By Cynthia Martin
Basic languages are to be an entitlement for all scholars in KS2 from 2010. there's consequently a necessity to make sure that trainee fundamental academics are outfitted with the mandatory talents, wisdom and realizing to give a contribution to this approach. This publication helps experts, and likewise non-specialist trainees with an curiosity in MFL, who might have to bring languages around the curriculum, offering them with a transparent figuring out of the method and aiding them to improve linguistic competence and self belief.
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Extra info for Primary Languages: Effective Learning and Teaching (Achieving QTS)
London: CILT. pdf. Driscoll, P. and Frost, D. (eds) (1999) The teaching of modern foreign languages in the primary school. London: Routledge. Johnstone, R. (1994) Teaching modern languages in the primary school. Scottish Council for Research in Education. Jones, J. and Coffey, S. (2006) Modern foreign languages 5–11. London: David Fulton Publishers. Sharpe, K. (2001) Modern foreign languages in the primary school. The what, why and how of early MFL teaching. London: Kogan Page. uk/primary/features/learning_teaching/landt_cpd – Excellence and Enjoyment: learning and teaching in the primary years 20 3 Finding your way around the Key Stage 2 Framework for Languages By the end of this chapter you will have: .
You print off some of the pictures to use as flash cards, and make smaller sets for table top activities. 1. Images that could be used to develop oracy skills PRACTICAL TASK PRACTICAL TASK PRACTICAL TASK PRACTICAL TASK PRACTICAL TASK Consider the seven images above. What is the target language which each might depict? For example: je nage – la natation – je fais de la natation. Are the images equally suitable ? What do you need to bear in mind when choosing visuals to cue oral responses? You might decide that some images like the tennis racquet and water bottle are rather static and seem to match le tennis rather than an expression with a verb.
4 The three parts are written for different audiences and users. The generic learning objectives are found in Part 1 and further exemplification of planning using the learning objectives in Part 3. Both these parts are really practical and useful for primary class teachers as well as subject leaders. 32 Finding your way around the Key Stage 2 Framework for Languages 4 Part 2 is aimed at managers, head teachers and secondary colleagues and is helpful for subject leaders as it deals with more strategic decisions about implementation.