Thinking and

Learning
Through
Fairy Tales
In

Modern Foreign
Languages
Contents

2
Card Sorting Phonics . 3 5
Story Boarding . !
Card Sorting "ouns #$% . & #'
Ma( )ro* Me*ory+,isual . ## #5
Ma( )ro* Me*ory+-uditory . # #!
Character .escri(tions . #& %'
/i*0s 1a*e . %#
2dd 2ne 2ut . %% %3
.o*inoes . %5 %!
Pass the Parcel . %& 3'
Snakes and Ladders . 3# 33
-ction Charades . 33 3
4a((y Fa*ilies . 3! 3#
Block5usters . 3% 33
"arrati6e For*at Scri(t . 35 3!
Song
Board 1a*e Language
3&
37
MFL /S% Fra*e8ork 93 $ 3 . 5' 5#
3
Card Sorting + Phonics
Pur(ose to sort: classi)y and grou( 8ords
to *ake connections
to de6elo( listening skills
Links to /S%
)ra*e8ork
23.# Listen and res(ond to si*(le rhy*es: stories and songs
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings:
and read aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
23.3 Listen )or sounds: rhy*e and rhyth*
L3.% Follo8 a short )a*iliar te<t: listening and reading at the
sa*e ti*e
Pre(aration Pu(ils 8ork in grou(s o) % or 3. =ach grou( 8ill need>
# (honic grid
# set o) (honic cards
It is ad6isa5le to use no *ore than #' (honic 8ords in any one session and
to concentrate on ?ust a )e8 sounds at a ti*e.
-cti6ity .is(lay (honic grid on (o8er (oint or S*art5oard and (ractise
sounds. It is a good idea to introduce a 5eat or rhyth* to assist
recall. @Ae 8ill rock youB 5y Cueen is a good one.
1i6e out set o) #' 8ords. Say each 8ord and ask grou(s to (lace
in order in 8hich you say the*.
1i6e out (honic grids.
"o8 ask grou(s to sort the 8ords 5y sounds (lacing each 8ord in
correct colu*n o) the grid.
-sk grou(s to co*(are notes.
In6ite grou(s to )eed 5ack to 8hole class 5y listing 8ords in one
o) the colu*ns.
In6ite co**ent )ro* other grou(s. -ny uncertainties should 5e
6eri)ied 5y listening to the ani*ated 6ersion o) the story.
4
StDst ei 8 au E sch
5
StDst ei 8 au E
Sch8einestall klein 8ohnten )aul )Er
Stroh Sch8einchen 8eil 4aus TEr
sta5il 6or5ei 8ollte Trau* 5rEllte
husten dein Aol) laut ;El(s
(usten herein ant8ortete au) BrEhe
Backstein heiFe 8eg 5auen 1lEck
stelle reicht 8ieder 5rauche

kannst
Aasser
Story Boarding
Pur(ose to de6elo( seGuencing skills
to *ake deductions
to *ake ?udge*ents in)or*ed 5y reasons and e6idence
to de6elo( language learning strategies and kno8ledge a5out language
Links to /S%
)ra*e8ork
23.# Listen and res(ond to si*(le rhy*es: stories and songs
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
23.% Listen )or s(eci)ic 8ords and (hrases
23.3 Listen )or sounds: rhy*e and rhyth*
L3.% Follo8 a short )a*iliar te<t: listening and reading at the sa*e ti*e
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) (icture cards
-cti6ity -sk (u(ils to seGuence the cards in the order in 8hich they a((ear in the story.
Hsing the ani*ated on screen 6ersion ask class to )ind the 1er*an 8ords )or the
(ictures that a((ear on the )irst (age. -sk the* to e<(lain their choice. ;ight or
8rong: the reasons they gi6e are 6ery i*(ortant as they are articulating language
learning strategies. I) 8ord selected is incorrect ask class i) there could 5e another
8ord )or the (icture. -sk )or reasons. Continue until correct 8ord is identi)ied.
2nce they ha6e identi)ied the 8ords )or the (ictures that a((ear on the )irst (age o)
the story: ask the* to re(eat the 8ords a)ter you. -sk the* to co**ent on the sound
and the s(elling o) the 8ords *ake links to (honic grid.
"o8 ask the* to listen to that (age 5eing read and to (oint to the (ictures 8hen they
hear the 8ords.
"o8 re*o6e the te<t and ask the* to listen again to see i) they can identi)y the 8ords.
;e(lay the )irst (age 8ith the te<t and ask the* to try and ?oin in 8hen the 8ord is
said. Tell the* that you intend to re*o6e the te<t and 8ould like the* to still ?oin in.
-sk 8hat they need to )ocus on to 5e a5le to do this.
;e(eat )or ne<t )e8 (ages.
.e5rie) -sk (u(ils 8hat they disco6ered a5out language through the (rocess and ho8 they disco6ered
it. Ahat skills did they useI I.e. discussing: e<(laining: reasoning: ?usti)ying: *aking
?udge*ents etc.
6
7
8
Card Sorting "ouns #
Pur(ose to sort: classi)y and grou( 8ords
to articulate (recisely reasoning (rocess
to de6elo( language learning strategies and kno8ledge a5out language
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.3 =<(eri*ent 8ith the 8riting o) si*(le 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) noun cards
-cti6ity 1i6e out the cards to each grou(. Say the 8ords on each card and ask (u(ils to
(ut the* into the seGuence as you say the*. .iscuss any that 8ere di))icult to
identi)y.
-sk (u(ils to sort the cards into grou(s.
-)ter 5 *inutes ask each grou( ho8 they chose to sort.
Ahate6er 8ay grou(s ha6e sorted the 8ords go in that direction. For e<a*(le
i) a grou( has sorted into 8ords they kno8 and don0t kno8: check the *eaning o)
the 8ords that they think they kno8 in the story. Listen to the (ronunciation o)
the 8ords and (ractice re(eating the*.
"o8 look in the story to 8ork out the *eaning o) the grou( o) 8ords they didn0t
kno8. Listen to the sounds o) the ne8 8ords and (ractice the (ronunciation.
;elate to (honic grid.
I) they still can0t 8ork out the *eaning 8hat other strategies do they think
they could e*(loyI
-sk the* to choose a )a6ourite 8ord and to dra8 it in the air on the 5ack o)
their (artner. In (airs or grou(s try and guess each other0s )a6ourite 8ord.
.e5rie) -sk (u(ils 8hat they disco6ered a5out language through the (rocess and ho8 they
disco6ered it. Ahat skills did they useI I.e. discussing: e<(laining: reasoning: deducing:
?usti)ying etc.
Card Sorting "ouns %
Pur(ose to sort: classi)y and grou( 8ords
to articulate (recisely reasoning (rocess
to *ake links 5et8een 8ords
to de6elo( language learning strategies and kno8ledge a5out language
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.3 =<(eri*ent 8ith the 8riting o) si*(le 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) noun cards
-cti6ity
1i6e out the cards to each grou(. Say the 8ords on each card and ask the* to
(ut the* into the seGuence as you say the*. .iscuss any that 8ere di))icult to
identi)y.
-sk (u(ils to sort the cards into grou(s.
-)ter 5 *inutes ask each grou( ho8 they chose to sort.
Ahate6er 8ay grou(s ha6e sorted the 8ords go in that direction.
So*e grou(s 8ill (ro5a5ly sort 5y @derB: @dieB and @dasB. -sk (u(ils to e<(lain
8hat the @derB: @dieB and @dasB could *ean and conseGuently to articulate
(recisely ho8 they ha6e sorted i.e. 5y gender.
Con)ir* their understanding 5y checking in the story. 1ender is a di))icult
conce(t )or =nglish s(eakers: gi6e (u(ils ti*e to re)lect on the conce(t.
-sk other grou(s to co**ent.
9
das Schweinchen der Schweinestall der Bauernhof das Strohhaus
der Wolf das Holzhaus
das Backsteinhaus
der Schornstein
der Tof die !arotten die "wie#eln das $euer
%&
Ma( )ro* Me*ory ,isual
Pur(ose to inter(ret and organise in)or*ation
to *ake links 5et8een 8ords
to look )or (atterns
to de6elo( *e*ory strategies
Links to /S%
)ra*e8ork
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.3 =<(eri*ent 8ith the 8riting o) si*(le 8ords
L3.# ;ead and understand a range o) )a*iliar 8ritten (hrases
L3.3 Arite si*(le 8ords and (hrases using a *odel and so*e 8ords )ro*
*e*ory
Pre(aration Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
- 5lank *a(
2ne set o) 6isuals J(ictures and 8ordsK
-cti6ity Tell (u(ils that there is one co(y o) the @*a(B and that they ha6e to re(roduce
it: as a grou(: as accurately as (ossi5le.
2ne *e*5er o) each grou( co*es to look at the *a( one at a ti*e )or #5
seconds.
Pu(ils then go 5ack to their grou(s and record 8hat they can re*e*5er onto
their 5lank *a(.
;e(eat a5o6e t8o stages )or each *e*5er o) the grou( and )or as *any ti*es
as you dee* necessary.
Ahen the ti*e is u( ask grou(s to 8ander around and look at the *a(s
(roduced 5y other grou(s.
;e6eal original *a( on (o8er (oint. -sk )or )eed5ack on the acti6ity.
.e5rie) -sk (u(ils 8hat strategies they e*(loyed to carry out the task. -sk the*
#. 8hat they did 8ell
%. 8hat they could do 5etter
3. 8hat they 8ould do di))erently i) they 8ere to do the acti6ity again
Ahat skills did they useI I.e. discussing: colla5oration: listening: (lanning: e<(laining:
reasoning: ?usti)ying etc.
%%
ein Huhn
ein 'ferd
eine !uh
ein Schwein
der (ro)e rote Traktor
der Bauer
ein rotes *ach
eine (ro)e (raue Wolke
die Scheune
der +ntenteich
eine +nte
Ein groer Bauernhof
der Schweinestall
%2
%3
%4
Ein groer
Bauernhof
Ein groer
Bauernhof
Ein groer
Bauernhof
Ein groer
Bauernhof
der =ntenteich der =ntenteich der =ntenteich der =ntenteich
die Scheune die Scheune die Scheune die Scheune
eine groFe graue
Aolke
eine groFe graue
Aolke
eine groFe graue
Aolke
eine groFe graue
Aolke
ein rotes .ach ein rotes .ach ein rotes .ach ein rotes .ach
der Sch8einestall der Sch8einestall der Sch8einestall der Sch8einestall
eine =nte eine =nte eine =nte eine =nte
%5
Ma( )ro* Me*ory -uditory
Pur(ose
to inter(ret and organise in)or*ation
to de6elo( *e*ory strategies
to de6elo( listening skills
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
23.3 Listen attenti6ely and understand instructions: e6eryday classroo* language
and (raise 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings: and read aloud
)a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
23.3 Listen )or sounds: rhy*e and rhyth*
L3.# ;ead and understand a range o) )a*iliar 8ritten (hrases
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the* accurately
Pre(aration
Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) (hrase cards
-cti6ity 1i6e one set o) cards to each grou( o) (u(ils. ;ead the (hrases aloud and ask
(u(ils to seGuence in the order in 8hich they hear the*.
"o8 ask (u(ils to set cards u(side do8n on the ta5le.
=ach (u(il takes it in turns to turn u( a card and to read it aloud in 1er*an.
-sk the grou(s to look at the (honics in the 8ords on the cards.
=<(lain that one (erson )ro* each grou( 8ill co*e and hear the (hrases 5eing
read through once.
They 8ill return to their grou( and 5egin the (rocess o) seGuencing the (hrases
in the order in 8hich they 8ere read.
=ach *e*5er o) the grou( has an o((ortunity to co*e out and listen to the
(hrases.
J -ny (age )ro* the story can 5e used )or this acti6ityK
.e5rie)
-sk (u(ils 8hat strategies they e*(loyed to carry out the task. -sk the*
#. 8hat they did 8ell
%. 8hat they could do 5etter
3. 8hat they 8ould do di))erently i) they 8ere to do the acti6ity again
Ahat skills did they useI I.e. discussing: colla5oration: listening: (lanning: e<(laining:
reasoning: ?usti)ying etc.
%6
,lso #aute sich Schweinchen *oof
ein Haus aus Backsteinen-
*as Haus war (ro)
und sehr sta#il- .$antastisch/
nicht wahr0 1ielleicht #in ich
doch nicht so doof02
dachte er-
%7
Character .escri(tions
Pur(ose to de6elo( listening skills
to inter(ret and organise in)or*ation
to *ake links 5et8een (ieces o) in)or*ation
to articulate (recisely the reasoning (rocess
to de6elo( language learning and kno8ledge a5out language strategies
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
23.3 Listen attenti6ely and understand instructions: e6eryday classroo*
language and (raise 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings and read
aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
L3.# ;ead and understand a range o) )a*iliar 8ritten (hrases
L3.% Follo8 a short )a*iliar te<t: listening and reading at the sa*e ti*e
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration
Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) (hrase cards
a large s(eech 5u55le )or each o) the )our characters *ight 5e hel()ul
-cti6ity 1i6e one set o) cards to each grou( o) (u(ils. ;ead the (hrases aloud and
ask (u(ils to seGuence in the order in 8hich they hear the*.
-sk (u(ils to re(eat the (hrases
-sk (u(ils to sort the cards into grou(s.
-)ter 5 *inutes ask each grou( ho8 they chose to sort.
Ahate6er 8ays the grou(s ha6e sorted go in that direction. 1rou(s *ay
ha6e sorted 5y (hrases they kno8 and don0t kno8 or ones starting 8ith Lich
5in0: or to do 8ith houses: s(eech or characters etc.
Ahat other strategies do they think they could e*(loy to 8ork out
(hrases they don0t kno8I
-sk each grou( to sort the cards to *atch the characters in the story.
-sk each grou( to )eed 5ack 5y descri5ing a character and e<(laining its
decisions.
Phrases could also 5e sorted into characteristics: s(eech: and actions and
could also 5e used )or role+(layD(u((et dialogues.
.e5rie) -sk (u(ils ho8 they ca*e to an agree*ent on ho8 to sort their cards. Ahat skills
did they useI I.e. listening: discussing: e<(laining: reasoning: ?usti)ying etc.
%8
Ich 8ohne in
eine* schMnen
Sch8einestall.
Ich 5aute *ir ein
4aus aus Stroh.
Ich dachte: N Ich
5aue *ir ein 4aus
aus Stroh.B
Ich 8ar lecker.
Ich 5aute *ir ein
4aus aus 4olO.
Ich sagte: N.as
)Pllt *ir ?a i*
Trau* nicht ein QB
Ich 5in )aul.
Ich 5aute *ir ein
4aus aus
Backsteinen.
Ich 5in groR und
5Mse.
Ich 5in schick.
FrEh an eine*
Morgen 6erlieR
ich den
Bio5auernho).
Aoraus soll ich *ir
ein 4aus 5auen I
Ich 5in doo).
Ich ha5e eine
gute Idee.
Ich hustete und
(ustete.
Ich 5in klein.
Ich kochte eine
gute Su((e Ou*
-5endessen.
Ich )iel ins heiFe
Aasser.
%9
Ich 5rauchte
/arotten.
Mein 4aus 8urde
8egge5lasen.
Ich sagte:
NSchnell Q 4eraus
da QB
;otkP((chen ist
*eine Freundin.
.er Aol) *ochte
*eine Su((e.
Ich sagte:
NSch8einchen
klein: lass *ich
herein QB
Mein 4aus ist
sehr (raktisch.
Ich stellte den
To() au) das
Feuer.
Mein 4aus 5lie5
stehen.
Mein 4aus ist
groR und sta5il.
Ich trage eine
Sonnen5rille.
Ich klo()te sehr
laut an die TEr.
Ich 8ohne au)
de* Lande.
Ich *ochte die
Su((e.
Ich rie): Nich
8erde husten und
(usten.B
Mein 4aus ist
sehr elegant.
Ich rutschte den
Schornstein
herunter.
Ich )raR O8ei
Sch8einchen au).
2&
/i*0s 1a*e
Pur(ose to identi)y strategies )or *e*orising
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
23.3 Listen )or s(eci)ic 8ords and (hrases
Pre(aration - 5asket containing a5out #' ite*s relating to the )airy tale. These could 5e>
a (ig a 5rick a s(ider
a ra55it so*e stra8 a 8ol)
a carrot so*e 8ood a snail
an onion a co8 a sGuirrel
a house a shee( a (an
-cti6ity Tell (u(ils that you are going to (lace so*e ite*s on the ta5le and then
co6er the* u(.
Tell class that you 8ould like the* to try and re*e*5er the o5?ects.
Take out the o5?ects one at a ti*e. It can 5e use)ul to say the na*e
o) the o5?ect: and add an a((ro(riate action 5e)ore (lacing it on the
ta5le. This o)ten 5eco*es (art o) the *e*orisation (rocess )or
di))erent ty(es o) learners.
1i6e a5out 3' seconds )or looking at all the o5?ects together on the
ta5le: then co6er u( or (ut a8ay.
1i6e (u(ils a5out a *inute to recall as *any o5?ects as (ossi5le. "ote>
do not tell the* ho8 this should 5e done. They o)ten assu*e that it
*ust 5e done alone i) they choose to 8ork 8ith so*eone else do not
sto( the*.
.e5rie) -sk (u(ils 8hat strategies they used to re*e*5er the o5?ects. Arite the
6arious strategies on the 5oard. .iscuss the nature o) the di))erent
strategies and 8hat it 8ould 5e like to ado(t a di))erent one.
2%
2dd 2ne 2ut
Pur(ose to identi)y si*ilarities and di))erences
to (ro*ote understanding o) (ro(erties and attri5utes o) 8ords
to de6elo( reasoning skills and kno8ledge a5out language
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings: and
read aloud )a*iliar 8ords
L3.% =<(eri*ent 8ith the 8riting o) si*(le 8ords
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration Pu(ils 8ork in grou(s o) % or 3. =ach grou( 8ill need>
# odd one out grid
-cti6ity ;ead out the 8ords in each colu*n )or nu*5er #. -sk (u(ils to re(eat.
-sk (u(ils to choose an odd one out and to e<(lain their choice Jsay
8hyK. =*(hasise that there are no right or 8rong ans8ers: 5ut that
all ans8ers *ust 5e e<(lained.
-sk the* to 8rite do8n their e<(lanation in =nglish.
;e(eat )or each nu*5ered line.
-sk one grou( to read out 8ords in one o) the lines )ro* the (o8er
(oint. -sk the* to )eed 5ack on their choice o) 2dd 2ne 2ut.
-sk other grou(s )or co**ents.
;e(eat the (rocess )or the other lines.
Ahen all the lines are co*(leted ask grou(s to *ake u( their o8n odd
one outs using 8ords or (hrases )ro* the story.
.e5rie) -sk (u(ils 8hat kno8ledge a5out language they disco6ered during the acti6ity.
-sk the* ho8 they disco6ered it. Ahat skills did they useI I.e. discussing:
e<(laining: reasoning: ?usti)ying etc.
22
Was gehrt nicht dazu?
Unterstreich in jeder Gruppe das nicht dazugehrige Wort und gib einen Grund dafr?
A B C D WAU!?
#
Bauernho) Sch8einestall Stroh 4aus
%
)aul doo) leise 5Mse
3
Stroh Schornstein Backstein 4olO
3
(ro5ieren (raktisch Platsch 6egetarisch
5
rutschte kletterte dachte s(rang

Sch8einchen Aol) /aninchen ;otkP((chen

!
lecker leise schnell laut
23
"etzt bist du dran#
A B C D WAU!?
#
%
3
3
24
.o*inoes
Pur(ose to sort 8ords
to *ake connections
to de6elo( *e*ory skills
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
23.3 Per)or* si*(le co**unicati6e tasks using single 8ords:
(hrases and short sentences
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings:
and read aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
23.3 Listen )or sounds: rhy*e and rhyth*
L3.% Follo8 a short )a*iliar te<t: listening and reading at the
sa*e ti*e
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce
the* accurately
Pre(aration Pu(ils 8ork in grou(s o) 3. =ach grou( 8ill need>
# set o) do*inoes
-cti6ity ask the class to distri5ute the do*inoes eGually a*ong grou(
*e*5ers
(u(il 8ith S S S (laces his card on the ta5le saying the 1er*an
8ord aloud
continue as a ga*e o) do*inoes ensuring that the 1er*an 8ords
are said aloud.
Continue until )inal S S S card is laid
.e5rie) -sk (u(ils 8hat skills they e*(loyed during the ga*e. i.e. listening:
*e*orising: reasoning. -sk i) they learned any ne8 8ords. 4o8 did they
learn the*I
25
$$$
%
&ch'einchen
stra' ('iebe)n 'ater ein *euer to +noc+
der ,opf
onions Bac+stein de)icious bauen door
-aninchen
a fire Bauernhof 'ood +)opfen in the
countr.
Wasser
bad )ec+er chi/ne. eine ,r far/
)aut
idea &troh )az. fau) to bui)d
26
27
auf de/
0ande
bric+ bse 1uiet). +ochen ear).
2o)z
rabbit &uppe )oud). frh practica)
)eise
soup &chornstein carrots pra+tisch to taste
husten und
pusten
das Ende
$$$$
-arotten eas. probieren to 3isit
)eicht
the pot 4dee to coo+ besuchen
huff and
puff
28
29
Pass the Parcel
Pur(ose to sort: classi)y and seGuence 8ords
to *ake connections
to *ake (redictions
Links to /S%
)ra*e8ork
23.# Listen and res(ond to si*(le rhy*es: stories and songs
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings:
and read aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
23.3 Listen )or sounds: rhy*e and rhyth*
L3.% Follo8 a short )a*iliar te<t: listening and reading at the
sa*e ti*e
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce
the* accurately
Pre(aration Children sit in grou(s o) si< J*a<i*u*K
=ach grou( has one 5ag o) 8ord or (hrase cards
Music
The 5ag contains either single 8ords 8hich *ake u( a sentence )ro* the
story: 2; sentences )ro* one (age o) the story.
-cti6ity Ahen *usic starts (u(ils (ass round the 5ag
Ahen the *usic sto(s: the child holding the 5ag (icks out a 8ord
or (hrase and (laces it in the *iddle o) the circle
The child or the grou( then says the 8ord or (hrase aloud
Ahen all o) the 8ords or (hrases ha6e 5een re*o6ed )ro* the
5ag: the grou( 8orks together to (lace the* in the correct order.
The grou( then reads the sentence or (aragra(h to the rest o)
the class.
I) you ha6e a large class 8ith lots o) grou(s: you could ai* to (iece
together all o) the 8ords in a (age: or all o) the sentences in the
story and )inally 8ork out the o6erall order as a classQ
.e5rie) -sk (u(ils 8hat skills and dis(ositions they used during the acti6ity. i.e.
taking turns: 5eing )air: reasoning
3&
.er .er .er .er
groRe groRe groRe groRe
5Mse 5Mse 5Mse 5Mse
Aol) Aol) Aol) Aol)
ka* ka* ka* ka*
6or5ei 6or5ei 6or5ei 6or5ei
und und und und
klo()te klo()te klo()te klo()te
laut laut laut laut
an an an an
die die die die
TEr. TEr. TEr. TEr.
3%
.er .er .er .er
Aol) Aol) Aol) Aol)
hustete hustete hustete hustete
und und und und
(ustete (ustete (ustete (ustete
und und und und
5lies 5lies 5lies 5lies
das das das das
kleine kleine kleine kleine
schMne schMne schMne schMne
4aus 4aus 4aus 4aus
ein)ach ein)ach ein)ach ein)ach
8eg. 8eg. 8eg. 8eg.

32
33
Snakes and Ladders
Pur(ose to *ake connections
to take turns
to *ake decisions
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings:
and read aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce
the* accurately
Pre(aration Children sit in grou(s o) 3. =ach grou( has
2ne snakes and ladders 5oard
2ne set o) counters and dice
2ne set o) Guestions
-cti6ity
Pu(ils take it in turns to thro8 the dice.
I) (u(ils land on a red sGuare: they cli*5 u( the ladder: i) they land on a
5lue sGuare: they slide do8n the snake.
=ach ti*e the (u(il rolls the dice: they *o6e that nu*5er o) (laces and
ans8er a Guestion a5out the story.
The Guestions can 5e altered de(ending on class a5ility.
.e5rie) -sk (u(ils 8hat skills and dis(ositions they used during the acti6ity. i.e.
taking turns: 5eing )air: reasoning
34
25 26 27 28 29 3&
24 23 22 2% 2& %9
%3 %4 %5 %6 %7 %8
%2 %% %& 9 8 7
% 2 3 4 5 6
35
How do 3ou sa3 4little
i(5 in 6er7an8
Where did the i(s
li9e at the #e(innin(
of the stor38
How do 3ou sa3 4a
straw house5 in
6er7an8
The ra##it said :ist es
sta#il (enu(82 to the
;az3 'i(- What does
this 7ean8
The wolf was :(ro)
und <<<<<<<8
Wh3 did Schweinchen
$aul want to use
straw8
What 7aterial is a
:Backsteinhaus2
7ade out of8
What 7aterial did
Schweinchen Schick
use8
Where was the
cookin( ot laced =
auf das
<<<<<<<--8
>an 3ou re7e7#er
what 4leise5 7eans8
What did the i(s sa3
when the wolf
knocked on the door8
>o7lete this
sentence? .ich (ehe
lie#er
@otkAchen -------------
----:
How does the wolf
sa3 :B59e (ot a (ood
idea2 in 6er7an8
The wolf :hustete und
ustete2- What did he
do8
How do 3ou sa3
4onions5 in 6er7an8
How did the wolf
descri#e the stew8
How do 3ou sa3
4carrots5 in 6er7an8
When the wolf sa3s
:ich werde dir dein
Haus we(#lasen/2
what is he (oin( to
do8
36
-ction Charades
Pur(ose to *ake connections
to *ake decisions
to de6elo( listening skills
to de6elo( *e*ory skills
Links to /S%
)ra*e8ork 23.% ;ecognise and res(ond to sound (atterns and 8ords
23.3 Hse (hysical res(onse: *i*e and gesture to con6ey *eaning
and sho8 understanding
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings:
and read aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases using (hysical
res(onse to sho8 recognition and understanding
23.3 Listen )or sounds: rhy*e and rhyth*
Pre(aration Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) charade cards
It is ad6isa5le to de*onstrate acti6ity 8ith 8hole class initially
-cti6ity .e*onstrate the )irst sentence 5y reading it out and asking (u(ils
to suggest an a((ro(riate *i*e. Practise re(etition o) (hrase.
Continue to read out the other sentences allo8ing the children to
de*onstrate their understanding 5y *i*ing.
1i6e each grou( a set o) charade cards and ask the* to (lace
the* )ace do8n on the ta5le.
=ach (u(il takes one card in turn and reads the (hrase. The grou(
*i*e accordingly.
-)ter each (hrase has 5een *i*ed: re(eat the (re6ious acti6ity
5ut this ti*e the (u(il 8ith the card *i*es the action 8hile the
rest o) the grou( guess the co*(lete (hrase.
They also need to esta5lish the character 5y asking @5ist du
Sch8einchen FaulDder Aol)IB etc
.e5rie) -sk (u(ils 8hat they learned a5out the language through the (rocess.
Ahat skills and dis(ositions did they useI I.e. listening: turn taking etc.
.ie drei Sch8einchen 6erlassen den Bauernho).
Sch8einchen Faul 5aut ein 4aus aus Stroh.
Sch8einchen .oo) isst 1e*Esesu((e.
.er Aol) klo()t leise an die TEr.
.er Aol) hustet und (ustet.
.er Aol) 5lPst das 4aus ein)ach 8eg.
.er Aol) )risst Sch8einchen Faul.
Sch8einchen Schick 5aut ein 4aus aus 4olO.
.er Aol) klo()t sehr laut an die TEr.
.er Aol) klettert in den Schornstein hinein.
.er Aol) )risst Sch8einchen Schick.
37
.er Aol) klo()t laut an die TEr.
Sch8einchen .oo) 5aut ein 4aus aus Backsteinen.
.er Aol) rutscht den Schornstein herunter.
Sch8einchen .oo) kocht eine 1e*Esesu((e.
Bernd 6erkau)t Backsteine.
.er Aol) )Pllt ins heiFe Aasser.
Sch8einchen .oo) stellt den To() au) das Feuer.
Sch8einchen .oo) schneidet /arotten und T8ie5eln.
.er Aol) (ro5iert die Su((e.
.er Aol) s(ringt aus de* To().
.er Aol) lPu)t aus de* 4aus.
38
4a((y Fa*ilies
Pur(ose to *ake connections
to take turns
to de6elo( s(ontaneous talk
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings: and read
aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
L3.% Follo8 a short )a*iliar te<t: listening and reading at the sa*e ti*e
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration Children sit in grou(s o) 3 or 3. =ach grou( has
2ne set o) cards
-cti6ity
Cards are distri5uted e6enly a*ong the grou( they count out cards in 1er*an
as they are distri5uted. The ai* o) the ga*e is to collect )a*ilies 5y colour.
Taking turns one (u(il asks the (erson ne<t to hi*Dher )or a card that they
8ant e.g. @ hast du die 5laue MausIB. I) their neigh5our has the card he has to
hand it o6er saying @?a: ich ha5e esB i) not @nein: ich ha5e es nicht.B This ga*e is
a good o((ortunity to get children to use der: die and das s(ontaneously.
=ach grou( *e*5er takes it in turn to ask )or a card.
Ahen a (u(il has collected a 8hole )a*ily he says @ich ha5e die 5laue Fa*ilie.B
.e5rie) -sk (u(ils 8hat skills and dis(ositions they used during the acti6ity. i.e. taking turns:
5eing )air: reasoning
Schweinchen
$aul
die !uh
das 'ferd
die Schnecke
das
Backsteinhaus
das Holzhaus
das Strohhaus
Schweinchen
Schick
Schweinchen *oof

39
Schweinchen
$aul
die !uh das 'ferd die Schnecke
das
Backsteinhaus
das Holzhaus
das Strohhaus
Schweinchen
Schick
Schweinchen
*oof
4&
Schweinchen
$aul
die !uh
das 'ferd
die Schnecke
das
Backsteinhaus
das Holzhaus
das Strohhaus
Schweinchen
Schick
Schweinchen
*oof
tit
4%
Schweinchen
$aul
die !uh das 'ferd die Schnecke
das
Backsteinhaus
das Holzhaus
das Strohhaus
Schweinchen
Schick
Schweinchen
*oof
42
Block5usters
Pur(ose to *ake connections
to sol6e (ro5le*s
Links to /S%
)ra*e8ork
23.3 Per)or* si*(le co**unicati6e tasks using single 8ords:
(hrases and short sentences
23.3 -sk and ans8er Guestions on se6eral to(ics

Pre(aration Pu(ils 8ork in grou(s o) 3.
2ne grou( *e*5er asks the Guestions: the other t8o (lay against each
other. =ach grou( 8ill need>
# 5lock5usters 5oard
# set o) Guestions
Pu(ils *ust try to get )ro* the le)t to the right side o) the ga*e 5oard:
5y *atching the re6ealed initials to 6oca5ulary )ro* the story o) .ie drei
kleinen Sch8einchen: *arking their route 8ith counters.
-cti6ity
The ;ules>
Pu(ils *ust then choose a he<agon )ro* the le)t side o) the
5oard: taking turns to (lay.
-)ter the )irst go: (u(ils can only choose he<agons that touch an
ans8ered sha(e.
-s the ca(ital letters are re6ealed in each he<agon: the (u(il *ust
ans8er a *atching Guestion )ro* the Guestion sheet.
I) the Guestion is ans8ered correctly: the child can clai* the
sha(e as theirs: 5y (utting one o) their coloured counters on the
sha(e.
I) the Guestion is incorrectly ans8ered the sha(e is le)t 5lank.
The other (u(il *ay not use that s(ace either. JPerha(s (ut a
5lack counter on the sha(e to re*ind e6eryone that it is out o)
(layK
& , * B 2
&
2
5 -

&
, B
2
- & ( - 0 B
0
0 & * 6 -
43
44
B What B is 'here a far/er )i3es?
B What B can be used to bui)d houses?
B What B describes the bric+s that Bernd is se))ing?
* What * describes the )az. pig?
* What * 'as used to heat the 'ater?
2 What 2 can be used to bui)d houses?
2 What 2 describes the 'ater?
2 What 2 is 'hat the 'o)f does to tr. to b)o' the house do'n?
- What - ga3e ad3ice to &ch'einchen *au)?
- What - is an ingredient in the soup?
- What - is to +noc+?
- What - describes ho' the 'o)f gets to the top of the chi/ne.?
0 What 0 /eans 7)oud).8?
0 What 0 /eans 71uiet). or soft).8?
0 What 0 describes the taste of the soup?
5 What 5 is 'hat the 'o)f does to tr. to b)o' the house do'n?
What describes the noise the 'o)f /a+es after eating the pigs?
What describes ho' the 'o)f gets do'n the chi/ne.?
& What & is the pigs?
& What & did one pig use to bui)d his house?
& What & did &ch'einchen Doof /a+e?
& What & is a usua) ho/e for a pig?
& What & describes the house /ade of bric+s?
, What , /eans a coo+ing pot?
, What , is the nor/a) 'a. into a house?
6 What 6 describes the soup?
( What ( is a sort of 3egetab)e used in the soup?
45
9arrati3e *or/at &cript
Die drei +)einen &ch'einchen
,eacher and c)ass stand in a circ)e: ,he teacher )eads the c)ass through the stor. b. sa.ing
each part in short sections 'ith the c)ass echoing and perfor/ing the acco/pan.ing actions: 4n
this 'a. a)) the c)ass are engaged in acti3it. throughout and are ab)e to perfor/ to their
indi3idua) abi)ities 'ithout fee)ing pressurised:
9arrator hand
(ointing 5ack o6er one
shoulder: then hold u(
one )inger: sho8 3
)ingers: snorting action
=s 8aren ein*al drei kleine Sch8einchen.
eins: O8ei: drei
9: hold u( one )inger
and then 8alk )ingers
a8ay into distance.
*ake a roo) sha(e )or
house
8a6e
=ines Tages 6erlieRen sie den Bauernho): 8o sie
8ohnten: 8eil ?edes Sch8einchen sein eigenes schMnes
4aus 5auen 8ollte.
Tralala: tralala: tralalalala
-u) AiedersehenQ Bis s(PterQ
snort ; point at se)f
&ch'einchen *au)
5right idea action.
Ich 5in Sch8einchen Faul.
2hQ 1uck *al daranQ
Ich 5aue *ir ein 4aus aus Stroh. .as ist leichtQ
9. s*iley )ace action.
8ol) stance
knock so)tly: o(en *outh
action 8ith hand
-lso 5aute Sch8einchen Faul ein 4aus aus Stroh und
8ar sehr )roh.
PlMtOlich ka* ein groRer 5Mser Aol) 6or5ei. =r klo()te
leise an die TEr und sagte>
Der Wo)f Sch8einchen klein: Sch8einchen klein: lass *ich hereinQ
&ch'einchen *au)
shaking )inger
.as )Pllt *ir ?a i* Trau* nicht einQ
Der Wo)f hu))ing and
(u))ing
.ann 8erde ich husten und (usten und dir dein 4aus
8eg5lasen.
46
9arrator hu))ing and
(u))ing: )ling ar*s o(en
8ide: eat (ig and lick li(s
8ra( ar*s around sel)
.er Aol) hustete und (ustete und 5lies das Strohhaus
ein)ach 8eg. .ann )raR er Sch8einchen Faul au)Q M*
leckerQ
-r*es Sch8einchen FaulQ
snort ; point at se)f
&ch'einchen
&chic+ bui)ding house<
ha//ering 'ood etc
Ich 5in Sch8einchen Schick.
Ich 5aue *ir ein 4aus aus 4olO. Sehr (raktischQ
9arrator
looking (roud
8ol) stance: knock loudly:
o(en *outh action 8ith
hand
-lso 5aute Sch8einchen Schick ein 4aus aus 4olO und
8ar sehr stolO darau).
.ann ka* der Aol) 8ieder 6or5ei. =r klo()te laut an die
TEr und sagte>
Der Wo)f Sch8einchen klein: Sch8einchen klein: lass *ich hereinQ
&ch'einchen
&chic+ shaking )inger
.as )Pllt *ir ?a i* Trau* nicht einQ
Der Wo)f hu))ing and
(u))ing
.ann 8erde ich husten und (usten und dir dein 4aus
8eg5lasen.
9arrator hu))ing and
(u))ing: )ling ar*s o(en
8ide: eat (ig and lick li(s
8ra( ar*s around sel)
.er Aol) hustete und (ustete und hustete und pustete
und 5lies das 4olOhaus ein)ach 8eg. .ann )raR er
Sch8einchen Schick au)Q M* leckerQ
-r*es Sch8einchen SchickQ
snort U (oint at sel)
&ch'einchen Doof
scratching head then
(enny dro((ing: dra8
5rick sha(e in air
Ich 5in Sch8einchen .oo).
Aoraus soll ich *ir ein 4aus 5auenI
"a klarQ .........-us BacksteinenQ
47
9arrator
8ol) stance: knock 6ery
loudly: o(en *outh action
8ith hand
-lso 5aute Sch8einchen .oo) ein 4aus aus Backteinen:
das groR und sehr sta5il 8ar. Fantastisch: nicht 8ahrQ
,ielleicht ist es doch nicht so doo)Q
.ann ka* der groRe 5Mse Aol) 6or5ei. =r klo()te sehr
laut an die TEr und sagte>
Der Wo)f Sch8einchen klein: Sch8einchen klein: lass *ich hereinQ
&ch'einchen Doof
shaking )inger
.as )Pllt *ir ?a i* Trau* nicht einQ
Der Wo)f hu))ing and
(u))ing
.ann 8erde ich husten und (usten und dir dein 4aus
8eg5lasen.
9arrator hu))ing and
(u))ing re(eatedly
.er Aol) hustete und (ustete und hustete und pustete
und 4HST=T= und PHST=T=
-5er das Backsteinhaus 5lie5 stehen.
Der Wo)f 5right idea
look
Ich ha5e eine gute Idee
9arrator 5right idea
action: cli*5ing: ?u*(ing
do8n: then s(lash
.er Aol) hatte eine gute Idee. =r kletterte in den
Schornstein hinein: rutschte den Schornstein herunter
und )iel ins heiFe Aasser. PlatschQ
Der Wo)f ?u*(ing u(
and do8n holding 5otto*
-uaQ .as 5renntQ
.as reicht *ir *it diese* Sch8einchenQ
9arrator ?u*( out o)
(ot and run on s(ot.
Aa6e good5ye
.er Aol) s(rang aus de* To() und lie) aus de* 4aus.
TschEs: 4err Aol)Q
48
Die drei &ch'einchen<
Die drei &ch'einchen<
9a ja # 9a ja # 9a ja #
Die drei &ch'einchen:
&ie 'ohnen auf de/ 0and<
&ie 'ohnen auf de/ 0and<
9a ja # 9a ja# 9a ja#
&ie 'ohnen auf de/ 0and:
&ie 3er)assen den Bauernhof<
&ie 3er)assen den Bauernhof<
9a ja# 9a ja# 9a ja#
&ie 3er)assen den Bauernhof:
&ie bauen drei 2>user
..
Aus &troh ist )eicht<
?::
Aus 2o)z ist pra+tisch<
..
Ein Wo)f +o//t 3orbei<
??:
Er hustet und pustet<
??
Er b)>st z'ei 2>user 'eg
??:
Das Bac+steinhaus b)eibt stehen<
??
Die &uppe ist )ec+er<
?::
Bis sp>ter< 2err Wo)f<
Bis sp>ter< 2err Wo)f<
9a ja# 9a ja# 9a ja#
Bis sp>ter< 2err Wo)f:
Die drei +)einen &ch'einchen
@(sing to tune o)> BThe )ar*er0s in his den.BK
49
Board Game Language
@ules of the (a7e die Sielre(eln
, (a7eCa la3er ein SielCein Sieler
Board (a7e ein Brettsiel
Start DsEuareF StartC,nfan(
$inish DsEuareF +ndeC"iel
, counter DetcF eine Siel7arke
'ut 3our counter at the start- setzDtF deine DeureF Siel7arkeDnF
an den ,nfan(
Throw the dice- wGrfle
The one Dla3erF with the hi(hest
nu7#er starts-
Wer die hHchste "ahl hatCIu77er
wirft/ #e(innt
The one who throws a 6 starts- Wer eine 465 wirft/ #e(innt das Siel
Whose turn8 Wer ist dran8CWer ist an der @eihe8
Jine ich #in dran
Kours du #ist dran
His er ist dran
Hers sie ist dran
,n eLtra turn du #ist wieder an der @eihe
Take it in turns wechselt euch a#
Jiss a turn setz eine @unde aus0
6o forward 5 (eh 5 9orwArts
6o forward 2 sEuares (eh 2 $elder 9orwArts
6o #ack % sEuare ein $eld zurGck
6o #ack to the start zu7 ,nfan( zurGck
*raw Di-e- no winnerF unentschieden
HeCShe is cheatin( erCsie 7o(elt Der sielt falschF
HeCShe5s winnin( erCsie (ewinnt
Who5s winnin(8 Wer (ewinnt8
Kou59e won du hast (ewonnen
B59e won ich ha#e (ewonnen
B57 the winner ich #in der Sie(erCdie Sie(erin
the scoreCresult das Sieler(e#nis
'ick u 3our cards ni77Cneh7t deineCeure !arten in
die Hand
B will teach 3ou how to la3 ich zei(e dirCeuch/ wie 7an sielt
'ack of cards ein !artensiel
'ick a card ni77 eine !arteCwAhl eine !arte
Shuffle the cards die !arten 7ischen
B ass Di-e- B57 stuckC B can5t la3F ich asse
B (i9e in ich (e#e auf
6et in tea7s of 2/ or 3 etc Jach Jannschaften 9on 2 oder 3
tue dich 7it 2 anderen zusa77en
>hoose a tea7 wAhl eine Jannschaft aus
;et5s la3 a(ain- sollen wir noch 7al sielen8
5&
5%
MFL KS2 Framework for year 4
Oracy Literacy ntercu!tura! "nder#tanding Know!edge a$out
Language
Language Learning
Strategie#
M4-% To 7e7orise and recite a
short teLt
o ;earn fin(er rh37es/
oe7s or short stories
or a nonNfiction teLt
;4-% To read and understand a
ran(e of fa7iliar written
hrases
o Jatch hrases and short
sentences to icture or
toics
BO4-% To learn a#out festi9als and
cele#rations in different cultures
o ;earn how children of different
cultures cele#rate secial da3s
o Bdentif3 si7ilarities and
differences
o ;earn si7le hrases to
cele#rate festi9als
@einforce and eLtend
reco(nition of word
classes and understand
their function
@eco(nise and al3
si7le a(ree7ents/
sin(ular and lural
,l3 Euestion for7s
*e9elo awareness of
co77unication
strate(ies
@eco(nise that teLts in
different lan(ua(es will
often ha9e the sa7e
con9entions of st3le and
la3out
,l3 honic knowled(e
of the forei(n lan(ua(e
to suort readin( and
writin(
Bdentif3 a different
writin( s3ste7
%i#cu## !anguage !earning
and ref!ect and #hare
idea# and e&'erience#
"#e action# and rhyme# to
aid memori#ation
(#k for re'etition and
c!arification
"#e conte&t and 're)iou#
know!edge to he!'
under#tanding
*ractice new !anguage +
#'eaking a!oud or #i!ent!y,
#'eaking with a friend
*ractice new !anguage
out#ide the c!a##room
'lan and reare for a
lan(ua(e acti9it3
@ead and 7e7orise words
Ose a 7ental association to
hel re7e7#er words
Sort words into cate(ories
,l3 knowled(e a#out
letters and si7le
(ra77atical knowled(e to
eLeri7ent
Ose conteLt and re9ious
knowled(e to deter7ine
7eanin( and ronunciation
M4-2 To listen for secific words
and hrases in a son(/
oe7 or stor3
o ;isten with care
o Ose h3sical resonse
to show reco(nition and
understandin( of ke3
words and hrases
o ;ook carefull3 at the
erson who is seakin(
;4-2 To follow a short fa7iliar teLt/
listenin( and readin( at the
sa7e ti7e and the7 read art
of the teLt aloud
o Jake links #etween the
soken and written words
o Bdentif3 co77on sellin(
atterns in letter strin(s
o 'ronounce letter strin(s/
words and hrases
accuratel3 with (ood
accent
B>4-2 To know a#out so7e asects of
e9er3da3 culture and co7are the7
to their own?
o To learn and co7are asti7es
of children of different cultures
M4-3 To listen for sounds/ rh37e
and rh3th7
;4-3 To read so7e fa7iliar words
and hrases aloud and
ronounce the7 accuratel3
o Ose words which the3
ractice on a re(ular
#asis/ e-(- nu7#ers/ da3s/
weather
BO4-3 To co7are traditional stories
o >o7are characteristics of
si7le stories #etween cultures
o ;earn a#out asects of the
writin( s3ste7 of a different
lan(ua(e
M4-4 To ask and answer
Euestions on se9eral toics
o ,sk how to sa3
so7ethin( in the tar(et
lan(ua(e
o ,sk so7eone to clarif3
or reeat
o Seak clearl3 and
confidentl3
;4-4 To write si7le words and
hrases usin( a 7odel and
so7e words fro7 7e7or3
BO4-4 To learn a#out wa3s of tra9ellin( to
the tar(et countr3 C countries
o @e9ise location of countr3 C
countries where tar(et lan(ua(e
is soken
o Bdentif3 route fro7 own localit3 to
secified destination
52
53
-FL KS2 Framework for year .
Oracy Literacy ntercu!tura! "nder#tanding Know!edge a$out
Language
Language Learning
Strategie#
M3
-%
To listen and resond to si7le stories/ fin(er
rh37es and son(s
o Bdentif3 rh37in( words
o 'erfor7 fin(er rh37es and sin( son(s
o ;isten to stories
o Poin in with stor3tellin(
;
3-
%
To reco(nise so7e fa7iliar
words in written for7
o Onderstand words
disla3ed in the classroo7
o Bdentif3 and read short
si7le words when
listenin( to fa7iliar
rh37es or stories or son(s
o @ead short 7essa(es
BO3
-%
To learn a#out the different
lan(ua(es soken #3 children
in the school
o Be aware of lin(uistic and
cultural di9ersit3
Bdentif3 secific
sounds/ hone7es
and words/ linkin(
sounds to
7eanin(s

B7itate
ronunciation of
sounds
Hear 7ain word
classes
@eco(nise
Euestions and
ne(ati9es
@eco(nise how
sounds are
reresented in
written for7
Iotice the sellin(
of fa7iliar words
@eco(nise that
lan(ua(es descri#e
fa7iliar thin(s
differentl3
@eco(nise the
centralit3 of
lan(ua(e in
co77unication
@eco(nise different
lan(ua(e
con9entions to
eLress oliteness
*iscuss lan(ua(e
learnin( and reflect and
share ideas and
eLeriences
Ose actions and rh37es
to aid 7e7orisation
,sk for reetition and
clarification
Ose conteLt and
re9ious knowled(e to
hel understandin(
'ractise new lan(ua(e
= seakin( aloud or
silentl3/ seakin( with a
friend
'ractise new lan(ua(e
outside the classroo7
;ook at the face of the
erson seakin( and
listen attenti9el3
Ose (estures and 7i7e
to show understandin(
'la3 (a7es to hel
7e7orisation
@eco(nise words which
the teacher 7ouths
silentl3
M3
-2
To reco(nise and resond to sound atterns and
words
o ;isten with care
o Bdentif3 sounds which are the sa7e as or
different fro7 +n(lish
o Seak clearl3 and confidentl3
;
3-
2
To 7ake links #etween so7e
sounds/ rh37es and sellin(s
and read aloud fa7iliar words
o Bdentif3 characters and
letter strin(s which are the
sa7e as or different to
+n(lish
o 'ronounce accuratel3 the
7ost co77onl3 used
characters and letter
strin(s
o @ead aloud a fa7iliar
sentence/ rh37e or oe7
B>3
-2
To locate countr3 C countries
where the lan(ua(e to #e
studied is soken?
o Bdentif3 so7e of the
countries where the
lan(ua(e is soken
o !now so7e facts a#out
one countr3 where the
tar(et lan(ua(e is soken/
e-(- cli7ate/ 7ain towns/
fa7ous land7arks/
roduce
M3
-3
To erfor7 si7le co77unicati9e tasks usin(
sin(le words/ hrases and short sentences
o @e7e7#er/ retain and recall 9oca#ular3
o ,sk and answer Euestions
;
3-
3
To eLeri7ent with the writin(
of short words
o >o3 si7le/ fa7iliar
words usin( a 7odel
o Write so7e sin(le words
fro7 7e7or3
BO3
-3
To identif3 social con9entions
at ho7e and in other cultures
o ;earn a#out olite for7s
of address
o !now how to (reet nati9e
seakers
o !now so7e t3ical na7es
M3
-4
To listen attenti9el3 and understand instructions/
e9er3da3 classroo7 lan(ua(e and raise words
o @eeat words and hrases soken #3 the
teacher
o *e9elo seakin( strate(ies such as 7i7e
and (esture to con9e3 7eanin(-
o re7e7#er a seEuence of soken words
o Ose h3sical resonse to show understandin(
BO3
-4
To 7ake indirect or direct
contact with countr3 C countries
of tar(et lan(ua(e
54
55