Step 3
Using and Producing

In this Step it is necessary to plan purposeful opportunities for the learners to practise using the patterns they have learned. It is important that they have had the opportunity to drill the pattern (Step 1) and have had the opportunity to practise using the pattern in a structured way, with support/scaffolding (Step 2) before being able to successfully carry out the activities of Step 3.

Opportunities can be taken to assess learners' progress at this stage, e.g. when learners produce the language themselves i.e. they will not 'read' the language.

The principles of planning activities to use language

This film suggests some things for you to consider when planning activities to use language patterns. The film was created for practitioners who have attended the National Sabbatical course.

Below are examples of some games and activities that you can plan to give learners a chance to practise using the patterns. These games can also be used with language support (Step 2) if desired of course, with the aim of trying to gradually reduce the support as the learners' confidence and ability develop, enabling them to produce the language more independently.

Remember to choose the games purposefully and when planning them, ensuring that they are compatible with the 12 pedagogical principles of the Curriculum will be core to their success.

Repeating and revisiting the activities constantly is also important at this stage in order to ensure that the language is internalized with the learners.

Enghreifftiau gwaeithgareddau EPI.pptx

A collection of using and production activities

There are a variety of structured activities you can use in your class so that your learners use and produce the language. In this Powerpoint, you will find a collection of activities and their instructions.

‘Mind Reader’ game

This film shows Miss Jazz Langdon from Ysgol Tafarnspite playing the game 'Mind Reader' with Year 3 children. This activity comes from the Modeling and Awareness stage of the MARSEARS sequence. In this game, sentences from the sentence builder are shown on the screen. The teacher chooses a sentence and writes it secretly on a whiteboard or post-it note. The pupils will take turns to guess the sentence that has been written.

‘Sentence Stealers’ game

This film shows Miss Jazz Langdon from Ysgol Tafarnspite playing the game 'Stealing the Sentence' with Year 3 children. This activity comes from the Modelling and Awareness stage of the MARSEARS sequence. Sentences selected by the sentence builder are displayed on the screen. Each learner has 2 or 3 pieces of paper/post-it notes and they write sentences from the list (which is a different sentence for each piece of paper/post-it note), hiding them from everyone else. The pupils go around the class reading a sentence from the screen to a classmate. If the other pupil has that sentence on one of their post-it notes, they must hand over the card (ie the sentence is 'stolen'). In order to decide who reads a sentence first, the pupils play 'rock', 'paper', 'scissors'.

‘Around the world’ game

The 'around the world' game is a language activity that enables practising vocabulary or language patterns by retrieving information and transferring it from one language to another (translation). The video from Ysgol Bryn Coch originally derives from the WJEC 'Raising Level 3 to 4’ resources. The changes to the Welsh Curriculum mean that using levels is no longer appropriate, but the pedagogy exemplified in the video is still current and appropriate.

‘Zap’ game

The 'Zap' game is an activity that encourages language extension in a fun way. The video from Ysgol Rogiet is originally derived from the WJEC 'Raising Level 3 to 4' resources. The changes to the Welsh Curriculum mean that using levels is no longer appropriate, but the pedagogy exemplified in the video is still current and appropriate.

E-portfolio

The e-Portfolio, hosted on Google Sites is a personal record for each learner and a comprehensive repository of their oracy tasks. Learners upload their oral work to one of the communicative functions from the Language Continuum. They then self-reflect, with the support of the Verbal Milestones, to assess and improve their work. This ongoing process of uploading tasks within communicative functions creates a continuous record and displays progress within each function. The ePortfolio is also a valuable transition tool, assisting learners as they move on to the secondary stage.

NEWYDD LR awyr agored Rhian 1.pptx

Use and production in the outdoor area

Using the outdoor area offers many benefits for learning. Learners' enjoyment is evident as they often want to repeat experiences and are keen to participate voluntarily in their free time.

By introducing the learners to activities where language patterns are repeated through a range of fun activities, their understanding deepens and their confidence often increases and contributes to their use of Welsh in informal situations.

Cam 3.pptx

Use and Production: Secondary

This is an example of how opportunities to use and produce should be planned within the Celebration theme. The resource has been created for the secondary but is suitable for planning activities for primary learners. This is not a collection of resources but a template for planning activities to use and produce

Do you want to further develop your Skills in this area?

This website gives you a taste of the principles for introducing the Welsh language in the English medium sector, but if you want to develop your own Welsh skills or your ability to introduce the Welsh language to learners further, contact the relevant officer within the local team to support y Gymraeg/ the Welsh language. More information is also available, on this page of this website.

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STEP 4 USING THE LANGUAGE SPONTANEOUSLY
An opportunity for learners to use the language spontaneously.

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Step 3 Using and Producing