f1.05 family

14. As-tu 1 . 5desMfrères a f aet mdes ille soeurs?

1.5 Ma famille My family

This section takes a big step, introducing pupils to the concept of nouns having gender in French. Talking about people and family, the gender is obvious, but children are prepared for the notion that all French nouns have gender, not just those about people.

Activities can revolve around imaginary, famous or fictional families so pupils do not have to talk about their own circumstances.

Teachers should be sensitive to individual children's circumstances.

Part A:

Films to see A1. My family A2. Other families A3. Song B1. He/she is called...

Pupils will find that the French words for 'my', 'a' and 'the' are amongst those that change with a noun's gender.

My family

Planning your lessons

NEW WORDS AND PHRASES

Plan activities from those suggested to give children lots of practice at listening and talking, first about their “own family”. They could assume another identity if they prefer.

A1: My family

mon père - my father ma mère - my mother mon frère - my brother ma soeur - my sister

Activities

Warm up

❑ Before watching film A1, it is a good idea to have a brief “warm up” session to remind pupils of all they can now say in French about themselves: for example, ask several pupils their names. If you have time, play a quick game to reinforce this vocabulary.

mon grand-père - my grandfather ma grand-mère - my grandmother

ma famille - my family Familiar names

papa - dad/daddy maman - mum/mummy

Watch film 5 part A1

❑ Watch film A1 which introduces "my family" with animated cartoons: “Mon père, papa...”

“Ma mère, maman...”

“Mon grand-père, papi...”

“Ma grand-mère, mamie...”

“Ma famille!”

papi - grandad/grandpa mamie - granny/grandma Introducing people Voici mon père - Here is my father Voici ma famille - Here is my family A2: Other families

le père - the father la mère - the mother le frère - the brother la soeur - the sister le bébé - the baby

Film 5 A1: “Mon père, papa... Ma mère, maman”.

1

see Talking Dictionary

5.1

2

E 14. a rAs-tu l y des S tfrères a r t etFdes r esoeurs? nch 1 Lili invites us home to meet her family: "Bonjour. Je m'appelle Lili... viens".

(Hello. I'm called Lili... come in!)

She runs inside and greets her mum: Lili: "Bonjour maman".

Mum:"Bonjour ma chérie".

Lili introduces her mother to the viewers: Lili: "Voici ma maman".

Mum: "Bonjour".

Lili then introduces her brother Loïc: Lili: "Et voici mon frère Loïc".

Loïc: "Salut".

Dad is in the kitchen preparing lunch: Lili: "Bonjour, papa".

Dad: "Bonjour, Lili."

Lili: "Et voici mon papa".

Dad: "Bonjour".

Lili and her mum go to visit her grandparents who live just up the road.

Mum: "Bonjour! C'est nous!" (Hello! It's us!)

Lili: "Bonjour, mamie".

Granny: "Bonjour, ma chérie". (Hello, my dear) Lili: "Bonjour, papi" Grandad: "Bonjour ma chérie".

Mum: "Maman ... Bonjour papa".

Lili introduces her grandparents to viewers: Lili: "Voici ma mamie".

Granny: "Bonjour".

Lili: "Et voici mon papi".

Grandad: "Bonjour".

Lili spends time with her grandparents.

Voice: "Ma grand-mère, mamie."

Lili plays in the conservatory with her toys.

Granny brings her a drink: Granny: "Tiens". (Here you are.)

Lili: "Merci mamie, merci, merci, merci!"

Lili goes to see what grandad is doing on the computer: Voice: "Mon grand-père, papi".

We then see Lili's family again: "Mon frère. Mon père, papa. Ma mère, maman"

Get used to the sounds

❑ Echoing: Select ‘My Family’ on the eflashcards; show each picture with sound and text ON (or use the activity sheet).

Pupils echo the words, e.g. “mon frère”.

Film 5 A1: “Voici mon papa.”

Lili is in her bedroom speaking to her granny on the phone.

Lili: "Bonjour mamie, c'est Lili".

Granny: "Bonjour Lili. Ça va?"

Lili: "Bien, et toi?"

Granny: "Ça va, ça va".

Lili: "Je me disais, est-ce que je peux passer?"

(literally: I was saying to myself, can I come by?)

Granny: "Mais oui, bien sür. Quand?"

(But yes, of course. When?)

Lili: "Tout de suite?"

(Straight away?)

Take care with “key sounds”(see box).

Finally, present the whole family, “ma famille.”

Pupils echo the phrase.

Granny: "D'accord, si tu veux. À tout de suite".

(Of course, if you want. Straight away.)

Lili: "À tout de suite. Au revoir".

1

HOW FRENCH WORKS 1: Nouns, gender and 'my'

When you listen to film 5 and the talking dictionary, you will hear that there are two different French words for 'my':

“ma soeur” (my sister)

“mon frère” (my brother).

Children can see that “ma” is used with feminine nouns (mother, sister, etc), whilst “mon” is used with masculine nouns (father, brother, etc).

Film 5 A1: Lili and mum going to visit her grandparents.

5.2

14. As-tu 1 . 5desMfrères a f aet mdes ille soeurs?

Your class will probably contain some children from ‘blended families’, which are also common in France.

You should always give children an alternative to describing their own family arrangements - but with care, you could make appropriate extra French words available - see ‘Prepare your lessons’.

❑ Spot the pattern?

Can children spot when “mon” and “ma” 1 are used? - see "How French works 1". ❑ Introductions: Select ‘here is..’ and run through the pictures again, with sound and text ON.

❑ Play “Introducing my family” Ask each child to produce a picture of any family - either their own or a famous or fictional family that they will describe in role as their’s.

It could be their own drawing, photo, a picture from a magazine or printed from the internet.

Pupils echo, e.g. “voici mon grand-père”.

Respond with understanding

❑ Play “Show your card” Give each pupil one of the 7 printed flashcards (not the baby), shuffled. You say, e.g. “mon père”.

Pupils with that card hold it up to show.

ma grand-mère

"Je m'appelle Prince William; voici ma grand-mère."

Ask each child to announce who they are, e.g. “Je m'appelle Prince William” and to introduce some of their relations in the picture, e.g. “Voici ma grand-mère et...”.

KEY SOUNDS

Listen to the sound of ...

as in

mon, ton

NOTE if assuming another identity, pupils should choose to be a child rather than a parent - we have not yet introduced French words for 'son', daughter', etc.

Heard before in: bonjour

as in

mère, père, frère

Watch film 5 A2: other families

Heard before in: très, appelle

as in soeur

❑ Watch film A2, which starts with Celia showing a picture of her family: "Voici ma famille.

Mon père, ma mère, mon frère et moi".

Sounds similar to: monsieur

as in grand-père/-mère, maman Heard before in: Alexandre

as in le Heard before in: je, au revoir as in famille,

papi, mamie

Heard before in: merci, voici

as in

Film 5 A2: Claire introduces her mum and baby Axel.

Claire and her family have breakfast: Claire: "Voici ma mère et mon petit frère".

Mum: "Salut!"

Voice: "La mère ... la maman.

Le frère. La soeur. La famille".

We see Lili's family again: Voice: "Le frère; la soeur; la grand-mère ... la mamie;

famille

Heard before in: bien, monsieur see Talking Dictionary

5.3

E 14. a rAs-tu l y des S tfrères a r t etFdes r esoeurs? nch 1 it is in French. With text ONLY, they read the words aloud with correct pronunciation With sound ON and text OFF, they can show word-cards or write on their mini-boards.

le grand-père ... le papi; le père ... le papa;

la mère ... la maman".

This reinforces the vocabulary from film A1 and introduces using “the” (“le”/”la”) rather than “my” (“mon”/”ma”) - which you use refer to other families, not just your own.

Get used to the sounds

❑ E c h o i n g : Select ‘the’ the “My family” e-flashcards.

Respond with understanding

❑ Play “Pair up” Shuffle the cards from the activity sheet, and give each pupil one of the 7 cards representing people (and baby).

Pupils have to find others with the same card by asking, e.g. "la mère?". ❑ Play previous games from A1 You could use the games described previously, only including the baby, and saying “le” and “la” instead of “mon” and “ma”. ❑ Play “Make a family” Now give each pupil one of the 7 people cards (not the family). In a space where they can move freely, pupils have to find others to make a “family” (one of each relation) by asking in French, e.g. a child holding “le père?” has to find children holding the other cards by asking e.g. “la mère?” - without showing cards! ❑ Play “true or false” Display the flashcards one by one (or hold up a printed card). You say a family member as you show each picture, e.g. “la soeur”.

If what you saymatches the picture, pupils echo the words; if not, pupils remain silent.

on

Show each picture and say which family member is represented - initially with sound and text ON. Pupils echo the words, e.g. “la mère”.

End with the whole family, “la famille.” ❑ Spot the pattern again?

Can children spot when “le” and “la” are used? - see "How French works 2 ". ❑ Echoing: Now show Flashcards 2 and select ‘Lili’s family’ on the menu.

2

❑ Play “find the family member” If you are working in the hall or an area with plenty of space, divide the class into three or four teams. Place a set of the pictures on a flat surface in front of each team. Call out the name of family member, e.g. “le grand-père”.

The person at the front of each team runs to try and be the first to find the picture of the grandpa and bring it to you. The pictures are then replaced and the game continues.

When a child has had a turn, s/he rejoins his/ her team at the back of the line.

Start with sound and text ON. Pupils echo the words, e.g. “la grand-mère” as each film clip reminds them of Lili’s family - or of Claire’s, if selected.

Switch sound and text OFF; children say who 2

HOW FRENCH WORKS 2: Nouns, gender and 'the'

When you listen to film 5 and the talking dictionary, you will hear that there are also two different French words for 'the':

“la soeur” (the sister)

“le frère” (the brother).

Children can see that “la” like “ma” is used with feminine nouns, whilst “le” like “mon” is used with the masculine nouns.

5.4

❑ Play “Splat!”

Pin a set of the family pictures from the activity sheet on the board. Two pupils at a time can play the game; each wielding a rolled-up newspaper or similar ‘Splat!’-weapon!

You call out the name of a family member, e.g. “le frère”. The first to hit that picture wins the point.

14. As-tu 1 . 5desMfrères a f aet mdes ille soeurs?

CROSS CURRICULAR ACTIVITIES

❑ Art: play “This is my family” again Each child produces a picture of a different family as the children do in film A2.

Watch film 5 A3 : song

❑ Watch film 5 A3, in which Madame Antit's class sings the song; ask children to join in:

Film 5 A2: Celia describes her picture: “Voici ma famille”.

This time it’s definitely NOT their own family, but they pretend it is! Children illustrate famous or fictional families - or make up their own - and describe it “in role”.

They can then present their pictures to the rest of the class - pointing out and naming individuals as if they were part of the family: “Je m’appelle Peppa Pig. Voici mon frère George, mon père et ma mère”.

Film 5 A3: Mme. Antit's class sing “Bonjour, maman”.

Get used to the sounds (song)

❑ Echoing: children can join in with the karaoke versions of the song.

The tune is familiar from Chapter 1.1, with lyrics slightly changed. Singing is a good way to enjoy getting used to saying the words.

Children will know fictional.families, like Peppa Pig’s.

Children can devise imaginative scenarios for their pictures of famous or fictional families.

❑ 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.

❑ ICT: Pupils can word-process labels in French for their pictures. ❑ Drama: Pupils in groups act out being a family, using just posture, movement and the voice and manner they use in saying phrase in French - just from what they know already.

The lead character in each group introduces the others.

❑ 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.

❑ Drama: Pupils can use their puppets to develop conversations which include the new words and phrases they have learnt for talking about their family. This will give children practice in asking questions as well as responding to them.

5.5

E 14. a rAs-tu l y des S tfrères a r t etFdes r esoeurs? nch 1

Part B: This is his/her name...

Planning your lessons

NEW WORDS AND PHRASES B1: Pronouns

Previously in Ch.1.3, your class learnt to say what their own name is in French. Now they'll learn how to exchange information about other people's names, i.e. to say what his/her name is - not just about real families, but also famous ones, families from literature and from children's imaginations

il - he elle - she

il s'appelle... - he's called... elle s'appelle... - she's called...

Ask their name

Activities

le frère, il s'appelle...? the brother, he's called? la soeur, elle s'appelle...? the sister, she's called?

Warm up ❑ Have a quick look back at what your class learnt in Ch.1.3: can they still respond to “Comment t'appelles-tu?” - “Je m'appelle...”?

see Talking Dictionary

Watch film 5 B1: He or she is called...

e.g. "Il s'appelle? Il s'appelle Axel".

"Elle s'appelle? Elle s'appelle Claire".

❑ Watch film B1 in which children first hear French people speak about others by name in the third person (i.e. “he/she”): Claire introduces her little brother: Claire: “Voici mon petit frère. Il s'appelle Axel".

Voice: "Il s'appelle Axel".

Claire says goodbye to her mum and brother: Claire: "Au revoir!"

Mum: "Au revoir."

Axel: "Au revoir".

Voice: "Elle s'appelle Claire".

Other children introduce themselves; we hear the phrases "Il s'appelle (plus name)" for boys and "Elle s'appelle (plus name)" for the girls: e.g. "Il s'appelle Arthur”, “Elle s'appelle Inès".

A voice asks what each child is called: 3

Get used to the sounds

❑ Echoing: Ask individuals to say their names: You: “Comment t’appelles-tu?

Pupil:”Je m’appelle (Daniel)”.

You: “Il s’appelle Daniel” .

Pupils echo the words,“Il s’appelle Daniel”.

Repeat this dialogue with different pupils. The children echo “il s’appelle” and “elle s’appelle” as appropriate.

Respond with understanding

HOW FRENCH WORKS 3: What is SHE or HE called?

Children already know to say their own name in French with: “Je m’ appelle...”

Literally:

I

me

3

call

(I call myself...)

You can adapt this phrase to say: “TU t' appelles...” (YOU call yourself) “IL s' appelle...”

(HE calls himself) “ELLE s' appelle...” (SHE calls herself)

Don’t forget to change BOTH pronouns!

NOTE: me, te and se are shortened to m’, t’ and s’ because the vowel of ‘appelle’ comes next; it’s easier to say “Il s’appelle...” than “Il se appelle...” - try it!

5.6

❑ Play “Introductions 1” The children sit in a circle. Pupil 1 introduces herself, e.g. “Je m’appelle Daisy”. She points to the person on her right and says, for example, “et elle s’appelle Anna”. Anna now introduces hereself, “Je m’appelle Anna” and then the person seated on her right, “et il s’appelle Alfie”... and so on. ❑ Play “Introductions 2” The children move around the room in pairs.

They take it in turns to introduce themselves and their friend using “il s’appelle” or “elle s’appelle” as appropriate. ❑ Play “He’s called/she’s called” Show pictures of famous people. Ask pupils to name them, e.g. “Il s’appelle Andy Murray”, “Elle s’appelle Serena Williams”.

14. As-tu 1 . 5desMfrères a f aet mdes ille soeurs?

KEY SOUNDS

EXTRA WORDS AND PHRASES Ask their name

Listen to the sound of ...

as in il

Here is a prompt with which you can ask the names of a pupil’s brothers or sisters:

Heard before in: famille, voici

Pupil: “Voici ... mon frère/ ma soeur.”

Teacher:

as in

elle, appelle(s)

Heard before in: mère

as in

..et ton frère? Il s'appelle...?

oncle

Heard before in: mon

..your brother? He is called...?

..et ta soeur? Elle s'appelle...?

as in

..your sister? She is called...?

tante

Heard before in: comment

Alternative teacher question Comment s'appelle-t-il / elle?

see Talking Dictionary

What is he/she called?

This matches: “Comment t'appelle-tu?” which pupils know already

Cultural awareness

■ Exchange information with your French partner school about your families.

■ Pupils could draw all the people in their household, perhaps in a typical family scene.

They could add labels in French with each person's name and the ages of the children, and swap the pictures with a class in a Frenchspeaking country.

■ When pupils have had the opportunity to practise the words and phrases for talking about their family, you could start discussing aspects of family life with them. See this chapter ’s “talking point” about royal families in Britain and France.

How pupils reply

The most natural language would be for a pupil to reply with just the names, rather than the stilted-sounding full phrase. see Talking Dictionary

CROSS CURRICULAR ACTIVITIE

CROSS CURRICULAR ACTIVITIES

❑ Art: and design: Pupils can draw pictures of another family - a famous or fictional one, NOT their own.

This time they present them as other people, using “il” and “elle” when describing the family to the rest of the class, e.g.: “Voici Bart Simpson, et la soeur, elle s’appelle Lisa.”

EXTRA WORDS AND PHRASES ma tante - my aunt mon oncle - my uncle see Talking Dictionary

Voici la soeur, elle s'appelle Lisa

We have included just words most likely to be asked for by pupils. For extra words for “blended families” see ‘prepare your lessons’.

"Voici Bart Simpson et la soeur, elle s’appelle Lisa."

❑ Drama: Pupils who enjoy role-playing can develop extended conversations which involve talking about and introducing their families.

The children could adopt or make up names for themselves and pretend to be different family members meeting up.

5.7

E 14. a rAs-tu l y des S tfrères a r t etFdes r esoeurs? nch 1 France is a Republic...

Talking point

Now France is a “republic”; the head of state is the President, who is elected by all the people of France in an election every 7 years.

You can show your class the presentation on ‘the Royal Family’ which gives a simple overview of the differences between Britain and France.

The French President works with the French parliament to rule the country, pass new laws and spend people's taxes on things like schools, pensions, the army and roads.

Everyday life in France: Do they have a Royal Family?

Children living in a country like the United Kingdom will be used to the idea of having a King or Queen as head of the country - who is there just because of who their mother or father is. There are also aristocrats - lords, ladies, earls, dukes and duchesses - who also inherit their title from a parent, along with a ”coat of arms” and maybe a stately mansion and a large country estate. It used to be like that in France: until the 18th century, the French king was not only very powerful, but also very wealthy.

...Britain is a Kingdom

In Britain, the ‘head of state’ is the Queen, who (like the old French kings) is not elected but inherited her position, powers and wealth from her ancestors. Who becomes the next monarch will be decided in the same way.

As well as the Royal family, there is also a House of Lords, and aristocrats who inherit their titles and stately homes.

But Britain has elections, too; there is a “General Election” (roughly every 4-5 years) when members of parliament (MPs) are elected, and they choose the Prime Minister - who is generally the leader of the political party with the most MPs. The Prime Minister and the MPs have most of the power - they are the real leaders and rulers of the country.

The French Revolution

In 1789, French people started a revolution in which they violently overthrew the power of the French monarchy, also the aristocracy and the Church.

Honours in France

In Britain the Queen can give medals, knighthoods and other honours to people who have served the country; generally the names are recommended by the Prime Minister.

In France, the highest honour is the "Légion d'honneur" started by Napoleon in 1802.

Very soon, the royal army turned against the king; he was executed by the guillotine. Palaces, the fine houses of nobles and bishops and many churches were taken over or destroyed.

5.8

Ma famille

Je m'appelle.......................

This page may be photocopied for classroom use

Š 2018 Early Start Languages

Ma famille

Je m'appelle.......................

This page may be photocopied for classroom use

Š 2018 Early Start Languages