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UNIVERSITY OF SOUTHAMPTON

FACULTY OF HUMANITIES

School of Modern Languages

An early start to French literacy: learning the spoken and written word

simultaneously in English primary schools

Volume 2 of 2

by

Alison Porter

Thesis for the degree of Doctor of Philosophy

February 2014

Alison Porter

List of accompanying materials (Volume 2)

Appendix 1 Instructed L2 GPCs and final silent letters 359

Appendix 2 Scheme of Work 360-361

Appendix 3 Mid-Range Plan – September-October 2011 362-364

Appendix 4 Mid-Range Plan –November-December 2011 365-367

Appendix 5 Mid-Range Plan –January- February 2012 368-370

Appendix 6 Mid-Range Plan –February-March 2012 371-373

Appendix 7 Pre-Lesson 1 374

Appendix 8 Pre-Lesson 2 375

Appendix 9 Lesson 1 376




















Alison Porter

Appendix 29 Story: L’heure de nourrir les animaux 396

Appendix 30 Story: Le leopard 397-398

Appendix 31 Story: La folie animale 399-400

Appendix 32 Project checklist (after Watt, 1995) 401-402

Appendix 33 Informed consent information sheet 403-404

Appendix 34 Informed consent form 405

Appendix 35 Children’s informed consent 406

Appendix 36 Criteria for judging action research (Mills, 2007) 407-408

Appendix 37 Data collection – chart 409

Appendix 38 Data collection – table 410-412

Appendix 39 L2 receptive vocabulary test & enhanced test -

formal battery 413-426

Appendix 40 L2 elicited imitation test – formal battery 427-429

Appendix 41 Verbal working memory (Gathercole & Baddeley, 1996) 430

Appendix 42 L2 reading aloud (text) test – formal battery 431-432

Appendix 43 L2 reading comprehension test – formal battery 433-438

Appendix 44 L2 receptive vocabulary test – mid intervention –

informal battery 439

Appendix 45 L2 grammar test – mid intervention – informal battery 440

Appendix 46 L2 reading comprehension test – mid intervention –


Appendix 47 L2 reading aloud (word card) test – mid intervention –


Appendix 48 L2 PGC recoding test – mid intervention –


Appendix 49 Marking criteria – L2 reading aloud – text and word card

test 444-445

Appendix 50 Examples of “corrigez” slides 446

Appendix 51 Whole sample written representations of words with novel

L2 PGCs 447-450

Alison Porter

Appendix 52 Frequency of L2 GPCs in intervention vocabulary 451-453

Appendix 53 Key: IPA transcriptions – French and English 454

Appendix 54 Self-assessment against learning objectives 455-456

Appendix 55 Mini informal questionnaires 457

Alison Porter Appendix 1

359

Combining Sound and Print: An Integrated Approach to the Development of L2 Literacy

Instructional Focus: 7 L2 PGCs & 4 Final, Silent Letters

1. September-October 2011

Core L2 phonemes

/ɛ/ /o/ /ɑ/ /y/ /j/ FS t FS e FS p FS s

Key GPC in(singe) on(cochon) an(enfant) u

(putois)

ll(billet) t e p s

Others ien(chien)

ein(plein)

ain(pain)

en(enfant) û(sûr) lle(paille)

2. December-March 2012

/e/ /o/

Key GPC é(éléphant) o,ô (océan)

Others er (chanter)

ez (asseyez)

au (chaud)

eau (beau)

(Red: orthographic realizations after Le Manuel Phonique 2001, blue: study specific, black:

orthographic realizations of French sounds after Tranel, 1987: 223)

NB: Whilst it was deemed important to offer explicit instruction of nasal vowels, the nasal

vowel /ɶ/ has been omitted as many French speakers do not distinguish between /ɶ/and /ɛ/;

preferring to use /ɛ/ (Hawkins, 1993 in Sanders, 1993: 64; Price, 1991: 72; Tranel, 1987: 68).

Conversely, distinction between /ɑ/ and /o/ will be focused on as these are distinctive and

often cause problems for French learners (Price, 1991: 73).


360

SCHEME OF WORK

Les animaux et les insectes – 23 weeks : September 2011-March 2012

Theme Creating animal fact files – description; Genre : non-fiction, writing for information

Functions/notions Leurs apparences - Leurs mœurs - Leurs nourritures

Vocabulary Animal/Insect Nouns Un dauphin, un ver, un ours, un papillon, un serpent, un loup, un singe, une abeille, une fourmi, une araignée.

Focus Nouns (core) Un dauphin, un ours, une fourmi, un serpent

Adjectives (core) gris, rose, brun, rouge, violet, bleu, orange, jaune, vert, gris, petit, noir, blanc, grand, intelligent, timide, social seul, pointu

Food Nouns un ours : le saumon, des insectes (m), des noix (m), des baies (f), des ordures (f)

un dauphin : le mulet, le maquereau, le hareng, le calmar

une fourmi : le pépin, l’huile (f)

un serpent : la souris, le rat, les oiseaux (m)

Appearance Nouns (core)

un ours : des pattes (f), des griffes (f), la foururre, les dents (m)

un dauphin : la nageoire dorsale/pectorale, le rostre, l’évent (m), l’oreille (m)

une fourmi : deux antennes (f), la tête, l’abdomen (m), le thorax, six pattes (f)

un serpent : la langue, les paupières (f), les crochets (m), les écailles (f)

Behaviour Verbs (core) un ours : chasse, grogne , se bat - un dauphin : nage, saute, siffle. -une fourmi : court, palpe, travaille - un serpent : ondule, mord, crache.

Core Structures Simple Sentence: NP + ADJ - Un dauphin est gris. NP + VP + NP - Un dauphin a une nageoire. Un dauphin mange des poissons. NP + VP + ADJ+ NP - Un grand dauphin mange des petits poissons. NP + ne+ VP + pas+ NP - Un dauphin ne mange pas des abeilles. NP + VP + ADV – un dauphin nage silencieusement.

Grammar focus : Adjectival agreements - Negation - Also: 3ps present tense verbs

Core L2 phonemes

Adjectival

agreements and

placement

Interrogatives

Negation


361

Coordination/Opposition: E.g. Un dauphin mange des mulets et des calmars. Le serpent crache mais il ne grogne pas.

Interrogatives : Est-ce qu’il/elle….. ?

Combien de… ?

Quelle taille est….. ?

Combien pèse…. ?

Phonics Focus

/o/ - on (cochon) ; /y/ - u, û (putois); /j/ - ll (billet) ; Silent PETS/ɛ/ - in, ein, ain,ien (singe);

/ɑ/ -an, en ( enfant) ; /e/ -é, er, ez ( éléphant) ; /o/ – o, au, eau, ô (océan)

Also final silent letters : p, e, t and s. Whole class: sound pratice

Literacy Activities Word Level: Individual: Word/picture matching; Individual: Word dictation – 4 stage questioning (écrivez & corrigez

Pairs: Finding missing letters; Groups of 3: Spelling games – hangman; Class: adjectival agreement reading/writing (stories)

Sentence Level: Individual/Pairs: Sentence building (word cards and independent); Individual: Sentence dictation – 4 stage questioning; Class: reading & language awareness raising

Text Level: Individual: Descriptive writing – animal fact files; Groups of 6: Fact file – un dauphin, une fourmi, un serpent, un ours; Class: class combined non-fiction text – Les animaux et les insects; shared books: L’heure de nourrir les animaux, Le leopard, La folie animale.

Speaking Activities Sentence Level: Individual: Sentence dictation – 4 stage questioning, cue card games

Text Level: Groups of 6: Fact file video documentaries ; Class: class documentary: un dauphin, une fourmi, un serpent, un ours. Pairs: picture description; negation.


362

MID-TERM PLAN – MFL (FRENCH)

Timescale: 14th September-19th October 2011 (inclusive) Number of Lessons: 6 Scheme of Work Unit: Les animaux et les insectes

Framework Objectives :

O3.1 Listen and respond to simple rhymes, stories and songs

O3.2 Identify phonemes which are the same as or different from English and other known languages.

O3.3 Perform simple communicative tasks using single words, phrases and short sentences.

O4.2: Listen for specific words and phrases.

O4.3: Listen for sounds, rhyme & rhythm.

O4.4: Ask/answer questions on a topic.

O5.4 Prepare a short presentation on a familiar topic.

O6.4 Give a short talk on a chosen topic; express opinions and answer questions.

L3.1 Recognise some familiar words in written form.

L3.2 Make links between some phonemes, rhymes and spellings and read aloud familiar words.

L4.3 Read some familiar words and phrases aloud and pronounce them accurately.

L4.4 Write simple words and phrases using a model and some words from memory.

L5.3: Choose words, phrases, sentences and write them into a gapped text.

L6.1: Read & understand the main points and some detail from a short written passage.

KAL6: Notice and match agreements; use knowledge of word order to facilitate understanding

Prior Learning: some knowledge of colours, un serpent, un oiseau Cross-curricular Learning: body parts of animals, word classes, genre; literacy skills

Core Language: Key Nouns : Un dauphin, un ver, un ours, un papillon, un serpent, un loup, une abeille, un singe, une fourmi, une araignée. Focus nouns : une fourmi, un serpent, un dauphin, un ours.

Additional Nouns: l’oreille, l’évent, la nageoire pectorale, la nageoire dorsale, le rostre, la fourrure, les dents, les griffes, les pattes.

Adjectives : gris, rose, brun, rouge, violet, bleu, orange, jaune, vert, gris, noir, blanc, intelligent, timide, social, seul, pointu

Structures : NP + ADJ ; NP + VP + ADJ et ADJ

Verbs : être

Language Activities Framework Objectives

Pre-Lesson 1 –Wk 1: 14.09.11 L’alphabet Modelling & repetition of alphabet

Knowledge Focus:

Core L2 GPCs :/o/ ON;/y/ U,û;/j/ LL &

PETS silent letters;

Adjectival agreements and positions


363

L’alphabet et l’écriture

Formulaic expressions:

Comment ça s’écrit ?

Comment ça se prononce ?

Modelling & repetition – focus on key differences: e; g; h; i; j; u; w; y.

Game: Pairwork – picture information gap

Song – l’alphabet

Letter name game

O4.3 Oracy

O4.4 Oracy

O3.1 Oracy

O3.3 Oracy

Pre-Lesson 2-Wk 2: 21.09.11

Introduction

L’alphabet et l’écriture review

Review last year’s progress in language learning

L’alphabet

Pre-Tests : Receptive vocabulary & Reading Comprehension

Pre-Intervention Language Background Questionnaire

Song – l’alphabet

Game: surname hangman

Hot/cold game : Comment ça s’écrit ?/Comment ça se prononce ?

O4.2 Oracy /L6.1 Literacy

O3.1 Oracy

O4.3 Oracy

O3.3 Oracy

Lesson 1-Wk 3 : 28.09.11

Les noms et les couleurs

-Text Focus (Reading – word)

-Phonics Review (silent letters)

Key nouns & colours

NP + ADJ

Whole class: Input & practice of key nouns and colours

Whole class: Phonics focus: silent letters e and s, also p and t

Groupwork: Reading animal descriptions & matching with pictures then reading aloud (peer assessed - focus on silent letters)

O3.3 Oracy

O3.2 Oracy; L4.4

L3.1 Literacy (reading)

L3.2 Literacy (reading & PGCs)

Lesson 2-Wk 4: 5.10.11

Leurs apparences

-Phonics Focus:/o/;/y/;/j/

-Text Review (Reading & Writing - NP)

Review silent letters

Key appearance nouns

Phonics Focus

Focus on form

Whole class: Hangman – review PETS silent letters & position in words

Input and practice-appearance nouns (4 stage questioning) – identify silent letters

Whole class: Phonics focus:/o/;/y/;/j/

Whole class: Phonics spotting game on IWB

Individual: Label and gapfill parts of body on dolphin and bear. In dependent writing of NP + ADJ structures to describe pictures

Extension: Writing short sentences – ADJ after NP

O3.2 Oracy

O3.3 Oracy/O3.2 Oracy/L4.4 Literacy (writing)

O3.2/L3.2 (PGCs)

L3.2 Literacy (PGCs)

L4.4 Literacy (writing): L5.3

L4.4 Literacy (writing)

Lesson 3-Wk5: 12.10.11

Encore leurs apparences

- Text Focus: (Reading -NP+ADJ)

- Phonics Review:/o/;/y/;/j/

Phonics Review

Review original nouns & colours

Focus on form

-pronouns

Phonics swatting game plus vocab building around key sounds

Whole class: Review of all nouns and colours.

Understand question – (il/elle) est de quelle couleur?

O3.2/L3.2 (PGCs)

O3.2, O3.3 Oracy

L3.1, L3.3, L3.4

O4.4 Oracy


364

-adjectival agreements

Pronouns il/elle : contrast & elicit : il est/elle est

Then il est brun/elle est brune/ils sont bruns/elles sont brunes

Groupwork: NP+ADJ orally then building using single word cards – grammar focus: adjectival agreements (masc/fem/plural).

KAL6

O3.3, L4.3Literacy (reading)

KAL6 notice & match agreements

Lesson 4-Wk 6: 19.10.11

Leurs moeurs

-Phonics Focus: Consolidation : silent letters & :/o/;/y/;/j/

-Text Review: (Reading & Writing –NP+ADJ)

Review focus on form

Key behaviour & appearance adjectives

Introduce NP + VP + ADJ et ADJ

Focus on form – adjectival agreements

Reading

Read aloud - silent letters review

Whole class: Oral practice of NP+ADJ agreement using original vocab ppt. Elicit gender and number change.

Whole class: Input and practice behaviours adjectives (4 stage questioning) – intelligent, timide, seul, social, pointu.

Elicit correctly inflected adjective for each example

Il est intelligent et social/Il est timide et seul – focus on word order – elicit meaning of « est »

Pairwork: correct Fifi’s homework

Whole class story – L’heure de nourrir les animaux – read together and elicit meaning – use syntax patterns to identify words; focus on adjectival positions.

Pairwork close reading – take turns to read pages of book – read aloud peer assessment – checking for silent letters & some GPCs

KAL6 notice agreements

O3.3 Oracy/O3.2 Oracy/L3.1, L3.3, L4.4 Literacy (writing)

KAL6 notice & match agreements

O3.3 Oracy

L4.4 (writing)

KAL 6 notice agreements


KAL6 use knowledge of word order

L3.2 Literacy (reading & PGCs)

Display and Project Work : Group and class video documentary; Group and Class Book, Individual French vocabulary books

Assessment Opportunities : Peer – marking Individual & Teacher – video documentary Individual & Teacher – written work

Attainment Targets : DCSF Languages Ladder : Breakthrough : Listening Gd 2 ; Speaking Gd 2 ; Reading Gd 2 ; Writing Gd 3

Differentiation : e.g. NP+Adj+VP+NP+Adj/NP+VP+NP+et+NP(+/-adjs)

End of Unit Activity : Creation of class fact file (laminated) on display in school; creation of class video documentary


365


Timescale: 2nd November-7th December 2011 (inclusive) Number of Lessons: 6 Scheme of Work Unit: Les animaux et les insectes






O4.4: Ask/answer questions on a topic

O6.1 Understand the main points and simple opinions in a spoken story, song or passage.

O6.2: Perform to an audience.






L6.4 Write sentences on a range of topics using a model.

KAL4: Use question forms


Prior Learning: Key Nouns : Un dauphin, un ver, un ours, un papillon, un serpent, un loup, une abeille, un singe, une fourmi, une araignée. Focus nouns : une fourmi, un serpent, un dauphin, un ours.

Additional Nouns: l’oreille, l’évent, la nageoire pectorale, la nageoire dorsale, le rostre, la fourrure, les dents, les griffes, les pattes.


KAL : Core L2 GPCs :/o/ ON;/y/ U,û;/j/ LL & PETS silent letters; Adjectival agreements and positions

Structures : NP + ADJ ; NP + VP + ADJ et ADJ

Cross-curricular Learning:

Body parts, behaviours, genre, literacy skills

Core Language: Review prior learning plus….

Noun : la tête, l’abdomen, le thorax, une antenne, les écailles, les crochets, la langue, les paupières

Verbs : (un ours) il/elle a, il/elle est,

Adjectives : grand, petit, les couleurs, pointu, intelligent, social, timide, seul

Knowledge Focus:

Core L2 GPCs : /ɑ/ AN, EN;/ɛ/ IN, EIN, AIN

Interrogatives


366

Interrogatives : Combien de… ?, Est-ce qu’il a/elle a…?, Quelle taille est…. ?, Combien (de kilos) pèse…. ?

Structures : NP + VP + NP/ADV + some interrogatives


Lesson 5-Wk 7: 2.11.11

Leurs apparences

Text Focus : Writing - NP+ADJ

Phonics Review: Consolidation: /o/;/y/;/j/

Phonics consolidation

Practice appearance nouns

Whole class: Phonics consolidation: /o/, /y/, /j/ & phonics spotting

Whole class: Input & practice of appearance nouns and review of existing appearance nouns – NP + ADJ/NP + VP + ADJ

Whole class: Heads down, thumbs up – appearance nouns

O3.2/L3.2 (PGCs)


O3.3 Oracy

Lesson 6-Wk 8: 9.11.11

Leurs apparences

Phonics Focus : New /ɑ/;/ɛ/ + (/o/;/y/;/j/)

Text Review : Reading - story (word & text level)

Phonics focus: new GPCs

New appearance nouns (ant, snake) plus NP+ADJ focus on form

Text review – PGC spotting

Whole class: GPC modeling

Whole class: Input & practice of appearance nouns

Individual: review of NP + ADJ + adjectival agreements with IWBs

Whole class: phonics focus: new GPCs /ɑ/;/ɛ/

Whole class: reading L’heure de nourrir - identify & practice new phonics: /ɑ/;/ɛ/

O3.2/L3.2 (PGCs)


O3.2/L3.2 (PGCs)


Lesson 7-Wk 9: 16.11.11

Encore leurs apparences – les questions

Text Focus: Writing - Interrogatives

Phonics Review: /ɑ/;/ɛ/ + (/o/;/y/;/j/)

Question forms:

Combien de….?

De quelle couleur….?

Est-ce qu….Il/elle a……

Est-ce qu….Il/elle est….

Phonics review : phonics choral & phonics hot/cold game pairwork

Whole class: Input & practice of question forms

Text focus: Question building including using punctuation – writing question forms, reading question forms.

O3.2 Oracy/L3.2 (PGCs)


L6.3 Literacy (writing with punctuation)


Lesson 8-Wk 10: 23.11.11

Chapter 1 – Le livre – Les animaux et les insectes : Leurs apparences – Reading & Writing

Decide groups & give out puppets

Planning book – decide layout, illustrations

Peer review

Individual: writing

Review interrogatives: Four stage questioning – Whole class

Phonics review – Individual/Whole class

Writing first chapter – Individual/Pairs/Groups




KAL 6 – adjectival agreements


367

animal/insect descriptions.

Lesson 9-Wk 11: 7.12.11

Episode 1-L’émission-Voici les animaux et les insectes:

Leurs apparences – Speaking & Listening

Plan & rehearse appearances episodes

Filming

Post-film discussion

Planning and recording first episode of TV documentary.

Perform and read from scripts

Whole class review of episodes

O6.1/O6.2/L6.4


O6.1

Lesson 10-Wk 14: 14.12.11

Mini Achievement Tests:

Assessment of Intervention Learning Activities

Receptive vocab, read aloud, reading comprehension

Read descriptions and draw appropriate representations

Read aloud a short paragraph

Recognise vocabulary items

Assessment of Intervention 1 – take pictures of ordered sentences



O3.3 Oracy/O3.2 Oracy




Differentiation : e.g NP+Adj+VP+NP+Adj/NP+VP+NP+et+NP(+/-adjs)

End of Unit Activity : Creation of class fact file (laminated) on display in school; creation of class video documentary


368


Timescale: 4th January 2012- 9th February 2012 (inclusive) Number of Lessons: 5 Scheme of Work Unit: Les animaux et les insectes
















KAL5: Understand and use negatives


Additional Nouns: l’oreille, l’évent, la nageoire pectorale, la nageoire dorsale, le rostre, la fourrure, les dents, les griffes, les pattes, la tête, l’abdomen, le thorax, une antenne, les écailles, les croc hets, la langue, les paupières



Structures : NP + ADJ ; NP + VP + ADJ et ADJ + some interrogatives

Adjectives : grand, petit, fine, lisse, agile Interrogatives : combien de, est-ce qu’il/elle a ?, size/weigh Verbs : il/elle a, il/elle est,


Core Language: Review prior learning plus…. KAL : Core L2 GPCs :/o/ ON;/y/ U,û;/j/ LL & PETS silent letters plus /e/ and /o/

Verbs : (un ours) se bat, chasse, grogne – (un dauphin) saute, nage, siffle (une fourmi) court, palpe, travaille (un serpent) crache, mord, ondule.

Knowledge Focus:

Core L2 GPCs : /e/ é, ER, EZ & /o/

AU, o, ô

Negation


369

Adverbs : vitement , férocement, agressivement

Negation : NP + VP/NP+ne + VP + pas


Lesson 11-Wk 15: 11.01.12

Leurs mœurs : verbs

Text focus: NP+VP

Phonics review : /ɑ/;/ɛ/ + (/o/;/y/;/j/)

Key verbs (3 per animal/insect) Whole class – modelling/repetition/retrieval of core vocabulary.

Whole class/Individual – receptive vocab action game

Hangman – individual – word focus/spelling

Pairwork – recognising and matching verbs with animals

O.3.2/L3.3/L4.3

O3.4

L4.3

L3.1

Lesson 12-Wk 16: 18.01.12

Leurs moeurs: verbs

Phonics focus: Core plus new /e/ /o/

Text review: Le leopard text

Alphabet in French

Verbs

Core plus 2 new PGCs /o/ and /e/

Whole class – review of core verb vocabulary using new technique of corrigez (to stimulate recognition of written forms).

Receptive vocabulary – mime game

Phonics practice including gesture and phonics spotting

Phonics spotting using le leopard text

O3.2/L3.3/L4.3

O3.4

L3.2/O4.3/O3.2

L3.2/L4.3

Lesson 13-Wk 17: 26.01.12

Encore leurs mœurs - negation

Text Focus: NP+VP (neg)

Phonics Review: : Core plus new /e/ /o/

Review of core verbs

Expressing negation both orally and in writing

Review core plus new PGCs

Whole class – review of core verb vocabulary plus introduction of negation

Language focus – expressing negation by building bacon sandwiches.

Individual – build your own negation sandwiches

Phonics review- hot/cold find the right grapheme game

O3.2/L3.3/L4.3

KAL5

KAL5; L4.4

O3.2/L3.2

Lesson 14-Wk 18 : 01.02.12

Encore leurs mœurs - negation

Phonic Focus : Core plus new /e/ /o/ and read aloud

Text Review : Word level

Review of negation plus core vocabulary

Whole class – review of vocab using corrigez!

Phonics modelling with playdough

Sound sorting – small groups

Read aloud practice following sound revision – whole class

O3.2/L3.3/L4.3

L3.2

L3.2

L4.3

Lesson 15-Wk 19: 09.02.12-Catch up School 1 certain children

Write and decorate first chapter

Leurs apparences

Individual written work L6.4


370

of book.




Differentiation : NP+VP/NP+ne+VP+pas


371


Timescale: 22nd February 2012- 29th March 2012 (inclusive) Number of Lessons: 5 Scheme of Work Unit: Les animaux et les insectes
















KAL5: Understand and use negatives



Additional Nouns: l’oreille, l’évent, la nageoire pectorale, la nageoire dorsale, le rostre, la fourrure, les dents, les griffes, les pattes, la tête, l’abdomen, le thorax, une antenne, les écailles, les crochets, la langue, les paupières



Structures : NP + ADJ ; NP + VP + ADJ et ADJ + some interrogatives

Adjectives : grand, petit, intelligent, seule, Interrogatives : combien de, est-ce qu’il/elle a ?, size/weigh Verbs : il/elle a, il/elle est,

KAL : /e/ and /o/


Knowledge Focus:

All previous core L2 GPCs :

/o/ ON;/y/ U,û;/j/ LL & PETS silent

letters; /ɑ/ AN, EN;/ɛ/ IN, EIN, AIN;

/e/ é, ER, EZ & /o/ AU, O, EAU, ô

Negation


372

Verbs : (un ours) se bat, chasse, grogne – (un dauphin) saute, nage, siffle (une fourmi) court, palpe, travaille (un serpent) crache, mord, ondule.

Adverbs : vitement , férocement, agressivement

Negation : NP + VP/NP+ne + VP + pas

Core Language: Review prior learning plus….

Structures : NP + VP + NP/ADV + some interrogatives ; NP+ADJ+VP+NP+ADJ Negation : ne + VP + pas

Nouns : (un ours) un saumon, des insectes (m), des noix (m), des baies (f), des ordures (f); (un dauphin) les poissons (m), le mulet, le macquereau, le hareng, le calmar, (une fourmi), le pépin, l’huile (f); (un serpent) la souris, le rat, les oiseaux (m)

Verbs : manger, avaler, mâcher, exprimer


Lesson 16-Wk 21: 22.02.12

Text Focus : drafting chapter

Phonics Review : all GPCs

Chapter 2 – Le livre – Les animaux et les insectes : Leurs moeurs – Reading & Writing

Review core vocab + adverbs

Decide groups & give out puppets/planning

Individual: writing animal/insect behaviours.

Review core vocab introduce adverbs +ment – Whole class

Writing first chapter – Individual/Pairs/Groups




KAL 5 – understand and use negation, L6.1

Lesson 17-Wk 22: 29.02.12

Episode 1-L’émission-Voici les animaux et les insectes:

Leurs apparences – Speaking & Listening

Plan & rehearse appearances episodes

Filming

Post-film discussion

Planning and recording first episode of TV documentary.

Perform and read from scripts

Whole class review of episodes

O6.1/O6.2


Lesson 18-Wk 23: 07.03.12

Leurs nourritures : nouns + manger

Phonics review : New - /e/ /ɑ/;/ɛ/ + :/o/;/y/;/j/

Text Focus : NP+VP+ NP; reading comprehension

Present core vocabulary

Group research – animal food

Strategy focus – reading comprehension activity

Pairwork – phonics bingo

Whole class – modelling/repetition/retrieval of core vocabulary.

Small groups – animal/insect food facts

Pairwork – reading comprehension activity



L6.1 Literacy

Lesson 19-Wk 24 : 14.03.12 Redrafting written book Group/Individual KAL5, L6.4, L4.4


373

Catch up

Write & decorate 2nd chapter of book ; finish first chapters

chapter

Lesson 20-Wk 25: 21.03.12

Post-Tests

Self-assessment sheets

Pre-Tests : Receptive vocabulary & Reading Comprehension





Differentiation : NP+Adj+VP+NP+Adj/NP+VP+NP+et+NP(+/-adjs)

Week commencing 21.03.12 – Post Tests in both schools: Read Aloud, Elicited Imitation. Suggest weeks commencing 18.06.12 & 25.06.12 for Delayed Post Tests in both schools: Receptive Vocabulary, Read Aloud Tests, Reading Comprehension, Elicited Imitation.


374

PhD Teaching Intervention Pre-lesson Date : 14 & 15 September 2011

To be able to say the French alphabet

To be able to ask questions concerning reading and spelling

To introduce the learning objectives, topic and resources for the term

To implement some pre-tests and books

Highlight new way of teaching L2; explain pre and post-tests.

Introduce topic, literacy, difference between English letters/sounds & French letters/sounds,

why we are learning French alphabet

1. Input and practice of French alphabet 2. Focus on key differences:

e; g; h; I; j; u; w; y 3. Hangman game to practice letter names: first names and

surnames 4. Input and practice of two questions (elicit): using three

stage questioning ppt. - Comment ça s’écrit? - Comment ça se prononce?

5. Game: picture information gap - spelling 6. Song: 7. Plenary – review progress against l.o.

Whole class

Whole class

Whole class

Whole class

Whole class

Pairwork

Whole class

Whole class

Language & LLS

O4.3

O3.3

Powerpoints for alphabet

Game cards


375

PhD Teaching Intervention Pre-lesson Date : 21 & 22 September 2011

To be able to say the French alphabet

To be able to ask questions concerning reading and spelling

To introduce the learning objectives, topic and resources for the term

To implement some pre-tests and books

Highlight new way of teaching L2; explain pre and post-tests.

Introduce topic, literacy, difference between English letters/sounds & French letters/sounds,

why we are learning French alphabet

Receptive vocabulary test (10 mins)

L2 reading comprehension test (15 mins)

Give out exercise books, name and purpose:

Cahier de travail

Cahier de vocabulaire

Explain self assessment sheets

Fill in pre-intervention questionnaire

Review alphabet

Hangman game to practice letter names: first names and surnames

Song:

Plenary – review progress against l.o.

Whole class

Whole class

Whole class

Whole class

Whole class

Whole class

Whole class

Pairs

Research/O3.3

Research/L6.1


Individual whiteboards

Books


376

Les animaux et les

insectes

Lesson 1 Date : 28th/29th September

2011

To be able to name different animals and insects

To be able to name different colours and size adjectives

To develop an awareness of silent letters in French

To read short animal descriptions aloud

NGFL Grid for Learning – choose a fact file – introduce idea of making fact files to share with the

rest of the school

Input and practice of key nouns using four stage questioning

Phonics focus:

review vocabulary looking for silent letters

elicit which letters are silent

elicit letter position in words

see if anyone picks up on colour=masc/fem

Input and practice of colour adjectives

Spot the silent letters game: raise hands if there’s a silent letter in the new vocab. Introduce “t” as well as “e” “s”

Read NP + ADJ cue cards and match to existing animal cards. Check colours for changes – why??

Focus on form: “e” on the end of adjectives with feminine nouns. Contrast noir/noire but brun/brune & gris/grise. Highlight pron

Share out animals and cards. Each person reads aloud his/her animal descriptions

o Peer assessed using sheets (focus on silent letters)

Feedback on assessment

Plenary: Self-assessment sheet in front of book o How many animal and insect words learned? o How many adjectives learned? o Which letters can sometimes be silent in

French and where can they appear in the word?

Next week: focus in on a few animals/insects to work in more detail – learn about food, habitat, size, appearance – BEAR/DOLPHIN/ANT/SNAKE

Whole class

Whole class

Individual

Whole class

Pairwork

Whole class

Pair/Groupwork

Whole class

Individual

O3.2, O3.3,L3.3

L4.3

L3.3

O3.4

L4.3

Powerpoints for animal/insect vocab & adjectives

Animal and insect packs of cards

Animal and insect NP + ADJ cue cards

Peer-assessment pronunciation sheets


377

Les animaux et les insectes Lesson 2 Date : 5th & 6th October 2011

To review silent letters in French

To write two NP + ADJ descriptions to reinforce lesson 1 (independent work)

To learn three specific L2 phonemes and graphemes: /y/= u, û; /o/= on; /j/=ll

To learn some appearance nouns

To understand some questions about animals.

Elicit silent letters: Spell out PETS, elicit position. Quickfire hangman using: loup; serpent;

abeille; fourmi

Input and practice of key appearance nouns using four stage questioning – ppt.

Spot the silent letters game: raise hands if there’s a silent letter in the new vocab.

Phonics focus – ppt

Gap-fill worksheets. Practice spelling new vocab. Consolidate noun gender and silent letters. Check your work by reading aloud with a partner and then check against your vocab books.

Plenary: Self-assessment sheet in front of book – objective L4.4 cross out food put appearance

Whole class

Whole class

Whole class

Individual/

Pairs

Whole class

O3.2, O3.3, L3.1, L3.3,

L4.4

L3.2

O3.2/L3.2

KAL6; L3.3, L3.2

L5.3

Powerpoints for phonics focus, appearance nouns, lecon 1 powerpoints.

Remplir les blancs worksheets

Cue cards of new vocab


378

Les animaux et les insectes Lesson 3 Date : 12th & 13th October 2011

To make NP + ADJ sentences from word cards – focus on adjectival agreements

To consolidate three specific L2 phonemes and graphemes: /y/= u, û; /o /= on; /j/=ll

To consolidate some appearance nouns and adjectives

Fly-swatting PGCs - /y/= u, û; /o/= on; /j/=ll x 2 – sometimes 2 in one word

Cochon; sur; paille; son; écailles; font; vue; pointu; saumon; foururre

Ondule ; jus ; lion ; travaille ; mûr ; avion ; jonquille ; lu ; menton ; tranquille

Copy at least 3 – vocab books are their resource

Complete gap-fill exercise from last week. o Use books & ppt on screen. Shows importance

of keeping legible and accurate records

Review original animal vocab with colours – ppt. o Understand question – De quelle couleur?

o Elicit change difference il i.e. il est brun – why il =

masculine noun/blue noun. Do same with elle and

then highlight change to sont for (fourmis) – elicit

difference between it is and they are.

Contrast: il est gris/elle est grise – write on board. Pourquoi la différence ?

o Write on board : une fourmis est brune/des

fourmis sont brunes – pourquoi la différence ?

Sentence building: oral production from pictures then short descriptions from written cues, link with correct form of adjective i.e. choose the right colour but then also the right written form of the colour (groups of 3)

Plenary: Self-assessment sheet for lessons 2 and 3 in front of book – objective L4.4 cross out food put appearance for lesson 2

Individual

Whole class

Whole class

Pair/

Groupwork

Individual

KAL 6; L3.2, L3.3

KAL6; L3.2, O3.2, O3.3

KAL 6

O3.3, L4.4, KAL6

Powerpoints for lecon 1 and table for phonics-swatting game

Picture and word cards for sentences


379

Les animaux et les

insectes

Lesson 4 Date : 19th & 20th October 2011

To consolidate some appearance nouns and adjectives

To review adjectival agreements, question – il/elle est de quelle couleur?

To present some new behaviours adjectives

Practice: il/elle est de quelle couleur? Hot/cold game.

Checklist on whiteboard: how do French adjs change?

o Ppt. – review NP + ADJ constructions +

Agree.

o Elicit gender change i.e. il est brun – why il

= masculine noun/blue noun.

o Elicit number change. Show colour coded

slide.

o 4 stage questioning: intelligent, timide,

seul, pointu, social

o Elicit correctly inflected adjective for each

example.

Fifi’s teacher : correct Fifi’s written homework. o Tick or cross – elicit that children must

show corrections.

o Check with a partner: are your marks the

same?

Story: L’heure de nourrir les animaux – 1st reading – elicit meaning.

o 2nd reading - Look for adjectives which

have changed to agree with their nouns.

o Nominate children A ou B. A read first

page to partner, followed by T. reading. B

assesses A. Then vice versa. – phonics

focus

Plenary: Self-assessment sheet for lessons 2, 3 & 4 in front of book – objective L4.4 cross out food put appearance for lesson 2

Whole class

Individual

Individual/Pairwork

Whole class

Pairwork

Whole class

KAL 6

O3.2,O3.3, L3.1,

L3.3, L4.4, KAL6

KAL 6, L4.4

L6.1, KAL 6

L4.2

Resources:

Powerpoints for NP+ ADJ and L’heure de nourrir

Peer assessment sheets

Fifi’s homework


380

Les animaux et les insectes Lesson 5 Date : 2nd &

3rd

November 2011

To learn some appearance nouns (ant & snake)

To review some appearance nouns.

To consolidate specific L2 phonemes and graphemes - /o/, /y/, /j/

To review adjectival agreements

Input and practice of appearance nouns: using four stage questioning – ppt. Focus on adjectival agreements and il/elle.

Heads down thumbs up. Identify through part of body, not by saying animal/insect name or extend to identify animal/insect plus body part

Phonics review – consolidate existing PGCs plus phonics spotting

Whole class

Pairwork

Whole class

O3.2, O3.3, L3.1, L3.3,

L3.4

O3.3

O3.2, L3.2

Powerpoints for new vocab and language review

Phonics spotting ppt.

Pictures for heads down thumbs up & find the right grapheme


381

Les animaux et les

insectes

Lesson 6 Date : 9th & 10th November 2011

To learn some appearance nouns (ant & snake) & review adjectival agreements

To learn two specific L2 phonemes and graphemes - /ɑ/ AN, EN;/ɛ / IN, EIN, AIN (IEN).

Review previously learned GPCs - /o/ ON; /y/ U, û; /j/ LL (ILL) using playdough modelling

Learning Objectives: appearance, GPCs, agreements

Input and practice of appearance nouns: using four stage questioning – ppt.

Mini focus on adjectival agreements and il/elle – whiteboard activity from base adjective – pupils write suggested changes then check against written form.

Mini-plenary: success rate – self assessment.

Phonics focus – ppt. New GPCs /ɑ/ AN, EN;/ɛ/ IN, EIN, AIN (IEN).

Hot/cold game – find the right grapheme.

Text review – L’heure de nourrir les animaux: - identify new PGCs by anticipating phonemes

taught in written text (selecting & noting

new words)

- -practice reading aloud new PGCs

(volunteers)

Plenary: Review progress against LO:

2 x new sounds; 3 x existing sounds

New appearance nouns (ant and snake)

Check adjectival agreements

Whole class

Whole class

Individual/

Whole class

Whole class

Whole class

Pairs/

Whole class

Whole

class/Individual

O3.2, O3.3, L4.4

L4.4

KAL6

O3.2/L3.2

O3.2, L3.2

O3.2

O4.3, L3.2, L4.3

Powerpoints for new vocab, phonics focus and story L’heure de nourrir les animaux.

Cues for find the right grapheme, playdough


382

Les animaux et les

insectes

Lesson 7 Date : 16th & 17th November 2011

To learn some appearance questions

To review two specific L2 phonemes and graphemes - /ɑ/ AN, EN;/ɛ / IN, EIN, AIN & /o/ ON; /y/

U, û; /j/ LL (ILL).

Review previously learned GPCs - /ɑ/ AN, EN;/ɛ / IN, EIN, AIN & /o/ ON; /y/ U, û; /j/ LL (ILL)

using powerpoint and gestures

Learning Objectives:

phonics review

appearance questions

Hot/cold find the grapheme game

Input and practice of appearance questions: using four stage questioning – ppt.

Text focus – Ordering words to form questions

Read Aloud – elicit one/two questions from each group, read aloud either by individual or whole class.

Plenary: Review progress against LO:

2 x new sounds; 3 x existing sounds

New questions

Pairwork/Whole

class

Individual/

Whole class

Groups/Whole class

Individual/whole

class

O3.2, L3.2

O3.2, O3.3,L3.1, L3.3, L4.4

L6.3

L4.3

Resources: Hot/cold grapheme cue cards; questions ppt;

question building handouts; phonics ppt.


383

Les animaux et les

insectes

Lesson 8 Date : 23rd & 24th November

2011

To review some appearance questions

To review two specific L2 phonemes and graphemes - /ɑ/ AN, EN;/ɛ / IN, EIN, AIN & /o/ ON; /y/

U, û; /j/ LL (ILL).

Review previously learned GPCs - /ɑ/ AN, EN;/ɛ / IN, EIN, AIN & /o/ ON; /y/ U, û; /j/ LL (ILL)

using gestures and read aloud practice – KS2 Learning Objective: O3.2, L3.2.


appearance questions

writing first chapter

Review and elicitation of appearance questions – using 4 stage questioning – ppt.

o Mini-plenary: review progress against 4

question forms.

Est-ce qu’il/elle a…..?

Combien de….. ?

Quelle taille est…. ?

Combien pèse….. ?

Hand out “planning your book” sheets. Revisit purpose of scheme of work. Identify each group’s role – to produce a book and film about one animal. Bring out boxes.

Divide into groups of 6 – nominate person (randomly) to choose a package. Whole class unwraps packages together. Elicit from each group which animal/insect they have.

Group Planning: Work through points 1-4. Feedback after each point. Illustrations later.

Individual Writing: Examine point 5. Use vocab & text books as resources.

(If time: Check Writing: Point 7. Show your work to your partner. Peer assessment: cues on board – spelling; adjectival agreements, noun gender.)

o Plenary: Review progress against LO

Individual/Whole

class

Groups/Whole

class

Groups/whole

class

Individual

Pairs/Group

feedback

O3.2, O4.4, L4.4

O4.4

3.3

L4.4, L6.4, KAL 4,

KAL 6

Resources: read aloud ppt, appearance questions ppt, planning

sheets, wrapped “presents”, dictionary.


384

Les animaux et les

insectes

Lesson 9 Date : 7th & 8th December 2011

To review some appearance questions and appearance statements including adjectives

To revisit key instructional points: adjectival agreements, interrogatives (and word order).


Recording first episode – speaking

Checking work – revisiting grammar points

Elicit rules for adjectival agreements – put on board.

Elicit a descriptive sentence for the monkey picture –

write on board.

Elicit translation – write underneath – look at word

order: most words in same place but adjectives after

noun (apart from grand/petit)

New Page

Choose three favourite sentences.

Look closely at them, think about your knowledge of

how French works - do you need to make changes?

Write these three sentences out and amend where

necessary.

Group Planning: highlight roles will change for each episode.

Nominate two presenters

Nominate one interviewer

Nominate one introducer – says title

Nominate puppet operator

Presenters go and practice their sentences together. Group write two questions for interviewer and decide the action sequences. Introducer practice saying title.

Rehearsal & filming

Individual/Whole

class 5+ mins

Individual 10 mins

Groups/whole

class

Groups

5 mins

Pairs/group

10 mins

Groups 6 x 5 mins

KAL 5/6

O3.2

KAL 5/6

L6.4

O3.3

Resources: appearance questions ppt, dictionary, video

camera.


385

Les animaux et les

insectes

Lesson 10 Date : 14th & 15th December

2011

To review progress to date against research identified literacy constructs and key instructional

foci

Present worksheets.

Reading Comprehension: o Read each sentence quietly – you won’t know

all the words – try to draw and colour a

picture to illustrate what you have read.

Les phoniques: o Chn write in boxes correct letters for each

French sound they hear.

Receptive vocab: o Chn write the correct English word for each

French word they hear.

La grammaire: o Chn complete the noun gender & adjectival

agreement task

o Remaining 25 minutes:

Assessment of Intervention: o Chn order the statements according to

preference while teacher hands round

madeleines & petit beurre biscuits!!

o During this activity, individual children

assessed for read aloud words:

o 12 chn – 3 from each read aloud pre-test

quartile:

Individual

15 minutes

Individual

5 minutes

Individual

5 minutes

Individual

10 minutes

Total=35 mins

Groups of 3+

L6.1

O4.3/L3.2

O4.2

KAL 5/6

L4.3 +++

Resources: assessment sheets, cakes and biscuits, video camera.


386

Les animaux et les

insectes

Lesson 11 Date : 11th/12th January 2012

To be able to name three behaviour verbs each for dolphin, bear, ant, snake

To review core L2 phonemes

To practice NP + VP sentences

Phonics Review ppt.

Input and practice of key verbs using four stage questioning. Encourage written translations alongside new vocabulary.

Student mime game – receptive vocabulary.

Hangman: spelling/guessing behaviour verbs.

Verb matching: read and write correct verbs to the right animal.

Plenary: Self-assessment sheet in front of book

Whole class

Whole class

Whole class

Pairwork

Whole class

O3.2/O3.3/L3.1/L3.3/L4.4

O3.4

O3.2, O3.3

L4.3

L3.1

Resources:

Powerpoints for animal/insect verbs & phonics review

Animal and insect VP cue cards and pictures

Self-assessment sheets


387

Les animaux et les

insectes

Lesson 12 Date : 18th/19th January 2012

To review three behaviour verbs each for dolphin (nage, sauté, siffle), bear (se bat, grogne,

chasse), ant (travaille, court, palpe), snake (ondule, crache, mord).

To learn two additional L2 PGC/GPCs and review core L2 PGC/GPCs

To practice NP + VP

Alphabet song.

Literacy review: verb hangman using French alphabet.

Revision of core phonemes & introduce /e/ & /o/. Phonics spotting

Input and practice of key verbs using “corrigez!”

Student mime game – productive vocabulary – NP + VP elicitation.

Story: Le léopard plus phonics swatting.

Whole class

Whole

class/Pairwork

Individual/Whole

class

Whole class

L3.3

L4.3

O3.2, O3.3, L3.1, L3.3,

O3.4

O3.3

L3.1

L6.1

Resources:

Powerpoints for animal/insect verbs & phonics review


388

Les animaux et les

insectes

Lesson 13 Date : 26/27th January 2012



To review two additional L2 PGC/GPCs and review core L2 PGC/GPCs

To introduce Negation: NP + Neg + VP + Neg particle

Phonics hot/cold game – find the right grapheme

Input and practice of key verbs & negation using “corrigez!” – occasional comprehension check.

Negation sandwich - presentation

Make your own negation sandwiches – write sentences in book (meaning underneath).

o Check comprehension on every slide.

Story: Le léopard – what doesn’t the leopard do: individual whiteboard activity

Whole

class/Pairwork

Whole class

Individual/Pairwork

Group/Whole class

O3.3

L3.2/L4.4

KAL5

L3.2/L6.4

KAL5

L6.1

Resources:

Powerpoints for animal/insect verbs & negation sandwich presentation

Cue cards for negation sandwich

Adapted story powerpoint presentation


389

Les animaux et les

insectes

Lesson 14 Date : 1st/2nd

February 2012



To practice two additional L2 PGC/GPCs and review core L2 PGC/GPCs

To review negation: NP + Neg + VP + Neg particle

Le léopard – spot the negation: individual whiteboards - verb cut and paste

Review and practice of key verbs & negation using “corrigez!” and “écrivez” plus comprehension check.

Phonics modelling with playdough – GPCs & whole words (Le Manuel Phonique cues).

Sound letter sorting + read aloud practice

Oral production of NP + Ne + VP + Neg Part.

o Write an isn’t sentence using animal + verb.

o Nominate a person to translate into French-

o Only show that person your board.

o The rest of the group acts out the sentence

when they see the board.

o Elicit shake head for no + verb action

Phonics bingo (sounds). (if time)

Whole

class/Individual

Pairwork

Whole

class/group

Groupwork

Pairwork/Whole

class

O3.3

L3.2/L4.4

O3.3

L4.4

L3.2

KAL4

As above

KAL5

L6.4

O3.3

L3.2/L4.4

Resources:

Powerpoints for animal/insect verbs & negation sandwich presentation

Story powerpoint presentation

Phonics bingo sheets


390

Les animaux et les

insectes

Lesson 15 Date : 8th

/9th

February 2012

To write a short descriptive piece about an animal or an insect.

Planning book chapter handout and discussion

Catch up session for absent children school 1.

Review written work, correct and redaft – choose

illustrations.

Discuss presentation issues with partner.

Whole

class/Individual

O3.3

L3.2/L4.4; KAL6

L6.4

Resources:

Powerpoints; previous term’s work; colouring pencils; paper


391

Les animaux et les

insectes

Lesson 16 Date : 22nd/23rd February 2012

To write a short descriptive piece about an animal or insect

Phonics ppt. – phonics spotting. Selection of animal (see below)

Divide into groups of 6 – nominate person to choose a package. Elicit which animal/insect they have.

Model potential sentences – 3 positive + 3 negative.

Elicit role of adverbs – elicit –ly ending in English contrast with –ment in French – ppt.

Powerpoint with text structure left on board – work in groups (inc translations)

When finished text start illustrations and decoration on clean sheet

Add text and translation to A4 page for second chapter of book.

Whole

class/Group/Individual

Whole class

Whole class/individual

Individual

Individual

O3.3

O3.3/L4.4

O3.2 = EN; silent t

L6.4; KAL5; KAL6

Resources:

Powerpoints; A4 paper; dictionaries; computers


392

Les animaux et les

insectes

Lesson 17 Date : 29th February 2012

To review some behaviour questions; behaviour NP + VP statements; negation NP + ne + VP +

pas

To “polish” written chapter of book.


Recording second episode – speaking

Checking work – revisiting grammar points

Ppt – quick review of question form Est-ce qu’ = does. Quickfire practice of Q and A.

Group Planning: highlight roles will change for each episode.

Nominate two presenters

Nominate two interviewers – to ask questions

Nominate one introducer – says title

Nominate puppet operator

Presenters go and practice their sentences together. Group write two questions for interviewer and decide the action sequences. Introducer practice saying title.

Rehearsal & filming

Start writing up second chapter.

Individual/Whole

class 10 mins

Individual 5 mins

Groups/whole

class

Groups

5 mins

Pairs/group

10 mins

Groups 6 x 5

mins

KAL 5/6

O3.2

KAL 5/6

O3.3

ppt, video camera.


393

Les animaux et les

insectes

Lesson 18 Date : 7th/8th March 2012

To learn eating verbs and discover food nouns from English

Verbs: mâche (chew); avale (swallow); mange (eat); exprime (de) squeeze out

Phonics review + phonics bingo

Input and practice of key eating verbs using four stage questioning (include some behaviours verbs only at 4th stage)

Research activity in animal groups – website = http://a-z-animals.com/animals/dolphin/

o Find three things your animal eats – use

dictionaries to find French words + m/f?

Individuals write words for their animals on board – elicit pronunciation.

Reading Comprehension activity – elicit possible strategies.

o Work with partner to construct meaning.

o Feedback question by question.

Whole

class/Individual

Groups

Individual/whole

class

Pairwork/whole

class

O3.2, O3.3 L4.4

L3.2, L4.3

L3.2, L4.3

L6.1,

Powerpoints; reading comprehension activity;

Potential food vocab: bears - carnivores (nuts des noix (m), salmon le saumon, berries des baies (f), rubbish des

ordures (f)); dolphins - carnivores (mullet le mulet, mackerel le maquereau, herring le hareng, squid le calmar); ants

- omnivores ( insects les insects (m), seeds les pépins (m), oil L’huile (m); snakes – carnivores rodents les rongeurs

(m), une souris, un rat, les oiseaux (m).


394

Les animaux et les

insectes

Lesson 19 Date : 14th March 2012

To review, redraft and illustrate first chapter of books

To review, redraft and illustrate second chapter of books Add a translation to each piece of

work.

Review written work, correct & redraft. o Choose illustrations.

o Discuss presentation issues.

Whole

class/Individual

O3.3

L3.2/L4.4; KAL6

Powerpoints; previous term’s work; colouring pencils; paper


395

PhD Teaching

Intervention

Lesson 20 Date : 21 & 22 March 2012

To implement three pre-tests: receptive vocabulary; reading comprehension; spelling

To complete self-assessment sheets

To present class books and video documentaries

Receptive vocabulary test (10 mins)

L2 reading comprehension test (15 mins)

Mini spelling test

Review self assessment sheets

Informal feedback – what do you think about

learning this way? Write on a piece of paper and

post in the envelope.

Whole

class/Individual

Whole

class/Individual

Whole

class/Individual

Individual

Research/O3.3

Research/L6.1

Resources:


Individual whiteboards

Books


396

Story 1: L’heure de nourrir les animaux


397


398

Story 2: Le Léopard


399


400

Story 3: La folie animale


401

Project Checklist for Ethical Issues for Teacher Researchers

(after Watt, 1995)

1. Identify where ethical issues may arise in the research.

Through considerations of informed consent and the role of teacher/researcher.

2. Purposes served by the research.

Teaching: the simultaneous learning of spoken and written language.

Researcher: the opportunity to explore the impact of this approach across key

constructs and also to track and monitor longitudinally the development of L2 literacy.

Learner: the development of sound and spelling links and the opportunity to explore,

to some extent in a personalised way, French literacy and speech.

3. Is this a genuinely educational experience?

Objectives are supported by the KS2 Framework for Languages (DfES, 2005).

Activities are specifically designed to be motivating (the production of class books and

videos) and stimulating (multimodal, varied, learner-centred).

Lesson plans privilege learning (clearly stated learning objectives cross-referenced

against learning objectives) before research objectives.

4. Is there clear strategy and purpose?

Yes. Supported by lesson plans, learning objectives and “bespoke” teaching

intervention which is grounded in and guided by both literacy and L2 language

learning research.

5. Consent and Research Implications

Informed consent obtained from Headteacher, parents and carers.

6. Confidentiality

Addressed in the informed consent: no participants’ names or school name in

documentation, password-protected data files.

7. Report

Participants are unable to read the draft report but parents/carers have been invited

to ask any questions or view the results of the intervention at any time. It is suggested

that a brief overview of the study’s results will be presented to the Headteacher.

Furthermore, each school will receive a class book and class video.

8. Pleasant environment

A pleasant and stress-free working environment was encouraged at all times. All

intervention took place within the time allotted for MFL instruction to eliminate

disrupting other aspects of school life.

9. Adhering to the strategy outlined

The overall strategy was adhered to as major changes would have required renewed

parental/carer consent which would have been difficult to obtain in a limited

timeframe. However, minor aspects of the teaching were slightly altered (i.e. focus on

articulatory properties of novel L2 sounds and écrivez). This was precipitated by

examination of qualitative classroom data and justified through this study’s aim to

privilege learning at all times.

10. Is the data analysis systematic and fair?

Most of the analysis concerns quantitative data and clear counting of words per

utterances (not particularly subjective). However, where more qualitative analysis is


402

concerned, attempts have been made to reduce researcher bias (see study’s

methodology chapter).

11. Verbal feedback

Participants have been informed of the project’s success in general terms.

Participants have read their book chapters to younger children in the school and have

participated in a “première”; watching their video documentaries whilst eating French

sweets and chocolate.

12. Different reports for different groups

The school will be offered a copy of the full thesis (or sent an E-thesis) and a brief

summary of the findings will be included (if desired) in the school’s monthly

newsletter to parents/carers.

13. Acknowledgements

Participants will be acknowledged and thanked in the thesis and the school newsletter.

14. Timely distribution

Whilst the thesis will not be available for some time, the initial findings will be

communicated to both schools before the end of the school academic year.


403

Parent’s and Guardian’s Information Sheet

Study Title: Combining Sound and Print: An Integrated Approach to Developing L2

Literacy.

Researcher: Alison Porter

Ethics number: 223425539

Please read this information carefully before deciding to allow your child to take part in this

research. If you are happy for your child to participate you will be asked to sign a consent form.

What is the research about?

As your child’s French teacher, I am currently undertaking a PhD at the University of

Southampton which will explore how primary school children learn to read in French. In

particular, I am planning to study how children’s ability to read in English can help them learn

to read in another language. I am also interested in the relationship between learning to speak

French, and learning to read the language.

Why has my child been chosen?

This research will focus on year 5 and 6 children who can already read fluently in English. You

are invited to consider allowing your child to participate in this research study. If you do decide

to allow him/her to participate, please sign and date the accompanying consent form and return

it to the school office.

What will happen to my child if I allow him/her to take part?

The study will take place between September 2011 and April 2012. The teaching of reading

will take place once a week during normal French lessons. During the study, a video recorder

will be used to make an audio-visual recording of some lessons from the back of the class so

that I can monitor my teaching and the development of the children’s spoken French. This data

will, therefore, only involve shots of the children from behind. In order to evaluate progression

and development, it will be necessary to “test” the children’s spoken and written French before

and after the teaching intervention. Speaking and reading aloud skills will be tested in small

groups as I believe this is more natural for the children. However, in order to be able to track

individuals, it will be necessary to video children from the front during these group activities,

(i.e. faces visible) but not using the children’s names. In order to contrast second language and


404

first language literacy, I would also like to examine existing school data relating to first

language literacy (e.g. reading ages and National Curriculum levels).

Are there any benefits in my child taking part?

Your child will enjoy all the usual benefits of regular French lessons. In addition, I hope to use

what I learn through this research to improve the teaching of foreign language literacy.

Are there any risks involved?

There are no risks involved in taking part.

Will my child’s participation be confidential?

All video data will be viewed by myself only. Both lesson and test video data will be

transcribed into written files for more detailed analysis. The school and the pupils will not be

identified in any transcriptions of this data. Video data will be kept as a password protected file

on a password protected computer. Children’s written work will be identified by giving each

child a number. The number-child relationships will not be shared with any third party.

What happens if I change my mind?

Your child’s participation in this study is entirely voluntary and you can withdraw him/her from

the project at any time without explanation. He/she would still participate normally in the

activities of the French lesson, but his/her contributions to class activities will not be

transcribed or analysed as part of this study.

What happens if something goes wrong?

In the unlikely case of concern or complaint, you should contact the school’s headteacher.

Where can I get more information?

You may email me at any time, should you have any questions or problems.

Name: Alison Porter Email: [email protected]

mailto:[email protected]


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CONSENT FORM

Study title: Combining Sound and Print: An Integrated Approach to the Development of L2 Literacy.

Researcher name: Alison Porter

Study reference: Dept. of Modern Languages – Mphil/PhD

Ethics reference: 223425539

Please initial the box(es) if you agree with the statement(s):

I have read and understood the information sheet (19.06.11/003)

and have had the opportunity to ask questions about the study

I agree to take part in this research project and agree for my child’s data to

be used for the purpose of this study

I understand his/her participation is voluntary and I may withdraw

him/her at any time without consequence

Name of participant (print name)………………………………………………………

Name of participant’s parent/guardian ………………………………………………..

Signature of participant’s parent/guardian…………………………………………….

Name of Researcher (print name) …………………………………………………….

Signature of Researcher……………………………………………………………….

Date………………………………………………………………………………… …


406

Children’s Information Sheet

Please read this information carefully before deciding to take part in this research.

If you are happy to participate your parent or carer will need to sign the consent

form.

Why are we doing this?

I would like to find out more about how primary school children learn to read and write

French. After my special lessons, I would like to write a report about the progress you

make. I hope that people can read about how we have learned to read and write French.

They can then decide if they want to learn French in the same way.

Why me?

You have been chosen because you can already read and write in English, so you know

lots about reading and writing – for example, that letters match sounds, that one letter

can make many sounds and that you can write one sound in different ways.

What will we do?

From September we will continue to learn French in the same way but we will also try

reading and writing in fun and different ways (like making a book in French to share

with the younger children at school). We will find out how much French you know in

September and then later we will find out how much more French you know. Some of

the lessons will be video-recorded so that I can see if my teaching is working. You will

also be recorded speaking and reading French but this will only be in groups (never on

your own). I will also look at your work to see what progress you are making.

What happens if I don’t want to do it?

It is fine. You can still join French lessons and do the same work as everyone but I

won’t write about your work afterwards.


407

Research in Action Checklist (Mills, 2007: 206)

Criteria for Judging Action Research

Intractability of reform – does your action research lead to an action?

Yes. This teacher continued to teach MFL by combining sound and print with

learners across Key Stage 2 (i.e. this technique was extended beyond the

study’s age range. It has the potential to inform and give rise to changes in

practice in the wider school community.

Audience – what is the intended audience for your report?

Both academic and professional. This action research has the potential to

inform theory regarding learning and developmental process of learner in this

setting. It could also be relevant to teaching professionals as a “template” for

incorporating oracy and literacy systematically into primary MFL classes.

Format – have you presented the report using an acceptable format?

This report has been presented in an accessible manner by including detailed

examples regarding the nature of teaching and learning activities. It is,

however, constrained by academic conventions.

Prejudices – have you shared any prejudices that may have affected your findings?

The methodology section attempts to account for validity and reliability in data

analysis and interpretation. Limitations have been extensively discussed.

Professional disposition – how has the action research effort contributed to your

professional disposition?

This action research altered my views on the potential for and importance of

independence and creativity in language learning. It also informed my

understanding of the role of phonics instruction in MFL.

Reflective stance – in what ways has the action research effort contributed to your

reflective stance on the way you view teaching and learning?

A clear understanding of the role of “ownership” in language learning and that,

when given the opportunity, these learners were willing and able to create

language independently. Also that “accuracy” is a worthwhile sacrifice as part

of this process with the understanding that this will develop in time. Freedom

in L2 literacy activities can lead to differentiation (learner-centred).


408

Life-enhancing – how have your efforts enhanced the lives of the students in your

care?

Both classes were pleased with the laminated books they were presented with

at the end of the teaching. The children noted an improvement in progress and

enjoyed the opportunity to use the L2 independently, creating text that they

would “expect” to create in the L1.

Action – what action have you taken?

Designed and implemented a combined oracy and literacy MFL teaching

programme over two school terms.

Action-data connection – how is the proposed action connected to your data analysis

and interpretation?

Initial findings are explored through test data and all the class work generated

from the teaching intervention has been used to explore the nature of the

learning. This gives greater depth and insight into the learning process.

Impact – how will you monitor the effects of your next practice?

As this was a PhD study, the action research did not lead to an ongoing

research cycle. However, the conclusion recommends future research agendas

and has presented recommendations for additional/improved data collection in

the light of this study’s findings.

Changes – what would you do differently next time?

This is explored in the discussion and conclusion chapters. An example would

be to develop better activities which could “operationalise” L2 sound/spelling

links (i.e. reading aloud practice).

Colleague response – how did your colleagues respond to your findings and the

actions recommended by your research?

Initial findings were viewed positively and with interest. The “corrigez” teaching

activity was observed by a class teacher and headteacher as it was deemed

particularly exciting.


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School-driven Study-driven Teacher-centred Child-centred

Pupil Teacher Evidence Tests

Lesson : Lesson: Lesson: Lesson: Lessons & Scheme of Work :

Mini plenaries Mini plenaries Diaries & video Mini Assessments Teacher Diaries & Video

Peer assessment Peer assessment Vocab books & work

Self-assessed learning sheets Self-assessment sheets

Mid Range Plan: Intervention: Mid-Range Plan:

Individual pupil LLO spreadsheets Pre- and post-tests: Task-ordering

-L2RA, L2RC, L2RV

Scheme of Work: Scheme of Work: -Working Memory (nonword repetition) Scheme of Work:

Self-assessment stickers Review & initial self-assessment -Grammar (L2EI) Group interviews

-L1 literacy data +Pre-study questionnaire


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Combining Sound and Print: An integrated approach to the development of L2 literacy

Data Sources

Collected & Relation to Research Questions: Source: Whole Sample

Evidence:

Pre-Test (September 2011)

Individual differences and L2 learning (L1 reading age)

Individual differences (verbal working memory)

L1 reading age Y

L1 spelling age Y

L1 NC Reading Y

L1 NC writing Y

Non Word Rep Y

Pre-Test (September 2011)/Post-Test (March 2012)/Delayed Post-Test (June 2012)

Can oracy and literacy develop simultaneously in younger, beginner learners?(RQ1)

Does oracy support literacy & vice versa?(RQ1)

Is the learning durable? (RQ1)

Do individual differences affect L2 learning?(RQ2)

How do L2 sound/spelling links develop?(RQ3)

L2 read aloud (sentences) Y

L2 reading comprehension Y

L2 receptive vocabulary Y

L2 elicited imitation Y

L2 read aloud (word card: familiar/unfamiliar) Y

Post-Test & Delayed Post Test

Are PGC links developing? Can children successfully reproduce whole words from memory?(used to support RQ3)

L2 spelling (écrivez!) Y Writing known words

Pre & Post-Test (September 2011 & March 2012)

How is the teaching and learning perceived by the children? (used to support RQ1)

Language Learner Questionnaire Y

Mid-Intervention (December 2011) L2 read aloud (as above) N=24


411

How is the learning developing with relation to the outlined learning objectives?(used to support RQ1)

Is the phonics instruction starting to develop GPC/PGC knowledge? (used to support RQ2)

Which teaching/learning activities do the learners prefer? (used to support RQ1)

L2 reading comprehension Y Reading taught vocab & drawing pictures

L2 PGCs Y Writing letters from sounds

L2 receptive vocabulary Y Taught vocabulary: writing English word for French

L2 noun gender Y Declarative knowledge: agreement of adjectives

L2 noun gender Y Procedural knowledge: changing adjectives

L2 writing (unaided) Y Writing known words without support

Assessment of Intervention Y Sorting lists of activities by preference

Informal class discussion

Mid & End-Intervention (December 2011 & March 2012)






L2 class books Y L2 literacy (writing):

Development of L2 PGCs/GPCs

Development of L2 spelling

Development of L2 syntax

Chapter 1: Appearances

Chapter 2: Behaviours

L2 t.v. documentaries Y (groups) L2 Reading Aloud from scripts realting to book chapters

L2 GPC development

L2 oracy:

Development of L2 phonology

Episode 1: Describing animals

Episode 2: Animal watching

End Intervention (March 2012)

(used to support RQ1)

Self assessment against learning objectives Y


412

Weekly (September 2011-March 2012)






Classroom video Y L2 reading aloud

L2 speech

L2 phonology

L2 GPCs/PGCs

Individual workbooks Y* Matching animals/insects words

Matching words/pictures (parts of body)

Agreeing adjectives

Reading aloud peer assessment

Making questions

Draft book chapter (11.11)

Matching verbs

Negation sandwiches

Draft book chapter (2.12)

Individual vocabulary books Y* Écrivez

Corrigez

Writing questions

Teacher diary Issues: successes and failures; concerns; rationale behind instructional decisions.

Teaching documents:


Scheme of work

Mid-range plans x 4

Lesson plans x 20

Instructional phonemes tracker

Core vocab, structures, instructional objectives

Half-termly lesson overview, vocab, outline activities, learning objectives

Learning objectives, resources, activities

Frequency of each target GPC in instruction (stories, vocab, etc.)

Alison Porter

Appendix 39

413

PRE- TEST – RECEPTIVE VOCABULARY

An example in English

http://placesandtravel.com/wp-content/uploads/2009/11/Skiing.jpg

http://www.saltwaterfishingguides.info/wp-content/uploads/2011/01/Fly-Fishing.jpg

http://www.google.co.uk/imgres?imgurl=http://www.thebloxidgetallygraph.com/chess.jpg&imgrefurl=http://www.thebloxidgetallygraph.com/chess.htm&h=550&w=800&sz=64&tbnid=XvX2roFS1d_91M:&tbnh=98&tbnw=143&prev=/search?q=picture+of+chess&tbm=isch&tbo=u&zoom=1&q=picture+of+chess&usg=__5iPa72En3Xmv3UT8-py5wiCB1QM=&sa=X&ei=1MTrTfTiOIeDhQe0u7G6Bg&ved=0CCMQ9QEwAA

http://www.healthforworld.com/wp-content/uploads/2011/05/Diligent-Swimming.jpg

http://www.casinoreviewbank.com/dictionary_images/Playing_Cards.jpg

http://www.google.co.uk/imgres?imgurl=http://www.thekidswindow.co.uk/images/CMScontent/Image/gymnastics_set_2.jpg&imgrefurl=http://www.thekidswindow.co.uk/News/Gymnastics.htm&h=341&w=480&sz=23&tbnid=hGOdjuacaW2XHM:&tbnh=92&tbnw=129&prev=/search?q=picture+of+gymnastics&tbm=isch&tbo=u&zoom=1&q=picture+of+gymnastics&usg=___lMhskfT-PDzFsKRA6QC24g_DxI=&sa=X&ei=JMnrTe3bFNSbhQeFjK26Bg&ved=0CDMQ9QEwAA

http://www.google.co.uk/imgres?imgurl=http://rugbytvlive.com/wp-content/uploads/2010/11/rugby_history01.jpg&imgrefurl=http://rugbytvlive.com/about/&h=302&w=300&sz=27&tbnid=7o5Jr6q44iLuuM:&tbnh=116&tbnw=115&prev=/search?q=picture+of+rugby&tbm=isch&tbo=u&zoom=1&q=picture+of+rugby&usg=__TA1FWIMbwop20qByZU5VXfQWVe0=&sa=X&ei=d8nrTcD3M4aChQfVsN26Bg&ved=0CCsQ9QEwAw

http://www.chelmsford.gov.uk/media/image/j/5/Riverside_ice_skating_gala_(o).JPG

http://www.google.co.uk/imgres?imgurl=http://www.skatetronics.com/images/skateboard_814.jpg&imgrefurl=http://www.skatetronics.com/articles/skateboard-crackdown-long-island.html&h=541&w=360&sz=38&tbnid=5Fxk8vKLB_x02M:&tbnh=132&tbnw=88&prev=/search?q=pictures+of+skateboarding&tbm=isch&tbo=u&zoom=1&q=pictures+of+skateboarding&usg=__GpKXDNi5enAaplsjTNN0fS_vjPM=&sa=X&ei=TMrrTcaFO8-xhAew7ui6Bg&ved=0CC8Q9QEwAg

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POST TEST – RECEPTIVE VOCABULARY

An example in English

http://placesandtravel.com/wp-content/uploads/2009/11/Skiing.jpg


http://www.google.co.uk/imgres?imgurl=http://www.thebloxidgetallygraph.com/chess.jpg&imgrefurl=http://www.thebloxidgetallygraph.com/chess.htm&h=550&w=800&sz=64&tbnid=XvX2roFS1d_91M:&tbnh=98&tbnw=143&prev=/search?q=picture+of+chess&tbm=isch&tbo=u&zoom=1&q=picture+of+chess&usg=__5iPa72En3Xmv3UT8-py5wiCB1QM=&sa=X&ei=1MTrTfTiOIeDhQe0u7G6Bg&ved=0CCMQ9QEwAA


http://www.casinoreviewbank.com/dictionary_images/Playing_Cards.jpg

http://www.google.co.uk/imgres?imgurl=http://www.thekidswindow.co.uk/images/CMScontent/Image/gymnastics_set_2.jpg&imgrefurl=http://www.thekidswindow.co.uk/News/Gymnastics.htm&h=341&w=480&sz=23&tbnid=hGOdjuacaW2XHM:&tbnh=92&tbnw=129&prev=/search?q=picture+of+gymnastics&tbm=isch&tbo=u&zoom=1&q=picture+of+gymnastics&usg=___lMhskfT-PDzFsKRA6QC24g_DxI=&sa=X&ei=JMnrTe3bFNSbhQeFjK26Bg&ved=0CDMQ9QEwAA

http://www.google.co.uk/imgres?imgurl=http://rugbytvlive.com/wp-content/uploads/2010/11/rugby_history01.jpg&imgrefurl=http://rugbytvlive.com/about/&h=302&w=300&sz=27&tbnid=7o5Jr6q44iLuuM:&tbnh=116&tbnw=115&prev=/search?q=picture+of+rugby&tbm=isch&tbo=u&zoom=1&q=picture+of+rugby&usg=__TA1FWIMbwop20qByZU5VXfQWVe0=&sa=X&ei=d8nrTcD3M4aChQfVsN26Bg&ved=0CCsQ9QEwAw

http://www.chelmsford.gov.uk/media/image/j/5/Riverside_ice_skating_gala_(o).JPG

http://www.google.co.uk/imgres?imgurl=http://www.skatetronics.com/images/skateboard_814.jpg&imgrefurl=http://www.skatetronics.com/articles/skateboard-crackdown-long-island.html&h=541&w=360&sz=38&tbnid=5Fxk8vKLB_x02M:&tbnh=132&tbnw=88&prev=/search?q=pictures+of+skateboarding&tbm=isch&tbo=u&zoom=1&q=pictures+of+skateboarding&usg=__GpKXDNi5enAaplsjTNN0fS_vjPM=&sa=X&ei=TMrrTcaFO8-xhAew7ui6Bg&ved=0CC8Q9QEwAg

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Receptive Vocabulary Post-test – Enhanced by 20% (6 items)

You will hear a word in French – circle the correct picture for each word you hear

I will say each word twice e.g. in English

Remember all the words will be French words

1. jouer au volley

2. faire du ski

3. pêcher

4. jouer aux cartes

5. faire du patinage

6. Je n’aime pas nager

7. J’aime faire du cheval

8. c’est mon père (draw a line to the right person)

9. c’est mon frère

10. un pantalon

11. des chaussures

12. une robe

13. des chausettes

14. un blouson

15. des baskets

16. un tee-shirt

17. l’eau minérale

18. le jus d’orange

19. des chips

20. une pomme

21. des frites

22. je me lave

23. je vais à l’école

24. écouter de la musique

25. une glace à la fraise

26. un singe

27. L’ours

28. La fourmi ne court pas

29. Les écailles

30. La foururre

31. se bat

32. vingt

33. quatre-vingts neuf

34. cinq cent quarante

35. e

36. g


427

ELICITED IMITATION TEST

Elicited Imitation sentences: instructions

Show each child the pictures, and tell them a girl called Florence who lives in Carentan is talking about her friends and returning to school in September which is called “la rentrée” in France.

Tell the child that they are going to hear some sentences in French about each picture, and after each sentence they have to repeat the sentence. They will only hear each sentence once, so they have to listen very carefully.

Then at the end of the French sentences for each picture, they will be asked two questions in English about what they have just been told in French about the pictures.

Be careful making comments in French like ‘très bien’ etc. because they may try and repeat those.

We’re going to do a practice sentence in English first, to make sure you understand what you have to do. ‘Florence is carrying a red book’ – so you have to repeat; but the sentence will be in French. You will hear a few sentences in French then will be asked some questions in English about them; for example: Q: what is Florence carrying?

Florence

Bonjour je m’appelle Florence.

J’ai trois amis.

Émilie porte une robe brune et bleue.

Xavier est le frère d’Émilie

Il a les cheveux bruns et en brosse.

Xavier, il n’aime pas aller à l’école.

Questions :

What is Émilie wearing?

What doesn’t Xavier like?

La rentrée

Voici mon sac à dos rose.

Dans mon sac, j’ai une trousse blanche.

Il y a aussi des sandwichs et un livre.

Je déjeune à l’école.

J’aime beaucoup lire.

Qu’est-ce que tu aimes faire ?

Questions :

What does Florence like to do?

Where does she have lunch?


428

L’École Primaire Les Hauts Champs Lundi, le 12 septembre, 2011


429

Florence


430

VERBAL WORKING MEMORY NON WORD REPETITION TEST (Gathercole & Baddeley, 1996)


431

READING ALOUD (TEXT) TEST

On envoie des lettres chez la poste.

Madame Lagrange a visité la boulangerie pour acheter

des baguettes.


432

Monsieur Laurent travaille au marché. Il vend du

fromage.

Tout le monde aime manger les gâteaux. À

Saint-Lô il y a une pâtisserie célèbre.


433

READING COMPREHENSION TEST

Une visite à

Carentan

Carentan


434

Informations en direct !

Il y a eu un incident dans la ville. Peux-tu aider notre agent de police à élucider ce crime ?

Il est midi, mardi le treize séptembre, 2011. Voici Madame Tellier devant la boulangerie. Elle est vieille. Elle a quatre-vingt deux ans.

Madame Tellier est triste car elle a perdu son sac à main. Tout de suite un agent de police arrive. Il s’appelle Monsieur Blanc. Il veut

attraper le cambrioleur.

Il demande à Madame Tellier:

«Vous pouvez me donner un signalement du cambrioleur ? »

« Oui ! » répond elle. « Il y a deux personnes. Un homme qui a cinquante ans. Il a les cheveux roux, raids et courts. Aussi, une femme,

elle a vingt-trois ans. Elle a les yeux bleus, les cheveux blonds, longs et frisés.

« Très utile » dit l’agent de police. « Je suis sûr que nous allons trouver ces deux personnes. »


435

1. What has happened ? …………….……………………………………………………………

2. When did it happen? The date …………………………………………………………

The time …………………………………………………………

3. Read the text and choose the right picture of Madame Tellier.

4. How old is Madame Tellier? …………………………….


436

5. What is missing? Read and then choose the correct picture.

6. Who are the police looking for? Read the text and choose the

correct pictures.


437

Images of people removed for publication to respect copyright/privacy issues.


438


439

RECEPTIVE VOCABULARY TEST – MID INTERVENTION


440

GRAMMAR TEST – MID INTERVENTION

Masculine noun Add S

Feminine Noun Add ES

Masculine Plural Noun No change

Feminine Plural Noun Add E

Note : (Plural = more than one)

L’ours brun______ .

Des pattes vert______ et pointu______ .

Une araignée noir_______ .

Des serpents gris_______ .

Des abeilles noir_______ et jaune________ .


441

READING COMPREHENSION TEST – MID INTERVENTION

La fourmi noire a six pattes longues et deux

antennes courtes.

Le singe rose a deux petits yeux noirs

et une grande bouche orange.

Le léopard rouge a des taches noires. Il a

quatres grandes pattes avec des griffes pointues.

Le serpent vert ouvre sa bouche pour montrer ses deux

grands crochets gris. Il a une langue violette et fourchée.


442

READING ALOUD (WORD CARD) TEST – MID INTERVENTION, POST-TEST, DELAYED POST-TEST

http://www.cozypad.com/wp-content/uploads/Ants_Photo.jpg


443

PGC RECODING TEST – MID INTERVENTION

Write the letter or letters which relate to the different sounds

you hear :

Sound 1:

Sound 2:

Sound 3:

Sound 4:

Sound 5:


444

Combining Sound and Print

Read Aloud Mark Scheme – Sentence Task

L2 Core Phonemes Text examples Acceptable productions Notes

/ɛ/ Bien /bjɛ/; /bɛ/ No /i/; No marked /n/

evidence of nasality

/ɔ/ On /ɔ/ No /ɒn/; No marked /n/


/ɑ/ Envoie /ɑv…/ No /e/ ; No marked /n/;


/y/ Connu /kony/ /kɒny/ No /u:/ /ju:/ ; evidence of

rounding and/or brevity

/j/ Travaille /travaij/ No /l /

Final silent t Tout e.g. /ty/ ; /tu:/ No /t/

Final silent e Aime e.g. /em/ ; /eijm/ No /e/

Final silent p Beaucoup e.g. /boky/ No /p/

Final silent s Mais /me/ ; /mɛ/ No /s/

L2 Secondary Phonemes

/o/ Au /o/; possibly /əʊ/ No /oo/ /aʊ/; rounding,

brevity

/e/ Marché /marʃe/ /marʧe/ /eɪ/ No /i:/; No omission


445

Read Aloud Mark Scheme – Word Card Task

L2 Core Phonemes Word Cards Notes

Known Unknown

/ɛ/ Singe Câlin No /i/; No marked /n/; evidence of

nasality

/ɔ/ Cochon Ongle No /ɒn/; No marked /n/; evidence of

nasality

/ɑ/ Enfant Grand/Gant No /e/ ; No /an/; No marked /n/;


/y/ Putois Usine No /u:/ /ju:/ ; evidence of rounding

and/or brevity

/j/ Billet Paille No /l /

Final silent t Serpent Marrant No /t/

Final silent p Loup Champ No /p/

Final silent e Singe Usine No /e/

Final silent s Fourmis Souris No /s/


446

Examples of “corrigez” slides taken from lessons 13 16 and 19


447

The table below shows the range of written representations of each participant for the

first “round” of vocabulary learned as part of the teaching intervention. The circled

words are those which involve distinctive L2 phonology – principally, “la nageoire”, “le

rostre” and “la fourrure” as the back /r/ and /ʒ/ sounds are unique to the L2 yet were

not part of the intervention’s systematic phonics instruction. (Nasal vowels e.g. /ɑ/ are

also novel but were instructed).

La nageoire

pectoral

Le

rostre

L’évent L’oreille La nageoire

dorsale

La

fourrure

Les

dents

Les

pattes

Les

griffes

1 La ranarg

pectarale

La roste La thon Le ray La nagwar

dorsal

La

furuew

La don Les patte Les

grief

2 La naugwaire

pectoral

Le rostr Le event Lorrille La nageoire

dorsale

La

forroue

Le dents Le pattes Le

grifes

3 La negoire

petorale

Lu roste Le von Lor ray La naschwar

dosal

La forar Le dent Le pattes Le griffe

4 La nausuge

patterall

Le rossell Le voul Le rossell La nageoire

dosell

La

furree

La dune La pattee La grief

5 La nashwar

nectoran

La rost Le von Lorray La nagwasher

dosal

La

forough

Le done Le pat Le greef

6 La natiwel

pectoral

Lu

rorrogst

La vau La lorillie La nazwell

dorsale

La

forrue

La dents Lu part La

creecfe

7 La nashware

pectoral

Les hrost Le vaoh La hray La nageoire

disorell

La furru Les

donts

La part Le grefe

8 La nashwash Lor

cthost

Lir von Loth hey Llnw dosall La

fhowe

Le dang Ler

pattey

Les gref

9 La nagigiroe

peteocale

La roste Le’event Le Oreille La nageoire

doctal

La

foururre

Le dents Le patte Les

griffles

10 La nageoire

pectoral

Le roste Le vent L oreille -- -- -- -- --

11 La nughwa La roghst Le vuegh Le ghour Le dougsh

dawsa

La

foughou

r

L’dou Les

putair

Le greef


448

12 La nagseoire

pectual

Les

rosque

Le vent L’eorie La nagseoire

docsale

La

firrure

Les dent Les patte Les

graffies

13 Lanaga

petrollall

Lu rosqu Le vond La

harghe

La naghsura

dosale

La

fouhou

La dogh La putts Les

greath

14 Les pctirall La

roughes

L’event Le regin Les naswa

dosal

La

fuaou

Le done Le patai La

greathgi

e

15 Akeera Lu raust Le von La ray La nashwdosa La furu La don Les

pattes

La cref

16 La nargewa

pertogarh

La roste La vante L

norreile

Le nageoire

decan

La

formee

La dent Les

pattes

Le greef

17 La

nashpetrash

La

nasson

Le vor La gray La nagdswa La fa Les edon Les La gref

18 -- -- -- -- -- -- -- -- --

19 La nashwa La rost Liv on Lorea Larshwedosel La fore La don Le patte La llif

20 La nateoire

pectoral

Le rostre L’évent Scribe Scribe Scribe La dom La pat Les grif

21 La nagoes

pectoral

Le roste L’event Le

orreillie

Lo nageoire

dorsale

La

fururre

Le

donste

Les

pastte

Les

griffes

22 La nargar Lu rouge Le

vranga

La earge La

langondser

La

fourrou

ge

Le dard Le pater Les

deph

23 -- Le rostre Levent Lorellle -- La foot La donts La pattes La

greeg

24 Lan pecatear Les rost Le vone La raye La nageoire

doeshoure

La

fohorru

e

Le

douldo

La patt Les

graftes

25 La nargwar Lu croste Le vough Le rough La nargwa

dosale

La

furhur

La done La pate La crefe

26 -- -- -- -- -- -- -- -- --

27 -- Len rost Le voe Lo roy La nage wa

dosal

-- La done La pate La

greeys


449

28 La negeoire

pectoral

La roste L’évent Loreille La nageoire

dorsale

La furre Le dent Les patte Les

griffes

29 Langendareef

nr

Lo rost Le vor Rehay La nageoigze La

fouert

Le don La pattes Le griff

30 La nagia

pictoral

Le roste Le vone Le rail La nageoire

dousale

La

vahore

Le done Le patte Les

greive

31 La nasgie

pectoral

Le rosece L’évent L’oreille La nageoire

dorsale

La

foreue

Les

donts

Les

pattes

Les

greiffes

32 La narshwa

porral

La roste La vone Le rary La nashwre

dosal

La

furhor

La done Le patte Le creaf

33 La nadtae

pectorate

La rostre La event La lorre -- La

fourrure

Les

dents

Les

pattes

La

griffes

34 -- -- -- -- -- -- -- -- --

35 La

ungrapichurel

La

gharth

La von La ghray La

nashravashur

el

La

fougral

La domn La pat La

greath

36 Les nashwa

pectial

Le horst Le vone Le regni Le nageoire

dofhan

La

frohol

La dons La

patteair

La

greafe

37 La nashwa

petroval

La roust Le voun Le hreigh La naswa

lousa

La

vouhour

La dough Les pats Les

creaph

38 La ngour

petorelle

La rouste Le vou La

roughé

Nagare desal La fu

rouge

Le dune Les pater Lers

cleph

39 -- Le hrost La vogne La nae Le dosig La

fruaho

Le daft La patt Le griffe

40 La nageoire

pectoral

Le roste L’évent L’oreille La nageoire

dorsale

La

fourrure

Les

dents

Le pattes

41 La nague

pretural

La roste La vone La neir La naguet

dosallie

La

furrelle

Le

dentist

Les

pattre

Le

girrriffe

42 Les nousouse

nectora

La rousit La voeint Le oriale Les nageosre

docile

La furou Le

dentest

Les

pattes

Les

griffes

43 La naugue

pectorige

La

roughe

La vont La rerea La noiriia

doselle

La

foruellre

La done La pattie La

grieffe


450

44 La noigaure

pectoral

Lu rostre L’évent Lo’rielle La nagioire

dorsale

La

furrure

L’dents La pattes Les

griffes

45 Lernalgnow

pectoral

La rorurs La vont Loreille La nageoire

dorsale

La

ferroir

Les don La pattes Les cleff

4 10 25 16 8 18 13 16 13 11 9 21 14 8 17 5 10 24 10 16 14 21 6 14 9 22 8

Whole sample – Core vocabulary – Ecrivez task – 5.10.11 and 6.10.11

When examining whole sample work, “wild” (green) forms appear more prevalent

in words with novel L2 phonological forms than others. In addition, the words which

incorporate /ʒ/ or back /r/ (la nageoire and la fourrure) have substantially more “wild”

attempts than other novel L2 phonology. La fourrure is represented in wild form 24

times but in L1 form 10 times whilst la nageoire pectoral is represented as an

unsystematic form 25 times, but with L1 influence on 10 occasions. These

observations could support the idea that “wild” forms are applied when any form of

phonological recourse (i.e. similar L1 phonological representation) is unavailable.


451

Combining Sound and Print: An Integrated Approach to the Development of L2 Literacy

GPC Representations in Input – Core Vocabulary & Stories Only

/ɔ/ /ɛ/ /ɑ/ /j/

Key GPC On (cochon) In (singe) An (enfant) LL (billet)

Other GPCs Ein, Ain, Ien En

Representations Cochon

Papillon

Saumon

Ondule

Donc

Font

Lion

On

L’avion

Son

Singe

Dauphin

Combien

Végétarien

Fin

Intelligent

Pépin

Enfant

Blanc

Grand/e

Intelligent

Hareng

Dents

Event

Langue

Silencieusement

Férocement

Serpent

Agressivement

Manger

Tranche

Dans

Éléphant

Qu’en

En

Dansent

Antennes

Abeille

Travaille

Ecailles

Papillon

Oreille

Écailles

Total 10 7 20 6

/y/ /e/ /o/ Final silent t

Key GPC U (putois) é (éléphant) O (ocean) T

Other GPCs Û Er, ez Ô,Au, Eau

Representations Une

Fourrure

Ondule

Pointu

Ordures

Mulets

Éléphant

Araignée

Léopard

Féroce

Méchant

Essayer

Nager

Pensez

Désordre

Végétarien

Mangé

Évent

Écailles

Animaux

Bateau

Oiseaux

Tableau

Aussi

Au

Abdomen

Paupières

Crochets

Grogne

Saute

Social

Serpent

Court

Est

Peut

Vert

Dansent

Chassent

Mangent

Petits

Volent

Et

Dents

Event

Crochet(s)


452

Se bat

Court

Intelligent

Total 6 13 12 17

Final silent e Final silent s Final silent p

Key GPC E S P

Other GPCs

Representations Nageoire dorsale

Rampe

Cherche

Grande

Tranche

Crocodile

Bleue

Être

Féroce

Folie

Animale

Trouve

Autres

Pique-nique

Pluie

Tombe

Cordes

Toute

Désordre

Brosse

Attrape

Rose

Escorte

Pilote

Vite

Salade

L’heure

Grogne

Nage

Siffle

Palpe

Travaille

Ondule

Crache

Taille

Elle

Chasse

Écaille(s)

Fourmis

Souris

Très

Toujours

Pas

Jumelles

Singes

Cochons

Grasses

Roses

Autres

Cordes

Pommes

Verts

Petits

Souris

Succès

Pattes

Griffes

Dents

Loup


453

Paupière(s)

Langue

Jambe(s)

Tête

Antenne(s)

Oreille

Rostre

Pèse

Contraire

Patience

Fromage

Rêve

Repose

Rivière

Total 52 20 1


454

Selection of IPA Symbols used in this study with exemplar words (“standard” French/RP English)

French:

/ɛ/ Bien

/ɔ/ On

/ɑ/ Envoie

/y/ Connu

/j/ Travaille

/o/ Au

/e/ Marché

/ʒ/ Je

English:

/ɒ/ Hot

/e/ Let

/u:/ Shoe

/i:/ See

/ɪ/ Sit

/ʊ/ Put

/Ʌ/ Up

/l/ Look

/j/ Yellow

/ɳ/ Sing

/əʊ/ Boat

/aʊ/ Wow

/eɪ/ Say

/ʃ/ Ship

/ʧ/ Chip

/ʤ/ Judge


455

Self-assessed Learning

Scheme of Work: Les animaux et les insectes

Mon nom …………………………………………………………….

NC

Level

KS2

Obj.

Descriptors

1 O3.3 I can name 5 colours

1 O3.3 I can name 6 animal/insect nouns

2 L4.4 I can write some animal words from memory

2 O3.4 I can say a noun + a colour (un chat noir)

2 L4.1 I can match French sentences to pictures

3 KAL6 I know some French letters aren’t sounded

2 L4.3 I can read aloud accurately nouns and

colours

1 O3.3 I can name 5 more colours

1 O3.3 I can name 6 animal/insect food nouns

2 L4.4 I can write some food words from memory

2 O3.4 I can say a noun + a colour (un chat noir)

2 L4.3 I know three new French sounds & spellings

2+ L5.3 I can write sentences to describe pictures

1 O3.3 I can still name at least 5 colours & 6 nouns

I can do

this on my

own!

I can almost

do this. I’m not

there yet!!


456

3 O6.1 I can understand a spoken story

3 L5.2 I can make a sentence from word cards

2 L4.3 I can read aloud short sentences accurately

2 L4.2 I know why you add e and s to adjectives

3 O5.4 I can say some animal fact sentences

2 L4.2 I can identify nouns, verbs & adjectives

2 L4.3 I know three new French sounds & spellings

3 KAL I can still remember which words aren’t

sounded

2 L4.1 I can match French sentences to pictures

2 L4.4 I can write sentences by filling the gaps

3 L6.3 I can create sentences using words &

punctuation

2 L4.3 I can read aloud short sentences accurately

2+ L5.3 I can write sentences to match pictures

4 O6.3 I can say sentences using “et” and/or “mais”

4 L6.4 I can construct a short text

3 O6.4 I can talk about my fact file confidently

3 L6.3 I can read aloud my fact file accurately


457

MINI INFORMAL QUESTIONNAIRE

Before starting to learn about animals and insects in French, I need to find out what you

know about French, other languages and other countries.

1. How long have you been learning French in school ? …………………………. years.

2. How many French words can you say? A lot/Quite a few/Not many.

3. How many French words can you write? A lot/Quite a few/Not many.

4. Do you like learning French? A lot/Quite a bit/Not really.

5. Do you learn French outside of school? Yes/No.

6. Have you been to France? Yes/No.

How many times? …………………..

7. Have you been any other countries? Yes/No.

8. Can you speak in another language? Yes/No.

Which language?......................................

Do you know: lots of words or a few words?..............

9. Can you read in another language? Yes/No

Which language?......................................

Can you read: lots of words or a few words?.............

10. Do you know someone who speaks in another language? Yes/No.

Who? …………………………………………………….

Which language?......................................

Do they speak English too? Yes/No

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