Transcript Love one song

Let’s enjoy stories
Session 4
What to look for in the text of
a familiar story
• anything surprising about the spelling of the
words
• any silent letters
• what the accent might do on santé, été, était
• what the little squiggle under the ‘c’ in ça might
be for
• any spelling patterns they already recognise
(such as oi from trois)
• anything that reminds them of English words
(or words in another language they know), e.g.
content could remind them of ‘contented’, now
they see how it is written.
Teaching Tips
• Make sure the children’s pronunciation does
not change when they see the text written
down. When necessary, hide the slide or get
the learners to turn to the back of the room so
they cannot see the screen, and recite that part
of the story again. Moving from speaking to
reading can be a big step so allow time for this
and take the time to look at each surprising
sound-spelling link as it crops up.
Do one thing!
How you can practise the new language
• Look carefully at the sound-spelling links in
the written text of the story. Which other
words can you think of that have the same
graphemes?
What you can do with your class
• Ask the children which other French words they
can think of with particular sound-spelling
patterns (e.g. eu in bleu, neuf).
• Ask children to think of how someone might
read a word if they had not learnt any French,
and how a French person would read it. Visuals
such as flags can help with this: show the
French flag and they read it as a French person
would read it, show the Union Flag and they
read it as an English person would read it etc.
Classroom Routine
• Greet the class in French ‘Bonjour’ ‘Au revoir’
and take the register in French as before.
• Use any French the children recognise in its
written form, and take opportunities to
explore the sound-spelling links in those
words .
Ensemble Languages Project, 2015
2015 for the Ensemble Languages Project, Ensemble_Let’s Enjoy Stories Session 4,5 and 6 Takeaway Notes
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