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List of photocopiable masters |
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x | |
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xi | |
Acknowledgements |
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xii | |
Introduction |
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1 | (2) |
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3 | (3) |
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3 | (1) |
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Early language learning: the benefits |
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3 | (1) |
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4 | (2) |
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6 | (6) |
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6 | (1) |
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Principles of good planning |
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6 | (1) |
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6 | (1) |
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7 | (1) |
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8 | (1) |
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9 | (3) |
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12 | (19) |
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12 | (1) |
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12 | (6) |
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18 | (5) |
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23 | (2) |
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25 | (2) |
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27 | (2) |
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29 | (1) |
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Ideas for early finishers |
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29 | (2) |
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4 Sounds Different: Phonics |
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31 | (9) |
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31 | (1) |
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31 | (2) |
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33 | (1) |
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33 | (1) |
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34 | (1) |
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Phonics games and activities |
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34 | (6) |
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40 | (17) |
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40 | (1) |
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40 | (1) |
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41 | (1) |
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42 | (3) |
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45 | (1) |
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46 | (1) |
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47 | (1) |
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48 | (1) |
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49 | (1) |
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Making sentences negative |
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50 | (1) |
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51 | (2) |
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53 | (1) |
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54 | (3) |
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6 Allons-Y! ¡SI SI SI! Using Target Language |
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57 | (10) |
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57 | (1) |
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Addressing teachers' concerns |
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57 | (1) |
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Starting out: what target language should I teach? |
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58 | (1) |
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Encouraging the children to sound more French/Spanish |
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59 | (1) |
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60 | (1) |
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Other useful French/Spanish target language |
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61 | (6) |
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67 | (15) |
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67 | (1) |
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Using language games and activities |
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67 | (1) |
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68 | (1) |
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68 | (1) |
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Pronunciation and intonation |
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69 | (1) |
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70 | (1) |
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71 | (2) |
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73 | (1) |
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73 | (1) |
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74 | (2) |
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Partner and group games/activities |
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76 | (1) |
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76 | (1) |
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77 | (1) |
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78 | (1) |
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78 | (1) |
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Parachute games/activities |
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79 | (1) |
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80 | (2) |
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82 | (30) |
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82 | (1) |
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82 | (1) |
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82 | (1) |
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82 | (1) |
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Activities for developing reading skills |
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83 | (1) |
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Stories linking with topics or themes |
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84 | (1) |
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Stories as a central resource |
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84 | (1) |
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84 | (28) |
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9 Go with the Flow: Poetry |
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112 | (6) |
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112 | (1) |
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Supporting children's writing |
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112 | (1) |
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112 | (6) |
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10 Hitting the Right Note: Music and Song |
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118 | (11) |
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118 | (1) |
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118 | (1) |
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119 | (1) |
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Commercially produced songs |
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120 | (1) |
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121 | (1) |
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121 | (1) |
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121 | (3) |
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124 | (1) |
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125 | (1) |
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Musical appreciation and interpretation |
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126 | (3) |
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11 Integrating Language Learning |
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129 | (17) |
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129 | (1) |
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Integrating language with daily routines |
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130 | (2) |
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Integrating language with other curriculum areas |
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132 | (1) |
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Links with other subjects |
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133 | (1) |
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Links through a topic approach |
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133 | (1) |
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Reinforcing and teaching new content through the target language |
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134 | (1) |
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Cross-curricular learning: The Field of the Cloth of Gold |
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135 | (3) |
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More cross-curricular links |
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138 | (8) |
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146 | (20) |
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146 | (1) |
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146 | (1) |
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147 | (1) |
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Spy training part 1: code names |
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147 | (1) |
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Spy training part 2: living in France |
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148 | (1) |
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Spy training part 3: out and about in Paris |
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148 | (1) |
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Spy training part 4: everyone's a suspect |
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149 | (1) |
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Planning the virtual trip to Paris as spies |
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149 | (1) |
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Setting up the virtual trip to Paris: practical points |
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149 | (1) |
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The Mission Impossible day |
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149 | (4) |
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153 | (13) |
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13 Assessment and Progression |
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166 | (23) |
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166 | (1) |
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166 | (1) |
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Language learning strategies |
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167 | (2) |
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Self- and peer assessment |
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169 | (3) |
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172 | (1) |
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173 | (1) |
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174 | (1) |
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Further assessment opportunities |
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174 | (6) |
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180 | (9) |
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14 A World Beyond the Classroom |
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189 | (10) |
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189 | (1) |
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189 | (1) |
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189 | (1) |
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189 | (2) |
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191 | (1) |
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Involving parents in language work at school |
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192 | (1) |
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Parents and home learning |
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192 | (2) |
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194 | (5) |
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199 | (10) |
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199 | (1) |
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199 | (1) |
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199 | (1) |
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200 | (4) |
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Other useful programs and applications |
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204 | (3) |
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Cameras, video recorders, microphones |
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207 | (1) |
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Assessment and evaluation |
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208 | (1) |
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16 A New Stage: Transition |
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209 | (3) |
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209 | (1) |
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Liaison between primary and secondary schools |
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209 | (1) |
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Transferring information to the secondary school |
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209 | (1) |
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210 | (1) |
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The benefits of key stage 2 language learning |
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210 | (1) |
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Strategies for mixed experience learning |
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210 | (1) |
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211 | (1) |
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17 A Helping Hand: Resources |
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212 | (9) |
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212 | (1) |
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213 | (1) |
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214 | (1) |
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214 | (1) |
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215 | (3) |
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218 | (3) |
Appendix: English translations of the stories and songs |
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221 | (6) |
References |
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227 | (2) |
Index |
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229 | |