Transcript Grammar from the start

Grammar from the start
November 2012
Dr Rachel Hawkes
Grammar: skill or
knowledge?
Introduction
Key language skills – knowing how
1 Sound/meaning
Memory
4 (improved)
speed of recall
2 Visual/meaning
3 Spelling
(core language
words only)
1 repeat correctly
Pronunciation
1 say whole
sentences from
visual prompts
3 pronounce
accurately from
text
Sentence
building
3 Use key verbs to
build new sentences
2 adapt
sentences to
make new
meanings
2 retain
pronunciation
Infer/guess meaning from
key words/cognates and
known language
Comprehension
Skills and knowledge both
• Present tense verb endings OR the relationship
between an infinitive verb, pronouns and endings
when describing current actions
• How to pronounce 10 animals OR how to pronounce
the key sounds of the language and how these are
written
• A vocabulary of 200 nouns OR a vocabulary of 30
verbs, the pronouns, conjugations of key irregular
verbs, opinion phrases, expressions of time and
frequency, key past and future constructions and
essential modals
Life cycle of a plant
• Hier is een zaad
• De wortel groeit
•
•
•
•
Na de stam, de bladeren groeien
Na de bladeren, de bloem groeit
Na de bloem, de vrucht groeit
De vrucht geeft ons de zaden
Life cycle of a plant
•
•
•
•
•
•
•
Hier is een zaad
De wortel groeit
Na de wortel, de stam groeit
Na de stam, de bladeren groeien
Na de bladeren, de bloem groeit
Na de bloem, de vrucht groeit
De vrucht geeft ons de zaden
Defining grammar
Dictionary definitions
gram·mar (grmr)n.
1. a. The study of how words and their component parts
combine to form sentences.
b. The study of structural relationships in language or in a
language, sometimes including pronunciation, meaning, and
linguistic history.
2. a. The system of inflections, syntax, and word formation of a language.
b. The system of rules implicit in a language, viewed as a
mechanism for generating all sentences possible in that language.
3. a. A normative or prescriptive set of rules setting forth the current
standard of usage for pedagogical or reference purposes.
b. Writing or speech judged with regard to such a set of rules.
4. A book containing the morphologic, syntactic, and semantic
rules for a specific language.
5. a. The basic principles of an area of knowledge: the grammar
of music.
b. A book dealing with such principles.
A working definition
gram·mar (grmr)n.
letters and
How to combine words to make meaning in sentences.
^
“An ounce of action is worth a ton of theory.”
Friedrich Engels
Phonics
Making the soundwriting connection
las vocales
http://www.tes.co.uk/teaching-resource/Introduction-topronunciation-of-Spanish-vowels-6186712/
Link to the full resource on TES
Full resource created by Leepy on TES, incorporating phonics by Rachel Hawkes.
a
araña
e
elefante
i
idea
o
olvidar
u
universo
a e i
o u
ba
be
bi
bo
bu
fa
fe
fi
fo
fu
la
le
li
lo
lu
ma
me
mi
mo
mu
pa
pe
pi
po
pu
ta
te
ti
to
tu
http://www.tes.co.uk/teaching-resource/Introduction-to-more-Spanish-soundsphonic-hooks-6186714/
Link to the full resource on TES
Full resource created by Leepy on TES, incorporating phonics by Rachel Hawkes.
2
3
elefante
araña
5
6
7
universo
9
13
España
cucaracha
12
gimnasia
15
zumo
casa
ciclista
11
14
olvidar
8
cerdo
10
coche
4
idea
1
guitarra
hamburguesa
16
llave
La pequeña araña
subió, subió, subió
vino la lluvia
y se la llevó.
Salió el sol
y todo lo secó
y la pequeña araña
subió, subió, subió.
Cuchara, cucaracha
cucharita, cucarachita.
pito pito corgorito
¿dónde vas tú tan bonito?
a la era verdadera
pin pon fu e ra
tú te vas y tú te quedas.
For the full phonics cards resource, created by Leepy, go to:
http://www.tes.co.uk/teaching-resource/Phonic-cards-activity-6186720/
niño
niña
araña
piña
señor
señora
España
cumpleaños
ñ
ñ
ñ
ñ
ñ
ñ
ñ
ñ
coche
colegio
cocodrilo
conejo
cobra
cohete
coliflor
cocina
co co co co
co co co co
MAMBO
Escucha el mambo de las sílabas
Pues con ello te diré
Según el número de sílabas
Las palabras pueden ser
Si tienen una sílaba - monosílabas
Si tienen dos - bisílabas
Si tienen tres - trisílabas
Si más de tres - polisílabas
Dime una monosílaba – sol
Dime ahora una bisílaba – bombón
Ahora dime una trisílaba – corazón
Dime una polisílaba – ordenador
Dime una monosílaba – sol
Dime ahora una bisílaba – bombón
Ahora dime una trisílaba – corazón
Dime una polisílaba – ordenador
Dos sílabas que llevan - lapa y pato
Dos sílabas - el tigre, perro y león
Tres sílabas - araña y macaco
Tres sílabas - borrico y una escorpión
Y cuatro que lleva orangután
Y muchas que lleva la palabra
superfantasticular
http://www.tes.co.uk/teaching-resource/Song-El-mambo-de-las-s-and-237-labas-by-Miliki6186727/
Full lesson resource by Leepy on TES.
1.
ta
riz
ma
es
ma
lla
2.
3.
ca
ro
gar
re
de
pal
4.
5.
es
da
di
no
bra
o
6.
7.
8.
na
pie
be
do
gan
to
9.
10.
jas
za
zo
na
go
pier
11.
12.
1. garganta
ta
riz
ma
es
ma
lla
2. cabeza
3. espalda
ca
ro
gar
re
de
pal
4. mano
5. pierna
es
da
di
no
bra
o
6. rodilla
7. nariz
8. orejas
na
pie
be
do
gan
to
9. estómago
10. brazo
jas
za
zo
na
go
pier
11. dedo
12. pie
Escucha bien y elige el artículo apropiado.
1
A
B
C
2
A
B
C
3
A
B
C
4
A
B
C
Don Glotón
Don Tontainas
Don Feliz
Don Curioso
Don Alreves
Don Cosquillas
Don Pupas
Don Lioso
Don Inteligente
Don Pequeño
Don Vago
Don Quisquilloso
Progression: a Y3 sequence
Year 3 Term 1
Year 3 pupils start with the phonics, learning the vowels first and
then other key sounds. They practise these using a variety of
activities. They read rhyming stories, sing songs, practise tongue
twisters, play games and have further opportunities to make the
sound-written link by listening to words and anticipating their
spelling.
Year 3 Term 2
In this term pupils learn some nouns (pencil case and classroom
items). They are made aware of gender through colour coding.
They use the verb forms ‘tengo – I have’, ‘es – it is’ and implicitly
encountered the negative forms of these.
Year 3 Term 3
The theme is animals and colours. The linguistic focus is gender,
articles (definite & indefinite), plurals and adjectives (position &
basic agreement). The grammatical concepts are all based
embedded in a core vocabulary of 9 animal nouns and 6 colours
so nothing so becomes too difficult.
The key verbs are ‘es’ (he/she/it is), ‘son’ (they are), hay (there
is/are). The negative is revisited and there is also a subtle
introduction to ‘también’ (also/too/as well), ‘pero’ (but).
Pupils are encouraged at all times to strive to work things out for
themselves, work in pairs and small groups sharing knowledge,
and to speak aloud when possible – thereby building confidence.
Pronunciation, memory, pattern finding, sentence building,
autonomy, performance and creativity are the concepts at the
heart of these resources.
The sounds of French
Almost all the French phonemes are contained in the
French words for animals, colours and the numbers
1-20.
Par exemple: OU
douze
les couleurs
rouge
une souris
Joyeux Noël!
Il est né le divin enfant
Jouez hautbois, résonnez musettes
Il est né le divin enfant
Chantons tous son avènement
En France
En France on aime les bonbons!
On a des grands bonbons.
Nous aimons les bonbons!
Allons et trouvons des bonbons!
En France on porte des pantalons!
On porte des grands pantalons.
Nous aimons les pantalons .
Allons et trouvons les pantalons!
Working with French
In groups of two/three, brainstorm
the key language you would want
to cover in Y3.
 What are the key phonic sounds
in them?
 Categorise by key phonic link.
 Think of any songs, rhymes,
tongue twisters that you could
use to practise those sounds.
 Would you want to choose a set
of key phonics to teach, as for
Spanish, or with French is it better
to highlight the key sounds one by
one as you meet them?