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French Level 2 Numbers 1 - 100 Second Level Significant Aspects of Learning Actively take part in daily routine Understand and respond to classroom instructions.

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Présentation au sujet: "French Level 2 Numbers 1 - 100 Second Level Significant Aspects of Learning Actively take part in daily routine Understand and respond to classroom instructions."— Transcription de la présentation:

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2 French Level 2 Numbers

3 Second Level Significant Aspects of Learning Actively take part in daily routine Understand and respond to classroom instructions and personal information from familiar sources Listen, join in and respond to a story, song or poem Participate in familiar games, paired speaking and short role plays Further develop an understanding of, interest in and respect for other countries, cultures and languages Demonstrate an appreciation and understanding of the value of language learning including skills for life and work Take part in simple, paired conversations about themselves, others and interests of their choice Ask for help confidently using learned phrases and familiar language Give a short presentation about a familiar topic Pronounce words sufficiently accurately so as to make the meaning clear Work with others and make a successful contribution to a group presentation in English supported by the target languages

4 Read aloud a simple text Read and understand a variety of simple texts Make comparisons between English and target language (including use of a bi-lingual dictionary with support) Write about themselves and others and check the accuracy of own writing Exchange straightforward information in writing using familiar words and phrases Second Level Significant Aspects of Learning

5 Numbers Combien?How many? un one deux two troisthree quatrefour cinq fivesix septseven huiteight neufnine dixten onze eleven douze twelve treize thirteen quatorze fourteen quinze fifteen seizesixteen dix-septseventeen dix-huiteighteen dix-neufnineteen vingttwenty

6 Numbers vingt et un twenty-one vingt-deuxtwenty-two vingt-trois twenty-three vingt-quatretwenty-four vingt-cinqtwenty-five vingt-sixtwenty-six vingt-septtwenty-seven vingt-huittwenty-eight vingt-neuftwenty-nine trentethirty trente et un thirty-one trente-deuxthirty-two Quaranteforty Quarante et unforty-one Cinquantefifty Cinquante et unfifty-one Soixantesixty Soixante et unsixty-one Soixante-dixseventy Soixante et onzeseventy-one Quatre-vingtseighty Qautre-vingt-uneighty-one Quatre-vingt-dixninety Quatre-vingt-onzeninety-one Centone hundred

7 Combien?

8 un

9 deux

10 trois

11 quatre

12 cinq

13 six

14 sept

15 huit

16 neuf

17 dix

18 onze

19 douze

20 treize

21 quatorze

22 quinze

23 seize

24 dix-sept

25 dix-huit

26 dix-neuf

27 vingt

28 vingt et un

29 vingt-deux

30 vingt-trois

31 vingt-quatre

32 vingt-cinq

33 vingt-six

34 vingt-sept

35 vingt-huit

36 vingt-neuf

37 trente

38 trente et un

39 Embedding the language You can use numbers to count things throughout your lessons. Combien challenge! Every time the teacher calls, combien? the pupils have to count whatever they have in front of them and then say it in French. Once you have learnt the days of the week and the months, you can use the numbers for dates at the start of every day. I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order. MNU 0-02a

40 Sample activities You will find a bank of sample activities which you can use to practice 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. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings.

41 1 – 20 counting rhyme

42 Cache, cache, compte, compte! 1.Cache cache compte compte means hide hide count count in French. The teacher has an object which will then be hidden somewhere in the class. A teddy for example. 2.One pupil leaves the class and another pupil hides the object somewhere in the room. 3.The pupil who was outside now comes back in and must find the hidden object whilst the rest of the class count in French, getting louder as they get nearer to the object and quieter as they get further away (like hot and cold). 4.You can get them to count to whichever number you are working up to (e.g. 20) and then repeat it twice to give them enough time to look. I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order. MNU 0-02a

43 Cache cache, compte, compte Une personne sort de la classe Une personne cache le jouet

44 Cache cache, compte, compte La personne rentre dans la classe… et cherche le jouet!

45 On compte FORT si la personne est proche de jouet. On compte doucement si la personne est loin de jouet.

46 Round class counting 1.Give everyone in the class a number from 1 – 31 (or however high you are counting to at the time). You can double up numbers if this doesnt work out with the number of pupils in the class. 2.Ask them to each write their number (as a number) on a sheet of paper in front of them. 3.Now go round the class with each pupil standing and shouting out their individual number as you count up. 4.Once they get become more confident, you can time them doing this around the class and see if they can beat their own time. 5.Shuffle pupils around so that they are in a different seat but with the same numbers and repeat the activity. 6. Shuffle pupils again so that they get a new number. 7.This activity could be done in a circle to make it easier to organise.

47 Action numbers With the class, choose an action to go with each of the numbers to help teach them. You might want them to do this in pairs, share with groups and then choose the best ones which will make up the class actions. e.g. un = hitting a tennis ball deux = a punch trois = a guitar strum quatre = a cat gesture You can then follow this up by doing the action and getting them to say the numbers.

48 Onze! 1.Pupils stand in a circle 2.They will then count to 11 with each person saying either 1, 2 or 3 numbers e.g. Sophie 1, 2 – Tom – 3,4,5 – Danny – 6, 7 etc. 3.Whoever lands on the number 11 is then out and sits down. 4.The winner is the last person standing.

49 Onze! Formez un cercle au centre de la classe Comptez un, deux ou trois nombres Par exemple… Personne a: 1, 2 Personne b: 3,4,5 Personne c: 6 La personne qui dit, 11 est éliminée! La dernière personne gagne!

50 Il y a combien? 1.Teacher shows the following pictures and pupils have to count them up and say how many there are. 2.Each time teacher asks the class – Il y a combien? (how many are there?). As you move through the images, get the class to join in with the question. 3.Following on from this you can do a paired/group activity with different objects on each table. 4.Pupils ask their partners/groups to fermez les yeux (close your eyes) and they take away or add objects to those in the centre. 5.They then ask their partner/group to ouvrez les yeux (open your eyes) and ask the question, il y a combien? 6.They then answer il y a ___ and how ever many there are.

51 Il y a combien?

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53

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55

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57 Lotto! Dessinez six cases Choisissez et écrivez six numéros entre 1 et 20.

58 Lotto! Dessinez six cases Choisissez et écrivez six numéros entre 10 et 20.

59 Lotto! Dessinez six cases Choisissez et écrivez six numéros entre 10 et 31.

60 Songs! You will find a bank of sample songs which you can use to practice 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. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings.

61

62 Comptez et chantez!

63 trente-deux

64 trente-trois

65 trente-quatre

66 trente-cinq

67 trente-six

68 trente-sept

69 trente-huit

70 trente-neuf

71 quarante

72 quarante et un

73 quarante-deux

74 quarante-trois

75 quarante-quatre

76 quarante-cinq

77 quarante-six

78 quarante-sept

79 quarante-huit

80 quarante-neuf

81 cinquante

82 cinquante et un

83 cinquante-deux

84 cinquante-trois

85 cinquante-quatre

86 cinquante-cinq

87 cinquante-six

88 cinquante-sept

89 cinquante-huit

90 cinquante-neuf

91 soixante

92 soixante et un

93 soixante-deux

94 soixante-trois

95 soixante-quatre

96 soixante-cinq

97 soixante-six

98 soixante-sept

99 soixante-huit

100 soixante-neuf

101 soixante-dix

102 soixante et onze

103 soixante-douze

104 soixante-treize

105 soixante-quatorze

106 soixante-quinze

107 soixante-seize

108 soixante-dix-sept

109 soixante-dix-huit

110 soixante-dix-neuf

111 quatre-vingts

112 quatre-vingt-un

113 quatre-vingt-deux

114 quatre-vingt-trois

115 quatre-vingt-quatre

116 quatre-vingt-cinq

117 quatre-vingt-six

118 quatre-vingt-sept

119 quatre-vingt-huit

120 quatre-vingt-neuf

121 quatre-vingt-dix

122 quatre-vingt-onze

123 quatre-vingt-douze

124 quatre-vingt-treize

125 quatre-vingt-quatorze

126 quatre-vingt-quinze

127 quatre-vingt-seize

128 quatre-vingt-dix-sept

129 quatre-vingt-dix-huit

130 quatre-vingt-dix-neuf

131 cent

132 Sample activities You will find a bank of sample activities which you can use to practice 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. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings.

133 Splat This game can be played with two teams (rouge et bleu) or with 2 individuals going head to head. Write words/numbers on the board. Get two pupils out to the front of the class. Give the two different coloured board pens. Teacher/pupils say a word, pupils then have to circle it. The one who circles it first wins/ wins the point.

134 Splat! Je vais écrire les números sur le tableau

135 Splat! Il faut deux volontaires. Venez ici, en face du tableau.

136 Splat! Un volontaire a un stylo bleu et lautre a un stylo rouge.

137 Splat! Je vais dire un numéro, par exemple:

138 Splat! La personne qui cercle le bon numéro en premier a gagné!

139 Cent The object: to be the first to score 100 points or more. How to play: Players take turns rolling two dice and following these rules: 1. On a turn, a player may roll the dice as many times as he or she wants, mentally keeping a running total of the sums that come up. When the player stops rolling, he or she records the total and writes it in French and adds it to the scores from previous rounds. 2. But, if a 1 comes up on one of the dice before the player decides to stop rolling, the player scores 0 for that round and it's the next player's turn. 3. Even worse, if a 1 comes up on both dice, not only does the turn end, but the player's entire accumulated total returns to 0.

140 Cache, cache, compte, compte! 1.Cache cache compte compte means hide hide count count in French. The teacher has an object which will then be hidden somewhere in the class. A teddy for example. 2.One pupil leaves the class and another pupil hides the object somewhere in the room. 3.The pupil who was outside now comes back in and must find the hidden object whilst the rest of the class count in French, getting louder as they get nearer to the object and quieter as they get further away (like hot and cold). 4.You can get them to count to whichever number you are working up to (e.g. 20) and then repeat it twice to give them enough time to look. I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order. MNU 0-02a

141 Cache cache, compte, compte Une personne sort de la classe Une personne cache le jouet

142 Cache cache, compte, compte La personne rentre dans la classe… et cherche le jouet!

143 On compte FORT si la personne est proche de jouet. On compte doucement si la personne est loin de jouet.

144 Round class counting 1.Give everyone in the class a number from (or however high you are counting to at the time). You can double up numbers if this doesnt work out with the number of pupils in the class. 2.Ask them to each write their number (as a number) on a sheet of paper in front of them. 3.Now go round the class with each pupil standing and shouting out their individual number as you count up. 4.Once they get become more confident, you can time them doing this around the class and see if they can beat their own time. 5.Shuffle pupils around so that they are in a different seat but with the same numbers and repeat the activity. 6. Shuffle pupils again so that they get a new number. 7.This activity could be done in a circle to make it easier to organise.

145 Lotto! Dessinez six cases Choisissez et écrivez six numéros entre

146 Lotto! Dessinez six cases Choisissez et écrivez six numéros entre

147 Lotto! Dessinez six cases Choisissez et écrivez six numéros entre

148 Songs! You will find a bank of sample songs which you can use to practice 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. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings.

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150 You will find a bank of sample ICT activities which you can use to practice 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. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings. Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes. ICT Resources online

151 Languages Online

152 Languages Online Australia

153 Classtools.net

154 Linstitut français

155 BBC French – Numbers

156 Au revoir!


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