Mon addresse c’est

Présentation au sujet: "Mon addresse c’est"— Transcription de la présentation:

1 City of Edinburgh Modern Languages Un plus deux français lundi 21 october 2013

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 Qui est-ce? Who is it? Again – choose whichever way you prefer.

4 Louise Glen Education Scotland Senior Officer Languages and Literacy
Bonjour! Tu t’appelles comment? Je m’appelle Enchanté(e)! Louise Glen Education Scotland Senior Officer Languages and Literacy

5 Qui est-ce? Who is it? Again – choose whichever way you prefer.

6 Marie Christine Thiébaut L’Institut français en Ecosse
Bonjour! Tu t’appelles comment? Je m’appelle Enchanté(e)! Marie Christine Thiébaut L’Institut français en Ecosse

7 Qui est-ce? Who is it? Again – choose whichever way you prefer.

8 Emma Sowerby DHT Melrose Primary School Scottish Borders
Bonjour! Tu t’appelles comment? Je m’appelle Enchanté(e)! Emma Sowerby DHT Melrose Primary School Scottish Borders

9 Qui est-ce? Who is it? Again – choose whichever way you prefer.

10 Angela Davies Gracemount High School MLPS French Tutor
Bonjour! Tu t’appelles comment? Je m’appelle Enchanté(e)! Angela Davies Gracemount High School MLPS French Tutor

11 German Education Trainee
French Assistants Moran Mastrototaro Chloé Boucquemont German Education Trainee Stephan Sternitzke

12 5 écoles primaires Broughton Primary Dean Park Primary Abbeyhill Ratho Leith Walk Primary

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

14 Les toilettes?

15 Une alarme incendie?

16 Les couleurs Memorise ta couleur

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18 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

19 Les couleurs bleu rouge vert orange

20 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.

21 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.

22 Bonjour! Je m’appelle…. When I think of France I think of…
On se présente Bonjour! Je m’appelle…. When I think of France I think of…

23 Le sud-ouest de la France
Le nord de la France Les Alpes Le sud-ouest de la France Le sud de la France

24

25 Créez une première page du journal…
Activité! Créez une première page du journal… …pour 1+2 News! 30 minutes

26 Please and thank you in French!
On parle français Please and thank you in French! S’il te plaît Merci! De rien!

27 5 groupes expertes par région
Activité! Paris 4 régions de la France Les Alpes Le sud-ouest Le sud 5 groupes expertes par région

28 Tour de groupes expertes
Les verts ensembles Les rouges ensembles Faites le tour des tables dans votre région Les oranges ensembles Les bleus ensembles La personne de la table présente la page.

29 3 minutes….et 3 points d’informations
En groupe… 3 minutes….et 3 points d’informations Language Learning French Activities

30 1 more reason to learn French..

31 La récréation 30 minutes

32 On fait l’appel!

33 Timeline for implemenation Funding for 2013/2014
2020 Timeline for implemenation Funding for 2013/2014

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

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

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

37 Embedded language Supportive Embedded Practical Accessible Engaging
Flexible Progressive edinburghmodernlanguages.yolasite.com

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

39 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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44 French Early Level Classroom Talk!

45 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

46 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

47 Ecoutez s’il vous plaît!

48 Regardez s’il vous plaît!

49 Mettez-vous en ligne!

50 Oui

51 Non

52 Merci!

53 Non merci!

54 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.

55 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!

56 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.

57 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!

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

63 S’il vous plaît ou non merci?

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

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 S’il vous plaît ou non merci?

70 S’il vous plaît ou non merci?

71 S’il vous plaît ou non merci?

72 Une 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.)

73 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!

74 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.

75 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.

76 Au revoir!

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 edinburghmodernlanguages.yolasite.com

84 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

85 Choice topics

86 French Level 1 Party Games!

87 Les chaises musicales! Musical statues

88 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.

89 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.

90 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!

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

92 Asseyez-vous! Find a chair

93 Le Hokey Pokey! The hokey cokey

94 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.

95 Le Hokey Pokey! The hokey cokey

96 Met le pied droit devant
Put your right foot in

97 Met le pied droit derrière
Put the right foot out

98 Met le pied droit devant
Put your right foot in

99 Et remule-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.

100 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.

101 Tu tournes sur toi-même
Turn yourself about

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

103 Ohhh hokey, pokey, pokey! X 3

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

105 Level 1 Les dinosaures! Raar!

106 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.

107 Here is Stegosaurus Voici Stégosaure!

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

109 Stegosaurus is green Stégosaure est vert!

110 Stegosaurus is large Stégosaure est gros…

111 Like a bus …comme un bus…

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

113 …comme une noix! Comme = like a nut

114 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?

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

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

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

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

119 Ça va mal! Ça va Tyrannosaure?

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

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

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

123 Oui, super! C’est Tyrannosaure!

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

125 Oui, fantastique! C’est Stégosaure!

126 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?

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

128 Early years topic box: Les jeux de récréation (Playground games)

129 La tomate l’épervier (Sparrowhawk/Tig)
Key vocab: L’épervier - ‘It’ J’arrive - I’m coming Attrapé - Caught One 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.

130 Pauvre 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 say Pauvre petit chat malade without laughing. If he laughs, he becomes the cat. If not, the cat goes to another child.

131 Cache-cache (Hide and seek)
Key vocab: J’arrive - I’m coming Trouvé - Found One 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.

132 French Level 1/ 2 La magie!

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

134 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!

135 Le crayon magique!

136 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.

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

138 Je prends un crayon I take a pencil

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

140 Je souffle sur le crayon
Blow on the pencil

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

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

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

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

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

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147 Next steps 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?

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

149 S’il vous plaît ou non merci?