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Revisiting phonics, vocabulary and grammar�

CPD 8 / TRG 4

Stephen Owen / Victoria Hobson / Rachel Hawkes

Date updated: 18/5/2020

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Aims of the session

The core objectives are that teachers:

1. are more familiar with the range of NCELP Year 7 resources for phonics, vocabulary and grammar;

2. understand and are considering ways to deepen and extend vocabulary learning;

3. revisit the grammar rationale and develop knowledge of task design principles.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonics

Rachel Hawkes

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonics activities�

The NCELP SOW assumes an average of 10 minutes of phonics-related learning per lesson.

Initial activities present the SSCs (first cycle) in source and cluster words, and then revisit them (second and subsequent cycles) to strengthen the new knowledge.

Subsequent activities embed the SSCs into tasks, thereby deepening knowledge, for example, by requiring students to apply the SSC knowledge to unknown words, receptively and/or productively.

The scheme of work systematically recycles previously-taught SSCs.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

5 of 20

Pairwork ‘tennis’

Secondes

60

0

DÉBUT

donner

écrire

bébé

et

aller

parler

Variant spellings corresponding to this sound are featured in this set of words.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Lis en français !�

lire / parler

bleu

1

2

euh !

3

peux

4

mieux

5

sérieux

6

yeux

7

dangereux

8

vieux

9

heureux

This read aloud task can focus on previously-taught OR unknown words OR a combination.

Term 1.1 Week 2 (after students have been taught SFC (Silent Final Consonant) and SSC ‘EU’.

Word cloud

Partner A reads out words 1-5 in French and Partner B says the English back - partner A agrees or disagrees. Swap roles - partner B reads words 6-9.

Students should then choose any of the words at random to read out, their partner saying the number of the word and then giving the English - this should be out of order, so they cannot just rely on the order here. They should do six words each, alternating: A says French, B gives the number and then the English. B says French, A gives the number and then the English.

No timer this time. Some of these will be unfamiliar words and pupils will need to slow down to decode them more carefully.

�NB: Pupils have learnt the SSC SFC (Silent final consonant) – here they get a reminder of the silent –X at the end of words.�

Word frequency rankings (1 is the most common word in French): �bleu [1216]; euh [889]; peux [pouvoir - 20] mieux [217]; sérieux [412]; yeux [œil-474]; dangereux [713]; vieux [671]; heureux[764]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Escucha.

Marca ‘GA’, ‘GO’ o ‘GU’.

Escucha otra vez.

Escribe la palabra.

escuchar

GA	GO	GU

1

2

3

4

5

6

7

8

se___ndo

9

10

conmi___

go

se___ro

gu

go

___l

ga

__to

pre___ntar

gu

ga

ami__

ga

__nar

lar__

go

lu___r

ga

¿Cómo se dice en inglés?

with me

sure, safe

goal

cat

to ask

second

(female) friend

to win

long

place

Students may learn some of these high-frequency words ‘Incidentally’ (without really aiming to learn them).

This transcription task type can also focus on previously-taught OR unknown words.

There is the opportunity for differentiation: recognise, transcribe, translate

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

8 of 20

Make a word.�Translate it!

hablar / escuchar

cui

¡Hola! Soy CUI.

cue

Soy CUE.

tro

dar

rpo

dro

es ____ la

dado

cua

Soy CUA.

This is an example of a multi-modal task, requiring students to listen, read, write, and speak to each other.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Term 1.1 Week 6

Starter task to recap this week’s SSCs.�

The 3 SSCs lost the rest of their words! Students work in pairs to put the words back together.

Student A chooses an SSC and says it aloud to their partner CUE, CUA or CUI. Student B has to listen and write that SSC, then complete it with one of the fragments found in the middle of the slide to make a word.

Students then swap roles.

Then ask students to translate the words that they wrote (together each pair should be able to produce the six words in English)

Exclamation marks were not included with ‘cui’ and ‘dado’ to avoid giving away the answer.��Note: these words are phonics source and/or cluster words. They have not been pre-learnt as vocabulary homework, but have been met and practised as part of the SSC (sound-symbol correspondence) learning.

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Hören und schreiben

1

2

3

4

5

6

Wo ist das Fenster?

Das ist richtig.

Was denkst du?

Das ist falsch.

Die Flasche ist da.

Ist die Tafel hier oder da?

This multi-modal transcription task requires students to write full sentences, combining a number of SSCs.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

10 of 20

İPilla al intruso!

	hola / hasta luego / amigo		hermano / abuelo / hijo
	hablar / estudiar / estar		hermosa / hermana / escuela
	hermano / español / helado		hacer / usar / estudiar
	hay / alto / arte		iglesia / hospital / escuela
	once / ocho / hola		usar / hablar / hacer

Persona A

A

B

C

D

E

✄

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Persona B

A

B

C

D

E

hablar / escuchar / escribir

Odd one out read aloud tasks are another useful format for SSC practice of individual words.

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Phonétique

Mets les mots en ordre. Écris ‘1’ ou ‘2’.

écouter

e/an

on

a

1

__ cent 100

__ son sound

2

b

2

__ en in/by/to

1

__ on we/one

c

2

__ dans in

1

__ don gift

d

1

__ pan part

__ pont bridge

2

e

1

__ sans without

__ sont (they) are

2

f

2

__ fan fan

__ font (they) do/make

1

Term 2.2 Week 4 (This is a week when SSC ‘EN/AN’ is revisited and contrasted with ‘ON’)

This phonics activity requires students to listen for the SCCs, and note the order in which they are presented each time in words which are minimal pairs. Minimal pairs of words differ by one phoneme, i.e., an SSC which changes the meaning. Through this activity, students learn the importance of connecting SSCs with meaning.

The students only need to note the order of presentation of each SSC – i.e. 1 or 2 – not the source word itself (there could be more than one answer, since multiple graphemes correspond in French to the same phoneme). The answers are animated and appear on successive mouse clicks, together with the words which were spoken on the recordings. Click on the letters to play the audio. To elicit answers, teachers point at a word and ask: “1 ou 2 ?”.

Transcript

cent.... son
on... en
don... dans
pan... pont
sans... sont
font... fan

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Pirates!

One of the chests contains buried treasure. All the others contain poison!

Listen carefully to the secret code and follow the arrows to find the treasure.

Lieder

leider

Wein

Wien

Beine

Biene

Reise

Riese

viele

Feile

Lieder

leider

Reise

Riese

Beine

Biene

viele

Feile

Lieder

leider

Reise

Riese

Reise

Riese

Lieder

leider

viele

Feile

Reise

Riese

Reise

Riese

Reise

Riese

c

h

w

i

z

v

k

j

y

r

q

1

Minimal pairs of unknown words are used to focus students’ attention on the SSCs.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Term 1.1 Week 7 (and also Term 3.1 Week 4, with different routes)

The game makes use of minimal pairs of unknown words (unknown words are used so that pupils focus on the sound - spelling relationships. Definitions are given on a later slide).

Starting on the red square, pupils listen to the words and decide whether they hear /ei/ or /ie/. They follow the arrows indicated by their choice to finish at one of the chests. There is only one correct route per slide, so pupils must correctly identify all words to find the treasure. The order of /ei/ and /ie/ changes (i.e. sometimes /ei/ is on the white square and sometimes on the blue) so the pupils must read the spellings.

Pupils can follow the slide on the projector, or the slide can be printed so they can trace the route with a pen/finger.

Teacher asks ‘Wo bist du?’ Pupils respond ‘Z, W’ etc. to practise the alphabet. Teacher clicks on the chests they say to reveal treasure (or not!)

Audio plays on clicking play. Pupils will probably need to hear the audio at least three times.

Note: Each treasure chest is triggered to reveal what is underneath. You see a hand icon appear when you mouse over it – click and the chest disappears. Each slide only has one treasure chest – the rest reveal skulls.

Transcript:

Wien, Biene, Feile, Lieder, Reise

Treasure is located in chest W.

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¿r o rr?

escuchar

Escucha y escribe la letra. ¿Es ‘r’ o ‘rr’?

Escucha otra vez. Escribe la palabra en español.

1

r

abrir

2

r

dar

3

rr

correcto

4

rr

perro

5

r

pero

6

rr

correo

7

r

seria

8

rr

cerrar

9

rr

correr

10

r

caro

Pairing two similar SSC for practice can provide powerful learning opportunities.

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escuchar

Escucha las frases. Marca cada vez que hay una ‘r’

y una ‘rr.’ Luego, escribe las palabras o la frase en español.

r	rr	Frase / Palabras

1

Estudiar arte es importante.

2

La señora es seria pero es interesante.

3

Tienes cuatro correctas.

4

El perro es grande y está en Inglaterra.

This second task shows progression in challenge, as students listen to whole sentences and tally the SSC.

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Phonétique 1

écrire

En français, quel mot a la SSC é (-er, -et) ?

ou

[nothing]

ch______

anter

r______

ien

Here, vocabulary revisiting is combined with SSC revision.

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Phonetik

sprechen

Ich heiße Melanie Leupolz. Ich spiele für Deutschland Fußball aber ich spiele heute mit neun Freunden Schlagzeug!

This read aloud text features one SSC but brings together many others, doubles as vocabulary revision and also includes some cultural knowledge.

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Zungenbrecher �

Auf dem Rasen rasen Hasen, atmen rasselnd durch die Nasen.

Phonetik

Tongue twisters are a useful source of read aloud practice that include unknown words, compelling students to apply their SSC knowledge.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Remember there are different ways to pronounce ‘z’.

In most of Spain, ‘z’ is pronounced like the ‘th’ in English (as you just heard).

In the Canary Islands and Latin America, this ‘z’ is often pronounced like an ‘s’.

Compare:

1

naturaleza

(mainland Spain)

2

naturaleza

(Canaries & Latin America)

Phonics tasks can also draw attention to sociolinguistic differences, and develop students’ awareness of language diversity.

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Escucha.

¿Dónde está la persona?

Escucha otra vez y escribe la frase. ¿Qué significa?

	España	Latinoamérica / Canarias

1

2

3

4

5

Frase	¿Qué significa?

Hay pájaros azules en los árboles de la zona.

There are blue birds in the trees of the area.

Debo organizar los zapatos.

I must organise the shoes.

La plaza está a la izquierda.

The square is on the left.

Debes empezar un dibujo de la naturaleza.

You must start a drawing of nature.

Tiene diez ideas en la cabeza.

S/he has ten ideas in the head.

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Session summary

The core objectives are that teachers:

1. are more familiar with the range of NCELP Year 7 resources for phonics, vocabulary and grammar;

2. understand and are considering ways to deepen and extend vocabulary learning;

3. revisit the grammar rationale and develop knowledge of task design principles.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes