c’est mercredi le trente octobre

C’est mercredi le trente octobre

Le plan! 1.Révisions

2.Vocabulaire3.Jouer

4.Ecouter 5.ParlerIl pleut!

Le but! Classroom talk!

French First Level

Classroom Talk!

First Level Significant Aspects of Learning • Use language in a range of contexts and across learning• Continue to develop confidence and enthusiasm to communicate using the

language being learnt• Develop an awareness and understanding of patterns and sounds of language• Begin to develop an understanding of, interest in and respect for other

countries, cultures and languages • Appreciate and understand the value of language learning • Recognise familiar written words when listening • Explore how gesture, expression and emphasis are used to help

understanding.• Listen, recognise and respond to familiar voices in short, predictable

conversations• Understand and respond to familiar spoken vocabulary• Actively take part in daily routines• Listen and join in with stories, song or poem• Enjoy engaging with simple and familiar texts on my own and with others

using resources to support learning • Participate in familiar games, paired speaking and short role plays • Take part in simple, paired conversations about themselves giving simple

opinions and asking simple questions

Classroom Talk! Vocabulary

Ecoutez ListenRegardez Look S’il vous plaît Please (for use when pupil is talking to the teacher, or the teacher is talking to the whole class)Mettez-vous en ligne Line upOui YesNon NoMerci Thank youAsseyez-vous Sit downLevez-vous Stand up Levez la main Put your hands upRépétez Repeat Voilà! Here you go! S’il te plaît Please (for use when pupils are talking to

each other or when the teacher is talking one pupil)

J’ai fini I’m finishedDe rien You’re welcome Pas de problème No problemJe peux aller aux toilettes? Can I go to the toilet?

Ecoutez

s’il vous plaît!

Répétez

s’il vous plaît!

Regardez

s’il vous plaît!

Mettez-vous en ligne!

Asseyez-vous

Levez-vous

Levez la main

Oui

Non

S’il te plaît

Voilà!

Merci!

De rien!

merci de rien

Pas de problème!

J’ai fini!

Je peux aller aux toilettes?

Embedding the language

All this language is designed to be used as part of everyday classroom practice. You could do the register with oui and non on some days (on fait l’appel for the register is in the Greetings PPT). For this topic, embedding the language would be the focus as opposed to the language being taught as such. There are example activities however to help teachers reinforce the language being used.

Sample activities You will find a bank of sample activities which you can use to practise the vocabulary in the classroom.

This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.

S’il vous plaît ou non merci?

Pupils look at the following slides and decide if they would like it or not by saying either S’il vous plaît or non merci!

You could make this more active by having 2 sides of the room with each designated as the S’il vous plaît side and the other as the Non merci! side. Ask pupils to then choose a side which matches their opinion and say their opinion (S’il vous plaît or non merci) as a group.

You could follow this up with asking them to choose pictures from cut outs or create their own drawings under the headings S’il vous plaît and non merci!

S’il vous plaît ou non merci?

Regardez

les photos

et décidez si

S’il vous plaît!

ou

Non merci!

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

Mot de la semaineMot du mois

1. Mot de la semaine means word of the week. Mot du mois means word of the month.

2. As a way of building up classroom vocabulary gently, you could have a word of the week/month which everyone will use in class (or out of class too if they like!)

3. Once you move onto your next word, keep the previous words going! This way the pupils will build up their language gradually!

The Big Bonjour Challenge!

1. Set pupils the challenge of saying Bonjour, merci, s’il vous plaît and de rien (or whichever vocab you like) to everyone they speak to.

2. You could get them to tally mark how many they do in a week and have an inter-class competition.

Jacques a dit

Jacques a dit is French for Simon says. It works exactly the same way whereby if you say Jacques a dit (Jack said) at the start of a command then everyone has to do it. If you just say the command then pupils should stand still. If they do the action, they then sit down. Sample commands are below: Jacques a dit écoutez! (pupils can cup hand to ear)Jacques a dit regardez! (mime searching) Jacques a dit mettez-vous en ligne! (pupils get into a line) Ecoutez! Regardez!Mettez-vous en ligne! Asseyez-vous Levez-vous

Songs and videos!

You will find a bank of sample songs and videos which you can use to practise the vocabulary in the classroom.

This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class.

Mettez-vous en ligne (to the tune of farmers in his den)

Mettez-vous en ligne!Mettez-vous en ligne!

Tous les enfants de la classe,Mettez-vous en ligne!

Mettez-vous en ligne (to the tune of farmers in his den)

Mettez-vous en ligne!Mettez-vous en ligne!

Tous les enfants de la classe,Mettez-vous en ligne!

J’ai fini!

J’ai fini mon travail Pas de problème! J’ai fini mon travail Pas de problème! J’ai fini mon travail Pas de problème!

J’ai fini mon travail, Il n’y a pas de problème!

Au revoir!

French Level 1 Party Games!

First Level Significant Aspects of Learning • Use language in a range of contexts and across learning• Continue to develop confidence and enthusiasm to communicate using the

language being learnt• Develop an awareness and understanding of patterns and sounds of language• Begin to develop an understanding of, interest in and respect for other

countries, cultures and languages • Appreciate and understand the value of language learning • Recognise familiar written words when listening • Explore how gesture, expression and emphasis are used to help

understanding.• Listen, recognise and respond to familiar voices in short, predictable

conversations• Understand and respond to familiar spoken vocabulary• Actively take part in daily routines• Listen and join in with stories, song or poem• Enjoy engaging with simple and familiar texts on my own and with others

using resources to support learning • Participate in familiar games, paired speaking and short role plays • Take part in simple, paired conversations about themselves giving simple

opinions and asking simple questions

Party Games – On fait la fête!

Aims: 1.To be able to understand unfamiliar language through making connections with English and support from images. 2.To be able to use a range of spoken vocabulary through repetition in games. 3.To learn about French party games. 4.To enjoy using language in a range of contexts.

Activité 1 – Teacher’s notesModern Languages I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages

English and literacy I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. ENG 1-12a

Prior learning:

C’est qui? C’est ___

Activité: Le furet!1.Pupils stand in a circle with one in the middle..2.Pupils must pass an object around the circle, behind their backs, hiding from the pupil in the centre as it moves around from hand to hand.3.When the music stops, the pupil in the middle must try and guess who has it and in which hand.

Expressive ArtsI can sing and play music from other styles and cultures, showing growing confidence and skill while learning about musical notation and performance directions. EXA 1-16a

Activité 1 – Teacher’s notes

Le jeu du furet

Le furet means the ferret and the idea of the game is that an object is moving around the circle and is hidden.

The instructions for the game are in French and you can ask the pupils to try and work these out. The English translations are in the slide notes.

There is also a song on Slide 15 which is traditionally sung with this game. You can teach this to the class to sing along with whilst passing the object. There is a translation of the lyrics on slide 16.

VocabularyQui est-ce?/C’est qui? Who is it?

C’est It is…

La main gauche The left hand

La main droite The right hand

You can count the pupils into start the music with 1, 2, 3, go!

Le jeu du furet

…formez un cercle.

Levez-vous et…

Une personne va au centre du cercle.

C’est le détective!

Passez un objet

autour du cercle

Une balle par exemple

de main à main

Quand la musique s’arrête….

Cachez la balle du détective.

…la classe dit “Qui a la balle?”

Le détective décide qui a la balle!

Par exemple – C’est Anna.

Et décide…

main gauche ou main droite

Si le détective est correcte…

…il reste au centre.

Si le détective n’est pas correcte…

…la personne avec la balle est maintenant le

détective!

Il court, il court le furet

Il court, il court le furet

Il court, il court, le furet He runs, he runs, the ferret,Le furet du bois, mesdames, The ferret of the woods, ladies, Il court, il court, le furet, He runs, he runs, the ferret,Le furet du bois joli. He ferret of the pretty wood.

Il est passé par ici, He runs here,Il repassera par là. He runs back again by there.

Il court, il court, le furet He runs, he runs, the ferret. Le furet du bois, mesdames, The ferret of the wood, ladies.Il court, il court, le furet, He runs, he runs, the ferret,Le furet du bois joli. The ferret of the pretty wood.

Activité 2 – Pass the parcel!Modern Languages I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages

English and literacy I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. ENG 1-12a

Prior learning:

Colours

Activité 2 – Teacher’s notes

Activité: Pass the Parcel (Passez le pacquet)

1. Prepare a parcel with different layers wrapped with different colours of paper and a small prize in the middle. 2. Pupils sit in a circle and teacher plays some French music (pick something they can sing along to) whilst they pass a parcel around the circle. 3. When the music stops, whoever it lands on should unwrap their layer. 4. The class ask the question, “c’est de quelle couleur?” and the pupil should say it in French e.g. c’est bleu! 5. If you like, you can also add questions onto the sheets of paper e.g. Comment t’appelles-tu? Quel âge as-tu? Etc. 6. The game is over once someone gets to the prize 7. All pupils can say Bravo ____ to whoever wins at the end.

Vocabulaire

C’est de quelle couleur? What colour is it?

C’est (bleu) It’s blue

Bravo! Well done!

On continue! Let’s continue!

Passez le paquet!

Asseyez-vous en cercle…

Ecoutez la musique…

chantez…

et passez le paquet!

Quand la musique s’arrête….

…déballe le paquet.

C’est de quelle couleur?

C’est blanc!

Bravo! 1, 2,3 - on continue!

Et finalement…

…une personne trouve le prix!

Bravo!

Activité 3 – Les statues musicales!Modern Languages

I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages

English and literacy I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. ENG 1-12a

Prior learning:

A song in French

Activité 3 – Teacher’s notes

Activité: Les statues musicales

1.Pupils dance (and sing) to French music when the music stops they freeze. 2.You could potentially link this to famous statues from around the world and ask them to adopt a different pose for each time they have to stop e.g. Rodin’s The Thinker, Rafael’s David or famous posers (some examples are included). Might be too much but could be quite funny! 3.When they are “out” they can still sing along and you can ask them to join in with you when you call out “strike a pose!” (see vocabulary). They can also help spot who has moved! 4.Lastly, if you want to, you can add in some French challenges e.g. count to ten when they are frozen, say the alphabet, say as many colours as they can etc.

Vocabulaire

Un, deux, trois! Posez! 1, 2, 3 -pose!

Ne bougez pas! Don’t move!

Oh non! Tu es éliminé(e)! Oh no, you are out!

Désolé(e)! Sorry!

Les statues musicales!

Ecoutez la musique…

chantez…

et dansez!

Quand la musique s’arrête….

Ne bougez pas!

Si tu bouges…

… tu es éliminé(e)!

Bravo! 1, 2,3 - on continue!

Posez comme…

Posez comme…

…Madonna.

Posez comme…

…Mo Farah.

Posez comme…

…Usain Bolt.

Bravo! 1, 2,3 - on continue!

Et finalement…

…une personne gagne!Bravo!

Activité 4 – Les chaises musicales!Modern Languages

I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages

English and literacy I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. ENG 1-12a

Prior learning:

None particularly necessary.

Expressive ArtsI can sing and play music from other styles and cultures, showing growing confidence and skill while learning about musical notation and performance directions. EXA 1-16a

Activité 4 – Teacher’s notes

Activité: Les chaises musicales

1.Pupils walk around a number of chairs (1 less than number of pupils) and sing to French music. When the music stops they must sit down in a seat which is free. 2.The person who is left is the out but they can still sing along and you can ask them to ask everyone to stand up and then choose a seat to remove next. 3.To add some extra French you can stick and question or a French challenge to each seat e.g. count to five, say your name, say what the weather is like today etc. and get them to say it to their neighbour. 4.You could also link this to whatever topic you have been doing e.g. pictures of animals if you’ve been looking at pets and they would have to say what it is.

Vocabulaire

Un, deux, trois, marchez! 1, 2, 3 – walk!

Trouvez une chaise! Find a chair!

Asseyez-vous! Sit down

Oh non! Tu es éliminé(e)! Oh no, you are out!

Désolé(e)! Sorry!

Levez-vous Stand up

Choise une chaise Choose a chair

On continue! Let’s continue!

Les chaises musicales!

Ecoutez la musique…

chantez…

et faites le tour des chaises!

Quand la musique s’arrête….

Asseyez-vous!

…si tu n’as pas de chaise…

… tu es éliminé(e)!

… mais pas de panique!

…c’est toi le professeur maintenant!

…choisis une chaise à retirer.

Bravo! 1, 2,3 - on continue!

Et finalement…

…une personne gagne!Bravo!

Activité 5 – Le facteurModern Languages I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages

English and literacy I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. ENG 1-12a

Prior learning:

Numbers 1 – however many are in your class.

Or you can use a different topic.

Activité 5 – Teacher’s notes

Activité: Le facteur! (the postman)

1.This game is the French version of Duck, duck, goose. 2.All pupils sit in a circle except one. 3.The pupil who is outside the circle (le facteur), walks around gently tapping each pupil on the head as they pass and counting in French as they go. 4.Suddenly, instead of saying a number, they shout a different (you can choose whatever you like) and whoever they tapped when they said this must then jump up and chase them round the circle. 5.If the facteur manages to get back to the vacant seat without being tagged by the other pupil, they get to then sit down and the other pupil now becomes the facteur.

Vocabulaire

Un, deux, trois, marchez! 1, 2, 3 – walk!

Asseyez-vous! Sit down

On continue! Let’s continue!

Le facteur!

Asseyez-vous en cercle…

C’est le facteur

Une personne n’assied pas.

Le facteur…

…fait le tour du cercle…

...et tape tout le monde…

...sur la tête…

…en comptant…

e.g. Un, deux, trois, quatre etc.

Mais, attention!

Si le facteur te tape sur la tête…

et il dit “bananes!”

…tu te lèves...

Tu cours après le facteur!

Si tu touches le facteur…

…assieds-toi.

Si tu ne touches pas le facteur…

…le facteur prend ta place.

…et maintenant c’est toi le facteur!

Activité 6– Le Hokey PokeyModern Languages I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages

English and literacy I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. ENG 1-12a

Health and Well beingI am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practise and improve my skills to develop control and flow. HWB 1-21a

Expressive ArtsI can sing and play music from other styles and cultures, showing growing confidence and skill while learning about musical notation and performance directions. EXA 1-16a

Activité 6 – Teacher’s notes

Activité: Le Hokey Pokey

1.Practise the lyrics and actions and then do it to the music.2.I’ve included two versions – one which is simplified and another which goes with the Youtube version.

Prior learning:

Body parts and left and right but can learn when doing this song.

Le Hokey Pokey!

Met le pied droit devant

Met le pied droit derrière

Met le pied droit devant

Et remue-le dans tous les sens

On fait le Hokey Pokey

Tu tournes sur toi-même

Voilà, c’est comme ça!

Ohhh hokey, pokey, pokey! X 3

Voilà, c’est comme ça!

Met le pied gauche devant

Met le pied gauche derrière

Met le pied gauche devant

Et remue-le dans tous les sens

On fait le Hokey Pokey

Tu tournes sur toi-même

Voilà, c’est comme ça!

Ohhh hokey, pokey, pokey! X 3

Voilà, c’est comme ça!

Met la main droite devant

Met la main droite derrière

Met la main droite devant

Et remue-le dans tous les sens

On fait le Hokey Pokey

Tu tournes sur toi-même

Voilà, c’est comme ça!

Ohhh hokey, pokey, pokey! X 3

Voilà, c’est comme ça!

Met tout le corps devant

Met tout le corps derrière

Met tout le corps devant

Et remue-le dans tous les sens

On fait le Hokey Pokey

Tu tournes sur toi-même

Voilà, c’est comme ça!

Ohhh hokey, pokey, pokey! X 3

Voilà, c’est comme ça!

Bravo tout le monde!

Extra vocabulary

bleu-clair light blue bleu-foncé dark bluetout le monde everyonepersonne nobody

Commands when speaking to 1 person onlyassieds-toi sit down lève-toi stand uplève la main put your hand up