4 Learn French with Luc et Sophie, 1ère Partie Barbara Scanes and Brilliant Publications

Transcription

1 Introduction There are 14 units in Part 1: Learn French with Luc et Sophie, 1ère Partie. Each unit is based around a story featuring a young brother (Luc) and sister (Sophie) and their friends and family. The topic-based stories are written in simple sentences and introduce key vocabulary and language structures. Component parts Storybooks The storybooks are available both as mini 8-page books and as pdf fi le s for display on an IWB, to enable them to be read individually, in small groups or as a whole class. Teacher s book The teacher s book contains: lesson plans for each of the units, providing ideas for developing pupils speaking, listening, writing and reading skills (As the time available and the pace at which pupils can work will differ from school to school and class to class, we haven t provided rigid lesson plans. There is ample material in each unit for 2 3 lessons.) exercises, games and activities linked to the stories lists of vocabulary used in the stories and lessons song lyrics for specially composed songs, reinforcing the vocabulary used in the stories script versions of the stories to enable pupils to act them out photocopiable worksheets translations of the stories and songs helpful background grammar information for teachers self-assessment (I can ) sheets for each unit. Audio files The audio (MP3) files contain: songs sung by native French speakers instrumental versions of the songs audio files for all the stories, acted out by native French speakers vocabulary lists, modelling all the vocabulary used in the units listening exercises 4 Learn French with Luc et Sophie, 1ère Partie

2 Includes with each unit : pdf fi le s of the storybooks to enable them to be displayed on an IWB pdf of the teacher s book, to make printing of worksheets easy Smartboard fi les: game s to reinforce the vocabulary/grammar introduced in each unit, vocabulary fi les and Sentence builder fi les (from Unité 6 onwards). Structure of each unit We recommend that you follow a similar structure when teaching each unit. Cinq minutes français We recommend that you start each unit (apart from the fi rst one) with Cinq minutes français fi ve minutes of French. Use gestures to help communicate and don t worry about using the occasional English word or phrase. When both you and your pupils are more familiar with the vocabulary, it will be easier and more natural for you to conduct the entire Cinq minutes français in French. A list of useful commands is provided on page 149 and on tracks 93 (for plural/formal commands) and 94 (for singular/informal commands). Blind listening exercise Listen to the story on its own first, and encourage pupils to infer as much meaning as possible from the cognates and vocabulary introduced in previous units. Listening and reading exercise Listen to the story again, this time following along with the text (either in printed copies of the storybooks or on the IWB). Brainstorm the meaning of the entire story as a class-wide exercise, using cognates and pictures as clues. For the longer stories (eg Unité 12: Quelle est la date de ton anniversaire?), you may want to break the story down into chunks. Reading aloud and acting out Reading the story aloud and then acting it out will help to practise the vocabulary orally and to familiarise the pupils with the sounds of the words in French. The stories are presented as Petites pièces (mini-scripts) on pages of this book (the Petites pièces may be photocopied). Creating own stories and mini role plays Pupils should be encouraged to use the vocabulary and sentence structures in the stories to create their own stories and mini role plays. This will help them to internalise the language and build their confi dence, making them feel they can speak French. Song For each unit there is a song that reinforces the vocabulary used in the story. The lyrics of the song are given on a photocopiable sheet. On the CD you will fi nd the songs sung by native French speakers, and an instrumental version to enable karaoke performances. Occasionally the songs introduce some new vocabulary (Vocabulaire supplémentaire). Where this happens you will fi nd the new vocabulary listed in Vocabulaire pour le professeur, along with an audio fi le. Learn French with Luc et Sophie, 1ère Partie 5

3 Other exercises Other exercises will be topic-specifi c but will also recur from time to time in other chapters. The mixture of exercises has been planned to ensure pupils practise all four skills. Worksheets (Feuilles de travail) For each unit there are worksheets to reinforce the vocabulary/grammar learnt in the unit. IWB activities (Activités pour le tableau blanc interactif (TBI)) For each unit there is a Smartboard gallery fi le for the vocabulary. From Unité 6 onwards, there are Sentence builder activities, which enable pupils to make their own (sometimes humorous) sentences, and understand how the language can be manipulated. There are also 2 3 Smartboard games to reinforce the vocabulary/grammar introduced in the unit. The Smartboard games are unlocked so it is easy to adapt them to meet the needs of your pupils. Vocabulary The vocabulary builds as you progress through the storybooks, with the stories reinforcing vocabulary and language structures already learned. All new vocabulary is listed in the storybooks and in the relevant unit in the teacher s book and is spoken on an audio fi le. Where stories use vocabulary introduced in previous units, the vocabulary has been listed as Vocabulaire déjà utilisé (under Vocabulaire on the fi rst page of each unit in the Teacher s book). A full list of all the vocabulary introduced is given on pages Where additional vocabulary (Vocabulaire supplémentaire) has been introduced (either in one of the exercices or in a song), the new words and phrases are included on the Vocabulaire pour le professeur list for that unit and on the relevant audio track. French English activités pour le tableau blanc interactif (TBI) activities for the interactive whiteboard (IWB) la chanson song chanter to sing écouter to listen écrire to write l exercice exercise la feuille de travail worksheet la grammaire grammar l histoire story lire to read parler to speak la traduction de l histoire translation of the story l unité unit le vocabulaire vocabulary le Vocabulaire déjà utilisé repeated vocabulary le vocabulaire supplémentaire additional vocabulary le vocabulaire pour le professeur vocabulary for the teacher 6 Learn French with Luc et Sophie, 1ère Partie

4 Topics/grammar in each unit The following topics/grammar are introduced in each unit: Unité Vocabulary focus Grammar focus 1 Bonjour bonjour, s il vous plaît, simple commands (imperative tense) commands 2 Je m appelle Sophie au revoir, asking and saying subject pronouns: je and tu your name, asking and saying how you re feeling 3 Combien de biscuits? numbers 1 10, j ai, combien de? avoir (1st person singular), plurals 4 J ai six ans asking and saying your age avoir (1st and 2nd person singular) when talking about age 5 J ai un frère family members (frère, possessives sœur), je voudrais 6 Beaucoup de bonbons numbers avoir (3rd person singular) forming simple sentences 7 Un bonbon rouge colours, more commands colours as adjectives 8 J ai un chat animals plural forms of adjectives (colour words) 9 Luc adore les serpents saying you like/love/dislike/ hate something common er verbs (aimer, adorer, détester) 1st, 2nd and 3rd person present tense 10 Dimanche c est mon anniversaire days of the week aller and faire (1st person present tense) 11 Trente et un invités numbers 21 31, family members expressions of quantity, il y a, grand/petit 12 Quelle est la date de ton anniversaire? months of the year, saying and asking when your birthday is possession, accents 13 J ai mal! parts of the body, asking and à la, au, aux answering if something hurts 14 Où est ma trousse? classroom items gender of nouns, adjectives agree with nouns Learn French with Luc et Sophie, 1ère Partie 7

5 Bonjour Unité 1 Exercice 1 Écouter Play the story (Track 1 on the CD), pausing as necessary. Ask the pupils if they understood any of the story. Could they hear any words that were the same as, or similar to, English words (cognates)? Exercice 2 Écouter/lire Play Track 1 again. Ask the pupils to follow the story in the book/on the IWB as they listen. Ask the pupils if they understand more now. Brainstorm the meaning of the entire story as a class-wide exercise. Exercice 3 Écrire Ask the pupils to look for cognates (words that are similar in English and French). Emphasise how the French word is pronounced differently to the English. Ask pupils to write a French word in the air, or on a friend s back, which their friend must guess, for one point, and supply its meaning, for a further point. They can then do this in reverse, using the English word and asking for the French, but this only gains one point for the whole exercise! Model this exercise to the class first to ensure they understand what to do. Exercice 4 Parler Pupils act out the story (script of story is on page 139, but it is best to do the exercise without it at this stage). For the fi rst run-through, choose two of the more confi dent pupils to be Luc and Sophie and take the role of maman yourself. After this, choose another confi dent pupil to be maman with different pupils in the roles of Luc and Sophie. You could split the class up into smaller groups of three pupils, each acting out the story. Ensure all pupils act in at least one role. Exercice 5 Écouter/parler Agree appropriate gestures to illustrate each of the commands: écoutez regardez levez-vous Vocabulaire (CD Track 2) bonjour écoutez levez-vous regardez un crocodile non c est moi maman alors s il vous plaît good morning/hello listen get up look a crocodile no it s me mum so please Vocabulaire pour le professeur (CD Track 5) Jaques a dit Jack said (like Simon says) maman dit Mum says silence silence Learn French with Luc et Sophie, 1ère Partie 9

6 Je m appelle Sophie Unité 2 ça va? ça va Traduction de l histoire ça va bien, merci Grammaire Subject pronouns In this unit we meet two personal pronouns: je I tu you ça va mal Model the game by asking the question Ça va? with the appropriate gesture. Alter the order in which you say the response phrases and ask the pupils to supply the correct gesture to show they have understood. You could vary this game by making anyone who answers incorrectly out for one turn or by turning it into a game of Jacques a dit (Simon says). My name is Sophie page 2 Hello, how are you doing? Fine, thanks. page 3 What s your name? I m called Mark. What about you? What s your name? page 4 My name is Sophie. How are you doing? Er fi ne. page 5 Hey! No, Sophie! Ow! Mum! page 6 Are you OK? page 7 Oh no! That s really bad! Mum s coming. Bye! Er bye! Next, ask a pupil to take your place as questioner and call out the different answers for his/ her classmates to make the right gesture. Choose a different pupil to take the place of the questioner and continue with this game for a few turns then change the game so that the questioner makes the gesture and asks for the correct verbal answer to be supplied. This can become noisy but is good fun when carefully controlled and allowed to continue for just a couple of minutes. Finally, put the children into pairs and allow them to play the game between them, changing roles after a minute or two. When writing je there is no need for a capital j, unlike in English with I, unless the word occurs at the beginning of a sentence. In this unit we meet the singular form of you, which is tu. It is also the informal form, ie that used for family, friends and animals. At this stage, there is no need to emphasise this point to pupils. It will become clear through usage when we meet the plural/formal form vous in later units. (Although we did meet s il vous plaît and commands with vous in the previous unit.) 16 Learn French with Luc et Sophie, 1ère Partie

7 Combien de biscuits? Unité 3 Exercice 8 Écrire An easy air writing game is to put pupils into teams or pairs and ask one pupil to write a number in the air, or on another pupil s back. The correct guess gains a point and the turn passes to the other pupil. Exercice 9 Écrire Pupils make a poster with the title Les numéros to illustrate the numbers in French from Allow them to draw the digits in different colours, styles, fonts etc (as long as they are clear and legible) and then label them with the correct French number word. They could even draw the correct number of an object, eg 10 cars, and then write the word dix underneath the drawing. Check their spelling carefully. Feuilles de travail Feuilles de travail 3b and 3c reinforce the vocabulary learnt in the unit. Activités pour le tableau blanc interactif (TBI) There are three Smartboard games to reinforce the vocabulary introduced in this unit: Sequencing game Odds/evens sorting game you will need to teach the words impair (odd) and pair (even) Pairs game There is also a Smartboard gallery fi le for the vocabulary. 26 Learn French with Luc et Sophie, 1ère Partie

8 Quel âge as-tu? Quel âge as-tu? J ai cinq ans. Non, tu as quatre ans! Quel âge as-tu? J ai six ans. Oui, tu as six ans! je m appelle 4a Chanson Tracks 22 & 23 Quel âge as-tu? J ai sept ans. Non, tu as six ans! Quel âge as-tu? J ai huit ans. Oui, tu as huit ans! Quel âge as-tu? J ai neuf ans. Non, tu as sept ans! Quel âge as-tu? J ai dix ans. Oui, tu as dix ans! Quel âge as-tu? J ai onze ans. Draw the correct number of candles on each cake. Non, tu as dix ans! C est bientôt mon anniversaire et j aurai onze ans! Ou peut-être tu en auras cent comme un éléphant! Learn French with Luc et Sophie, 1ère Partie 37 This page may be photocopied for use by the purchasing institution only

9 Voici ma famille 5a Chanson je m appelle J ai une sœur et un frère, J ai une mère et un père. Voici ma famille. Tracks 29 & 30 J ai deux sœurs et un frère, J ai une mère et un père. Voici ma famille. J ai une sœur et deux frères, J ai une mère et un père. Voici ma famille. J ai deux sœurs et deux frères. J ai une mère et un père. C est une grande famille! Learn French with Luc et Sophie, 1ère Partie 45 This page may be photocopied for use by the purchasing institution only

10 C est quelle couleur? Unscramble the colours and then draw something in the correct colour in the box. 7b Feuille de travail je m appelle elub ores ugore romarn trev neuja olivet rangeo Learn French with Luc et Sophie, 1ère Partie 65 This page may be photocopied for use by the purchasing institution only

11 Self-assessment sheet At the end of this unit I can Unité 8 Je peux date not yet nearly definitely understand when asked if I have a pet say which pet I have ask someone which pet they have say I love/dislike/hate an animal say which animal I would like Self-assessment sheet At the end of this unit I can understand when asked if I have a pet say which pet I have ask someone which pet they have say I love/dislike/hate an animal say which animal I would like Self-assessment sheet At the end of this unit I can date not yet nearly definitely Unité 8 Je peux Unité 8 Je peux date not yet nearly definitely understand when asked if I have a pet say which pet I have ask someone which pet they have say I love/dislike/hate an animal say which animal I would like Learn French with Luc et Sophie, 1ère Partie 77 This page may be photocopied for use by the purchasing institution only

12 Luc adore les serpents Unité 9 Cinq minutes français As usual, begin with greetings. Play the animal game (Unité 8, Exercice 5): you say the name of an animal and pupils have to do the sound/action that animal makes. For example, you say Je dis serpent. Vous faites and make a hissing sound and a snake movement with your hand. To change the activity so that you do the action and they have to tell you the animal, say: Je fais (and do the action), vous dites. Exercice 1 Écouter Play the story (Track 52 on the CD), pausing as necessary. Ask the pupils if they understood any of the story. Could they work out any of what was happening? Exercice 2 Écouter/lire Play Track 52 on the CD again. Ask the pupils to follow the story in the book/on the IWB as they listen. Ask the pupils if they understand more now. Brainstorm the meaning of the entire story as a class-wide exercise. Exercice 3 Parler Choose four children to act out the story (script version of story is on page 143). If appropriate, choose another four children to act it out again but, this time, using the French names for other animals met in the previous unit. Exercice 4 Écouter/parler Listen to the French speaker on Track 57 on the CD pronouncing the following expressions: j aime je n aime pas j adore je déteste Play Track 57 again, pausing after each phrase, and ask the children to repeat. Use thumbs to indicate the different degrees of liking and disliking as shown. Ensure the pupils understand the meaning of the four different expressions. Vocabulaire (CD Track 53) tu aimes tu aimes? Daniel aime les serpents Luc adore les rats les chiens les chats j adore you like do you like? Daniel likes (the) snakes Luc loves (the) rats (the) dogs (the) cats I love Vocabulaire déjà utilisé j aime I like je n aime pas I don t like je déteste I hate maman mum moi me Vocabulaire pour le professeur (CD Track 56) je dis serpent I say snake vous faites you do je fais I do vous dites You say bof (verbal shrug) bien sûr of course le tennis tennis le chocolat chocolate je suis de I m in a bad mauvaise mood humeur le broccoli (the) broccoli le céleri (the) celery les carottes les tomates (the) carrots (the) tomatoes 78 Learn French with Luc et Sophie, 1ère Partie

13 Dimanche c est mon anniversaire Unité 10 lundi mardi mercredi jeudi vendredi samedi dimanche Now display the days of the week on the whiteboard and ask pupils to look at them and say the days in order, fi rst in a normal voice, then in silly voices, eg high voice, low voice, whisper, song, etc. All this repetition, which they will fi nd fun in the different voices, will aid learning. Exercice 4 Parler Display all seven days of the week on the whiteboard. Ask the pupils to say them in order. Next, remove one day at random and ask pupils to say all seven days again. Continue to remove one day at a time until the pupils are reciting the entire seven days from memory. You could ask devinez le jour (de la semaine) qui manque (guess which day (of the week) is missing). They can also do this exercise in different voices as in the previous exercise. Exercice 5 Écrire Put pupils in pairs and ask them to air-write one of the days of the week for the other pupil to guess. If he/she guesses correctly, they swap and the other takes a turn. Exercice 6 Écouter Listen to the sentences on Track 65. Pause after each sentence. Can the children work out what is being said? Pupils need to work out which day of the week is being talked about and write this in English on Feuille 10b. Vocabulaire pour le professeur (cont) je fais les maths I do maths je fais l anglais I do English je fais l histoire I do history je fais du sport I do sport je reste au lit I stay in bed Traduction Sunday is my birthday page 2 It s my birthday soon, dad. Oh yes? page 3 Yes, today is Monday. My birthday is Sunday. page 4 So, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Seven days page 5 No, dad. Today is Monday. Sunday is my birthday. So, Tuesday, Wednesday, Thursday, Friday, Saturday fi ve days! page 6 And next Monday it s back to school, in six days time, then. page 7 Oh no! That s rubbish! 1. L anniversaire de maman, c est mercredi. Mum s birthday is Wednesday. 2. Luc n aime pas le lundi. Luc doesn t like Monday. 3. Je fais des maths le jeudi. I do some maths on Thursday. 4. Nadine déteste le vendredi. Nadine hates Friday. 5. Mon anniversaire, c est dimanche! My birthday is Sunday. 6. Sophie adore le samedi. Sophie loves Saturday. 7. Je fais du sport le mardi. I do sport on Tuesday. Exercice 7 Écrire Ask pupils to make a poster with the title Les jours de la semaine (The days of the week). They can divide a piece of paper into six squares fi ve for the school days and one for the two days of the weekend. They should label each square with the appropriate day(s) of the Learn French with Luc et Sophie, 1ère Partie 87

14 Trente et un invités Unité 11 Exercice 7 Parler Another way to practise the new numbers is by starting the count from with the fi rst pupil in the classroom saying 21, followed by the next pupil in line saying 22 etc. You can prompt them by showing them a card with the correct numeral shown on it (Flashcards, page 105). To vary this, point at random around the class with pupils being put on their mettle to say the correct number in sequence and being ready, even when they are not sure when it will be their turn. This is quite challenging but good fun! Extend this game by increasing the range from 1 31 (use fl ashcards on pages 31 and 54). Exercice 8 Parler Use the numeral cards (page 105) again to play a guessing game. Distribute numeral cards amongst 11 pupils (or, if fewer pupils in the class, choose a few of the new numbers at a time). Those pupils must stand at the front of the class holding their number in front of them, out of sequence. These pupils start the game by naming their number. This obliges them to learn the number they are holding as they are not counting in sequence. The pupils remaining seated can get the chance to go out in front by putting up their hand Traduction de l histoire Thirty one guests page 2 Mum, I d like to invite my friends to celebrate my birthday. page 3 Oh yes Luc, how many friends? Well, I ve got 20 friends at school, and Henri, that makes 21, and Daniel 22, and me, 23. page 4 And Sophie, 24, and Nadine, 25. Sophie! Nadine! No, mum! page 5 And me, 26, and Dad, 27, and Grandma, 28, and Grandpa, 29, and your cousin Pierre, 30 and your cousin Marie-Claire, 31! page 6 That s cool! Lots of presents for me! page 7 No, Luc, too many friends! and naming, correctly, the number on the card of any pupil they like. They then replace the existing pupil. The pupil who is out may go back in but only by naming a different number from the one that he/she had originally. Vary this game by asking one pupil at a time to come out and name the entire set of numbers. They win any number they can name correctly. They can gain a reward sticker if they get a full house. To vary the activity, ask the pupils at the front to swap numbers amongst themselves or swap their own order, forcing the other pupils to concentrate hard on remembering the actual number, rather than merely counting in sequence. A further variation is to ask the pupils at the front to hide their number and seated pupils must try to remember who has which number. These pupils can either replace the standing pupils or win the number card, reducing the number of children standing at the front, which brings the game to a natural conclusion. Exercice 9 Lire Display the new words for family members introduced in this unit on the whiteboard: une/ma grand-mère un/mon grand-père un/mon cousin une/ma cousine Learn French with Luc et Sophie, 1ère Partie 99

15 Ce sont les mois de l année je m appelle Le premier janvier le Jour de l An le quatorze février la Saint-Valentin le vingt et un mars c est le printemps le premier avril poisson d avril! 12a Chanson Tracks 76 & 77 Ce sont les mois de l année, ce sont les mois de l année. Le premier mai la fête du travail le vingt et un juin c est l été juillet, août c est les grandes vacances mais septembre c est la rentrée. Ce sont les mois de l année, ce sont les mois de l année. Le mois d octobre c est Halloween le mois de novembre c est l automne le mois de décembre c est Noël et c est la fin de l année. Ce sont les mois de l année, ce sont les mois de l année. Learn French with Luc et Sophie, 1ère Partie 113 This page may be photocopied for use by the purchasing institution only

16 Il a le nez rouge? Colour in the following body parts in the correct colour. 13e Feuille de travail Il a: les yeux verts les oreilles oranges les genoux bleus le nez rouge la bouche jaune les épaules marron les pieds roses je m appelle Learn French with Luc et Sophie, 1ère Partie 127 This page may be photocopied for use by the purchasing institution only

17 Où est ma trousse? Unité 14 Learn French with Luc et Sophie, 1ère Partie 137 This page may be photocopied for use by the purchasing institution only