Présentation au sujet: "French Second Level Les couleurs! Second Level Significant Aspects of Learning Explore and recognise patterns and sounds of the language. Listen and."— Transcription de la présentation:
Second Level Significant Aspects of Learning Explore and recognise patterns and sounds of the language. Listen and join in with a story, song or poem Understand and respond to familiar voices in short, predictable conversations. Participate in familiar games, paired speaking and short role plays. Take part in simple, paired conversations about themselves, Ask simple questions. Develop confidence and enthusiasm to communicate using the language I have learnt.
Vocabulary Colours After having covered the below vocabulary in Early and First level, move onto to adjective agreement at the end for Second level. Cest de quelle couleurWhat colour is it? Cest It is bleublue blancwhite rougered vert green jauneyellow rose pink noirblack gris grey violetpurple marronbrown Tu aimes le bleu?Do you like blue? Jadore le…I love Jaime le… I like Je naime pas le…I dont like Je déteste le…I hate
For Early/First Level, start with about 5 only and work your way up to all the colours!
Introducing vocabulary You can try this as an alternative to introducing vocabulary. Make colour cards for and give each group/pair a set. Ask them to listen to the colour and look at the word and then hold up the colour they think it is.
Class colour survey 1.Pupils can practice asking Tu aimes…+ a colour by surveying each other around the class. This can then be linked to creating a graph, tally marks etc. Tu aimes quelle couleur? Means which colour do you like? And could be used as a title for a graph. Combien de personnes aiment le jaune? = How many people like yellow
Embedding the language tip Use French colours for cooperative groups – les rouges, les bleus etc. Ask pupils cest de quelle couleur? when reading stories, creating art work etc.
You will find a bank of sample ICT 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. 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
1. If an adjective ends in an e it stays the same when its masculine and feminine e.g. rose 2. If it ends in any other letter, you add an e to make it feminine. 3. You usually add an s to make the colours plural.
1. Some colours stay the same! This happens when they are the same as an actual object e.g. un orange – orange! 2. Words which end in a T get a double TT and an E when they are feminine. 3. Colours which end in in C become CHE when feminine.
Ma salle de classe bizarre Dans ma classe bizarre, il y a… une chaise rose! etc.
Questions: 1. Sept règles ________________ (blue). 2. Trois gommes _____________ (yellow). 3. Six stylos ______________ (purple). 4. Trois crayons______________ (green). 5. Trois cahiers _______________ (white). 6. Deux calculatrices _____________(black). 7. Huit gommes ______________ (orange). 8. Dix stylos _______________ (brown). 9. Cinq calculatrices ______________(red ).