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Cross curricular links
- 2. Y3 Science – Plants Aquí tenemos una semilla Las raíces crecen Después de las raíces, crece el brote Después del brote, crecen las hojas Después de las hojas, crece la flor Después de la flor, crece la fruta La fruta nos da las semillas Aquí tenemos una semilla
- 3. Y5 Science – Forces Les autogires “Voici du carton / une feuille de papier ouaté /etc” “Donne-moi / passe-moi…” “les numéros un, venez prendre des ciseaux” “montrez-moi le papier-peint” “Prenez la règle. Mesurez 3 centimètres. Prenez un crayon. Mettez un point. Mesurez 10 centimètres. Dessinez un trait. Pliez ici. Attachez un trombone.” “Ça vole? Ça vole bien? Ça vole mal?”
- 4. Y5 Science – Forces Les autogires – Des expériences à faire “Utilisez de différents matériaux – papier ouaté, papier à journal, papier à dessin, carton” “Changez les dimensions – 2 fois plus grand, 4 fois plus grand, réduit de moitié” “Quelles sont les dimensions du plus petit autogire qui marche?” “Quelles sont les dimensions du plus grand autogire qui marche?”
- 5. Les résultats Ça marche…bien? Assez bien? Mal? Les dimensions Le matériau Sans trombone Avec 2 trombones Avec des volets larges Avec un volet déchiré
- 6. KS2 Geography – Place Knowledge Simple sentences with an adjective “La Ciudad de México es grande.” Phrases with “hay” “En Belfast hay tres ríos.” Places in a town “Belfast tiene un castillo.” Comparatives “La Ciudad de México es más grande que Belfast.” Asking and answering simple questions “¿Hay un museo?” Negatives “Belfast no tiene una pirámide.”
- 7. KS2 History – Ancient Greeks Zeus Cronos + Rhéa Poséidon Hadès Hestia Déméter Apollon Artémis Athéna Perséphone Arès Hermès Dionysos Hébé Minos
- 8. Y5 English – Relative clauses “¿Qué es eso que está allá?” (Vamos a Cazar un Oso). “Une souris verte qui courait dans l’herbe.” (trad. song) “Voilà, c’est l’histoire d’un loup qui a très faim.” (Plouf!) “Tiene rodillas huesudas, dedos fieros y morenos y en la nariz una verruga que destila venenos.” Mon amie, qui s’appelle Abbie, est très sympa. Les films que j’aime bien sont Frozen et How to Train Your Dragon.
- 9. Y5&6 English – Similes “C’était Pâques le matin J’ai trouvé dans mon jardin Des oeufs jaunes comme le soleil Des oeufs rouges comme les tulipes Des oeufs verts comme les prés.”
- 10. Y5&6 English – Similes “Un petit écureuil qui tremble comme une feuille.” Un/ une petit (e) lapin blanc (blanche) qui marche comme un chat Le/l a grand(e) féroce danse un ange fille fort(e) souffle la gelée renard malin (maligne) chante un fou vent tremble une bougie coeur une feuille
- 11. How useful is the word ‘tortoise’ to someone who doesn’t have one?
Notes de l'éditeur
- No intro – see ad in programme booklet. Only 45 mins. I see this area as a continuum – from embedding (the register) to CLIL I am giving examples today that fit somewhere in the middle. Ideas for language activities that will fit in with or reinforce work done in other curricular areas. I always try to make sure there is a linguistic point to the activity. It has to be useful and relevant to both subjects. The activities fall into the category of “something old, something new, something borrowed…” and the PPT is blue.
- So let’s start with science and some work for Y3, here in Spanish. You can find a whole unit of work on Growing things in the QCA scheme of work. But you don’t have to follow a 6-week unit of work. You can do just one or 2 lessons on this, perhaps to fit in with a story such as Diez Semiilas…. There are lots of activities the children can do with this text such as sequencing, acting it out with actions, miming as you say it, supplying missing words, true or false, matching text and pics, etc. There’s also an opportunity to draw attention to sing and plural verb forms.
- Here’s an example that I first heard presented by Malcolm Hope – MFL adviser for Oxfordshire – at an RSG many years ago. When I looked at the original handout it seems that it was first presented at the PLS – but that was 15 years ago so I thought it was time to remind people about this. It is as relevant as ever…Here’s what the NC says about Forces: Pupils should be taught to: explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object; identify the effects of air resistance, water resistance and friction, that act between moving surfaces On this first slide is some of the language the T could use. We start by introducing the key vocab and materials the children will need. This can then be practised by asking ch to pass you certain objects. Next, the ch are in groups and are given a number. Then you ask the number 1s from each group to come out and pass the scissors, no. 2 to pass the wallpaper, etc. The next step is start making the spinners. The language is very clear and simple. Once the ch have made their spinners they test them to see how well they fly. This is an ideal activity for practising command forms and also adverbs. It’s rather nice to be focussing on verbs and adverbs for a change rather than yet more nouns.
- You can then go on to conduct experiments by changing the variables - the types of material used, the dimensions of the spinner, the width of the wings, the ballast or by creating damage to one of the wings. There are opportunities for asking and answering questions in a feedback session. The ch can also record their findings on a chart…
- The second, and perhaps the most obvious, curriculum area I have chosen is Geography. In the new NC PoS for KS2 under Place Knowledge it states that ps should be taught to “locate the world’s countries” with a focus on “Europe, N and S America.” Under Place Knowledge, ch should be taught to “understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America”. Perfect! Here is an example of some work comparing and contrasting a UK city (Belfast) with a Mexican one (Mexico city) that might be familiar to KS2 teachers here. Here I’ve considered some of the things we can do linguistically with this topic. (Go through slide). Of course, this is also an ideal opportunity for some intercultural work too!
- History next. If I have ever been teaching the vocab for family members I have tried to do it in a context – eg the Simpsosn as it can be distressing for some ch to have to describe their family. You may have seen some units of work linking family and Henry VIII. I decided to choose a brand new context – Ancient Greece but I soon realised that I may be on dodgy ground with this one! My advice is to extremely careful with this one – while I was planning this I was writing something about Demeter being Persephone’s aunt. She is. But she also happens to be her mother! Linguistically we can practise asking and answering questions – e.g. Qui est la mere de Zeus? Comment s’appelle la soeur de Demeter? However, I have devised a short sketch, which would be ideal for a class assembly. It also means, with so many gods and goddesses to pick from, that this suits any class size and everyone gets a part. I thought we could act this out now, if people don’t mind taking part. There’s nothing to worry about as there is only 1 short line and I have it on a piece of card for you. Sketch.
- The final subject area I’ve chosen to look at is English and the fascinating area of…Relative clauses! Here are some quotations from famous story books, showing examples of relative clauses. We have ‘We’re going on a bear hunt’, a famous French nursery rhyme and the story Plouf!. I have not given the book for the final quotation as I wondered if anyone could guess it. The final 2 bullet points show examples of sentences that I thought the ch could aim to write themselves. Using a word such as “qui” can make so much difference to the children’s writing or speaking, making it sound much more elegant and fluent. You may be familiar with units of work that include getting the ch to create longer sentences using connectives (such as the Solar System). This is very similar but is using who rather than and. We now have an activity to practise this…
- I had to share this lovely Easter poem with you, which I ‘borrowed’ from Cynthia Martin’s Resource File – Rhythm and Rhyme. I have used this in the past to practise dictionary skills and have asked the ch to change the words underlined. However, I recently bought a new French story book entitled, ‘Petite taupe, ouvre-moi ta porte!’ and inside it I found the following sentence……
- “Un petit ecureuil qui tremble comme une feuille.” Here we have a simile but it involves a verb, rather than simply comparing one noun with another noun, as we saw in the Easter poem. So, I thought the ch could write some similar sentences of their own…perhaps using a writing frame such as this one for support.
- Finally, if anyone suggests that you should not be doing this sort of work and that the ch don’t need to know the names of the planets in French etc etc, just ask them this…..