F2.02 places v21

2.2

En ville

2.2 En ville Places in town

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.

Films to see A1 - Some places in French towns A2 - More places in French towns B1 - Where places are

Part A: Places in town Planning your lessons

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 1 - the swimming pool - the station - the bakery - the cake shop

la plage - the beach

After showing the films, plan activities to familiarise pupils with a larger than usual number of new words before using them together with the structures: “voici ...” and “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. They can also revisit “voici” and “c’est”, both of which were indroduced in Early Start French 1.

Activities

Warm up

You could open the lesson by looking at nouns pupils know already, perhaps using picturecards from Early Start French 1. 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”. You could talk about strategies for remembering things that work for different pupils.

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] see Talking Dictionary

Watch film A1- Places in town

❑ Watch film A1: “Some places in French towns” to introduce new words for places in town.

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”.

Scene from film 2 A1: “Voici le marché” - the cheese stall at the Saturday market in Roubaix.

2.1

Early Start French 2 as you show the picture, e.g. “le supermarché”.

The café - “Voici le café”.

If you say the correct place, pupils echo the A group of children and their mothers enjoy a words; if you say the name of a different place, cold drink at one of Hesdin’s cafés. pupils remain silent.

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

The museum - “Voici le musée”.

Watch film A2 - More places in town Charlotte is shown visiting the Musée du Verre (Glass Museum) in Sars-Poteries. ❑ When you feel pupils are ready, watch film A2 which introduces six more places that can “Qu’est-ce que c’est?” “C’est le musée”. be found in French towns.

Identifying places in the town: The first four The school - “Voici mon école”. A pupil introduces places* are identified again: “Voici le marché”; her school. We see children arriving at the Ecole “Voici le supermarché”; “Voici le café”; “Voici le Léon Jouhaux at the beginning of the school day. musée”. *NOTE: these four are masculine (“le”) nouns.

We see images of school life. The sequence finishes with: “Qu’est-ce que c’est?” “C’est l’école”.

Get used to the sounds The swimming pool: - “Voici la piscine”. ❑ Echoing: Show the first four e-flashcards Children are shown having a swimming lesson in one-at-a-time (or hold up paper copy enlarged the large indoor pool at the Agora activity centre from the pictures on the activity sheet). Click in the seaside town of Berck-sur-Mer: “Qu’est-ce the sound button to hear the name in French, e.g. que c’est? C’est la piscine”. “le marché.” The pupils echo the word, taking care with the “key sounds”.

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”.

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”. ❑ Use the “back” arrow to display the The cake shop - “Voici la pâtisserie”. flashcards again, this time showing the text: We see a customer choosing cakes from the click the ‘abc’ text symbol to add colour-coded display in the Pâtisserie Debril in Hesdin. text (blue = masculine noun, red=feminine).

“Qu’est-ce que c’est? C’est la pâtisserie”. ❑ Play “true or false” The beach -“Voici la plage”. Children take part Show the e-flashcards one by one (or hold up in summer activities on the beaches of Wimereux paper flashcards). Say the name of each place and Boulogne. “Qu’est-ce que c’est? C’est la plage”.

Scene from film A2: “Voici la plage”.

Scene from film A2: “La boulangerie”.

2.2

2.2

En ville

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”.

KEY SOUNDS

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

*NOTE: these six are feminine (“la”) nouns.

Get used to the sounds

❑ Echoing: Now show all the e-flashcards one-at-a-time (or hold up paper copy enlarged from the pictures on the activity sheet). Repeat the sequence displaying the text. Can pupils identify the feminine nouns?

as in boulangerie, Heard before in:

as in boulangerie

Respond with understanding

vendredi, France

Heard before in:

❑ Play “find it” Place paper 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.

as in piscine,

pâtisserie

j’habite, ville, dimanche samedi souris

Heard before in:

as in marché,

❑ Play “which is it?”

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.

Heard before in:

café, école

janvier zéro et

as in supermarché, Heard before in:

salut, tortue, tu

as in boulangerie=

❑ 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.”

Heard before in:

Boulogne, douze

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

❑ 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”.

L Re 1

plage bonjour rouge

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

see Talking Dictionary

HOW FRENCH WORKS 1: (a) “the” or “a” with different nouns b, 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 will 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”.

2.3

Early Start French 2

Part B: Describing my town Extension activity

Watch film B1 Describing my town

This film tells us which places are in particular towns. It introduces the structure “il y a” which pupils will find really useful when talking about key places in their own town.

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

We then see what places there are in other towns: In Roubaix there is a market: “à Roubaix il y a un marché”. Hesdin has a station: “à Hesdin il y a une gare”; ... and Wimereux has a beach: “à Wimereux il y a une plage”.

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 Early Start French 1).

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

Working in pairs

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

❑ Play “what’s in my town?”

This activity helps to practise the structure introduced in film B1: “à (Sars-Poteries) il y a (un musée)” and to reinforce the names of different French towns.

Use the e-flashcards to display the pictures of places on the whiteboard (or use enlarged copies of the paper flashcards). 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”. ❑ 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,

2.4

❑ 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.

Look again at sounds

❑ Play “It’s that sound again!”

Now that the new words and sounds are familiar, pick out one or two “key sounds” from this chapter’s new words. Ask children to suggest all the French words they know that also contain that sound. This will help them remember the French they already know.

Introducing the written word

❑ 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

2.2

En ville

it is. The pupil then attaches the word to the corresponding picture. ❑ 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. ❑ Play “find the sound” 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, The pupil holding the ball has to pick out a word-card containing that sound.

“Imaginary Town” project

Watch the films again

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.

❑ It is always a good idea to watch the films again for reinforcement.

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:

❑ ICT multimedia project.

Pupils can enjoy making and sending email “talking postcards”. 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.

Town Guide project

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 photos to show what is worth seeing or doing at the places they have chosen - or they could print out pictures from the internet or 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”.

L Re 2

HOW FRENCH WORKS 2: Why do they put ACCENTS on some words in French?

Pupils may notice the extra markings, called “accents”, in this chapter’s “new words”, e.g.

“le supermarché”. “la pâtisserie”.

They are an important part of the spelling of these words, and children should try to remember them.

In many cases, an accent changes the sound of the letter: compare the sounds of ‘e’ and ‘é’ in ‘supermarché’..

2.5

Some accents are there for historical reasons, e.g. ‘hôtel’ was once ‘hostel’, ‘pâtisserie’ came from ‘pastry’.

Some accents don’t affect the sound, but help avoid confusion when reading otherwise similar words, e.g. ‘a’ and ‘à’.

Some accents are competely useless; France has an official organisation (l’Académie Française) in charge of spelling which meets to decide whether to change a particular accent.

Early Start French 2

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

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

Cultural awareness

Talking point 1

EVERYDAY LIFE IN FRANCE Why do communities have museums?

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

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.

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.

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.

2.6

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?

There will be more about Sars-Poteries and the Glass Museum in Early Start French 3 when we look at the village as it is today and as it was 100 years ago.

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

2.2

En ville monitors (usually students on holiday) who also organise games and activities. There is usually a small charge to take part.

Talking point 2

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

(4) The school

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.

(2) The swimming pool

Swimming is one of the most popular ways 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.

Film A2 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.

The video shows pupils at l’école Léon Jouhaux 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 1.1: “Au revoir”; ■ the school system in ch.1.7: “Quel âge as-tu?”; ■ children’s activities at school and at home in ch.1.14: “Les jours de la semaine”.

(5) The boulangerie

Film B1 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.

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

(6) The market

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

(3) The beach

In a seaside resort, the beach is the centre of town life during the summer season. Film A2 shows some of the beach facilities you find in a northern French seaside resort like Wimereux, Boulogne, or Wissant. The film shows a typical summer Beach Club, where children enjoy the play area, trampolines and an exciting bungeebouncing activity. They are supervised by

2.7

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

Film A1 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.

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.

Early Start French 2 (6) The town station

Film B1 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.

The film 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!

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

“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.

The first big difference is in the pronunciation - it is well worth spending the time listening to the Talking Dictionary 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”...

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.

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 bibliothèque * 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 ibliothèque sells boo ks). the stationer’s the chemist

see Talking Dictionary

2.8

En ville

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

This page may be photocopied for classroom use

Š 2018 Early Start Languages

En ville

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

This page may be photocopied for classroom use

Š 2018 Early Start Languages

En ville

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

This page may be photocopied for classroom use

Š 2018 Early Start Languages