French 2.02 places v12

Early Start French Pack 2

2. En ville Places in town VIDEO

In this section pupils learn how to identify places that might be significant to children in a French town or in their home town.

This is the first step towards being able to describe where you live, ask directions and give information about where places are.

The market - “Voici le marché”.

This sequence shows the stalls and produce sold at the Saturday morning market in Roubaix: “Qu’est-ce que c’est?” “C’est le marché”.

The supermarket - “Voici le supermarché”.

We see images of a small supermarket in Hesdin: “Qu’est-ce que c’est?” “C’est le supermarché”.

The café - “Voici le café”.

A group of children and their mothers enjoy a cold drink at one of Hesdin’s cafés.

“Qu’est-ce que c’est?” “C’est le café”.

The museum - “Voici le musée”.

Charlotte is shown visiting the Musée du Verre (Glass Museum) in Sars-Poteries.

“Qu’est-ce que c’est?” “C’est le musée”.

Identifying places in the town: The first four places* are identified again: “Voici le marché”; “Voici le supermarché”; “Voici le café”; “Voici le musée”. *NOTE: these four are masculine (“le”) nouns.

NEW WORDS AND PHRASES le marché le supermarché le café le musée l’école (f) mon école la piscine la gare la boulangerie la pâtisserie

- the market - the supermarket - the café - the museum - the school - my school - see note - the swimming pool - the station - the bakery - the cake shop

la plage - the beach Voici [le musée]

This is [the museum]

... à [Hesdin] il y a [une gare] ... ...at [Hesdin] there is [a station]...

Qu’est-ce que c’est? C’est [le marché] What’s that? It’s [the market] CD Track 14 Scene from video section 2: calling the register -“Présente!”

The school - “Voici mon école”.

A pupil introduces her school. We see children arriving at the Ecole Léon Jouhaux at the beginning of the school day. They enter their classroom and their teacher, Monsieur Charles, greets them and takes the register*: “Bonjour à tous”. (Good morning everyone).

“Asseyez-vous”. (Sit down).

“Alors, je vais faire l’appel”.

(Right, I’m going to take the register).

Scene from video section 2: “Voici le marché” - the cheese stall at the Saturday market in Roubaix.

* NOTE: to call the register in French, see ch.2.17.

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En ville

As he calls out their names. boys reply “présent”, the girls say “présente”.

The sequence finishes with: “Qu’est-ce que c’est?” “C’est l’école”.

The swimming pool: - “Voici la piscine”.

Children are shown having a swimming lesson in the large indoor pool at the Agora activity centre in the seaside town of Berck-sur-Mer: “Qu’est-ce que c’est? C’est la piscine”.

The station - “Voici la gare”.

The guard introduces Hesdin railway station.

We see a ticket being punched. A train arrives and passengers get on and off the train. The guard blows his whistle and the train departs: “Qu’est-ce que c’est? C’est la gare”.

KEY SOUNDS

Listen and enjoy copying these typical sounds: where have you heard them before?

“ ” as in boulangerie plage Heard before in:

bonjour rouge

“ ” as in boulangerie

Heard before in:

vendredi France

“ ” as in piscine pâtisserie

j’habite ville dimanche samedi souris

Heard before in:

(Listen to the native speakers try to copy their typically French sounds.)

NOTE: phonetic symbols are for teachers ONLY! See “Introduction” for how to use symbols)

CD Track 14

The beach -“Voici la plage”. Children take part in summer activities on the beaches of Wimereux and Boulogne. “Qu’est-ce que c’est? C’est la plage”.

Identifying places in the town: The last six places* are identified again: “Voici mon école”; “Voici la piscine”; “Voici la gare”; “Voici la boulangerie”; “Voici la pâtisserie”; “Voici la plage”. *NOTE:

Scene from video section 2: “Voici la gare.’

The bakery - “Voici la boulangerie”.

Customers are served in the village baker’s shop in Auchy-les-Hesdins. We see different kinds of bread and a loaf being cut up in a slicing machine: “Qu’est-ce que c’est? C’est la boulangerie”.

these six are feminine (“la”) nouns.

Describing the town:

Charlotte tells us there is a museum in her village: “à Sars-Poteries il y a un musée”.

Hesdin has a station: “à Hesdin il y a une gare”; ... and Wimereux has a beach: “à Wimereux il y a une plage”.

Planning your lessons

After showing the video, plan activities to familiarise pupils with a larger than usual number of new words before using the new structures: “voici ...” and “il y a ...” as well as “c’est ...”.

A warm-up session on noun genders will help remind pupils that they should try to remember whether to use “le” or “la” with each of these new words.

Scene from video section 2: “La boulangerie”.

The cake shop - “Voici la pâtisserie”.

We see a customer choosing cakes from the display in the Pâtisserie Debril in Hesdin.

“Qu’est-ce que c’est? C’est la pâtisserie”.

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Early Start French Pack 2 Activities

words; if you say the name of a different place, pupils remain silent.

You could open the lesson by looking at nouns pupils know already, perhaps using Pack 1 picture-cards. Can they remember whether the rabbit is “le” or “la”, “un” or “une lapin”?

As before, praise children for remembering the main word, whilst gently saying the correct article - see “How French works 1” below.

You could talk about strategies for remembering things that work for different pupils.

❑ Play “which is it?”

1. Warm up

2. Watch the video

❑ Watch video section 2: “En ville” to introduce new words for places in town, and the structures: “Voici le...” and “il y a un ...”.

Display one of the pictures and ask the class which of two alternatives it shows, e.g. “C’est la boulangerie ou l’école?”

Pupils answer by saying the correct place, “c’est la boulangerie” or “c’est l’école” as appropriate. ❑ Play “what’s this?”

Show a picture and ask what it is, “Qu’est-ce que c’est?” Pupils tell you, e.g. “C’est la piscine.”

3. Get used to the sounds

❑ Echoing: Make flashcards from enlarged copies of the pictures on the activity sheet or make transparencies for the OHP. Show each picture to the class and say the name in French, e.g. “le marché.” The pupils echo the word.

4. Respond with understanding

❑ Play “find it” Place the flashcards around the classroom or hall. Name one of the places and ask a pupil or group of pupils to go and stand by the card which represents the place that you named.

Repeat this with other places.

❑ Place flashcards around the room or hall.

Ask one pupil or a group to choose a picture, go and stand by it, and tell the rest of the class what it is, e.g. “Voici la plage” or “Voici la gare”. ❑ Play “what’s in my town?”

This activity helps to practise the structure introduced in the video: “à (Sars-Poteries) il y a (un musée)” and to reinforce the names of different French towns.

Hold up the flashcards or show the pictures on

❑ Play “true or false” Hold up the flashcards one by one (or display them on the OHP); say the name of each place as you show the picture, e.g. “le supermarché”.

If you say the correct place, pupils echo the

HOW FRENCH WORKS 1. “The” or “a” with different nouns

2. Saying “my ...” (or “your ...”)

Pupils learnt most earlier words with “un/une”; now more are introduced with “le/la”.

“un”/ “le” go with masculine nouns (le chien); “une”/ “la” with feminine nouns (la soeur).

Use “le/la” as you use “the ...”;

“un/une” like “a/an ...”

NOTES: ◆ “l’école, l’animal”: use “l’..” if a noun begins with a vowel or silent ‘h-’ (like “an...” in English) ◆ “les chiens”: use “les” if the noun is plural.

Pupils might have heard “mon frère, ma soeur, mon anniversaire” - 2 different words for “my”: “mon” goes with a masculine noun (mon chien); “ma” with a feminine noun (ma soeur).

NOTES:

◆ “mon école, mon animal” - always use “mon” if the noun begins with a vowel sound or a silent ‘h’ (even if the noun is feminine); ◆ “mes frères” - use “mes” if the noun is plural. ◆ To say “your”, use “ton/ ta or tes”.

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En ville

the OHP. You show the picture of a market and say, for example, “A Calais il y a ...” and pause.

The children finish the sentence for you; “ ...un marché.” Next, repeat the sentence and show a second picture, e.g. “A Calais il y a un marché et...” The children say: “...un supermarché”.

6. Watch the video again

❑ Show video section 2: “En ville” again for reinforcement.

7. Look again at sounds

❑ Play “Listen to the sounds” With new words, and a new key sound,“ ”, have a short session where you call out different words that pupils know. Start with places in town, them mix in words from previous learning. Pupils make agreed gestures when they hear a “key sound” (see Chapter 2.1).

❑ Play “describe my town” The children sit in a circle. You begin by saying, for example, “A Boulogne il y a une plage”.

The child next to you repeats what you have said and adds another place to the sentence, e.g. “A Boulogne il y a une plage et un marché”.

The aim of the game is to remember what the previous people have said and be able to think of a new place to add to the town description.

Pupils may like to describe a French town or their own town (see “extension activity”).

Introducing the written word

When pupils are used to listening to and saying the new vocabulary, you may like to show them the final sequence of video section 2: “En ville”, in which each of the key words is repeated with text superimposed on the pictures.

The text is colour-coded by gender: blue for masculine words e.g. le supermarché and pink for feminine words e.g. la gare.

5. Working in pairs

❑ Give pupils each a copy of the activity sheet with which they can repeat these activities in pairs and small groups.

❑ Play “word-picture match” 1 Make word flashcards to go with the pictures on the activity sheet. Attach the picture flashcards to the wall and set out the word flashcards on a table.

Ask a pupil to select the appropriate word flashcard as you point to a place and say what it is. The pupil then attaches the word to the corresponding picture.

❑ Play “snap” Pupils pool their sets of picture-cards to play “snap”. The game should include saying the name of each place as the card is played.

❑ Play “word-picture match” 2 Give some pupils word flashcards and others the pictures of places. When you call out a place, pupils run to find their partner.

HOW FRENCH WORKS 3 Why do they put ACCENTS on some letters in French?

Pupils may have noticed several accents in this chapter’s “new words”, e.g. “l’école”

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Early Start French Pack 2 Extension activity

❑ Play “find the sound” As described in Ch.1.2, place some word-cards on the floor. Seat pupils around the cards, and play music. Pupils pass a soft ball.

When the music stops, you say a sound, e.g.

“Find a ‘ ’ (a soft-j), as in “bonjour”.

The pupil holding the ball has to pick out a word-card containing that sound.

When describing a town, children may want to know another French word for a place.

You could help them find it in a bilingualor picture-dictionary. Talk about how to pronounce the new word, using “key sounds” they already know.

They may also want to use plurals, e.g. to say a town has three schools. Explain that you generally write an “s” on the end, e.g. trois écoles (but remember exceptions like “cheval/chevaux”, “oiseau(x)” from Pack 1).

When you SAY the noun, the “s” or “x” is silent; “école” sounds the same as “écoles”.

CROSS-CURRICULAR ACTIVITIES

Once pupils know the names for key places around the town they can start on the first stage of their chosen extended project:

Town Guide project

❑ ICT multimedia project.

Pupils can enjoy making and sending electronic “talking postcards”. See www.earlystart.co.uk for how to send sound and pictures by email.

Talk with the children to plan a talking postcard about your community, that will be sent to your French partners. What picture gives a stranger an idea of what your town is like? Record an audio greeting using this section’s new words.

■ Ask your French partners to reciprocate.

Which places around your town are interesting to visitors, and would help them find out about your community? After discussion, pupils can choose a small list. See examples in this chapter’s “talking points”.

Pupils could take pictures with a digital camera to show what is worth seeing or doing at the

places they have chosen - or they could cut out pictures from leaflets.

Label each place with its name in French.

The words for some more places are given in “extra words and phrases”.

“Imaginary Town” project

Pupils can start to create a three dimensional model of “what we think a French town is like”.

They can add shops, a swimming pool, a railway station, a school. The town could also have a museum and possibly a beach.

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2.2

En ville Today some of these re-worked mistakes are treasured as works of art. The Glass Museum presents a collection of surviving pieces, and also encourages artists from all over the world to come and create new art using glass.

Talking point 1

EVERYDAY LIFE IN FRANCE Why do communities have museums?

The video showed Charlotte visiting the local museum in the village of Sars-Poteries.

Glassworkers in Sars-Poteries used to decorate their houses with a large glass ball on their rooftop.

There are reminders of the old glassworks elsewhere in the village. Glassworkers also made balls of waste glass to fix on their rooftops for decoration and good luck.

In the nearby village of Trèlon, you can visit a restored 19th century glassworks, and see how glass used to be made by hand.

See www.earlystart.co.uk to find out more about these and other museums in France.

Sars-Poteries’ Glass Museum is in the big house where the glassworks manager used to live.

Your local museum may also have a collection of special objects, pictures and documents that have been saved and displayed. This helps local people and visitors see how life has changed over generations where you live.

Many museums focus on a particular theme: people like to visit old buildings that “bring history to life”, where they can see what it was like to live and work years ago.

Sars-Poteries is a small rural village, but it once had two glassworks (1802-1937), employing 800 people. They made glass bottles and tableware, which were sold all over France.

In their spare time, glass-workers made beautiful objects out of their mistakes - bits of glass that had been thrown away because of a flaw.

Cultural awareness

You could talk with children about glass: ■ What is it used for?

■ What goods are packaged in glass?

■ Why are some now sold in see-through plastic instead of glass?

You could talk about why small glassworks might have shut down.

Old industries Are there industries in your area that have stopped working too? You could talk with children about the industrial or working history of your town or district.

■ Is there a museum in your area where pupils can find out more?

The Glass Museum in Sars-Poteries displays examples of old and new craftsmanship in glass.

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Early Start French Pack 2 (2) The café

Even small villages and towns in France have a café. It’s somewhere to meet and talk to your friends and neighbours when you are out shopping, on your way home from school, or want to play a game or watch a football match on TV. They always offer waiter service at your table, and in later sections we’ll also look at the food and drink served in French cafés.

Talking point 2

EVERYDAY LIFE IN FRANCE More about places we saw in town (1) The town station

(3) The swimming pool

Swimming is one of the most popular ways

Hesdin station: the small branch-line train goes from Boulogne to Arras.

The video shows the railway station at Hesdin.

This train has come from Boulogne on the coast.

Some people will get on at Hesdin. The train is a quick way to get to the big town of Arras, for work, college, shopping or entertainment.

“Voici la piscine.” These children are at a Saturday morning swimming club in the pool at Berck-sur-Mer.

for French children to exercise, keep fit, or just play around and keep cool in a hot summer.

Most towns will try to have somewhere to swim - often outdoors, especially in the South.

The video shows the indoor pool in a Leisure Centre in the seaside town of Berck-sur-Mer. The town has a lovely flat sandy beach, but for “serious” swimming, these children come to a Saturday club at the Centre’s pool. We see more of this Leisure Centre in later sections.

Before they go on the platform, passengers must put their ticket in this machine which punches a hole in it.

(4) The beach

In a seaside resort, the beach is the centre of town life during the summer season. The video shows some of the beach facilities you find in a northern French seaside resort like Wimereux, Boulogne, or Wissant. The video shows a typical summer Beach Club, where children enjoy the play area, trampolines and an exciting bungeebouncing activity. They are supervised by monitors (usually students on holiday) who also organise games and activities. There is usually a small charge to take part.

The video shows how passengers punch their tickets before entering the platform - something you have to do in France.

The notice on the machine reminds passengers: “Compostez votre billet” - make sure you have had your ticket punched!

You will find more information about French railways in Ch.2.1 (see “cross-curricular activities”) and Ch.1.4A in Pack 1 (see “talking point”).

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En ville

(5) The boulangerie

The video shows a village baker’s shop (boulangerie) with a wide range of freshly-baked bread (not just les baguettes!); and a specialist cake shop (pâtisserie) in the Market Square at Hesdin - also with a delicious-looking display.

It is very common for one shop to sell both bread and cakes; the village shop actually had “Boulangerie-Pâtisserie” on its window blinds.

(6) The market

Roubaix holds its market on Saturdays. Each town has a regular weekly market day.

The video shows some of the fresh foodstuffs you might find: there is a cheese stall; some selling fruit and vegetables; sweets; cooked-meats; and in bigger markets like Hesdin, traders selling cheap clothes and household goods.

A colourful sweets stall at Roubaix market: “bonbons”.

The cheese stall offers a selection of whole cheeses; you ask for a piece to be cut off by weight - e.g. “200 grammes”. Children will learn how to buy things in French in later sections.

There is more about French cheeses in Ch.2.10.

(7) The school

The video shows a teacher taking the register in a primary school in Roubaix. We see more about schools in ch.2.4: “A l’école”; ch.2.5: “Les objets de la classe”; ch.2.14: “Quelle est ta matière préférée”.

Children may also remember “talking points” about schools in Pack 1. They covered: ■ the school day in chapter 1.2: “Au revoir”; ■ the school system in ch.1.7: “Quel âge as-tu?”;

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Early Start French Pack 2 Talking point 3

EVERYDAY LIFE IN FRANCE Shops: patterns and “false friends”

Talk with pupils about the French words for different shops. They may be able to spot the pattern in those they know already: boulangerie, pâtisserie both end in“-erie”.

If you look at more places included in “extra words and phrases”, the pattern continues: confiserie, librairie, papeterie, pharmacie - all have the same ending.

“True and false friends” You could also talk about the places included in “extra words and phrases” where the French word is very similar to the English equivalent, like l’hôtel, le restaurant, la banque ...

See if the children can spot others.

“La boulangerie” - the words for shops often end in “-erie”.

The first big difference is in the pronunciation - it is well worth spending the time listening to the audio CD to hear and practise the way these words are spoken.

Sometimes the similarity is a “false friend”, like la librairie in the list below, which is a bookshop, not a library. Look out for other “false friends”...

EXTRA WORDS AND PHRASES

le restaurant l’hôtel l’hôtel de ville le stade l’office du tourisme le magasin la banque la poste la confiserie la librairie * la bibliotèque * la papeterie la pharmacie

-

the restaurant the hotel the town hall the stadium/sports centre the tourist office the shop the bank the post office * “False the sweet shop friends” It’s easy to mistake the book shop la librairie for the lib rary, which is la b the library (la librairie ibliotèque sells boo ks). the stationer’s the chemist

The pronunciation of these additional phrases can be heard on the audio CD for teachers.

CD Track 14

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En ville

Je m’appelle ...........................

This page may be photocopied for classroom use

Š 2004 Early Start Lan-

En ville

Je m’appelle ...........................

This page may be photocopied for classroom use

Š 2004 Early Start Lan-

En ville

Je m’appelle ...........................

This page may be photocopied for classroom use

Š 2004 Early Start Lan-