what time is it worksheet

QUINZE MINUTES
WORKSHEET ACTIVITIES
PREFACE
A booklet of teachers' notes to accompany the series Quinze Minutes is available from
BBC Education (ISBN: 0 563 34562 4) and contains full transcripts of all ten
programmes as well as suggestions for follow-up and extension activities . The
following pages contain some ideas for supplementary exercises.
In the Appendix, I have listed some techniques for the use of video resources in the
teaching of Modern Languages. Teachers may find these helpful when creating their
own video-based activities.
Dessie Murdock
NEELB Field Officer - Modern Languages
October, 1994
PROGRAMME 1
EN VILLE
Part 1
Introductions
Activité 1
Tick the boxes in the following grid
11
Julie
12
à Rouen
_
_
près de Rouen
Franck
Virginie
Stéphane
Cécilia
Peggy
Sébastien
Part 1
Activité 2
Complète les phrases (Nicholas parle..........)
Je m'appelle
J'habite à
J'ai
ans
Je suis
Londres
vingt-quatre
Nicholas
français
PROGRAMME 1
EN VILLE
Part 3 Tanya talks about Rouen
Activité 3
Which directions was the lady given?
"Pardon, mademoiselle, pour aller à la cathédrale, s'il vous plaît?"
(i)
A
B
C
B
C
and then
(ii)
A
PROGRAMME 1
EN VILLE
Part 4 Nicholas takes us round the shops
Activité 4
Copy the names of the shops below into the grid in the
order in which they appear.
Activité 5
1
Activités 5 & 6
Tabac
Activité 6
des cartes postales, des journaux,
des souvenirs, des timbres
2
3
4
5
6
7
Activité 5
Write the following items beside the correct shop in the
grid above. The first one is done for you.
des cartes postales du pâté
des souvenirs
du jambon
des salades du beurre
des timbres des médicaments
des pommes de la viande
une baguette
du saucisson
du fromage
des journaux
des gâteaux
du pain
PROGRAMME 1
EN VILLE
Part 4 (continued)
Activité 6 (Alternative to Activités 5 & 6)
Answer the following questions in the spaces provided
Au tabac
(a)
Name the four things mentioned which you can buy here
i
(b)
iii
ii
iv
Which two items did Nicholas buy and what was the cost?
i
ii
iii
À la boucherie
What was the price of the special offer?
F
F
À la charcuterie
(a) Name four things mentioned which you can buy here
i
ii
iii
(b) How much does the tomato salad cost?
iv
F
À la boulangerie-pâtisserie
Which two items did Nicholas buy here and how much did they cost?
i
ii
iii
F
Au marché
(a) What did Nicolas buy here and how much did it cost?
i
ii
F
(b) List five other things which you could buy at a French market
i
ii
iv
v
iii
PROGRAMME 2
À LA MAISON
Part 1 Interviews about Family
Activité 1
Tu as un animal à la maison?
Nom
Chien
Frédéric
Chat
TortuePas d'animaux
1
Stéphane
Virginie
x
Tanya
Peggy
Sébastien
Franck
Activité 2
Où habites-tu? Coche les cases
dans un
à la campagne
appartement
village
Franck
Virginie
Julie
maison
une
un
Part 4 Peggy and her family at home
Activité 3
Tick the ingredients used in her mother's dish.
des oignons
du pain
du thym
du persil
des pommes de terre
des tomates
des petits pois
des légumes
de l'ail
des épices
du sucre
du riz
du poisson
PROGRAMME 3
À L'ÉCOLE
Part 1 Interviews about school subjects
Activité 1
Quelle est ta matière préférée? Cochez les cases.
les
maths
l'anglais
le
français
Sébastien
la
physique
_
les
sports
l'histoiregéographie
Virginie
Stéphane
Tanya
Peggy
Cécilia
Frédéric
Julie
Part 2 Franck's Day
Activité 2
Number the following actions in the order in which they happen.
Je me lave
Je prends le petit déjeuner
Je me lève
Je vais dans la salle de bains
Je me réveille
Je pars à l'école en voiture
1
PROGRAMME 4
À TABLE
Part 1 Interviews about Food
Activité 1
What do they like to eat? Tick the boxes
Chips
Ice-cream
Hamburgers Fish
Franck
Frédéric
Virginie
Sébastien
Peggy
Stéphane
Cécilia
Tanya
Part 2 Nicholas looks for somewhere to eat
Activité 2
Answer the following questions in the spaces provided.
(a) What was the price of the lunch menu at the restaurant?
(b) Which two items did Nicholas finally have for lunch?
(i)
(ii)
F
PROGRAMME 4
À TABLE
Part 3 Virginie at the market and then at home for lunch
Activité 3
Draw a set of pictures showing the items which
Virginie's mother buys at the market.
How much does she have to pay?
PROGRAMME 4
À TABLE
Part 4 Interviews about Breakfast
Activité 4
Indicate what the following people have for breakfast by
drawing a line between the names and the correct items.
Franck
Yoghurt
Virginie
Milk, hot chocolate, bread
Frédéric
Bowl of tea, brioches
Peggy
Madeleines, hot chocolate
Sébastien
Glass of milk, bread, butter
and jam
Cécilia
No breakfast
Stéphane
Glass of orange, madeleines
Bowl of chocolate, slices of
bread
PROGRAMME 5
TEMPS LIBRE
Part 1
Activity 1
Interviews about Spare Time - Grid
PROGRAMME 6
LES SPORTS
Part 1
Activity 1
Interviews about Sport
Qu'est-ce que tu fais comme sport? Cochez les cases.
Parts 2, 3 & 5
Stéphane and Nicholas play tennis/Julie's swimming
club/Franck at his judo class
Activité 2
Answer the following questions in the spaces provided.
Stéphane - Tennis (Part 2)
(a) How often does he play tennis?
(b)When? (i)
(ii)
(c) At what time?
Julie - Swimming (Part 3)
(a) How often does she go swimming?
(b) When?
(i)
(ii)
(iii)
(c) Which other sports does she like?
(i)
(ii)
Franck - Judo (Part 5)
(a) When does he train?
(b) At what time?
(c) For how long?
PROGRAMME 7
À LA MODE
Part 1 Interviews about pop music
Activité 1
Who said what? Draw a line between the names and the
correct comment about their favourite music.
Je n'aime pas trop la musique
Stéphane
Oui, j'aime les disques de
Michael Jackson, George
Michael.........
Frédéric
Sébastien
Oui, j'écoute de la musique
Virginie
.....J'aime des chanteurs anglais,
euh, Michael Jackson, Madonna
et Cyndi Lauper.
Peggy
.....J'aime bien George Michael,
Michael Jackson, Whitney Houston
Tanya
Franck
.....J'écoute la radio. J'écoute
aussi de mon Walkman.
PROGRAMME 7
Parts 3, 4 & 5
À LA MODE
Nadège and Cécilia at the shopping centre/Cécilia buys
some shoes/Virginie buys some earrings
Activité 3
Answer the following questions in the spaces provided.
(a) Which item of clothing does Nadège try on?
(b) What colour does she choose?
(c) What colour are the shoes which Cécilia tries on?
(d) What size are they?
(e) How much do Virginie's earrings cost?
F
PROGRAMME 8
JOURS DE FETE
Part 1 Interviews about Birthdays
Activité 1
Quelle est la date de son anniversaire? Complète.
Nom
Anniversaire
Frédéric
Virginie
Tanya
Franck
Julie
Sébastien
Peggy
Stéphane
Activité 2 (Alternative to Activité 1)
Quelle est la date de ton anniversaire? Draw a line joining each name to the correct
birthday.
Frédéric
le 28 octobre
Virginie
Tanya
le 23 avril
le 10 mai
Franck
le 23 octobre
Julie
le 15 octobre
Sébastien
le 16 juin
Peggy
Stéphane
le 13 mai
le 27 septembre
PROGRAMME 9
EN VACANCES
Part 1 Interviews about Holidays
Activité 1
Draw a line joining each name with the correct holiday
destination.
Virginie
Guadeloupe
Franck
Espagne
Frédéric
Pologne
Tanya
Bretagne
Stéphane
Portugal
Cécilia
Congo en Afrique
Julie
Espagne
Peggy
Sébastien
Angleterre, Espagne ou
France
au bord de la mer
PROGRAMME 10
VISITES EN FRANCE
Part 2 Exchange Visits
Activité 1
Answer the following questions in the spaces provided.
What is the number of Emmanuelle's house?
What type of jam do they have for breakfast?
Name three items which Melanie has for lunch at Gaëlle's house
(i)
(ii)
(iii)
Part 4 Young Reporters
Activité 2
Answer the following questions in the spaces provided.
À la piscine
Name the first person Jonathan interviewed
How many people use the swimming pool every day in Summer?
How long does the man work every day?
What was the last question the interviewer asked?
Le football
Name the footballer that Jonathan interviewed
In which division does his team play?
APPENDIX
USEFUL TECHNIQUES FOR USING VIDEO RESOURCES IN CLASS
The greatest danger to be avoided here is passivity or restlessness among the pupils.
Short bursts of 5-10 minutes are recommended. Also pupils need a focus for their
viewing, e.g. a simple worksheet/grid/words to listen for. A transcript can also help to
focus attention and can be a useful support for various activities.
1
Recognition (Hunting or Spotting). Pupils put a tick beside words or
phrases they hear.
2
Word Frequency Grids. Pupils tick every time they hear a word or
phrase
3
Who Said What? Grids used for dialogue scenes. Best done during
second viewing with pauses. Important phase in ensuring the pupils'
recognition system is not overwhelmed
4
Sequencing/Rearranging Activities. Pupils number the
objects/words/phrases in a dialogue in the order in which they are
mentioned
5
Matching Activities. Can be done with speech bubbles or text. Pupils
are asked to link the appropriate questions, answers and statements
together
6
True/False Statements. Role of the teacher crucial in matching the
needs of the pupils to the level of difficulty demanded of them, e.g.
should the statements be introduced before, during or after the
first/second viewing? Should the statements be given orally or
printed on a worksheet? Should the statements be given in TL or
English? (NB The latter is not always the easiest)
7
Multiple Choice Questions. Familiar activity but similar questions to
those above must be asked. Also the level of language in the
questions should match (or be easier than) the level of language in
the video.
Compilation of Lists. May sound rather dull but can be given
competitive edge if pupils work in pairs, groups or teams. Task is to
ask pupils to spot words which belong to a certain group, e.g. shops
in a street scene, drinks/snacks in a café scene, etc
8
9
Gap Fill. Pupils fill in missing words in dialogue scenes. Again care
needed in deciding when to pause. Also better if pupils choose from
jumbled list of alternatives rather than fill in from their own
knowledge or guesswork. Perversely, it is often the incorrect
spelling which is remembered for future use
10
Hands Up When You Hear. Can be used as competitive activity if
interest is flagging. Pupils are told to listen for particular
word/phrase in the next 10-20 seconds. Alternatively list of words
can be displayed on OHP/blackboard. The video is paused and the
judge adjudicates.
11
Summaries. More advanced. Useful as check on comprehension. At a
more basic level can be done in English
12
Advanced Listening Grids. Particularly good with news items,
satellite broadcasts, etc. Columns such as Who? What? Where?
When? Why? How? Comment can be used, either in TL or English
13(S) Repetition. Can be more effective than audio because of the visual
context on screen, use of gesture, etc. If necessary the teacher can
pause the video and repeat the word/phrase before asking the class
or individual to respond
14(S) Prediction. The video is paused and pupils speculate as to what will
be said next. Can be "closed" activity during second/third viewing or
more open-ended "pure" speculation during first viewing. This allows
for creativity where different answers are not necessarily wrong.
Also a good activity for mixed-ability groups, since both modest and
complex suggestions can be accepted equally. Can work particularly
well with adverts where it is not immediately clear what the
product is. (The speculation element can also involve turning the
sound down)
15(S) Synonyms. The video is paused and pupils suggest alternative ways
of expressing the same words/phrases/ideas. Gets pupils involved
and helps to improve their ability to process and manipulate
language.
16(S) Freeze-frame Descriptions. The video is paused and pupils are asked
to say anything that comes to mind, sparked off by the image on
screen. This can range from simple descriptions to more adventurous
comments such as what people are thinking, etc. Again particularly
suitable for mixed-ability class as all comments are equally valid.
17(S) Retrospective Questioning. Probably the most frequent video-related
activity but needs to be handled very carefully. The teacher armed
with transcript and previous knowledge of the video, who then
peppers the class with questions, must not expect too much
information to be expressed accurately with good accent and
intonation in what can be a very unsupportive atmosphere. A less
threatening activity might be for the pupils to formulate their own
questions in groups or pairs.
18(S) Role Play. After viewing the video dialogue to be used as model,
pupils prepare their own variations to be acted out in groups or
pairs.
Key
(S) = Speaking Activity