accelerate language learning by teaching the sounds of the ...support from new curriculum: 2 key...
TRANSCRIPT
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accelerate language
learning by teaching the
sounds of the language
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• develops pronunciation
• builds pattern-finding and link-
making
• increases autonomy
• improves confidence in
performance
• facilitates comprehension
Learning the ‘sounds’ of the language…
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Support from new curriculum:
1 key concepts
• 1.1b Applying linguistic knowledge and skills to
understand and communicate effectively
• 1.2a Understanding how a language works and
how to manipulate it
• 1.2b Recognising that languages differ but may
share common grammatical, syntactical or
lexical features
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Support from new curriculum:
2 Key processes
• 2.1a identify patterns in the TL
• 2.1b develop techniques for memorising words, phrases and spellings
• 2.1d use previous knowledge, context and other clues to work out the meaning of what they hear or read
• 2.2d use correct pronunciation and intonation
• 2.2k deal with unfamiliar language, unexpected responses and unpredictable situations
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Support from new curriculum:
3 Range and content
4 Curriculum opportunities
• 3a the spoken and written forms of the
TL
• 3b the interrelationship between sounds
and writing in the TL
• 4c use an increasing range of more
complex language
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araña elefante idea
olvidar
universo cerdo ciclista casa
coche cucaracha gimnasia hamburguesa
España zumo guitarra llave
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a
araña
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e
elefante
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idea
i
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o
olvidar
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universo
u
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a e i
o u
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ce
cerdo
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ci
ciclista
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ca
casa
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co
coche
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cu
cucaracha
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ce ci
ca co cu
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5 6 7 8
9 10 11 12
13 14 15 16
araña elefante idea
olvidar
universo cerdo ciclista casa
coche cucaracha gimnasia hamburguesa
España zumo guitarra llave
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ca a i len as
res st ri ba le
tu le lla as va
na ón cia las ri
as cia ca mur is
1.
2.
3.
4.
5.
6.
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ca a i len as
res st ri ba le
tu le lla as va
na ón cia las ri
as cia ca mur is
1.
2.
3.
4.
5.
6.
1. Asturias
2. Castilla-León
3. Valencia
4. Islas Baleares
5. Murcia
6. Islas Canarias
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una conversaciónFelipe: Hola. ¿Qué tal?
Laura: Muy bien. ¿Y tú?
Felipe: Bien. ¿Cómo te llamas?
Laura: Me llamo Laura. ¿Y tú, cómo te
llamas?
Felipe: Me llamo Felipe. ¡Hasta luego,
Laura!
Laura: ¡Adiós, Felipe!
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How it works
1. 10 year 7 tutor groups =
10 songs
2. Learning, preparing,
performing, recording
3. Year 7 voting (not for
themselves!)
4. Years 8,9,10,11 voting
Spanglovision
winners
5. Winners awarded Cup
in assemly
Skills and active learning
• Memory
• Pronunciation
• Confidence and finding
their voice
• Performance
• Creativity
• Fun
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Do, re, mi
Buscar ante todo el origen
Debemos sin más tardar
Para leer, estudiar y ser el ‘a, be, ce’
Y a cantar empezar con ‘do, re. mi’
Do, re, mi
Do, re, mi, las tres primeras notas
sabéis
Do, re, mi
Do, re, mi
Do, re, mi, fa, sol, la, si, do
Do - estrato de varón
Re - selvático animal
Mi - denota posesión
Fa - es lejos en inglés
Sol - ardiente esfera es
La - al nombre es anterior
Si – asentimiento es
Y otra vez ya viene el Do
(X3)
Sol do la fa mi do re
Sol do la fa mi do re
Sol do la si do re do
Sol do la si do re do
Sol do la fa mi do re
Sol do la si do re do
Si las notas conocéis
Todos ya bien cantareis
Do - estrato de varón
Re - selvático animal
Mi - denota posesión
Fa - es lejos en inglés
Sol - ardiente esfera es
La - al nombre es anterior
Si – asentimiento es
Y otra vez ya viene el Do
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Do - estrato de varón
Re - selvático animal
Mi - denota posesión
Fa - es lejos en inglés
Sol - ardiente esfera es
La - al nombre es anterior
Si – asentimiento es
Y otra vez ya viene el Do
(X3)
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Los Trabalenguas
Una cacatrepa que trepa
tiene tres cacatrepitos(A caterpillar that climbs has three baby caterpillars)
Los mariscos amarillescos
son muy deliciosos (The yellowish seafood is very delicious)
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1 2 3 4 5
6 7 8 9
11 12 13 14
10
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Les Franco-phoniques
Rha-08
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a/â i eu/œu
o
on qu
u
tion
table
pâtes
lit
lion
bleu
bottes
voiture rue
pont question
pollution
sœur
couleur
e
petit
melon
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Parliamo italianoAuthor: Noémie Neighbour
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[k] [tch] [g] [dj]
[oo] [ee] [kw] [tz]
[ai] [-] [gn][ll]
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Rachel Hawkes
AST
Assistant Principal
Director of Language College
Comberton Village College, Cambridgeshire
www.rachelhawkes.typepad.com/linguacom