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Grammar from the start November 2012 Dr Rachel Hawkes.

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Presentación del tema: "Grammar from the start November 2012 Dr Rachel Hawkes."— Transcripción de la presentación:

1

2 Grammar from the start November 2012 Dr Rachel Hawkes

3 Grammar: skill or knowledge? Introduction

4 Memory 1 Sound/meaning 2 Visual/meaning 3 Spelling (core language words only) 4 (improved) speed of recall Pronunciation 1 repeat correctly 2 retain pronunciation 3 pronounce accurately from text Sentence building 1 say whole sentences from visual prompts 2 adapt sentences to make new meanings 3 Use key verbs to build new sentences Comprehension Infer/guess meaning from key words/cognates and known language Key language skills – knowing how

5 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 Skills and knowledge both

6 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

7 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

8 Defining grammar

9 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.

10 A working definition gram·mar (grmr)n. How to combine words to make meaning in sentences. ^ letters and An ounce of action is worth a ton of theory. Friedrich Engels

11 Phonics Making the sound- writing connection

12 las vocales

13 pronunciation-of-Spanish-vowels / pronunciation-of-Spanish-vowels / Link to the full resource on TES Full resource created by Leepy on TES, incorporating phonics by Rachel Hawkes.

14 a araña

15 e elefante

16 idea i

17 o olvidar

18 universo u

19 aei ou

20 babebibobu lalelilolu fafefifofu papepipopu tatetitotu mamemimomu

21 phonic-hooks / phonic-hooks / Link to the full resource on TES Full resource created by Leepy on TES, incorporating phonics by Rachel Hawkes.

22 arañaaraña elefante idea olvidar universocerdociclista casa coche cucarachagimnasia hamburguesa Españazumoguitarrallave

23 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.

24 Cuchara, cucaracha cucharita, cucarachita.

25 pito pito corgorito ¿dónde vas tú tan bonito? a la era verdadera pin pon fu e ra tú te vas y tú te quedas.

26 For the full phonics cards resource, created by Leepy, go to:

27 niñoniñaaraña señorseñora piña España cumpleaños

28 ññññ ññññ

29 cochecolegiococodrilo cobracohete conejo coliflor cocina

30 co

31 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

32 / / Full lesson resource by Leepy on TES.

33 tarizmaesmalla carogarredepal esdadinobrao napiebedoganto jaszazonagopier

34 tarizmaesmalla carogarredepal esdadinobrao napiebedoganto jaszazonagopier garganta cabeza espalda mano pierna rodilla nariz orejas estómago brazo dedo pie

35 Escucha bien y elige el artículo apropiado ABC ABC ABC ABC

36 Don AlrevesDon Cosquillas Don TontainasDon GlotónDon FelizDon Curioso Don PupasDon Lioso Don PequeñoDon VagoDon QuisquillosoDon Inteligente

37 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. Progression: a Y3 sequence

38 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.

39 Almost all the French phonemes are contained in the French words for animals, colours and the numbers Par exemple: OU douze les couleurs rouge une souris The sounds of French

40 Il est né le divin enfant Jouez hautbois, résonnez musettes Il est né le divin enfant Chantons tous son avènement Joyeux Noël!

41 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!

42 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? Working with French


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