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Zélie: “Moi je prends les rouges.” - from video section 5.

5. Les couleursColours

Colours are often used in games to identifyplayers and teams; painting and colouringactivities also provide many opportunitiesto practise the names of the colours inFrench as part of everyday classroom life.Pupils will see French children playingindoor and outdoor games in the videosection, “Les couleurs”. They will overhearseveral authentic phrases, typically spokenas part of the process of playing the game.The idea is that pupils should be able tofollow the “gist” of what is happening,without the need for literal translation.We have included most of these key phrasesin the “Extra words and phrases” box at theend of the chapter.

HOW FRENCH WORKSAt this early stage, the children just “label” thecolours, rather than using them as adjectives todescribe specific objects.In later sections, pupils will begin to learn

some nouns to which adjectives might beapplied, e.g. pet animals. That is the appropri-ate point when you could gently introducethem to using adjectives with nouns in French.In the meantime, children can develop theirvocabulary and enjoy some interesting activitieswithout having to worry about thesegrammatical issues before they are ready.

VIDEO: Section 5Paintbox coloursThe opening sequence shows each colour asit appears in a children's paintbox:

“Paintbox colours” - from video section 5.NEW WORDS AND PHRASES

bleublancrouge

noirjaune

vertorange

rosegris

marronviolet

quelle couleur?

- blue- white- red- black- yellow- green- orange- pink- grey- brown- mauve- which colour?

Quelle couleur? Bleu, blanc, rouge, noir, jaune,vert, blanc.Colours of flagsFrance: bleu, blanc, rouge.European Union: bleu, jaune.Children playing pétanque. N.B. We include ahelpful translation, but do use this sequencefor “gisting”- encourage pupils to follow whatis happening from the context and other clues.

CD Track 14

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Claire throws“rouge” and moves her snail.This board game is also on an activity sheet.

The die is thrown again - ”..bleu ...”Jean-Baptist: “C'est à moi! Voilà! C'est ma couleur!” (It's my turn! There! It's my colour!)

Planning your lessonsPupils can progress from learning toidentify the colours in French, throughresponding correctly to instructions aboutcolours, to associate the written wordwith the colours.When you start playing games where theysay the colours, you could also introducesome of the French phrases they have heardused in playing games.You could ask pupils to think of situationswhen they refer to colours in their ownlanguage.

Zélie: “Moi, je prends les rouges.” (I'm having the red ones.)

Justine: “Moi, les verts.” (I'm having the green ones.)

Claire: “Moi, les bleus.”(I'm having the blue ones.)

Jérémie: “Non, les bleus sont à moi!”(No, the blue ones are mine!)

Zélie: “C'est moi qui commence.”(I'm going to start.)

Jérémie: “Non, c'est moi!”(No, I am!)

The colours of the different boules for pétanqueare identified: noir, rouge, bleu, jaune, vert.Paintbox coloursFive new colours are introduced: orange, rose, gris, marron, violet.Children cutting coloured paper orange, rose, vert, jaune.Children playing a board game (“Othello”)

Claire: “Blanc ou noir?” (White or black?)Justine: “Blanc.”

The counters are placed on the board: blanc, noir.At the fairground - fishing for coloured ducks: orange, rose, vert, rose, bleu, jauneChildren playing the board game “Allez lesescargots!” (The snail race) This is anothersequence intended for “gisting”.

Activities 1. Warm up ......

You could open the lesson using the Frenchgreetings and asking pupils to say what theirname is.You might toss a soft furry toy to the first childyou ask to respond; s/he throws it to another,and asks them a question, and so on.Vary the questions to keep up the pace; if timepermits, play a game from earlier sections.

2. Watch the video

❑ Watch video section 5: “Les couleurs”; stopthe tape before the written words are shown.

3. Get used to the sounds.....

❑ Echoing: Make flashcards with large “blobs”of each colour - or use sheets of coloured paper,or coloured transparencies on the OHP.Say the name of the colour as you show eachcard. Pupils echo the word, associating itssound with the colour itself.

As there are a lot of colours to learn,As there are a lot of colours to learn,As there are a lot of colours to learn,As there are a lot of colours to learn,As there are a lot of colours to learn,you may find it easier to focus at firstyou may find it easier to focus at firstyou may find it easier to focus at firstyou may find it easier to focus at firstyou may find it easier to focus at firston a smaller number of colours, e.g. theon a smaller number of colours, e.g. theon a smaller number of colours, e.g. theon a smaller number of colours, e.g. theon a smaller number of colours, e.g. theprimary colours and black and white.primary colours and black and white.primary colours and black and white.primary colours and black and white.primary colours and black and white.

Jean-Baptist: “C'est à moi après. C'est à moi.”(It's my turn next. It's my turn.)

Claire: “À toi ...” (It's your turn.)Jean-Baptist: “Bleu - c'est ma couleur.”

(Blue - that's my colour.)(The die is thrown again - “jaune ...”Justine: “Rose ... j'avance.”

(Pink ... I'm moving forwards.)

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❑ Play “run to the colour”You need plenty of space to play this game.When you call out “jaune”, for example, pupilsrun to touch something yellow, and so on.If the environment you are working in is notvery colourful, you could attach coloured flash-cards to different parts of the room.

❑ Play “tray of objects”If you do not have space for running around,you could instead prepare a tray of assortedobjects of different colours, and show it to agroup or the whole class.Hold up an object and ask, “Quelle couleur?”As a variation, ask children to pick objects of aparticular colour, by saying: “Rouge?” and soon - demonstrating with a mime to start with.

❑ Play “which colour?”Put the coloured flashcards face down on atable or conceal them in a bag. Ask a confidentpupil to select a card. To check s/he knowsthe French name of the chosen colour, ask her/him to whisper it to you.Make sure the rest of the class cannot see whichcolour has been chosen - they have to guess thecolour on the card. When they guess wrongly,the pupil says “non”; when they guess the rightcolour s/he says “oui” and shows them thecard. This game helps pupils to remember thenames of the colours without a visual prompt.❑ Play “swap colours”

❑ Play “listen to the sounds” againYou call out a series of words; children makeagreed gestures when they hear a “key sound”(see Chapter 2).

4. Respond with understanding

❑ Give each pupil a flashcard representing acolour. When you call out “rouge”, for exam-ple, all the pupils with red cards hold them upfor everyone else to see, and so on.

❑ Play “jump to the colour”

Divide the class into two teams. Each team hasthe same number of coloured cards.When you call out the name of a colour, thepupils holding that particular card try to bethe first to jump up and call out the nameof the colour.

Pupils arrange their chairs in a circle. Giveeverybody a coloured flashcard, making surethat there are several children holding eachcolour. When you call out “vert”, for example,the pupils with green cards swap places.As they do so, you run for an empty chair.The pupil left without a chair becomes thecaller.

KEY SOUNDSListen and enjoy copying thesetypical sounds: where have youheard them before?

CD Track 14

Heard before in: bonjour ...

soft “ ” as in jaune,rouge, orange

“ ” as in blanc, orangeHeard before in: comment

“ ” as in marronHeard before in: non, bonjour

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❑ Play “colour lotto”Before the game starts, each pupil draws a gridas they would for “noughts and crosses”.S/he fills the grid with coloured blobs withoutrepeating any. You call out different colours inFrench and they cross them off their grids.The first pupil to have crossed off all his orher colours calls out “Oui!”❑ Play “hide the colour” 1This game works best if you use the OHP.Alternatively, you could attach flashcards tothe board and ask pupils to shut their eyeswhen you remove a card.Place coloured transparencies on the OHP sothat three or four colours can be seen at thesame time. Point to the different colours andask the class to name them.Now remove one of the colours. Point to thecolours again. The class calls out the names ofthe colours including the “missing” colour.See how much of the sequence the class re-members as each visual prompt disappears.Repeat the activity with different combina-tions of colours.

❑ Play “hide the colour” 2Place the coloured transparencies on the OHP.Pupils name the colours they can see. Thistime, when you remove a colour, rearrange theorder in which the remaining colours are dis-played on the OHP. The class has to say whichcolour has disappeared.

❑ Working in groups: play the “snail game”

can name in French. Each colour should beused for one snail and one segment of thehexagonal “spinner”.Play the game in groups of three: each playerhas two snails. They take it in turns to spin fora colour. If the colour is blue, for example, theycall out “bleu” and the child with the blue snailmoves one square forwards.The first snail to reach the cabbages wins.

❑ Working in pairs: When pupils are famil-iar with the names of the colours, they can playa version of “noughts and crosses” in pairs.Each pair draws a grid and puts a coloured“blob” in each square.When they choose a square, they must say thename of the colour before marking it with an“O” or “X”.

5. Introduce the written word

When pupils are familiar with the sounds ofthe words, you could show section 5 ofthe video again - especially the end part -to help them associate the written wordswith the sounds.

Photocopy these two activity sheets so pupilscan play the snail game shown on the video.They colour the sheets, using six colours they

❑ Attach the original coloured flashcards tothe wall and set out word flashcards on a table.Point to a colour, and ask a pupil to select theappropriate word flashcard, say the colour,and attach the word-card to the colour-card.

❑ To make this into a game, give some pupilsword-cards and others the colour-cards.When you call out a colour, pupils run to findtheir partner.

❑ Play word-picture “snap”Pupils work in pairs. Shuffle the two sets ofcards. One player turns up the word cards, theother the coloured circles. If a word and circlematch, the first player to call out the name ofthe colour collects the cards.

Give each pupil a photocopy of theGive each pupil a photocopy of theGive each pupil a photocopy of theGive each pupil a photocopy of theGive each pupil a photocopy of thetwo “snap card” activity sheets.two “snap card” activity sheets.two “snap card” activity sheets.two “snap card” activity sheets.two “snap card” activity sheets.

Ask them to colour the circles withAsk them to colour the circles withAsk them to colour the circles withAsk them to colour the circles withAsk them to colour the circles withthe corresponding colour; then cutthe corresponding colour; then cutthe corresponding colour; then cutthe corresponding colour; then cutthe corresponding colour; then cut

along the dotted lines to make “snap”along the dotted lines to make “snap”along the dotted lines to make “snap”along the dotted lines to make “snap”along the dotted lines to make “snap”cards - the words on one set, andcards - the words on one set, andcards - the words on one set, andcards - the words on one set, andcards - the words on one set, andthe coloured circles on the other.the coloured circles on the other.the coloured circles on the other.the coloured circles on the other.the coloured circles on the other.

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Watch the video again

❑ Watch video section 5: “Les couleurs” againfor reinforcement. Encourage pupils to echothe colours as they hear them pronounced onthe video.

CROSS CURRICULAR ACTIVITIES❑ Classroom routines: Whenever you areusing paints or crayons, encourage pupils toname the colours in French

❑ PE: Divide pupils into teams. Place a selec-tion of coloured items such as beanbags, hoopsor quoits some distance away. When you callout a colour, the person at the front of each lineruns to collect an item of the appropriate col-our. The aim is to be the first back to the team.

❑ PE: Play “Traffic lights”You can play a French version of the wellknown game “traffic lights”.Agree a range of instructions before startingthe game. For example, when you call “vert”,

Cultural awarenessCultural awarenessCultural awarenessCultural awarenessCultural awareness

If your class enjoys playing pétanque (see“talking point”) you could develop yourskills and arrange an “international match”with your twin school in France.Discuss with the pupils:■ What game from your country do youlike playing that you could help the Frenchpupils to learn?

Blue wins!The aim isto have your‘boule’ nearestthe ‘cochonnet’when the gameends.

pupils run round the hall or playground; whenyou call “orange” they form a “humped backbridge” with both hands and feet on the ground;when you call “rouge” they stop absolutely stilland anyone who wobbles is “out”.Last child remaining “in” wins.

EXTRA WORDS AND PHRASES

blanc ou noir?Moi je prends le rouge

le bleu(c'est) à moi

à toij'avance

- white or black?- I'm having the red one- the blue one- it's my turn- it's your turn- I'm moving forwards

These are some of the phrases heard in the “gisting” sequences of the videowhich pupils can learn to use themselves to make the experience of playinggames more “French”. It is best to introduce the phrases gradually. You coulduse the class puppet to help you demonstrate the phrases in action.

FOR PLAYING PÉTANQUE

pétanquela boule / les boules

le cochonnetla piste

c’est la plus près!

- the name of the game.- the ball / balls used in pétanque.- the “jack”, the target in the game.- the playing area; pitch or terrain.- that’s the nearest! (boule)

Audio CD for Teachers

CD Track 14

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Talking point

Playing pétanque or boulesThe children shown in the video are playing“beach boules”, a fun version of the gamepétanque, played with light plastic balls capableof rolling over firm sand.

Play area in a public park in Villeneuve d’Ascq - a roughlylevelled gravel surface is ideal for pétanque

Pétanque is also known around the world asBoules. First played in France around 1910, itcan be played outdoors by everyone no matterwhat their age or athletic ability, so it is verysuitable as a P.E. activity.All you need is a few players, an open space, aset of coloured plastic balls, and the ability toaim and throw a ball.For more, see: www.earlystart.co.uk Introducing children to pétanquePlaying “beach boules” is a good way to start,and gives more practice talking about colours.The playersThe playersThe playersThe playersThe playersPétanque is normally played between two teams,but we suggest you first play between indi-viduals, using different coloured plastic boules.Where to playWhere to playWhere to playWhere to playWhere to playPétanque is best on a hard but not perfectly flatsurface: part of the school playground, a carpark, hard tennis court or a section of gravelpath would be suitable for a piste.Mark out an area about 4m wide and 10m long.Equipment neededEquipment neededEquipment neededEquipment neededEquipment neededBoules: we suggest giving each player twoboules, about 7-8cm in diameter - because youusually get two of each colour in a set.

Le cochonnet or “jack”: a small ball about 3cmin diameter (usually wooden), which is used tostart the game. You can use some otherthrowable object if you do not have a “jack”.How to startHow to startHow to startHow to startHow to startGive each player a colour; they draw colouredballs out of a bag without looking to decide theorder of play.The first player, for example “rouge”, gets tochoose the place that everyone throws from.S/he marks a circle on the ground - about 0.5min diameter - then stands in that circle to throwthe cochonnet, which becomes the target.It must land within 4 to 8metres of the circle,and not outside the marked out piste (or s/hetries again).How play continuesHow play continuesHow play continuesHow play continuesHow play continuesThe rest of the game is spent trying to throwyour boules closer to the cochonnet than theother players do.How you win (simple beginners’ game)How you win (simple beginners’ game)How you win (simple beginners’ game)How you win (simple beginners’ game)How you win (simple beginners’ game)After all the boules are thrown, the winner isthe one with the closest boule to the cochonnet.Later, when the children have learnt numbers,you can introduce them to the team game,with point scoring and measuring, making itmore like the adult game (see section 9: Lesnombres: 13 - 31).Details of the gameDetails of the gameDetails of the gameDetails of the gameDetails of the gameRouge has won the toss and thrown thecochonnet. S/he then stands in the circle, andwith both feet together throws a boule, tryingto place it as near as possible to the cochonnet.The next player then plays. You try to throwa boule so it lands closer to the cochonnet thanthe first player's.You can do this either by placing your boulemore accurately, or by knocking another bouleout of place - which means hitting into itquite hard.You can also hit and move the cochonnet withyour boule - but if you knock it right off thepiste, the game is abandoned without a winner.If you succeed in getting a boule closer to thecochonnet - or if you run out of boules, the nextplayer has a go. The game ends when all theboules have been played.The winner then throws the cochonnet to beginanother game.