Monday, 6 July 2015

Physical Tour de France Grammar Game !

The class need to decide on three symbols to represent nouns, adjectives and verbs.
Stand up right for a noun, wiggle your body for an adjective and pump your arms for a verb 
(just like you would have symbols in Charades for book, film, musical etc).

Warm up the class first -
  • Show the written word for a noun (discuss this) and ask the children to show you the correct actions
  • Show the children the written word for a verb (discuss this) and ask the children to show you the correct action
  • Show the children the written word for an adjective (discuss this) and ask the children to show you the correct action.
  • Show the same cards again but don't say of these are nouns/verbs or adjectives.Ask the children to demonstrate the action. they think matches the word type.

Divide your class into “Tour de France t-shirt teams- different coloured t-shirts . No team should be le maillot jaune/la camiseta amarilla or das gelbe Tshirt. This one is for the winners at the end of the game! 

Let’s brainstorm nouns, adjectives and verbs that we associate with sport and particulary with the Tour de France. You couod suggest that the children check and access these in the target language in bilingual dictionaries first!

Here are some to start us off  ……….


Cyclist , bike , wheel, tyre, puncture , race ,helmet , t-shirt , shorts ,road ,city ,start, finish ,speed, power….


fast , fit ,tired, thirsty, determined , exciting, powerful , competitive ,breathless,sporty


to push , to pedal ,to race ,to compete, to challenge , to cheer, to watch , to participate, to win , to lose , to pass , to crash, to celebrate

Put the individual words as written target language words on to cards in a bag.Select five nouns, five adjectives and five verbs .
Check that the children have had time to look at and remember the meaning of the words with a partner in their team before you put the words in the bag. 

Rules of the team competition!
  1.  A volunteer  from a team selects a word from the bag and decides if it’s a noun, an adjective or a verb. 
  2. They must mime the word type action to their team.
  3. The team receive one point for guessing this correctly
  4. The volunteer must mime the meaning of the word- one more point for the team if they can guess and say it in the target language.
  5. If you play this UKS2 Year 6 or with KS3  there are two bonus points if they can put the noun or the adjective in to a simple sentence e.g the helmet is blue (etc)
  6. There is one more bonus point if the team can create a first person singular present tense statement if the volungteer has pulled a verbmout of the bag! (e.g. I push , I pedal, I race etc )? 

Superlative Tshirts!

Look at the tshirts awarded in the Tour de France - explain that the tshirts are awarded for the fastest cyclist  up a mountain, the fastest on the road, the person who wins the most races during the tour etc.

Discuss in English what the "most" really tellls us- it means that on this tour no one can do better in that particular race or on the whole tour.
Share le maillot jaune with the class

Take a look at how to form the superlative in the target language!
It's a good activity at the end of Year 5 or Yerar 6 and would work well in KS3 Year 7 too.

Search for characteristics
Ask the class to help you to find adjectives in the bilingual dictionary that describe "positive " qualities in a person (e.g helpful, kind, funny, friendly, supportive,organised, tidy, sporty etc)

Take vote
Give out card yellow tshirts as voting cards - one per child.

  • Ask the class to take a vote on the most important characteristic they have found in the list of adjectives you have compiled if ..... they needed help learning something / wanted to be cheered up / wanted someone to keep them company etc

  • Now take a vote on which four characteristics have been most important in your class this week/ this half term/ this term/ this year?

Who is the most .....?
Practise with the children creating the superlative of the adjective. for "the most organised boy" / " the most organised girl" ,"the most creative boy " "the most creative girl etc - the tidiest , the most helpful, the kindest.
Can the children spot the changes when we are describing a boy and when we are describing a girl?

Design your class tshirts 
Ask the class to design a tshirt to award to their partner to say what the best quality of this person is.
They must design the tshirt and add the superlative phrase

Our class reward tshirts
Now can your class help you to design reward t-shirts for the duration of the Tour de France?
These can be awarded on a daily basis for the “superlative” people in your class during the Tour de France!
Display the t-shirts with their superlative labels for all to see and add the faces of the children who win these t-shirts one by one.

Sunday, 5 July 2015

Full circle spinners

End of the year!.
Time to collate what we can now say and the growing bank of questions and answers .
Each half term we have extended what we can say, based on the contexts and content we have been considering. 

For example our Year 3 children have already  explored how to ask  a name, ask about feelings , ask an age, ask where someone lives, ask about favouirte animals, ask about fruit or animal likes and dislikes...... .

This is  an activity for the children to make,to play in pairs and to take home and play again over the Summer so that they keep practising these key new spoken questions and answers .

  • Give each child a circular piece of card.Ask them to divide the circle in to six equal segments that match on both sides of the card.
  • Ask them to colour each segment a particular colour and to make it match on the other side of the circle too! 
  • Explain that this is one way to aid memory - to have a visual prompt ....

  • They need to pierce a small hole in the centre of the circle - large enough to push a small pencil through.This will create the spinning mechanism and  action.
  • Now they need to discuss with you the questions and answers you have practised over the year.Ask them to brainstorm with a partner first. 
  • Collate the information they give you on the whiteboard.
Gather our questions and answers

  • Can the children select their six favourite new questions and answers or the ones they think are most useful or the ones they are proud that they can remember and use!
  • They must write the questions on one side of the spinner and the answer to each question on the other side of the spinner of the identical coloured segment. 
  • Now they are ready to try out the game......
Let's spin!

  • Try it out alone! Ask the children to push their pencil through the central hole in the spinner and make sure  that the questions are face up.
  • Each individual child spins their own spinner.
  • Can they say the question the spinner lands on and can they also say the answer they have written? Ask the children to turn over their spinners to check the answer they have just spoken.
  • Thye can play this as an idivudual activity several times.
  • Now give the spinner to a partner - who spins the spinner and must try to read out loud the question the spinner lands on.
  • Can the partner (to whom the spinner belongs) say the answer to the question that is written on the other side of the spinner and matches the question in the correct coloured segment?
  • The two children now work with the other partner's spinner and change their roles in the activity.

Storing memories until next year!

We are getting toward the end of another academic year and its time to ask the children to reflect on their learning this year.
It's almost the Summer holdiays and time to go off perhaps to the beach .Beach huts are places to keep equipment safe until the next time you visit the beach .... and this made me think about asking the children to store language they have enjoyed this year safely ,until we come back off holiday.

I like the idea of beach huts ,because they are bright colourful and can act as "piggy bank visuals" to show how we need to collect,collate,categorise and  store prior learning and our new knowledge this year.Also a great opportunity for AfL for both the child and yourself!  

All you need are boxes with rooves, coloured in bright primary colours.The rooves need to be detachable, so you can lift off the roof of a hut and put written cards inside.Each beach hut needs a sign "nouns" or "adjectives " or "verbs" etc. 

The DFE POS asks us to encourage children to "broaden their vocabulary" and I think it is really important that we help our young learners to understand how you store this vocabulary, ready for use another time.
So here is the idea!

  • Ask each child needs a rectangular piece of card with which to create a postcard.Once finished they will post this card in one of the class beach huts.
  • On one side of the card the children need to write the address. (Does the card need to be sent to the nouns or adjectives or verbs hut etc?).This means that their postcard will be stored in the correct beach hut if you have more than one category of hut.
  • Instead of a stamp the children should draw their own face and add their name (this means you can see who has written the card and also hand back out next year to the correct child)
  • Where you normally write a message on a postcard,the children need to write down key language they have learnt and like the look or sound of this year.They need to make sure that the words are written on the correct postcard- are the words nouns, adjective,verbs etc?
  • Each postcard needs visual symbols on the other side- drawn by the children to represent the words they have selected and want to store and have written down in their message section.

With our Year 3 learners we have been focusing very much on nouns.... so let's have our own "noun beach huts" postcard collection.
With our Year 4 learners we have been focusing on nouns and adjectives - so let's have own beach huts postcard collections - one for nouns and one for adjectives.
With our Year 5 and 6 learners we have focused on nouns, verbs and adjectives plus we may have considered prepositions and conjunctions too. We are going to need several beach hut postcard collections.

  • Now post the cards in the correct beach huts
  • Take time to bring out cards and ask the sender to try to tell the class the words they have put on their postcard and what type of words these are.
  • Take time to look at the pictures too.
  • Finally discuss how we use our memories to store language and challenge the children to try to remember some of their written messages on the postcards right through until the start of school in September!  
  • Maybe you will be able to hand the cards back out at the start of the year and see if the children can still recognise and understand the words on their postcards