Teacher book introduction and sample pages units 1-14

Transcription

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 file 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:
?
?
?
?
?
4
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
Learn French with Luc et Sophie, 1ère Partie
© Barbara Scanes and Brilliant Publications
Digital edition distributed under license in North America by Tralco - Lingo Fun
Includes with each unit :
? pdff file 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 files:game s to reinforce the vocabulary/grammar introduced in each
unit, vocabulary files and Sentence builder files (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 first one) with Cinq minutes français – five
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 139–146 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 confidence, 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 find 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 find
the new vocabulary listed in Vocabulaire pour le professeur, along with an audio file.
5
Other exercises
Other exercises will be topic-specific 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 file 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 file. Where stories use
vocabulary introduced in previous units, the vocabulary has been listed as Vocabulaire déjà
utilisé (under Vocabulaire on the first page of each unit in the Teacher’s book). A full list of all the
vocabulary introduced is given on pages 153–157.
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
Topics/grammar in each unit
The following topics/grammar are introduced in each unit:
1
Unité
Bonjour
2
Je m’appelle Sophie
3
Combien de biscuits ?
4
J’ai six ans
5
J’ai un frère
6
Beaucoup de bonbons
family members (frère,
sœur), je voudrais …
numbers 11–20
7
8
Un bonbon rouge
J’ai un chat
colours, more commands
animals
9
Luc adore les serpents
saying you like/love/dislike/
hate something
10 Dimanche c’est mon
anniversaire
11 Trente et un invités
Vocabulary focus
bonjour, s’il vous plaît, simple
commands
au revoir, asking and saying
your name, asking and
saying how you’re feeling
numbers 1–10, j’ai, combien
de?
asking and saying your age
days of the week
12 Quelle est la date de ton
anniversaire ?
13 J’ai mal !
14 Où est ma trousse ?
numbers 21–31, family
members
months of the year, saying
and asking when your
birthday is
parts of the body, asking and
answering if something hurts
classroom items
Grammar focus
commands (imperative tense)
subject pronouns: je and tu
avoir (1st person singular),
plurals
avoir (1st and 2nd person
singular) when talking about
age
possessives
avoir (3rd person singular) –
forming simple sentences
colours as adjectives
plural forms of adjectives
(colour words)
common ‘er’ verbs (aimer,
adorer, détester) – 1st, 2nd
and 3rd person present tense
aller and faire (1st person
present tense)
expressions of quantity, il y a,
grand/petit
possession, accents
à la, au, aux
gender of nouns, adjectives
agree with nouns
7
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
ES
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.
G
Vocabulaire
PL
E
PA
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
(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
M
Vocabulaire pour le professeur
SA
Pupils act out the story (script of story is on page 139, but
(CD Track 5)
Jaques a dit
Jack said (like
it is best to do the exercise without it at this stage). For the
Simon says)
first run-through, choose two of the more confident pupils
maman dit
Mum says
to be Luc and Sophie and take the role of maman yourself.
silence
silence
After this, choose another confident 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
9
Je m’appelle Sophie
Unité 2
ça va ?
ça va
Traduction de
l’histoire
My name is Sophie
ça va bien, merci
ça va mal
PA
G
ES
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).
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… fine.
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!
M
PL
E
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.
SA
Finally, put the children into pairs and allow them to play the game between them, changing
roles after a minute or two.
Grammaire
Subject pronouns
In this unit we meet two personal pronouns:
? je – I
? tu – you
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
Combien de biscuits ?
Unité 3
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.
Pupils make a poster with the title Les numéros to illustrate the numbers in French from
1–10. 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.
ES
Activités pour le tableau blanc interactif (TBI)
SA
M
PL
E
PA
G
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 file for the vocabulary.
26
Quel âge as-tu ?
je m’appelle
_____________
Quel âge as-tu ? J’ai cinq ans.
Non, tu as quatre ans !
4a
Chanson
Tracks
22 & 23
Quel âge as-tu ? J’ai six ans.
Oui, tu as six ans !
Quel âge as-tu ? J’ai sept ans.
Non, tu as sept ans !
Draw the correct
number of candles
on each cake.
PL
E
Quel âge as-tu ? J’ai neuf ans.
PA
Oui, tu as huit ans !
G
Quel âge as-tu ? J’ai huit ans.
ES
Non, tu as six ans !
SA
Oui, tu as dix ans !
M
Quel âge as-tu ? J’ai dix ans.
Quel âge as-tu ? J’ai onze ans.
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 !
37
This page may be photocopied for use by the purchasing institution only
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
PA
G
ES
J’ai deux sœurs et un frère,
Voici ma famille.
SA
M
PL
E
J’ai une sœur et deux frères,
Voici ma famille.
J’ai deux sœurs et deux frères.
C’est une grande famille !
45
C’est quelle couleur ?
7b
Unscramble the colours and then draw something in
the correct colour in the box.
je m’appelle _____________________
Feuille de
travail
elub
2.
ores
3.
ugore
4.
trev
5.
romarn
PL
E
PA
G
ES
1.
neuja
8.
rangeo
SA
M
6.
7.
olivet
65
Self-assessment sheet
Unité
8
Je peux…
At the end of this unit I can…
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
Unité
ES
PA
G
8
Je peux…
date
not yet
nearly
definitely
PL
E
M
SA
Unité
8
Je peux…
date
not yet
nearly
definitely
77
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 ….
ES
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
PA
G
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.
M
PL
E
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
j’aime
SA
Listen to the French speaker on Track 57 on the CD
pronouncing the following expressions:
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.
78
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
(the) carrots
les tomates
(the)
tomatoes
Dimanche c’est mon anniversaire
Unité 10
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
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, first in
a normal voice, then in silly voices, eg high voice, low voice,
whisper, song, etc. All this repetition, which they will find fun
in the different voices, will aid learning.
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… five days!
page 6
And next Monday it’s back to
school, in six days’ time, then.
page 7
Oh no! That’s rubbish!
PA
G
ES
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.
Traduction
PL
E
M
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.
SA
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.
1.
2.
3.
4.
5.
6.
7.
L’anniversaire de maman, c’est mercredi.
Luc n’aime pas le lundi.
Je fais des maths le jeudi.
Nadine déteste le vendredi.
Mon anniversaire, c’est dimanche !
Sophie adore le samedi.
Je fais du sport le mardi.
Mum’s birthday is Wednesday.
Luc doesn’t like Monday.
I do some maths on Thursday.
Nadine hates Friday.
My birthday is Sunday.
Sophie loves Saturday.
I do sport on Tuesday.
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 – five 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
87
Trente et un invités
Unité 11
Another way to practise the new numbers is by starting the
count from 21–31 with the first 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
flashcards on pages 31 and 54).
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!
PL
E
PA
G
ES
Use the numeral cards (page 105) again to play a guessing
game. Distribute numeral cards 21–31 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
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.
SA
M
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
99
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
PA
Ce sont les mois de l’année,
ce sont les mois de l’année.
G
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.
ES
M
PL
E
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.
SA
113
Il a le nez rouge?
Colour in the following body parts in the correct colour.
a:
les yeux verts
les oreilles oranges
les genoux bleus
le nez rouge
la bouche jaune
les épaules marron
les pieds roses
Feuille de
travail
je m’appelle _____________________
SA
M
PL
E
PA
G
ES
Il
?
?
?
?
?
?
?
13e
127
Unité 14
SA
M
PL
E
PA
G
ES
Où est ma trousse ?
137

Teacher book introduction and sample pages units 1-14

Transcription

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