Mon addresse c’est

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1 City of Edinburgh Modern Languages Un plus deux français lundi cinq janvier deux mille quinze

2 Mon addresse email c’est ann.robertson2@edinburgh.gov.uk
Je m’appelle Ann Je suis Education Support Officer Modern Languages à Edimbourg en Ecosse. Mon addresse c’est

3 Bonjour tout le monde!

4 Bonjour Madame! Bonjour Mademoiselle!

5 Bonjour Monsieur!

6 On fait l’appel!

7 Bonjour Newcraighall!

8 Bonjour Castleview!

9 Bonjour Niddriemill!

10 Bonjour tout le monde!

11 Bienvenue (Welcome!) Un plus deux: Une introduction 13.45 – City of Edinburgh resource and framework presentation Group discussion – teachers will have the opportunity to look at the resources in more depth and to plan for getting started back in class. 14.45 – Feedback et questions 15.00 – Language training course information including CPD in-untry and funding opportunities. 15.15 – Merci et au revoir! (Plenary and close)

12 Introduction aux ressources
Le but! Parler en français! Pourquoi 1+2? Introduction aux ressources Le planning La culture!

13 Les toilettes?

14 Une alarme incendie?

15 On se présente!

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17 Bonjour! Tu t’appelles comment? Je m’appelle…. Enchanté(e) Au Revoir
La réception de l’ambassade Bonjour! Tu t’appelles comment? Je m’appelle…. Enchanté(e) Au Revoir

18 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.

19 Quel temps fait-il conga!

20 Quel temps fait-il? Quel temps fait-il? Quel temps fait-il? Quel temps fait-il? Quel temps fait-il? Il fait beau, beau, beau, beau Il fait chaud, chaud, chaud, chaud Il fait gris, gris, gris, gris Il fait froid, froid, froid, froid Il neige, neige, neige, neige You can adapt this to have more/less weather. You can also do the Quel temps fait-il bit as a conga line and then stop to do actions for the types of weather (e.g. thumbs up for il fait beau etc.)

21 Les couleurs bleu rouge vert orange

22 Des groupes arc en ciel 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.

23 Asseyez-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.

24 Bonjour! Tu t’appelles comment? Je m’appelle…. Enchanté(e)!
On se présente! Bonjour! Tu t’appelles comment? Je m’appelle…. Enchanté(e)!

25 1+2 running dictation!

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27 La récréation 20 minutes

28 5 a day French

29 L’agenda Qu’est-ce que c’est 1+2 à Edimbourg? Le planning
Les cours à Edimbourg et en France!

30 Timeline for implemenation Funding for 2014/2015
2020 Timeline for implemenation Funding for 2014/2015

31 L2 A progressive experience for all of learning an additional language from P1 onwards (L2).

32 L3 A revisited and progressive experience of another language in addition to this from P5 onwards (L3) Scots Urdu Gaelic French German Polish Italian Spanish Mandarin

33 L2 A progressive experience for all of learning an additional language from P1 onwards (L2).

34 Embedded language Supportive Embedded Practical Accessible Engaging Flexible Progressive

35 Username: edinburghlanguages Password: edinburgh All lower case!
edinburghmodernlanguages.yolasite.com Username: edinburghlanguages Password: edinburgh All lower case!

36 Embedded language Choice Topics
2 parts to the resource Embedded language Choice Topics

37 French from P1 Framework
Embedded language Minimum expectation for full implementation by 2020 Covers a set of core vocabulary topics which can be embedded in daily routines and across classroom practice Greetings, numbers (1 -31), dates, weather, classroom talk Resources developed at Early, First and Second Levels including all vocabulary, sound files, activities, web links and songs.

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42 French Early Level Classroom Talk!

43 Early Level Significant Aspects of Learning
Use language in a range of contexts and across learning Develop confidence and enthusiasm to communicate using the language being learnt Begin to develop an awareness of other countries, cultures and languages Listen and join in with simple songs, stories and rhymes Explore and recognise patterns and sounds of language through listening, watching and playing Understand, respond to and say simple greetings and personal information (e.g. name) Repeat and understand simple familiar language from a familiar source Actively take part in simple daily routine language Participate in familiar games including outdoor learning Begin to explore resources to support my learning e.g. picture dictionaries

44 Vocabulaire Classroom Talk! 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 Non merci No thank you

45 Ecoutez s’il vous plaît!

46 Regardez s’il vous plaît!

47 Mettez-vous en ligne!

48 Oui

49 Non

50 Merci!

51 Non merci!

52 Embedding the language
Using s’il vous plaît, merci, oui and non as part 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.

53 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!

54 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. You will find a set of more challenging activities in Level 1 Classroom Talk.

55 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!

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

57 S’il vous plaît ou non merci?

58 S’il vous plaît ou non merci?

59 S’il vous plaît ou non merci?

60 S’il vous plaît ou non merci?

61 S’il vous plaît ou non merci?

62 S’il vous plaît ou non merci?
Version professeurs de français!

63 S’il vous plaît ou non merci?

64 S’il vous plaît ou non merci?

65 S’il vous plaît ou non merci?

66 S’il vous plaît ou non merci?

67 S’il vous plaît ou non merci?

68 S’il vous plaît ou non merci?

69 Activité 1 Jacques a dit

70 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

71 Jacques a dit…. Choisissez une action… …pour chaque instruction.
Choose an action for each command. 1. Écoutez! 2. Regardez! 3. Levez-vous! 4. Asseyez-vous! 5. Levez la main!

72 Some extra commands! French English Dansez! Dance Bougez! Move!
Touchez la tête! Touch your head! Touchez le nez! Touch your nose! Tournez! Turn Touchez les pieds! Touch your feet! Let’s go!

73 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.

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75 Hi, hi, hi Hi my friends Hit with me Chorus X 2 Whistle with me Laugh with me Now repeat Salut, salut, salut Salut mes amis Frappez avec moi Chorus X 2 Sifflez avec moi Riez avec moi Répétez maintenant

76 Asseyez-vous, levez-vous song!
Asseyez-vous, levez-vous, levez la main! X 3 Plus rapide! (faster) You can add in actions with this song and get the pupils to stand up, sit down and put their hand up.

77 ICT Resources online 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. 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.

78 L’institut français

79 BBC languages weather games, videos and songs.

80 Languages online On this site, click on Français on the left hand side and you will see les couleurs listed under Primary.

81 Au revoir!

82 Embedded language Choose a starting point which suits you and your class Don’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 Level P3 – perhaps Early too Everyone else – First for vocabulary. You can apply the approaches of 2nd to the amount of vocab at 1st Level. P6/7 working up to 2nd Approaches 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.

83 Second Level Resources
Activité 1 Bonjour, bonsoir ou bonne nuit?

84 Bonjour, bonsoir ou bonne nuit?
Look at the times, decide if it’s hello, good evening or good night and write the correct answer. To provide more support for this activity you could ask pupils to create 3 cards with Bonjour, Bonsoir and Bonne nuit written on them and then hold up which card they think is correct for each time shown.

85 A noter! Bonjour, Bonsoir and Bonne nuit
Bonjour is used to greet people during the day until about half past five/six o’clock Bonsoir is then used to greet people from around half past five/six o’clock in the evening. Bonne nuit is then used (mostly to say goodbye more than hello just like in English) late at night or to say good night when someone is going to bed.

86 Bonjour, bonsoir ou bonne nuit?
Regardez l‘heure Bonjour, bonsoir ou bonne nuit décidez si c’est Look at the times, decide if it’s hello, good evening or good night and write the correct answer. To provide more support for this activity you could ask pupils to create 3 cards with Bonjour, Bonsoir and Bonne nuit written on them and then hold up which card they think is correct for each time shown. et écrivez la bonne réponse!

87 Bonjour, bonsoir ou bonne nuit?
All times are 24 hour

88 Bonjour, bonsoir ou bonne nuit?
All times are 24 hour

89 Bonjour, bonsoir ou bonne nuit?
All times are 24 hour

90 Activité 2 Ma journée! Ma journée means my day.

91 Activité 2 Ma journée! Assessment Activity! Pupils create a comic of their normal day. Each grid shows the time, a picture of what they are normally doing and their greeting in French. “Bonjour!” “Bonsoir” “Bonne nuit” More challenge could be added by asking pupils to write simple phrases about what they are doing in each of the pictures or how they are feeling or simple information about themselves e.g. name etc. Some examples are provided for you with translations on the next slide. Comic Life could be used to create this work.

92 Les expériences et les résultats
I work on my own and with others to understand text using appropriate resources, demonstrating my understanding by matching written words to pictures and by reconstructing the text in a logical sequence, for example. MLAN 2-08a I can use familiar language to describe myself and to exchange straightforward information. MLAN 2-13b

93 Sample additional phrases
Je me réveille I wake up Je me lève I get up Je vais à l’école I go to school Je mange le petit déjeuner I eat lunch Je mange le déjeuner Je mange le dîner I eat dinner Je me lave I get washed Je me couche I go to bed

94 Choice topics Range of contexts which can be fitted in across the curriculum Designed to promote pupil and teacher choice Some contain new vocabulary Others build on previous learning Some require no previous knowledge Still mostly in development Full resource set available by Christmas Like feedback today about what you would like Would also like feedback about what the pupils would like

95 Choice topics

96 French Level 1 Party Games!

97 Les chaises musicales! Musical statues

98 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.

99 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.

100 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!

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

102 Asseyez-vous! Find a chair

103 Le Hokey Pokey! The hokey cokey

104 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.

105 Le Hokey Pokey! The hokey cokey

106 Met le pied droit devant
Put your right foot in

107 Met le pied droit derrière
Put the right foot out

108 Met le pied droit devant
Put your right foot in

109 Et secoue le comme ça 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.

110 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.

111 On fait un petit tour! Turn yourself about

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

113 Ohhh hokey, pokey, pokey! X 3

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

115 Level 1 Les dinosaures! Raar!

116 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: 1. Where I live 2. Simple descriptions 3. Colours 4. Pets 5. Food and drink Activity Read and listen to the information about the different dinosaurs and then do the quiz in groups or as a whole class.

117 Here is Stegosaurus Voici Stégosaure!

118 Stégosaure est de quelle couleur?
What colour is Stegosaurus? Stégosaure est de quelle couleur?

119 Stegosaurus is green Stégosaure est vert!

120 Stegosaurus is large Stégosaure est gros…

121 Like a bus …comme un bus…

122 …mais son cerveau est petit…
le cerveau Mais = but his brain is small …mais son cerveau est petit…

123 …comme une noix! Comme = like a nut

124 Qu’est-ce que c’est? C’est un oiseau?
What is it? Is it a bird? Qu’est-ce que c’est? C’est un oiseau?

125 Non! C’est Ptérodactyle!
Salut tout le monde! No! It’s Pterodactyle! Non! C’est Ptérodactyle!

126 Ptérodactyle est grand ou petit?
Pterodactyle is big or small? Ptérodactyle est grand ou petit?

127 Ptérodactyle est très grand!
J’habite en Afrique. Et toi? Ptérodactyle est très grand!

128 C’est Tyrannosaure! Qui est-ce?
Coucou! Qui est-ce?

129 Ça va mal! Ça va Tyrannosaure?

130 Tyrannosaure mange les petits dinosaures.
Raarr! J’ai faim! J’ai faim – I’m hungry Tyrannosaure mange les petits dinosaures.

131 Il y a un Tyrannosaure dans le Musée Nationale d’Ecosse à Chambers Street.

132 8. Le chien est déguisé en quel dinosaure?
Quiz! Raar! co 8. Le chien est déguisé en quel dinosaure?

133 Oui, super! C’est Tyrannosaure!

134 9. Le chien est déguisé en quel dinosaure?
Quiz! Ouaf! co 9. Le chien est déguisé en quel dinosaure?

135 Oui, fantastique! C’est Stégosaure!

136 Quiz! 10. Le chien est déguisé en quel dinosaure?
Je suis un dinosaure. Je ne suis pas un chien! 10. Le chien est déguisé en quel dinosaure?

137 Oui, bravo la classe! C’est Tricérotops!

138 French cartoon pack Les dessins animés

139 L’âne trotro

140 Theme tune L’âne trotro Trop trop rigolo
L’âne trotro c’est l’ami qu’il nous faut Trop trop rigolo! Trotro donkey! Trotro donkey! Too too funny! Trotro donkey! Trotro donkey! Too too funny! Trotro donkey is the friend that you need, too too funny!

141 La photo de Trotro. The photo of Trotro

142 French Level 1/ 2 La magie!

143 Bienvenue à l’école de magie!
Bonjour les magiciens! Hello magicians, welcome to the school of magic! Bienvenue à l’école de magie!

144 le la Choisissez un nom de théâtre! fantastique fantastique
Garçons Filles le la fantastique le merveilleux l‘incroyable le super le génial fantastique le merveilleuse l‘incroyable le super le génial Choose 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!

145 Le crayon magique!

146 Regardez le tour de magie
Only watch as far as 0.45 so that pupils don’t see how they do it so that you can get them to try and work it out themselves.

147 Comment faire? How do you do it? Is it magic? C’est la magie?

148 Je prends un crayon I take a pencil

149 Je roule le crayon sur mon pullover
These are for pupils to repeat as the follow the instructions. Roll the pencil on your jumper

150 Je souffle sur le crayon
Blow on the pencil

151 Je mets le crayon sur la table
Put the pencil on the table.

152 Je fais des gestes magiques!
I make magic gestures (i.e. magic type hand movements)

153 Et maintenant le grand sécret!
And now – the big secret!!!

154 Je souffle sur le crayon.
I blow on the pencil

155 Et voilà! Le crayon roule!
And there you go! The pencil roll! C’est la magie!

156 On your mobile device go to: Kahoot
On your mobile device go to: Kahoot.it Enter the game pin and give yourself a name which will appear as your player name To set up your own kahoot set up an account at: create.kahoot.it

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159 Group discussion Look through the resources and decide what you might like to try with your own classes! What choice topics would you like to see as part of the resource?

160 CPD Courses Mandarin 1A – Leith Academy, Confucius Classroom Hub French 1A – Queensferry High School - Course Code: CF2087 Course Code: CF2081 Start date: Wednesday 7th January 2015 Start date: Wednesday 7th January 2015 Venue: Leith Academy Venue: Queensferry High School Time: – Time: – Course tutor: Lucy Zhang Course tutors: Emma Tannock and Laura Marshall (QHS) French 1A – St Thomas of Aquin’s High School French Level 2C – St Thomas of Aquin’s High Course Code: CF2081 Start date: Tuesday 6th January 2015 Start date: Wednesday 7th January 2015 Venue: St Thomas of Aquin’s High School Venue: St Thomas of Aquin’s High School Course tutors: Angela Davies (Gracemount High School) Course tutor: Rachel Roberts (St Thomas of Aquin’s RC High School) Spanish 1A – St Thomas of Aquin’s High School Course Code: CF2075 Venue: St Thomas of Aquin’s High School Time: – Course tutors: Manuel Montenegro

161 Immersion Courses Along with L’instituit Francais and LFEE we will be running a French immersion event in Edinburgh on 13th-14th March This is an exciting new course which will allow teachers to up-skill their language skills as well as bringing a little bit of France to Edinburgh, allowing participants to experience some of the cultural aspects of language learning. Booking details and further information will be available shortly.

162 Erasmus+ funding for CPD abroad
January 26th St Thomas of Aquin’s High School Please sign up using survey monkey:

163 Next steps One post-it per person with one thing you will do in class.
Any question – whole group Support – further

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165 Merci et au revoir!