tag:blogger.com,1999:blog-7669291500086624752.post-83570633057498215702024-03-10T18:23:00.004+00:002024-03-10T18:24:57.285+00:00Language World 2024 #LW2024<p> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_ZclYKp6gUtPuovVaTEDxi-xf0Xn23Od2Hk4p8TPgzjE3qJiCOUdkN13fd52csefWWSWutgapI_C1D6U1O6SLh1sm-ZUNWta7j2Sjk2rvwEhA4jy5gJ8F1PRa_3Lc9WeoYRa8tNv91RXzzvQu0IDx76-t4jp3xslHJjHhHkPKC5-ULE5vm3b65GzSBKcd/s1024/pixlr-image-generator-857e328c-fda2-430c-8061-d98f6c94a49d.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1024" data-original-width="1024" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_ZclYKp6gUtPuovVaTEDxi-xf0Xn23Od2Hk4p8TPgzjE3qJiCOUdkN13fd52csefWWSWutgapI_C1D6U1O6SLh1sm-ZUNWta7j2Sjk2rvwEhA4jy5gJ8F1PRa_3Lc9WeoYRa8tNv91RXzzvQu0IDx76-t4jp3xslHJjHhHkPKC5-ULE5vm3b65GzSBKcd/w320-h320/pixlr-image-generator-857e328c-fda2-430c-8061-d98f6c94a49d.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">"Language World" by<a href="https://pixlr.com/image-generator/" target="_blank"> Pixlr AI Image Generator</a> </span></td></tr></tbody></table><br />Yesterday I returned from <a href="https://www.delegate-reg.co.uk/lw2024/" target="_blank">ALL's annual conference, Language World</a>, which this year was held in Kenilworth in Warwickshire. That's a good four-hour drive from here in the north-east, but it's always worth it for the content and for seeing old friends and meeting new ones. I only attended one of the two days this year due to a family birthday, but of course it was worth it.</p><p>Here are the sketchnotes that I made from some of the sessions that I went to. I'm afraid the scanning has gone a bit wonky with some of them! I spoke about Dictation, and will post about that separately.</p><p>By the way, if you are wondering about the image at the top of this post, inspired by the theme of AI at Language World, I asked the <a href="https://pixlr.com/image-generator/" target="_blank">Pixlr AI Image Generator</a> to create a "Language World" image. As you can see, it needs work!</p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0WJRMVklWQkbKISjvgRyM9OeZx4rQ6mB_PgeJQot1RaKfdEnvhtSLG6MPHMNT4C1d8WoLDkgihgo32I4CypfRBKta-uho50n1DNQBHdKGIOEWTRn_I-VVtStMnCRgAsoCI9JiB5F1VJXVzYWKVQ98gV1Lo5eKe5J2XLwx6MZQKG_gNr-3PiosX07bXNV8/s1606/KateBorthwick.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1606" data-original-width="544" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0WJRMVklWQkbKISjvgRyM9OeZx4rQ6mB_PgeJQot1RaKfdEnvhtSLG6MPHMNT4C1d8WoLDkgihgo32I4CypfRBKta-uho50n1DNQBHdKGIOEWTRn_I-VVtStMnCRgAsoCI9JiB5F1VJXVzYWKVQ98gV1Lo5eKe5J2XLwx6MZQKG_gNr-3PiosX07bXNV8/s16000/KateBorthwick.png" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Language Education in an AI enabled world: the challenges, the opportunity and the future<br />Prof. Kate Borthwick</td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkmzkPIUclN9gCm6ExUDKy3VTEcLELCJKmKOj5K0dBnLIemERwpmXDM1xxuB4Vn9z0HylVqbBAs6kQCVrrQ6vS3PP-tYGIs2a2KeUAD-OUl7BW8fPV61o7VFs79N6dy5n8wWhCgPJ-kzvLlUvNd9dlWYcHtIK_ixoVRrIrVuyBZXUmCgtIW7Z4DcQTddBH/s5034/JaneDriver.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="4920" data-original-width="5034" height="603" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkmzkPIUclN9gCm6ExUDKy3VTEcLELCJKmKOj5K0dBnLIemERwpmXDM1xxuB4Vn9z0HylVqbBAs6kQCVrrQ6vS3PP-tYGIs2a2KeUAD-OUl7BW8fPV61o7VFs79N6dy5n8wWhCgPJ-kzvLlUvNd9dlWYcHtIK_ixoVRrIrVuyBZXUmCgtIW7Z4DcQTddBH/w616-h603/JaneDriver.JPG" width="616" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">University Challenge: how working cross-phase can provide support and capacity to raise aspiration and develop learning outside the classroom<br />Jane Driver and Sarah Schechter</td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXnYoBDmnfmCFJnSQLxdU3fXjvTblTAwM_VxItnK-wsVcdCjPX2IA6MFIxxdFtIM4gDI3GS-QW7-dBfLIF81a8EpqPzuxqs3MEJKQVMxUj1Hj4UD4d00Y9Wahrj6CKtwbvW87D8So2DVEdlr3VWSnoAcX-qo2mdceQIhBlFE7iGI9_fre1fUPsD8DD8p5Q/s5050/JessBeeton.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="4920" data-original-width="5050" height="624" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXnYoBDmnfmCFJnSQLxdU3fXjvTblTAwM_VxItnK-wsVcdCjPX2IA6MFIxxdFtIM4gDI3GS-QW7-dBfLIF81a8EpqPzuxqs3MEJKQVMxUj1Hj4UD4d00Y9Wahrj6CKtwbvW87D8So2DVEdlr3VWSnoAcX-qo2mdceQIhBlFE7iGI9_fre1fUPsD8DD8p5Q/w640-h624/JessBeeton.JPG" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Translation: the key to growing flexible, imaginative linguists<br />Jess Beeton</td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6tN-L7MsowCzWOtYEOFe4pk5VfmyiGjj1MJEerPcSDvCTAAc025c-kK0R9dfVMK3sJJjGLLoA5JvGBKv4E5tQjya25fbWafy1anQG5OYqIXQ4uB9e4mCcbDiLALR5FV8YN8W7b1t__ufJQwDzSKPIn8HF2qc8OuECYUE9WEngsWoaCtaqLywwvG7i_IS7/s1443/SalehPatel.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1443" data-original-width="946" height="880" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6tN-L7MsowCzWOtYEOFe4pk5VfmyiGjj1MJEerPcSDvCTAAc025c-kK0R9dfVMK3sJJjGLLoA5JvGBKv4E5tQjya25fbWafy1anQG5OYqIXQ4uB9e4mCcbDiLALR5FV8YN8W7b1t__ufJQwDzSKPIn8HF2qc8OuECYUE9WEngsWoaCtaqLywwvG7i_IS7/w578-h880/SalehPatel.png" width="578" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Cognitive Science in the language classroom and learning language through images and physical representation<br />Saleh Patel</td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ_AlnyYpcuh-4wDH_6UIvTXIL-2AUUHU2RkCp2OIqGKAkc-_7ATjUTE6F44LRARDaD5Ig7ViBOFDdnbzgK3XoCqbzCWxZ5PjMzAIkHRDZtlu3JHhisHgbMl1GHC6p_ryPyK52eJdACsTYv4vzF9-7CPUGXMIdcb2svnvZuOZCXO23D81fJrNNGZYAHIjf/s5034/LisaStevens.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="4920" data-original-width="5034" height="626" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ_AlnyYpcuh-4wDH_6UIvTXIL-2AUUHU2RkCp2OIqGKAkc-_7ATjUTE6F44LRARDaD5Ig7ViBOFDdnbzgK3XoCqbzCWxZ5PjMzAIkHRDZtlu3JHhisHgbMl1GHC6p_ryPyK52eJdACsTYv4vzF9-7CPUGXMIdcb2svnvZuOZCXO23D81fJrNNGZYAHIjf/w640-h626/LisaStevens.JPG" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Promoting International Links: a practical guide<br />Lisa Stevens</td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;"><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9mnIgiaN6pnNG7hsmmeVIGTepJc5AZ9bgh4auojA6oZ2FJGZxq1CmC3yo4i91I-4oyT9jxkeM4ACcVzdlYVk1lvJasE7-XuCnsFJ-irbeh2LRvXqajpS85oO4JOU1K9t8nOkzbQwgN2eFxZv27ncJ2_W1uIBP9ucwN8WOP9IoD8ILmtiM19NuHVemmHjg/s1159/JoeDale.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1159" data-original-width="945" height="701" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9mnIgiaN6pnNG7hsmmeVIGTepJc5AZ9bgh4auojA6oZ2FJGZxq1CmC3yo4i91I-4oyT9jxkeM4ACcVzdlYVk1lvJasE7-XuCnsFJ-irbeh2LRvXqajpS85oO4JOU1K9t8nOkzbQwgN2eFxZv27ncJ2_W1uIBP9ucwN8WOP9IoD8ILmtiM19NuHVemmHjg/w572-h701/JoeDale.png" width="572" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Possibilities and practicalities of ChatGPT in languages teaching and learning<br />Joe Dale</td></tr></tbody></table>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-34514580671403152702023-10-30T13:36:00.006+00:002023-10-30T13:36:37.949+00:00Sentence Builder Bingo<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfu9ajYvmWdN-EgHT_Up_yjoeKEGk21MkuWzGMSngVTgVDyIhKfvUK8BtWhtXnNEwL9p7wOLoz7C9ic3CFnGADMLcKFSpFeohaPsLbyyIydZ-EL7BLAtwKCJSX2RPMfy5cnGHqfF5-PbvA4cgCAsGgqJj9NnKmSBJ_fHUCdbjY1HUs1duCq_BSio393obL/s531/Screenshot%202023-10-30%20132301.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="531" data-original-width="452" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfu9ajYvmWdN-EgHT_Up_yjoeKEGk21MkuWzGMSngVTgVDyIhKfvUK8BtWhtXnNEwL9p7wOLoz7C9ic3CFnGADMLcKFSpFeohaPsLbyyIydZ-EL7BLAtwKCJSX2RPMfy5cnGHqfF5-PbvA4cgCAsGgqJj9NnKmSBJ_fHUCdbjY1HUs1duCq_BSio393obL/w272-h320/Screenshot%202023-10-30%20132301.png" width="272" /></a></div><p></p><p>I'm always on the lookout for more ways to drill and practise vocabulary and structures. During the summer holiday I had the idea of using sentence builders to play bingo with.</p><p>One unit of learning that I have used it with is <a href="https://www.lightbulblanguages.co.uk/resources-pr-sp-Y3.htm#pets" target="_blank">Pets</a>, in particular saying that you have more than one pet. I used the bottom half of <a href="https://www.lightbulblanguages.co.uk/resources/PrimarySpanish/tengo-mascotas-sentence-builder.pdf" target="_blank">this sentence builder</a>:</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgGb0MZWcPD-BIBNjr8ied3_CyaWWeUBRy5xaSbGqVcwQokLFD1tmQLQ8HcJ8iLH2v28wSm-oA0getrx1wwlaX4cOXh_mrPsr_xSZgEKq34WPzc02wm6VqQDaCddQAA3MkhosbK89gyHDk_0RV0-M1y3AkjB8VBtw9hLsI_gkx9_XflckRIdi6KU-5DHfoD" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="347" data-original-width="557" height="249" src="https://blogger.googleusercontent.com/img/a/AVvXsEgGb0MZWcPD-BIBNjr8ied3_CyaWWeUBRy5xaSbGqVcwQokLFD1tmQLQ8HcJ8iLH2v28wSm-oA0getrx1wwlaX4cOXh_mrPsr_xSZgEKq34WPzc02wm6VqQDaCddQAA3MkhosbK89gyHDk_0RV0-M1y3AkjB8VBtw9hLsI_gkx9_XflckRIdi6KU-5DHfoD=w400-h249" width="400" /></a></div><br />and drew up the above grid as my checklist so that I knew which sentences I had said.<p></p><p>Altogether with this sentence builder it's possible to make 36 sentences. I asked Year 4 to choose 5 sentences and write them in their books. Then I read out the sentences one by one in a random order. I repeated each one twice, just in case, and then went straight on to the next one. The children needed to listen carefully and constantly check their sentences, ticking off any sentences they had that I said. When they had ticked off all 5 of their sentences they had to call out "Bingo" and then to check I asked them to read their sentences back to me. I used my grid to check they were right.</p><p>We then continued until most children had heard their sentences. Some children were frustrated at the end because they had missed one of their sentences and so didn't get bingo. I did point out, though, that they had heard and identified 4 out of their 5 sentences, so not to get hung up on just one.</p><p>The classes that I tried this with said that they enjoyed it. I liked it because they got to hear over 60 sentences all in one go. </p><p>You may well have been playing this game for ages! I don't remember having heard it from anyone else.</p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-11445361258057020332023-09-08T10:08:00.002+01:002023-09-08T10:08:38.742+01:00Listening Chests<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8OeWnN4tLeuMfCYHdVKsKVYas4ebZ6SsblkI6xdl8Aeg-UKLgTC7QFSl1YZq0mXkd9c86YlPSHsZ38iC9UDr8cSudHm39JRB_KKmdgcPajDO4vtCGbWfGjFsbhn_T_iKDcbOsMaZ4evGmnhwSwobBEiyivi9cTugoqSXK5ZiRZ2GIgguLFKFY-m9QKeij/s908/closed-chest.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="889" data-original-width="908" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8OeWnN4tLeuMfCYHdVKsKVYas4ebZ6SsblkI6xdl8Aeg-UKLgTC7QFSl1YZq0mXkd9c86YlPSHsZ38iC9UDr8cSudHm39JRB_KKmdgcPajDO4vtCGbWfGjFsbhn_T_iKDcbOsMaZ4evGmnhwSwobBEiyivi9cTugoqSXK5ZiRZ2GIgguLFKFY-m9QKeij/w200-h196/closed-chest.png" width="200" /></a></div><p></p><p>One of my schools was extended recently and has increased from single form entry to 1.5 form entry. This year, for the first time, there are 45 children in Year 2 and 45 in Year 1. Also for the first time, there is a mixed age class - Year 1/2 - alongside Year 1 and Year 2. Previously I have always taught "pure" Year 1 and Year 2, so now have had to formulate a new scheme of work with 2 cycles, to cater for the mixed class. I'm teaching it to all of Key Stage 1.</p><p>I'm beginning with a brand new Pirates unit, using my maxim of "the usual in an unusual way". The children in current Year 2 can already count to 10 and know 6 colours, but the new Year 1s only started Spanish this week. This term we will be learning greetings, saying your name, numbers to 10, and 11 colours, using Pirates as the theme. Therefore the Year 1 children will learn what they need to, and the Year 2 children will recap some learning and learn something new, using a different context to before.</p><p>I've had to think of some different activities to usual for this reason. One of them is Listening Chests.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLYiVzPkswSkq1SIdENeOwO7hlk21I1h4ll5VEjGPWMfE1uitwPPe1uonmzpBWo0OnIBDEQfcQ4AZhEG1TJtVZvc_caAGsQY65Sme4zZQtacZklsuxYR35hoYRgGc7zPsQ_JodtR2KIAWdFSjnzDL_vURjINszsXKcXMyR7XgwBo7DGMYQqRGEy8obhflX/s899/Screenshot%202023-09-08%20094805.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="299" data-original-width="899" height="106" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLYiVzPkswSkq1SIdENeOwO7hlk21I1h4ll5VEjGPWMfE1uitwPPe1uonmzpBWo0OnIBDEQfcQ4AZhEG1TJtVZvc_caAGsQY65Sme4zZQtacZklsuxYR35hoYRgGc7zPsQ_JodtR2KIAWdFSjnzDL_vURjINszsXKcXMyR7XgwBo7DGMYQqRGEy8obhflX/s320/Screenshot%202023-09-08%20094805.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoGkWap4jeYbvMWTE0LaVoR1jmzAb-7yQGuC0yNgHPXy_72y-jYP8kM76O-JYAIJW9s8SLKt5ujvexxV0eGF2-lF52PlOrsfgujEhOfbMEWZwOKge-uFucaGB2QveVZEaDUulQTDIu518SJiqtuAP5BNpOI9lF5pTdavWGBVpzAMDecoWrezZRCzIxeV8z/s890/Screenshot%202023-09-08%20094830.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="278" data-original-width="890" height="125" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoGkWap4jeYbvMWTE0LaVoR1jmzAb-7yQGuC0yNgHPXy_72y-jYP8kM76O-JYAIJW9s8SLKt5ujvexxV0eGF2-lF52PlOrsfgujEhOfbMEWZwOKge-uFucaGB2QveVZEaDUulQTDIu518SJiqtuAP5BNpOI9lF5pTdavWGBVpzAMDecoWrezZRCzIxeV8z/w400-h125/Screenshot%202023-09-08%20094830.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">I'm going to give each pair of children one of these cards with treasure chests on. Definitely 4 chests for Year 2, 3 for Year 1 and we'll see how the mixed class gets on.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Let's use colours as an example, and 3 chests. Ask the children to tell you which chest the colour red is in. Then you say 3 colours: <i>amarillo, rojo, azul</i>. You said <i>rojo</i> second, therefore the colour red is in the middle chest. The children listen and point to the chest where the colour is.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">This can be used for all sorts of different language areas. I can see it being useful for phonics: show children a grapheme, then say 3 different phonemes or words, and they have to say which chest the grapheme is in.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">You also don't need a special chests card to do this activity. It could be as simple as the children quickly drawing 3 boxes on their mini whiteboard and using those instead. A low tech and low prep activity.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">If you are interested in my Pirates unit for Key Stage 1, I have already uploaded the first resources:</div><div class="separator" style="clear: both; text-align: left;">French <a href="https://www.lightbulblanguages.co.uk/resources-pr-fr-resources.htm#ks1">https://www.lightbulblanguages.co.uk/resources-pr-fr-resources.htm#ks1</a></div><div class="separator" style="clear: both; text-align: left;">Spanish <a href="https://www.lightbulblanguages.co.uk/resources-pr-sp.htm#ks1" target="_blank">https://www.lightbulblanguages.co.uk/resources-pr-sp.htm#ks1</a></div><br /><p><br /></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-40236279794968948482023-08-14T12:59:00.002+01:002023-08-14T12:59:35.583+01:00First experiments with ChatGPT<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhILAvwGJS4S1Tv3ZHnTrBthXhh9bcTz02SqdkrYPbT-z8e86iRbtqPgtTTUSgGu2j1MNX1CS31EzEUdD1YWge-CBRVKHvhllBA5lHko7kHQPcd67OjgtVks7G_OXINXV1R2IftkygB3cNtKjK9EhLATIVcyqAO43Z1XKuwYvJXTFGpG52nbAa74bO5mmAz/s1280/anatomy-1751201_1280.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1088" data-original-width="1280" height="202" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhILAvwGJS4S1Tv3ZHnTrBthXhh9bcTz02SqdkrYPbT-z8e86iRbtqPgtTTUSgGu2j1MNX1CS31EzEUdD1YWge-CBRVKHvhllBA5lHko7kHQPcd67OjgtVks7G_OXINXV1R2IftkygB3cNtKjK9EhLATIVcyqAO43Z1XKuwYvJXTFGpG52nbAa74bO5mmAz/w238-h202/anatomy-1751201_1280.png" width="238" /></a></div><br /><p></p><p><span style="font-family: inherit;">If you use social media, or in fact if you have been looking at any kind of media recently, you won't have failed to notice all the talk about AI - Artifical Intelligence. <a href="https://chat.openai.com/?model=text-davinci-002-render-sha" target="_blank">ChatGPT</a> in particular has captured the imaginations of education professionals, who have been experimenting with its use in their work.</span></p><p><span style="font-family: inherit;">Over the past few months I have been keeping an eye on the various social media and blogposts about it, but, during what has been a very busy school year for me, I haven't had time to have a closer look at it. I decided that it would be one of the things that I would have a play with during the school summer holidays. In other words, now!</span></p><p><span style="font-family: inherit;">So I'm here to report on what I have been doing with it so far. </span></p><p><span style="font-family: inherit;">I started off by thinking about the kinds of resources that I make often both for my own use in the classroom and for <a href="https://www.lightbulblanguages.co.uk/" target="_blank">Light Bulb Languages</a> more generally. I often make worksheets for drilling vocabulary and structures, practising a specific language sets in various different ways. With this in mind, I had a look at the Key Stage 2 units that I will be teaching new Year 4 and new Year 5 in September. The examples that I'm going to show you here focus on the unit <i>Les fruits</i> and also <i>Quel temps fait-il ?</i> </span></p><p><span style="font-family: inherit;">I quickly learned that it takes a fair bit of practice to get the instructions for ChatGPT right, so that it will actually give you what you are thinking of.</span></p><p><span style="font-family: inherit;">After a few false starts, I began with:</span></p><p></p><p class="MsoNormal"><span style="font-family: inherit;"><span style="color: #2b00fe;">Write
16 simple sentences in French using the opinion phrases j'adore, j'aime, je
n'aime pas and je déteste as well as the fruits les abricots, les kiwis, les
bananes, les cerises, les fraises, les oranges, les pêches, les, poires, les
pommes, les prunes. You can also use the conjunctions et and mais. The
sentences need to be understood by 8 year old beginner learners of French. Don't include any other words in the sentences.</span><span style="color: #343541;"><o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: inherit;">Here are the sentences it generated:</span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">1.<span> </span>J'adore les fraises et les cerises.<o:p></o:p></span></span></p><p></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">2.<span> </span>J'aime les bananes et les pommes.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">3.<span> </span>Je n'aime pas les kiwis, mais j'aime les poires.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">4.<span> </span>Je déteste les prunes, mais j'aime les abricots.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">5.<span> </span>J'adore les oranges et les pêches.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">6.<span> </span>J'aime les fraises, mais je n'aime pas les cerises.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">7.<span> </span>Je n'aime pas les pommes, mais j'aime les bananes.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">8.<span> </span>Je déteste les kiwis et les poires.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">9.<span> </span>J'aime les abricots et les oranges.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">10.<span> </span>Je n'aime pas les pêches, mais j'aime les fraises.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">11.<span> </span>J'adore les cerises et les prunes.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">12.<span> </span>J'aime les bananes, mais je n'aime pas les kiwis.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">13.<span> </span>Je déteste les pommes et les poires.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">14.<span> </span>J'aime les abricots, mais je n'aime pas les oranges.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">15.<span> </span>Je n'aime pas les fraises, mais j'aime les cerises.<o:p></o:p></span></span></p><p class="MsoNormal">
</p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"><span style="color: #38761d;">16.<span> </span>J'adore les pêches et les prunes.</span><o:p></o:p></span></span></p><p></p><p class="MsoNormal"><span style="font-family: inherit;">Normally it would take me quite a long time to come up with these sentences, keeping a tally on a scrap piece of paper to make sure I use all the fruits and all the opinions equally and so on. It's interesting that it has used <i>j'aime</i> and <i>je n'aime pas</i> together in sentences, but not <i>j'adore</i> or <i>je déteste</i>. I would more than likely edit some sentences for this reason, or have a go at getting ChatGPT to do it!</span></p><p class="MsoNormal"><span style="font-family: inherit;">Next I decided to try creating a list of simpler sentences using the same vocabulary but not the conjunctions:</span></p><p class="MsoNormal"></p><p class="MsoNormal"><span style="font-family: inherit;"><span style="color: #2b00fe;">Write
20 different simple sentences in French using the verbs j'adore, j'aime, je
n'aime pas and je déteste as well as the fruits les abricots, les kiwis, les
bananes, les cerises, les fraises, les oranges, les pêches, les, poires, les
pommes, les prunes. The sentences need to be understood by 8 year old beginner
learners of French. Don't include any other words in the sentences. The
sentences must only have an opinion and a fruit.</span><span style="color: #343541;"><o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: inherit;">And here's what I got:</span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">1.<span> </span>J'adore les fraises.<o:p></o:p></span></p><span style="color: #38761d; font-family: inherit;"></span><p></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">2.<span> </span>J'aime les cerises.<o:p></o:p></span></p><p></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">3.<span> </span>Je n'aime pas les kiwis.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">4.<span> </span>Je déteste les prunes.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">5.<span> </span>J'adore les pommes.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">6.<span> </span>J'aime les bananes.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">7.<span> </span>Je n'aime pas les poires.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">8.<span> </span>Je déteste les abricots.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">9.<span> </span>J'adore les oranges.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">10.<span> </span>J'aime les pêches.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">11.<span> </span>Je n'aime pas les fraises.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">12.<span> </span>Je déteste les cerises.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">13.<span> </span>J'adore les kiwis.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">14.<span> </span>J'aime les poires.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">15.<span> </span>Je n'aime pas les pommes.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">16.<span> </span>Je déteste les bananes.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">17.<span> </span>J'adore les pêches.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">18.<span> </span>J'aime les abricots.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">19.<span> </span>Je n'aime pas les oranges.<o:p></o:p></span></p><p class="MsoNormal">
</p><p class="MsoNormal"><span style="font-family: inherit;"><span style="color: #38761d;">20.<span> </span>Je déteste les fraises.</span><o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: inherit;">The first attempt contained some identical sentences, so I had to ask it to make sure all the sentences were different.</span></p><p class="MsoNormal"><span style="font-family: inherit;">Next I wanted it to generate a list of these sentences with the vowels missing, so that children would have to rewrite the sentences, filling in the missing letters and focussing on the spelling. I found out that if you ask ChatGPT to create a didactic activity, it will give you a mini lesson plan, something which might be useful for teachers looking for ideas for classroom activities.</span></p><p class="MsoNormal"></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #2b00fe; font-family: inherit;">Create a
didactic activity using these 16 French sentences. Rewrite the sentences with
the vowels missing and put a _ in their place. J'adore les fraises. J'aime les
cerises. Je n'aime pas les kiwis. Je déteste les prunes. J'adore les pommes.
J'aime les bananes. Je n'aime pas les poires. Je déteste les abricots. J'adore
les oranges. J'aime les pêches. Je n'aime pas les fraises. Je déteste les
cerises. J'adore les kiwis. J'aime les poires. Je n'aime pas les pommes. Je
déteste les bananes. J'adore les pêches. J'aime les abricots. Je n'aime pas les
oranges. Je déteste les fraises.</span></span><o:p></o:p></p><p class="MsoNormal"><b><span style="color: #38761d; font-family: inherit;">Title: French Fruit Sentences Missing Vowels Activity<o:p></o:p></span></b></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">Objective: Practice reading and comprehension of French
fruit-related sentences by filling in missing vowels.<o:p></o:p></span></p><p class="MsoNormal"><b><span style="color: #38761d; font-family: inherit;">Materials:<o:p></o:p></span></b></p><p class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo1; text-indent: -18.0pt;"></p><ul style="text-align: left;"><li><span style="color: #38761d; font-family: inherit;">Printed activity sheets with the 16 sentences
(original sentences with missing vowels)</span></li><li><span style="color: #38761d; font-family: inherit;">Pencils or pens</span></li></ul><!--[if !supportLists]--><p></p><p class="MsoListParagraphCxSpLast" style="mso-list: l2 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">·<span> </span></span><b><span style="color: #38761d; font-family: inherit;">Instructions:</span></b></p><p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">1.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 1. </span><!--[endif]-->Distribute the activity sheets to the
participants.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">2.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 2. </span><!--[endif]-->Explain the purpose of the activity: to practice
reading and comprehension of fruit-related sentences in French.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">3.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 3. </span><!--[endif]-->Instruct the participants to read each sentence
carefully and fill in the missing vowels by writing the correct vowel in the
place of the "_".<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">4.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 4. </span><!--[endif]-->Encourage participants to take their time and
try to sound out the words to determine which vowel is missing in each
sentence.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">5.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 5. </span><!--[endif]-->Walk around the room to provide assistance and
answer any questions.<o:p></o:p></span></p><p class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">6.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 6. </span><!--[endif]-->Once participants have completed the activity,
review the correct answers together as a group.<o:p></o:p></span></p><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;"><b>Activity Sheet</b>: French Fruit Sentences Missing Vowels<o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">1 <span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span><!--[endif]-->J'd_r l_s fr__s_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">2.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J'm l_s c_r_s_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">3.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J_ n'm p_s l_s k_w_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">4.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J_ d_t_st_ l_s pr_n_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">5.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J'd_r l_s p_mm_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">6.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J'm l_s b_n_n_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">7.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J_ n'm p_s l_s p__r_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">8.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J_ d_t_st_ l_s _br_c_ts.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">9.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J'd_r l_s _r_ng_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">10.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J'm l_s p_ ch_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">11.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J_ n'm p_s l_s fr__s_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">12.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J_ d_t_st_ l_s c_r_s_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">13.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J'd_r l_s k_w_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">14.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J'm l_s p__r_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">15.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J_ n'm p_s l_s p_mm_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">16.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J_ d_t_st_ l_s b_n_n_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">17.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J'd_r l_s p_ ch_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">18.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J'm l_s _br_c_ts.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">19.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J_ n'm p_s l_s _r_ng_s.<o:p></o:p></span></p><p class="MsoListParagraphCxSpLast" style="mso-list: l3 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #38761d; font-family: inherit;">20.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span><!--[endif]-->J_ d_t_st_ l_s fr__s_s.<o:p></o:p></span></p><p class="MsoNormal"><b><span style="color: #38761d; font-family: inherit;">Discussion and Review:</span></b></p><p class="MsoNormal"></p><ul style="text-align: left;"><li><span style="color: #38761d; font-family: inherit; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; text-indent: -18pt;"> </span><span style="color: #38761d; font-family: inherit; text-indent: -18pt;">Go through the sentences one by one, inviting
participants to share their completed sentences.</span></li><li><span style="color: #38761d; font-family: inherit;"><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span><!--[endif]-->Discuss the correct vowels for each sentence,
helping participants correct any mistakes they made.</span></li><li><span style="color: #38761d; font-family: inherit;"><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span><!--[endif]-->Encourage participants to ask questions about
sentence structures or vocabulary if they have any.</span></li><li><span style="color: #38761d; font-family: inherit;">Emphasize the importance of practicing
pronunciation while reading.</span></li></ul><p></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="color: #38761d; font-family: inherit;">
</span></span></p><p class="MsoNormal"><span style="font-family: inherit;"><span style="color: #38761d;"><b>Extension:</b> For an extra challenge, you can ask
participants to create their own sentences about their favorite fruits or other
foods, leaving out vowels for their peers to fill in. This can encourage
creativity and reinforce vocabulary.</span><o:p></o:p></span></p>I also asked it to take away all the vowels, this time not replacing them with a dash:<div><br /><div><span style="color: #2b00fe; font-family: inherit;">Rewrite
these French sentences with no vowels. J'adore les fraises. J'aime les cerises.
Je n'aime pas les kiwis. Je déteste les prunes. J'adore les pommes. J'aime les
bananes. Je n'aime pas les poires. Je déteste les abricots. J'adore les
oranges. J'aime les pêches. Je n'aime pas les fraises. Je déteste les cerises.
J'adore les kiwis. J'aime les poires. Je n'aime pas les pommes. Je déteste les
bananes. J'adore les pêches. J'aime les abricots. Je n'aime pas les oranges. Je
déteste les fraises.</span></div><div><p></p><div><p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J'dr ls frss.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J'm ls crss.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J n'm ps ls kw s.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J dtst ls prns.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J'dr ls pmm s.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J'm ls bnn s.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J n'm ps ls prs.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J dtst ls brcts.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J'dr ls rngs.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J'm ls pchs.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J n'm ps ls frss.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J dtst ls crss.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J'dr ls kw s.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J'm ls prs.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J n'm ps ls pmm s.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J dtst ls bnn s.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J'dr ls pchs.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J'm ls brcts.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J n'm ps ls rngs.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="mso-fareast-language: EN-GB;"><span style="color: #38761d;">J dtst ls frss.<o:p></o:p></span></span></p>After that I also asked ChatGPT to change the order of the sentences. It took a few goes to get the sentences with no vowels at all.</div></div></div><div><br /></div><div>Next I had a go at some weather sentences.</div><div><br /></div><div><span style="color: #2b00fe; font-family: inherit;">Write
7 short imaginary weather reports in French using only these French words.
Don't use any other words. et aussi mais en plus après finalement il pleut il
neige il fait beau il fait mauvais il fait froid il fait chaud il y a du soleil
il y a du vent il y a un orage lundi mardi mercredi jeudi vendredi samedi
dimanche dans le nord le sud le centre l’est l’ouest de la France.</span></div><div><span style="color: #2b00fe; font-family: inherit;"><br /></span></div><div><div style="background: #F7F7F8; border: solid #D9D9E3 1.0pt; margin-left: 18.0pt; margin-right: 0cm; mso-border-alt: solid #D9D9E3 .25pt; mso-element: para-border-div; padding: 0cm 0cm 0cm 5.0pt;">
<p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; margin: 0cm 0cm 0cm 18pt; padding: 0cm; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: inherit;"><span style="color: #374151;">1.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><strong><span style="border: 1pt solid rgb(217, 217, 227); color: #374151; padding: 0cm;">Lundi</span></strong><span style="color: #374151;"> : Il pleut dans le nord
et il fait froid. Mais dans le sud, il y a du soleil.<o:p></o:p></span></span></p>
<p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; margin: 0cm 0cm 0cm 18pt; padding: 0cm; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: inherit;"><span style="color: #374151;">2.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><strong><span style="border: 1pt solid rgb(217, 217, 227); color: #374151; padding: 0cm;">Mardi</span></strong><span style="color: #374151;"> : Il neige dans l'est. En
plus, il y a du vent. Après, il y a un orage.<o:p></o:p></span></span></p>
<p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; margin: 0cm 0cm 0cm 18pt; padding: 0cm; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: inherit;"><span style="color: #374151;">3.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><strong><span style="border: 1pt solid rgb(217, 217, 227); color: #374151; padding: 0cm;">Mercredi</span></strong><span style="color: #374151;"> : Il fait beau dans le
centre, mais il fait chaud dans le sud. Finalement, il y a du soleil dans
l'ouest.<o:p></o:p></span></span></p>
<p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; margin: 0cm 0cm 0cm 18pt; padding: 0cm; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: inherit;"><span style="color: #374151;">4.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><strong><span style="border: 1pt solid rgb(217, 217, 227); color: #374151; padding: 0cm;">Jeudi</span></strong><span style="color: #374151;"> : Il fait mauvais dans le
nord. Cependant, il fait froid dans le sud. Dans l'est, il y a du vent.<o:p></o:p></span></span></p>
<p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; margin: 0cm 0cm 0cm 18pt; padding: 0cm; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: inherit;"><span style="color: #374151;">5.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><strong><span style="border: 1pt solid rgb(217, 217, 227); color: #374151; padding: 0cm;">Vendredi</span></strong><span style="color: #374151;"> : Il pleut dans le centre
et il fait mauvais. En plus, il y a du vent dans l'ouest.<o:p></o:p></span></span></p>
<p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; margin: 0cm 0cm 0cm 18pt; padding: 0cm; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: inherit;"><span style="color: #374151;">6.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><strong><span style="border: 1pt solid rgb(217, 217, 227); color: #374151; padding: 0cm;">Samedi</span></strong><span style="color: #374151;"> : Il fait chaud dans le
sud et il y a du soleil. Mais dans le nord, il fait froid.<o:p></o:p></span></span></p>
<p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; margin: 0cm 0cm 0cm 18pt; padding: 0cm; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: inherit;"><span style="color: #374151;">7.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><strong><span style="border: 1pt solid rgb(217, 217, 227); color: #374151; padding: 0cm;">Dimanche</span></strong></span><span style="color: #374151;"><span style="font-family: inherit;"> : Il y a un orage dans
l'est. Après, il fait beau dans le nord. Finalement, il y a du vent dans le
sud.</span><span style="font-family: Arial, sans-serif;"><o:p></o:p></span></span></p>
</div></div><div><br /></div><div>I have kept ChatGPT's layout and formatting here. I also did a second generation of sentences, this time not using the conjunctions, so that they are simpler.</div><div><br /></div><div><span style="line-height: 107%;"><span style="color: #2b00fe; font-family: inherit;">Write 10 weather sentences in French using only these
French words. Don't use any other words. Don't change the tense. et aussi mais
en plus après finalement il pleut il neige il fait beau il fait mauvais il fait
froid il fait chaud il y a du soleil il y a du vent il y a un orage lundi mardi
mercredi jeudi vendredi samedi dimanche dans le nord le sud le centre l’est
l’ouest de la France</span></span></div><div><br /></div><div><div style="background: #F7F7F8; border: solid #D9D9E3 1.0pt; margin-left: 18.0pt; margin-right: 0cm; mso-border-alt: solid #D9D9E3 .25pt; mso-element: para-border-div; padding: 0cm 0cm 0cm 5.0pt;">
<ol start="1" style="margin-top: 0cm;" type="1">
<li class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; color: #374151; line-height: normal; margin-bottom: 0cm; margin-left: 18pt; padding: 0cm;"><span style="font-family: inherit;">Lundi,
il fait chaud dans le sud.<o:p></o:p></span></li>
<li class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; color: #374151; line-height: normal; margin-bottom: 0cm; margin-left: 18pt; padding: 0cm;"><span style="font-family: inherit;">Mardi,
il pleut dans le nord.<o:p></o:p></span></li>
<li class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; color: #374151; line-height: normal; margin-bottom: 0cm; margin-left: 18pt; padding: 0cm;"><span style="font-family: inherit;">Mercredi,
il fait froid dans l'est.<o:p></o:p></span></li>
<li class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; color: #374151; line-height: normal; margin-bottom: 0cm; margin-left: 18pt; padding: 0cm;"><span style="font-family: inherit;">Jeudi,
il neige dans le centre.<o:p></o:p></span></li>
<li class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; color: #374151; line-height: normal; margin-bottom: 0cm; margin-left: 18pt; padding: 0cm;"><span style="font-family: inherit;">Vendredi,
il y a un orage dans l'ouest.<o:p></o:p></span></li>
<li class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; color: #374151; line-height: normal; margin-bottom: 0cm; margin-left: 18pt; padding: 0cm;"><span style="font-family: inherit;">Samedi,
il fait mauvais dans le nord.<o:p></o:p></span></li>
<li class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; color: #374151; line-height: normal; margin-bottom: 0cm; margin-left: 18pt; padding: 0cm;"><span style="font-family: inherit;">Dimanche,
il y a du soleil dans le sud.<o:p></o:p></span></li>
<li class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; color: #374151; line-height: normal; margin-bottom: 0cm; margin-left: 18pt; padding: 0cm;"><span style="font-family: inherit;">Lundi,
il fait chaud dans le centre.<o:p></o:p></span></li>
<li class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; color: #374151; line-height: normal; margin-bottom: 0cm; margin-left: 18pt; padding: 0cm;"><span style="font-family: inherit;">Samedi,
en plus, il y a du vent dans l'est.<o:p></o:p></span></li>
<li class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; color: #374151; line-height: normal; margin-bottom: 0cm; margin-left: 18pt; padding: 0cm;"><span style="font-family: inherit;">Dimanche,
finalement, il pleut dans le nord.</span><span style="font-family: Segoe UI, sans-serif; font-size: 12pt;"><o:p></o:p></span></li>
</ol>
</div></div><div><br /></div><div>I wondered if it would make me one of the activities where you have to put the words in the right order. </div><div><span style="color: #2b00fe; font-family: inherit;"><br /></span></div><div><span style="color: #2b00fe; font-family: inherit;">Rewrite these sentences with the words in each one mixed in a random order. Put
" / " between each word. Make sure that all the words including le
are in the sentences</span></div><div><br /></div><div><p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">Le
/ sud / dans / fait / chaud / il / lundi.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">Dans
/ nord / il / pleut / mardi / le.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">Mercredi
/ il / fait / l'est / dans / froid / le.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">Jeudi
/ dans / centre / il / neige / le.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">Vendredi
/ il / y / a / l'ouest / un / orage / dans.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">Il
/ nord / samedi / mauvais / le / dans / fait.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">Du
/ dans / sud / il / y / dimanche / soleil / a.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">Le
/ dans / il / chaud / lundi / centre / fait.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">Est
/ samedi / plus / il / y / vent / en / dans / a / du.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: #38761d; font-family: inherit;">Il
/ nord / dimanche / pleut / en / finalement / le / dans / y.</span><span style="color: #343541; font-family: Segoe UI, sans-serif;"><o:p></o:p></span></p>This will take a bit of fine-tuning, as some words are missing and others are extra, such as the <i>y</i> in the last one.</div><div><br /></div><div>This is how far I have got with ChatGPT so far. I have been trying to get it to create a spelling exercise with animal words, where I have asked it to change two of the letters in each word. I haven't got it to do it so far - it's happy to change one letter but not two. All suggestions of how to phrase the instructions welcome!</div><div><br /></div><div>I can see that using ChatGPT in this way to generate sentences from a specified word list will save time for me. I'm still in the process of fine-tuning the instructions to get the result that I am after quickly. Watch out for these sentences in <a href="https://www.lightbulblanguages.co.uk/" target="_blank">Light Bulb Languages</a> resources soon!</div><div><br /></div><div>If you would like to look in more detail at using ChatGPT in language teaching, then I recommend that you seek out <a href="https://twitter.com/joedale" target="_blank">Joe Dale</a>, who is leading the way.</div><div><br /></div><div>I would love to hear how you have been using AI in your language teaching.</div>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-90194102047239794622023-06-18T11:31:00.000+01:002023-06-18T11:31:55.750+01:00What's connected?<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqm3YHl7A174YT8YHA33WZlmDrC5AuNpyUkeuLXHYJsGS92ptjcWdOAM5XM4EwkUXjMm-436cBecGYLGVcaicFcpaiXDSGxuXnFvi87ipNbdKnTpR03q_VUwbKCyAYMzKPSaVylRr0ZNCni8vPdgIFilhFCgN74KmPyyMHloXu4eMkuDcVgHKcV_CXoQ/s640/chain-3481377_640.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="425" data-original-width="640" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqm3YHl7A174YT8YHA33WZlmDrC5AuNpyUkeuLXHYJsGS92ptjcWdOAM5XM4EwkUXjMm-436cBecGYLGVcaicFcpaiXDSGxuXnFvi87ipNbdKnTpR03q_VUwbKCyAYMzKPSaVylRr0ZNCni8vPdgIFilhFCgN74KmPyyMHloXu4eMkuDcVgHKcV_CXoQ/s320/chain-3481377_640.jpg" width="320" /></a></div><div><br /></div>The other day, while looking for something else, I reminded myself of the sadly-no-more interactive activity maker <a href="https://changing-phase.blogspot.com/2017/05/sugarcane.html" target="_blank">Sugarcane</a>.<div><br /></div><div>My favourite of their activities was What's Connected. Here's an example:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAmC0qIId_N44WO4-Pi2mmAZqRySjKXyrHqAZrQpkj05JdgmYpBDR-GNX1FO_A_YeCQt4pLOLsr0zloOak1ER0xPBXmeN-oPtCCGoAoHC9KThaGhvyDora4Ur49GuwVhJ7ed-RJajkQzQTFOe4GOcXcH7AV9xHbLGatoBggXG92ZAiOWq1YZrH-A-HCQ/s640/2017-05-09_1044.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="283" data-original-width="640" height="285" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAmC0qIId_N44WO4-Pi2mmAZqRySjKXyrHqAZrQpkj05JdgmYpBDR-GNX1FO_A_YeCQt4pLOLsr0zloOak1ER0xPBXmeN-oPtCCGoAoHC9KThaGhvyDora4Ur49GuwVhJ7ed-RJajkQzQTFOe4GOcXcH7AV9xHbLGatoBggXG92ZAiOWq1YZrH-A-HCQ/w640-h285/2017-05-09_1044.png" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Once you had entered your data set, it would choose 12 random words from it and then ask you to find links amongst them with the word at the top. There were usually 3 different links to be found. For example, the links here with <i>ventana</i> are <i>una, la</i> and <i>window.</i> The more columns you had in your data set, the more links were possible.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div><div class="separator" style="clear: both; text-align: left;">I've been pondering making some versions of this activity to use as starters, as it makes students think about the detail of the words and phrases that they have been learning and the relationships between them. The first unit of work that I thought of to use was my Year 4 unit involving opinions of food and drink in Spanish. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">First of all I created my data set in the form of a table in MS Word:<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjEaT63ff6GMQxJIs0tfhOVZLRBErgZK_dtfKI3hpdWXZNudI-DSUZBXQG-fqBVck8aso27f1xhgFy17QzgxEUbdyNFd_sVODSfwRCN5_8EkmMsQc4-4ka2gPh_AfytjD_V-OzbEHvHPrl6WpHEqvLEe0dgsTxwnA39kNuWKApeLDaMIJ3pM5_3zpryg/s800/Screenshot%202023-06-18%20110600.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="191" data-original-width="800" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjEaT63ff6GMQxJIs0tfhOVZLRBErgZK_dtfKI3hpdWXZNudI-DSUZBXQG-fqBVck8aso27f1xhgFy17QzgxEUbdyNFd_sVODSfwRCN5_8EkmMsQc4-4ka2gPh_AfytjD_V-OzbEHvHPrl6WpHEqvLEe0dgsTxwnA39kNuWKApeLDaMIJ3pM5_3zpryg/w640-h152/Screenshot%202023-06-18%20110600.png" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Then I needed to make a random selection. I started off my putting the data set into a <a href="https://www.flippity.net/" target="_blank">Flippity</a> Randomiser but found that the selection it generated wasn't really random enough! So instead I pasted the data in a list into an <a href="https://miniwebtool.com/random-picker/" target="_blank">online random picker</a>, which worked better. I also used this to select the "lead word".</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I created a template in PowerPoint and entered the information.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicqbxrw103bPWFphBR6-4sLq4hO49Q3tVHZ4VtMmDSefB4orfrxhr8qpkR0FJPvvrnTXQhNfuhx96hZf2DcZDC0OZMg8NOF2q_s_aT47VmcvREtHfYnmnkorHk6yf7BBc_62nbwyrXs_9Sbh0Zdo-0yDXpUvRLJXwfVgUgwWMEKqechynHzmUAph6_Pg/s1697/Picture1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="620" data-original-width="1697" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicqbxrw103bPWFphBR6-4sLq4hO49Q3tVHZ4VtMmDSefB4orfrxhr8qpkR0FJPvvrnTXQhNfuhx96hZf2DcZDC0OZMg8NOF2q_s_aT47VmcvREtHfYnmnkorHk6yf7BBc_62nbwyrXs_9Sbh0Zdo-0yDXpUvRLJXwfVgUgwWMEKqechynHzmUAph6_Pg/w640-h234/Picture1.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8yXecP3wKeP5FmnzNpYW9cvGYK-SVcIZdxzIXEv-A-AX4BIUlzjRjKRARJuAONXsAO9Z1XxlGLiFodopysLGKKv10bP0C3OhHkRukUyG71KIOLYW2hEnvvmMPAhJiyZW8ufhmXrjPejQxtewfgS4yfAhv5_kdrsfvTNFXj7s0NLUkwn9NxVF57AxJHw/s1697/Picture2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="621" data-original-width="1697" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8yXecP3wKeP5FmnzNpYW9cvGYK-SVcIZdxzIXEv-A-AX4BIUlzjRjKRARJuAONXsAO9Z1XxlGLiFodopysLGKKv10bP0C3OhHkRukUyG71KIOLYW2hEnvvmMPAhJiyZW8ufhmXrjPejQxtewfgS4yfAhv5_kdrsfvTNFXj7s0NLUkwn9NxVF57AxJHw/w640-h234/Picture2.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoqPEyq1bF4CuZ1-1_OiY9eDTBkZiDeOWXfbzaoYM5AAU4C65Qp85OiJigXSZM8b7oJycZNamfx5cMCThyZXRsJXF7i53M4VIq0AEWDZcgvnx08nvIAui-JrvOpszopxhN_4L3wQOHMiBvIEmZD_puMObWUaC9jXCokDYM4DqbV42gEYZ2IwM9A6ae8g/s1702/Picture3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="620" data-original-width="1702" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoqPEyq1bF4CuZ1-1_OiY9eDTBkZiDeOWXfbzaoYM5AAU4C65Qp85OiJigXSZM8b7oJycZNamfx5cMCThyZXRsJXF7i53M4VIq0AEWDZcgvnx08nvIAui-JrvOpszopxhN_4L3wQOHMiBvIEmZD_puMObWUaC9jXCokDYM4DqbV42gEYZ2IwM9A6ae8g/w640-h234/Picture3.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvQUiE89E9VJy2kqYkKTMdN4Lg_K8cayTLptV94yCJP0HgEv3wP02pAGSxdOjxfAoKxgA52Fo7VxY3pyA4gXzHlzI_wL9-9Ubd7efdxRB29RRgoXx2YuYCmmAJrg94btC05pdgPAA1NAYdlLdixsDfAfaTjEbryWaYy3fbTjGSACuw0O2Om-nrLTWQkA/s1694/Picture4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="620" data-original-width="1694" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvQUiE89E9VJy2kqYkKTMdN4Lg_K8cayTLptV94yCJP0HgEv3wP02pAGSxdOjxfAoKxgA52Fo7VxY3pyA4gXzHlzI_wL9-9Ubd7efdxRB29RRgoXx2YuYCmmAJrg94btC05pdgPAA1NAYdlLdixsDfAfaTjEbryWaYy3fbTjGSACuw0O2Om-nrLTWQkA/w640-h234/Picture4.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiODRAtlMzZQAPgttqQ0CwkkrMpLv40ZszPOwE30otTiBkbO3mL7tn9N3jfA4e-PvM3kIGP1RSVrTKZl54B0NUMWVsvOoCNq4loqSiUGhWO74WnGm10uPP-t3OBDZu2RKD1vZ5GYw02YRp2ZYHwOnyJQt3pmSrvSX0ppmkuDZwlZcacvmIeTrA-L3mNXw/s1697/Picture5.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="620" data-original-width="1697" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiODRAtlMzZQAPgttqQ0CwkkrMpLv40ZszPOwE30otTiBkbO3mL7tn9N3jfA4e-PvM3kIGP1RSVrTKZl54B0NUMWVsvOoCNq4loqSiUGhWO74WnGm10uPP-t3OBDZu2RKD1vZ5GYw02YRp2ZYHwOnyJQt3pmSrvSX0ppmkuDZwlZcacvmIeTrA-L3mNXw/w640-h234/Picture5.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaDGDZt7PiZuJaxBzVSXjHi9oj1umw3U3zR67cfu3fA13GSiFaZnn2tAxPXbwhxBMuFgN2Dl5JrlEIRk26Tahzi6pkSIZbe57KmTXKj59chj2pEucOL-QFsyyAewSnv8yM9GNW3I5CXZ-DrUocUaoT5QeNSknf2-nu86M7IixK7YJe-TsmYXkhTcMWXA/s1694/Picture6.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="620" data-original-width="1694" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaDGDZt7PiZuJaxBzVSXjHi9oj1umw3U3zR67cfu3fA13GSiFaZnn2tAxPXbwhxBMuFgN2Dl5JrlEIRk26Tahzi6pkSIZbe57KmTXKj59chj2pEucOL-QFsyyAewSnv8yM9GNW3I5CXZ-DrUocUaoT5QeNSknf2-nu86M7IixK7YJe-TsmYXkhTcMWXA/w640-h234/Picture6.png" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">I'm thinking of asking the children to write on their mini whiteboards any links they can find, before showing them the answers. All the children should be able to find at least one link.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">This format would also suit adjectival agreement as well as verb paradigms and tenses. Can you think of an area of language that you would like an activity like this for? Let me know in the comments.</div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div></div><p></p></div>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com1tag:blogger.com,1999:blog-7669291500086624752.post-47889483921381684622023-06-15T16:39:00.004+01:002023-06-15T16:43:40.638+01:00Kung fu punctuation<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPXlNTnuDkxI3l8VAyYsIA9LjEF78xooc86rqdchPbn71NZHYX0GZpGHcNl3BihbyCX8iC-MMRRvXoXMzkedq1UH2Um6j0u22dVwNn9stTmbTBq1O-JZW4hY1KTbd78H7srkkdxvPxlnI8XIsBopPFkDqRF5Q2PDK86uCv30UFUCPzVQTylFKkuHOgLw/s1280/silhouette-3682521_1280.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1223" data-original-width="1280" height="191" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPXlNTnuDkxI3l8VAyYsIA9LjEF78xooc86rqdchPbn71NZHYX0GZpGHcNl3BihbyCX8iC-MMRRvXoXMzkedq1UH2Um6j0u22dVwNn9stTmbTBq1O-JZW4hY1KTbd78H7srkkdxvPxlnI8XIsBopPFkDqRF5Q2PDK86uCv30UFUCPzVQTylFKkuHOgLw/w200-h191/silhouette-3682521_1280.png" width="200" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Last week I wrote a post about doing <a href="https://changing-phase.blogspot.com/2023/06/point-la-ligne-dictation-in-primary.html" target="_blank">dictation in the primary languages classroom</a>. Yesterday I tried out the dictation activity that I mentioned, with my very keen Year 4 class (age 8-9) who are happy to try anything. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLShOSjhtWcrSYdmtAzQUL0Z6W-9LwsFV-5Psx8PdPn53eDKoclnf59nMtTbkiYIuAhq_vSxt26RbUb0H1nHTgjvMSj21Rz316_WSgANl39wtiZGyT_R5QCRAVrgeJQoLdW7bgXlmuuUA8Cruw_dSK68oJot7GkcSN8sPX3HpS3pqNQl-mqq3tQy-zSw/s1468/Picture10.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1091" data-original-width="1468" height="475" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLShOSjhtWcrSYdmtAzQUL0Z6W-9LwsFV-5Psx8PdPn53eDKoclnf59nMtTbkiYIuAhq_vSxt26RbUb0H1nHTgjvMSj21Rz316_WSgANl39wtiZGyT_R5QCRAVrgeJQoLdW7bgXlmuuUA8Cruw_dSK68oJot7GkcSN8sPX3HpS3pqNQl-mqq3tQy-zSw/w640-h475/Picture10.png" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">I wanted them to listen and write in the opinion verbs, and then listen again and write in the correct punctuation. The completed sheet will give them some good model sentences to use for their own extended piece of writing. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">They did well with the opinions generally. When it got to the question form in number 3 a couple of the girls were frantically whispering to each other. I asked if they were OK, and one said "But we don't know what <i>Te gustan</i> means." I asked if it was necessary to know at this stage what it meant, or if they could write it down correctly using their well-practised phonics. Needless to say they wrote it down correctly, and the fact that I said it with question intonation, and that we added question marks later, meant that they could work out the meaning. It has made me reflect, though, on how I train them to do dictation, and how important it is for them to have words that the children already know. (I should add that they had seen and heard the question form quite a few times in lessons, including in our <a href="https://www.lightbulblanguages.co.uk/resources/PrimarySpanish/minimal-pairs-opinions-sp.pdf" target="_blank">minimal pairs listening</a>!)</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I was aware when planning the lesson that we hadn't ever worked on punctuation in Spanish before, other than practising writing upside-down punctuation at the beginning of Year 3, and my nagging them about full stops all the time! I was also aware that we work a lot on the S and the G of <a href="https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study" target="_blank">SPaG</a> (Spelling, Punctuation and Grammar, for the uninitiated) but not much on the P. Our <a href="https://www.gov.uk/government/publications/national-curriculum-in-england-languages-progammes-of-study" target="_blank">national curriculum for primary</a> says that we need to show how the new language is different from or similar to English, and punctuation is another way of doing this while reinforcing English.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I remembered that back in the day I had heard at a languages conference from - I think - Jo Rhys-Jones about Kung fu punctuation. If you google it, there are lots of websites, resources and videos that will tell you more about it. It was first devised by <a href="https://www.roswilsoned.com/" target="_blank">Ros Wilson</a> as part of the Big Writing model for English. Essentially, you make the shapes of the punctuation marks in a Kung fu style, while making Kung fu noises. So primary languages 101, actions and making noise!</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJznpzO9mr0gompnHP4NXvU_XJLUu52Cxaq1o3q_JumLXuKiLZgYPnrEvKyt4Ef4x0lCSHKdhtxtQ3DMr8UMimunn2A02U0UJWrOgRkQ6ipnbH3DGTEV0QmqkyB7pYs8yL9QYRv5dVKhzGvJlv7MWumPXGU7nbW7pLxjy6uEy3i2_FF6hE4iiddoDwYg/s965/Picture1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="681" data-original-width="965" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJznpzO9mr0gompnHP4NXvU_XJLUu52Cxaq1o3q_JumLXuKiLZgYPnrEvKyt4Ef4x0lCSHKdhtxtQ3DMr8UMimunn2A02U0UJWrOgRkQ6ipnbH3DGTEV0QmqkyB7pYs8yL9QYRv5dVKhzGvJlv7MWumPXGU7nbW7pLxjy6uEy3i2_FF6hE4iiddoDwYg/w320-h226/Picture1.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">We used these 6 punctuation marks. The semi-colon didn't feature in the dictation, but it made sense to learn it alongside the colon. By the way, aren't the Spanish names for colon and semi-colon so much more sensible than English! Here are the moves we did for each one:</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><b>Full stop:</b> Punch out with right hand and shout Ha!</div><div class="separator" style="clear: both; text-align: left;"><b>Comma:</b> Make a swooshy comma shape with the left hand and shout Shi!</div><div class="separator" style="clear: both; text-align: left;"><b>Colon / Semi-colon:<span> </span></b> These are a combination of the full stop and comma, so Ha shi! for the semi-colon and Ha ha! for the colon.</div><div class="separator" style="clear: both; text-align: left;"><b>Question marks:</b> <span> </span>For the upside-down question mark, first a punch with the left hand for the dot (Ha!) and then for the shape of the question mark a line downwards, then another line out to the left and a last down and to the right (Shi shi shi!) So a zig-zag question mark rather than a curved one. The 'normal' question mark is a reversal of this with the right hand.</div><div class="separator" style="clear: both; text-align: left;"><b>Exlamation marks:</b> <span> For the upside-down one, punch with the left hand for the dot (Ha!) and then draw a line downwards (Shi!) Reverse it with the right hand for the 'normal' exclamation mark. (The teacher will have to do these backwards when facing the children!)</span></div><div class="separator" style="clear: both; text-align: left;"><span><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span>We learned and practised the moves, then I called out the Spanish names for the punctuation and the children had to do the right moves. This meant that when they heard them in the dictation they knew what to write.</span></div><div class="separator" style="clear: both; text-align: left;"><span><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span>This would be useful also for reading aloud, where the children read the text aloud and do the Kung fu punctuation where appropriate. They could also read out a text with no punctuation, adding the Kung fu punctuation that they think fits the sentence best.</span></div><div class="separator" style="clear: both; text-align: left;"><span><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span>Year 4 enjoyed this activity, probably because it was so different, and went out to break saying Ha! and Shi! to each other. We certainly got a weird look from the caretaker when he walked past the classroom!</span></div><p></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com1tag:blogger.com,1999:blog-7669291500086624752.post-75332170799741643982023-06-10T14:08:00.004+01:002023-06-10T14:08:50.972+01:00Mes vacances en France<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWxozyvCbVOU_JrTFh7QJm8LlvHuTdrI5iKeGmUNS3F8Y6APSt4cN3yX2K0K1RRzOGmKearUAsBRIpRKjxPN7d6oSsxl5luW-BbMgt73cdZGzoSdbwZcKkX6kCSYbPiLpf4MzJWQUwrB-V7P3Yz23imSziYajrQi32IMw-0wOfW9YFhHXGyBmrPR3VqQ/s1759/frontcoversample.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1248" data-original-width="1759" height="284" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWxozyvCbVOU_JrTFh7QJm8LlvHuTdrI5iKeGmUNS3F8Y6APSt4cN3yX2K0K1RRzOGmKearUAsBRIpRKjxPN7d6oSsxl5luW-BbMgt73cdZGzoSdbwZcKkX6kCSYbPiLpf4MzJWQUwrB-V7P3Yz23imSziYajrQi32IMw-0wOfW9YFhHXGyBmrPR3VqQ/w400-h284/frontcoversample.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Recently I <a href="https://changing-phase.blogspot.com/2023/05/mis-vacaciones-en-espana.html" target="_blank">blogged about the booklet I had made for children going on holiday to Spain</a>. I said at the time that I hadn't intended to make a France one as hardly any of my students go on holiday to France. However there were quite a few requests, and so I have done it! <a href="https://ideaseducationltd.sellfy.store/p/my-holiday-in-france/" target="_blank">It's available here</a>.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">We are going to the French Alps this summer, but I'm not sure if my 20 year old and 16 year old will agree to complete it....</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiox7ZnDvBhEzoppiEBCqIehq6N9d1JlLFRe2v6pfOprotdWlquuGunmj_m4LxyotJkVU8QgvvsJHy69pBpGu9QhpeZGaKC-gik2KmqvyFvA5SdqvbhSweNzABAhX8hb4QlzfgZwgP_jqQ8Iv4YGyFOPeWKXM06A1bEbzlKsGqZyG6p5cvRKtZGMSObIw/s1759/contentssample.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1246" data-original-width="1759" height="454" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiox7ZnDvBhEzoppiEBCqIehq6N9d1JlLFRe2v6pfOprotdWlquuGunmj_m4LxyotJkVU8QgvvsJHy69pBpGu9QhpeZGaKC-gik2KmqvyFvA5SdqvbhSweNzABAhX8hb4QlzfgZwgP_jqQ8Iv4YGyFOPeWKXM06A1bEbzlKsGqZyG6p5cvRKtZGMSObIw/w640-h454/contentssample.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPoIL9WDM9rYa-h5F8zQ0dIGDPWQ5Lxn7PgkJAqGnf5W6VvjaOREnHNXPgRMPleOGNF-b5DNnH8g_qRzfFXuA2wO2nW6SO54WpG2km9Lp43yMDWEMlrbJJR7QaF3y25WRFb49AhKVXu1gSSx7RJyTvOFvfOWTfHRrza7H3Rl70jZZ-4jUN9XZhQpHvDQ/s1759/gettingreadysample.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1247" data-original-width="1759" height="454" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPoIL9WDM9rYa-h5F8zQ0dIGDPWQ5Lxn7PgkJAqGnf5W6VvjaOREnHNXPgRMPleOGNF-b5DNnH8g_qRzfFXuA2wO2nW6SO54WpG2km9Lp43yMDWEMlrbJJR7QaF3y25WRFb49AhKVXu1gSSx7RJyTvOFvfOWTfHRrza7H3Rl70jZZ-4jUN9XZhQpHvDQ/w640-h454/gettingreadysample.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqaIlp0Jn4QjMYlZ_Gm6CtStWurfQCOrTeMdUQdZ2TZe61p-crEustZJ-aVvc6Cqv7UAiR5bv9OPHP603N_UcSx2VRJZO_LZhJ1CvO9ZrvU-NkDHaufYt_Fv_zMO-zMgzbKXnxNmUt51R2p0GthRWm0PhNKr7AGxYrolZbYQKSU9JR-pCU9tUdLKmN2g/s1759/icecreamssample.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1247" data-original-width="1759" height="454" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqaIlp0Jn4QjMYlZ_Gm6CtStWurfQCOrTeMdUQdZ2TZe61p-crEustZJ-aVvc6Cqv7UAiR5bv9OPHP603N_UcSx2VRJZO_LZhJ1CvO9ZrvU-NkDHaufYt_Fv_zMO-zMgzbKXnxNmUt51R2p0GthRWm0PhNKr7AGxYrolZbYQKSU9JR-pCU9tUdLKmN2g/w640-h454/icecreamssample.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: left;"><br /></div><br /><p></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-66792604496737910422023-06-09T14:28:00.001+01:002023-06-09T14:28:57.061+01:00Point à la ligne: dictation in primary languages<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjz_J_vSy3RyIYlmRLfSYAuE1zCGVS11RZRV4AxqftsDCxZ1xO-gXatSUPdJUaWj9rk_YJLZfnj9jCYNZvgkKJxNzrbvivaGdJoSy8NMHn9w1HlmbeXvVUiO63sbqPRsmjrkQe7PjkrAauRCPh6jeansLb5-2lxTn7c76edhNupLXU83_5i9QntIVUMSw/s1280/studies-g695067344_1280.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="853" data-original-width="1280" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjz_J_vSy3RyIYlmRLfSYAuE1zCGVS11RZRV4AxqftsDCxZ1xO-gXatSUPdJUaWj9rk_YJLZfnj9jCYNZvgkKJxNzrbvivaGdJoSy8NMHn9w1HlmbeXvVUiO63sbqPRsmjrkQe7PjkrAauRCPh6jeansLb5-2lxTn7c76edhNupLXU83_5i9QntIVUMSw/s320/studies-g695067344_1280.jpg" width="320" /></a></div><p></p><p>Dictation is back on language teachers' radar for a couple of reasons. Firstly, it features in the latest revamp of the GCSE specifications for MFL, which will be first taught in September 2024. Secondly, last Sunday saw a <a href="https://www.lefigaro.fr/culture/tableau-noir-pupitres-et-crayons-la-plus-grande-dictee-du-monde-enregistree-sur-les-champs-elysees-20230604" target="_blank">world record breaking mass dictation on the Champs-Élysées</a>. I must admit when I first heard this news on Monday morning I was very jealous of the participants, and wished I could have been there! I used to do a lot of dictations in French at secondary school, in preparation for the O level exam, and loved them. I took French O level in 1985, which was actually the last year that students had to do a dictation. That year we were also the first cohort to do a listening comprehension (from the reel-to-reel tape!) I don't think we had had any practice of this beforehand.</p><p>I've had a look at some of my secondary school French books. It's interesting to note the standard of the language that we were expected to write at that time, which was the spring term of 3rd year, a.k.a. Year 9 (age 13-14). I had started learning French in the first year of middle school, age 8, and already knew quite a lot when I started secondary school at age 12 (in Year 8 - very odd three-tier system in Surrey in those days!), but it wasn't the same for all my classmates who had come from different middle schools.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEik7UWA8yjx95ez1FtFz4ouozGWXtB1095tpuXCjOyy8l4YLoPc93K3JegZbyfp1Vr127q5sTsqjnzD2TfdBzQvLSYr01MMTbUUxP5_dCKK6EdbDihJ4TBnFUUByRmqwlcyD57tx46xi0CxA-28q-7_eFYnCsD0FEIQADmDMSj1AzsJ00CdxgtbVfLjfA/s1068/Picture1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="970" data-original-width="1068" height="364" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEik7UWA8yjx95ez1FtFz4ouozGWXtB1095tpuXCjOyy8l4YLoPc93K3JegZbyfp1Vr127q5sTsqjnzD2TfdBzQvLSYr01MMTbUUxP5_dCKK6EdbDihJ4TBnFUUByRmqwlcyD57tx46xi0CxA-28q-7_eFYnCsD0FEIQADmDMSj1AzsJ00CdxgtbVfLjfA/w400-h364/Picture1.png" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlFUY6cfePB2MTzJIzNQ3acPG6YxLubossm_7zTO4z0wMcgelKjZM8kDLaP64tc9KpdW8W9XRxA6akR53pyPMz-eMh8PZuUIo_n_6Q5H3HCM5YxlWEHvcNZtcJ2EdvuaulxEfGqcrmFTxo_debnYDJeq4zf91_mD9DE0mlbrYSgHVsGT7ieS5TsFDmQQ/s2386/EPSON006.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1906" data-original-width="2386" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlFUY6cfePB2MTzJIzNQ3acPG6YxLubossm_7zTO4z0wMcgelKjZM8kDLaP64tc9KpdW8W9XRxA6akR53pyPMz-eMh8PZuUIo_n_6Q5H3HCM5YxlWEHvcNZtcJ2EdvuaulxEfGqcrmFTxo_debnYDJeq4zf91_mD9DE0mlbrYSgHVsGT7ieS5TsFDmQQ/w400-h320/EPSON006.JPG" width="400" /></a></div><br /><p>And no, in the first dictée above, I don't have any idea what the reference to washing buildings is all about! You can see that dictations were always negatively marked. You started off with 20 marks (usually) and then as the person sitting next to you was checking what you had written, they would take off one mark for each error that you made. I think we were allowed half a point for a missing or wrong accent. Then our teacher checked them all and gave us our final mark.</p><p>I never experienced dictation in Spanish, having only started learning that language in the 6th form (age 16). O level in Spanish was just listening comprehension for the listening component. However it can be seen from the examples above just how much more complex dictation is in French compared to Spanish. My first error was one of adjectival agreement - <i>route</i> is feminine, and therefore I should have written <i>route fermé</i><u style="font-style: italic;">e</u>. However, <i>fermé</i> sounds exactly the same as <i>fermée</i>, making it more than just an exercise in sound and spelling; it comprises also an important grammatical component. It would be much more straightforward in Spanish, where the phoneme-grapheme link is much more transparent, and the difference between <i>cerrado</i> and <i>cerrada</i> can be clearly heard.</p><p>The pronunciation of French with its myriad of silent letters and homophones combined with its grammar makes dictation a difficult task. There is a lot to think about. With Spanish, on the other hand, as long as you know the phonemes and their corresponding graphemes, especially those that make Spanish different to English, you can make a pretty good attempt at it. In fact the errors that our students make are likely to be similar to the errors that native speakers make when they first start writing.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioPpPdciJeJgQ9aWAHP4dIus4ibN8AXc5arYWgN0r3HsWN7811J8_Xp7CNkIfVlaenIxRM3PuMUECuuaRucHmr7TO7-jL2b07PpnoAkTr9RRom_Z44Wjmf7eYd7cf9hI1U4PTcZUbV2LRSjhZj41PKn_bRPcilMZKyyWNyZRute4gXJurbWjn9Nb-dPA/s3000/Picture1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="808" data-original-width="3000" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioPpPdciJeJgQ9aWAHP4dIus4ibN8AXc5arYWgN0r3HsWN7811J8_Xp7CNkIfVlaenIxRM3PuMUECuuaRucHmr7TO7-jL2b07PpnoAkTr9RRom_Z44Wjmf7eYd7cf9hI1U4PTcZUbV2LRSjhZj41PKn_bRPcilMZKyyWNyZRute4gXJurbWjn9Nb-dPA/w536-h145/Picture1.jpg" width="536" /></a></div><div><br /></div>This is part of a letter that was written to me by a 7 year old Spanish girl to whom I had taught English in Spain during my year abroad. It can be seen that she wasn't sure which words had silent h and which didn't. For example <i>e recibido </i>should read <i>he recibido; te voy ha decir</i> should be <i>te voy a decir. </i>She also confuses b and v, which have the same sound, thus <i>me ba muy vien</i> should read <i>me va muy bien</i>.<div><br /></div><div>Our students might experience similar difficulty with: </div><div><ul style="text-align: left;"><li>the three 'th'<i> </i>sounds, represented by the three graphemes <i>ce</i>, <i>ci</i> and <i>z</i></li><li>the "spitting sounds", represented by the graphemes <i>ge</i>, <i>gi</i> and <i>j</i></li><li><i>ll</i> and <i>y, </i>which mostly have the same sound</li><li>the hard 'k' sound, which can be represented by <i>c</i> and by <i>qu</i></li><li>differentiating between <i>r</i> and <i>rr</i></li><li>remembering the <i>ñ</i>!</li><li>remembering which vowels have written accents</li></ul><div>Year 11 students will be expected to do dictation in their GCSEs from 2026. This means that all our primary children, who will be taking GCSEs from 2028 onwards, will, presumably, be starting to do dictations in Year 7, as Key Stage 3 begins its preparation for Key Stage 4. It makes sense, then, for us to start doing some simple dictation-style activities in primary.</div></div><div><br /></div><div>There are three main types of dictation for us to consider:</div><div><ul style="text-align: left;"><li>dictation of single phonemes (in the form of a gap fill)</li><li>dictation of single words (more like a traditional spelling test)</li><li>dictation of a short text</li></ul><div>It's interesting to see that the proposed questions at GCSE are a combination of these. The first is Foundation Tier and the second is Higher Tier, and these are the sample questions from Pearson, who have released the first <a href="https://qualifications.pearson.com/en/qualifications/edexcel-gcses/french-2024.html" target="_blank">specification for the new French GCSE</a>.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkN9uiudt40hUw1Xnxd7cRF3Nu_wHh5ywg0YhJZXKOKJWlHOsVYEqa0fpp6iOElKqWfQzryvsKfdIJwNqXlSHqoG07IGy8XsucLNkybPRwvKn7IFUfae5GXmd0ZklHbxTdP9L-5lmAbp9idy8lS_xUxXSnKbNpllLYaMfKVPp974G9sDXpepTuppho7w/s1843/foundation.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1115" data-original-width="1843" height="389" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkN9uiudt40hUw1Xnxd7cRF3Nu_wHh5ywg0YhJZXKOKJWlHOsVYEqa0fpp6iOElKqWfQzryvsKfdIJwNqXlSHqoG07IGy8XsucLNkybPRwvKn7IFUfae5GXmd0ZklHbxTdP9L-5lmAbp9idy8lS_xUxXSnKbNpllLYaMfKVPp974G9sDXpepTuppho7w/w640-h389/foundation.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKrDbvoAnPm6YpKHqA-h5JFjqAowtWhTtoeA2ZT_3Vu1DjIVRiPVkb_XLfdwIKYaZYUPLRZOEWFefFgwEnvAPhFYvYapIC6Mwj2X2A6rncn0b_joFXQQwJHwFsCQ9jqA-I8nbRV_jn4PW0FfYVd5vZQlNvap8mMZEApvqSDUSb18dLFuMfkfgK8X5KRA/s1856/higher.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1021" data-original-width="1856" height="352" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKrDbvoAnPm6YpKHqA-h5JFjqAowtWhTtoeA2ZT_3Vu1DjIVRiPVkb_XLfdwIKYaZYUPLRZOEWFefFgwEnvAPhFYvYapIC6Mwj2X2A6rncn0b_joFXQQwJHwFsCQ9jqA-I8nbRV_jn4PW0FfYVd5vZQlNvap8mMZEApvqSDUSb18dLFuMfkfgK8X5KRA/w640-h352/higher.png" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">So there is some gap fill of single words and also some whole sentences, but nothing on the scale of the paragraphs that we used to have to do for O level.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">As we do a lot of work on phonics in Key Stage 2, a good place to start is with individual phonemes and graphemes in the form of a gap fill. This is a listening activity that I have done recently with Year 2. All that they had to write was the correct vowel - A or O - to complete the word. The listening and therefore the dictation was very focussed.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcWCk-XZg9ycDbjhBahMtUvuwSNZR9ynwTOZkTlFtwkFi0c_qocMIktR7sEMYNu26EfiplF__wocmw_LzOoAbCAZkTwIxkddMR5oOoqMeoLG2zsikL9I9vxA0r02aHsjttM-2-OrgBJCLM03HDTVt8BIt6CiXn6Ssj_t0tTASNZ5VECFmzYiFCp7ECgQ/s701/Screenshot%202023-06-09%20115141.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="273" data-original-width="701" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcWCk-XZg9ycDbjhBahMtUvuwSNZR9ynwTOZkTlFtwkFi0c_qocMIktR7sEMYNu26EfiplF__wocmw_LzOoAbCAZkTwIxkddMR5oOoqMeoLG2zsikL9I9vxA0r02aHsjttM-2-OrgBJCLM03HDTVt8BIt6CiXn6Ssj_t0tTASNZ5VECFmzYiFCp7ECgQ/w400-h156/Screenshot%202023-06-09%20115141.png" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: left;">I have also done a similar activity with Year 4, but this time using all the vowels, and they could also use their grammatical knowledge to help them to distinguish between the five sounds. The challenge is for the children to hear 'ee' and think <i>i</i> not <i>e</i>!</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuaHATFBfjlIQiTxF4qa3_cdNdaMVDJt6nlITCiKfwzvsZPabyrOG5QN_kAlFcGbSO23N5AJ0AGyrc-huYY86BaM9ES8V2e5CetWus4z7EXETk0MLdCCLIc9C3u_ztNnUsSIvCRSCWUzDN_a4IyNAEriZp9-NNOWB_c7wBOPgdsWzRFDc7r42u7Xo-gQ/s1279/Picture9.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1279" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuaHATFBfjlIQiTxF4qa3_cdNdaMVDJt6nlITCiKfwzvsZPabyrOG5QN_kAlFcGbSO23N5AJ0AGyrc-huYY86BaM9ES8V2e5CetWus4z7EXETk0MLdCCLIc9C3u_ztNnUsSIvCRSCWUzDN_a4IyNAEriZp9-NNOWB_c7wBOPgdsWzRFDc7r42u7Xo-gQ/w400-h225/Picture9.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: left;">Something else that I think is worth our while is using the target language terms for the punctuation in dictations. This will only serve to reinforce the work that the children are doing in English. Here is an activity that I have put together today for one of my Year 4 classes, who are getting really good at giving opinions of food and drink, but still need to do a little bit more work on differentiating between <i>me gusta</i> and <i>me gustan</i>. They are also very ambitious and have been asking how to say "He likes" and "We like".</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjy8XSGdBhxb2fZx95YLqcvW48hNJbX9mWPvuihIr7Nr79oI_wLFUSLrk1oNH1FB0cZQC-oYdfFPBLc7HsSwFHQn3Dy9lOKbRtMTABaxysx2RxYRy3fykY973-MNjPpf_AkHTm2ansHRwg9njN5Ad-NdTF9r8r8VhWPBq_ikghi3q9DC4n3dgdzHXHtLg/s1468/Picture10.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1091" data-original-width="1468" height="476" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjy8XSGdBhxb2fZx95YLqcvW48hNJbX9mWPvuihIr7Nr79oI_wLFUSLrk1oNH1FB0cZQC-oYdfFPBLc7HsSwFHQn3Dy9lOKbRtMTABaxysx2RxYRy3fykY973-MNjPpf_AkHTm2ansHRwg9njN5Ad-NdTF9r8r8VhWPBq_ikghi3q9DC4n3dgdzHXHtLg/w640-h476/Picture10.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: left;">The children will listen first without writing, then listen again and write in the correct opinion(s) for each sentence. Then after we have checked the opinions they will listen again and add in the correct punctuation. I am hoping that completing these sentences will provide them with some useful models for when they start their extended piece of writing soon.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Now to think of some activities that will suit my French beginners!</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">If you would like to read more about dictation, I recommend:</div><div class="separator" style="clear: both; text-align: left;"><ul style="text-align: left;"><li><a href="https://frenchteachernet.blogspot.com/2017/03/different-ways-of-doing-dictation.html" target="_blank">Different ways of doing dictation</a>, on Steve Smith's blog</li><li><a href="https://gianfrancoconti.com/2019/01/12/beyond-transcription-unlocking-the-full-power-of-dictation-my-favourite-dictation-tasks/" target="_blank">Beyond transcription: unlocking the full power of dictation</a>, by Gianfranco Conti</li><li><a href="https://mflcraft.blogspot.com/2023/01/dictation-new-really-kid-on-block-9.html" target="_blank">Dictation: the new (really?) kid on the block</a> by Esmeralda Salgado</li></ul></div><div>Let me know how you have tackled dictation in Key Stage 2!</div><div><br /></div>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-79061262490465767092023-05-30T17:38:00.000+01:002023-05-30T17:38:00.829+01:00National Creativity Day<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgm6LSmHKDP_x53neqiufc0zc41GahkBXAVTS6oQOeaTRJEDfLmqojgubw1_eC4CCXMolhNs8s7Hn2BgymbCv7cvEU4s0jvoIaNCrj6I-0tTFANkr-1rRIqZFMQ3Or8txGNBhHbqEtQh4LD3dBghKkFZAa7wGH8gwgACcQF93UXjgtJ1mbQmM5kIC4Bnw/s838/Picture1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="838" data-original-width="779" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgm6LSmHKDP_x53neqiufc0zc41GahkBXAVTS6oQOeaTRJEDfLmqojgubw1_eC4CCXMolhNs8s7Hn2BgymbCv7cvEU4s0jvoIaNCrj6I-0tTFANkr-1rRIqZFMQ3Or8txGNBhHbqEtQh4LD3dBghKkFZAa7wGH8gwgACcQF93UXjgtJ1mbQmM5kIC4Bnw/w186-h200/Picture1.png" width="186" /></a></div><br />This morning I found out via the Facebook page of <a href="https://prinfab.com/" target="_blank">Prinfab</a> (the company that prints my fabric designs) that today, May 30th, is National Creativity Day. <a href="https://www.daysoftheyear.com/days/national-creativity-day/" target="_blank">You can find out more about the day her</a>e.<p></p><div>The main focus of the day is artistic creativity, although for me creativity is also pedagogical creativity, linguistic creativity and "crafty" creativity. (<a href="https://changing-phase.blogspot.com/2015/03/craft-and-creativity.html" target="_blank">Read more about creativity here</a>.)</div><div><br /></div><div>I engage my linguistic and pedagogical creativity by creating teaching resources for the languages community, which I put on <a href="https://www.lightbulblanguages.co.uk/" target="_blank">Light Bulb Languages</a> and <a href="https://ideaseducationltd.sellfy.store/" target="_blank">my Sellfy shop</a>.</div><div><br /></div><div>I also spend a lot of tine (probably too much!) sewing language-based goodies and more for <a href="https://www.etsy.com/uk/shop/LumenMakes" target="_blank">my Etsy shop, LumenMakes</a>.</div><div><br /></div><div>Today, as it's half term, I have been having a play with my Cricut machine. I have been experimenting with printable vinyl to make acetate keyrings. Now I am trying to find a way to protect the vinyl. I have tried gloss Mod Podge, which is indeed glossy, but you can see the brush marks. Any suggestions?!</div><div><br /></div><div>Another creative thing I have on my list for this half term is sewing my younger daughter's prom dress. I have until mid-July so it's not too urgent!</div><div><br /></div><div>So happy National Creativity Day! What do you do to be creative?</div>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-79559811853773850812023-05-20T06:00:00.001+01:002023-05-20T06:00:00.124+01:00Mis vacaciones en España<p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx7cyYeQ-BiGHwFooLFVIl0fIDm-NIqd8OoNHIqXY4hhyPh0JN5tNDZgNVn41SAdID38SqZj2pwOt7M1oP2VcP-HMCYYxFt9564dqbqtoBV7GMdRD2Oo-IZFIpXI1sG3B-3Qp_N337Ic6ltSqafvJsngqZomQsoVEkdkGLEzi3YYgFwKDaDi1GwEvL_w/s2000/Front%20cover.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2000" data-original-width="1414" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx7cyYeQ-BiGHwFooLFVIl0fIDm-NIqd8OoNHIqXY4hhyPh0JN5tNDZgNVn41SAdID38SqZj2pwOt7M1oP2VcP-HMCYYxFt9564dqbqtoBV7GMdRD2Oo-IZFIpXI1sG3B-3Qp_N337Ic6ltSqafvJsngqZomQsoVEkdkGLEzi3YYgFwKDaDi1GwEvL_w/s320/Front%20cover.png" width="226" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">A lot of my little students go on their holidays to Spain. They often tell me about it and ask me about things that they can say when they are there. When my girls were primary age, I used to "encourage" them to keep a holiday diary, where they would write about what we had done and stick in pictures and other souvenirs.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Inspired by these two things, I have made a <a href="https://ideaseducationltd.sellfy.store/p/my-holiday-in-spain/" target="_blank">booklet for children going on holiday to Spain</a>.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: inherit;">It is designed to <span style="background-color: white;">encourage them to practise a little of the language, to take note of the culture and sights around them, and it provides them with a record and souvenir of their holiday.</span></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: inherit;"><span style="background-color: white;"><br /></span></span></div><div class="separator" style="clear: both; text-align: left;"><span style="background-color: white;">Here in the north-east, hardly any of the children go to France on holiday, so I hadn't thought about making a French version. However, teachers from other areas of the country have said that some of their students go to France, so I will be making a French version.</span></div><div class="separator" style="clear: both; text-align: left;"><span style="background-color: white;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQvbQ8I7loIU05GD120t9NPDltKUkzYj9V9vdLISqtIZHtbMD1NPsOd38pWsX5P5_lGFVJUxn00AiZdwy_0cq-q1P-IUK9j34g0mycX5h5mYMtV-OBRaP5pRIkNwtR3HGY4V1OQ5TjCTdYFy13nIdCE5nV2CWAXbYbvUuKAvCvieDFicBVRfNahZSXiw/s2000/Contents.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2000" data-original-width="1414" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQvbQ8I7loIU05GD120t9NPDltKUkzYj9V9vdLISqtIZHtbMD1NPsOd38pWsX5P5_lGFVJUxn00AiZdwy_0cq-q1P-IUK9j34g0mycX5h5mYMtV-OBRaP5pRIkNwtR3HGY4V1OQ5TjCTdYFy13nIdCE5nV2CWAXbYbvUuKAvCvieDFicBVRfNahZSXiw/w283-h400/Contents.png" width="283" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWoHeOz93RBSYLYETQ6GgF4lC2apSOZudXt9a2Gpg86gnpYaKEsIEYJkdQPxVnr6ogno6lGLhl-QMTjFdX68gH9D9EHh0PTLr4oFTWPLpl7I3sousSCUtdsAOO4EBW-xyPYlp_vDOiyEHKRns4tFU6MSSx-Mt97Hx2I2xolcur-C2rx9BaD_bt-0IoYg/s2000/Getting%20ready%20for%20my%20holiday.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2000" data-original-width="1414" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWoHeOz93RBSYLYETQ6GgF4lC2apSOZudXt9a2Gpg86gnpYaKEsIEYJkdQPxVnr6ogno6lGLhl-QMTjFdX68gH9D9EHh0PTLr4oFTWPLpl7I3sousSCUtdsAOO4EBW-xyPYlp_vDOiyEHKRns4tFU6MSSx-Mt97Hx2I2xolcur-C2rx9BaD_bt-0IoYg/w283-h400/Getting%20ready%20for%20my%20holiday.png" width="283" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzIz6Vu37je23bxzQcuYhgmQKL8ueGwhrmIH9vhlznqj-SuGCdf-aaVQaCEXamZdma0Z_gn2u1304YVdYPfo3JYLCGqav83kx--HfVtpahM_nDupNd8ip6CEidpWEjvxl69Gj0vYnIIBhXIeMJvAcjJFjFkewUW1EsPLwqvqZN4j-DF85BZYAMhyiQZA/s1999/Buying%20ice%20creams.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1999" data-original-width="1414" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzIz6Vu37je23bxzQcuYhgmQKL8ueGwhrmIH9vhlznqj-SuGCdf-aaVQaCEXamZdma0Z_gn2u1304YVdYPfo3JYLCGqav83kx--HfVtpahM_nDupNd8ip6CEidpWEjvxl69Gj0vYnIIBhXIeMJvAcjJFjFkewUW1EsPLwqvqZN4j-DF85BZYAMhyiQZA/w283-h400/Buying%20ice%20creams.png" width="283" /></a></div><br /><span style="background-color: white;"><br /></span></div><br /><p></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-19600598791941185612023-05-19T15:27:00.000+01:002023-05-19T15:27:38.388+01:00Tarsia Maker<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIVyu6SRIa08CYxVC6HzHHi_EHvZcbQshuY3XSeW6lmn6O-2kS4MbCeaLs5SYaIl3o088Jq8Z4dlsv6xWtbiEMkeHtWLucct8tT_rTjK2sCiFUG-jFRfzDi7FszjKGkyHMXTDx0BpRyOd_SHqGl27JxgtSsOF_vj2smX7wXvvVrjdJ3140FQp1ltDGCw/s708/Screenshot%202023-05-19%20093907.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="462" data-original-width="708" height="209" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIVyu6SRIa08CYxVC6HzHHi_EHvZcbQshuY3XSeW6lmn6O-2kS4MbCeaLs5SYaIl3o088Jq8Z4dlsv6xWtbiEMkeHtWLucct8tT_rTjK2sCiFUG-jFRfzDi7FszjKGkyHMXTDx0BpRyOd_SHqGl27JxgtSsOF_vj2smX7wXvvVrjdJ3140FQp1ltDGCw/s320/Screenshot%202023-05-19%20093907.png" width="320" /></a></div><p><a href="https://changing-phase.blogspot.com/p/tarsia.html" target="_blank">I've written a lot about Tarsia puzzles</a> in the past, and have also <a href="https://www.lightbulblanguages.co.uk/resources-tarsia.htm" target="_blank">made a lot</a>! There is now a new Tarsia puzzle maker on the block, which I have just been checking out. It's called <a href="https://www.tarsiamaker.co.uk/" target="_blank">Tarsia Maker</a>.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCKCdUE8Q7coEdVtmN-2ZLPfHZXzblztlk6R6e6NNVCs3gUOb--cNmyn6ff3wQWENjw9sONcCAt3Q5vpjrWWs8AorOz_caylSFLO30F5OSunim4zN7kYCMs7Mdw5eT3fobv1X7DXQVC0cFVs-XXIby_qLZQvIe4IiG6ZyvwX8FvqqgV6rKVR7Or6J8TQ/s695/Screenshot%202023-05-19%20093817.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="617" data-original-width="695" height="568" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCKCdUE8Q7coEdVtmN-2ZLPfHZXzblztlk6R6e6NNVCs3gUOb--cNmyn6ff3wQWENjw9sONcCAt3Q5vpjrWWs8AorOz_caylSFLO30F5OSunim4zN7kYCMs7Mdw5eT3fobv1X7DXQVC0cFVs-XXIby_qLZQvIe4IiG6ZyvwX8FvqqgV6rKVR7Or6J8TQ/w640-h568/Screenshot%202023-05-19%20093817.png" width="640" /></a></div><br /><p>As you can see from this screenshot, there are four different puzzle shapes available:</p><p></p><ol style="text-align: left;"><li><b>little triangle</b> - 9 pairs</li><li><b>big triangle</b> - 18 pairs</li><li>"<b>lozenge</b>" - 11 pairs</li><li><b>hexagon</b> - 30 pairs</li></ol><div>You click on the puzzle shape you want to make, and then it's just a question of typing in your pairs of words or phrases. You can toggle easily between the boxes by using the Tab button. Once you've finished typing in your words, just click "Export to PDF" and your puzzle is ready. The PDF includes the puzzle solution and a link to your puzzle if you want to retrieve and edit it.</div><div><br /></div><div>So how does it compare to the <a href="http://www.mmlsoft.com/index.php/products/tarsia" target="_blank">Formulator Tarsia</a>? I've compared them and listed the advantages and disadvantages of Tarsia Maker.</div><div><br /></div><div><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGridLight" style="border-collapse: collapse; border: none; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr>
<td style="border: solid #BFBFBF 1.0pt; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;"><b>Advantages</b><o:p></o:p></span></p>
</td>
<td style="border-left: none; border: solid #BFBFBF 1.0pt; mso-border-alt: solid #BFBFBF .5pt; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-themecolor: background1; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-border-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;"><b>Disadvantages</b><o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid #BFBFBF 1.0pt; mso-border-alt: solid #BFBFBF .5pt; mso-border-themecolor: background1; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-border-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;"></span></p><ul><li><span style="font-family: inherit;">Web-based –
no need to download and install any software<br /><br /></span></li><li><span style="font-family: inherit;">Much easier
and less time-consuming to type in your words and phrases<br /><br /></span></li><li>You can use
the “shuffle” button to change the position in the puzzle of your pairs of
words/phrases and randomise them.</li></ul><p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p><span style="font-family: inherit;"> </span></o:p></p>
</td>
<td style="border-bottom: solid #BFBFBF 1.0pt; border-left: none; border-right: solid #BFBFBF 1.0pt; border-top: none; mso-border-alt: solid #BFBFBF .5pt; mso-border-bottom-themecolor: background1; mso-border-bottom-themeshade: 191; mso-border-left-alt: solid #BFBFBF .5pt; mso-border-left-themecolor: background1; mso-border-left-themeshade: 191; mso-border-right-themecolor: background1; mso-border-right-themeshade: 191; mso-border-themecolor: background1; mso-border-themeshade: 191; mso-border-top-alt: solid #BFBFBF .5pt; mso-border-top-themecolor: background1; mso-border-top-themeshade: 191; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p><ul><li><span style="font-family: inherit;">Only one font
(although it is a clear Arial-type font)<br /><br /></span></li><li><span style="font-family: inherit;">Only 4 puzzle
types<br /><br /></span></li><li><span style="font-family: inherit;">Not possible
to have red-herring or extension words/phrases on the puzzle edges<br /><br /></span></li><li><span style="font-family: inherit;">Not possible
to add images<br /><br /></span></li><li>The PDF
provides the puzzle and its solution but not the table that Formulator Tarsia
provides.<br /><br /></li><li>Not possible
to create dominoes or “follow-me” activities</li></ul><p></p>
</td>
</tr>
</tbody></table></div><div><br /></div><div>It looks like there are more disadvantages than advantages, but the advantages are significant and the program's convenience goes a long way to outweighing the disadvantages.</div><div><br /></div><div>If you're interested in making Tarsia puzzles to use in language lessons, don't forget to have a look at my guide <a href="https://ideaseducation.co.uk/resources/Tarsia-ideas.pdf" target="_blank">Ideas for using Tarsia</a>.</div><p></p><p></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-25485796794347475602023-04-14T16:06:00.001+01:002023-04-14T16:06:31.720+01:00The place of British Sign Language in the National Curriculum<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMLs5h0tYo2wcV_bpBUW6MYoULi0AdIUy0_7UD13ijH0OZvpTX-odIswGF3ERnkatyQxVRgGdksF-_Y1ojxbM1Ue0KFZqRBnDf6_0aO8RytFbRTmjq2Dj4-QwmyD1gwcFFw5wxPsJ3gE7cOnjSq1ke9buKP-h21OiOxd7jund8VqnOp-eVgH0khAZHCQ/s640/love-1672154_640.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="426" data-original-width="640" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMLs5h0tYo2wcV_bpBUW6MYoULi0AdIUy0_7UD13ijH0OZvpTX-odIswGF3ERnkatyQxVRgGdksF-_Y1ojxbM1Ue0KFZqRBnDf6_0aO8RytFbRTmjq2Dj4-QwmyD1gwcFFw5wxPsJ3gE7cOnjSq1ke9buKP-h21OiOxd7jund8VqnOp-eVgH0khAZHCQ/w200-h133/love-1672154_640.jpg" width="200" /></a></div><p>There has been some discussion on social media recently about whether or not <a href="https://www.british-sign.co.uk/" target="_blank">British Sign Language</a> (BSL) can be taught in primary schools to fulfill the Foreign Languages requirement of the <a href="https://www.gov.uk/government/publications/national-curriculum-in-england-languages-progammes-of-study" target="_blank">National Curriculum for Key Stage 2</a>.</p><p>There's no denying that the ability to communicate via BSL is a useful skill and that teaching it promotes inclusion and diversity. However it is also clear that there are some aspects of the programme of study for Key Stage 2 that can't be completed with BSL.</p><p>Last week I contacted the <a href="https://www.gov.uk/government/organisations/department-for-education" target="_blank">Department for Education</a> (DfE) to ask if BSL can be taught instead of, say, French or Spanish in Key Stage 2. This afternoon I received the following reply:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqxTWCusZxir21dJOi-d1naFTjew3-BZh99CBQ2KiWYTyhs8bRPsSXS5CYR_2pr--kuTmrzsMncRD6NNrSVutgsuVakMCPwgN-ueM8p7U9UdNc8-h80uXaVjhCvOV_afRK-mjWSVkxc6LQjxjhG10Rm_B3h0vGi0UdWT_rSe2U_ADxFOs5PmYXI5kF3g/s528/Screenshot%202023-04-14%20152937.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="461" data-original-width="528" height="408" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqxTWCusZxir21dJOi-d1naFTjew3-BZh99CBQ2KiWYTyhs8bRPsSXS5CYR_2pr--kuTmrzsMncRD6NNrSVutgsuVakMCPwgN-ueM8p7U9UdNc8-h80uXaVjhCvOV_afRK-mjWSVkxc6LQjxjhG10Rm_B3h0vGi0UdWT_rSe2U_ADxFOs5PmYXI5kF3g/w468-h408/Screenshot%202023-04-14%20152937.png" width="468" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p><br /></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-50181877287788141122023-03-24T06:00:00.001+00:002023-03-24T06:00:00.187+00:00Language World 2023<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgYPqZA1MedS8AuGd46Jk2-hxn208Jtah9jmR4W1BCQmNV4Wihtb8LlD5eHRgQdwq6xErEFcZKHw0bb_0RaQP8VaH8kOHlI2YvQsFlv4yaDk3SstCy2fT4g9iV8ISA2Uk0Y5AFtDeuOSy7QNngK1XnUZGRMW_GPxgY6iSKXcrw3fdgJjjNFvyEPQVT5Dw" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="497" data-original-width="484" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEgYPqZA1MedS8AuGd46Jk2-hxn208Jtah9jmR4W1BCQmNV4Wihtb8LlD5eHRgQdwq6xErEFcZKHw0bb_0RaQP8VaH8kOHlI2YvQsFlv4yaDk3SstCy2fT4g9iV8ISA2Uk0Y5AFtDeuOSy7QNngK1XnUZGRMW_GPxgY6iSKXcrw3fdgJjjNFvyEPQVT5Dw" width="234" /></a></div><br />Here are my sketchnotes from last weekend's <a href="https://www.delegate-reg.co.uk/lw2023/" target="_blank">Language World conference</a>.<p></p><p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnT1P6ZwAL_CU1KfazdOHiV3plqZfxvdtJrcURCol8uL9-6PmOJ07uD1LEO59Ina3rRQNGsFoPze7o5JzUub6lwFPrI0IosMp1bAkEqR9tZL0R9CkxMTOg_wsDKU39gscGbptfAXvPvBN9IyUPoEoKxg1N35Wf_SdQkNesQYnX1FMBuBEp8rHwAgEe8Q/s1682/lw23-andrewcurran.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1196" data-original-width="1682" height="456" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnT1P6ZwAL_CU1KfazdOHiV3plqZfxvdtJrcURCol8uL9-6PmOJ07uD1LEO59Ina3rRQNGsFoPze7o5JzUub6lwFPrI0IosMp1bAkEqR9tZL0R9CkxMTOg_wsDKU39gscGbptfAXvPvBN9IyUPoEoKxg1N35Wf_SdQkNesQYnX1FMBuBEp8rHwAgEe8Q/w640-h456/lw23-andrewcurran.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Dr Andrew Curran</td></tr></tbody></table></p><div class="separator" style="clear: both; text-align: center;"><br /></div><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2lgBpqhmzZ--YTVARDU0sPg9KIVv64fCxgETnidZGNkJtzY5Xfo1QJX1_3DRft_PHKgXKA0VEADc50s4Hn8GIIeqTPJVeUSd3dGDAUnCX_HX0IzSpGuVxmNfEQjBeQjdZqIJXIquBh28taWM4FLeq73zXRdKh-WvkX6yM17oc6RP87okMWgrCA9ostA/s1584/lw23-jenniferwozniak.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1117" data-original-width="1584" height="452" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2lgBpqhmzZ--YTVARDU0sPg9KIVv64fCxgETnidZGNkJtzY5Xfo1QJX1_3DRft_PHKgXKA0VEADc50s4Hn8GIIeqTPJVeUSd3dGDAUnCX_HX0IzSpGuVxmNfEQjBeQjdZqIJXIquBh28taWM4FLeq73zXRdKh-WvkX6yM17oc6RP87okMWgrCA9ostA/w640-h452/lw23-jenniferwozniak.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://twitter.com/misswozniak" target="_blank">Jennifer Wozniak-Rush</a></td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkvic1RqyREJellB8qPicvDA2mWiEagBDFlSfcoIxISaZR2gM_SpRs9mPeEM_rn97Ku9D6mgVWWG-9HuI_S9aG4uyAYfxJoyyZ-37zrazAlzSvXKtbZ_sSoAnzyBZ5Cx3xYgW4F_dWelsgzEWg7t45X5RSuVSHKiFlA6QPN6p0PYYCYwgCbZJiPp9RPQ/s6972/lw23-elliechettlecully.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="6972" data-original-width="4920" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkvic1RqyREJellB8qPicvDA2mWiEagBDFlSfcoIxISaZR2gM_SpRs9mPeEM_rn97Ku9D6mgVWWG-9HuI_S9aG4uyAYfxJoyyZ-37zrazAlzSvXKtbZ_sSoAnzyBZ5Cx3xYgW4F_dWelsgzEWg7t45X5RSuVSHKiFlA6QPN6p0PYYCYwgCbZJiPp9RPQ/w283-h400/lw23-elliechettlecully.JPG" width="283" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://myprimarylanguagesclassroom.com/" target="_blank">Ellie Chettle Cully</a></td></tr></tbody></table><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaFwjEm0E-lmAw6iOMRMbTqwR2cDEoUK3mq9VthmzL34k5-R0hUsUIpUq8odwDp_VATzmwl_RsMXyq_N1iQFeMqNsKKa_1CM3mofBKhFwOqTsyGYaJ14txEi0Z5looxliBL1xOjgSMVH85He7o_9Zzbu07DvGzTKVuuGu-d5DeK3xBhAsHElcjaWpq6w/s1752/lw23-tracywilliams.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1241" data-original-width="1752" height="454" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaFwjEm0E-lmAw6iOMRMbTqwR2cDEoUK3mq9VthmzL34k5-R0hUsUIpUq8odwDp_VATzmwl_RsMXyq_N1iQFeMqNsKKa_1CM3mofBKhFwOqTsyGYaJ14txEi0Z5looxliBL1xOjgSMVH85He7o_9Zzbu07DvGzTKVuuGu-d5DeK3xBhAsHElcjaWpq6w/w640-h454/lw23-tracywilliams.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Tracy Williams</td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPSWC6NpzdIaVjV6d_qWl1uf49Kh-wgXM3R_fVIn_Y71O-2L5vkrVycb0zRyfpptZbnvMVjOtXKgPviOMJLAfrgMcWDv_aTZs2rFPcQVVZZ_CielI2U0Iw18QUrO6OyVmedV7PSjDDpjPlZpLrl-GDUx7m3e9vf13e0BeyR2KHKz7qg2akBqouVrDxAQ/s6972/lw23-terrylamb.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="6972" data-original-width="4920" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPSWC6NpzdIaVjV6d_qWl1uf49Kh-wgXM3R_fVIn_Y71O-2L5vkrVycb0zRyfpptZbnvMVjOtXKgPviOMJLAfrgMcWDv_aTZs2rFPcQVVZZ_CielI2U0Iw18QUrO6OyVmedV7PSjDDpjPlZpLrl-GDUx7m3e9vf13e0BeyR2KHKz7qg2akBqouVrDxAQ/w283-h400/lw23-terrylamb.JPG" width="283" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://twitter.com/DrTerryLamb" target="_blank">Prof. Terry Lamb</a></td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9BAARwMDqo9ZyYgVPnyOqya8xKzGpZG7FFtb3Spff0XfSGFh3z1lKDB9BUgZk0OPJM1_7wmim4E30wPwrsyXJyXjFqeNR3JPz-b0Q8e8v0d9qxNOVgwaS5p4SYIWtXM-o4GfSflF4lCq1CaXM8pmV3qxT3WKOgbLz4YebAXZxpfcRnShrBjD66bsnhQ/s1576/LW23-vincenteverett.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1117" data-original-width="1576" height="454" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9BAARwMDqo9ZyYgVPnyOqya8xKzGpZG7FFtb3Spff0XfSGFh3z1lKDB9BUgZk0OPJM1_7wmim4E30wPwrsyXJyXjFqeNR3JPz-b0Q8e8v0d9qxNOVgwaS5p4SYIWtXM-o4GfSflF4lCq1CaXM8pmV3qxT3WKOgbLz4YebAXZxpfcRnShrBjD66bsnhQ/w640-h454/LW23-vincenteverett.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://whoteacheslanguages.blogspot.com/" target="_blank">Vincent Everett</a></td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIHsv3_PDbtgNUciyBQ4Z9g3QUsOuMH8eh6Q0SuGLx3Mw0xBEKA03UwNpHV5Cn1qvx9yEci12pcez5QAC1jQTDkxBQneiRlnJd_zmoio9RZB6XHDtpO_3lYh9306wSvxvxvzXg-Hg16saBBkES0xNKS7W4HXRT6A2IrVTELE2p7jt23ce_8W6XMyVlcw/s1578/lw23-liamprinter.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1117" data-original-width="1578" height="454" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIHsv3_PDbtgNUciyBQ4Z9g3QUsOuMH8eh6Q0SuGLx3Mw0xBEKA03UwNpHV5Cn1qvx9yEci12pcez5QAC1jQTDkxBQneiRlnJd_zmoio9RZB6XHDtpO_3lYh9306wSvxvxvzXg-Hg16saBBkES0xNKS7W4HXRT6A2IrVTELE2p7jt23ce_8W6XMyVlcw/w640-h454/lw23-liamprinter.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://twitter.com/liamprinter" target="_blank">Dr Liam Printer</a></td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUy6VagbjbII95KShqDTLtE8Huw0BBAZyzMzuUjWw_814kgJKC7kIEAEyDijKICebeBzCPTn0TaIWLl_qjMPkZY8ly-VJT-4KzrYV2cSlO8sey-y124Pct4F5eaqup6LgWW1mDw59ab8R-7BcbbVDLjq1_LWBN5QgmMyfZh8Dg5Ryr_kd57lcBpOo6CA/s1578/lw23-isabellejones.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1117" data-original-width="1578" height="454" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUy6VagbjbII95KShqDTLtE8Huw0BBAZyzMzuUjWw_814kgJKC7kIEAEyDijKICebeBzCPTn0TaIWLl_qjMPkZY8ly-VJT-4KzrYV2cSlO8sey-y124Pct4F5eaqup6LgWW1mDw59ab8R-7BcbbVDLjq1_LWBN5QgmMyfZh8Dg5Ryr_kd57lcBpOo6CA/w640-h454/lw23-isabellejones.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://twitter.com/icpjones" target="_blank">Isabelle Jones</a></td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNhwjoSkJuspIHxkVkXU2_b55q2PDyYRWynQ89e_eIXcMeSlsnjSC5Wb5Vsqn1fT_cRCEulFXBXTsiyJUWf_OnzBcmuiWCbave3NzHzhlqtgL4aqCYzC4frI2VR-TqN0q6m-sx1wCdh-D6CKuFt4GZJ-BLRFNg_q_LR172GCBRkSgeeo2KpIuLpUDAmw/s1578/lw23-lisastevens.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1118" data-original-width="1578" height="454" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNhwjoSkJuspIHxkVkXU2_b55q2PDyYRWynQ89e_eIXcMeSlsnjSC5Wb5Vsqn1fT_cRCEulFXBXTsiyJUWf_OnzBcmuiWCbave3NzHzhlqtgL4aqCYzC4frI2VR-TqN0q6m-sx1wCdh-D6CKuFt4GZJ-BLRFNg_q_LR172GCBRkSgeeo2KpIuLpUDAmw/w640-h454/lw23-lisastevens.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="http://lisibo.com/" target="_blank">Lisa Stevens</a></td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvdCnwnKuoynUe_I9KxP-vCiuYg_ameo3qkNmBHtNuUUg3_asMASNOe5ekoWbMJNim0EMt2KF_ihX52XjW5oWes_1Tnt4mfmwbq5XMTYGQ8XlvRI2dNSmqNzhk24q0ULt8k88pnBdYimKmbiZHKwkQvv7LCfPE0TMMDhUeLwqzfEuOo97OhO9LzafbXw/s6972/lw23-elainegelder.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="6972" data-original-width="4920" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvdCnwnKuoynUe_I9KxP-vCiuYg_ameo3qkNmBHtNuUUg3_asMASNOe5ekoWbMJNim0EMt2KF_ihX52XjW5oWes_1Tnt4mfmwbq5XMTYGQ8XlvRI2dNSmqNzhk24q0ULt8k88pnBdYimKmbiZHKwkQvv7LCfPE0TMMDhUeLwqzfEuOo97OhO9LzafbXw/w283-h400/lw23-elainegelder.JPG" width="283" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Elaine Gelder</td></tr></tbody></table><br /><div><br /></div>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-79854965568191909842023-03-23T14:20:00.000+00:002023-03-23T14:20:16.463+00:00Presenting new language - an update years later!<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi68hcK_bmegGETvI6Ndqgu-kameocwkMRIBv8c_NVwTe1LskGnow3pbahcIUFg-_8pEfs_XutAigNPWQjfz-td-bn4T4d4z-BX8ZuyFCmKWgspL3WhGyD4YMRF7Bp79VVpDQfmLTo20fyznBMlHkNxj0BJ_R_ITLksNZwEH-Wo_4pfCvtODHYg4Vb48w/s789/Screenshot%202023-03-21%20061055.png" style="margin-left: 1em; margin-right: 1em;"></a><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi68hcK_bmegGETvI6Ndqgu-kameocwkMRIBv8c_NVwTe1LskGnow3pbahcIUFg-_8pEfs_XutAigNPWQjfz-td-bn4T4d4z-BX8ZuyFCmKWgspL3WhGyD4YMRF7Bp79VVpDQfmLTo20fyznBMlHkNxj0BJ_R_ITLksNZwEH-Wo_4pfCvtODHYg4Vb48w/s789/Screenshot%202023-03-21%20061055.png" style="margin-left: 1em; margin-right: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxVBcMx3ITZe87z2YMeQ8yIMckcstzEXkkLmiScUp7sxncYsiYrM7mm5ZDI-RWwpuBlSAFFJIOL1HzKhnmqCPH5ehX4qjOk0RGe8a3ljkaeLQdsZcsguM0bvx8JANHP99VP669eV1LN5q92UnFHJZhfsDXNWXN8KJX3vdsb89sZocdqroSUsr0MKo3wg/s1280/ear-2973126_1280.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="847" data-original-width="1280" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxVBcMx3ITZe87z2YMeQ8yIMckcstzEXkkLmiScUp7sxncYsiYrM7mm5ZDI-RWwpuBlSAFFJIOL1HzKhnmqCPH5ehX4qjOk0RGe8a3ljkaeLQdsZcsguM0bvx8JANHP99VP669eV1LN5q92UnFHJZhfsDXNWXN8KJX3vdsb89sZocdqroSUsr0MKo3wg/s320/ear-2973126_1280.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">In February 2010, I wrote a blogpost here about <a href="https://changing-phase.blogspot.com/2010/02/it-gives-me-great-pleasure-to.html" target="_blank">presenting and practising new vocabulary</a>. At the time I had been in the primary classroom for a term and a half. Now, 13 years later, I can see that my practice has morphed into something different, and something that I think is more effective.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">In January I read an<a href="https://neurosciencenews.com/language-learning-repetition-22294/" target="_blank"> interesting article about the benefits or not of learners learning new words in the foreign language by repeating them out loud</a>. Here is the summary of the article:</div><div class="separator" style="clear: both; text-align: left;"><br /></div><img border="0" data-original-height="114" data-original-width="789" height="92" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi68hcK_bmegGETvI6Ndqgu-kameocwkMRIBv8c_NVwTe1LskGnow3pbahcIUFg-_8pEfs_XutAigNPWQjfz-td-bn4T4d4z-BX8ZuyFCmKWgspL3WhGyD4YMRF7Bp79VVpDQfmLTo20fyznBMlHkNxj0BJ_R_ITLksNZwEH-Wo_4pfCvtODHYg4Vb48w/w640-h92/Screenshot%202023-03-21%20061055.png" width="640" /></div><p></p><p>This paragraph explains it a little more:</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLcVfKLPVSO4ZvO3yaTUtUrCtU4FYIuMNbeYK53dR9kJ-YEyYnN7gBxRdoEEYoItJTT_iPQzWGS9kJEzPyXInl-wLr7dNodTT9fau7oIq3BZ2okMcnKKAu5yFmh7IXJ6VnrDpqLbHE289ggR6EK9gKJaM9k_KaSGSG4I1BW_PonTnHKtTHvcE7Q-HhWg/s782/Screenshot%202023-03-21%20061253.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="141" data-original-width="782" height="116" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLcVfKLPVSO4ZvO3yaTUtUrCtU4FYIuMNbeYK53dR9kJ-YEyYnN7gBxRdoEEYoItJTT_iPQzWGS9kJEzPyXInl-wLr7dNodTT9fau7oIq3BZ2okMcnKKAu5yFmh7IXJ6VnrDpqLbHE289ggR6EK9gKJaM9k_KaSGSG4I1BW_PonTnHKtTHvcE7Q-HhWg/w640-h116/Screenshot%202023-03-21%20061253.png" width="640" /></a></div><div><br /></div>Reading and reflecting on this article has caused me to modify the way that I introduce new vocabulary and then get the children to move towards saying it out loud.<div><br /></div><div>Here is what I now do, and I am definitely seeing the benefits, with better pronunciation and recall from both my more experienced Spanish learners and my beginner French learners.</div><div><ol style="text-align: left;"><li>I present the new vocabulary via <a href="https://changing-phase.blogspot.com/2021/11/physical-spanish-phonics.html" target="_blank">Physical French/Spanish Phonics</a>. My PowerPoint slides show the words, the sounds that make them up, and image to show what it means. We sound the words out, repeating each one at least 3 times. We don't blend them at this stage, although I do hear some learners quietly saying the words.<br /><br /></li><li>On a new PowerPoint slide I put all the words in a numbered grid, along with the images to again show meaning. I say the words firstly in order and then randomly, and ask the children to point to them on the screen. Engagement is always good and it is a quiet activity. Here's an example of a grid:<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiRNJQqee0WPuimz4IpZl2SxA77iamwAzW9dOvj5Xfnqwrg702CcxUC8vSvLnX1JaYdM1BdyD5sMFCesiTsUsv7jlCf-9-z8m87id9nYVhSJ6uBO6L7aQZHNtlBag-VrB0E7ggRk4W_kka6kn-2maYLkx6dfyiAUTbS7YgrHIGuq4rv-RMRPJsQ65Z3tA" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="539" data-original-width="719" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEiRNJQqee0WPuimz4IpZl2SxA77iamwAzW9dOvj5Xfnqwrg702CcxUC8vSvLnX1JaYdM1BdyD5sMFCesiTsUsv7jlCf-9-z8m87id9nYVhSJ6uBO6L7aQZHNtlBag-VrB0E7ggRk4W_kka6kn-2maYLkx6dfyiAUTbS7YgrHIGuq4rv-RMRPJsQ65Z3tA" width="320" /></a></div><br /><a href="https://changing-phase.blogspot.com/2018/05/pointing-and-flicking.html" target="_blank">The pointing game</a> could be used as an alternative for this, and would be a useful resource for further practice later.<br /><br /></li><li>Next we use the numbers for listening practice. I say the word and the children have to tell me which number it is. It's also a good way to practise numbers! We cycle through all the words probably two or three times.<br /><br /></li><li>Next it's time for the children to start saying the words. We use "don't repeat until I click". I say the words in order, but the children aren't allowed to repeat them back until I click my fingers. I give them a good few seconds to mentally rehearse the words first.<br /><br /></li><li>Finally we do some <a href="https://changing-phase.blogspot.com/2012/09/ecoutez-repetez.html" target="_blank">choral repetition</a> in the usual way.</li></ol><div>We repeat some of these steps the following lesson, and gradually reduce the amount of practice that we have to do.</div><div><br /></div><div>Do you have any other go-to activities that you do at this initial "getting to know the words before saying them" stage?</div><br /><p></p><br /></div>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-60068932402516506752023-03-19T11:13:00.000+00:002023-03-19T11:13:07.717+00:00Read all about it!<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJxaMSo0jRnFyWsJfe6rJT62fFZ8CHY4aAixhak1FWrMoINOHgldqYXO_hmvwaYHoIzfbYj8PBF2Wv2SPSfR-j2xP85Z9ZGnmh5NxqvUWD_KsI1OCR_C_qC5BAma70BpBZSp39Jz3zLADcM7rX1YR2Y3vYiag7_hYmOJydrqxVCGi2rb7A8lq1r_bExg/s1280/Picture1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJxaMSo0jRnFyWsJfe6rJT62fFZ8CHY4aAixhak1FWrMoINOHgldqYXO_hmvwaYHoIzfbYj8PBF2Wv2SPSfR-j2xP85Z9ZGnmh5NxqvUWD_KsI1OCR_C_qC5BAma70BpBZSp39Jz3zLADcM7rX1YR2Y3vYiag7_hYmOJydrqxVCGi2rb7A8lq1r_bExg/w400-h225/Picture1.png" width="400" /></a></div><p><i>In case you weren't at <a href="https://www.all-languages.org.uk/news-events/language-world-2/" target="_blank">Language World</a> yesterday and the day before, here is my presentation Read all about it.</i></p><p>When we read, what exactly is it that we do? This is the Oxford English Dictionary definition:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7GIXQMBV8vgBl0stJgPvy8w1qJY9G4xm_NNXu6CAJNZJAQW54HUECXxI40LhmnELEggwFkq1Tv4K4dQhxAb2z_B4pS4IbVv9yH8WSifnya0rmMAsmmQchZGJ5brHCxaU5FrbhgpuUvXWwaXFlNLKopQIY1iakP41CRJLsJKuivVW4baNCNVNWK1i3vQ/s1280/Picture2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7GIXQMBV8vgBl0stJgPvy8w1qJY9G4xm_NNXu6CAJNZJAQW54HUECXxI40LhmnELEggwFkq1Tv4K4dQhxAb2z_B4pS4IbVv9yH8WSifnya0rmMAsmmQchZGJ5brHCxaU5FrbhgpuUvXWwaXFlNLKopQIY1iakP41CRJLsJKuivVW4baNCNVNWK1i3vQ/w320-h181/Picture2.jpg" width="320" /></a></div><p>We infer meaning from a series of (usually) black squiggles on a page. We have to learn what each little squiggle is and how it combines with other little squiggles to form blocks of meaning, and how these blocks of meaning (words) go together to create greater meaning. </p><p>We want children to read aloud and in their heads, for pleasure, for comprehension and for information. We want children to distinguish the different words in the new language and to understand them, and then to understand the meaning in English of a word, phrase or sentence. </p><p>For reading aloud, phonics are crucial to confidence, and it is by reading aloud extended passages of the language that children can hear and practise the intonation of the language. Once the children can decipher the sound of a word, they can link that sound to the word they have already learned and begin to build the meaning and understand the writing. They can also use clues like capital letters, layout and pictures to help them to deduce the meaning. Therefore we read with our eyes, our ears and our mouths. (Thanks to <a href="https://twitter.com/msvcooke" target="_blank">Vicky Cooke</a> for this!)</p><p>These are the objectives for reading from the <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239042/PRIMARY_national_curriculum_-_Languages.pdf" target="_blank">National Curriculum programme of study</a>.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzFNinD868NH7ccTvdFiLDHoHZe6gcDaPYXdKFSQu00TQSekJpy3ACRavV0LuYzVNpx6fyP4g0H1kBwTTCnqtxnVGkRRekGtxvyL-Um3UFyBIhFF7QzSr4xvb-3Fvxauign-90E35bTmuwlICKu0WWzrjhKmtF7yDABEMwapbDMPqF8NEnrnFIhR7wLA/s1280/Picture3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzFNinD868NH7ccTvdFiLDHoHZe6gcDaPYXdKFSQu00TQSekJpy3ACRavV0LuYzVNpx6fyP4g0H1kBwTTCnqtxnVGkRRekGtxvyL-Um3UFyBIhFF7QzSr4xvb-3Fvxauign-90E35bTmuwlICKu0WWzrjhKmtF7yDABEMwapbDMPqF8NEnrnFIhR7wLA/s320/Picture3.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRwF53n4azmyUKDzGmgdmgqNa7-fJzf3gZe5ZbYa_eIpAYNfcQBpPjtb4rZG4tqZ8N7N9QXTN8y0d99TYCuVBify0AuD4p2CNEh8y91SfTCc19lxY2eYOR6D9KH6shFqt3_WcE4f145ecfjnkOCNkmpKkoZ2ZTM7z-ceRs_zAcmBAHkkWRsQw6MI2b3g/s1280/Picture4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRwF53n4azmyUKDzGmgdmgqNa7-fJzf3gZe5ZbYa_eIpAYNfcQBpPjtb4rZG4tqZ8N7N9QXTN8y0d99TYCuVBify0AuD4p2CNEh8y91SfTCc19lxY2eYOR6D9KH6shFqt3_WcE4f145ecfjnkOCNkmpKkoZ2ZTM7z-ceRs_zAcmBAHkkWRsQw6MI2b3g/s320/Picture4.jpg" width="320" /></a></div><p>Phonics of course invaluable for confidence in reading aloud and helping to decipher new words.</p><p>The "words, phrases and simple writing" part echoes the progression that is built into the old <a href="https://www.lightbulblanguages.co.uk/resources/PrimaryFrench/KS2-framework-pt1.pdf" target="_blank">Key Stage 2 Framework</a>, which advocated building up from single words in Year 3 to short texts in Year 6.</p><p>"Authentic sources for reading" can comprise children's story and non-fiction books, poems, texts from the internet, magazines, newspapers, publicity material from shops, adverts, leaflets, posters, letters and emails from children in schools in another country.</p><p>What would be in "a range of writing"? Perhaps handwriting, machine text, stories, letters and news articles. Also, writing that has been written by a language teacher for practising a particular point, as opposed to authentic materials.</p><p>Via reading children will see some of the “patterns, grammar and words” of the language in action, and will also see the grammar points in action that are mentioned in the National Curriculum. Dictionary skills are specified for developing skills for children to help themselves to understand what they are reading.</p><p><b>WORD LEVEL</b></p><p>We’re going to look at ideas and possible resources for word level reading, phrase and sentence level and then text level. Activities are of course very adaptable!</p><p>It’s often worth showing children an extended passage of the language – they don’t have to be able to understand it – for them to notice differences in conventions in text. There can be some significant differences in <b>punctuation, accents</b> and so on. This way they are going to be more alert to things as they start to read more. I also get them to <a href="https://changing-phase.blogspot.com/2018/03/trace-letter.html" target="_blank">practise writing accents and upside down punctuation</a> very early on to make them aware of these special characters which they will see in text and have to replicate for themselves.</p><p></p><ul style="text-align: left;"><li>We mention <b>cognates</b> in passing while teaching new vocabulary, but don’t necessarily spend a lot of time examining them. They are very useful as a strategy for reading and understanding unknown words. Children often don’t trust themselves that cognates are as straightforward as they look! We can see a lot of cognates just by looking at the headings of the <a href="https://elpais.com/" target="_blank">El País website</a>.</li><li>When children are starting to read, <b>small pieces of paper</b>, where you can only fit a little bit of writing on, are perceived as less threatening. One example is dominoes, where you can match the L2 and English, or L2 and pictures, or a mixture if you’re feeling mean. <a href="https://changing-phase.blogspot.com/p/tarsia.html" target="_blank">Tarsia puzzles</a> are also useful here.</li><li>I like to use flashcards in the presentation and practice phase of new language. Children can think of lots of games to play with a partner if they have a set of the same <b>picture cards and corresponding word cards</b>. </li><li><a href="https://changing-phase.blogspot.com/2018/02/gender-and-number-trash-or-treasure.html" target="_blank">Trash or Treasure</a></li><li><a href="https://www.lightbulblanguages.co.uk/resources/PrimarySpanish/animal-sounds.pdf" target="_blank">Animal sounds to practise phonics</a></li><li><a href="https://changing-phase.blogspot.com/2017/10/spirals-and-waves-updated.html" target="_blank">Festisite</a> for word spirals and snakes</li><li>Understanding and sequencing: good for anything that can be sequenced, e.g. numbers, times, part of a story. Children work in groups to put the items into the correct sequence and then have to read them out in the right order. This is particularly useful for French numbers to 100!</li><li>Reading information from a table. Cross-curricular maths.</li><li>Multiple choice. Good for addressing meaning, spelling and also phonics misconceptions.</li><li><a href="https://quizlet.com/en-gb" target="_blank">Quizlet</a></li><li><a href="https://www.studystack.com/" target="_blank">Studystack</a> </li><li><a href="https://www.educandy.com/" target="_blank">Educandy</a></li></ul><p></p><p><br /></p><p><b>PHRASE AND SENTENCE LEVEL</b></p><p></p><ul style="text-align: left;"><li>Use prior knowledge and known information to fill in the gap in a sentence.</li></ul><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhS39fkF1wVLXbM8H0ofK25_AMYGGIBRvW1EzBrB1S9ZJWAskXe1xDI_QUU_xsetN36XQg24qYSgTs4p3By6UcijR70XtiIwhdBMzfX5MquwbJoYEeaP_NVVFCXl1piMyjEkNGUnViqA-52qvlOJCNemj4eZ6drC6Xf3wSyjILd-tHs5IUCthsNODyf1g/s666/Screenshot%202023-03-19%20104407.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="495" data-original-width="666" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhS39fkF1wVLXbM8H0ofK25_AMYGGIBRvW1EzBrB1S9ZJWAskXe1xDI_QUU_xsetN36XQg24qYSgTs4p3By6UcijR70XtiIwhdBMzfX5MquwbJoYEeaP_NVVFCXl1piMyjEkNGUnViqA-52qvlOJCNemj4eZ6drC6Xf3wSyjILd-tHs5IUCthsNODyf1g/s320/Screenshot%202023-03-19%20104407.png" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUCJup2eSvXCYOxnSGt6e0EJGTGwAQZ7e4HiaCYdXwv_xLWK0ekle2GDapFLmb52Un-kiBZU7Nl9DnQsvBAySK0CU7eUJH0O1yBr0QfXK1EeJJ_foeudMb-ElBR5L3_XzoxlZAArMMfZ_n1A8hlvryKRcAvrGlJJMmLEapl1caFMOB_ybUKL-6sJtQaA/s664/Screenshot%202023-03-19%20104430.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="497" data-original-width="664" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUCJup2eSvXCYOxnSGt6e0EJGTGwAQZ7e4HiaCYdXwv_xLWK0ekle2GDapFLmb52Un-kiBZU7Nl9DnQsvBAySK0CU7eUJH0O1yBr0QfXK1EeJJ_foeudMb-ElBR5L3_XzoxlZAArMMfZ_n1A8hlvryKRcAvrGlJJMmLEapl1caFMOB_ybUKL-6sJtQaA/s320/Screenshot%202023-03-19%20104430.png" width="320" /></a><br /><br /></div><p></p><ul style="text-align: left;"><li><a href="https://changing-phase.blogspot.com/2019/11/post-it-grids-with-twist.html" target="_blank">Post-it grids</a></li><li><a href="https://changing-phase.blogspot.com/2017/02/trapdoor-and-cluedo.html" target="_blank">Trapdoor and Cluedo</a></li><li><a href="https://changing-phase.blogspot.com/2020/05/odd-one-out.html" target="_blank">Odd one out</a></li><li><a href="https://changing-phase.blogspot.com/2019/11/spot-errors-yes-or-no.html" target="_blank">Spot the errors</a></li></ul><p></p><p><b><br /></b></p><p><b>TEXT LEVEL</b></p><p></p><ul style="text-align: left;"><li><a href="https://changing-phase.blogspot.com/2020/07/to-ko-or-not-to-ko-knowledge-organisers.html" target="_blank">Parallel texts</a>: Good for detective work. There are quite a few published books that have texts in both English and the L2, which are also good for children to look at independently.</li><li><a href="https://changing-phase.blogspot.com/2020/07/to-ko-or-not-to-ko-knowledge-organisers.html" target="_blank">Knowledge organisers</a></li><li><a href="https://changing-phase.blogspot.com/2019/11/crowd-sourcing-model-texts.html" target="_blank">Make your own texts</a></li><li>Authentic websites</li><li>Poems, rhymes and songs are specified in the Key Stage 2 programme of study. I have written my own anthologies of poems for <a href="https://ideaseducationltd.sellfy.store/p/poesie-25-poems-in-french/" target="_blank">French</a> and <a href="https://ideaseducationltd.sellfy.store/p/poesia/" target="_blank">Spanish</a> as suitable authentic ones are hard to find. When we learn a song or a poem, the words are always on the board and the children often have a little copy for their books. We practise it together word by word, chunk by chunk, line by line, then read it all together, then perform. This one is like a dialogue so we might split into groups.</li><li>Dialogues. Reading and speaking, and children can adapt them.<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDW6Ct0MWzw86173EbLc2cSCI1J0DylOWTswvPyeTzk_r9iedCVcXTVN6eO6Txnw3bYqP8y9p7il96uTTsv3K2UzO3JFeC86QX4AY_Gtz80xJslRkJ0cWhlBlmxQs7oJ7plmYfg-MhmrJgUQZ4Xvb9IarDa1B3sUDJpG7TDufPZqF9F2oZV3beYZN4mg/s720/Picture5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="719" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDW6Ct0MWzw86173EbLc2cSCI1J0DylOWTswvPyeTzk_r9iedCVcXTVN6eO6Txnw3bYqP8y9p7il96uTTsv3K2UzO3JFeC86QX4AY_Gtz80xJslRkJ0cWhlBlmxQs7oJ7plmYfg-MhmrJgUQZ4Xvb9IarDa1B3sUDJpG7TDufPZqF9F2oZV3beYZN4mg/s320/Picture5.jpg" width="320" /></a></div></li></ul><p></p><p><br /></p><p></p><ul style="text-align: left;"><li>Authentic books in the L2</li><li>Commercially available translations of English-language children’s books. Often the children will already know the story, which will help with understanding.</li><li>Books in English that will sometimes open up a topic.</li><li>Raid your children’s bookshelves and do your own translations.</li><li>Make your own stories in PowerPoint.<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipNyfCe2AhRZjJhTkAilsAvEosrARUp1I8vNJ56lgZ-V8PvTUGHkxXk9zCoik_e8Kt7v5ssH7FQ-6KFvcRztKnmvftl2qKrZKDRGuMO1o2NMudW2TVFyOXs6INtIgbEy1bTVgbh2k2ilusFSRnvtZW4cKEPBrqvwXQQVQOOD2Q3CpkAyFTdPBYx7cMaQ/s1280/Picture6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipNyfCe2AhRZjJhTkAilsAvEosrARUp1I8vNJ56lgZ-V8PvTUGHkxXk9zCoik_e8Kt7v5ssH7FQ-6KFvcRztKnmvftl2qKrZKDRGuMO1o2NMudW2TVFyOXs6INtIgbEy1bTVgbh2k2ilusFSRnvtZW4cKEPBrqvwXQQVQOOD2Q3CpkAyFTdPBYx7cMaQ/w400-h226/Picture6.jpg" width="400" /></a></div></li></ul><ul style="text-align: left;"><li><a href="https://changing-phase.blogspot.com/p/storybirds.html" target="_blank">Storybird</a></li><li><a href="https://changing-phase.blogspot.com/p/storyjumpers.html" target="_blank">Storyjumper</a></li><li><a href="https://changing-phase.blogspot.com/p/mini-books.html" target="_blank">Minibooks</a></li><li>Text analysis: Texts offer the benefit of extended language, a model to follow. Emphasis is on core language and structure with a view to helping students to create their own work afterwards. I have included one in a <a href="https://ideaseducationltd.sellfy.store/p/bk3v/" target="_blank">lesson pack I wrote about sports and opinions</a>. Children look for and circle the different categories of words.</li><li><a href="https://www.lightbulblanguages.co.uk/writeaway.htm" target="_blank">Write Away</a>: Read other children's work and submit some of your own!</li></ul><p><br /></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-22877579963713774302023-03-15T15:22:00.002+00:002023-03-15T15:22:42.891+00:00Substantive and disciplinary knowledge: what does it mean for Languages?<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK6w_mDAozuWznU3ZTkUnYCycgZFSVqEyql_urgrtgulHyPu1y8XMqCGq0IkvMBO3I5yW-rauFGPJkdC9TMPpfgAopEHaNNutIYJKhpAPrsoweSwAWTJ_uKCaHDESzbFSlQBnMTY2_Jfz6ycrigLjiGGXxjAtM1jLFOi43q_m1T96gnZ3dCN6g8w2TiA/s1920/white-male-1871436_1920.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1920" data-original-width="1920" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK6w_mDAozuWznU3ZTkUnYCycgZFSVqEyql_urgrtgulHyPu1y8XMqCGq0IkvMBO3I5yW-rauFGPJkdC9TMPpfgAopEHaNNutIYJKhpAPrsoweSwAWTJ_uKCaHDESzbFSlQBnMTY2_Jfz6ycrigLjiGGXxjAtM1jLFOi43q_m1T96gnZ3dCN6g8w2TiA/w200-h200/white-male-1871436_1920.jpg" width="200" /></a></div><p>In 2021 Ofsted began publishing a <a href="https://www.gov.uk/government/collections/curriculum-research-reviews" target="_blank">series of curriculum research reviews</a>. The <a href="https://www.gov.uk/government/publications/curriculum-research-review-series-languages" target="_blank">Languages Curriculum Research Review (Languages OCRR)</a> was the fourth in the series, and was published in June 2021.</p><p>The first in the series was <a href="https://www.gov.uk/government/publications/research-review-series-science" target="_blank">Science</a>, which came out in April 2021. It featured <b>substantive knowledge</b> and <b>disciplinary knowledge. </b>This is an excerpt from the Science OCRR:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHUdeus7OaWOZx1c2JKOo3EM2ESmA7lohF9pinmyKIreG34djyJYu4AfO17hR_-TEWNI2X1SG4zcxAdDLaEzDzb0R59IUC9E8e5sJi7kSvEjwIJxS4A1uUSmkqxtQGVFyyfMWNFfbzSd63SoSnI0HlU7poglylp-unmyofLZx2BXCdOthEwTDfXYJmbg/s653/Screenshot%202023-03-14%20211131.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="314" data-original-width="653" height="309" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHUdeus7OaWOZx1c2JKOo3EM2ESmA7lohF9pinmyKIreG34djyJYu4AfO17hR_-TEWNI2X1SG4zcxAdDLaEzDzb0R59IUC9E8e5sJi7kSvEjwIJxS4A1uUSmkqxtQGVFyyfMWNFfbzSd63SoSnI0HlU7poglylp-unmyofLZx2BXCdOthEwTDfXYJmbg/w640-h309/Screenshot%202023-03-14%20211131.png" width="640" /></a></div><p>The terms also appear in the OCRRs for History, Geography and RE, while disciplinary knowledge only is mentioned in the OCRRs for Art and Design, and English. There no mentions in the OCRRs for Computing, PE, Maths, Music or Languages.</p><p>These terms appear to be replacing the "knowing more and remembering more" maxim. I have found out this week that it has permeated into other subjects, and I have heard anecdotally that it has come up in some recent Ofsted inspections. Schools have already rewritten their curricula to accommodate the "3 Is" (Intent, Implementation and Impact), language teachers have had to factor in the 3 Pillars (Vocabulary, Grammar and Phonics), and schools are now being encouraged to revisit their curricula and reframe them in terms of substantive and disciplinary knowledge. We will all need to think about what substantive knowledge and disciplinary knowledge look like in our subject. </p><p>So what are substantive and disciplinary knowledge in Languages?</p><p><a href="https://impact.chartered.college/wp-content/uploads/2018/03/Christine-Counsell-article.pdf" target="_blank">Christie Counsell, in her article <i>Taking curriculum seriously</i></a>, says that "Substantive knowledge is the content that teachers teach as established fact". Disciplinary knowledge, on the other hand, "is a curricular term for what pupils learn about how that knowledge was established, its degree of certainty and how it continues to be revised by scholars, artists or professional practice."</p><p>She then goes on to say that "This substantive-disciplinary distinction works to differing extents and in very different ways across subjects. The disciplinary dimension is barely relevant, for example, in school-level modern languages." It is possible that this may support its omission from the Languages OCRR.</p><p>Despite this, a Google search for "disciplinary knowledge in languages" reveals that a number of schools have already rewritten their subject paperwork to include mention of substantive and disciplinary knowledge, and it is clear that they have interpreted the two kinds of knowledge in a number of different ways.<br /><br />I've been reading around the subject, and have put together a list of bullet points for each type of knowledge:</p><p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;"><b>Substantive
knowledge</b><o:p></o:p></span></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: inherit;"><b>Disciplinary
knowledge</b><o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 1; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p><ul><li><span style="font-family: inherit;">Teacher
input</span></li><li>Focus on
meaning</li><li>Vocabulary</li><li>Grammar</li><li>Phonics</li><li>The content
that is to be learned</li><li>Carefully chosen
and sequenced factual content</li><li>The facts</li><li>Rules and methods</li><li>“Knowing what”</li></ul><p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<ul type="disc">
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Learner output<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">The big ideas<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Thinking like a linguist<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Thinking like a French/Spanish/German
speaker<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Practising the language<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Using the language creatively<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Asking questions<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Planning<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Evaluating<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Presenting</span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Problem-solving<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Critical thinking<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Choosing and selecting<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">Making connections<o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: inherit;">“Knowing how to”</span><span style="font-family: Calibri Light, sans-serif;"><o:p></o:p></span></li>
</ul>
</td>
</tr>
</tbody></table></p><p>To put that into some context, I'll use a series of lessons I've recently completed with some Year 4 (age 8-9) beginners in French. The substantive knowledge that I taught them was 10 animals with the indefinite article, including the phonemes in each word. Then I taught them the difference between masculine and feminine nouns, and how to use the indefinite article to differentiate between the two. Finally, as per the scheme of work we are using, I taught them <i>je suis</i>, which enabled us to practise short sentences such as <i>Je suis un oiseau.</i> and <i>Je suis une souris</i>. I then wanted the children to take what they had learned and to apply it in their own work. I gave them a bilingual glossary with many more animal words, and asked them to use their knowledge to write <i>je suis</i> sentences, and work out the correct indefinite article for each animal. For this task they called on their disciplinary knowledge, applying the rules they had learned to solve a problem.</p><p>This shows how important it is to build into our schemes of work frequent opportunities for the children to demonstrate what they have learned, to be creative with the language, to "think like a linguist".</p><p>How does this picture of substantive and disciplinary knowledge fit in with yours? All constructive comments welcome!</p><p>Finally, many thanks to <a href="https://gianfrancoconti.com/" target="_blank">Dr Gianfranco Conti</a> for pointing out the similarities here with Krashen's Acquisition-Learning Hypothesis, which was a great help for me in getting my thoughts in order.</p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com2tag:blogger.com,1999:blog-7669291500086624752.post-5767607188534570852022-12-11T21:00:00.003+00:002022-12-11T21:01:46.254+00:00The place of the pillar of phonics in the Key Stage 2 Languages curriculum<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiy2GcS0jCvhvRV9o7PVTAZIaoQqF5ug6l9BK_2jUKidAlGXAIKfAW3u7nvCULlK5dF_fxViOL9UJ66AObRiBVJGCb_OM-ijCQuHjd61Hefj37LaPpetGhuevtRrtUA1fjbXf-WNZ3kgQgdQEL38o_CgY4yCiEUKisFmce_pAWk5z3bfrvejBCEYKtmuQ/s1280/Slide1.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiy2GcS0jCvhvRV9o7PVTAZIaoQqF5ug6l9BK_2jUKidAlGXAIKfAW3u7nvCULlK5dF_fxViOL9UJ66AObRiBVJGCb_OM-ijCQuHjd61Hefj37LaPpetGhuevtRrtUA1fjbXf-WNZ3kgQgdQEL38o_CgY4yCiEUKisFmce_pAWk5z3bfrvejBCEYKtmuQ/s320/Slide1.PNG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><i>Yesterday morning I delivered a 15 minute keynote session at the <a href="https://twitter.com/tmmflicons" target="_blank">Teachmeet MFL Icon</a>s online event. It was a great event to be a part of - packed with short, snappy presentations which covered all sorts of different topics. This is my presentation in text form. The event is now available to <a href="https://www.teachmeeticons.com/recordings" target="_blank">watch online</a>.</i><p></p><p>The <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjHv6mWuPL7AhUTfMAKHVMwDMkQFnoECA0QAQ&url=https%3A%2F%2Fassets.publishing.service.gov.uk%2Fgovernment%2Fuploads%2Fsystem%2Fuploads%2Fattachment_data%2Ffile%2F239042%2FPRIMARY_national_curriculum_-_Languages.pdf&usg=AOvVaw37NpH30KBai5_OaCkvuY5p" target="_blank">national curriculum for Key Stage 2</a> (KS2 - age 7-11) Languages is not very long and it’s not as detailed as perhaps we would like. Its purpose of study and the aims sections are the same as for <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwiRkJGluPL7AhVVg1wKHecYAYkQFnoECAoQAQ&url=https%3A%2F%2Fassets.publishing.service.gov.uk%2Fgovernment%2Fuploads%2Fsystem%2Fuploads%2Fattachment_data%2Ffile%2F239083%2FSECONDARY_national_curriculum_-_Languages.pdf&usg=AOvVaw0-OWoUlWbaTLbLoSaddEN7" target="_blank">Key Stage 3 (KS3 - age 11-14)</a>, but the subject content is different. <br /><br />In KS3 there is no explicit mention of phonics, although some of the attainment targets need knowledge of phonics and the sound spelling link to be able to do them. For example, students are required to “transcribe words and short sentences that they hear with increasing accuracy” and “speak coherently and confidently, with increasingly accurate pronunciation and intonation”. It is, however. mentioned explicitly in the KS2 national curriculum, implying that the main groundwork needs to be done in primary so that students can hit the ground running and achieve in KS3 and beyond.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7dXtSnTBuy9W6ww6CGtaRHzba1N44cznVXID_F473fu9wLcI0GjBeDSp0QiGW_X9aDO9Hj415CtiZZQfHGwNt7iRt5jlnJnOO543LdbEVk7bWiLvMufJhyjVN5StXR7b1exUdveidm_j_7IZ18M17m9g3u7efAo_Le7hhcT8NLjR981qxmCPqVNjdhA/s1280/Slide4.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7dXtSnTBuy9W6ww6CGtaRHzba1N44cznVXID_F473fu9wLcI0GjBeDSp0QiGW_X9aDO9Hj415CtiZZQfHGwNt7iRt5jlnJnOO543LdbEVk7bWiLvMufJhyjVN5StXR7b1exUdveidm_j_7IZ18M17m9g3u7efAo_Le7hhcT8NLjR981qxmCPqVNjdhA/w400-h225/Slide4.PNG" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div>The above is from the KS2 subject content introduction, and the orange highlights are mine.<br /><br />First, we can teach any modern or ancient language (so we don’t teach MFL in KS2, but rather FL or just "Languages"). The ancient languages are excused the speaking and therefore the phonics. So children who do Latin in KS2 will be well prepared for modern European languages in KS3 in some ways, but not in others. The second point says “Teaching should provide a balance of spoken and written language”. Historically primary languages were more about speaking and tended to neglect writing, but writing is now a fundamental part of what we do. This is important for phonics, as it shows it’s just as important to be able to say the new sounds as it is to read them and represent them in writing accurately. The aims of the curriculum state that children have to use their knowledge of "phonology, grammatical structure and vocabulary" to enable them to understand and communicate. This is the first mention of the 3 pillars, and something that does not appear in the KS3 curriculum.<div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4NPTF-Xp6QcQtrvLMKjBieUt7ckMg6gS3WxwRiPIjfny50i6UhVeK6k8lLrAWAvJwIQPreoSdBdy4NjIJRQSFL5n9uqAJUq9p7hEGU-N0-_tHqA6Jwxjr7vhjwPd7_VFOU65Eq4ndTT1d-hAT8fTBHRROF5gEaN1A4c1H-_6nJ953Ta2cLiyCYw2FtA/s1280/Slide5.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4NPTF-Xp6QcQtrvLMKjBieUt7ckMg6gS3WxwRiPIjfny50i6UhVeK6k8lLrAWAvJwIQPreoSdBdy4NjIJRQSFL5n9uqAJUq9p7hEGU-N0-_tHqA6Jwxjr7vhjwPd7_VFOU65Eq4ndTT1d-hAT8fTBHRROF5gEaN1A4c1H-_6nJ953Ta2cLiyCYw2FtA/w400-h225/Slide5.PNG" width="400" /></a></div><br />Above are the attainment targets that relate to phonics in the KS2 curriculum. It’s all about beginning and developing an understanding of the sounds in the new language and looking into the sound-spelling link. We start to develop accurate pronunciation and intonation, both so that children can speak accurately and be understood, and so that they can read aloud accurately. We are encouraged to use authentic resources such as songs and rhymes to help us to explore phonics, and to help us to make the sound spelling link. Songs and poems are mentioned briefly in KS3 but not with a view to explicitly exploring phonics.<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQU85xiyJF5P3L6Az7LxSOEiNGG4qc_F-i4oeGgpQrAIqvJ7dJ1zmN5fY_jqYUjKFw2vBYTK9wkz2KNqp_PfTxGBGscfktgsR2zWrbBRBopzan64ksmNxkOTUXhAH3bFGbUlZxwLXCozxs_9cRa_99851Eq0AS8HgER_7UZTGQP_DcEjF4W0SfxCcKGw/s1280/Slide6.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQU85xiyJF5P3L6Az7LxSOEiNGG4qc_F-i4oeGgpQrAIqvJ7dJ1zmN5fY_jqYUjKFw2vBYTK9wkz2KNqp_PfTxGBGscfktgsR2zWrbBRBopzan64ksmNxkOTUXhAH3bFGbUlZxwLXCozxs_9cRa_99851Eq0AS8HgER_7UZTGQP_DcEjF4W0SfxCcKGw/s320/Slide6.PNG" width="320" /></a></div><br /><div><div>The “3 pillars” of vocabulary, grammar and phonics was a term first coined by Ofsted in 2020, following the <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiV-OrpuPL7AhWHS8AKHYH8DqcQFnoECBUQAQ&url=https%3A%2F%2Fncelp.org%2Fwp-content%2Fuploads%2F2020%2F02%2FMFL_Pedagogy_Review_Report_TSC_PUBLISHED_VERSION_Nov_2016_1_.pdf&usg=AOvVaw2UPgaM6LaTyKM7e7DEc3Gn" target="_blank">2016 Teaching Schools Council Pedagogy Review</a> of secondary languages. They are now at the heart of the <a href="https://www.gov.uk/government/publications/education-inspection-framework" target="_blank">Ofsted inspection framework</a> for languages. If you’ve seen the leaked Ofsted aide-memoires for KS2 and KS3 languages, you’ll know that they are riddled with mentions of phonics. These 3 pillars have equal weighting and equal importance in the curriculum. The word “pillar” suggests that the three are separate entities, so be taught and learned in isolation, However we know that the three are inextricably linked and interwoven, and that you can’t teach one without touching on the others.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiycbamykvDrXp2AJnQeCd8B6Bl3IhOwVUhKQsUn89rcgBQm9bJ0P3sTxcMJufF-RdVs42KjBvPIci1CAIc74f1JkeE7JhwWoYQnKtBVtP6-th3QhzM4vEdwYBuxgbdqXoH1UXWzX2WhVwIZE_4fe0Ty8f6SDgWi-S_vNmWlgdClLeUkuwXKKdKWofDNQ/s1280/Slide7.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiycbamykvDrXp2AJnQeCd8B6Bl3IhOwVUhKQsUn89rcgBQm9bJ0P3sTxcMJufF-RdVs42KjBvPIci1CAIc74f1JkeE7JhwWoYQnKtBVtP6-th3QhzM4vEdwYBuxgbdqXoH1UXWzX2WhVwIZE_4fe0Ty8f6SDgWi-S_vNmWlgdClLeUkuwXKKdKWofDNQ/w400-h225/Slide7.PNG" width="400" /></a></div><br />The more I’ve supported other schools with their curricula, the more I have come to realise that the 3 pillars are the Intent of our curriculum. They are what you set out to teach. The four modalities (Listening, Speaking, Reading and Writing), Language Learning Strategies (LLS) and Knowledge About Language (KAL) alongside culture are your Implementation – what you are going to use to teach your intent. Then your Impact is how you assess how well you’ve taught your intent. <br /><br />So the first answer to the question I posed at the beginning is that the pillar of phonics is firmly embedded in the KS2 curriculum, where the onus is very much on primary teachers to cover phonics systematically and thoroughly, in all four years, so as to enable children to be successful once they enter KS3.<div><br /></div><div><div>It’s important then that KS3 teachers are aware of what phonics their new Year 7s have covered in KS2. They need to ask, and KS2 teachers need to tell! Transition is so important. Year 7 teachers can’t make assumptions about what the children have done and how they might have done it. It will help them to hit the ground running if they can continue in KS3 the way that they learned in KS2, even if they are going to be gradually weaned off it. The <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjjlZWYsPL7AhUKbsAKHRqiDhkQFnoECBYQAQ&url=https%3A%2F%2Fwww.ascl.org.uk%2FASCL%2Fmedia%2FASCL%2FHelp%2520and%2520advice%2FKS2-KS3-French-Transition-Toolkit.pdf&usg=AOvVaw0HDafCnK--V03jFBB-UcX7&cshid=1670789690185133" target="_blank">ASCL Transition Toolkit</a> (available for French, Spanish, German and Chinese) is a good way to start off the conversation. </div></div><div><br /></div><div><div>If primary schools use a bought-in scheme, then phonics will be included in that scheme somehow, and each scheme will do phonics its own way. <i><a href="https://www.brilliantpublications.education/index.php/physical-french-phonics/" target="_blank">Physical French Phonics</a></i> and <i><a href="https://changing-phase.blogspot.com/2021/11/physical-spanish-phonics.html" target="_blank">Physical Spanish Phonics</a></i> are widely used by specialists and non-specialists alike. The idea is that each phoneme has a corresponding image, which in turn shows the child the action they have to do. The action then reminds them of the sound. Once the children are familiar with the actions and sounds, after lots and lots of repetition, you can use the actions as a quick and easy prompt to correct errors or misconceptions. The books are full of great resources and information. They would be useful for KS3 too, and people even use them with adults.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh62RSXrfKPOAb03IfwIFweD7884Sr0eXvFs9DgWg7yZ28WJInEa638mcmaWZa94yp8wyfakA7zyzXukscKuHN3r95VNvvm4z0ytPgdJ5n59GyG_exq6pb9oGdxHfFCdyW-MrWo_AVYWBS0udtP5AUX1ZjjwMOZQ2JZugXF_69uHTwl0K6JKPiLBo_pPQ/s1280/Slide11.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh62RSXrfKPOAb03IfwIFweD7884Sr0eXvFs9DgWg7yZ28WJInEa638mcmaWZa94yp8wyfakA7zyzXukscKuHN3r95VNvvm4z0ytPgdJ5n59GyG_exq6pb9oGdxHfFCdyW-MrWo_AVYWBS0udtP5AUX1ZjjwMOZQ2JZugXF_69uHTwl0K6JKPiLBo_pPQ/w400-h225/Slide11.PNG" width="400" /></a></div><br />Phonics are best embedded in each lesson, particularly at the initial presentation and practice of vocabulary stage. I choose to teach them explicitly right from the start, not leaving it to chance that the children will notice what I want them to notice. Time is precious in the primary languages classroom, after all. I have started using phonics to introduce new vocabulary, so that the children are seeing the written word at the very first stage and therefore not using English phonics to approximate a spelling of the word in their head, and so that we draw attention to the tricky sounds right from the beginning. Then when it comes to practising the vocabulary with flashcards and images and so on they have already seen the words and are familiar with the sounds. The next stage will be putting the vocabulary into phrases or sentences by way of a sentence builder or similar. Because they are happy with the pronunciation they can focus on the grammar and structure. So the first pillar, phonics, leads to more successful learning of the second pillar, vocabulary, which in its turn leads to increased confidence with grammar and structure.<div><br /></div>When I teach phonics I break the words down into their phonemes, and we then practise sounding the words out before having a go at blending them. I often take the phonemes we have been practising and put them into new, unseen words to show that the phonemes are transferrable. For example bonjour gives us the sounds to work out mouton. The thing we want of course is for children to see a phoneme in a new word and know straightaway which sound it makes. For French in particular (Spanish is so much more straightforward!) I have cards with the graphemes on that we have been practising. I hold up a card and the children have to make the sound.<div><br /></div>I hope then that you can see the important place that the pillar of phonics has in the KS2 curriculum, and how this work can and should be built on in KS3 and beyond. Of course there is much more that I could say but hopefully it has started the conversation.<div><br /></div><div>Want to read more? Here are the <a href="https://changing-phase.blogspot.com/search/label/phonics" target="_blank">other blogposts I have written about phonics.</a></div><div><br /></div></div>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-10539730345069622452022-12-01T17:34:00.002+00:002022-12-01T17:54:24.631+00:00Small Business Saturday 2022<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU4vLVkTCvzOpEUVCEX0KRQx1yseEk9tG_m7_Pn-Au99t7KBWCZ3V8NX2-17WFO2Ki7u9q617521rgTVJNpgLshQ08oyqiVPeeZmC6v5ufnSVaF8OC5_U1ic9e5eKLO7x4SbP6gDcUAhWOVWBIMPcKm7A3L1pHTDGhScmo5dxL7-18-83drfPK-49-ng/s1242/Small-Business-Saturday-UK-2022-Logo-English-Blue-Hi-Res.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1241" data-original-width="1242" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU4vLVkTCvzOpEUVCEX0KRQx1yseEk9tG_m7_Pn-Au99t7KBWCZ3V8NX2-17WFO2Ki7u9q617521rgTVJNpgLshQ08oyqiVPeeZmC6v5ufnSVaF8OC5_U1ic9e5eKLO7x4SbP6gDcUAhWOVWBIMPcKm7A3L1pHTDGhScmo5dxL7-18-83drfPK-49-ng/s320/Small-Business-Saturday-UK-2022-Logo-English-Blue-Hi-Res.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">This coming Saturday, 3rd December, is <a href="https://smallbusinesssaturdayuk.com/" target="_blank">Small Business Saturday</a> here in the UK.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I am a small business. <a href="https://ideaseducation.co.uk/" target="_blank">Ideas Education Ltd</a> is so small that it only employs me!</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">So what does this small business do?</div><div class="separator" style="clear: both; text-align: left;"><ul style="text-align: left;"><li>provides teaching of Spanish and French in local primary schools</li><li>provides consultancy services and training for schools and teachers locally and across the country</li><li>consults for educational organisations such as the BBC, Oak National Academy and TTS</li><li>pays for, hosts and maintains <a href="https://www.lightbulblanguages.co.uk/" target="_blank">Light Bulb Languages</a>, a website packed with free resources for languages teachers</li><li>offers for sale <a href="https://ideaseducationltd.sellfy.store/" target="_blank">high quality, and now award-winning, resources for Spanish and French</a> via Sellfy</li><li>offers for sale <a href="https://www.etsy.com/uk/shop/LumenMakes" target="_blank">language-themed goodies and more via LumenMakes on Etsy</a></li></ul><div><br /></div></div>To celebrate Small Business Saturday, I am offering you:<p></p><p></p><ul style="text-align: left;"><li>A 25% discount on <a href="https://ideaseducationltd.sellfy.store/" target="_blank">all my Sellfy resources</a>, using the discount code <span style="color: #cc0000;">SBS22</span>, on Saturday 3rd and Sunday 4th December</li><li>A 25% discount on everything in <a href="https://www.etsy.com/uk/shop/LumenMakes" target="_blank">my Etsy shop</a>, using the discount code <span style="color: #cc0000;">SBS22</span>, on Saturday 3rd and Sunday 4th December</li></ul><div><br /></div><div>Why not also support some of my lovely friends and family who also run small businesses?</div><div><ul style="text-align: left;"><li><a href="https://www.etsy.com/shop/PhotographyLauraAnne" target="_blank">Laura Anne Photography</a></li><li><a href="https://nattalingo.co.uk/" target="_blank">Nattalingo</a></li><li><a href="https://crowdinsight.co.uk/" target="_blank">Crowd Insight</a></li><li><a href="https://www.acuerpo.co.uk/" target="_blank">A Cuerpo</a></li><li><a href="https://www.etsy.com/shop/ReStitchy" target="_blank">ReStitchy</a></li><li><a href="https://www.atantot.com/" target="_blank">A Tantôt</a></li></ul><div><br /></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-89736985354293136212022-11-07T06:00:00.001+00:002022-11-07T06:00:00.182+00:00Writing from a grid<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYCvXL1c75sg_5PmtY4O8DBIujExyExxUWiMauAQqo9ap4LVgG_Q-ZC3BJBgZhqjAM2uTx5B8yRPMiwhSieGqXjbMT9HV_YWlXVO75-rNXDcSE3-7u3thdWDi_e1UpX07mtz-KdMtCOgFCoNDnTUp0Stf932P-KWsO1-jAxeU3BPRD3KEduN59VMQYtA/s1028/2022-11-06_16-45-28.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="748" data-original-width="1028" height="291" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYCvXL1c75sg_5PmtY4O8DBIujExyExxUWiMauAQqo9ap4LVgG_Q-ZC3BJBgZhqjAM2uTx5B8yRPMiwhSieGqXjbMT9HV_YWlXVO75-rNXDcSE3-7u3thdWDi_e1UpX07mtz-KdMtCOgFCoNDnTUp0Stf932P-KWsO1-jAxeU3BPRD3KEduN59VMQYtA/w400-h291/2022-11-06_16-45-28.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Last week my Year 5 Spaniards needed a bit more practice of adding up Euros and cents, and also a reminder of how numbers under 30 are just one word (we've been focussing on 31-99 recently).</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I arranged some Euro coins in a grid (above) which then generated 6 different sums of money for us to add up. If space allows on the PowerPoint slide, you can also add up the diagonals as well.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">It would be easy for the children to make a grid like this to help themselves or their partner to practise, as long as you have some fake Euros to use.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">There are other things that could be practised in this way too, I think.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIOjALmTpC9qhkqul0o5eN_YffHjpihDxegD_H1m4cGf7uxAOX2Y8qdN0uyJFSpZA7hQQWBChVrmjbqzNEvEwZqyGBzh1U2pCWt3nfviusMKi_Mp5j8we7TTNYbDl8At8iwZHjDILpEZ1ZxMIFjP9OCK4wfxsUIp3SVCL9Z2ynO4Gh7pnDNoshx6gInw/s1176/2022-11-06_17-25-21.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="744" data-original-width="1176" height="253" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIOjALmTpC9qhkqul0o5eN_YffHjpihDxegD_H1m4cGf7uxAOX2Y8qdN0uyJFSpZA7hQQWBChVrmjbqzNEvEwZqyGBzh1U2pCWt3nfviusMKi_Mp5j8we7TTNYbDl8At8iwZHjDILpEZ1ZxMIFjP9OCK4wfxsUIp3SVCL9Z2ynO4Gh7pnDNoshx6gInw/w400-h253/2022-11-06_17-25-21.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">This one, for example, is a stimulus for 6 sentences (or 8 sentences if you count the diagonals) using <i>tengo</i>, indefinite articles and <i>y.</i> The red sentence would be: <i>Tengo un libro, un sacapuntas y una barra de pegamento.</i></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Children can stick the grid in their books and write the sentences underneath.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Can you think of a way you could use this grid idea?</div><br /><div class="separator" style="clear: both; text-align: left;"><br /></div><br /><p></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-87882930072505787152022-11-06T17:05:00.002+00:002022-11-06T17:07:32.112+00:00Spicy questions<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7zE59n-olDziTmXbbnwsIXRfAcnWTxxFjiUkdii-UjPikCOFjHmzpwpDCxG1NsCjh8NP6U1nxfyo-faHpkB3tcx07_gIy1VJmR-48dzkXyLjMoREdk2Jk0h9IEcQPKSq9RkE9vcjq-aEq6dLjDpK-8snnXe1DKNjscWNMjlKIGoI4Ry03pAfw5sW2vw/s536/Screenshot%202022-11-06%20164309.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="404" data-original-width="536" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7zE59n-olDziTmXbbnwsIXRfAcnWTxxFjiUkdii-UjPikCOFjHmzpwpDCxG1NsCjh8NP6U1nxfyo-faHpkB3tcx07_gIy1VJmR-48dzkXyLjMoREdk2Jk0h9IEcQPKSq9RkE9vcjq-aEq6dLjDpK-8snnXe1DKNjscWNMjlKIGoI4Ry03pAfw5sW2vw/s320/Screenshot%202022-11-06%20164309.png" width="320" /></a></div><br /><p></p><p>This term I have been experimenting with a different kind of starter for Years 3-6. </p><p>While we are getting ready, giving books out and so on, the children see three "spicy questions" displayed on the board. Some questions relate to previous lessons and prior learning, to check understanding and perhaps address misconceptions, while others relate the learning that will take place in that lesson.</p><p>The more peppers a question has, the "spicier" or more difficult it is.</p><p>We discuss the answers, and I click to animate the answers into the PowerPoint slide.</p><p>I'm finding the spicy questions useful as a way of "setting the scene" in the lesson.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfzs2zhrCjNUrksfK1RUDOhBGnot66PoVY3MTaE58AOZgATNr_I8__WLRYlQ1JCeuTnFVV_dsKk7Zs1cFuHIdUQlafa3CiyWVa91JCQHbr3Ub3aHd_40dv3axsq68HHBJ8DkD1nVnXnVJPZG0tMMMrXGjzu_PLUmQKhro0bLit2_hTfSVyCaegXW2uqA/s614/Screenshot%202022-11-06%20163632.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="461" data-original-width="614" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfzs2zhrCjNUrksfK1RUDOhBGnot66PoVY3MTaE58AOZgATNr_I8__WLRYlQ1JCeuTnFVV_dsKk7Zs1cFuHIdUQlafa3CiyWVa91JCQHbr3Ub3aHd_40dv3axsq68HHBJ8DkD1nVnXnVJPZG0tMMMrXGjzu_PLUmQKhro0bLit2_hTfSVyCaegXW2uqA/s320/Screenshot%202022-11-06%20163632.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicnR_1sg1levrlHh7Jx0QddE1NfQxJz4SF35VMVYsaP1oRmZl84xWrKe-a5tCnFPLzDYfZPXwVY2K5TIWLSzeZ2LIdr79VWBRMK9BAy_lIikfJtmUi9qLpnzJakk3h2gkzBNJ2BsN89V8szDsy83eDiIclBEHCuTmTChmFBwDbpi8yUrusn_IFMcF95w/s536/Screenshot%202022-11-06%20164033.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="404" data-original-width="536" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicnR_1sg1levrlHh7Jx0QddE1NfQxJz4SF35VMVYsaP1oRmZl84xWrKe-a5tCnFPLzDYfZPXwVY2K5TIWLSzeZ2LIdr79VWBRMK9BAy_lIikfJtmUi9qLpnzJakk3h2gkzBNJ2BsN89V8szDsy83eDiIclBEHCuTmTChmFBwDbpi8yUrusn_IFMcF95w/s320/Screenshot%202022-11-06%20164033.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvyuWItg2a59ApsZWGXylwUSTBzX-uyyyZBOPP9A8U3AfIPs_DbMTGgii39c9DjrziUhFnfz8Haq7al3Ooezt1i3SJPOayPVPiKfjTDsbXC4N6UyJNkR-Xhrx7vnG9TKXEtOPFuOlQVqndDiwG27QeIvGtPG3Pn7B_BjoDitQCQGKiCdY5j9NQ6p1Qvw/s535/Screenshot%202022-11-06%20164645.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="403" data-original-width="535" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvyuWItg2a59ApsZWGXylwUSTBzX-uyyyZBOPP9A8U3AfIPs_DbMTGgii39c9DjrziUhFnfz8Haq7al3Ooezt1i3SJPOayPVPiKfjTDsbXC4N6UyJNkR-Xhrx7vnG9TKXEtOPFuOlQVqndDiwG27QeIvGtPG3Pn7B_BjoDitQCQGKiCdY5j9NQ6p1Qvw/s320/Screenshot%202022-11-06%20164645.png" width="320" /></a></div><br /><p><br /></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-42271397986030424712022-08-30T10:59:00.002+01:002022-08-30T10:59:57.911+01:00What are the basics of language learning, and should it be fun?<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-RSdTuM-mQbUzkyAdVtyTHrJua3cWphQzAVwbBEw-HgWc6hMbL2dQyLlS0x6QJJoaH5OmPud7QnKFSz_V-hGtpPZpAuA_leiqhOGiOMS9sDMvHTQpg2TPjL6n8f1q8X_bK-m72jU3pZ5vkEt2lVDNV7Z1WQs0ADoru48DUvmkHZ_fQeqche3s6_ZQcw/s550/2022-08-30_09-17-27.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="413" data-original-width="550" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-RSdTuM-mQbUzkyAdVtyTHrJua3cWphQzAVwbBEw-HgWc6hMbL2dQyLlS0x6QJJoaH5OmPud7QnKFSz_V-hGtpPZpAuA_leiqhOGiOMS9sDMvHTQpg2TPjL6n8f1q8X_bK-m72jU3pZ5vkEt2lVDNV7Z1WQs0ADoru48DUvmkHZ_fQeqche3s6_ZQcw/s320/2022-08-30_09-17-27.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><i>This is some of the text of a keynote address I delivered in March. I thought the investigations were worth sharing!</i><p></p><p class="MsoNormal">So what are these basics of language learning?<o:p></o:p></p><div class="separator" style="clear: both;">
<p class="MsoNormal">I googled it and most of the hits I got were from blogs and
websites aimed at maturer learners wanting to return to language learning in
later life. The basics that they are
recommended are perhaps different to what we would consider fundamental to our
learners’ experience in the classroom.<o:p></o:p></p>
<p class="MsoNormal">Let’s have a look, then, at what is recommended by these
organisations.<o:p></o:p></p>
<p class="MsoNormal"><u>High frequency words<o:p></o:p></u></p>
<p class="MsoNormal">The first is high frequency words. Another site phrases this as “learn the word
you will use”, in other words the words that are high frequency for your requirements
– keep the language learning relevant to you – while yet another says “learn
the right words”, the ones that are going to help you most to say what you want
to say. As well as “frequently used
vocabulary”, another site specifies key verbs.
Adding a bit more detail, another says you should look at those “phrases
and patterns that come up all the time” but acknowledges at the same time that
you won’t necessarily know what those are in the early stages!<u><o:p></o:p></u></p>
<p class="MsoNormal">This is something I know that we have all heard about a lot
recently, especially with regard to the proposals for the revised GCSEs. It initially came into our consciousness
following the <a href="https://ncelp.org/resources/mfl-review/" target="_blank">Teaching Schools Council Pedagogy Review</a> in 2016, and has of
course been adopted by <a href="https://ncelp.org/" target="_blank">NCELP</a> in their rationales and resources. It was certainly something that I took into
consideration when I revised my <a href="https://www.lightbulblanguages.co.uk/resources-pr-sp.htm" target="_blank">Spanish Key Stage 2 scheme of work</a> in the
summer of 2020. I have incorporated as
much high frequency vocabulary as possible, while still acknowledging that
there are some items of vocabulary that are comparatively low frequency that
young children are still interested in.<o:p></o:p></p>
<p class="MsoNormal">For example, Key Stage 2 children love to talk about their
pets and their smelly Smiggle pencil cases.
However, the word <i>chat</i> languishes at #3138 in the frequency top
5000, while <i>trousse</i> and most of its contents aren’t even frequent enough
to make the top 5000. If a 9 year old,
though, had the good fortune to chat to a French child their own age, they
would want to exchange notes about pets and their pencil cases, so these words
are useful and high frequency <i>for them.</i>
Pencil case items are not, though, as
important for students in Key Stage 3 and Key Stage 4, unless you are my
daughters who have inherited their mother’s love of all things stationery.<o:p></o:p></p>
<p class="MsoNormal">As the above articles suggest, then, we should be tailoring
some of this vocabulary to that which is high frequency for the user, keeping
the learning relevant to them, helping them to say what they want to say. <o:p></o:p></p>
<p class="MsoNormal">Does your scheme of work and/or your text book have in it
vocabulary that is both high frequency and that which will be of interest to
the students that you have in front of you?
Are you teaching the right words for them?<o:p></o:p></p>
<p class="MsoNormal"><u>Use it every day<o:p></o:p></u></p>
<p class="MsoNormal">Another of the basics listed by these blogs and websites is
“use it every day”. They say that an
essential part of learning a language is to make sure that you use that
language every day, perhaps dedicating up to an hour each day to it. This every day practice could take a variety
of different forms:<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Arial;">•<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]-->practising
with a native speaker<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Arial;">•<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]-->reading
books or magazines in the language<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Arial;">•<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]-->going
to where the language is spoken<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Arial;">•<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]-->watching
films or TV programmes in the language <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Arial;">•<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]-->watching
and listening to native speakers, paying attention to how they say different
sounds, to their intonation, and to their mannerisms…<o:p></o:p></p>
<p class="MsoNormal">Of course we know that little and often helps the language
learning to stick. But who teaches a
certain class every day? I never
have. The only people in this fortunate
position are Key Stage 2 class teachers who are doing the language
teaching. <a href="http://www.rachelhawkes.com/" target="_blank">Dr Rachel Hawkes</a> has recommended
(and there is very similar guidance in the old <a href="https://www.lightbulblanguages.co.uk/resources/PrimaryFrench/KS2-framework-pt1.pdf" target="_blank">Key Stage 2 Framework</a> as well)
that class teachers should aim for a 30-40 minute dedicated languages lesson
once a week, and then timetable 5 or 10 minutes on all the other days to
reinforce and embed the learning from the dedicated lesson. Imagine if you could do that! But I’m not even in the same school every
day, let alone with the same class. How
can I get my little students using the language every day?<o:p></o:p></p>
<p class="MsoNormal">The honest answer, as I expect it is for you, is that I
can’t. Languages is just one of the
subjects that they study in their busy curriculum, and with the best will in
the world they aren’t going to do a little bit every day either at home or at
school, when it has to compete with Times Table Rockstars and daily reading and
stuff.<o:p></o:p></p>
<p class="MsoNormal">I imagine you’re in the same boat. There is one glimpse of light in this darkness though. </p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">I always listen to the <i>Wittertainment</i> podcast (now <i>Kermode
and Mayo’s Take</i>) while I am doing my planning and marking on a Monday. I’m not
hugely into films, but rather enjoy the Kermode and Mayo banter. Recently (can’t remember exactly when) they
were talking about the accessibility or not to the British public of
foreign-language films, and chatted about the use of subtitles. They mentioned that it has been noticed that
a lot of young people these days are watching programmes (usually on streaming
services) with the subtitles on. I
thought it was just my 14 year old! She
watches everything with the subtitles on.
Her father and I find it really annoying, probably because we are old
fogeys. <a href="https://www.theweek.co.uk/news/955356/why-have-we-all-switched-on-the-subtitles#:~:text=A%20study%20by%20Netflix%20that,subtitles%20to%20learn%20new%20languages%E2%80%9D." target="_blank">An article in the online
magazine <i>The Week</i></a> in January says that 80% of Netflix viewers regularly
use subtitles or closed captions on that platform. The majority of users under 25 use subtitles
“all or part of the time”. Younger users,
then, are more accepting of subtitles than us oldsters, and are used to taking
in more information quickly (though I do much prefer subtitles to dubbing,
which I find infuriating, especially if it’s dubbing over a language that I
know, as I keep trying to read their lips to see what they actually said). This mainstreaming of subtitles is ultimately
doing more good than harm. If young
people watch English language content with subtitles, it’s not too much of a
stretch for them to watch foreign-language content with subtitles. And we all know there is plenty out there! This is something that our youngsters can do
to catch up with their European counterparts, many of whom regularly watch
English language broadcasts with subtitles in their own language, and listen to
English language music. So there may be
a way to address this basic of language learning that the students actually
quite like!<o:p></o:p></p>
<p class="MsoNormal"><u>Decide on the level of mastery you want<o:p></o:p></u></p>
<p class="MsoNormal">The next basic that occurs in several sources is an
interesting one. They suggest that you
should work out what level of mastery you require – what do you want to be able
to do? Perhaps speak to people in Spain
and order in a restaurant? Read journals
in your chosen field that are written in French? Live and work in Germany? Another source says that you should “focus on
what you want to learn”.<o:p></o:p></p>
<p class="MsoNormal">Do our students get to decide on and choose the level of
mastery that they want? Do they get to
focus on what they want to learn? Or is
this something that we decide <i>for</i> them when deciding on our schemes of
work, on our text books and on our grouping and setting?<o:p></o:p></p>
<p class="MsoNormal">Do our students know what the level of mastery that they are
heading towards looks like? In a lesson,
in a year group, or ever? Are they aware
of how they are doing in the grand scheme of things? They may think they are doing badly because
they are not “fluent” when actually they are doing pretty well within the
requirements of GCSE, for example.<o:p></o:p></p>
<p class="MsoNormal">Should I, each September, be showing Y3 students a model
piece of work from Y6 and saying “This is where we are heading, folks!” or even
a piece of end-of-Y3 work to say “This is what you’ll be able to do by
July”? They know what our medium-term
big pictures are, but I’m not at all sure they are aware of our long-term big
picture.<o:p></o:p></p>
<p class="MsoNormal">How about your students?
Do they know what the standard is that you are expecting of them at each
stage and at the end? Do they <i>want</i>
to know? I’ll leave you to ponder that one.<o:p></o:p></p>
<p class="MsoNormal"><u>Have fun!<o:p></o:p></u></p>
<p class="MsoNormal">The final basic proposed is: Have fun! Uh oh, I’ve used the F word! But for these blogs and websites, having fun
while learning a language is considered one of the basics.<o:p></o:p></p>
<p class="MsoNormal">I suppose none of us would have continued to be involved in
languages this long if we didn’t find it fun in some way. Adult learners are instructed to have fun
learning the language that they have chosen.
Is it possible that a lot of these mature learners gave up while at
school because they weren’t finding language learning fun? Devil’s advocate there.<o:p></o:p></p>
<p class="MsoNormal">What is this “fun” of which we speak? The <i>Oxford English Dictionary</i> says
that fun is “amusement, especially lively or playful”, and “exciting or amusing
goings-on”, that something that is fun (because of course it’s a noun and an
adjective!) is “amusing, entertaining and enjoyable”.<o:p></o:p></p>
<p class="MsoNormal">Why should a language learner have a “fun” experience? <o:p></o:p></p>
<p class="MsoNormal">For example, I have just taught a lesson on the paradigm of
AR verbs using the infinitive <i>chupar </i>as my example. In case you don’t know, chupar is the Spanish
verb to suck, i.e. sucking a sweet to make it dissolve in your mouth. It’s this verb which gave us the name of the
lollies Chupa Chups – they were originally just called Chups, but then an
advertising campaign slogan said “Chupa Chups” – “suck Chups” and the name
stuck. Because of the translation of the
verb being a little bit risky and skating on the edge of being a bit rude, Year
6 really enjoyed it and were motivated to have a go (I heard a few mutterings
of “You suck, no you suck” while they were working). We created tonguetwisters with chupar and
other CH words, and then recorded a selection for the <a href="https://www.britishcouncil.org/school-resources/languages/express-yourself" target="_blank">British Council#CelebrateSpeaking campaign</a>.<o:p></o:p></p>
<p class="MsoNormal">Things happen in our brain when we experience “fun” of this
nature.<o:p></o:p></p>
<p class="MsoNormal">Firstly, there is dopamine, a neurotransmitter often
referred to as the “feelgood brain chemical” which offers a secret advantage to
learning. When our brains release large
amounts of dopamine, which is created through play and humour, it creates
feelings of pleasure. This reinforces
the action that created it and motivates a repetition of this behaviour. Dopamine is also released any time humans
feel they are on the right path. So
humour and play release dopamine, so does “feeling you’re on the right
path”. These things make you feel
pleasure, better connections are made in the brain and better learning takes
place. Neurologist Judy Wilkes says that fun experiences increase levels of
dopamine, endorphins and oxygen, all of which promote learning.<o:p></o:p></p>
<p class="MsoNormal">Secondly, the amygdala in your brain can trigger
overwhelming emotional responses and stress, which over-ride active
thought. This stress hampers our ability
to take on board and process new information.
Fun activities can help to foster a stress-free flow of information and
learning to the brain, and we also know that laughter lowers stress and boosts
immunity. <o:p></o:p></p>
<p class="MsoNormal"><a href="https://www.apa.org/monitor/jun06/learning" target="_blank">A study in the journal <i>College Teaching</i></a> found that
students could recall information more easily when the lecturer added jokes or
anecdotes about relevant topics , and researchers, such as Krashen, and Dulay
and Burt, have found that people learn better when they're feeling strong
positive emotions. This is down to your
Reticular Activating System.<br />
<br />
Your Reticular Activating System, or RAS, is at the top of your spinal column,
where it's a small piece of your brain about the size of your little finger that
acts like your brain's bouncer. The RAS
controls how much information and what information is transferred into our
conscious thought. It basically lets
through what you are focusing on the most.
Have you had the experience where you are watching TV and reading
something on your mobile device at the same time, then when you’ve finished
what you were reading you realise that you have no idea what has just happened
on the TV programme you were watching? I
have! That’s your RAS at work, thinking
“Aha, you’re focussing on reading now, I shall block out the TV until you have
finished.”<o:p></o:p></p>
<p class="MsoNormal">You can't pay attention to everything around you -
during every waking second your senses are being bombarded with hundreds of
pieces of information - so your Reticular Activating System decides what's
important, what can be transferred into your conscious thought, and what can be
ignored. This transfer of information
can be stimulated by novelty, so new and exciting or “fun” experiences can get
to the front of the queue and be let in first by the bouncer, meaning that
students will therefore retain more of this kind of learning.<o:p></o:p></p>
<p class="MsoNormal">So because of the way your brain works, it can be argued
that yes, lessons should be fun. However
we all know only too well that if we strive to make<i> all</i> lessons fun,
then we as the teacher are going to burn out very quickly. We all know that it takes a tremendous amount
of work to plan just one lesson which contains humour, novelty and
excitement. It’s not something that we
can sustain longterm. We’re teachers,
after all, not children’s entertainers.<br />
<br />
In this digital age it is very tempting to use all of the bells and whistles at
our disposal to make lessons fun and entertaining. But then we are effectively creating a rod
for our own back, as students are going to expect lessons that are always
entertaining and colourful. We can argue
that having these kinds of lessons all the time will eventually overstimulate
students, and end up actually not being novel or exciting at all. It’s better to keep them for an “every so
often”, when the novelty will make them more effective. And it will be less work for you.<o:p></o:p></p>
<p class="MsoNormal">It's certainly true that “fun” lessons can disguise the fact
that there is hard work to be done. They
are perhaps perceived as easy. They are certainly engaging and motivate students. It’s also true, though, that students can get
a buzz out of learning something really challenging even if it isn't perceived
as fun.<br />
<br />
Learning needs to be perceived as a fun activity in itself – learning for
learning’s sake.<br />
In the document <i><a href="https://dera.ioe.ac.uk/4817/" target="_blank">Excellence and Enjoyment</a> </i>from 2004, the then Education
Secretary Charles Clark said: “Children learn better when they are excited and
engaged - but what excites and engages them best is truly excellent teaching,
which challenges them and shows them what they can do.” It is certainly true that a deeper enjoyment
of learning comes from students seeing that they are being successful and that
they are making tangible progress.<o:p></o:p></p></div><p><i><br /><br /></i></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-29970711637651414702022-07-08T10:43:00.000+01:002022-07-08T10:43:22.453+01:00Transition......again<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEill4EeW9TkQDMPRlBhjT6lsnN_ijHrXhIaNCvsH3xBeU0pfD-YhLKOmyO2BWtpxGVWQwC5GnkzmPa4QzlzH5_cv7GRZSRChI50RlLFaSTVPz-b8QmD2WxnERVrppQoiouCHOUc3Rr2uFp_FX8Rw5hu5A_nVyj1p6YFp-4o0Ff3eeqsCjjJ5FRdA2099Q/s1915/FXCuSqvXEAAnMKK.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="595" data-original-width="1915" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEill4EeW9TkQDMPRlBhjT6lsnN_ijHrXhIaNCvsH3xBeU0pfD-YhLKOmyO2BWtpxGVWQwC5GnkzmPa4QzlzH5_cv7GRZSRChI50RlLFaSTVPz-b8QmD2WxnERVrppQoiouCHOUc3Rr2uFp_FX8Rw5hu5A_nVyj1p6YFp-4o0Ff3eeqsCjjJ5FRdA2099Q/w640-h198/FXCuSqvXEAAnMKK.jpg" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfyETZpsaiqBp9_DpSICFNT7Km2LmQb76ci1HOM2Lv6205I2anAFWU_0t-oF4rnWcg8YAJya53MnMnLAdmcmbNww_yiINfFJNumLrK_2d7_hOBzNv7g7c9bzyG13v-JC8D1rYgDjklX7FqZDCaGha64B7670wyU9aXNcPc2tRKfv_ELrnk1I2_mMiZFg/s1919/FXCuS3vX0AIaXrA.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="652" data-original-width="1919" height="218" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfyETZpsaiqBp9_DpSICFNT7Km2LmQb76ci1HOM2Lv6205I2anAFWU_0t-oF4rnWcg8YAJya53MnMnLAdmcmbNww_yiINfFJNumLrK_2d7_hOBzNv7g7c9bzyG13v-JC8D1rYgDjklX7FqZDCaGha64B7670wyU9aXNcPc2tRKfv_ELrnk1I2_mMiZFg/w640-h218/FXCuS3vX0AIaXrA.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">If you are a regular reader of this blog, you'll know that I have written about Key Stage 2 to Key Stage 3 transition before, <a href="https://changing-phase.blogspot.com/2019/07/transition.html" target="_blank">here</a>, <a href="https://changing-phase.blogspot.com/2018/07/survey-2018-results.html" target="_blank">here</a>, <a href="https://changing-phase.blogspot.com/2015/06/languages-7-14-survey-results.html" target="_blank">here</a>, <a href="https://changing-phase.blogspot.com/2021/11/all-primary-languages-conference-online.html" target="_blank">here</a>, and <a href="https://changing-phase.blogspot.com/2019/03/primary-languages-white-paper.html" target="_blank">here</a>, and in several other posts too. I've been harping on about it for some time.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Transition between the two key stages has never been great. But there is evidence from Language Trends (<a href="https://www.britishcouncil.org/sites/default/files/language_trends_report_2022.pdf" target="_blank">latest 2022 report out now</a>) that, if anything, things are getting worse. The 2022 report says:</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg02hr1zTzt4aeqcp9GkMmudzFQvJEN_5_ykuQK8kZyhx7QRNbfRcj6TS6fMMpkPMC5WbcF3PRhbkJxctLnOeuroNBFNnxB6EHPRBDhJX_e-E4C58scYG79TJAgi6iw-kjfGhIQY7Lgp6VAUCDMxm1HDBLjMld8PGngBnu-hgFzIWMXZ-RaKHWBz0NVUw/s308/2022-07-08_10-07-47.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="291" data-original-width="308" height="291" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg02hr1zTzt4aeqcp9GkMmudzFQvJEN_5_ykuQK8kZyhx7QRNbfRcj6TS6fMMpkPMC5WbcF3PRhbkJxctLnOeuroNBFNnxB6EHPRBDhJX_e-E4C58scYG79TJAgi6iw-kjfGhIQY7Lgp6VAUCDMxm1HDBLjMld8PGngBnu-hgFzIWMXZ-RaKHWBz0NVUw/s1600/2022-07-08_10-07-47.png" width="308" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_QOP_T3vQgXSH-ip-UqB_YTiWNdp-1eGFth7t1iH-9OKRAnFufV_Un38OXms1pQp_7zmfWQiVvMHYp0N2lERu_WrjV0ipEC6cyNlAJj63Blbs9drPR7FqmkkXi1hiQP4sFLANrqbeLD2aNSUsDv8R0CbcU3Tlod-tju8AKofvVbs1lgpM0FKMozu_pg/s298/2022-07-08_10-08-26.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="145" data-original-width="298" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_QOP_T3vQgXSH-ip-UqB_YTiWNdp-1eGFth7t1iH-9OKRAnFufV_Un38OXms1pQp_7zmfWQiVvMHYp0N2lERu_WrjV0ipEC6cyNlAJj63Blbs9drPR7FqmkkXi1hiQP4sFLANrqbeLD2aNSUsDv8R0CbcU3Tlod-tju8AKofvVbs1lgpM0FKMozu_pg/s1600/2022-07-08_10-08-26.png" width="298" /></a></div><br /><div class="separator" style="clear: both; text-align: left;">Over the last week I have had two Twitter polls running, and you can see the final results at the top of the page. The results, admittedly from a small sample, are not good. It's clear that in this, the 8th year of statutory KS2 languages, despite the national curriculum saying: "The teaching [in KS2] should .... lay the foundations for
further foreign language teaching at key stage 3" and "Teaching [in KS3] .... should build on the foundations of
language learning laid at key stage 2, whether pupils continue with the same language or
take up a new one", transition arrangements are still desperately lacking.</div><p></p><p>Some points for consideration and action:</p><p></p><ul style="text-align: left;"><li>The government has made it clear that they want the vast majority of Y11s to achieve the EBacc, which includes a language. If you want them to continue into KS4, you have to hit the ground running with them in KS3. Knowing what they did in KS2 is a crucial part of this.<br /><br /></li><li>I hear every year of former Year 6 students, many of them gifted linguists, who have gone into KS3 and who are bored and switched off by their language learning, so much so that they seriously consider not opting for KS4. They don't feel they are learning anything different or new. I had one tell me about a basic homework that he had to do on <i>me gusta</i> in Year 7. He crossly told his teacher that he had already covered opinions in more detail in Year 3 and upwards.<br /><br /></li><li>Many secondary teachers say "But we have so many feeder schools!" as a justification for starting from scratch with all Year 7s. I appreciate that this does create a significant headache, but we have to be inclusive, we have to consider all students in the class. This is the time to present usual language in an unusual way. I once wrote a transition unit for OUP where <i>je m'appelle</i>, <i>j'habite</i> and some basic description were covered using endangered species and their habitats. Mature and different contexts that students will not have covered in KS2 are the way to go. Even if they are using familiar language, make them feel like they are learning something new.<br /><br /></li><li>Every year I send transition information to all the secondary schools my Year 6s are going to. I have done this for 13 years now. No secondary school has ever asked for it, and I have very little idea if (a) the managers of the secondary school email addresses pass it on to the MFL subject leaders, (b) what the subject leaders do with the information and (c) if this is the sort of information they would like to receive. But I continue to send it regardless, as I want to do right by my students and give them the best opportunity I can. For the last couple of years I have used the <a href="https://www.ascl.org.uk/Help-and-Advice/Primary-education/KS2-KS3-Language-Learning-Transition-Toolkit" target="_blank">ASCL Transition Toolkit</a>.<br /><br /></li><li>Primary senior leaders: Make sorting out transition communications part of the job description of your Languages Co-ordinator.<br /><br /></li><li>Secondary subject leaders: Consider giving the responsibility for contacting feeder primaries to a junior member of your department. They might have more time to get it done, and would like to have a role in the department.<br /><br /></li><li>Primary colleagues: Most of us have two weeks of the school year left. Fill in the right-hand column of the <a href="https://www.ascl.org.uk/Help-and-Advice/Primary-education/KS2-KS3-Language-Learning-Transition-Toolkit" target="_blank">ASCL Transition Toolkit</a> and email it to the secondary schools that your Year 6s are going to, for the attention of the MFL Subject Leader.<br /><br /></li><li>Secondary colleagues: Most of us have two weeks of the school year left. Send the <a href="https://www.ascl.org.uk/Help-and-Advice/Primary-education/KS2-KS3-Language-Learning-Transition-Toolkit" target="_blank">ASCL Transition Toolkit</a> to your feeder primaries for the attention of the KS2 Languages co-ordinator, and ask them to complete the right-hand column for their school and return it to you.</li></ul><div>Rant over. But I may be back....</div><p></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-65098923718907046202022-07-05T14:53:00.005+01:002022-07-08T11:33:45.749+01:00Skills icons<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir_OMvIrxx0pi-FhOzNvKbiLluBm13Hn_XAv8cs2E4TO6dUAyE0TdsUjfHK7AalgRIR3gIkza-zV498W3cYQIbbLaRJg49gJ9XRcEOFRLLbsHxWAnGGLba63R67GqN5TrdZsL2K06xZH5dBiK4PdX7TXi6GOrEPAJNOETwSk0vyp5U9Fbfdgv-KWjaTA/s1610/icons.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="896" data-original-width="1610" height="357" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir_OMvIrxx0pi-FhOzNvKbiLluBm13Hn_XAv8cs2E4TO6dUAyE0TdsUjfHK7AalgRIR3gIkza-zV498W3cYQIbbLaRJg49gJ9XRcEOFRLLbsHxWAnGGLba63R67GqN5TrdZsL2K06xZH5dBiK4PdX7TXi6GOrEPAJNOETwSk0vyp5U9Fbfdgv-KWjaTA/w640-h357/icons.png" width="640" /></a></div><p></p><p>Recently I was shown the excellent work of the history lead of a local primary school. They had chosen to design an icon for each of the seven history skills (Constructing the past, Sequencing the past, Continuity and change, etc..) Their plan is to display the relevant icon at the beginning of each lesson, and then to discuss with the children how they will be learning, and to recall when they have used that skill before.</p><p>It got me thinking that we could use a similar system in Key Stage 2 Languages, to alert children to the skills that we are using and discuss how we are learning. I introduced the topic in the Languages in Primary Schools Facebook group, where it turned out that some colleagues have used such icons in other subjects and have also dabbled with them in Languages. We also discussed the skills that we would want to include.</p><p>I have used <a href="https://www.canva.com/" target="_blank">Canva</a> to create sets of icons for French, German and Spanish. The skills included are:</p><p></p><ul style="text-align: left;"><li>Listening</li><li>Speaking</li><li>Reading</li><li>Writing</li><li>Phonics</li><li>Grammar</li><li>Culture</li><li>Knowledge About Language</li><li>Language Learning Skills</li></ul><div>(For Knowledge About Language [KAL] and Language Learning Skills [LLS] see the objectives of the <a href="https://www.lightbulblanguages.co.uk/resources/PrimaryFrench/KS2-framework-pt1.pdf" target="_blank">Key Stage 2 Framework for Languages</a>.)</div><div><br /></div><div>My plan for the icons at the moment is to put them onto the first screen of my lesson PowerPoints, the "Today we are going to..." screen, to explain how we are going to achieve our lesson objectives, and perhaps also on my worksheets.</div><div><br /></div><div>I displayed them in my lessons today, and it enabled me to say not only what we were going to be doing, but also to tell them which skills we were going to be using. I suspect that quite a lot of the time, the children aren't aware of the different skills that we use and why.</div><div><br /></div><div>If you would like a copy of the icons (available as shown in the image above and in a reversed format for displaying on a dark background) then click on these links:</div><div><ul style="text-align: left;"><li>French <a href="https://www.lightbulblanguages.co.uk/resources-fr-dis.htm#misc">https://www.lightbulblanguages.co.uk/resources-fr-dis.htm#misc</a></li><li>German <a href="https://www.lightbulblanguages.co.uk/resources-ge-dis.htm">https://www.lightbulblanguages.co.uk/resources-ge-dis.htm</a> </li><li>Spanish <a href="https://www.lightbulblanguages.co.uk/resources-sp-dis.htm#misc">https://www.lightbulblanguages.co.uk/resources-sp-dis.htm#misc</a></li></ul><div>If you would like to use them (and I'm not saying you have to) I'd love to hear about how you have used them.</div></div><div><br /></div><div><span style="color: #660000;"><b>UPDATE 08.07.22:</b><br /></span></div><div><ul style="text-align: left;"><li><span style="color: #660000;">"Language Learning Skills" changed to "Language Learning Strategies" as per the KS2 Framework.</span></li><li><span style="color: #660000;">Italian icons added (thank you Alberta!)</span> <a href="https://www.lightbulblanguages.co.uk/resources-pr-it.htm#dis">https://www.lightbulblanguages.co.uk/resources-pr-it.htm#dis</a></li></ul></div><p></p>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com0tag:blogger.com,1999:blog-7669291500086624752.post-39296820351623089212022-02-11T17:00:00.004+00:002022-02-11T17:00:53.159+00:00Physical description: Spanish crowdsource<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgTP1FIqK0E1KyXN-97dKxAwcppxM1SaiqF5d1E0-4Ld80NzZI0mt7SLweuwH_ImNwsrpP3IeLsL2C6ZE63jkTDIjlgx7R8DuJQwaNy27MND0nG-dDq4YYABrN18zHDN6akoKUih-9wWVs6sLRYXaWRxJufZf1AczLVNRSFtxM5iS94erV1I9Cf5vEkcw=s1072" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="454" data-original-width="1072" height="272" src="https://blogger.googleusercontent.com/img/a/AVvXsEgTP1FIqK0E1KyXN-97dKxAwcppxM1SaiqF5d1E0-4Ld80NzZI0mt7SLweuwH_ImNwsrpP3IeLsL2C6ZE63jkTDIjlgx7R8DuJQwaNy27MND0nG-dDq4YYABrN18zHDN6akoKUih-9wWVs6sLRYXaWRxJufZf1AczLVNRSFtxM5iS94erV1I9Cf5vEkcw=w640-h272" width="640" /></a></div><br /><p></p><div style="background-color: white; color: #1d2129; margin-bottom: 6px;"><span style="font-family: inherit;">Following the success of <a href="https://changing-phase.blogspot.com/search?q=crowd-source" target="_blank">previous crowd-sourced text resources</a>, I'd like to try another, with your help.</span></div><div style="background-color: white; color: #1d2129; margin-bottom: 6px;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #1d2129; margin-bottom: 6px;"><span style="font-family: inherit;">I would be very grateful if you could write some sentences using the language that you can see in the tables at the top of this post. If you don't want to add your real name, a pseudonym or nickname would be fine.</span></div><div style="background-color: white; color: #1d2129; margin-bottom: 6px;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #1d2129; margin-bottom: 6px;"><span style="font-family: inherit;">You can add your sentences here in a comment, or <a href="http://www.ideaseducation.co.uk/contact.htm" style="color: #3778cd; text-decoration-line: none;" target="_blank">email them to me</a>.</span></div><div style="background-color: white; color: #1d2129; margin-bottom: 6px;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #1d2129; margin-bottom: 6px;"><span style="font-family: inherit;">¡Muchas gracias! These will be so useful for my Year 5s who are grappling with adjectival agreement and position. I will, of course, share any resulting resources.</span></div><div style="background-color: white; color: #1d2129; margin-bottom: 6px;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; color: #1d2129; margin-bottom: 6px;"><span style="font-family: inherit;">This will be my contribution:</span></div><div style="background-color: white; color: #1d2129; margin-bottom: 6px;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiL01N9YM43Z6CmNYxzn3npiCBvgrgIXJZ-n_hcY48_S_RaBUBBnxe0wrgwpbxox6Y7IiE55030FgHJaBW4HbbiFPIm7weh0y3NGPXrped9_qIwHGOR6WGAcHd0WqhbEI90zt6Luum9YrPmJCs9gKIJu-SI6Ud1eQOkH94adb1wQpQ6JDfNeRbRIzWYVQ=s393" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="190" data-original-width="393" height="155" src="https://blogger.googleusercontent.com/img/a/AVvXsEiL01N9YM43Z6CmNYxzn3npiCBvgrgIXJZ-n_hcY48_S_RaBUBBnxe0wrgwpbxox6Y7IiE55030FgHJaBW4HbbiFPIm7weh0y3NGPXrped9_qIwHGOR6WGAcHd0WqhbEI90zt6Luum9YrPmJCs9gKIJu-SI6Ud1eQOkH94adb1wQpQ6JDfNeRbRIzWYVQ=w320-h155" width="320" /></a></div><br /><span style="font-family: inherit;"><br /></span></div>Clare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.com5