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Warm up activities (1)
- 1. Accelerating learning throughphonics Anne Mitchell - PLN 22nd October 2014
- 2. g n u gauche né unique a h o v année histoire oppose village b i p w belle il papa weekend c j q x cinéma jardin question xylophone e k r y déjeuner kiwi rat yaourt e l s z elle la son zéro f m t ferme maison tante Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
- 3. Qui est lesaboteur? Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
- 4. Début BONJOU R ADORE MERCI adore SPORT CINÉMA DIX J’HABITE MARS MON bonjour merci AIME aime cinéma cinq mars CINQ PÈRE père sport dix J’habite Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
- 5. CARTON mon PETIT GRAND OUI MARDI NON MUSIQUE COULEUR DIFFICILE MATHS petit grand mardi musique difficile JE je carton oui non couleur maths FIN ! Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
- 6. vie la plagecar raison sont des cher rue temps mot six suis sac va arche oui chaud nez lit père tu marche âge flaque saison bar dix ans font Pas moi! Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
- 7. Which of these words could give you a headache? éléphant supermarché table dansez ballon ranger ces astronaute France février Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
- 8. répéter école mes lampe baleine cité les balance éléves géographie Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
- 9. géographie mon où français trois chaud salut café mère elle cent sac faux clair surpris tu quel craque sont vous dans moi danser lait
- 10. Like meet oreat - i Like may or play - é Like slow or toe - o Like king – c, k, qu Like cat or flat - a Like sound or see - s Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
- 11. Accelerating learning throughphonics Anne Mitchell PLN - 22nd October 2014 Je suis I am Je fais J’ai I have Je vais I go
- 12. Accelerating learning throughphonics Anne Mitchell PLN - 22nd October 2014 Je fais I do/ I make Je fais Il faut It is necessary Je peux I can
- 13. Accelerating learning throughphonics Anne Mitchell PLN - 22nd October 2014 Je veux I want Je fais Je bois I drink Je connais I know (people/ place)
- 14. Accelerating learning throughphonics Anne Mitchell PLN - 22nd October 2014 Je dis I say/ tell Je fais Je dors I sleep Je lis I read
- 15. Accelerating learning throughphonics Anne Mitchell PLN - 22nd October 2014 J’ouvre I open Je fais Je pars I leave Je prends I take
- 16. Accelerating learning throughphonics Anne Mitchell PLN - 22nd October 2014 Je sors I go out Je fais Je vois I see Je comprends I understand
- 17. oublier vouvoyer roussedoué cuite nuit risible Suisse lune vu tu vous papier te deux peuvent dansez jouer géant sport aimée sec sème ami bois maison noisette foire estival sable baleine blême Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
Notes de l'éditeur
- #2 Although these are mainly in French, each activity is designed so it can be adapted to a different chosen language
- #4 Group repetition. Ask two learners to go out of the classroom. During that time the class decide on who the saboteur is going to be. When the learners return, the class repetition start with one word or sound being repeated. The saboteur gives a signal to the teacher ( or whoever leads the group repetition) so the words can be changed. Can the two learners guess who the saboteur is?
- #5 Print out the slides but do not show the complete set. Cut out the domino cards and distribute one per learner as they come in to the classroom. Explain that the person with the start card will begin and read the French word on the card. Whoever has the matching French card reads this aloud followed by their word on the right hand side of the card and so on. You may choose to repeat and time the activity or for learners to swap cards
- #7 Before showing the slide, print and cut the page, then give one card to each learner. Can they find their partner? – encourage them to say the word out loud, if possible without reading it.
- #11 Learners use their prior learning of Split the class into 6 groups. A volunteer in the group chooses a colour and say the French word which is associated with the sound. They can colour in the coloured segment if they manage it. If the teacher chooses to display this on data project, each segment is triggered so if you click on it it turns the colour as indicated on the key in top left of the slide.
- #12 Word Fans: ‘How many words have the … sound in the middle?’ - ‘ Say the words to yourself’ – Say the word to your partner and let him find it’ – ‘I am looking for a word on my word fan. What is it? – ‘ Choose a word on the fan. Can you make a full sentence?
- #13 GERMAN ADAPTATION on each fan: Ich, nicht, Gesichte
- #14 German adaptation on each fan: möchte, Mädchen, Kaninchen
- #15 German adaptation on each fan: richtig, Fächer, Bücher,
- #16 German adaptation on each fan: Wasser, was, wann,
- #17 German adaptation on each fan: wer, warum, windig