Phonics Language Improvement Course : Session 3 Laurence Luckham and Lynne Gibbons Produced as part...
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Transcript of Phonics Language Improvement Course : Session 3 Laurence Luckham and Lynne Gibbons Produced as part...
![Page 1: Phonics Language Improvement Course : Session 3 Laurence Luckham and Lynne Gibbons Produced as part of the Languages Support Programme, funded by the DfE.](https://reader035.fdocuments.us/reader035/viewer/2022070309/551d9d93497959293b8c9537/html5/thumbnails/1.jpg)
Phonics
Language Improvement Course : Session 3Laurence Luckham and Lynne Gibbons
Produced as part of the Languages Support Programme, funded by the DfE and managed by CfBT Education Trust. The responsibility for content creation and quality assurance lies with the individual TSA
![Page 2: Phonics Language Improvement Course : Session 3 Laurence Luckham and Lynne Gibbons Produced as part of the Languages Support Programme, funded by the DfE.](https://reader035.fdocuments.us/reader035/viewer/2022070309/551d9d93497959293b8c9537/html5/thumbnails/2.jpg)
The way we were …
In the early stages of learning, the written form of the language can
strongly interfere with pronunciation… learners need ample opportunities to listen and respond before the written
forms are involved.
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Does this work?
• Je mapple• Jabit Onglatera• Jay un poison ruge• Ma méré est grande.
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Help or hindrance?
mince duvetvillage chaletmillion cafépain ski
voyage gâteau
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This is an article from Francophonie, published by the Association for Language Learning, Autumn 2004, Issue No. 30, pages 9-15. Near-beginner learners of French are reading at a disability level Lynn Erler Department of Educational Studies, University of Oxford
If we fail to teach phonics, we are condemning many of our learners to be quasi-dyslexic in the foreign language.
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Where we are now..
“Children do not arrive at primary magically knowing how to read English, they are taught; why do we imagine they will learn to read another language if we do not teach the children the “code” first?”
Source: Jo Rhys-Jones and Lynn Erler, Oxford University(Talkabout Primary MFL blog)
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Les voyelles
A E I O UComment t’appelles-tu?A E I U OJe m’appelle HugoA E O U IJe m’appelle FifiA I O U EJe m’appelle Monsieur
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Les consonnes
• s/ss: un assassin asiatique• j/g: la girafe ne galope jamais dans la jungle• ss/ti: Sa passion, c’est la natation• p: pain / pain Peter/ Pierre • b: ball /ballon beret / béret• ch: Charlotte chante une chanson charmante
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En Cours Preparatoire
'Le son "é” s’écrit de différentes facons:
e as in Jeremieet as in papa et mamanes as in ils les accompagnent er as in gouterez as in chez
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Comment anticiper les problèmes?
• un/une enfant • une femme• une fille• un garcon • un homme • maman • papa
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Trouvez les homophones
celui père impression orchestre
fête chaise cause
macon soixante taux
action seau Noël
reveil hôte
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C’est quoi le problème?
• Les six éléphants roses et les six chiens sans maître sont partis à la cirque sans être invités par la fille qui a mis la grenouille en bouteille.
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Les pièges
• Cognates• Silent letters• Exceptions• Liaisons• Tricky sounds
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Danger! Les mots apparentes sont de mauvais cousins!
Attention!Francecontentculturemenupage
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Silence? Be careful!
• culturel prisonhaut
• dent dangerviol
• moutard sourissans
• corps loupsang
• sac coûtwhist
• car crapaudfautif
• excessif week-end hamac
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Listening for starters.
• 1 2 6 12 6 2 1• Un éléphant , deux éléphants, six éléphantsdouze éléphants• Un kangarou, deux kangarous, six kangarous,douze kangarous
Next step?
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mince or mince?
Vincent – vingt-cinq – Inde – intelligent- lapin – pingouin mince - dinde - vin – patin – train – fin
Martin a mis les patins qu’il a trouvé sous le sapin.Jasmin apprend le latin tous le matins.
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Look: in or in? im or im?
innocent inutile intelligent instant
inexacte ingrat innovation infinitif
impossible impair immobile immense
image imbécile immédiat important
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Trouvez l’intrus
• le mot qui ne contient pas le son "on": mon téléphone bonjour bonbon • le mot où on prononce le son “t”:
vert vent vite vingt• Le mot qui contient le son “in”:
intelligent inexacte insolite incroyable
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Soulignez les mots
• Soulignez les mots où le son "é" ne s'écrit pas é:
regardez téle vélo allez • Soulignez les mots où il n’y a pas le son “o”: mot chaud trop porte eau jaune• Soulignez les mots qui riment avec “j’ai”: frais craie jamais chalet crier fraise
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Je suis époustouflant(e)!ép ou pous st stoupou stouf flan antflantflant stouflant poustou poustouflanté é éépoustouflantant ante ant anteépoustouflanteJe suis époustouflant /époustouflante
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Tricky words and sounds
familleje m’habillevillevieillebouteillefeuille grenouilleoreillemaillot de bains
Et pourquoi?
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Colour the sounds
Il était une fois,Une marchande de foie,Qui vendait du foie,Dans la ville de Foix...Elle se dit ma foi,C'est la première foisEt la dernière fois,Que je vends du foie,Dans la ville de Foix
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A review of strategies
• Be systematic and deliberate in teaching of sounds• Link sound to spelling and have examples ready• Anticipate and teach tricky sounds first• Challenge pupils to notice and think• Use categorisation to make patterns visible• Encourage creativity in using sounds• Discuss with pupils using consistent language• Connect listening, thinking and reading.
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Chanson d’automnePaul Verlaine 1844-1896
Les sanglots longs Des violons De l'automneBlessent mon coeur D'une langueur Monotone.Tout suffocant Et blême, quand Sonne l'heure, Je me souviens Des jours anciens Et je pleure Et je m'en vais Au vent mauvais Qui m'emporteDecà, delà, Pareil à laFeuille morte.