C’est mercredi le trente octobre

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1 C’est mercredi le trente octobre
Le plan! Révisions Vocabulaire Jouer Ecouter Parler Il pleut! Le but! Classroom talk!

2 French First Level Classroom Talk!

3 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

4 Classroom Talk! Vocabulary
Ecoutez Listen Regardez 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 up Oui Yes Non No Merci Thank you Asseyez-vous Sit down Levez-vous Stand up Levez la main Put your hands up Répétez 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 finished De rien You’re welcome Pas de problème No problem Je peux aller aux toilettes? Can I go to the toilet? Everything in bold is additional at First Level

5 Ecoutez s’il vous plaît!

6 Répétez Répétez s’il vous plaît!

7 Regardez s’il vous plaît!

8 Mettez-vous en ligne!

9 Asseyez-vous

10 Levez-vous

11 Levez la main

12 Oui

13 Non

14 S’il te plaît

15 Voilà!

16 Merci!

17 De rien! de rien merci

18 Pas de problème!

19 J’ai fini!

20 Je peux aller aux toilettes?

21 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.

22 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.

23 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!

24 S’il vous plaît ou non merci?
les photos Regardez décidez si et ou S’il vous plaît! Non merci!

25 S’il vous plaît ou non merci?

26 S’il vous plaît ou non merci?

27 S’il vous plaît ou non merci?

28 S’il vous plaît ou non merci?

29 S’il vous plaît ou non merci?

30 S’il vous plaît ou non merci?

31 S’il vous plaît ou non merci?

32 S’il vous plaît ou non merci?

33 S’il vous plaît ou non merci?

34 S’il vous plaît ou non merci?

35 S’il vous plaît ou non merci?

36 S’il vous plaît ou non merci?

37 S’il vous plaît ou non merci?

38 S’il vous plaît ou non merci?

39 S’il vous plaît ou non merci?

40 Mot de la semaine Mot du mois
Mot de la semaine means word of the week. Mot du mois means word of the month. 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!) Once you move onto your next word, keep the previous words going! This way the pupils will build up their language gradually!

41 The Big Bonjour Challenge!
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. You could get them to tally mark how many they do in a week and have an inter-class competition.

42 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

43 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.

44 Mettez-vous en ligne (to the tune of farmers in his den)
Tous les enfants de la classe, Tous les enfants de la class means all the children in the class.

45 Mettez-vous en ligne (to the tune of farmers in his den)
Tous les enfants de la classe, Tous les enfants de la class means all the children in the class.

46 J’ai fini! J’ai fini mon travail Pas de problème!
Il n’y a pas de problème! A home-made chanson. Could get a bit annoying if pupils sang it every time they finished their work!! Il n’y a pas de problème is the full version of pas de problème and means There is no problem. J’ai fini mon travail means I have finished my work.

47 Au revoir!

48 French Level 1 Party Games!

49 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

50 Party Games – On fait la fête!
Aims: To be able to understand unfamiliar language through making connections with English and support from images. To be able to use a range of spoken vocabulary through repetition in games. To learn about French party games. To enjoy using language in a range of contexts.

51 Activité 1 – Teacher’s notes
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: C’est qui? C’est ___ Expressive Arts I 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: Le furet! Pupils stand in a circle with one in the middle.. 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. When the music stops, the pupil in the middle must try and guess who has it and in which hand.

52 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.

53 Vocabulary Qui 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!

54 Le jeu du furet The ferret game

55 Levez-vous et… Stand up and form a circle. …formez un cercle.

56 Une personne va au centre du cercle.
One person goes into the centre. This person is now the detective! C’est le détective!

57 Une balle par exemple de main à main
Passez un objet Une balle par exemple de main à main Pass an object, a ball for example, from hand to hand around the circle. autour du cercle

58 Cachez la balle du détective.
Quand la musique s’arrête…. Hide the object, from the detective. When the music stops….the class say “Who has the ball?” …la classe dit “Qui a la balle?”

59 Le détective décide qui a la balle! Par exemple – C’est Anna.
The detective decides who has the ball – for example, It’s Anna. Par exemple – C’est Anna.

60 main gauche ou main droite
Et décide… And decide if it’s in the left hand or right hand. main gauche ou main droite

61 Si le détective est correcte…
If the detective is correct, he stays in the centre …il reste au centre.

62 Si le détective n’est pas correcte…
If the detective is not correct, the person with the ball becomes the detective. …la personne avec la balle est maintenant le détective!

63 Il court, il court le furet

64 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.

65 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

66 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.

67 Vocabulaire C’est de quelle couleur? What colour is it?
C’est (bleu) It’s blue Bravo! Well done! On continue! Let’s continue!

68 Passez le paquet! Pass the parcel!

69 Asseyez-vous en cercle…
Sit in a a circle.

70 Ecoutez la musique… chantez… et passez le paquet!
Listen to the music, sing and pass the parcel. et passez le paquet!

71 Quand la musique s’arrête….
When the music stops, unwrap the parcel. The class can give the instruction each time e.g. call out “Oh là là! Deballe le paquet!” …déballe le paquet.

72 C’est de quelle couleur?
C’est blanc! The class ask the question, C’est de quelle couleur? And whoever is unwrapping says whatever colour it is – e.g. C’est blanc.

73 Bravo! 1, 2,3 - on continue! Well done! 1, 2, 3 – let’s continue! And teacher starts music again.

74 …une personne trouve le prix!
Et finalement… And finally – one person finds the prize! Well done! …une personne trouve le prix! Bravo! 

75 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

76 Activité 3 – Teacher’s notes
Activité: Les statues musicales Pupils dance (and sing) to French music when the music stops they freeze. 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! 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! 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.

77 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!

78 Les statues musicales! Musical statues

79 Ecoutez la musique… chantez… et dansez!
Listen to the music, sing and dance! et dansez!

80 Quand la musique s’arrête….
When the music stops

81 Ne bougez pas! This says don’t move! but you could change this to “Posez”

82 Si tu bouges… If you move….

83 … tu es éliminé(e)!  Out! The extra e in brackets would be the spelling for a girl. This doesn’t however change the pronunciation of the word.

84 Bravo! 1, 2,3 - on continue! Well done! 1, 2, 3 – let’s continue! And teacher starts music again.

85 Posez comme… Pose like….

86 Posez comme… Pose like…. …Madonna.

87 Posez comme… Pose like…. …Mo Farah.

88 Posez comme… Pose like…. …Usain Bolt.

89 Bravo! 1, 2,3 - on continue! Well done! 1, 2, 3 – let’s continue! And teacher starts music again.

90 Et finalement… …une personne gagne! Bravo! 
And eventually– one person wins! Well done! …une personne gagne! Bravo! 

91 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 Expressive Arts I 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 Prior learning: None particularly necessary.

92 Activité 4 – Teacher’s notes
Activité: Les chaises musicales 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. 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. 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. 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.

93 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!

94 Les chaises musicales! Musical statues

95 Ecoutez la musique… chantez… et faites le tour des chaises!
Listen to the music, sing and walk around the chairs. et faites le tour des chaises!

96 Quand la musique s’arrête….
When the music stops

97 Asseyez-vous! Find a chair

98 …si tu n’as pas de chaise…
If you don’t have a chair…

99 … tu es éliminé(e)!  Out! The extra e in brackets would be the spelling for a girl. This doesn’t however change the pronunciation of the word.

100 … mais pas de panique! But don’t panic!

101 …c’est toi le professeur maintenant!
you are the teacher now

102 …choisis une chaise à retirer.
Choose a chair to remove.

103 Bravo! 1, 2,3 - on continue! Well done! 1, 2, 3 – let’s continue! And teacher starts music again.

104 Et finalement… …une personne gagne! Bravo! 
And eventually– one person wins! Well done! …une personne gagne! Bravo! 

105 Activité 5 – Le facteur Prior learning:
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: Numbers 1 – however many are in your class. Or you can use a different topic.

106 Activité 5 – Teacher’s notes
Activité: Le facteur! (the postman) This game is the French version of Duck, duck, goose. All pupils sit in a circle except one. 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. 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. 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.

107 Vocabulaire Un, deux, trois, marchez! 1, 2, 3 – walk!
Asseyez-vous! Sit down On continue! Let’s continue!

108 Le facteur! The postman

109 Asseyez-vous en cercle…
Sit in a a circle.

110 Une personne n’assied pas.
One person doesn’t sit down. This person is the postman (or postwoman). C’est le facteur

111 …fait le tour du cercle…
Le facteur… The postman walks around the circle …fait le tour du cercle…

112 ...et tape tout le monde… ...sur la tête…
And taps everyone on the head ...sur la tête…

113 e.g. Un, deux, trois, quatre etc.
…en comptant… Whilst counting e.g. 1, 2, 3, 4 etc. e.g. Un, deux, trois, quatre etc.

114 Mais, attention! But be careful!

115 Si le facteur te tape sur la tête…
If the postman taps you on the head

116 et il dit “bananes!” And he says bananas!

117 …tu te lèves... You stand up

118 Tu cours après le facteur!
You run after the postman

119 Si tu touches le facteur…
If you tag the postman

120 …assieds-toi. Sit back down.

121 Si tu ne touches pas le facteur…
If you don’t tag the postman

122 …le facteur prend ta place.
The postman takes your your place.

123 …et maintenant c’est toi le facteur!
And you are now the postman!

124 Activité 6– Le Hokey Pokey
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 Health and Well being I 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 Arts I 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

125 Activité 6 – Teacher’s notes
Activité: Le Hokey Pokey Practise the lyrics and actions and then do it to the music. 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.

126 Le Hokey Pokey! The hokey cokey

127 Met le pied droit devant
Put your right foot in

128 Met le pied droit derrière
Put the right foot out

129 Met le pied droit devant
Put your right foot in

130 Et remue-le dans tous les sens
And shake it all about – this is quite tricky to say so it’s probably best to practise “remule-le” a bit. There is an extra sound file next to that to help with this.

131 On fait le Hokey Pokey And shake it all about – this is quite tricky to say so it’s probably best to practise “remule-le” a bit. There is an extra sound file next to that to help with this.

132 Tu tournes sur toi-même
Turn yourself about

133 Voilà, c’est comme ça! There you go, it’s like that!

134 Ohhh hokey, pokey, pokey! X 3

135 Voilà, c’est comme ça! There you go, it’s like that!

136 Met le pied gauche devant
Put your right foot in

137 Met le pied gauche derrière
Put the left foot out

138 Met le pied gauche devant
Put your right foot in

139 Et remue-le dans tous les sens
And shake it all about – this is quite tricky to say so it’s probably best to practise “remule-le” a bit. There is an extra sound file next to that to help with this.

140 On fait le Hokey Pokey And shake it all about – this is quite tricky to say so it’s probably best to practise “remule-le” a bit. There is an extra sound file next to that to help with this.

141 Tu tournes sur toi-même
Turn yourself about

142 Voilà, c’est comme ça! There you go, it’s like that!

143 Ohhh hokey, pokey, pokey! X 3

144 Voilà, c’est comme ça! There you go, it’s like that!

145 Met la main droite devant
Put your right foot in

146 Met la main droite derrière
Put the left foot out

147 Met la main droite devant
Put your right foot in

148 Et remue-le dans tous les sens
And shake it all about – this is quite tricky to say so it’s probably best to practise “remule-le” a bit. There is an extra sound file next to that to help with this.

149 On fait le Hokey Pokey And shake it all about – this is quite tricky to say so it’s probably best to practise “remule-le” a bit. There is an extra sound file next to that to help with this.

150 Tu tournes sur toi-même
Turn yourself about

151 Voilà, c’est comme ça! There you go, it’s like that!

152 Ohhh hokey, pokey, pokey! X 3

153 Voilà, c’est comme ça! There you go, it’s like that!

154 Met tout le corps devant
Put your whole body in

155 Met tout le corps derrière
Put the left foot out

156 Met tout le corps devant
Put your right foot in

157 Et remue-le dans tous les sens
And shake it all about – this is quite tricky to say so it’s probably best to practise “remule-le” a bit. There is an extra sound file next to that to help with this.

158 On fait le Hokey Pokey And shake it all about – this is quite tricky to say so it’s probably best to practise “remule-le” a bit. There is an extra sound file next to that to help with this.

159 Tu tournes sur toi-même
Turn yourself about

160 Voilà, c’est comme ça! There you go, it’s like that!

161 Ohhh hokey, pokey, pokey! X 3

162 Voilà, c’est comme ça! There you go, it’s like that!

163 Bravo tout le monde!  Youtube clip of Le Hokey Pokey – it’s quite fast and misses out the Ooooh Hokey Pokey bit.

164 Extra vocabulary bleu-clair light blue bleu-foncé dark blue tout le monde everyone personne nobody Commands when speaking to 1 person only assieds-toi sit down lève-toi stand up lève la main put your hand up