F2.05 objects v19

Early Start French 2

2.5 Les objets de la classe Classroom objects

In this section pupils learn the French names for different classroom objects, and simple phrases they can use between themselves to share and borrow objects in almost any lesson - with appropriate good manners.

The teacher can give instructions in French to the class about their tools and materials.

We have chosen nine common items to start with. You can add more later; see suggestions in “extra words and phrases”.

It’s useful to describe some objects by their colour, so we introduce the idea of adjectives and noun gender agreement.

Art and design projects - like Matisse-style cut-outs and building a kite - make enjoyable contexts for children to use their French.

Films to see

A1 - Classroom objects A2 - Kite-making

Planning your lessons

Before watching the films, you could remind pupils of previous contexts in which they have heard “as-tu...?” and “j’ai ...”.

Plan activities to get children familiar with the names of the classroom objects. Then plan games to get them using the different phrases for asking and borrowing.

You can add more French words as they need them; see “extra words and phrases”.

When pupils are ready, introduce using colour-adjectives in French .

NEW WORDS AND PHRASES un stylo - ballpoint pen un cahier - exercise book une gomme - rubber une règle - ruler un crayon - pencil un crayon - crayon/coloured pencil de couleur des crayons - crayons/coloured pencils de couleur des ciseaux - scissors (m) la colle - glue un feutre - felt-tip pen des feutres - felt-tip pens

As-tu ...(une gomme) ?

Have you got ...(a rubber)?

Oui, tiens Yes, take it

(loosely translated: Yes,

here you are)

Prenez tous ...(un crayon) Everyone get out ...(a pencil)

Activities

REMINDER

Warm up

You could ask different pupils questions like: “As-tu un animal?”, “As-tu un frère?”, “Quel âge as-tu?” Replies may include “J’ai 2 frères”, “J’ai 9 ans”, “Je n’ai pas d’animal”, and will remind pupils of using “j’ai ...” and “as-tu ...?”

(I have / have you?) in French.

Ask pupils, how often does a classmate ask if they have, say, a rubber? And how often does the teacher ask if they have, say, a pen?

Hold up felt-tip pens and ask “Quelle couleur?” to remind children of colours in French.

5.1

s’il te plaît / s’il vous plaît please Talking Dictionary

Watch film A1 Classroom objects

❑ Watch film A1: “classroom objects” which introduces the names for classroom objects and shows children asking for things.

2.5 Les objets de la classe OPTIONAL EXTRA WORDS AND PHRASES Prête-moi ton stylo - Lequel?* 1 Lend me your pen - Which one?

Prête-moi ta règle - Laquelle? 2 Lend me your ruler - Which one? *NOTE: As heard in the film.

Some pupils may be able to compare 1 masculine and 2 feminine pronouns.

Scene from Film A1: “Prêtes-moi ta règle?”.

Talking Dictionary

Film A1: The opening sequence introduces the names for a variety of different classroom Get used to the sounds objects. ❑ Echoing: Before watching film A2 it is a Children are seen in the French classroom good idea to look at the first set of classroom using: un stylo, un cahier, une gomme, objects introduced in film A1. Show the first

une règle, un crayon, un crayon de couleur, seven e-flashcards with sound on and text off.

des crayons de couleur.

Pupils echo the names of the classroom objects.

Children asking each other for things: Child 1: “As-tu une gomme?”

Child 2: “Oui, tiens”.

Child 1: “Merci”.

Child 3: “Prête-moi ta règle”.

Child 4: “Oui, tiens”.

Child 3: “Merci”.

Child 5: “Prête-moi ton stylo s’il te plaît”.

Child 6: “Lequel? Le bleu ou le rouge?”

Now show the pictures again, (use the “back” Child 5: “Le rouge”.

Child 6: “Tiens”. arrow) this time with text on. Pay close attention to “key sounds”.

Child 5: “Merci”.

Teachers ask children to get out things: Responding with understanding In Roubaix, class teacher Monsieur Charles, asks ❑ Flashcards: make several enlarged copies of pupils to get out their orange exercise books: the activity sheet and cut into picture cards.

“Prenez vos cahiers oranges”. They are given out.

Give one card to each child. (It’s probably safer We see a close-up of an orange exercise book to use cards rather than real objects.) and hear: “un cahier ... un cahier orange”.

When you call out, e.g. “un crayon”, pupils In the village school in Sars-Poteries, Monsieur with the pictures of the pencil hold them up.

Boulenger asks his class to get out equipment Vary the pace at which you call out the objects, for a maths lesson: “Prenez tous un crayon”. and repeat the same ones several times in a row The children each get a pencil out. to try and catch pupils out. Ask them to swap After this, a ruler: “Prenez tous une règle”. pictures every so often. ... and a rubber: “Prenez tous une gomme”.

Finally, some coloured pencils: “Et enfin, des crayons de couleur”.

The sequence ends with a list of each of the objects named so far: un stylo, un cahier, une gomme, une règle, un crayon, un crayon de couleur, des crayons de couleur.

Watch film A2 kite-making

❑ When you think the children are ready to be introduced to the words for more classroom objects, watch film A2: “Kite-making”.

5.2

Early Start French 2 KEY SOUNDS Listen and enjoy copying these typical sounds: where have you heard them before?

as in crayon

bonsoir marron Napoléon

Heard before in:

Scene from film A2: girl colouring her kite.

Heard before in:

This film includes some “gisting” - pupils are not expected to understand everything that the boy says, but they should be able to work out roughly what he is saying from his gestures and the school images.

as in feutre

deux joyeux jeudi

as in stylo Heard before in:

ciseaux

piscine ville

Film A2: children making kites: At the Agora as in stylo ciseaux Centre in the seaside town of Berck-sur-Mer, a group of children learn how to make their own Heard before in: oiseau beau kites. To begin with we see them using scissors and glue: les ciseaux, la colle. Their instructor (Listen to the native speakers asks them if they have finished: try to copy their typically French sounds.)

Instructor: “Vous avez fini?”

See Talking dictionary Children: “Oui” Instructor: “D’accord ... c’est bien”.

Get used to the sounds The next stage of making the kites involves ❑ Echoing: Now show all the e-flashcards colouring with felt-tip pens: un feutre... with sound on and text off. Pupils echo the un feutre rouge; un feutre jaune; un feutre noir; names of the classroom objects. un feutre rouge; un feutre jaune. We then see some felt pens: des feutres.

The Instructor shows them how to attach the tails to the kite: “Vous prenez les deux ... les deux bouts...” (You take both of them ... the two ends...)

The string is also attached: “c’est bien” (that’s good) and the kites are ready. The children can now try them out on the beach.

Show the pictures again, this time with text on.

Pay close attention to “key sounds”.

Responding with understanding

❑ Play “true or false” As you hold up each object (or show the eflashcards), say its name, e.g.“un stylo”.

If you say the correct name, pupils echo it; if you make “mistake”, they remain silent. ❑ Play “do what I say!”

The children clear their tables.

Like the teachers in the film, you tell each pupil

Scene from film A2: the kite-making class.

5.3

2.5 Les objets de la classe ❑ Play “what’s missing?” 2 As in “what’s missing?” 1, present pupils with a tray of objects and name each one. This time do not rearrange the objects when you have removed the first item.

Ask the class to repeat the names of all the ❑ Play “Jacques a dit...” objects on the tray including the “missing” Turn the previous activity into a whole-class one. Continue until all the objects have been game like “Simon says...” removed and the class is naming a complete If you say, “Jacques a dit, prenez tous un crayon”, tray of “invisible” objects. any child who does NOT obey correctly and without hesitation is out. ❑ Use the class puppet as a partner to demBut any child who obeys a plain instruction, onstrate asking for different objects, e.g.

“Prenez tous un crayon”, is out - and joins you You: “As-tu des ciseaux?” in watching the rest for errors and false moves!

Puppet: “Oui, tiens.” (gives you the scissors) to get out different objects, e.g.: “Prenez tous un crayon”- each gets out a pencil; “Prenez tous une règle” - they get out a ruler, etc.

If your puppet can handle objects, it could help by demonstrating what to do.

You: “Merci.”

You: “As-tu une règle?”

Puppet: “Non, je n’ai pas de règle.”

Now move around the room.

The puppet asks different children for things; they reply “Oui, tiens” or “Non, je n’ai pas de...” as appropriate.

❑ Play “what’s missing?” 1 Using a tray of real objects (or pictures attached to the board), show a range of objects to the class and name each item.

Then hide the objects; remove one of them and shuffle the places of the remaining objects.

Pupils have to say which object is missing.

❑ Play “absent-minded teacher” Oh là là! You have left your classroom objects in silly but visible places, and the class have to help you find the objects you have “lost”.

You could put your pencil in a plant pot; tape your biro to the whiteboard; place your ruler on the window ledge. Make sure the “hunt” is not confused by other similar objects also visible in the classroom.

Tell the children what they have to find, e.g.

“Où est mon stylo?”. When a pupil spots the pen in the plant pot, s/he tells you where it is: “Voici ton stylo”.

Go round with a tray of objects in “what’s missing?” 1 & 2

HOW FRENCH WORKS: 1 Asking for a classroom object politely In the films, pupils heard some French children say “please”.

You could suggest that, when children ask others to pass or lend something, they say “s’il te plaît”.

REMINDER One child to another:

Prête-moi ta règle, s’il te plaît.

Lend me your ruler, please.

5.4

Please!

Borrowing politely in French

Early Start French 2 ❑ Play “charades”: Get used to the sounds: Play in groups. You need a set of picture cards (this chapter’s only), and a clock.

Saying what colour something is Give a card to one child from the first group. ❑ Echoing colour adjectives: Allow them (say) 1 minute to communicate the Start with masculine nouns, like “un feutre”, “un word by miming or drawing to the rest of their crayon”; get pupils used to hearing and saying group. (No speaking or writing permitted). the colours AFTER the noun.

The group wins a point if they call out the You take a packet of felt-tip pens; hold up each correct word in French before time is up. pen in turn, and say what colour it is, e.g. “un Continue with the other groups in turn. feutre rouge”. The children echo the words.

Do the same with a selection of coloured pencils, When pupils are confident with the e.g. “un crayon jaune”. names of the classroom objects, move OPTIONAL: colour with feminine on to some activities which involve nouns (see “How French works 2”). saying what colour various objects are. (See “How French works 2”). ❑ You move around the class, asking individual children if they have a coloured object: “As-tu un crayon rouge?” Children reply “Oui, tiens”

HOW FRENCH WORKS: 2 Saying what colour something is Sometimes you HEAR a change in the colour when it describes a feminine noun, e.g.

Masculine noun Feminine noun un feutre vert une règle verte un crayon gris une gomme grise un crayon blanc une règle blanche un feutre violet une règle violette On the Talking Dictionary, you can hear how to say these feminine adjectives. (For teacher preparation only - don’t show the screen to pupils).

What you read and write

“Le stylo rouge, s’il te plaît”.

If you want to go further, show pupils some written phrases. Can they see the pattern?

In the films, pupils hear French teachers and ◆ colours generally change ending when children using colours (which they know from they describe a feminine noun.

Ch.1.5: “Les couleurs”) as adjectives. ◆ often this has NO effect on pronunciation.

If the noun is feminine, you add a (silent) “e” Colour-adjectives FOLLOW the noun to the adjective, unless it already ends in “e”; They may notice that - unlike in English - the if it’s plural, you generally add a (silent) “s”: colours come AFTER the noun they describe,

Masculine noun Feminine noun e.g. un feutre rouge. When they read French,

un cahier bleu une règle bleue they will find most adjectives come after the

un stylo noir une gomme noire noun. In Ch.2.15: “Qu’est-ce que tu portes?”,

Plural nouns pupils meet some of the few exceptions. les feutres jaunes les gommes noires Describing feminine nouns As with English, there are exceptions: with colours, feminine blanc is blanche, violet is When children are ready, hold up coloured violette (see above); marron does not change. objects and say what they are.

Familiar words

Talking Dictionary

5.5

2.5 Les objets de la classe and offer it you, or “Non”, as appropriate.

If they misunderstand, gently point out, “Oui, tu as un crayon rouge”, if you see one (or “Non, tu n’as pas de crayon rouge”).

Working in pairs

❑ A “sorting the nouns” race Give pupils, working in pairs, a set of picture cards from the activity sheet. Ask each pair to sort the cards into two piles, one of “une”/“la” nouns, the other for “un”/“le” nouns. The fastest correct pair has won. As a class, go through which cards are which. You could repeat the activity using cards from previous sections, like pets or places in town. ❑ Echoing - masculine and feminine nouns: This time, hold up some examples of feminine nouns (“une gomme”, “une règle”) as well as felt-tip pens and pencils. Concentrate on those colours where the feminine form sounds different (green, grey, white and purple), and say e.g., “un feutre vert”, “une gomme verte”.

The children echo the words each time.

Ask the children to listen for what changes, as you repeat this once or twice more.

You can give a simple explanation (see “how French works 2”); that some colour adjectives change slightly when they are used to describe nouns beginning with ”une” or “la”.

❑ Pupils can practise asking each other for classroom objects. Alternatively, they could do this with their puppets.

Watch the films again

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

Look again at sounds

❑ Play “It’s that sound again!”

Now that the new words and sounds are familiar, pick out several “key sounds” from this chapter’s new words. Ask children to suggest all the French words they know that also contain that sound.

❑ Play any of the previous games such as “what’s missing?” and “spot the object” again, this time including coloured pens and pencils as well as other objects.

Introducing the written word

❑ Play “word-picture match” As described in Chapter 2.2: “En ville”, attach ❑ Use colour adjectives with other words the picture cards to the wall. Make text cards Talk with children about describing their pets. to go with each, and set them out on a table.

“Ton animal, c’est de quelle couleur?”: Point to a picture, ask a pupil to select the right e.g. Mon chien est blanc word card, and attach it to the picture.

J’ai un chat noir

C’est une souris grise Pupils can play word-picture “snap’ in pairs.

J’ai un cheval marron, etc. ...

❑ Play “jumbled words” Display jumbled text cards on the board, e.g. “as crayon tu un”.

To start, you say the sentence, e.g. “as-tu un crayon?” Ask a child to re-arrange the text cards to make this sentence. When children have got the idea, leave them to find a sentence they can make with the words.

Introduce colour adjectives if they are ready.

❑ Play “hunt the object” One pupil is selected to leave the room.

The rest decide upon an object and call the pupil back into the room.

If s/he moves close to the object everyone says “oui”, getting louder as the player gets closer.

If s/he is moving away from the object, they say “non”, getting quieter as the player goes further away.

The player has succeeded when they name the chosen object correctly in French.

5.6

Early Start French 2 CROSS-CURRICULAR ACTIVITIES

Talking point 1

❑ Daily routines: Encourage pupils to use French whenever they need to ask each other for classroom objects.

Whenever you ask pupils to get out particular items such as a pen, pencil or ruler, do this in French, e.g. “Prenez tous un stylo” etc.

EVERYDAY LIFE IN FRANCE La rentrée - The new school year

Towards the end of the long summer holidays, supermarkets and stationery shops throughout France urge parents and pupils to prepare for the new school year - “La rentrée des classes”, often referred to simply as “la rentrée”.

Attractive displays of notebooks, pencils, and pencil cases entice children to buy new sets.

Most state primary schools provide exercise books, and some basic equipment like pens, and pencils. In film A1 we see pens being distributed to those children who don’t have one, and also a set of orange exercise books being given out.

As pupils grow older, they are encouraged to stock their own pencil cases.

French primary teachers set homework most days, so each pupil needs a large school bag, “un cartable”, to carry books and writing things to and from home.

These “rucksack”-style bags distribute weight evenly across the back, so are considered to be healthier for young children than bags carried on one shoulder. They are also colourful fashion items. Some pupils have trolleys, which are easy to steer along the pavement.

❑ Design & Technology : Kite-making project A group project to design, make, test-fly and improve their own kites gives pupils a good opportunity to use their French in sharing tools and materials at each stage.

If you first do Ch. 2.8: “Les nombres 40-200”, pupils will also know higher numbers and other phrases useful for measuring.

Ch.2.8 has an activity sheet on ‘how to make a simple kite’.

See this chapter’s “talking points” for more.

EXTRA WORDS AND PHRASES

un livre un classeur

le scotch l’écran le tableau une calculatrice une trousse un cartable

-

book folder/file sticky tape screen board calculator pencil case school bag

Cultural awareness ■ Talk with children about the classroom scenes in film A1. What do they notice? What do your pupils carry to and from home?

Exchange information with your French partner school.

la rentrée (des classes) start of the new school year Cherchez 1/cherche 2...[un stylo] Find ... [a pen]

(Said 1 to the class/ 2 to one pupil - see ch.2.17)

un cerf-volant - a kite Reminder

Qu’est-ce que c’est?

What is it?

Talking Dictionary

Handing out books in the classroom.

5.7

25. .5 LLees s oobbj jeet ts s ddee l a l a c cl a l as ss see Talking point 2

Flying kites at Berck-sur-Mer Find a windy place

In film B1, we see children flying kites they have made themselves. The wide flat beaches along the coast of Nord-Pas de Calais face westerly winds blowing straight up the Channel from the Atlantic - equally ideal for kite-flying, sailing, sand-yachting, and wind-surfing.

Kite School At Berck-sur-Mer, the Agora leisure centre offers kite-making and -flying lessons, so children can create and try out their own personal kites.

Competitions The ultimate challenge is to join in one of Berck’s kite competitions - like that featured in Early Start French 1.16: ”Quel temps fait-il?”.

Make your own kite Schools can join in these events. Your class could make kites using the activity sheet in Ch.2.8 (see “cross-curricular activities”.)

Showing children how to glue the kite together.

Children try out their kites on the beach.

5.8

Les objets de la classe Je m’appelle ...........................

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