f1.01 hello

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1.1 Salut! Au revoir!

Greetings, goodbyes

To introduce children to their first French words, we start by establishing where the language is spoken. We then see how to greet people, and how to take your leave.

From this tiny initial vocabulary, you can develop a surprising number of enjoyable activities. These will help give pupils the satisfaction of using the new language for real and purposeful communication.

We will explore the idea that a language reflects the culture of the people who use it, and that what you say depends on who you are speaking to and when.

As a first glimpse of France, it will prompt comparisons with your own community and how children use their mother tongue.

You start developing children’s awareness of the typical sounds of the new language, with a first look at how the sounds are recorded in spelling.

Part A of this chapter offers ideas for “getting started”. Parts B and C introduce new language that children can practise while the sounds are fresh in their minds.

Films to see A1.

B1.

B2.

C1.

C2 .

C3.

Where is France?

Greetings Evening greetings Farewells More farewells/evening Song

Part A: Where is France?

Planning your lessons

You see the Eurostar fast train, taking your car on the Eurotunnel Shuttle, on a car-ferry sailing Start by exploring what pupils think they between Dover and Calais - or fly in a plane. already know about France. The images prompt discussion, there is no

commentary. Some children may have travelled abroad; they can share their experiences.

Activities

Warm up

❑ Set the scene for your first look at France, with the introductory film, “Where is France?”.

The first lesson can be the most critical. You will set the scene for the children’s exploration of France and the French language.

Talking point: “Where is France?”

Discuss the options for travel to France from where you live, using the presentation which includes some historical images.

Watch Film A1: “Where is France?” ❑ Watch film A1: “Where is France?”, which shows different ways to get across the Channel.

Film A1: Getting to France on a high-speed Eurostar train

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The emphasis is on ‘separation’ - the Channel as a physical barrier between Britain and France, which explains the language difference and so much else.

Ask children to suggest different ways of crossing the Channel, including the silliest!

-l ty easF fr reè res e E1a4r.El A ya srS tuaSrd to P th a cd1ke s1 st er ut r sF ?n rc ehn c The presentation shows how we cross the Channel today. It also looks at lots of different ways people have crossed the Channel in the past.

Anticipation ❑ When you’ve crossed the Channel, what will France be like? Ask children to each list up to 3 topics that come to mind when they think of France. Pupils could take the project home and ask their family and friends as well.

In class, you can work out the collective “French Top 5 ”; their comments will give you some interesting clues to how much they know already, and to their preconceptions.

Display the list of “French Top 5 ” on the classroom wall and refer to it throughout the course. ❑ Another idea is to seat the children in rows as if in a Eurostar train, and ask them to imagine that the class is setting off on a visit to France.

In the role of “train attendant” you could ask them to anticipate what France might be like.

Will the weather be different? What will the people be doing? What will the food be like?

Most children will have seen something of France on TV, and some of your class might have been there on holiday. When they have viewed film B1, ask what did they see that was unexpected? What was just as they had imagined it might be?

The opening of the Channel Tunnel was a big change; many people expected the crossChannel ferry service to stop altogether!

Despite gloomy predictions, the Channel ferries are still running and busy - but the Tunnel now has the biggest share.

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Part B: Greetings

Planning your lessons

Teacher: “Bonjour Casimir, installes-toi.”

After the introductory film, “Where is France?”, this is your first look at France and first exposure to the French language spoken by native speakers.

(Casimir, sit yourself down).

And at another school: (École Léon Jouhaux, Lille) Pupils: “Bonjour” and “Bonjour, monsieur”.

Teacher: “Bonjour à tous. Asseyez-vous”

We suggest you allow time to practise the new words and also to talk about how pupils greet and leave people, making comparisons with what they have seen happen in France in the films.

If possible, try and arrange for the lesson to take place in an environment that allows you and the children to move around.

(Good morning to you all. Sit down.)

Children arrive at a third school: (École Jacques Prévert, Béthune) Teacher: “Bonjour les enfants”.

Pupils: “Bonjour, madame”.

Out and about in town: We h e a r a d u l t s g re e t e a c h o t h e r : “Bonjour,monsieur”,“Bonjour, madame”.

Activities

Warm up

❑ You can talk with pupils about some of the ways they greet people both in and out of school. You can look at this in more detail after viewing films B1 and B2.

Film B1: “Bonjour, madame!”

Watch Film B1: “Greetings”

Children in shops are greeted with “Bonjour” and at the hot chocolate stall in the Christmas market: “Bonjour les enfants”.

Lili’s granny answers the phone: “’Âllo”.

Lili: “Bonjour mamie”. (Hello Granny - see ch5) In the fast food restaurant, a girl is greeted with “Bonjour, mademoiselle”.

Loïc answers the telephone: “Âllo”.

Children greet each other: “bonjour” and “salut”.

❑ Watch film B1. French children greet your class with a friendly “salut” and “bonjour”.

The last sequence is intended for “gisting”.

Pupils do not need to understand every word that is spoken. They should be able to make sense of what is happening by picking out familiar greetings and watching the images.

Film B1: “Salut!” - arriving at school

Start of the school day (École René Clair, Villeneuve d’Ascq, near Lille)

Three girls arriving at a friend’s house are greeted with “Bonjour les filles.” (Hello girls).

The mother calls to her daughter: “Clara, tes amies sont là”. (Clara, your friends are here).

Everyone kisses each other and the mother says: “On y va”, (off we go) as they go inside to play.

Pupil: “Bonjour, madame”.

Teacher: “Bonjour, Anna. C’est bien, va.”

(Good, off you go).

More pupils say “bonjour”.

HOW FRENCH WORKS 1: 1 When to use different greetings “Salut!” is an informal greeting used when friends meet each other. “Bonjour” is used for both formal and informal greetings. Both greetings are commonly used by children.

French people say “bonsoir” in the evening.

Get used to the sounds

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Children are natural mimics, and will pick up how to pronounce the new French words from the native speakers

-l ty easF fr reè res e E1a4r.El A ya srS tuaSrd to P th a cd1ke s1 st er ut r sF ?n rc ehn c KEY SOUNDS

NEW WORDS AND PHRASES

Listen and enjoy copying these first typical sounds. We will meet them in other words later.

salut - hi! [informal hello] bonjour - hello, good morning

as in bonjour and bonsoir (listen to native speakers - try to copy the typically French nasal sound. )

LIT., “good-day”, like Australian!

bonsoir - good evening allô - hello (on the phone)

1

Add more...

as in bonjour Similar to ‘leisure’ in English. soft-

bonjour, monsieur

polite way of greeting a man e.g. teacher

bonjour, madame

as in

polite greeting to a woman, e.g. teacher

bonsoir, mademoiselle as in

bonjour, mademoiselle

salut

Similar to ‘tune’ in English.

adult greeting a young girl

NOTE: not acceptable to a teacher or a waitress

silent-

bonjour, les enfants

as in

salut, monsieur

Similar to ‘doubt’ in English.

greeting a group of children OR a class

* Note: phonetic symbols are for teachers ONLY! See “Introduction” for how to use the symbols.

see Talking Dictionary

on film B1 and the e-flashcards which will also introduce the written word. ❑ Echoing: Show the first three “Hello” e-flashcards (ie just “bonjour” and “salut”) start with sound ON and text OFF. S h o w each picture; pupils echo, e.g. “Salut!”

This box is not meant as a pronunciation guide - take the films and e-flashcards as a model and refer to the Talking Dictionary

see Talking Dictionary

Now show the pictures again, this time display the text; pupils echo the phrase.

Pay particular attention to the “key sounds” - letter combinations in French which are generally NOT pronounced as they would be in English: e.g. soft“j” and not the hard “j” of “Jack”; listen carefully to nasal sounds like “bonjour”; and the silent-”t” in ”salut”... ❑ Individual echoing: physical activity helps! Move round the room and greet individuals with “salut” and a cheery wave.

The pupil echoes your greeting. Vary your greetings to include a more formal “bonjour” and a handshake as well as “salut”.

❑ Now ask pupils to move around the room greeting each other by saying “salut” or “bonjour”. Encourage them to shake hands when they say “bonjour” and wave when they say “salut“. ❑ Echoing: When you have practised the basic greetings, “Salut” and “ b o n j o u r ” , s h o w a l l t h e “ H e l l o ” e-flashcards - start with sound and text ON. Show each picture; pupils echo, e.g. “Bonjour madame”.

Display the text; pupils echo the phrase again.

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Watch Film B2: “Evening”

Respond with understanding

❑ Watch film B2 which shows people greeting each other in the evening.

❑ Point to yourself and say your name, e.g.

“Madame Smith”. Begin with confident pupils, and greet individuals by name e.g. “Bonjour Sarah”.

Pupils reply “Bonjour Madame Smith” or simply “Bonjour madame” or “Bonjour monsieur”, as appropriate. ❑ Greetings game 1: The children form a circle round you. Throw a soft ball to different children greeting them by name, e.g. “Bonjour Sam”. As they reply to the greeting, e.g. “Bonjour Madame”, the children throw the ball back to you. Pupils can then take turns to be the person throwing the ball from the centre of the circle. ❑ Greetings game 2: As you throw the ball, change the pace at which you speak and the intonation of your voice.

For example, try whispering “bonjour” for the duration of several throws; then speak louder and speed up the pace between throws; finally call out “bonjour!” as if you had just bumped into someone you had not seen for a long time.

Pupils echo your intonation.

If a child makes a mistake, praise their attempt, then say it again correctly.

Film B2: “Bonsoir” - greeting at the Christmas market’

At dusk students leave Saint Omer on a doubledeck commuter train.

Families are out and about in town; adults and children greet each other in a restaurant and at the Christmas market -“bonsoir”.

The fairground comes to life and children greet the viewers -“bonsoir”.

Get used to the sounds

❑ Echoing: Show the familiar “hello” e-flashcards again, this time adding “bonsoir” with sound ON and text OFF. Pupils echo the familiar words and the new word, “bonsoir”.

❑ Musical greetings Pupils form two circles. The outer circle moves clockwise, the inner circle moves anticlockwise.

When the music stops, pupils greet the person facing them with “salut” or “bonjour”. ❑ Greetings game 3: Move around the room greeting pupils in different ways: e.g. give a wave and say “salut”; shake hands as you say, “bonjour”. Pupils reply with “salut” or “bonjour madame / monsieur. You could also mime using a phone and point to the child who will reply with “âllo”.

Display the text; pupils echo the phrases again.

Pay particular attention to the key sounds. ❑ Time of day To introduce pupils to varying the greeting according to the time of day, you could display enlarged copies of the greetings flashcards.

Cultural awareness

When everyone has had the opportunity to practise a little of the new language, make a couple of short interludes to introduce this chapter‘s “talking point”about the ways people greet each other.

At the end of the chapter, there is some background information for the teacher, and some suggestions for developing discussion and activities with the children.

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-l ty easF fr reè res e E1a4r.El A ya srS tuaSrd to P th a cd1ke s1 st er ut r sF ?n rc ehn c Point to one of the pictures and say the appropriate greeting. Pupils echo the greeting.

Do this plenty of times varying the order in which you point to the pictures.

If pupils are confident, find ways to catch them out and make this exercise into a game.

Toss a soft ball at a confident pupil, and indicate that they should greet you with that word. You reply, gently reminding them of the correct pronunciation if necessary. ❑ Speech bubbles activity sheet For practice in word recognition, pupils can colour the flashcards and stick the speech bubbles to the pictures for a classroom display.

NOTE: most combinations could be right, depending on how you interpret the picture.

The blank bubbles can be used to practice writing: can children write the new words from memory?

Flashcards for use with these activities.

❑ Ask confident pupils to point to the different pictures. The class calls out the appropriate greeting and the pupil pointing to the picture replies with the same greeting. ❑ You can add the word “bonsoir” to any of the ”greetings games” when everyone is confident with the basic greetings “salut” and “bonjour”. ❑ Do a “Mexican wave” using “bonjour” and “bonsoir”. Pupils form a circle with their chairs.

The first pupil says “bonjour”, the second pupil says “bonsoir” and so on. This continues round the circle. As they speak, each pupil stands up and promptly sits down again as the next person stands up.

If the children normally sit in groups, the “wave” can take place round each of the class tables. See which table finishes first. ❑ Show the “hello”e-flashcards - this time with sound and text OFF. Ask the class to say which greeting is represented by the picture. In some cases there can be a choice of greetings, e.g. children meeting in the park might say either “salut” or “bonjour”. However, “âllo” is only used when answering the ‘phone. ❑ To practise linking the sounds with the written word,use the e-flashcards to display the words “salut”, “bonjour” and “bonsoir” with sound OFF (or make your own word flashcards).

It is worth ensuring that the children do not spend too long colouring their pictures, especially if you have limited time. allocated for language activities. You might suggest that they take them home to colour.

CROSS CURRICULAR ACTIVITIES

Time is short in the primary school day, but you can give children more practice with the foreign language by using it during other lessons, while you are doing routine administration, and at other odd moments.

❑ Starting class: use “Bonjour” as pupils arrive in the classroom each morning and “Bonjour les enfants” when you greet the whole class at the beginning of the day. Pupils respond “Bonjour, madame / monsieur”. ❑ Meeting children away from the classroom: use “Salut” or “Bonjour” whenever you meet pupils around the school or out of school. ❑ Music: when pupils are first beginning to learn a foreign language it is often a good idea to sing new vocabulary to familiar tunes.

The words “bonjour”, “bonsoir”and“salut” can, be sung to the tune of the Westminster chimes. Pupils can also use percussion instruments to make up chants based on the rhythm of the words. ❑ Art: pupils can paint their own pictures representing “salut”, “bonjour” and “bonsoir”.

Help with preparing your lessons - for the teacher EXTRA WORDS AND PHRASES CLASSROOM INTERACTION

You can use “bien” to praise a pupil, or to say they are correct. see Talking Dictionary

The Talking Dictionary presents the pronunciation of all the new words and phrases introduced in the films for this section. It also includes the extra words and phrases here and in the “Talking points” that the teacher may choose to introduce.

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Talking point 1

EVERYDAY LIFE IN FRANCE Meeting people

As part of your class work with this section, you can use the films to prompt discussion about how we meet and greet people in different cultures.

Before pupils watch the films again, encourage them to talk about a range of situations in their own lives and in your community.

Grown-up friends and family kiss each other on both cheeks.

You would commonly kiss close friends and family on the cheeks - male friends/relatives would shake hands. In a similar way, teenage friends usually greet each other with kisses; boys might shake hands.

Younger children often greet familiar adults with kisses as the girls do in the final sequence of film B1.

Titles are frequently used in France as part of daily life. Nowadays there is less focus on marital status and people generally address most women as “madame” and only young women and girls as “mademoiselle”.

Men are addressed as “monsieur”.

If you are greeting anybody that you do not know very well and wish to sound reasonably polite, it is a good idea to say “Bonjour, monsieur” or “Bonjour, madame”.

... in your community

Ask children to discuss: ■ How do they greet their friends every day?

■ How would they greet a new child they had never met before?

■ What about when they meet parents, or elderly relatives?

■ What would be the reaction if they greeted the headteacher in the same way as one of their friends?

■ What do they observe when adults greet each other?

In a multi-cultural community there will be more to talk about. Some children may use one language to greet their parents or elderly relatives, another for their friends.

Exploring these ideas will help show that greetings are not just words. What you say and do when you meet someone is all about who you are, who they are, and the relationship between you. We are all influenced by what is expected as polite or proper, “cool” or fashionable - in other words, by social customs and manners.

Cultural awareness

❑ You could ask the class to make a list of all the greetings and any physical gestures they use themselves in one day, as well as those they see others use. The survey could include television programmes and telephone calls.

The following day, you could discuss all the greetings you have recorded.

Turning their attention to France, discuss what situations and places people are in when they say “bonjour”, “salut” and “bonsoir.”

... in France

If you now look at film B1, the class can look at what French people do.

The film shows a variety of people greeting each other in different contexts, including shops and markets.

When a grown-up meets someone for the first time, s/he would probably shake hands.

You would also shake hands when you met an acquaintance or work colleague, even if you saw them every day.

■ What physical gestures do they make?

Look at how children greet each other.

Some pupils may be surprised at how much more physical contact French people make when greeting each other.

■ What happens when children meet adults, and when adults meet others in various circumstances?

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1.Salut!

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Bonjour, monsieur

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1.Salut!

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1.Salut!

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1.Salut!

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1 4 . 1A. s1 - tSua1 ld eS s afA r uètr!reesv o et i rd ! es s. uot e! u rl u s?

Part C: Saying ‘goodbye’ Leaving school at the end of the day Pupils say “au revoir” to their teacher. She replies “Au revoir, à demain” (Goodbye, see you tomorrow).

One of the boys is taking his time and the teacher says, “Allez! Dépêche-toi!” (Off you go! Hurry up!)

End of the summer term Teacher: “Bonnes vacances!” (Have a good holiday!)

The children leave school calling,“au revoir” and “salut”.

Out and about Children and adults say “au revoir” and “salut” to each other.

Granny finishes her ‘phone call to Lili with “Au revoir!”

A child waves goodbye to her mother and baby brother: “Au revoir”.

This section extends pupils’ small but already useful French vocabulary to include saying “goodbye” and “thank you”.

This provides many more opportunities for spontaneous use and practice of the foreign language in real settings.

Planning your lessons

Learning a language is cumulative children need opportunities to become familiar with hearing, saying and reading the new words, and to use them alongside the French they already know.

It is important to plan a series of brief activities that help children feel comfortable with a growing body of language, i.e. as well as practising “goodbyes” they also continue to work on “hellos”.

Activities Warm up

❑ Before watching film C1, it is a good idea to have a brief “warm up” session to remind pupils of the French words and phrases they already know. Play one or two of the games outlined in Chapter 1B.

Film C1: In a park in Villeneuve d’Ascq - adults shake hands on saying goodbye, which children would rarely do.

Cultural awareness

Before you watch film C1, you could discuss with the class different ways in which they say goodbye in their own language. Compare what you might say and what gestures you’d use: - to someone leaving on a long journey; - to someone you will see tomorrow.

Explore how different farewells go in and out of fashion:

■ How many can they think of?

■ Do children and adults say goodbye in different ways?

Get used to the sounds

❑ Echoing: Show the first ‘Goodbye’ eflashcards (“au revoir” and “salut”) initially with sound ON and text OFF. Pupils echo the words, e.g. “au revoir”.

Watch film C1: ‘Farewells’

❑ Watch film C1: “Farewells” for the first time.

Children say “goodbye” to the viewers: “au revoir” and “salut”.

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Display the text; pupils echo the phrase again.

Pay particular attention to the key sounds.

-l ty easF fr reè res e E1a4r.El A ya srS tuaSrd to P th a cd1ke s1 st er ut r sF ?n rc ehn c KEY SOUNDS

NEW WORDS AND PHRASES

au revoir - goodbye!

Listen to the sound of...

bonne journée - have a good day

à demain bonne nuit! salut! merci

au revoir heard before in bonsoir as in

- until tomorrow - goodnight!

- ‘-bye!’ informal - thank you!

as in bonne nuit as in

see Talking Dictionary

❑ Echoing: Give the children a wave and head for the door to leave the classroom.

As you do this say “Au revoir”; children echo “Au revoir”. Repeat this several times.

à demain

as in nuit,

merci

- sounds like the English word, silly

nuit Seen before in salut, monsieur silent-

❑ Echoing: Ask some of the more confident pupils to take it in turns to leave the room saying “goodbye” to the rest of the class. At this stage you and the class wave and echo back “Au revoir.”

as in

see Talking Dictionary

Film C2: “Bonne nuit” - Lili and her mum say “goodnight”

Respond with understanding

❑ Ask pupils to move around the room and greet each other. They then wave and say goodbye as they go on to greet someone else. They can use “au revoir” or “salut”.

Watch film C2: More farewells

❑ Watch film C2: “More farewells/evening”.

Out and about

Stall holders and shopkeepers finish their transactions with: “Voila! Merci. Au revoir … bonne journée”. (Here you are! Thank you. Goodbye

Lili is in bed, ready to go to sleep. Her mother kisses her goodnight:

Mum: “Bonne nuit, ma chérie.” (Goodnight my darling).

Lili: “Bonne nuit, maman” (Goodnight mummy/mum).

They both say, “ à demain”. (Until tomorrow).

Get used to the sounds

❑ Echoing: Show all the ‘Goodbye’ e-flashcards with sound ON and text OFF. Pupils echo the words. Display the text; pupils echo the phrase again. Pay particular attention to the key sounds.

HOW FRENCH WORKS 2: 2 When to use different farewells “Au revoir” is used by adults and children in formal and informal situations.

Pupils will see from the film that “salut” is not just a greeting, but can also be used to say goodbye to friends in informal contexts.

Possible activities for this section include discussing other ways of saying farewell.

… have a good day).

In the cake shop, the customer replies “Merci beaucoup, au revoir”. (Thank you very much, goodbye).

Night time: It is evening in Saint Omer. A man says “bonsoir” as he leaves a café.

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1 4 . 1A. s1 - tSua1 ld eS s afA r uètr!reesv o et i rd ! es s. uot e! u rl u s? ❑ Pupils can colour the flashcards and stick the speech bubbles to the pictures. The blank bubbles from part B can be used to practice writing from memory. ❑ To practise saying “thank you”, ask different pupils (in English) to bring you classroom objects. As you receive the object say “merci.” ❑ Now move round the classroom giving something to each pupil. This could be a sweet, a sheet of paper, a pencil etc. As each pupil receives the item, s/he says “merci.”

Accents When children first see these words written, they may notice the accents on some letters: e.g.“é”- an accute accent. Accents often indicate differences in pronunciation or meaning.

Look again at sounds

❑ Play “hello or goodbye”?

Switch sound and text OFF the e-flashcards; show all the flashcards for ‘Hello’ and ‘Goodbye’.

As you show a picture say either a phrase which matches the picture or, occasionally, one that is not appropriate to that context.

If your word or phrase matches the picture, pupils echo it. If it doesn’t, they remain silent.

To avoid any ambiguity, we suggest any “incorrect” phrases are the direct opposite of the picture shown, e.g. “au revoir” when the picture clearly shows a greeting. You could also switch “monsieur” and “madame”. Note: you can show the pictures in order or “jumble” them by clicking the ‘tick” icon.

❑ To practise linking the sounds with the written word, use the e-flashcards to display the words “au revoir”, “bonne journée”, “à demain”, “salut” and “merci”. Toss a soft ball at a confident pupil, and indicate that they should say that word. You reply, gently reminding them of the correct pronunciation if necessary. Repeat this with other pupils. ❑ Paper flashcards Display enlarged copies of the goodbye and greetings flashcards. Ask confident pupils to point to different pictures. The class calls out the appropriate goodbye or greeting. The pupil pointing to the picture greets the class back or says goodbye.

Flashcards for use with these activities.

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❑ Play “listen to the sounds” Now that the new words and sounds are familiar, pick out a “key sound” from this chapter’s new words that occurs more than once. Ask children to suggest the French words they know that contain that “special” sound.

You could choose the nasal “on” sound in bonjour and bonsoir; the ‘w’ sound in bonsoir and au revoir; or the ‘i’ sound in bonne nuit and merci ❑ Play “find the sound” Make flashcards showing other words pupils know, e.g.“bonjour”, “salut”, “bonsoir” “bonne journée” and “bonne nuit”.

Place these, together with the word flashcards “au revoir”, “merci” and “à demain”, on the floor.

Pupils stand in a circle around the flashcards.

Play some music and pass a soft ball or cuddly toy around the circle. When the music stops, ask the pupil holding the ball to find a word containing the “in” sound . The pupil selects the “à demain” flashcard. Everybody echoes the word and the card is replaced.

Start the music again. When the music stops ask the pupil holding the ball to find a word containing the nasal “on” sound The pupil could choose “bonjour”, “bonsoir” but not “bonne journée” or “bonne nuit”. Repeat this several times.

Later on, pupils will be able to play these games using more words and more sounds.

-l ty easF fr reè res e E1a4r.El A ya srS tuaSrd to P th a cd1ke s1 st er ut r sF ?n rc ehn c CROSS CURRICULAR ACTIVITIES

❑ Classroom routines: use “au revoir” and other French farewells when you say goodbye to the whole class or to individual children.

At the end of the school day say “au revoir. à demain” to pupils as they leave to go home.

Use “merci” instead of “thank you” whenever a pupil gives you something or completes a task. ❑ Music: Pupils can enjoy singing the “Hello - goodbye” song.

Watch film C3: Song

❑ Watch film C3: Song: ”Bonjour monsieur; bonjour madame”. Children can sing along with the film or try the “karaoke” versions of the song. When they are confident, they will be able to sing the song with just the background music playing.

❑ Drama: Drama-based activities can add real enjoyment to language learning. They also help pupils to realise that communication depends very much on the way words are spoken.

Ask pupils to find a partner and think of different situations in which they might greet each other and/or say goodbye. They could be angry with each other; they may be really pleased to see each other, or they may be very sad to be saying goodbye.

When everyone has worked with a partner for a short time, ask the pairs to move round the room or hall greeting and saying goodbye to other pairs in as many different ways as possible. It is a good idea to join in yourself to keep ideas flowing. ❑ Art: pupils can paint their own pictures representing “au revoir”. They could also show “bonsoir” and “salut” being used as a form of farewell.

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Cultural awareness

Talking Point

Discuss with the pupils: ■ What did the French children carry with them on their way home? What do children carry home in your school?

■ Talk about the scenes at the school gate, compared with your school: some children might have noticed the French policeman.

■ How do your children say goodbye to each other on the way home? Make a collection of common phrases and any “goodbye” physical routines children have invented.

You could ask a French exchange school to swap similar information, and maybe learn some new French slang!

■ How do your pupils get home from school?

Talk about how many children walk, or get a lift in their parents’ car.

The French schools in the film do not allow parents to park cars near the school gates - do children think that is a good idea?

Ask pupils to talk about other things they have observed about the French schools shown in the films.

■ What were pupils wearing? What did the classroom look like? They can begin to compare their own daily routine with that of their French counterparts. ❑ ICT If you are linked with a French school, you could exchange pictures representing daily routines and aspects of school life. These could be pupils' drawings or photographs which can be shared via email, etc.

EVERYDAY LIFE IN FRANCE Ending the school day

As part of your class work with this section, you can look for similarities and differences between your school and the French schools shown in the films.

Outside the primary school in Villeneuve d’Ascq: parents waiting to collect children at the end of the school day.

The French primary school day is significantly longer than in most other European countries.

Most primary schools begin lessons between 0845 and 0900. Classes continue until 1600, sometimes even as late as 1630 - although this may change. There is usually a long lunch break which lasts between one-and-a-half and two hours. Primary age pupils are also expected to do some homework each evening.

In French schools, pupils do not have to wear uniform except in a few private schools.

Classrooms are often set out quite formally with desks arranged in rows and all pupils facing the front as shown in the films.

Help preparing your lessons - for the teacher EXTRA WORDS AND PHRASES

à tout à l'heure see you later

see Talking Dictionary

The Talking Dictionary presents the pronunciation of all the new words and phrases introduced in the films for this section. It also includes some extra words and phrases that the teacher may choose to introduce.

1.17

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1.Au revoir!

This page may be photocopied for classroom use

Name.........................

Š Copyright 2018 Early Start Languages

1.Au revoir!

This page may be photocopied for classroom use

Name.........................

Š Copyright 2018 Early Start Languages

1.Au revoir!

This page may be photocopied for classroom use

Name.........................

Š Copyright 2018 Early Start Languages