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Session 1: Phonics��

Mel Yates

Head of Languages, Presdales School

20/11/20

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Session aims

Examine the rationale for teaching phonics�
Understand the NCELP recommended selection and sequencing of symbol-sound correspondences (SSC) in French, German and Spanish�
Explore a range of teaching approaches and resources (present, practise and produce)

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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What does the Pedagogy Review say about phonics?

If students are not systematically taught the sound-writing relationship, they often rely on English correspondences and make errors
There is evidence (from research and practice) that direct teaching of phonics supports accurate pronunciation and spelling
SSC patterns focused on the key differences between English and the new language should be introduced directly and in a sensible sequence from the outset
Aims of phonics teaching are for students to pronounce accurately from the written form, and to produce plausibly accurate spelling of new words they hear
A planned approach may include practice activities such as note-taking, dictation or dictogloss
Teachers should be familiar with KS2 English phonics teaching, and apply any relevant techniques and principles

Rationale [1]

MFL Pedagogy Review, p.12

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Rachel Hawkes

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What does the research say about teaching phonics?

Poor decoding (reading the word off the page with the correct pronunciation/ accent), and limited progress, if not taught
Learners tend to get stuck on ‘read it as if it’s English’ unless explicit phonics work in place
Some learners try to move beyond this, but lack knowledge to decode more accurately
Phonics can be taught successfully in French – but it’s not quick or easy!
Teaching phonics must be sustained
The benefits of accurate L2 decoding go beyond reading comprehension and include a range of areas
Particular benefits for vocabulary learning and learner autonomy
No detriment for other areas of MFL learning

Rationale [2]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

There is limited research evidence on teaching phonics in foreign languages, but what there is strongly suggests some key benefits.�The research, which has mainly been with L2 French learners, suggests:�

Poor decoding (reading the word off the page with the correct pronunciation/ accent), and limited progress, if not taught.�Learners tend to get stuck on ‘read it as if it’s English’ unless explicit phonics work in place

Some learners try to move beyond this, but lack knowledge to decode more accurately

Phonics can be taught successfully in French – but it’s not quick or easy!

Teaching phonics must be sustained

The benefits of accurate L2 decoding go beyond reading comprehension and include a range of areas

Particular benefits for vocabulary learning and learner autonomy

No detriment for other areas of MFL learning ��

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quotes

These words get more ridiculous as we go along.

Some of these don't even look like real words. I reckon you're just trying to trick me.

They're like really weird words, like they don't exist.

I don't know because most of them look like gibberish, basically.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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For further detail…

Rationale [3]

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Rachel Hawkes

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Concerns?

There’s no point teaching Phonics. They will pick it up on their own.

I think it will confuse my lower attaining learners.

I can see the point in Spanish and German, but in French it is too complicated.

Ideally, I would like to teach this, but there is no time in the Scheme of Work.

My students would find this boring or babyish.

This is not my priority – my students are already OK at reading. The other skills are more important to focus on.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Session aims

Examine the rationale for teaching phonics�
Understand the NCELP recommended selection and sequencing of symbol-sound correspondences (SSC) in French, German and Spanish�
Explore a range of teaching approaches and resources (present, practise and produce)

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Choice of SSC - difficulty

We lack clear research evidence on which SSC are the most important to teach, and in what order
NCELP based their selection on a ‘bang for buck’ principle, drawing on evidence concerning:

Difficulty – how hard is it for students to decode the SSC accurately

Frequency – how often the SSC occur in the language

Teacher expertise and judgment

We made a ‘working selection’ – this may yet be refined over time (with help from your feedback!)

We also adopted a ‘cumulative’ principle in ordering sounds and their ‘source words’

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Choice of SSC - frequency

Analysis of two small corpora:

first 200 words of six ‘featured texts’ from an on-line magazine for French young people (www.geoado.com)
Analysis of words in Dynamo 1 Module 1

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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					Francophoniques

dans

X

SFC

a

animal

i

midi

eu

deux

e

je

au

gauche

ou

nous

SFE

timide

a

écrire

en/an

enfant

on

Non!

ê/è

tête

ai

vrai

oi

voir

ch

chercher

c

ici

qu

question

j

jour

tion

Attention!

ien

bien

un

ain/in

train

u

tu

X

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Target SSC in French

Teaching order	Frequency order	SSC	Teaching order	Frequency order	SSC
1	1	SFC	13	12	-in / -ain
2	2	a	14	13	è / ê
3	3	i	15	13	ai (ais / ait)
4	5	eu	16	15	oi
5	5	e	17	19	ch
6	8	o /eau / au	18	20	ç (and soft -c)
7	9	u	19	14	qu
8	11	ou	20	17	j
9	4	SFe	21	18	-tion
10	6	é	22	21	-ien
11	7	en / an	23	16	un
12	10	on

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Rachel Hawkes

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Source words in French

Teaching order	SSC	Source word	Frequency	Teaching order	SSC	Source word	Frequency
1	SFC	dans	11	13	-in / -ain	train	232
2	a	animal	1002	14	è / ê	tête	343
3	i	midi	2483	15	ai (ais / ait)	vrai	292
4	eu	deux	41	16	oi	voir	69
5	e	je	22	17	ch	chercher	336
6	o /eau / au	gauche	607	18	ç (and soft -c)	ici	167
7	u	tu	112	19	qu	question	144
8	ou	nous	31	20	j	jour	78
9	SFe	timide	3835	21	-tion	Attention!	482
10	é	écrire	382	22	-ien	bien	47
11	en / an	enfant	126	23	un	un	3
12	on	non!	72

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Session aims

Examine the rationale for teaching phonics�
Understand the NCELP recommended selection and sequencing of symbol-sound correspondences (SSC) in French, German and Spanish�
Explore a range of teaching approaches and resources (present, practise and produce)

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Teaching steps

Present the SSC itself, the source word, and five cluster words and do initial practice of these�
Practise the knowledge further in a variety of listening (with or without transcription) and read aloud activities

Produce the knowledge in several contexts, e.g., asking for the meaning of unfamiliar words (Wie sagt man…auf Englisch?), when revisiting the SSC in further activities (e.g. tongue twisters, reading aloud texts, in assessments)�

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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SFC

Silent final consonant

dans

X

Timing: 1 minute

Aim: To introduce SSC [SFC]

Explanation in English, if desired: Something that makes French sounds very different from English is that some consonants at the ends of words are silent. This means you don’t pronounce/sound them out at all. As in the word ‘dans’ in French.

Procedure:�1. Bring up the word ”dans” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to hold ones finger to ones lips to indicate ‘Shhhh!’.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [SFC] sound, pronouncing ”dans” and, if using, doing the gesture.

Word frequency (1 is the most frequent word in French):

dans [11]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFC

Silent final consonant

dans

X

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SFC

Silent final consonant

dans

X

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SFC

dans

X

petit

mot

mais

[but]

prix

€15.95

grand

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce SSC [SFC]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [SFC] (in this case is [SFC] – silent final consonant so nothing to pronounce as an individual sound!) and then the source word again ‘dans’ (with gesture, if using).�2. Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in French): �dans [11]; petit [138] prix [310]; mot [220]; mais [30]; grand [59].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFC

dans

X

petit

mot

mais

prix

grand

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Rachel Hawkes

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SFC

dans

X

petit

mot

mais

prix

grand

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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… except for

c r f l

Be c a r e f u l with these!

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Rachel Hawkes

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Phonétique (1/3)

lire / parler

20

secondes

0

DÉBUT

canard

drap

estomac

vert

bras

d’accord

[green]

[stomach]

[sheet]

[okay]

Timing: 3 minutes for 3 slides

NB: A more challenging version of this activity, which does not have the SSC scored out, can be found on slides 12-14.

Aim: To correctly pronounce unknown words containing [SFC] in decreasing amounts of time, helping automisation of SSC production. The words chosen otherwise contain sounds that are equivalent (or very similar) to English SSCs, so that students can focus fully on the [SFC] (allowances are made for English pronunciation of [r], which is covered in year 8).

Procedure:

1. Students pair up.

2. Teacher starts 20 second timer.

3. Student A tries to say the words without pronouncing the [SFC].

4. Student B makes speaker pause for 3 seconds every time an [SFC] is pronounced.

5. Complete before 20 seconds runs out.

6. Swap roles.

7. Click on the word to hear pronunciation by a native speaker. Students repeat.

7. Move onto the next slide.

Word frequency (1 is the most frequent word in French): �drap [>5000], d’accord [736], vert [1060], canard [>5000], estomac [>5000], bras [1253]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique (2/3)

lire / parler

10

secondes

0

DÉBUT

[green]

[stomach]

[sheet]

[okay]

canard

drap

estomac

vert

bras

d’accord

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Phonétique (3/3)

lire / parler

5

secondes

0

DÉBUT

[green]

[stomach]

[sheet]

[okay]

canard

drap

estomac

vert

bras

d’accord

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Teaching steps

Present the SSC itself, the source word, and five cluster words and do initial practice of these�
Practise the knowledge further in a variety of listening (with or without transcription) and read aloud activities

Produce the knowledge in several contexts, e.g., asking for the meaning of unfamiliar words (Wie sagt man…auf Englisch?), when revisiting the SSC in further activities (e.g. tongue twisters, reading aloud texts, in assessments)�

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

This slide just helps to set out what you will be showing.�1) One initial presentation sequence with initial practice activity�2) A selection of a few different styles of listening and read aloud from the first time they are presented OR the first time they are revisited�3) Some later activities that bring together several SSC (could even go into Y8 resources for a couple of examples, there, so teachers can see the development)��Note: it is worth telling teachers that all Y7 resources are being (Sp/Gm) / have been (French all year, Sp/Gm just term 1 so far) re-templatised and updated so if people downloaded versions some time ago, it’s worth them downloading again.�They don’t need to do this resource by resource, they can (with one click), download all resources from a whole term at a time.

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There are different ways to pronounce CE and CI.

In most of Spain, the ‘c’ before ‘e’ or ‘i’ is pronounced like the ‘th’ in English (as you just heard).

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

Compare:

ciencias

(mainland Spain)

ciencias

(Canaries & Latin America)

1

2

Fonética

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Y7 T1.1 Week 7�This is Y7, in the first lesson where [ce] and [ci] are introduced, just after the SSC, source and cluster words have been presented and practised.�Here we see that the practice activity explicitly builds in awareness of variation in pronunciation within the Spanish-speaking world

Timing: 2 minutes

Aim: to raise awareness of variation in sound-spelling correspondences within the Spanish-speaking world

Procedure:

Click to bring up each new part of the explanation
Click on the orange action buttons to hear the difference in pronunciation modelled by a native speaker.

Notes:

1. Teachers may find it useful to consider the information from exam board specifications below:

AQA: “The [listening] test will be studio recorded using native speakers speaking Castilian in clearly articulated, standard speech at near normal speed. Different types of spoken language will be used, using familiar language across a range of contemporary and cultural themes. (p. 82)
EdExcel/Pearson : “For listening and reading assessments, the majority of contexts are based on the culture and countries where the assessed language is spoken. […] It is, therefore, important that students are exposed to materials relating to Spanish-speaking countries throughout the course.” (p. 7)
WJEC : “This GCSE specification in Spanish for use in Wales is based on a conviction that learners studying a modern foreign language will develop their desire and ability to communicate with and understand speakers of Spanish in a variety of contexts and for a variety of purposes.” (p. 3)

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escuchar

Latin America/Canaries	Mainland Spain

1

2

3

4

5

6

7

8

9

10

Is the pronunciation more likely to be mainland Spain or Latin America / Canaries?��

Listen and tick the most likely answer.� �

Listening activity - phonics

Timing: 6 minutes

Aim: to help students to recognize pronunciation of [ce] and [ci] in different parts of the Spanish-speaking world

Procedure:

Click on each action button to hear the audio.

Note: you could additionally ask students to listen again and write the word

Transcript:

Doce
Ciencias
Decir
Necesario
Cine
Diciembre
Necesitar
Centro
Ciudad
Cierto

Image with creative commons public domain licence

https://mycsres.com/freesheet/spanish-speaking-world-map-18.html.html

Word frequency (1 is the most frequent word in Spanish): �doce [1138], centro [ 316], necesitar [276], cierto [159], ciudad [178], decir [31], ciencia [738], necesario [362], cine [952], diciembre [1165]

Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

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cierto

cine

ciencias

decir

diciembre

ciudad

cerca

doce

necesario

parecer

centro

necesitar

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

Y7 T2.2 Week 5�These are the practice activities when [ce] and [ci] are revised for the first time.

Without the images or sound, students have to pronounce the words themselves.

This slide can be used in a number of ways:

-Splat the board – with two players up at the front. Students play against each other in a best of three to keep the game moving at pace and generate maximum involvement. The winner stays and players swap in and out with the losing player. The teacher should call on students to supply the word, again to generate maximum participation. (During this activity, freeze the interactive whiteboard so as to not trigger the custom animation!)

-Lotto – players write down any three of the words. The teacher (or students) call out the words one at a time. The first student(s) to have their three called out wins. Multiple games can be played. This is fast and pacey. The teacher should tick off the words as they are called to enable the feedback to be conducted swiftly (again freeze the IWB) or alternatively keep track of the words called by keeping a list. Elicit the English from students each time that the three words are given by the winner(s).

-Pairwork – partner A sits with their back to the board whilst partner B reads aloud the first six words that appear in animation. Partner A writes the word. Partner then swap roles. They can check their spellings when they turn back to face the board. Teachers should circulate to listen to students’ pronunciation and praise/correct as necessary.

As the final activity, after any of the variations above, students should write the English for as many of the words as they can to reinforce their meanings. Students could have a minute individually then team up with a partner to see if they can achieve translations for all 12 words.

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escuchar

ce	palabras	ci	palabras

1

How many times in each sentence do you hear ‘ce’ and ‘ci’? Tally each time. Escribe las palabras en español.

parece

cierto

centro

cinco

bicicletas

ciudad

cerca

once

estación

cine

necesito

hacer

ejercicio

diciembre

parece

excelente

cine

2

3

4

5

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Fonética: [ci] & [ce]

escuchar / escribir

Escucha y escribe en español el nombre correcto del lugar.

Galicia

Barcelona

Valencia

Cáceres

Albacete

Murcia

Andalucía

Ceuta

1

2

3

4

5

6

7

8

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Las comunidades autónomas de España

Hay diecisiete comunidades autónomas en España.

Cada una es una región. Aquí tienes cinco ejemplos:

Comunidad Valenciana

Región de Murcia

Ceuta

Andalucía

Galicia

leer

[1/2]

¡Ceuta está en África!

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Las comunidades autónomas de España

Barcelona es una ciudad en la comunidad de Cataluña.

Cáceres es una

ciudad en la comunidad de Extremadura.

Albacete es una ciudad en la comunidad de Castilla-La Mancha.

leer

En las comunidades autónomas hay muchas ciudades.

Aquí tienes tres ejemplos.

[2/2]

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Teaching steps

Present the SSC itself, the source word, and five cluster words and do initial practice of these�
Practise the knowledge further in a variety of listening (with or without transcription) and read aloud activities

Produce the knowledge in several contexts, e.g., asking for the meaning of unfamiliar words (Wie sagt man…auf Englisch?), when revisiting the SSC in further activities (e.g. tongue twisters, reading aloud texts, in assessments)�

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonetik

hören

ei

frei

ie

Liebe

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leicht

kein

dein

leider

heißen

mein

Schweiz

langweilig

erreichen

wie

schwierig

Schauspieler

sie

schließlich

ziehen

Lied

Ziel

ei

ie

sein

Computerspiel

ziemlich

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Pirates!

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

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.

1

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

This slide and the two that follow are three versions of the activity with different solutions.

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

Starting on the red square, pupils listen to the words and decide whether they hear /ei/ or /ei/. 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 or /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:

Wein, Biene, Feile, Lieder, Riese

Treasure is located in chest r

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Pirates!

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

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.

2

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Alternative: Give pupils a copy of the transcript below on a slip of paper and ask them to read to a partner.

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

Starting on the red square, pupils listen to the words and decide whether they hear /ei/ or /ei/. They follow the arrows indicated by their choice to finish at one of the chests. There is only one correct route, so pupils must correctly identify all words to find the treasure. The order or /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 practice 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.

Transcript:

Wien, Beine, viele, Lieder, Reise

Treasure is located in chest q

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Pirates!

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

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.

3

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Alternative: Give pupils a copy of the transcript below on a slip of paper and ask them to read to a partner.

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

Starting on the red square, pupils listen to the words and decide whether they hear /ei/ or /ei/. They follow the arrows indicated by their choice to finish at one of the chests. There is only one correct route, so pupils must correctly identify all words to find the treasure. The order or /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 practice the alphabet. Teacher clicks on the chests they say to reveal treasure (or not!)

Phonetik: Stadt oder Land?

hören / schreiben

10

Lienz

Note that when followed by –n, [ie] sometimes sounds as two syllables. Wie sagt man…?�Spanien�Italien�Lienz

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Welcher Buchstabe ist das? A, B, C…?

hören

Hör zu. Schreib 1-6 und A, B, C…

1

2

3

4

5

6

1

4

2

3

5

Antworten:

A

B

C

D

E

F

G

H

hieß

Weise

Beine

Biene

Wiese

Wien

Wein

Leib

lieb

heiß

schien

Schein

rief

reif

6

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Phonetik

lesen / sprechen

60

Sekunden

0

LOS!

Leiter�[ladder]

biegen�[bend]

Fliege�[fly]

beißen�[to bite]

Sieg�[victory]

schleichen�[slink]

fliehen�[to flee]

Wiege�[crib]

Frieden�[peace]

Teich�[pond]

Reis�[rice]

Stein�[stone]

Kiesel�[pebble]

Scheitel�[parting]

Schiene�[rail]

weich�[soft]

Read aloud with unknown words

Timing: 1 minute for practice + 1 minute for saying them out loud��Aim: To practise SSCs in unfamiliar word context. The time limit helps automatization.��Procedure:�1. Students take 60 seconds to practise saying the words out loud to themselves. Click LOS! to start the timer.

2. Then teacher clicks and each word flashes a couple of times before disappearing. Students have to pronounce the word (in chorus) – teacher checks pronunciation this week (as Covid prevents circulating round the class currently).

��Word frequency (1 is the most frequent word in German): �Schiene [>5000], weich [1836], Stein [1404], biegen [2986], Teich [>5000], fliehen [2824], Reis [>5000], schleichen [4008], Leiter [1321], Frieden[1478], beißen [>5000], Wiege [>5000], Kiesel [>5000], Sieg [1246], Scheitel [>5000], Fliege [>5000]

�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

��

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Phonetik

Sieben umtriebige Bienen überfliegen zielstrebig viel lieber wieder riesige Wiesen.

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Phonetik

Eine kleine Meise geigt allein eine leise Weise, eine zweite schweigt leider.

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Teaching steps

Present the SSC itself, the source word, and five cluster words and do initial practice of these�
Practise the knowledge further in a variety of listening (with or without transcription) and read aloud activities

Produce the knowledge in several contexts, e.g., asking for the meaning of unfamiliar words (Wie sagt man…auf Englisch?), when revisiting the SSC in further activities (e.g. tongue twisters, reading aloud texts, in assessments)�

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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In the classroom

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Session aims

Examine the rationale for teaching phonics�
Understand the NCELP recommended selection and sequencing of symbol-sound correspondences (SSC) in French, German and Spanish�
Explore a range of teaching approaches and resources (present, practise and produce)

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Session 1: Phonics��Q&A�

Mel Yates

Head of Languages, Presdales School

20/11/20

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes