Download these sample materials & PowerPoint slides from: www.joandickielanguages.co.uk
Discovering Language
Enabling KS2 pupils
to make
discoveries about language
Language awareness teaching resources for KS2
1. Introduction
2. Example of a multi-lingual KS2 model
3. Unit A.1: Shh! : teachers’ notes and PowerPoint slides
Units
4. Unit B.1: Discovering Word Cousins: teachers’ notes and PowerPoint slides
1
2
3
4
DISCOVERING LANGUAGE MODULES: a progressive, language awareness programme for KS2
A: Signs & Sounds
B: Word Families
C: The Story of Writing
D: World Wide Words
Lower KS2
Lower KS2
Upper KS2
Upper KS2
…supporting the first steps in
new language learning
…building knowledge of Germanic and
Romance language families
… supporting learning language(s) with nonRoman script and preparing for the Y6 language
…supporting a ‘transition’ language (French) to be taken to A1.
Units D1 & D2 can be adapted for Spanish or other languages
Shh!
Talking without words
Mama!
Learning from babies
Discovering Word Cousins
Colour and noun cognates
Bruder Jakob! Frère Jacques!
Germanic & Romance families
Pictograms
The first writing
ABC
Phonetic scripts
Les trois petits cochons
Adjectives and plurals
Petit chaperon rouge
Word order & politeness!
Woof!
Listening to animals
1-2-3
Looking for patterns
Happy Birthday!
Days, months and myths!
Yum!
Anglo Saxon meets Norman
He, she or it?
The story of noun gender
Dictionary challenge!
Bilingual dictionary skills
Going global!
Celebrating language: from English to the world
KAL: Knowledge about Language
Revision and assessment: ready for Y7
Discovering Language KS2 Resources
joandickielanguages.co.uk
Introduction
Discovering Language KS2 Resources
The Discovering Language resources have been written to provide a foundation in ‘language awareness’,
preparing KS2 pupils for in-depth language studies in KS3. They specifically support non-specialist, generalist teachers
using a multi-lingual KS2 model but can also be used to enrich single language teaching in KS2.
The Discovering Language modules:




Enabling KS2 pupils
to make
discoveries about
language
encourage KS2 pupils to actively ‘discover’ links between new languages and with English
can be taught as part of foreign language lessons or during English lessons
can be used flexibly according to a school’s language choices or mixed-age planning needs
work could be collated in a Y3-Y6 portfolio: to record progress and to link language changes
The Discovering Language teachers’ guide and PowerPoint slides include:
Units

1
2
3
4
four progressive modules, each with a specific ‘language awareness’ focus, with:
o 4 units per module; each unit containing 2 x 60 minute lesson plans
o medium term plans with learning objectives and wider curriculum links
o activities, games, worksheets and assessment opportunities
o detailed language awareness ‘teaching points’ to support generalist teachers
o extension suggestions for older or higher attaining pupils, or returning pupils in mixed-age classes
DISCOVERING LANGUAGE MODULES: a progressive, language awareness programme for KS2
A: Signs & Sounds
B: Word Families
C: The Story of Writing
D: World Wide Words
Lower KS2
Lower KS2
Upper KS2
Upper KS2
…supporting the first steps in
new language learning
…building knowledge of Germanic and
Romance language families
… supporting learning language(s) with nonRoman script and preparing for the Y6 language
…supporting a ‘transition’ language (French) to be taken to A1.
Units D.1 & D.2 can be adapted for Spanish or other languages
Shh!
Talking without words
Mama!
Learning from babies
Woof!
Listening to animals
1-2-3
Looking for patterns
Discovering Word Cousins
Colour and noun cognates
Bruder Jakob! Frère Jacques!
Germanic & Romance families
Happy Birthday!
Days, months and myths!
Yum!
Anglo Saxon meets Norman
Pictograms
The first writing
ABC
Phonetic scripts
He, she or it?
The story of noun gender
Dictionary challenge!
Bilingual dictionary skills
Les trois petits cochons
Adjectives and plurals
Petit chaperon rouge
Word order & politeness!
Going global!
Celebrating language: from English to the world
KAL: Knowledge about Language
Revision and assessment: ready for Y7
For more information and to download sample units A.1 & B.1: visit www.joandickielanguages.co.uk or www.ascl.org.uk/discoveringlanguage
Discovering Language KS2 Resources
Discovering Language:
Progression from Y3 to Y6 using an adaptable 4-6 language model
Note: mixed-age classes could create a rolling programme for Y3/4 and Y5/6
Language choices
Suggested
content
ascl.org.uk/discoveringlanguage
Suggestions are guidelines which can change ref:
staff expertise, resources, curriculum, community needs.

6 language model: as shown

4 language model: choose one language per year
showing appropriate
progression
Discovering
Language
Links to KS2 Languages
PoS
Progressive Language
Awareness modules with
links to English and across
languages
Y5/6 include all statements from Y3/4
Y3/4 might include some Y5/6 statements
Grammar words in bold
are most likely to recur
in KS2 language work
Transferable skills: Pupils move to KS3 with a very strong linguistic foundation, having made ‘substantial progress’ in the Y6 language
o
Y6
French
Choose a language so that pupils
can make substantial progress:
(NC levels 3-4: CEF: A1)
considering:
o
o
o
teacher skills to achieve higher
levels
available resources
KS3/cluster expectations
Phrase, sentence, text
o
o
o
o
o
o
o
greetings, 1-100+
nouns, adj , gender,
negatives, opinions,
simple verb forms,
plurals, phonology
familiar & routine
topics, connectives
IU appropriate to Y6
WORLD WIDE
WORDS
o
Word order, plurals
Word origins
Polite forms
Agreements
KAL for KS3
o
o
understand basic grammar
appropriate to the language eg.
feminine, masculine & neuter
describe people, places, things and
actions, orally and in writing
understand conjugation of highfrequency verbs; key features,
patterns of language
write phrases from memory, and
adapt these to create new sentences,
to express ideas clearly
Transferable skills: pupils will be able to transfer all language skills quickly to Y6 studies and be prepared to make substantial progress
o broaden vocabulary & develop
Y5 French
Schools may prefer to begin the
Y6 language in Y5 summer term
ability
to understand new words in familiar
written material, including using a
dictionary
speak in sentences, using familiar
vocabulary, phrases and basic
structures
present ideas and information orally
to a range of audiences
Sound, word, phrase
The STORY of
Content would depend on
Study one or two languages with
the complexity of the nonWRITING
o
non -Roman scripts eg.
Roman script(s) to include:
Characters
o
Mandarin, Japanese
o
phonology, greetings,
Phonetic scripts
o
Russian, Arabic
o
numbers, colours etc.
Y5 Russian or
Noun gender
o
o
a community language
o
characters, symbols
community
Bilingual dictionaries
o see DL website for resources
o
nouns, simple verbs
language
suggestions
o
IU appropriate to Y5
Transferable skills: pupils will now have a strong foundation in 2 or 3 new languages and be ready for the extra challenge of unusual scripts
o
engage in conversations; ask and
Study
one
or
two
languages
to
Word
and
phrase
level
answer questions; express opinions,
Y4
contrast with Y3
respond to those of others
Latin
o
greetings, numbers
WORD FAMILIES
o
read carefully, show understanding of
o
colours, gender,
Choose languages according to:
Cognates
words, phrases and simple writing
o
simple opinions
o
curriculum relevance
Romance/Germanic
o
develop accurate pronunciation and
o
Q & A conversations
o
teacher skills
families
intonation
o
family
&
animals
etc.
o
community relevance
Days & weeks
LATIN:
Pupils studying ancient languages may
Y4
o
phonology
o
availability of good resources
Anglo Saxon +
‘take part in simple oral exchanges, discussion
German
o
IU appropriate to Y4
(see DL website)
Norman English
of what they read will be conducted in English’
Y5 Japanese
Or Mandarin
Feb 2017: joandickielanguages.co.uk
Curriculum links
Transferable skills: pupils will have a basic knowledge of one language and will be eager to ‘discover’ new languages
o
Choose one phonically regular
language considering:
Y3 Spanish
o
o
o
o
curriculum relevance
teacher skills
community relevance
availability of good resources
(see DL website)
Sound, word,
and short phrase level
o
o
o
o
o
greetings, ages,1-12,
colours, nouns
phonology, cognates
IU appropriate to Y3
prioritise song & story
based approaches
SIGNS & SOUNDS
Body language
Deaf signing
Do animals talk?
Baby talk
First patterns
o
o
listen attentively to spoken language
show understanding by joining in &
responding
explore the patterns and sounds of
language through songs and rhymes
and link: spelling, sounds, meaning of
words
appreciate stories, songs, poems and
rhymes in the language
Transferable skills: pupils moving up from a linguistically strong KS1 will already have good listening and communication skills
NC ENGLISH GRAMMAR
Note: this is when this
grammar vocabulary is
introduced in English; it might
be revisited a year or more
later in language studies.
Y6
subject, object
active, passive
synonym, antonym
Y5
modal verb
relative pronoun,
relative clause, ambiguity
Y4
determiner, pronoun
possessive pronoun
adverbial
Y3
preposition, conjunction,
word family
prefix, clause
subordinate clause, direct
speech
consonant, vowel
inverted commas
Y2
noun, noun phrase
statement, question,
exclamation, command,
suffix compound, adjective,
adverb, verb tense (past,
present)
apostrophe, comma
Y1
letter, capital letter word,
singular, plural, sentence
punctuation, full stop,
question mark, exclamation
mark
LITERATURE
Read appropriate classic
texts from countries, eg
traditional tales, learning
names and repeated
phrases in the original
language.
GEOGRAPHY, HISTORY,
ART, MUSIC etc.
Use NC guidelines for
appropriate content
Module A: Sounds and Signs: Unit A.1: Shh!
1
Teachers’ notes and PowerPoint slides
A.1:Sounds and Signs: Shh!
Discovering Language KS2
Resources
Shh! : 2 x 60 minute lessons
This module has been written for lower KS2: teachers may choose to extend activities for upper KS2 year groups
National guidelines
Cross-curricular links
Pupils should:
English: Look for examples of silent
o explore the patterns and sounds of language through songs and rhymes
language in stories e.g. Tinkerbell in
Peter Pan (the original text: not the
o focus on practical communication for practical purposes
cartoon version!)
o broaden their understanding….linked to English
RE/PHSE: Learn about Helen Keller
This module also responds to the NC purpose of study: ‘A high-quality languages education should foster
PE: Think about silent signs used in
pupils’ curiosity and deepen their understanding of the world’
sports e.g. referees, diving, dance
Key Vocabulary
Learning Objectives: to give opportunities for pupils to discover:
Drama: Develop concept of miming
actions, gestures, • that communication, language or ‘talking’ doesn’t always involve sounds
Geography: signs in the environment
facial expression, • that body language and facial expressions help us to communicate
body language,
• that deaf signing is an interesting and necessary language
Follow-on units
mime,
A.2: Mama!
communicate,
AfL opportunities: capture evidence of learning in the classroom through:
Learning from babies
non-verbal
 taking short film clips of pupils making discoveries about body language and signing
communication,
 pupils keeping worksheets, photos and peer assessment tasks in portfolios
A.3: Woof!
deaf signing, sign
Listening to animals
language, BSL
Notes:
Discovering Language KS2 Resources
joandickielanguages.co.uk
A.1: Shh!
2
PowerPoint slides and activities for Unit A.1: Shh!
1: Introduction 1
Download PowerPoints from: www.joandickielanguages.co.uk
2: Activity 1 + worksheet 1
3: Activity 2a
4: Activity 2b
7: Activity 4a
8: Activity 4a extension 1
5: Activity 3
6: Discussion
9: Activity 4b
Discovering Language KS2 Resources
10: 4b page 2
11: Self & peer assessment worksheet
joandickielanguages.co.uk
A.1: Shh!
3
Task
& learning focus
Introduction
and discussion
A key outcome from
this module is to raise
pupils’ awareness that
we can communicate
without words: eg with
facial expressions and
gestures. In lesson 2:
pupils will learn a few
signs from BSL.
Teaching points: Lesson 1
Also see teaching notes under slides
Lesson 1: Shh! TEACHING ACTIVITIES
RP/HAP refers to challenge activities suitable for Returning Pupils in a mixed age classroom or High Attainers
Teaching materials: Worksheet printout of Slide 2 (for pairs); one die for each pair
Whole class discussion: Slide 1: can we ‘communicate’ without making a sound?
1. Teachers may find their own way to introduce this unit:
a. through miming as they begin the lesson
b. play a favourite miming game
c. sing a song where actions replace some words
2. Or …move straight onto to Activity 1 to introduce the idea that we can actually ‘talk’
without using words
3. If pupils mention or use ‘deaf signing’ : this is brought up in lesson 2 of this module
Note: these activities are guidelines for teachers who may wish to adapt the ideas for their specific class’ needs
Activity 1: Slide 2
1: Whole class/pairs/small groups: Can Faces Talk?
Slide 2: teachers can adapt this slide with extra emojis if they wish
Working out facial
 Print out a slide for pairs/small groups and ask them to decide what each emoji wants to say
expressions
Whole class Feedback: Was there general agreement? Are these faces or ‘facial expressions’
pretty easy to read? Are they true for children and adults…even babies?
Activity 2: Slides 3-4 2: Whole class followed by pair work : Idea! make this a 100% silent activity?
2a: Slide 3: Model this activity with volunteers in front of the class and then let pupils work in
Practising body
pairs:
language and
 In pairs: pupils are A and B play with a 6 sided die per pair
miming
 A throws a die (hidden from B) and chooses the mime to go with the number on the slide
 B guesses and mimes the number back. They swap places.
2b: Slide 4: has different mimes for an extra game
Whole class feedback: Were some mimes more difficult than others? Why? (complexity of
activity?) Which mimes required using the body as well face? Introduce the words miming and
body language
Activity 3: Slide 5
3: Whole class or pairs: if activity 3 is too complex for Y3: add another miming game as plenary
Is body language the  Slide 5: Identify the flags and read the 5 examples of body language
same throughout the  Pairs work together to decide which flag goes with which ‘body language’
world?
 Go through answers by clicking interactive slide: correct answers spell TIGER
 This discussion can be extended with EAL pupils
*The Clangers or similar ‘wordless’ cartoon would be fun to watch to support this module!
Discovering Language KS2 Resources
joandickielanguages.co.uk

This unit is about ‘non-verbal communication’.
This is obviously a long winded term for Y3 and
teachers can find more age appropriate ways to
explain this eg ‘ talking without words’

When learning a new ‘ foreign ‘ language it’s
important to know that we don’t need to
understand every word and can learn a lot
through facial expressions and gestures

People who are not strong linguists may not
realise that even ‘fluent’ linguists don’t
understand everything and use ‘non-verbal
communication a lot when speaking new
languages!

EAL pupils will naturally have passed through a
phase of using these skills. Can they say
something in their language with appropriate
facial expressions or gestures? Can other pupils
begin to understand? Examples for EAL mimes:
I like or I don’t like: specific foods, sports etc

Apparently there are six universal facial
expressions: 1) anger 2) disgust 3) fear
4) happiness, 5) sadness 6) surprise

The word emoji comes from Japanese: e
(絵, "picture") + moji (文字, "character")

The theme of body language is a complex one
and obviously needs to be age appropriate.
However it is an important aspect of
communication and foreign language learning.
A.1: Shh!
4
Task &
learning focus
Introduction
Class discussion
about sign language
A teacher’s personal
experience with signing
will affect how this
topic is introduced or
extended
Activity 4
Slide 7
Signing practice
Extension activities
Discussion
5. Peer assessment
Slide 10
Lesson 2: Sign Language: TEACHING ACTIVITIES
Teaching materials: Optional printout slide 8; print out AfL slide 11 for every pupil
Slide 6: Discussion: what would happen in a classroom if one of the pupils (or teacher) were deaf?
 Use the slide picture as a stimulus OR teacher begins lesson by signing.
 What do pupils already know about deaf signing: do any pupils know anyone who signs?
 Do pupils know about BSL (British Sign Language) or Makaton?
Teaching points: Lesson 2
Also see teaching notes under slides/
Some useful UK signing websites are:
www.bslforkids.co.uk
www.tinysigners.co.uk
www.deafbooks.co.uk (with free downloads)

It is intriguing to know that there are many sign
languages (and regional dialects). BSL (British
Sign Language) is one of many world sign
languages. BSL has 31% identical and 44%
cognate signs with American Sign Language

BSL is a complete grammatical language

BSL was not included as an admissable ‘foreign’
language in the preparation of the 2014
KS2curriculum but could arguably be one of
several languages in a multi-lingual programme

Research has shown that using a gesture whilst
learning a new ‘foreign’ spoken word or phrase will
reinforce memory retention: there are links here to
‘talk for writing‘ techniques. Teachers may want to
adopt gestures (even real BSL signs) for difficult
words or phrases in the new foreign language.
Note: this is an ideal opportunity to invite a BSL signer into the school
4a: Whole class/pairs: with slide 7 on the whiteboard:
 Pupils work in pairs to sign adjective + noun phrases
 Can they learn a pair of ‘words’ and sign without looking at the chart?
 Pairs take turns to present to the whole class
 Slide 8 has extra signs to extend this activity
Discussion points
 Which signs are easiest?
 Concrete nouns are mostly ‘iconic’: imitating the actions or shape of an object.
 Colours are more representational: eg pointing to lips for red
4b: Slide 9 & 10: has a signed version of ‘Sing a Rainbow’. This could be a good assembly activity.
For the complete signed song, see the free download from www.deafbooks.co.uk
End of unit discussion / plenary
 What is the difference between sign language and body language?
 Sign language is much more complex: it has a grammar; you can discuss the past and
future etc.
Note: Curriculum time and teacher expertise will affect whether you extend this topic. For more
information, web searches linked to baby and children signing are very fruitful
Print out slide 11 for every pupil:
This assessment task allows pupils to revisit the idea of ‘ body language’ and also their five favourite BSL signs
Discovering Language KS2 Resources
joandickielanguages.co.uk
A.1: Shh!
Module 4: Word Families
1
Unit B.1: Discovering Word Cousins
Teachers’ notes and PowerPoint slides
B.1: Word Families: Discovering Word Cousins
Discovering Language KS2
Resources
B.1: Discovering Word Cousins : 2 x 60 minute lessons
This module has been written for lower KS2: teachers may choose to extend activities for upper KS2 year groups
National guidelines. Pupils should:
Cross-curricular links
o understand key features & patterns & how these differ from, and are similar to, English
English: re-visit ‘adjective, noun nd Proper
o explore the patterns of language, linking spellings and meaning of words
noun’ in English
English: Anglo Saxon riddles
o read carefully, show understanding of words, phrases and simple writing
History: Anglo-Saxon and Viking invasions
o understand basic grammar appropriate to the language eg. adjectives
Key Vocabulary
cognate,
adjective, noun
parts of speech,
similarities,
proper noun,
language families,
related, accents,
language skills
Romance family
Germanic family
translate, translator,
translation
Learning Objectives: to give opportunities for pupils to discover:
•
•
•
•
•
first links between English and new languages
the importance of cognates and the fun in looking out for them!
that languages can be related, and belong to ‘families’
that two important European language families are : Germanic and Romance
that grammar words e.g. adjective and noun can be used to describe other languages
AfL opportunities: capture evidence of learning in the classroom through:




short film clips of pupils making discoveries about cognate families
photographs of completed colour charts and displays
pupils keep worksheets, reflections, photos in portfolios
peer assessment task at end of module (keep in portfolio)
Follow-on units
B.2: Bruder Jakob! Frère Jacques!
Germanic and Romance language families
B.3: Happy Birthday
Days & weeks : origins & language families
B.4: Yum!
Anglo-Saxon meets Norman
D.1: Présent/présente?
Adjectival agreement
Notes
Discovering Language KS2 Resources
joandickielanguages.co.uk
B.1 Discovering Word Cousins
2
PowerPoint slides and activities for Unit B.1: Discovering Word Cousins!
Download PowerPoints from: www.joandickielanguages.co.uk
3: Activity 1a: 6 colours chart & worksheet
1: Discussion
2: Activity 1a: Discovering colour families
5: Activity 1b: Cut out words for whole class
6: 1c extension activity:
ten colours and six languages
13: Activity 3: Be a Tricky Translator
14: Tricky Translator worksheet
15: Activity 4a: Rainbow of Riddles
17: Activity 4b: chart & worksheet
18: Activity 4b: answers. Cut out words: 4c
19: Self and Peer Assessment a 1
Discovering Language KS2 Resources
7-8: Activity 1c: Chart and cut out words
joandickielanguages.co.uk
4: Activity 1a: 6 colours: cut out words
9-10: Cognate quiz & answers: six colours
11-12: Cognate quiz & answers: ten colours
16: Activity 4a worksheet
20: Self and Peer Assessment b
B.1 Discovering Word Cousins
3
Task
& learning focus
Introduction
and discussion
… pupils will have
opportunities to
discover ‘cognate
cousins’ among colour
adjectives and learn
about family links
between several
European languages.
Teaching materials: Worksheets for pairs: slides 3, 4, 9. Additional challenge worksheets: slides 7,8,11
Whole class activity: use slide 5 to cut up to make 30 cards

Upcoming versions of the PowerPoints will have sound files
for non-English text
Note: Check with Y3 teacher colours covered in the Y3 language: re-visit, using Y3 resource, to refresh pupils’ memories?

Knowing about cognates (word cousins) is a very useful
starting point when learning languages.

A cognate is a word related or connected to another.
Cognates have similar roots, or etymological origins.

The word ‘cognate’ derives from the Latin : cognatus (blood
relative). Cousin is cognata in Latin. Cognata in Italian
means: sister in law!

Knowing about language families is also very useful as you
can expect to find many cognates within related families.

French, Spanish and Italian (in red) are related: they have
many cognates in common. Southern European languages
mainly belong to the Romance family (Basque is one
exception). Their Latin origins are ‘discovered’ in unit 4.2

English, German and Dutch (in blue) have many cognates in
common. Northern European languages mainly belong to
the Germanic family ( Finnish is one exception) Also see
unit 4.4

English also has many Romance words, mostly due to the
Norman influence. This point is followed up in unit 4.4

Not all words in ‘language families’ are cognates; pupils will
discover that some colour words are linked across Romance
and Germanic languages.

Unit 4.2 gives pupils more opportunities to discover links
between, and origins of, Romance and Germanic language
families.

EAL pupils from central Europe may find their own cognates
e.g. Romanian with Romance words (Romanian = closest
spoken language to Latin) and Polish with Germanic words.
Whole class discussion: Slide 1
1. What colour words can pupils remember from past language learning?
a. Work in pairs to try & remember 3-5 colours before feedback (RP/HAP: 6+ colours?)
2. What ‘parts of speech’ are colour words usually?
a. Use English examples to trigger responses: a red pen; a blue sweatshirt etc.
b. RP/HAP may see colours as nouns or even verbs. (The white of his eyes ; this pen will
black out my mistake) This activity uses colours as adjectives.
3. What is a cognate and can pupils remember others from L1 or L2 (not colours)?
a. Encourage pupils to use the word cognate as much as possible
Note: there are also excellent colour cognate games & activities in the Language Investigator interactive resource
Activity 1: Slides 1-4 1a: First level: 6 languages /6 colours/ 2 missing languages
Whole class: slides 2 on whiteboard.
Discovering
• Do pupils notice any similarities between languages? Don’t go into too much depth here: just enough
Colour Families
for pupils to realise these similarities will help with the colour sorting activities
Actively placing
In pairs: Print out slide 3 as an A4 chart for each pair and slide 4 as 12 cut-out colour words
colour words n
• Ask pairs to replace words in correct places on chart: RP/HAP might copy words into spaces
language families
Whole class feedback: What helped pupils complete the task? Similarities with other cognates?
 Have pupils discovered that there are two main families here and English belongs to the
1a: First level
German and Dutch (Germanic) family? ( More detail Module 4.2)
Slides 5-8
1b: Active activity
1c: Challenge level
Activity 2: Slides 9-12
Cognate Colour Quiz
Thinking about
cognates
Teaching points: Lesson 1
Also see teaching notes under slides
Lesson 1: COLOUR COUSINS: TEACHING ACTIVITIES
RP/HAP refers to challenge activities suitable for Returning Pupils in a mixed age classroom or High Attainers
1b: Active activity: 6 colours/5 languages
Whole class or differentiated groups
Print (1x) slide 5 : Enlarge & cut out 30 colour words
Activity: Give one cut-out card to each pupil.
Give classroom 6 colour corners. Can pupils move and
regroup in colour cognate families?
1c: Challenge: 10 colours/9 missing langs
Whole class or RP/HAP
 slide 6 : complete answer chart,
 slide 7 : print A4 charts for small gps
 slide 8 : print/cut 50 words for gps
 Place 50 words on slide 7 chart
2: Whole class or groups
2a: Slide 9: 6 colours: use as a whole class quiz OR print as paired worksheets : answers slide 10
2b: Slide 11: Challenge for RP/HAP: 10 colours : print out slide as worksheets: answers slide 12
Organisation options: 1: whole class + whiteboard 2: ‘TV/pub quiz’ set up?
Discovering Language KS2 Resources
joandickielanguages.co.uk
B.1 Discovering Word Cousins
4
Task &
learning focus
Activity 3: Slide 13
Tricky Translation!
…of a traditional,
Dutch riddle poem
Activity 4
Slides 14-16
Rainbow of Riddles
Discovering noun
cognates in several
languages
Extension activities
5. Peer assessment
Slides 18,19
Lesson 2: NOUN COUSINS: TEACHING ACTIVITIES
Teaching points: Lesson 2
Also see teaching notes under slides

Upcoming versions of the PowerPoint (late 2017) will have
Teaching materials: Worksheets for pairs: slides 14, 16, 17. Print out for pairs: slides 13, 15
sound files of non-English text
Assessment sheets : one per pupil: slides 19, 20
3: Whole class: Looking at slide 13 can pupils work out the language & type of writing? ( A riddle)
•
Some pupils may notice that some colour words are spelt
Pairs or individuals: Can pupils be ‘tricky translators’ and translate the poem? How will they do
differently from activity 1: examples: Activity 1: vert, brun,
rosso, rojo ; Activity 4: verte, brune, rossa, roja. This is
this? Re-use colour charts from Lesson 1 if needed. Use slide 14 as a worksheet
because their endings change to ‘agree’ with feminine
Whole class feedback: Click slide 13 for translation. Compare translation results
nouns. Eg una mela is feminine: so rosso becomes rossa.
 Click on the slide to get a translation: were pupils’ translations accurate?
This is returned to in unit 6.1
 What language skills were pupils using to translate (cognates and context/picture clues?)
•
The seven nouns in this poem apple, sun, sky, grass, earth,
 Bring out the similarities/cognates between English & Dutch (both Germanic languages)
colour and love have close cognates in the other languages
4a: Whole class/pairs: Look at slide 15: same poem: different languages. Click slide for answers
and can be divided into two families: Romance/ Germanic.
• Ask pairs to discuss which language is which. Use slide 16 as a worksheet for pairs
•
Note German nouns always have a capital letter: this also
• What language skills have they used? Past knowledge? Colour cognates?
happened in English until around the 18C. Y4 pupils should
• Why are some decisions hard to make? Some word families are very similar!
be familiar with English capitalisation rules for proper
4b: Whole class/pairs: Looking for nouns in slide 13 and 15 poems
nouns.
• Use a print out of slides 13/15. Give pupils an A4 copy of slide 17 chart.
Apart from English, the words for sky and heaven are the
• Ask pupil pairs to choose one noun (or more for RP/HAP) from the riddles eg apple or •
same in all these languages (and others). In English we also
sun, and write down the translations of that one word, from all languages, on the chart
used to say ‘the heavens’ for the sky: see examples in
• See slide 18 for an ‘answer’ chart of these Romance/Germanic noun cognates
poetry, Shakespeare, the Bible etc.
• Discuss that, if nouns can also be cognates; do they also belong in related families? YES!
RP/HAP may notice that all the languages except for
4c: Extra ‘active’ activity: Print and cut out the Germanic and Romance nouns in slide 18: there •
English and Dutch have accents: see unit 5.2
are 40 possible cards: take 1 word (8 cards) out for a class of 32?
 Pupils take a word each and actively walk around the classroom to find the 4 word •
Also notice the different articles (une/le/la) linked to noun
cousins from the same language families. Remix the words and do this several times
genders. Only tackle this point if you are confident or see
unit 5.3
• Use the previous colour charts to decide what colour love might be: in several languages?
• Pupils can use google translate to hear and copy the riddles spoken in different languages
•
Pupils could research where Swahili is spoken (East Africa).
• Ask EAL children to translate this poem into their first language (and teach to class?)
In fact Swahili belongs to its own African language family
• Create a multi-lingual rainbow display in the classroom
and even has some cognates from Portuguese (sea-faring in
late Middle Ages). Example: Swahili: meza = table
• RP/HAP adapt the poem to other nouns eg animal nouns in the Y3 or Y4 language
Pairs: Print out slides 19, 20 for short peer AfL tasks (clues and answers below slides)
Slide 19 could be used as an example with the whole class and slide 20 as a paired task Note: Start the assessment task by asking pupils whether the German,
Dutch, Danish words or the Italian, Spanish, French will be most similar to English. Once remembered, they should be able to do the task. Acceptable Y4 answers? Cognates
are ‘ word cousins’ or a cognates are ‘words in different languages that look alike and have the same meaning’
Discovering Language KS2 Resources
joandickielanguages.co.uk
B.1 Discovering Word Cousins
Discovering Language
Language awareness teaching resources for KS2
Download these sample materials & PowerPoint slides from:
www.joandickielanguages.co.uk
www.ascl.org.uk/discoveringlanguage
Discovering Language KS2 Resources
joandickielanguages.co.uk