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Staying in the target language 21 January 2004 FLAs on line 13 Teaching

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Staying in the target language 21 January 2004 FLAs on line 13 Teaching Powered By Docstoc
					21 January 2004                                                     FLAs on-line 13

               Teaching Numbers with primary pupils

Counting in the foreign language is extremely popular with younger children and will
probably be one of the first areas you tackle. It also brings the added advantage of
giving counting practice in a different context. For older children, there are not only many
opportunities to use number words in different contexts, for example the calendar, ages,
the time, measures, shopping, games etc. but also to reinforce numeracy skills, either
those already acquired or those currently being developed in other lessons.

Ways in
With Key Stage 1 children, a good way in is to encourage the children to copy you by
holding up the same number of fingers as you and echoing what you say. When the
children have learned to count up to three, you can introduce them to a song.




                                                       Un, deux, trois!
                      Tune: Frère Jacques
                                                       Un, deux, trois!
                              Bruder Jakob
                                                       Un, deux, trois!
                                                       Un, deux, trois!
                          Eins, zwei, drei!            etc.
                          Eins, zwei, drei!
                          Eins, zwei, drei!            Uno, dos, tres!
                                                       Uno, dos, tres!
                          Eins, zwei, drei!
                          etc.                         Uno, dos, tres!
                                                       Uno, dos, tres!
                                                       etc.

In Key Stage 2, where learners’ literacy and numeracy skills in their mother tongue are
more developed, we can also draw on the children’s growing reading skills. Instead of
introducing numbers by holding up fingers or with flashcards and then teaching a song,
you might like to start with the rhyme or song. This example shows how you can begin
to combine text and illustrations to introduce word recognition in the foreign language.
Don’t forget to say the rhyme with lots of rhythm and emphasis, even when the written
word is being introduced.




FLA on-line 2004–2005                                                        21 January | 1
   Un, Deux, Trois                                            Un, deux, trois
                                                              Nous irons aux bois
                                                              Quatre, cinq, six
                                                              Cueillir des cerises
   Un, deux, trois
                                                              Sept, huit, neuf
                                                              Dans mon panier neuf
                                                              Dix, onze, douze
                                                              Elles seront toutes rouges
                   Quatre. cinq, six


   Sept, huit, neuf,




                     Dix, onze douze.


   Here is an example in German with has a very strong rhythmical beat which helps the
                                  sequence of numbers stick in the learner’s memory.


                              Eins, zwei, Polizei!
                              Drei vier, Offizier!
                              Fünf, sechs, alte Hex!
                              Sieben, acht, gute Nacht!
                              Neun, zehn, auf Weidersehen!




Or what about this nonsense version in Spanish.         U-no, no tengo ninguno
                                                        dos, - sí hay para vos
                 Los Números                            tres, - que fresco es usted
                                                        cuatro, cinco,
                                                        seis machete,
                                                        siete filete,
                                                        ocho bizcocho,
                                                        nueve, diez.

FLA on-line 2004–2005                                                   21 January | 2
Taking it further
Counting forwards is a good beginning and shows the ability to memorise a sound
sequence. In contrast, the following rhymes get the children to count backwards which is
an appropriate next step. Children will be familiar with these kinds of patterns from
rhymes such as, ‘There were ten in the bed’.


                        Six au lit
                     Et le petit dit
                                                               Es gab zehn im Bett
                                                                          Es gab zehn im Bett,
     Six au Lit
              ‘Poussez-vous! Poussez-vous!’
                         5, 4, 3                                         Und der kleinste sagte:
                                                                     ‘Rutscht ‘rüber, rutscht ‘rüber!’
                        Deux au lit                                     Sie rutschten alle rüber,
                                                                         Und einer fiel heraus…
                      Et le petit dit,
                  ‘Pousse-toi! Pousse-toi!
                                                                             9,8,7,6,5,4,3,2…
                   Plus personne au lit
                                                                          Es gab einen im Bett,
                      Et le petit dit
                       ‘Bonne nuit !’                                    Und der kleinste sagte:
                                                                       ‘Gute Nacht! Gute Nacht!’

Activities and Games
Cinq et dix – Au revoir! Invite the children to start counting around the group up to
whichever number they are learning. When the group reaches the last number, start
again at zero. Whoever says the number 5 or 10 (or a multiple of 5 if you are using
larger numbers) has to sit down. The winner is the last child left standing.

Mostra me! (Show me!) All Primary schools should have a set
of digit cards or fans. Ask the class teacher where your school
keeps theirs. Give out a set of cards or a fan to each child. You
call out numbers at random and encourage the children to find
the correct number from their fan or cards. On the instruction,
‘Mostra-me!’ (or the equivalent in whichever language you are
teaching), the children hold up the fans. You can very quickly see
which children have the correct answer.



                                                Ploof! Splash! You will need flashcards with the
                                                numbers on for this game. Put a selection of about
                                                6 flashcards on the floor in random order to look
                                                like stepping-stones. Demonstrate the game by
                                                stepping on each number in turn and saying the
                                                number you step on. Make a deliberate mistake for
                                                the children to notice at which point they all say
                                                Splash! or Ploof!
FLA on-line 2004–2005                                                       21 January | 3
  Le Dé Most Primary schools will also have large sponge dice which children use in
  their numeracy lessons. Ask your teacher. If you don’t have these, this game could
  also be played in pairs or small groups with normal sized dice. One of the children
  throws the dice and all the children say the numbers. You could then repeat with two
  dice. To make it more difficult, if you have taught the children how to say the words
  for ‘plus’, ‘minus’, and ‘equals’, they could make up a simple calculation for which the
  number showing on the dice is the answer.

  Random numbers You will need two different coloured balls or two different toys for
  this game. You throw a toy/ball to one child saying a number of your choice. The
  child then has to say the next number in sequence. That child then throws the
  ball/toy to another child, again saying a number of their own choice. The child that
  catches the ball/toy has to say the next number in sequence and so on. To make this
  really difficult, you introduce a second toy/ball and this time, the child who catches it
  has to say the number before yours! Trying to keep both toys/balls going around is
  really tricky and means that the children really have to think!

  Clapping game The children need to be sitting in a circle for this game and their
  should not be more children than the highest number you have learned. You give
  each child a number. Start a slow 4-beat rhythm going by clapping knees on ‘one’,
  clapping hands on ‘two’, clicking right fingers on ‘three’ and left fingers on ‘four’. You
  say your number on the right click and a random number on the left click. The child
  who has that random number has the first two ‘beats’ to think, then repeats her
  number on the next right click and says another person’s number on the left click and
  so on. Do make sure you start this slowly! It is also a good idea to give the children
  each a card with their number on, rather than just telling them in case they forget!

  Fish and Fishermen You will need a lot of space for this game. Divides the children
  into two groups. One group is the fishermen and the other is the fish. Explain to the
  fishermen that they must choose a number (in secret) and then form a circle with a
  gap in between each person. Explain to the fish that they must walk in and out of the
  circle while the fishermen count in sequence starting from zero. When the fishermen
  get to their chosen number, they close up the gaps in the circle so that any fish in the
  circle are caught. The trapped fish become fisherman and the game starts again.
  The winner is the last child to get caught.

                    La matematica You will need to have taught the children the words for
                    ‘plus’, ‘minus’ and ‘equals’ to play this game. You will also need the
                    number fans or digit cards from game 2. You call out some simple
                    addition and subtraction calculations and the participants use the digit
                    fans or number cards to show the answers. You could make this more
                    exciting by dividing the children into two groups. Each group takes it in
                    turns to make up a calculation for the other team. You could score the
                    game by saying that however many children hold up the correct answer
                    when you say ’Show me’ (see game 2), is the number of points that team
                    scores.




FLA on-line 2004–2005                                                        21 January | 4
                                                                                     1, 2, 3, 4,
 Fizz-buzz Count from 0 – 20 (or to which ever number your                           woof?
 children have learned) as a group. When you get to a
 multiple of five you have to make an animal noise instead of
 saying the number e.g. ‘1, 2, 3, 4, moo’ etc. Do the same
 again but this time when you get to a multiple of three you
 have to make a different animal noise e.g. ‘1, 2, woof, 4, 5,
 woof’ etc. Try again with both! There is an excellent website
 that tells you all the animals sounds in lots of different
 languages. Try
 http://www.georgetown.edu/faculty/ballc/animals/


Circle the number You will need to write two sets of identical numbers on the board for
this game. (Make sure that you write them within the children’s reach!) Divide the
children into two groups and invite one child from each group to take a board pen or
chalk and come to the board. You call out a number and the first child to circle the
correct number gets a point for their team. If you don’t have a board handy you could
use two sets of numbers cards on the floor or blu-tacked to a wall (again, make sure that
the children can reach them!) and ask them to touch, rather than circle, the correct
number.


                                        La calculatrice Primary schools have many
                                        resources for numeracy that will be very useful to
                                        you in your language lessons. One of these
                                        resources is the overhead projector calculator. Ask
                                        your teacher if your school has one.
                                        Your children will need to know the words for ‘plus’,
                                        ‘minus’ and ‘equals’ to play this game. You make up
                                        a calculation and to put it into the OHP calculator
                                        but don’t press the ‘equals’ button just yet! (Make
                                        sure that the answer is a number that the children
                                        know.) The children can say each stage of the
                                        calculation as you do it. Then ask for a volunteer to
                                        work out the answer. They ca press the ‘equals’
                                        button and see if they were right. You could also
                                        divide the children into teams and ask them to take
                                        it in turns to give each other a calculation to put into
                                        the calculator. Whatever the answer is, they score
                                        that many points if they get it right!
                                        You could make it really difficult by also teaching
                                        the words for ‘times’ and ‘divided by’ !




FLA on-line 2004–2005                                                       21 January | 5

				
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