f1.02 howru

1 4 . A s - t1u .32 d. e Ç sÇ r?ea s? e t d e s afrarsvè?av soeu

1.2 Ça va?

How are you?

This chapter gives pupils their first opportunity to have a real conversation in French. They can respond to the question “Hello, how are you?”.

Children also learn how in French you can turn a simple statement into: n a NEGATIVE by adding ‘ne’ and ‘pas’, n a QUESTION by the way you say it.

Films to see A1. Asking 'How are you?'

A2. Song - "Salut! Ça va?"

B1. 'Giants' of Northern France They are also introduced to the French words for “yes” and “no”.

Part A: How are you?

NEW WORDS AND PHRASES

Watch film A1:Asking ‘How are you?’

{How are you? 1 Ça va? {How's it going?

❑ In film A1, children and adults greet each other and ask how they are - saying "Salut, ça va?", or "Bonjour, ça va?".

Literally: It goes?

Ça va - Fine; OK Ça va bien - I'm very well {Not good / {I'm not well ...et toi? - ...and you? oui - yes non - no

Ça ne va pas -

2

Film A1: Lili on the phone-“Ça va bien, et toi?”

see Talking Dictionary

Lili talks to her grandma on the phone:

Planning your lessons

In this sequence pupils can follow the gist of what is happening from: n visual clues, n words they know already, n words that sound like the English word - without necessarily understanding or translating ALL the words.

There is now another set of words and phrases to use in activities, and extend work with ‘Key sounds’.

Children can look at the cultural festivities featured in the film. We also suggest they make puppets which can help them become less self-conscious about speaking with an authentic accent.

Lili: "Bonjour mamie. C'est Lili".

Grandma: "Bonjour Lili. Ça va?"

Lili: "Bien et toi?"

Grandma: "Ça va, ça va".

Arriving at school in the morning

Activities

Warm up

This sequence is also intended for "gisting".

Teacher: "Bonjour".

Pupil: "Bonjour".

Teacher: "Ça va?"

Pupil: "Ça va".

Teacher: "Ça va Jonas? Bonjour.

Alors, ça va Julien?

❑ Before watching film A1, 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 from chapter 1.

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1 4 .E A s raft rvè .ee Ç ar?e s e t d e s a sr -l tyu 3 Sd s to a u r sF ? rench 1

Tout le monde va bien?"

(Is everyone OK? / Is everyone well?) Ça va, les enfants?

(Are you all well, children?)

Alors, on est en forme?

(Right, are we all in good form?) chorus: "Oui". (Yes).

KEY SOUNDS

Listen to the nasal sounds of...

Heard before in:

Pupils Art class

as in bien

Again this sequence is intended for “gisting”.

Heard before in:

Pupils should be able to work out what is said.

The teacher asks Noë if he is OK: "Ça va Noë?"

Noë: "Non" (no).

Teacher: "Pourqoi?" (why?)

Noë: "Je n'ai pas de ciseaux".

(Who has some scissors to lend?).

demain

as in bien (Hear the "y" in the middle)

toi bonsoir, au revoir as in

heard before in

(I haven't any scissors).

Teacher: "Qui a des ciseaux à prêter?"

non bonjour bonsoir

as in

as in oui

Heard before in:

Hugo has some scissors.

Teacher: "Hugo, merci". She passes them to Noë. "Tiens" (here, take them).

Noë: "Merci".

silent-

as in

bonne nuit

ça ne va pas

Seen before in:

salut

(Listen to the native speakers try to copy these typically French sounds) see Talking Dictionary

Get used to the sounds

❑ Echoing: Show the e-flashcards with sound and text ON. Display each picture;

pupils echo the question, “Ça va?”.

Before you click on ‘?’ to hear the answer, ask pupils what they think it will be.

Click on ‘?’ to check; pupils echo the phrase.

Pay particular attention to “key sounds”.

Film A1: “Ça va?” - Ice-skating - ‘Are you OK?’

At the ice-rink: A father asks his daughter if she is OK? Dad: "Ça va?"

Daughter: "Oui".

A boy is skating really well: "Ça va bien".

Dad now asks his young son if he is OK? Dad: "Ça va?"

Son: "Oui".

The boy who was skating well suddenly falls over: "Ça ne va pas!"

At the fair: Lili and her family bump into a friend, Coline, one evening: Mum: "Bonsoir! Ça va?"

Coline: "Ça va".

Mum: "Au revoir Coline".

Question and answer: Children reply to the question: "Ça va?" with a variety of answers: "Oui, ça va", "Oui, bien", "Oui, très bien".

Click ‘?’ for reply

Accents When children first see these words written, they may notice the accents on some letters: - “ç”- a cedilla, which only appears under the letter “ç” and means it is said like “s”.

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HOW FRENCH WORKS 1: "How are you?", "How's it going?"

2

The QUESTION, “Ça va?” is a simple and popular way of asking people how they are, or how things are going - part of the usual way people greet each other in France.

“Et toi?” is a simple way of reflecting a question back to someone. Pupils will find it very useful as it can be used in a whole range of situations.

How people REPLY There are, of course, many possible answers.

The responses “Ça va bien” and the simple “Ça va” are most frequently used; the expression in your voice indicates whether “Ça va” means you are “fine” or just “OK”. “Ça ne va pas” tends to be used in fairly extreme circumstances, e.g. when you're feeling poorly.

It can also be a reply to “How are you getting on?”

- a teacher in France would ask a pupil engaged in a task “Ça va?”, and he/she would reply “Ça ne va pas” if the task is not going well.

In everyday speech, it is often heard abbreviated to “Ça va pas”.

HOW FRENCH WORKS 1: Making negatives

When you listen to film 2 and the e-flashcards, you will hear what is added to a sentence to make it negative:

“ça va” (it goes, OK) “ça ne va pas” (not OK).

You add “ne ... pas” around the verb.

and you point to the OK “smiley” face.

Children reply “Ça va”. (see “Making puppets”

in CROSS-CURRICULAR ACTIVITIES)

❑ You move around the room, greeting individuals “Salut! Ça va?”

Each child replies, “Ça va”, “Ça va bien” or “Ça ne va pas!” - whichever s/he prefers.

If a pupil is obviously not sure how to reply, you (or the puppet) can always help by asking “Ça va bien?” as a way of giving the child the answer.

The child can then echo it back to you. ❑ Invite a confident pupil to come in through the door, to greet you and ask how you are “Salut! Ça va?” You reply “Oui, ça va bien et toi?” The pupil replies “Ça va” or “Ça va bien”. Repeat this with several more pupils so that everyone begins to get the idea of how to reciprocate the question using “et toi?”

Say “Au revoir” at the end of the conversation.

Alternatively, you could let pupils take it in turns to make the puppet ask “Salut! Ça va?” and reply to the question “et toi?” ❑ Ask pupils to move round the room.

They should greet each other, ask how they are and say goodbye as they move on to talk to someone else.

Join in yourself to help the less confident children.

To make this into a game, encourage pupils to talk to as many different people as they can in the time allowed.

Add variety to the way you greet the children.

For example, call across the room to an individual as if you have not seen her for a long time, e.g. “Anna! Salut! Ça va?” n You could vary the previous activity by playing the game using music. Use authentic French music, e.g. the “Salut, ça va?” song. Pupils move around the room as the music plays.

When the music stops, they turn to the nearest person and greet each other “Salut! Ça va?” etc.

When the music starts again, they move on to greet someone else.

Making a negative Can children see how “Ça va” is made 2 into “Ça ne va pas”? They can do the same with other phrases in later chapters.

Making a question When echoing, ask children to change“Ça va” from a statement to a question (by intonation).

Respond with understanding

❑ Echoing: Draw an OK “smiley face” on the board and say “Ça va”. The children echo the words. Draw a face with a huge smile and say “Ça va bien”. The children echo your words and intonation. Finally, draw a sad or grumpy face and say “Ça ne vas pas!” ❑ If you have a puppet who is supposed to speak only French, greet him: “Salut! Ça va?” The puppet replies “Ça va”.

The puppet now asks the class “Salut! Ça va?”

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1 4 .E A s raft rvè .ee Ç ar?e s e t d e s a sr -l tyu 3 Sd s to a u r sF ? rench 1 ❑ Activity sheets Give out copies of the Activity Sheet.

You call out different responses to the question ”Ça va?” Ask pupils to draw appropriate expressions on the blank faces.

Ask children to add appropriate speech bubbles to each scene in the other activity sheets, using the blank bubbles sheet from Ch.1.1 part B.

Class interaction for the teacher EXTRA WORDS AND PHRASES

Très bien, merci Very well, thank you

If you are confident with your French, you may like to use this to praise a pupil or the class, e.g. in many of the activities.

Introduce additional phrases if you feel your pupils can cope with a little extra. see Talking Dictionary The ‘Talking Dictionary’ helps you check how to pronounce the new words and phrases introduced in the films.

Most chapters also give extra classroom management vocabulary for teachers and how you might introduce it.

Look again at sounds ❑ Play “It’s that sound again” Now that the new words and sounds are familiar, pick out ONE “key sound” from this chapter’s new words. Ask children to suggest all the French words they know that also contain that ‘special’ sound. ❑ Play “Find the sound”where children find an example of a “key sound” in a number of word-cards scattered on the floor. 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 ‘special’ sound. Everyone echoes the word.

Get used to the sounds

❑ Echoing: pupils can join in singing alongside the French children using the “karaoke” versions:

CROSS CURRICULAR ACTIVITIES

❑ Classroom routines: use “Salut! Ça va?” whenever you meet individual children around the school. Make a habit of greeting the children in this way at the beginning of the school day as the teachers do in the film. ❑ Classroom routines: During the course of virtually any lesson you can ask “Ça va?” when you are moving round the room looking to see how pupils are coping with their task. ❑ Music: sing the ”Salut, ça va?” song.

Pay particular attention to the “key sounds”.

Cultural awareness

Watch film 2 A2: Song

Having practised some of the language presented in the film, this is a good time to talk with pupils about asking people, “How are you?” when you meet them.

■ Talk about how they, and people in your community, ask after each other.

■ Ask your French twin school what phrases they commonly use.

■ Discuss what children have noticed about France in the films they have seen so far, both similarities and differences.

❑ Watch film A2: Song:”Salut, ça va?”

Film A2: French children sing “Salut! Ça va?”

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1 4 . A s - t1u .32 d. e Ç sÇ r?ea s? e t d e s afrarsvè?av soeu ❑ Art and design: Making puppets Some children will find it easier to talk through a puppet rather than to “perform” themselves.

Pupils can design and make their own puppets which can be used for practising conversations in the foreign language right from the early stages.

Old socks can be a good basis for a simple puppet. It is probably best to steer them away from designing puppets which represent French stereotypes.

Your puppets can, of course, only understand French! You can have fun by giving each a personality: one could be “naughty” and always getting into trouble; another could be “grumpy” or “shy”.

Part B: Giants of Northern France CROSS CURRICULAR ACTIVITIES

Watch film 2 part B1

❑ “Giants of Northern France”: Show children the presentation and discuss using extra background from "Talking point 1".

❑ Film B1 shows children the “giants” of the Nord-Pas de Calais region for the first time.

These huge figures appear regularly in the films - see this chapter’s “talking points”.

This sequence shows carnival celebrations in the town of Cassel which feature “giants” Reuze Papa and Reuze Maman. First we see the "giants" parade through the streets. We then see the giants of a smaller town, Aire-sur-la-Lys. The band plays and the crowd cheers.

Cartoon sequence A boy greets three giants in the street at carnival time: “Salut, ça va?”

Reuze-Papa says: “Ça va”.

Happy Theoderic says: “Ça va bien”.

Grumpy Phinaert says: “Ça ne va pas!”

The class could discuss making their own “giant” as a Design & Technology project.

Film B1: Grumpy giant-“Ça ne va pas!”

Celebrations in Cassel continue into the night.

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1 4 .E A s raft rvè .ee Ç ar?e s e t d e s a sr -l tyu 3 Sd s to a u r sF ? rench 1 The tradition developed and giants became the centrepiece of northern towns’ carnivals.

Talking point

Giants today

The “Giants” of Nord-Pas de Calais

Giants are only seen on special occasions.

Each town has a voluntary association which keeps up the tradition, looks after and repairs the giant figure, and provides the bearers and attendants who accompany the giant as he or she dances through the streets - while bands play a special giants’ tune.

The giants in Cassel and Douai are now protected by the international organisation UNESCO as “masterpieces of the world’s cultural heritage”.

These “giants” are a very popular tradition in the North of France and across the border in Belgium. On their own particular days of the year, each town in the region holds its annual carnival, starring their own “giant” (géant) in a procession led by a marching band.

There are over 200 of these huge figures and they usually represent an important real or legendary person in the history of the town, or sometimes a typical trade or occupation. Some of the characters are centuries old, others are quite recent inventions.

How they are made

The giants stand up to 20 or 30 feet high.

Traditionally they are made of flexible wickerwork, with a light papier-maché head.

Carried by up to six skilled bearers hidden inside, the giant can actually dance with the music of the procession. The bearers have a flap in the giant‘s dress so they can see to steer.

Smaller giants need only one person inside, and some like Lydéric are mounted on a trolley instead. He has moving arms and can be pulled along by a child.

The giants Reuze-Papa

and Reuze-Maman

at Cassel.

Cultural awareness

❑ As a design technology project, the class could build their own “giant” to represent their community. First you could research local history to find an appropriate character to base the giant upon. Perhaps there is an interesting local legend, or a trade or craft that was once typical of your area.

The giant Lydéric at Aire-sur-la-Lys.

Religious origins

This colourful tradition dates back to the early 16th century. Nord-Pas de Calais, Belgium and Holland were ruled at that time by Catholic Spain, and the Catholic Church set out to encourage popular expressions of piety to ward off the threat of Protestantism.

Large figures were carried in annual religious processions to mark occasions such as the day of a town’s patron saint. Most were biblical figures like Goliath or St. Christopher, and they gradually acquired various attendants in masks and costumes.

How to make a giant: the wickerwork frame, arms and papier-maché head on display in a local museum.

2.6 2.6

2. Ça va?

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

This page may be photocopied for classroom use

Š Copyright 2018 Early Start Languages

2. Ça va?

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

This page may be photocopied for classroom use

Š Copyright 2018 Early Start Languages

2. Ça va?

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

This page may be photocopied for classroom use

Š Copyright 2018 Early Start Languages

2. Ça va?

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

This page may be photocopied for classroom use

Š Copyright 2018 Early Start Languages

2. Ça va?

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

This page may be photocopied for classroom use

Š Copyright 2018 Early Start Languages

2. Ça va?

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

This page may be photocopied for classroom use

Š Copyright 2014 Early Start Languages