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Primary/Secondary Transition

Je me présente -All about me

Highland French PLP Transition Resource

Je me présente – Introduction

‘I can deliver a brief presentation on a familiar topic using familiar language and phrases.’ MLAN 2-06a

By the end of P7 learners are expected to write and give a presentation about themselves (ML Principle & Practice Paper & Es and Os)

This is also repeated in the summary of expectations for the end of P7 in light of 1+2. (P1-7 Expected Outcomes, Education Scotland) Here is a summary of those expectations:

Significant Aspect of Learning

Standard

Listening & Talking

Give a short presentation about themselves Take part in simple conversations and transactions Understand classroom instructions and personal

information Enjoy listening to a story, a song or poem

Reading Read aloud a simple text with showing understanding of pronunciation rules.

Read and understand and select information from a variety of texts.

Writing Write a few sentences about themselves and others. Using appropriate support e.g. a bi-lingual dictionary

independently.Other Have an increasing awareness of intercultural

differences and their role as a global citizen.

The latest ML Benchmarks document (April 2017) gives specific guidance to support teachers making judgements about the above. Of particular relevance for writing & giving a presentation are the following 2 areas:Talking

I can deliver a brief presentation on a familiar topic using familiar language and phrases.

Presents to group or class, in the target language, a brief presentation on a theme which interests him/her


MLAN 2-06a using, for example, pictures, power point, podcast or video recording as support. Sustains presentations long enough to demonstrate accuracy in pronunciation and expression appropriate to the level.

Writing

I use the support of others and access appropriate reference materials of my choice to help me plan my writing in ways that engage my reader, using ICT when appropriate.

MLAN 2-12a

I have opportunities to express myself

in writing, exploring and experimenting with words and phrases using resources, to ensure my writing makes sense. MLAN

2-13a

I can use familiar language to describe myself and to exchange straightforward information. MLAN

2-13b

I use my knowledge about language and success criteria to help me, and I can check that I have written familiar words and phrases accurately. MLAN

2-14a

Works with others to plan and check written work.

Uses support such as a bilingual dictionary, word banks, cloze activities or writing frames to produce written text in the target language.

Uses ICT when appropriate to check words and to produce written text in different formats

With support from reference materials, produces written work in the target language which is mostly accurate in terms of basic grammar such as use of verbs, adjectives and word order.

Writes for a variety of purposes and audiences.

Produces written work in the target language which is mostly accurate in terms of: - Punctuation - Spelling - Accents.

The presentation should be a chance for learners to demonstrate all that they have learnt. It could be given in primary school to other pupils, recorded by the class teacher, be evidence of a learner’s progress in their ‘Languages’ profile, be given to other pupils at a transition day in June in the secondary school, used in the first week in S1, and the accompanying written poster could be put on display or be example of a ‘latest and best’ work for a learner’s profile. It could be used as a final summative assessment for the end of P7 and a transition document. The associated activities could also be used formatively / summatively to assess the learner’s progress. This information could all be passed on to the secondary school. The activities suggested in this pack are ideas and it is not necessary to use all of them.


Je me présente - Activities

In preparation for the final speaking presentation there are several preparatory activities that would help learners revise what they have done and focus on the necessary language. Pre-reading/listening

Pupils brainstorm in English the things they would expect to hear/read in a presentation on the topic of ‘Myself’. This will prepare learners and start them thinking about relevant vocabulary / topics covered. This could be done in pairs (think-pair-share) or as a group / class brainstorm. Reading

Learners read a text of someone introducing themselves (provided in pack). This revises key vocabulary and will serve as a model for the writing activity. Possible activities are noted below. It is not expected that all activities would be done. Reading the textThere are different ways this can be done.

the teacher can read the text aloud. the class reads the text aloud together – eg. different pupils read a

sentence/section at a time. the pupils read individually quietly. the pupils work in groups & each read a sentence / section.

The teacher could check global comprehension of the text if desired. PronunciationThe teacher can focus on pronunciation with the class and check understanding of key letters / sounds in important vocabulary. There are various activities to do this:

the teacher reads the text aloud and makes mistakes on purpose. The class say stop when they hear a mistake and discuss why it is wrong and how it should be corrected. These activities can be returned to practise pronunciation before the speaking presentation itself.

the teacher chooses to focus on certain patterns / sounds & notes these on the board. They should be explained and demonstrated. The pupils then read aloud focusing on these areas.

Understanding the gistBelow are some suggested activities (no resources are included for these):

translation – learners match the correct English and French phrases in pairs /small groups. Learners can then play various games – test one another on Fr/Eng, pairs, snap etc. Learners could then put the sentences into a logical order.

dominoes – learners match the correct start and end of sentence in French to show their understanding. Learners could then put the sentences into a logical order.


pass the parcel – learners sit in a circle & pass round a bag which has phrases in French (the phrases could have clues / key words in Eng on 1 side to help). The bag is passed round till the music stops. When the music stops, the learner with the bag takes out a phrase and has to say it aloud in French. He/she chooses someone else to work out the meaning in English. The game continues till all the phrases are done.

Understanding the detailsPossible activities could include (no resources are included):

comprehension questions - learners answer questions eg. T/F, circle the correct answer, state the answer in Eng, complete a grid, find the French for key vocabulary. With any comprehension question activity, it is good practise to ask learners to identify the key words in the question in English and think about possible answers in English/French. This prepares learners and makes it easier for them to find the right part of the text.

show me boards – the teacher asks a question & the pupils find the answer (individually / in groups) & write it on the board.

Listening

Pupils listen to a text of someone introducing themselves. It could be the same text as the reading or a different one. This demonstrates the expected outcome. Possible activities include:

comprehension activities for gist/ details – as above. For a listening comprehension – a simple grid (easily differentiated and accessible for all) or gap fill (with answers to circle) are simple activities.

listening & reading aloud – loop game. The text is written on cards with each sentence on 1 card. On one side is a French phrase and on the other an English phrase. They do not match. The person with the first phrase – decided by the teacher (eg. Je m’appelle ..) reads aloud this phrase in French. They then turn their card cover. The person with the English for this phrase (eg. I am called…) reads out their card. He/she then turns over his/her card and reads the French. The learner with the English for this then reads their card out. The game continues till all the phrases are said in French and English.

Writing a presentation / creating a poster

For most of the activities listed below it would be helpful for pupils to have a model text (reading / listening) at hand as a reference. Planning brainstorm

What can you say in French about yourself? (Think – pair – share)Pupils first think about this on their own & note answers (spider diagram/brainstorm). Pupils then share their ideas with their partner & add to their list. Pupils then share with the class & ideas written on the board & noted by pupils. This could also be done in groups as a placemats activity/ graffiti wall activity with either 1 person scribing for the group or everyone writing simultaneously & then comparing ideas. Using reference materials


Learners should know how to use reference materials to help them with their writing. But it is worth going over this. Ask learners to list as many things as they can that could help them complete this piece of work. This could be a simple brainstorm / think /pair/share or shopping game in groups (ie. where one person says one thing, the next person adds something etc). Ensure learners know where reference materials are in the classroom & how to use them. eg. word banks prepared by the teacher, displays on wall, jotter, text books, previous pieces of writing, example texts etc.Writing Preparation

To support learners with their writing, a warm up activity can be helpful which asks learners to write a text as a class / in groups.

reading & writing – consequences game. The beginning of the phrases are written on 1 piece of paper. All the pupils have a piece of paper. The teacher asks everyone to complete the 1st phrase. Then everyone passes the paper to the person next to them. The teacher asks everyone to complete the 2nd phrase. Then everyone passes the paper to the person next to them. Keep going till all the phrases are completed. Pupils can use reference materials to help them.

Presentation Writing

Learners need to be given enough time to complete the piece of work with the necessary reference materials. Once they have started they will find they can cope with the writing activity. How to start learners off:

learners look at the brainstorm and try to find a phrase for each idea from the model text / jotter.

learners take the model text & highlight the phrases to use in their own writing. Learners then write them out and complete them (more able learners).

using the writing frame (provided in pack) – learners check understanding of the key phrases & work alone / with partner to note the English for them, and then try to complete them. They can use the reading text to help them.

using the writing frame (provided in pack) - complete the phrases by choosing vocabulary from the box. Check knowledge of these words with partner / teacher. Check answers with the reading text to see if they make sense.

Checking writing

It’s important to ask learners to check their work for accuracy / sense. Hopefully they will be used to this process.

individually – ask learners to check they have included all the key information eg. from the brainstorm, ask learners to check it makes sense – ask them to translate their sentences back into English in their head, ask them to check spellings of words they are not sure about. The teacher could give learners a simple checklist eg. bullet point content / spellings are checked / my handwriting is neat / there is a logical order.

in pairs - it is a good idea to ask learners to get someone to read their work before giving it to the teacher to read it. Another learner could read it and simply focus on whether they can read the handwriting, or see if all


the ideas in the brainstorm are present, or if it makes sense and they can understand it.

Feedback

As always it’s important to consider how learners will be given feedback about their work:

peer & self-assessment (provided in pack) – this could be done before the final version is completed to give feedback for improvement / once the final work is completed. Pupils could use 2 stars and a wish & note thoughts on the work / post-its. It could focus on content (rather than accuracy of language which is harder) and presentation.

teacher feedback (provided in pack) - the teacher could help learners to correct their own mistakes by underlining them and using a coding system or in a learning conversation with the pupil. A coding system could be something like g = gender, sp = spelling, a = accent, ? = not clear. Focus on punctuation, spelling and accents (ML Benchmarks 2nd Level, April 2017). Whatever coding system is used, this must be explained to the pupils and ideally used with them over time and gradually built up. The teacher could also give feedback about the content/ways to improve the work using 2 stars and a wish & a feedback sheet.

Final version – How do I want to present my work?

Learners should be encouraged to think about the audience / purpose of the writing task. Ideally it is to create a poster/prompt for a talking presentation. Hopefully it will go in the classroom at the secondary school. It will also be used as a prompt when giving a presentation to the class. Should there be pictures / photos / key headings etc? Should it be colourful / easy to read? Worth considering where to put the French / images for clarity and ease of reading aloud. etc. ICT can be used to enhance presentation / learning eg. ppt / publisher / word / podcast / video recording for support. BUT not at the expense of the French! Giving a presentation

It is important to give learners time to practise their presentation out loud before doing it for real. This works well done with a partner, then in a small group before doing it to the whole class / other new pupils. The teacher should decide and be clear with pupils about how presentations will be given. It is a good idea to record the presentations (voice recorder / video) to play back to the pupils so they can see what they have achieved / for targeted feedback. Most learners will probably just read their texts aloud, and just need to ensure they can read their own writing & see it clearly. Some learners may want to learn it off by heart & use cue cards / prompts with images/keywords/headings. Further work can be done with these learners to help them with this. Delivery

It may be worth talking with pupils about how to give a good presentation and this should tie in with general skills and work done in Literacy. This makes a nice discussion and can be supported by showing short video clips of good/bad


presentations (in any language) & asking learners to give their opinion. Here are some things to focus on with pupils:

pronunciation – learners need to focus on the sounds they know. Some learners may find it useful to write down how words sound in brackets / different colour eg. (trois = sounds like twa)

speed/fluency – it is important for learners to talk slowly to be understood, but not too slowly!

accent – learners could try to be ‘more French’ eg. roll rs / put on a French accent

delivery – learners need to try not to mumble / speak loudlyLearners could be given the option to dress up and come as themselves rather than in their school uniform to give their presentation. Supporting Learners

For learners who really find it difficult to say words correctly, the teacher could record themselves saying the presentation for the pupil to practise at home. An example presentation could be made available to pupils via a blog /school website for pupils could hear how to pronounce the key phrases and practise at home. Listening to presentations & giving feedback

This can be done in different ways depending on the focus. the class could choose to focus on key criteria or (limit it to 2 or 3) about

the delivery of the presentation eg. speed, loudness, pronunciation. It’s nice to let the class brainstorm these and choose. Learners could peer assess one another – giving 2 stars and a wish focusing on these areas (provided in pack).

comprehension – pupils could complete an information grid to show their understanding (provided in pack).

teacher feedback – ideally the teacher should give targeted feedback to each learner to help the learner decide their next steps. This could be done using a table with different headings & colour coding progress eg. fluency, accuracy of pronunciation, content, delivery. A comment could be given / 2 stars and a wish / post –it note (provided in pack). The teacher may want to give feedback to learners / make comments for him/herself about the quality of the language (in line with the 2nd Level ML Benchmarks April 2017) focusing on verbs, adjectives and word order eg. use of connectors (and, but, because), adjectives, writing in longer sentences, uses a range of vocabulary.


Je me présente - Listening Comprehension Text

Below is a text that could be used for a listening activity as a warm up. There is a Mp4 file to go with it.

Emma Mackenzie

Bonjour, je m’appelle Emma MacKenzie et j’ai 12 ans.

J’habite à Inverness en Écosse. Je suis écossaise.

Mon anniversaire, c’est le quinze avril.

À l’école, j’aime les mathématiques et le français. J’aime aussi regarder la télé et lire des livres, mais je n’aime pas les jeux vidéo. J’aime le sport aussi. Je fais du basket et de la natation.

Mes deux meilleures amies s’appellent Emily et Andrea.

Je suis petite, j’ai les cheveux roux, mi-longs et raides. J’ai les yeux bleus.

Ma mère s’appelle Melissa. Elle est assez grande et elle a aussi les cheveux roux. Elle est dentiste. Mon père s’appelle Tom. Il est électricien. J’ai un frère et une sœur. Mon grand frère s’appelle Jack et ma grande sœur s’appelle Lily.

J’ai un chien. Il s’appelle Bingo. Il a deux ans. Il est noir et blanc. C’est un dalmatien.

Aujourd’hui il ne fait pas beau à Inverness. Il neige et il y a du vent.

J’adore la neige. Au revoir et à bientôt.


Je me présente - Listening Comprehension Activity

Complete as much of the following grid as you can to show what you understand about the person. Write in notes in English.

What? NotesNameAgeWhere they live?NationalityBirthdayHobbies

Appearance – height

Appearance – hair & eyes

Family Members

Pets

Weather

Extra details


Je me présente – Example Text for reading

Below is a text with example reading activities that could be used as warm up and as a model for pupils to write their own:

Je m’appelle Catriona Macdonald et j’ai onze ans.

J’habite à Édimbourg en Écosse. Je suis écossaise.

Mon anniversaire, c’est le vingt-deux janvier.

J’aime le sport. Je fais du tennis et je fais du ski. Je n’aime pas le foot, je n’aime pas la danse classique mais j’aime la danse moderne. J’aime la musique aussi. Mes meilleures copines s’appellent Emma et Louise.

Je suis assez grande, j’ai les cheveux châtains, longs et frisés. J’ai les yeux verts.

Ma mère s’appelle Ailsa. Elle est grande et elle a les cheveux bruns. Elle a trente-huit ans. Elle est professeur. J’ai deux frères. Mon petit frère s’appelle Tom et mon grand frère s’appelle Finn.

J’ai un lapin. Il s’appelle Bubble. Il a trois ans. Il est petit et gris.

Aujourd’hui il fait beau à Édimbourg et il y a du soleil. J’aime le soleil ! Au revoir !

À bientôt.

Extension

Mon nez est grand et mes oreilles sont assez petites.

Dans ma maison il y a une cuisine, un salon, une salle de bains et deux chambres.

Dans ma ville il y a une boucherie, une boulangerie, un supermarché et une poste.

Aujourd’hui je porte une jupe, un t-shirt, un pull, des chaussettes, et des chaussures.


Photo / dessin de moi

Je me présente – Example text for reading (simplified text)

Nom: Catriona Macdonald.

Age: onze ans.

Adresse: Édimbourg en Écosse.

Nationalité: écossaise.

Anniversaire: vingt-deux janvier.

Temps libre/passe-temps: je joue au tennis et je fais du ski. J’aime la danse moderne et la musique. Je n’aime pas le foot et la danse classique.

Apparence/description: assez grande

Cheveux: châtains, longs et frisés.

Yeux: yeux verts.

Famille: une mère - Ailsa, et deux frères – Tom & Finn.

Animaux (domestiques): un lapin.



Je me présente – A variety of Comprehension questions

True or False

Read the following statements about the person described in the text & work out if they are True or False. If you can correct the false statements.

1. I am 10 years old. 2. I am English. 3. My birthday is the 22nd January. 4. I am very short. 5. I have long curly brown hair. 6. I like to ski and listen to music. 7. I have 1 brother. 8. My mother has black hair. 9. My brother is called Peter. 10.I have a rabbit. 11.My rabbit is big and grey.

Gap fill

Complete the blanks with the correct answers about the person in the text. (Words can be given to learners in a box to provide extra support).

1. I am called ………………………………………2. I …………… Edinburgh. 3. ……………………… 22nd January. 4. I like ……………………………………… and ………………………………… . (each

blank is a hobby). 5. I am quite …………………. 6. I have ……………, ……………………… and ……………… hair. 7. I have ……………… eyes. 8. My ……………… is called Ailsa. She is ……………………… . (give 1 piece of

information of your choice).9. My ………………………… are called Tom and Finn. 10.My ………… is called Bubble.

Circle the answer.

Read the following statements & circle the correct answer about the person in the text.


1. I am a) 10 b) 11 c) 12 years old. 2. My birthday is the a) 5th b) 12th c) 22nd January. 3. I live in a) Scotland b) England c) France.4. I like to a) do modern dancing b) play football.5. I don’t like a) skiing b) music.6. I am a) tall b) short.7. I have a) short b) long hair. 8. I have blue a) green b) black eyes. 9. I have a) 1 sister b) 2 brothers. 10.My mum is a) 30 years old b) 38 years old.11.I have a pet a) cat b) guinea pig c) rabbit.

Pupil led activity

Make up 5 questions in English about the person in the text to ask another pair. Make sure you know the answers (and note these somewhere else).


Je me présente – Listening Activity (Pupils listen to other pupil presentations)

Aim:

to show your understanding of basic information and words you know. to listen to someone else present themselves. to complete a grid to show your understanding of the main points.

How?

Listen to each person presenting themselves and complete the grid in English, in notes.

What? NotesNameAgeWhere they live?NationalityBirthdayHobbies


Appearance – hair / eyesFamily Members

Pets

Extra detailsBodyHouseTownClothesWeather


Je me présente - Writing Frameworks / Prompts

On the next few pages are a variety of different frameworks for differentiation purposes.

Aim: complete the following phrases to present yourself using reference materials to help.

Name

Age

Where you live

Nationality

Birthday

Hobbies


Appearance – hair

Appearance – eyes

Family members & details

Pets / animals you like & details

Extension

The following sentences show other things you could include linked to things you have learnt in French.

Mon .... /ma .. /mes .. (body parts & description)

Dans ma maison il y a … (rooms in my house)

Dans ma ville il y a … (shops in town)

Aujourd’hui je porte … (what clothes I am wearing today)

Aujourd’hui … (weather today)


Vocabulaire

To help you, use your:

jotter bi-lingual

dictionary / online dictionary

other pupils teacher wall displays


Je me présente - Writing Frameworks / Prompts

Aim: complete the following phrases to present yourself using reference materials eg. jotter, wall display, dictionary

Je m’appelle …

J’ai … ans .

J’habite à…… en Écosse. Je suis ..

Mon anniversaire c’est le ……

J’aime ……. Je n’aime pas …

Je suis … (appearance – height)

J’ai les cheveux …….

J’ai les yeux ……

J’ai … (family members)

J’ai… (pets)


Vocabulaire (if necessary)

dix / onze

écossaise (e) / anglais (e)

le cinq mai

la musique / le sport / la danse

grand (e) / petit (e)

châtains / bruns / blonds / roux / longs / courts / frisés / raides

verts/ noirs / bleus / marron

une mère / un père

une soeur / un frère

un chat / un chien


Je me présente – Writing Framework/Prompts

Aim: to write some phrases to present yourself. Use different reference materials to help you eg. your jotter, a dictionary, the teacher and other pupils.

Je m’appelle … (name)

J’ai … ans (age)

J’habite à … (where you live) en Écosse.

Je suis .. (nationality)

Mon anniversaire c’est… (birthday)

J’aime …… Je n’aime pas … (hobbies)

Je suis … (appearance – height)

J’ai les cheveux … (appearance – hair)

J’ai les yeux .. (appearance – eyes)

J’ai … (family members & possibly give details)

J’ai .. (pets) or j’aime … (animals)


Vocabulaire (for some pupils - if necessary)

dix / onze

écossaise (e) / anglais (e)

le cinq mai

la musique / le sport / la danse

grand (e) / petit (e)

châtains / bruns / blonds / roux / longs / courts / frisés / raides

verts/ noirs / bleus / marron

une mère / un père

une soeur / un frère

un chat / un chien


Je me présente – Writing framework/Prompts

Under the following headings write some key words in French, draw pictures.

Moi - introduction Moi – j’aime … / je n’aime pas …

Ma famille Les animaux

Ma maison Ma ville

Autres informations


Giving Feedback

Content – Self & Peer Feedback (during the writing process)

The grid below could be used by the teacher / another pupil to give feedback about the content in the writing process. The focus is whether information is noted on these topics & if it is clear. This helps show the learner what is missing.

NameAge & birthdayWhere you live & nationalityFavourite colourAppearanceFamilyPetsOther

Teacher Feedback

2 stars

Wish

Feedback on Presentations

Feedback can be given aloud after each presentation with 2 stars and a wish. Or learners / teacher can put comments in the box / give marks / smiley faces etc. Some sort of coding system needs to be decided with the class. Examples are given below. Learners can be asked to draw a table, or it can be printed & handed out. The teacher could print the table and note feedback & staple it to each poster.

Delivery of presentation


Name Speed Loudness Pronunciation

Name SpeedLoudnessPronunciationSpeedLoudnessPronunciation

Teacher Feedback to individual pupil

The grid below could be adapted / added to, depending on what is being focused on. Other possibilities include: I can listen / read a text & understand key information, present my work appropriately, use ICT appropriately, work with others to check my work, use reference materials to write my presentation, write mostly accurately (verbs, adjectives, word order), check my work for accents, spelling and punctuation.

I can…

write a few sentences about myself.use appropriate support to write. eg. a dictionarygive a short presentation about myself. say words clearly enough to be understood.

2 stars

Wish


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