20Des groupes arc en cielTeacher gives a coloured card to all pupils with either one of yellow, blue, red or green. Pupils then have to organise themselves into groups by asking the question, “C’est de quelle couleur?” and saying their own colour (the question is optional depending on class!). There should be an equal (as much as is possible) number of each colour card in the class so that the pupils are in groups with one of each colour.
21Asseyez-vous en groupe Teacher gives a coloured card to all pupils with either one of yellow, blue, red or green. Pupils then have to organise themselves into groups by asking the question, “C’est de quelle couleur?” and saying their own colour (the question is optional depending on class!). There should be an equal (as much as is possible) number of each colour card in the class so that the pupils are in groups with one of each colour.
22Bonjour! Je m’appelle…. When I think of France I think of… On se présenteBonjour! Je m’appelle…. When I think of France I think of…
23Le sud-ouest de la France Le nord de la FranceLes AlpesLe sud-ouest de la FranceLe sud de la France
33Timeline for implemenation Funding for 2013/2014 2020Timeline for implemenation Funding for 2013/2014
34L2A progressive experience for all of learning an additional language from P1 onwards (L2).
35L3A revisited and progressive experience of another language in addition to this from P5 onwards (L3)ScotsUrduGaelicFrenchGreekPolishItalianSpanishMandarin
36L2A progressive experience for all of learning an additional language from P1 onwards (L2).
37Embedded language Supportive Embedded Practical Accessible Engaging FlexibleProgressiveedinburghmodernlanguages.yolasite.com
38Embedded language Choice Topics 2 parts to the resourceEmbedded languageChoice Topics
39French from P1 Framework Embedded languageMinimum expectation for full implementation by 2020Covers a set of core vocabulary topics which can be embedded in daily routines and across classroom practiceGreetings, numbers (1 -31), dates, weather, classroom talkResources developed at Early, First and Second Levels including all vocabulary, sound files, activities, web links and songs.
45Early Level Significant Aspects of Learning Use language in a range of contexts and across learningDevelop confidence and enthusiasm to communicate using the language being learntBegin to develop an awareness of other countries, cultures and languagesListen and join in with simple songs, stories and rhymesExplore and recognise patterns and sounds of language through listening, watching and playingUnderstand, respond to and say simple greetings and personal information (e.g. name)Repeat and understand simple familiar language from a familiar sourceActively take part in simple daily routine languageParticipate in familiar games including outdoor learningBegin to explore resources to support my learning e.g. picture dictionaries
46Vocabulaire Classroom Talk! Ecoutez Listen Regardez Look S’il vous plaît Please (for use when pupil istalking to the teacher, or theteacher is talking to the wholeclass)Mettez-vous en ligne Line upOui YesNon NoMerci Thank youNon merci No thank you
54Embedding the language Using s’il vous plaît, merci, oui and non aspart of everyday classroom language.You could do the register with oui and non on some days.The language for the teacher e.g. line up, listen and look are designed to be embedded in everyday classroom practice.For this topic, this 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.
55Mot 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!
56Sample activitiesYou 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.You will find a set of more challenging activities in Level 1 Classroom Talk.
57S’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!
58S’il vous plaît ou non merci? les photosRegardezdécidez sietouS’il vous plaît!Non merci!
72Une couleur s’il vous plaît! Have a group of different coloured objects in the centre of a circle.Pupils ask for a colour by saying, “le bleu s’il vous plaît” the teacher then passes them the object and they say “merci” back.Once all of the objects have gone, pupils then continue with one choosing a colour and saying (for example) “le rose s’il vous plaît” at which point whoever has the pink object would put it back in the centre. The pupil who asked for it then says merci.This continues until all the objects are back.You can extend this by asking those who have the objects to hide them and when they are asked for it back, the others have to guess who has it (C’est qui? C’est Aaron etc.)
73Jacques a ditJacques 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!
74Songs 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.
75Mettez-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.
77ICT Resources onlineYou 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.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.
82Embedded languageChoose a starting point which suits you and your classDon’t worry about repetition of language – repetition is everything in language learning, they can’t hear it enough.Little and often – drip, drip effect.For Early – P2 start with Early LevelP3 – perhaps Early tooEveryone else – First for vocabulary. You can apply the approaches of 2nd to the amount of vocab at 1st Level.P6/7 working up to 2ndApproaches are more linked to Levels rather than the vocabulary – there is usually just more of it the higher you go.Don’t be afraid to get it wrong! It’s a positive thing for the pupils to see you learning with them.Go at a pace which you are comfortable with.
84Choice topicsRange of contexts which can be fitted in across the curriculumDesigned to promote pupil and teacher choiceSome contain new vocabularyOthers build on previous learningSome require no previous knowledgeStill mostly in developmentFull resource set available by ChristmasLike feedback today about what you would likeWould also like feedback about what the pupils would like
88Activité 4 – Les chaises musicales! Modern LanguagesI gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languagesEnglish and literacyI can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression.ENG 1-12aExpressive 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 1-16aPrior learning:None particularly necessary.
89Activité 4 – Teacher’s notes Activité: Les chaises musicalesPupils 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.
90Ecoutez la musique… chantez… et faites le tour des chaises! Listen to the music, sing and walk around the chairs.et faites le tourdes chaises!
91Quand la musique s’arrête…. When the music stops
94Activité 6 – Teacher’s notes Activité: Le Hokey PokeyPractise 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.
106Activité 1 – Teacher’s notes Modern LanguagesI gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languagesEnglish and literacyI can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression.ENG 1-12aPrior learning: 1. Where I live 2. Simple descriptions 3. Colours 4. Pets 5. Food and drinkActivityRead and listen to the information about the different dinosaurs and then do the quiz in groups or as a whole class.
128Early years topic box:Les jeux de récréation(Playground games)
129La tomate l’épervier (Sparrowhawk/Tig) Key vocab:L’épervier - ‘It’J’arrive - I’m comingAttrapé - CaughtOne child is l’épervier (the sparrowhawk) and stands in the middle of the playground. The other children stand at one end. When the sparrowhawk calls out j’arrive, the other children have to run across the playground without being caught. If the sparrowhawk catches them, he calls out attrapé and they become sparrowhawks too.
130Pauvre petit chat malade (Poor little sick cat)Children sit in a circle. One child pretends to be a cat and goes to another child, who has to sayPauvre petit chat malade without laughing. If he laughs, he becomes the cat. If not, the cat goes to another child.
131Cache-cache (Hide and seek) Key vocab:J’arrive - I’m comingTrouvé - FoundOne child hides their eyes and counts to whatever number is appropriate to the size and amount of children playing. This could be done in French if possible. When the child has finished counting he/she shouts j’arrive and looks for the others who have hidden. If the child finds one of them he/she shouts trouvé and that child helps them find the others.
133Bienvenue à l’école de magie! Bonjour les magiciens!Hello magicians, welcome to the school of magic!Bienvenue à l’école de magie!
134le la Choisissez un nom de théâtre! fantastique fantastique GarçonsFilleslelafantastiquele merveilleuxl‘incroyablele superle génialfantastiquele merveilleusel‘incroyablele superle génialChoose a stage name! Boys on the left and girls on the right. In French there are two ways of saying the and it depends on whether something is masculine or feminine so for boys it’s LE and for girls it’s LA. The adjectives mean – fantastic, marvellous, incredible, super and great You could get the pupils to introduce themselves using their stage name, you might also want them to make a sign for their show.E.g. Je m’appelle le super Simon!E.g. Je m’appelle la fantastique Anna!