1. Not another worksheet Miss!
Lisa Stevens
lisibo.com
@lisibo
Acapulco 2021 6th November
Activities for ambitious primary language
learners,
whatever their age or ability!
2. WORDS
PHONICS
GRAMMAR
RECALL
POETRY RHYME AND SONG
STORIES
WRITING
DIAGRAMS
WIDER LANGUAGE
CONTEXTS
This Photo by Unknown Author is licensed under CC BY-SA
PUTTING IT TOGETHER
NUMBERS SHAPE ANIMALS SPORT
3. Spotting patterns
from LightBulbLanguages Unit
16
cognates identifying gender
discuss
English/Spanish
false friends
reinforcing English
vocabulary
do children know
words that are
borrowed?
4. “It’s not mindless repetition.
It has a purpose.”
Kati Szeless
Vocabulary needs to be met
6-20 times for it to stick.
from a NCELP session
10. 10 WINS… OR LOSES!
BOLÍGRAFOS
2+2=?
PHONICS
UNO, DOS, CUATRO,
CINCO
GRUPOS DE ….
11. ¿MÁS, MENOS O
IGUAL? ><=
WHEN WAS I BORN?
DÍAS HASTA …. LA
NAVIDAD
ESTADÍSTICAS
VALLADOLID 0 –
ZARAGOZA 2
¿CUÁNTO ES? £ € $
shared by BetsyBelle
12. :
“Very, very simple idea that I tried out
yesterday with a class of shy, reserved
learners in Year Four. We have been
learning numbers 1-31 so that we can go on
to say when our birthday is.”
c
1) For this activity, I said a number in French, and
rather than them telling me the English translation,
they had to tell me the colour of the line it was on. So,
if I said 'vingt-deux', they had to say orange. I knew
the higher ability pupils would also be able to tell me
which number I had said, but I wanted to give more
confidence to the lower ability/more nervous learners.
We have already done colours, so this was a chance
to revise colours as well. It worked really well.
2) Then I told them that I was going to say a number
and they had to highlight it (they had a copy on
Showbie on their ipads.) They seemed to enjoy this
more passive activity, compared to when I tried to
play Lotto and they just couldn't cope! An option
without an ipad would be to ask pupils to whisper to
each other which number they think it is and then ask
for a volunteer to come up and circle it on the board.
3) I then asked for volunteers to give me any number
in French from the 'bleu' line and the 'rouge' line etc.
This gave them some choice and independence.
4) I finished off by asking them to tell me something
interesting about any one of the numbers (based on
what we have learned). One pupil said that 21 and 31
were 'poky finger' numbers (because when we say 21
and 31 I make them poke their finger in the air to
remember the "et"). Another pupil told me lots of the
numbers on the purple line ended in "ze". They could
have said anything at all - it was just to coax
something out of the pupils who are reluctant to
speak in French, but still need to feel that they are
involved and making progress.
Not rocket science by any means, but thought I would
share as it took me about 45 seconds to prepare, but
the output was great.
16. Response from Rachel Hawkes re old vs new primary SOW…
there is both continuity and change. Take phonics.
Both SOW teach the sound-writing relationship explicitly, with source words, gestures
etc.
The three main differences are:
i) pace/spread – the new SOW rolls phonics out more gradually
ii) revisiting – phonics practice in every lesson and all SSC are revisited at least one
every year
iii) use of unknown words – new activities involve transcribing and reading aloud
unknown words.
So, continuity (Papa va à la cabane song is still in!) but also other practice activities to
consolidate.
People who like the old scheme might want to dip into the new one for additional
phonics practice.
18. PHONICS IDEAS
mirrors – look at your mouth
missing letters
find a word that…
colours/numbers/months
sort by sound (venn colours)
Bingo
pa pe pi po pu
4 patas para un banco
22. This Photo by Unknown Author is licensed under CC BY-NC-ND
GRAMMAR
GRAM-ATE
CAPITALISE
WORD GROUPS
WORD ORDER
STRING IT
Laura Riley-
Genton
23. CULUL CHUCLATI ROSAS CULUL SALMON CULUL ABU CULUL UBI
NTSUNDU PINKI ORENJI NGWEVU MFUSA
COKLAT MERAH MUDA ORANYE ABU ABU UNGU
KHAVE RENGI PEMBE TURUNCU GRI MOR
BRUN ROSA ORANSJE GRÅ LILLA
KAPAMPANGAN
XHOSA
MALTESE
INDONESIAN
TURKISH
NORWEGIAN
Comparing languages
28. GRAMMAR IDEAS
thanks to Noelia RG >> Link
human sentences to
emphasise word
order
cards to rearrange use of colour
big e little i /
question sandwiches
compare and
contrast
reconstruct a text by
listening / using
logic
why can’t this be
correct?
32. PUT IT ALL
TOGETHER
• Secret sentence
• Trapdoor
• Last One Standing
• En mi pueblo hay…
• Mi ciudad
33. o sand writing
o air spelling
o whiteboard
o word shapes
o slow fade
o trapdoor
o
o secret sentence
o post it note
This Photo by Unknown Author is licensed under CC BY-NC-ND
WRITING
34. o Consider:
o * space to write
o * size of paper
o * font / script
o * diacritical
marks
o * presentation
WRITING
35. PUT IT ALL
TOGETHER
Play with language
Rewrite stories
Apply grammatical knowledge
Models to new versions
Adding ‘bells and whistles’
37. PUT IT ALL TOGETHER
Link to La Selva
EL CARNVAL DE LOS ANIMALES
d
shared by Angela
Smith
Ce n’est pas une giraffe.
Ce n’est pas un poisson
C’est une giraffon!
Is it un or une? How do
we decide?
A favourite with
Y2
39. PROSODY
Doña Pito Piturra
Tiene unos guantes,
Doña Pito Piturra
Muy elegantes
.
Doña Pito Piturra
Tiene un sombrero,
Doña Pito Piturra
Con un plumero.
http://lisibo.com/2011/07/dona-pito-
piturra/
42. • Outdoor learning
• Recycling previous vocabulary in new
contexts
• Providing a core of vocabulary plus
choices
• An opportunity to be original
http://lisibo.com/2014/06/seasonal-
poems/
LOS COLORES DE LAS
ESTACIONES
43. CONTEXTS
1. Knowledge of Argentina – count the provinces, name
them, pronounce them. Countries that border Argentina.
2. Compass points / prepositions – Santa Cruz está en el
de Argentina. Jujuy está en el norte de Argentina en la
con Chile y Bolivia. Entre Ríos está en el este al norte de
Buenos Aires.
3. Colour – giving the name of a place and requiring the
colour(s) in response, either in a single word, a phrase or
sentence. Soy de Chubut ¿de qué color es mi
qué color es el poncho típico de San Luis? – blanco y
naranja/Es blanco y naranja/El poncho típico de San Luis
blanco y naranja.
4. Pattern – ¿Cómo es el poncho de Salta? Es rojo con una
franja negra en el cuello y en el borde. This site gives a
description of some in English as well as historical
about ponchos. And here is a more extensive article in
5. Combining all the above. Soy de Neuquen. Está en el
de Argentina, en la frontera con Chile, al norte de Río
sur de Mendoza y al oeste de La Pampa. El poncho típico
Neuquén es blanco con puntos azules.
6. Using the above, design your own poncho using
colours and patterns:
Mi poncho es …… El rojo significa ….. Tiene estampa…… Es
como el poncho de ….
http://lisibo.com/2017/05/ponchos/
48. el surf
el golf
el ciclismo
la halterofilia
el esquí
el alpinismo
los bolos el tenis de mesa/
el pingpong
el baloncesto
el hockey
el remo
la escalada
el fútbol el fútbol americano
el buceo
el atletismo
el
skateboard
51. ¿Juegas al…?
Do you play…?
✅ Juego al …
❎ No juego al …
¿Haces…?
Do you play…?
✅ Hago …
❎ No hago…
from Juguemos todos juntos
52. infinitive 1st person (I) 2nd person (you) 3rd person (he/she/it)
llamarse – to be
called
te llamas
ser – to be eres
hacer – to do haces
jugar al juegas al
me llamo
soy
hago
juego al
se llama
es
hace
juega al
53. Me llamo Michael
Phelps.
Soy de los Estados
Unidos.
Hago natación.
Se llama Michael
Phelps.
Es de los Estados
Unidos.
Hace natación.
1st
person
3rd
person
54. Me llamo Kate
Richardson-Walsh.
Soy de Inglaterra.
Juego al hockey.
Se llama Kate
Richardson-Walsh.
Es de Inglaterra.
Juega al hockey.
1st
person
3rd
person
55. Example text:
Me llamo Abdul. Juego al fútbol y al cricket. También hago
atletismo y ciclismo.
Mi amigo se llama Ricardo. Hace natación pero no hace
piragüismo. Juega al fútbol conmigo.
Mi amiga se llama Paula. No juega al fútbol; sin embargo
juega al rugby. Hace natación con Ricardo y también hace
equitación.
¿Juegas al fútbol? ¿Haces ciclismo?
• different people (1st and 3rd)
• at least one question (2nd
person)
• at least two conjunctions
• a variety of sports
56. • Gordon Reid
• Scotland
• tennis
• Harry Kane
• England
• football
• Kristina Vogel
• Germany
• cycling
• Lauren Steadman
• England
• triathlon
• Sebastian Vettel
• Germany
• motor racing
• Serena Williams
• USA
• tennis
57. • Simone Biles
• USA
• gymnastics
• Siya Kolisi
• South Africa
• rugby
• Will Bayley
• England
• Table tennis
• Lionel Messi
• Argentina
• football
• Kylian Mbappé
• France
• football
• Shanice van der
Sanden
• Netherlands
• football
58. • Ibitihaj Muhammed
• USA
• fencing
• Mo Farah
• England
• athletics
• Geraint Thomas
• Wales
• cycling
• Joanna Rowsell
• England
• cycling
• Pau Gasols
• Spain
• basketball
• Sachin Tendulkar
• India
• cricket
size matters – don’t intimidate with size of paper
Also sufficient space to write!
size matters – don’t intimidate with size of paper
Also sufficient space to write!
debate - masc or fem??
They are simple, yes. But they demonstrate to varying extents that they can
write at varying length, for different purposes and audiences, using the variety of grammatical structure that they have learnt
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
write phrases from memory, and adapt these to create new sentences, to express ideas clearly
describe people, places, things and actions … and in writing (Languages Programmes of Study: Key Stage 2)
http://lisibo.com/2017/05/ponchos/
plays table tennis and does cycling and athletics
plays football and basketball, and does swimming
does athleitcs and plays tennis
does sailing and horseriding
plays two raquet sports
plays three ball games
doesn’t do a sport that could make them wet
doesn’t play a sport that needs a raquet.