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Teaching activities
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Key Stage 2 Framework for languages
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| O 3.1 |
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Listen and respond to simple rhymes, stories and songs |
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- Copy the actions modelled by the teacher or respond with a physical action when they hear a sound or word, e.g. perform a mime or hold up a picture card.
- Recognise rhyming patterns by chanting a poem or singing a song, emphasising the rhyming endings of words.
- Clap each time they hear a word which rhymes with a chosen word.
- Act out a story as it is narrated; join in with the telling and acting out of a story.
- Listen to simple rhymes and stories on audio tapes
- Sequence pictures to show the meaning of a story.
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O 3.1 objective overview >> |
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O 3.1 learning objectives >> |
| O 3.2 |
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Recognise and respond to sound patterns and words |
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- Respond to a particular sound with a physical action.
- Count how many times a particular sound is heard in a phrase or sentence.
- Copy a sound spoken by the teacher, to practise pronunciation.
- Identify phonemes which are the same as or different from English.
- Identify words, e.g. listen for specific words in a song or poem.
- Notice words which sound similar to English – in a listening game, children echo any words spoken by the teacher which sound similar to English.
- Clap syllables in words and phrases, e.g. in songs and poems.
- Place objects in the order in which they hear them, using Lego bricks or multilink cubes to recreate a pattern such as red-red-blue-blue-yellow.
- Remember and repeat a sequence of words spoken by the teacher
- Respond to video/ICT powerpoint presentations of sound patterns and words in songs and poems.
- Listen for clues, intonation and familiar words and phrases.
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O 3.2 objective overview >> |
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O 3.2 learning objectives >> |
| O 3.3 |
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Perform simple communicative tasks using single words, phrases and short sentences |
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- Respond to the register using a word or phrase.
- Ask and answer simple questions using real objects, cards and games, e.g. how many? What is this? Is she called Rajida?
- Play 'bag of tricks': Children guess what’s in the bag asking, e.g. is it big/small/soft/hard/red, is it a…?
- Ask for and give objects in pairs or small groups, using appropriate polite language, e.g. adding please and thank you.
- Act out simple role-plays such as asking for and receiving items, introducing yourself to someone, making a telephone call, making appropriate use of terms of politeness.
- Play 'Pass it on': children form three lines. The child at the front starts ‘My name is X. What’s your name?’ turning to their neighbour. Each passes on the answer and then the question
- Play a circle game to practise greetings: the teacher throws a soft toy to different children and says a greeting. Children echo and throw the toy back to the teacher.
- Act out a Mexican wave passing single words or patterns of words around a circle.
- Perform a Mexican wave in the style of an adjective, e.g. count 1-2-3, 1-2-3, 1-2-3, being happy, sad, tired, thirsty, angry, bored, frightened, shocked.
- Perform a mime to show understanding of a phrase or sentence spoken by the teacher, e.g. I am reading a book, I am skipping, I am jumping.
- Play 'verb bingo'. The teacher calls out a variety of familiar verbs and the children match what they hear to pictures on Bingo cards, placing a counter over any they hear.
- Extend 'verb bingo' to include negative statements, such as 'I am not reading a book', 'She is not playing the guitar', 'He is not baking a cake' (the negative pictures on the Bingo cards might have a line through them).
- Play the 'word class game'. Children listen to the teacher; when they hear a noun they place both hands on their head, when they hear a verb they run on the spot.
- Use puppets to hold short conversations.
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O 3.3 objective overview >> |
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O 3.3 learning objectives >> |
| O 3.4 |
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Listen attentively and understand instructions, everyday classroom language and praise words |
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- Respond to the teacher’s instructions with a physical action by pointing to something hot/cold/green/pink, by making a sad/happy/tired/angry face.
- Play 'Simon says', e.g. stand up, sit down, smile, laugh, brush your hair, count in twos, walk the dog, pass the ball, turn left
- Play Bingo. Children put a counter on a picture showing rain, snow, dancing, eating.
- Draw a picture or perform a mime following instructions.
- Play a circle game to echo words: the teacher throws a soft toy to different children and says a word or phrase. Children echo and throw the toy back to the teacher.
- Show understanding by responding verbally with a word or simple phrase
- Give instructions to others, speaking clearly and audibly, e.g. children take turns to give instructions.
- Recognise negative instructions, e.g. don’t stand up; don’t smile; don’t read a book.
- Play a miming game, responding to instructions involving positives and negatives. Make up mimes for, e.g. listen, speak, write, do not write
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O 3.4 objective overview >> |
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O 3.4 learning objectives >> |
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| L 3.1 |
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Recognise some familiar words in written form |
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- Read from word and sentence cards which form part of the classroom display. They notice the spelling of familiar words displayed regularly on the wall or on the board. The cards can be used to highlight sound patterns, letter strings and to identify word classes, such as verbs.
- When reading a familiar story or singing a song, children hold up word cards when their words are mentioned. Alternatively, children work in pairs or small groups with three or four familiar word cards. Listening to the song, they place the words in the order in which they hear them.
- Receive and read short simple messages from a partner school, another teacher or language assistant. An email link with a partner class abroad can give the opportunity to read short, simple messages frequently.
- Play 'Where am I?', a familiar sentence or string of words is clearly visible. The teacher reads aloud but stops at different points. The children must say the next word in the sequence being read.
- Play Anagram Jigsaws: in small groups children work on jigsaw puzzles in which familiar words have been cut into two halves. They try to find all the matching pairs to make the words.
- Sort word cards into dictionary order by their first letter; children are given frequent practice in sorting words alphabetically by playing the Dictionary Sorting game - working in groups of four or five, each child holds a text card and must stand in dictionary order, e.g. apple, carrot, egg, gherkin, ice-cream.
- Read aloud key words in a variety of voices or moods, e.g. chant a familiar finger rhyme or poem in different styles, such as happy, sad, angry, shy.
- Use ICT for games which link spoken with written words.
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L 3.1 objective overview >> |
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L 3.1 learning objectives >> |
| L 3.2 |
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Make links between some phonemes, rhymes and spellings, and read aloud familiar words |
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- Listen carefully and start to recognise characters, letters and letter strings which are the same as or different from English, referring to a written version of the phonemes on cards or the board. The teacher writes several examples of the letter strings from different words and then says them with the children.
- Hold up or point to a card when they hear the sound or word, after they have become familiar with phonemes orally.
- Listen to the correct pronunciation of simple names, a rhyme, days of the week, objects, verbs. Say them accurately and then read them aloud.
- Recognise some words which are similar to English. Describe the similarities, e.g. number of syllables, number of vowels and consonants.
- Learn to spell their own name in the language; they know how many vowels and consonants there are in their names, and in familiar words.
- Learn to discriminate between vowels and consonants: each child has two cards, one saying vowel and the other saying consonant. The teacher shows and pronounces a series of letters – for each one they hold up a card showing whether they think the letter is a vowel or a consonant.
- Clap out the rhythm of familiar words and sentences. Play the Syllables Clapping game: from a given group of words, the teacher gives one, two or three claps, etc. and the children suggest which word(s) these could be. When playing the game with sentences or phrases, the rhythm of the words should be taken into account.
- Read aloud in chorus or individually a rhyme or poem when they are perfectly familiar with the correct pronunciation.
- Create word banks or collect words with particular sounds.
- Use ICT to develop word banks and language games
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L 3.2 objective overview >> |
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L 3.2 learning objectives >> |
| L 3.3 |
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Experiment with the writing of simple words |
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- Write well-known words, e.g. in the order of their preference or of size, etc. in order to make them think as they are writing.
- Write a simple message using a model.
- Label items.
- Trace letter shapes on a partner's hand to spell well-known words.
- Learn to spell key words. Play Spelling Games: the teacher calls out the spellings of familiar words, and children identify the word.
- Play Guess the word: the teacher starts to spell a word slowly, by writing down one letter at a time. After each letter, the class can have one guess at the word. All possible correct guesses score a point for the class.
- Use interactive whiteboards to experiment with writing
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L 3.3 objective overview >> |
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L 3.3 learning objectives >> |
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| IU 3.1 |
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Learn about the different languages spoken by children in the school |
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- Talk about the different languages they know or have heard around them through family members, friends, the media, in the neighbourhood or when visiting other countries.
- Talk about dialects and accents within the UK – different people may pronounce the same word differently or use different words.
- Children and teacher compile a list of languages spoken by children within the school. Locate the country/countries where these languages are spoken using maps, atlases and globes.
- Use interactive whiteboards to create a ‘live and growing’ resource of different languages eg. sound files of greetings in different languages.
- Create a welcome sign on the door of the classroom in the languages children know.
- During circle time, children talk about how they learned the languages they speak, when and where they use these languages and with whom and how they feel about the languages they speak. Reflect on languages that they would like to learn.
- Using photocopied pages from the European Language Portfolio, to build a class display showing the range of languages spoken in the class.
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IU 3.1 objective overview >> |
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IU 3.1 learning objectives >> |
| IU 3.2 |
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Locate country/countries where the language is spoken |
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- Locate some countries where the language is spoken on a world map and learn how to pronounce the names. Use the expertise of bilingual children to support this activity where possible
- Locate the country and identify capital city and main towns and the areas and towns familiar to members of the class or group..
- Identify well-known landmarks.
- Build up a display of products from the country, including artefacts contributed by class/group members.
- Find out about the weather conditions and how they might affect the lives of people living there.
- Using newspapers and the internet keep a simple class record of the weather over a short period of time and compare with the weather in their own locality.
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IU 3.2 objective overview >> |
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IU 3.2 learning objectives >> |
| IU 3.3 |
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Identify social conventions at home and in other cultures |
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- Talk about importance of politeness when greeting/meeting people and the conventions of greeting people in their own culture, eg shaking hands, bowing.
- Consider different forms of address, e.g. Mr., Mrs., Miss and different forms of 'you’. Which forms do children use when addressing the teacher and other adults, and which do they receive and use with each other, at home and in the wider community?
- Learn simple greetings and make a display in classroom using children's own portraits and speech bubbles.
- List and compare common names in children's in different languages. Do some names sound or look similar?
- Speakers of other languages teach greetings to rest of class.
- Talk about why their first name was chosen and how family names are formed in different cultures.
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IU 3.3 objective overview >> |
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IU 3.3 learning objectives >> |
| IU 3.4 |
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Make indirect or direct contact with the country/countries where the language is spoken |
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- Invite a native speaker, e.g. parent, relative, language assistant, to meet the class.
- Send an e-mail/letter/or postcard to a partner school.
- Look at real-time Internet pages such as web cams or satellite TV.
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IU 3.4 objective overview >> |
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