F2.08 numbers v17

Early Start French 2

2.8 Les nombres 40-200 Numbers 40 - 200

This section introduces higher numbers; pupils became familiar with numbers 1-31 when working with Early Start French 1.

This gives more scope for talking about weights and measurements in French, in projects e.g. making a kite or cooking food.

Pupils will also be able to do more calculations. We see a maths lesson in a French school. In section 9, “L’Euro”, pupils will use the numbers for shopping in French.

Planning your lessons

We suggest introducing the numbers beyond 31 in THREE stages, so that pupils are not overwhelmed by too much all together.

Depending on how your pupils progress, consider the option of whether they should go further after each stage.

(1) After revising the patterns of the early numbers, practise the “round numbers” -

Films to see A1 - Numbers 40 - 200 A2 - SONG “Les nombres 40 - 200” B1 - Maths lesson

40, 50, 60... to 100. (After this, there are no new words to learn,only new combinations).

(2) When pupils are familiar with those, introduce the numbers in-between up to 69, which follow the same pattern as 20 - 29; (3) Finally, introduce the different pattern for 70 - 99 (see “How French Works”).

Whichever stage you reach, adjust the games, measuring- and making-activities you embark on accordingly.

Part A: Round numbers 40 - 20 0 Activities NEW WORDS AND PHRASES Warm up

You could start the lesson with some sums using numbers 1-31. Have children chant the sequence 1-19, and comment on the way numbers are added to “vingt...” to make 21-29.

Watch film A1 - Numbers 40-200

Bouncing animated numbers: the numbers 40, 50, 60, 70, 80, 90, 100 and 200 bounce onto the screen. The pronunciation of each number is heard as it appears.

Trampoline: following an animated 40 and 50, we see children on a beach club trampoline counting from 50 to 60: “...cinquante et un, cinquante-deux, ...”

Animated 70, 80 and 90: This sequence illustrates how “60” and “10” join to make “70” - “soixante-dix”; four “20”s join to make “80” - “quatre-vingts”; and then a “10” is added to make “90” - “quatre-vingt-dix.”

8.1

40 quarante 50 cinquante 60 soixante 70 soixante-dix 80 quatre-vingts 90 quatre-vingt-dix 100 cent 200 deux cents divisé par... - divided by...

REMINDERS

plus (or et) - plus moins - minus fois - times ... combien - how many see Talking Dictionary

2.8 Les nombres 40-200 Samira: “100 centimètres”.

M. Charles: “Combien?”

Fanny: “100 centimètres”.

M. Charles: “100... Très bien, 100 centimètres.

Merci. Tu peux aller à ta place”.

Song: Animated numbers appear on screen:

Dix, vingt, trente,

quarante et cinquante

soixante, soixante-dix

quatre-vingts, quatre-vingt-dix

cent, cent

deux fois cent, deux cents.

Scene from film A1: “Quatre-vingts.”

The teacher’s language in the classroom in films A1 & B1, is intended for “gisting” - pupils should be able to work out what is happening without understanding every word.

Get used to the sounds

Measuring activity: Monsieur Charles takes a maths lesson. He asks Jason to come and measure the first line.

M. Charles: “Jason, est-ce que tu veux bien venir mesurer le segment A-B?” (Jason, would you like to come and measure the line from A-B?” He gives Jason the ruler : “La règle. Segment A-B” Jason: “73 centimètres”.

M. Charles: “Combien?”

Jason: “73 centimètres”.

M. Charles: “73 ... très bien... 73 centimètres.

Merci, tu peux aller à ta place”.

(Thank you, you can go back to your seat). “À présent, Fanny, le segment C-D”.

(Now, Fanny, the line C-D).

Fanny: “92 centimètres”.

M. Charles: “Combien?”

Fanny: “92 centimètres”.

M. Charles: “92 centimètres... Merci.

Et pour le dernier segment, j’appelle Samira”.

(And for the last line, I’ll have Samira).

❑ Echoing: At this stage you are concentrating on the round numbers, 40, 50 etc. Show the e-flashcards with sound ON and text OFF Pupils echo the number, associating its sound with the figure. Now display the text; pupils echo the number.

Alternatively, make your own flashcards to represent the numbers 40, 50, 60, 70, 80, 90, 100, 200. Say the number as you show it. Pupils echo the number. ❑ Echoing: Everyone stands in a circle with you in the centre. Throw a soft ball to different pupils. As you throw the ball say “40”. The first pupil echoes “40” as s/he throws it back to you. Continue with 50, 60, 70, 80, 90, 100, 200. Repeat this several times.

Respond with understanding

❑ Give each pupil a flashcard representing one of the following numbers: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 200. When you call out a number, all the pupils with that number on their cards hold it up for everyone to see.

Begin by calling out the numbers in order, starting with 10. Then call them out in order, but starting with a different number. Work towards calling numbers at random.

Scene from film A1: Samira measures 100 cm.

8.2

Early Start French 2 ❑ Play “jump to the number” Divide the class into two teams. Each team has an identical set of numbered cards. When you call out a number, the pupils holding that particular card try to be first to jump up and call out the number. ❑ Play “cross it out” Draw a straight line to divide the board in half.

On one side write a selection of numbers. Put the same numbers on the other half of the board, but in different places. Divide the class into teams.

One child from each team stands by the board with a whiteboard pen/piece of chalk.

As you call out each number, the pupils try to be first to spot the number on their side of the board and cross it out.

KEY SOUNDS

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

“ ” as in quarante, cent,

cinquante, soixante Heard before in: trente, cantine vent

“ ” as in cinquante

“

quatre-vingt-cinq

” as in soixante,

Heard before in:

droit(e) moi,

as in soixante, Seen before in:

cent

deux, ciseaux, salut

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

❑ Play “swap numbers” Pupils arrange their chairs in a circle. Each is given a numbered flashcard, making sure that there are several children holding cards with the same number. When you call out “50 ” for example, the children with the card showing “50” swap places. As they do so, you run for an empty chair. The pupil left without a chair becomes the caller. ❑ Play “hide the number” Attach number flashcards to the board and ask pupils to shut their eyes when you remove a card.

Arrange the display so that several numbers can be seen at the same time. Point to each number and ask the class to name it.

Now remove one of the numbers. Point to the display again. The class calls out the numbers including the “missing” one. See how much of the sequence the class can remember as each visual prompt disappears. Eventually no numbers will be visible. You may find it easier to play this game using your interactive whiteboard.

8.3

❑ Do a “Mexican wave” with the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 200. Pupils form a circle with their chairs. Beginning with “10”, each pupil says the next number one after another in rapid succession. As they speak, pupils stand up and promptly sit down again.

If the children normally sit in groups, the “wave” can take place round each of the class tables. See which table reaches “200” first.

Watch film A2 - Numbers song

❑ Children can join in with the song, singing alongside the French children and singing by themselves to the karaoke backing track.

■ See “cross curricular activities” for more ideas for practising the “round numbers”.

2.8 Les nombres 40-200

Part B: Counting up to 10 0 Watch film B1 - Maths lesson

Sums: Animated sums appear on screen: C’est combien? 50 + 40 = 90 10 x 6 = 60 100 - 30 = 70 80 : 10 = 8 100 + 100 = 200

NOTE: the French division sign is “:”, not “÷”.

Calculator activity: M. Charles: “Nous allons utiliser la calculatrice.”

(We are going to use calculators) “Vous tapez l’opération et vous levez la main pour me donner le résultat”.

(You key in the calculation and put up your Scene from film B1: “Le carré magique” hand to give me the answer). - the class find sets of numbers that add up to 213.

“On y va (Off we go)... 34 + 38 + 19? ... Simon?”

Start again.) Lilia tries again.

Simon: “91”.

M. Charles: “Combien?”

M. Charles: “91, c’est exact (91, that’s correct). Très Lilia: “130”. bien, 91. Deuxième opération, (Second calculation) M. Charles: “130 ... c’est bien. 71 + 130 + 12 font 74 - 8 - + 13? Brahim?”

213. Merci”.

Brahim: “79”.

Song: The numbers 10 - 200 song is repeated.

M. Charles: “79, Très bien. Troisième opération, (Third calculation) 95 + 6 - 12? Faustine?

Get used to the sounds Faustine: “89”. ❑ Echoing: Show the e-flashcards from 40-69 M. Charles: “89, c’est exact, 89 ”. with sound ON and text OFF. Pupils echo the Magic square activity: number, associating its sound with the figure.

Children in the classroom are doing a lesson Now display the text; pupils echo the number. which involves devising a grid where all the You can repeat the activities described numbers add up to 213, both vertically and in Part A for numbers 41-49, 51-59, horizontally. and 61-69.

M. Charles: “Voici le carré magique...

You can also use the two following (Here’s the magic square...) activities to help reinforce the familiar ...Le but du jeu est de trouver 213 à chaque fois... pattern for counting up to 69. (...The aim of the game is to find 213 each time...) ...les lignes et les colonnes; ... ❑ Invite 9 pupils to come to the front of the (...the (horizontal) lines and the columns; ...) class. Give each child a numbered flashcard ... 70 + 71 + 72 font 213. with the single figures 1-9. Ask them to stand (...70 + 71 + 72 make 213.) in a line facing the rest of the class.

Ines, viens remplir cette case.”

You say “51”, and hold up the flashcard for (Ines, come and fill in this square). number “5“. The child holding the flashcard Ines: “70”. with “1” on it, comes to stand next to you to M. Charles: “Alors ... 70, 73, 70, font 213. Merci.” form the number “51”. Everyone echoes “51” M. Charles: “Lilia, tu viens remplir la case? ... (cinquante et un).

(Lilia, will you come and fill in the square?...)

Repeat with “52” (cinquante-deux) and so on.

(Lilia writes a number) ... C’est combien?”

Lilia: “120”. ❑ Play “guess the number” M. Charles: “71 + 120 +12 ne font pas 213. C’est Ask two pupils to come to the front of the faux ... Recommences”. classroom. One pupil faces the front of the class (71 + 120 + 12 don’t make 213. It’s wrong. with his/her back to the whiteboard.

8.4

Early Start French 2 Ask the other pupil to write any number between 40 and 69 on the board. He/she then draws that number on pupil 1’s back with his/ her finger. Pupil 1 has to guess what the number is. Continue with different pupils.

will go on for ever). Ask one or two pupils to be “look outs”, looking out for anyone in the “race” who has actually stopped still.

Another pair are “human stopwatches”, counting aloud to see when the tortoises reach the finishing post.

When you give the signal, the pupils start moving. The aim is to try to keep moving but be last to complete the course. Anyone who actually stops during the race is disqualified and joins in with the counting.

What number has been reached when the final tortoise crosses the line?

When your pupils are ready, repeat most of these activities with the numbers 70-79, then 80-89, and finally 90-99.

Take each step gently, playing games which help make the sequences of numbers familiar.

The following activities can be used to practise any sequences of numbers:

❑ Play “telephone numbers” Give everyone two slips of paper. Ask the children to make up an eight digit “telephone” number and write it (in figures) on both slips of paper e.g. 21 72 10 40. French telephone numbers are usually expressed in pairs (see “talking points”; pupils must choose at least one number which is between 40 and 99.

Collect all the duplicate slips. Announce that you are going to phone one of the class.

Pick a slip, and as you dial its number on your mobile phone (or mime doing so), say it out aloud, “21” ... “72” ... “10”.... “40”.

Make “ringing noises” so everyone knows the phone is ringing. The child who has this number on his/her slip of paper “answers” the phone saying “Bonjour”. You can then have a short conversation e.g. “Sam! Bonjour, ça va?” etc.

When pupils are confident with the higher numbers, they can take turns to be the person dialling the number.

The ‘loser” wins the toirtoise race!

❑ Play “hide and seek” 1 (“le cache-cache” ) In Early Start French 1 we saw French children playing this game using numbers up to 30, but of course ”cache-cache” can be played using higher numbers. One player shuts his/her eyes and counts to 50. The other players run off to hide. The seeker now sets off to look for them.

The hidden players must try and sneak back to base without being seen.

If you play “hide and seek” regularly, you can add variations by asking the seeker(s) to count from, for example, 60 - 100 using the higher numbers.

NOTE: See this chapter’s “talking points” for more about French telephone numbers.

❑ Play “bingo” (also called “le loto”) Before the game begins, each pupil prepares a loto card using their own choice of numbers within a specified range, e.g. 70-99.

You call out the numbers in French and they cross them off on their cards. The first pupil to have crossed off all their numbers calls out “Oui!” or “Bingo!”

❑ Play “hide and seek” 2 This time one pupil runs off to hide while the rest of the group shut their eyes and count.

They then run off in all directions to try and find the hidden player. Whoever finds him/her becomes the person to hide in the next round.

❑ Play “the tortoise race” It is the loser who wins this unusual race!

Identify a starting point and a finishing point.

(It is best to make the course short or the game

8.5

2.8 Les nombres 40-200 Working in pairs

CROSS-CURRICULAR ACTIVITIES

❑ Pupils can play “guess the number” in pairs.

Pupil 1 “writes” a number on the other pupil’s back using a finger. Pupil 2 has to guess the number. They then swap places.

❑ Numeracy: When pupils are familiar with the higher numbers, they can practise them every day in a whole range of ways, e.g.

■ counting forwards from a number chosen

at random.

■ counting backwards from a number chosen at random.

■ counting forwards and backwards in multiples of five, ten etc. ❑ Numeracy: Following the examples shown in film B1, do regular addition, subtraction multiplication and division in French.

Working in groups

❑ Pupils can play “bingo” and the “tortoise race” in groups.

Watch the films again

❑ It is always a good idea to watch the films again for reinforcement. Many of the sequences have pauses for pupils to call out the numbers, echoing the native speakers.

❑ Numeracy: Whenever pupils do activities which involve weighing or measuring items, encourage them to say the numbers in French.

HOW FRENCH WORKS: Saying higher numbers

❑ Numeracy/measuring: Following the examples in film A1, ask pupils to measure distances marked out on the board and to say the distance in French.

Counting from 30 to 69 follows the same pattern as from 20 to 29, that pupils learnt in Pack 1. Here are some examples:

❑ Numeracy/calculators: As in film B1, ask pupils to key in calculations into their calculators and give the answer in French.

21 = vingt et un 20 = vingt 22 = vingt-deux 29 = vingt-neuf 30 = trente 31 = trente et un 32 = trente-deux 39 = trente-neuf 40 = quarante 41= quarante et un 42 = quarante-deux 49= quarante-neuf 50 = cinquante 51= cinquante et un 52 = cinquante-deux 59= cinquante-neuf 60 = soixante 61= soixante et un 62 = soixante-deux 69= soixante-neuf

❑ Numeracy/magic square: Following the example in the film, give pupils the activity sheet “le carré magique” and see if they can complete the “magic squares” in French.

Encourage them to call out the numbers and check that columns and rows (and at least one diagonal) add up to the same total. ❑ PE: play “run to the number l” Attach number cards to plastic bollards or rounders posts on the school field, to apparatus in the hall, or place them inside plastic hoops on the ground.

Call out a number in French and the pupils run to the corresponding number.

After 60, the pattern changes: from 61 to 79, you say 1 to 19 after “soixante-...”; from 81 to 99, you similarly add 1 - 19 to “quatrevingt-...” This continues all the way up to 99: 70 soixante-dix 72 soixante-douze 80 quatre-vingts* 82 quatre-vingt-deux 90 quatre-vingt-dix 92 quatre-vingt-douze

71 soixante et onze 79 soixante-dix-neuf 81 quatre-vingt-un* 89 quatre-vingt-neuf 91 quatre-vingt-onze 99 quatre-vingt-dix-neuf

(NOTE: It is best to choose particular sequences for this rather than random numbers: e.g. 40 50 60 70 80 90 100 or 72 73 74 75 76 77 78 79 80).

❑ PE: play “call ball” This game is best played outside on the field.

Pupils play in groups of five or six. Each pupil is allocated a number, e.g. player 1 is “40”, player 2 is “50”, player 3 is “60” and so on.

They throw a ball high up into the air calling out a number at the same time. The player with that number has to run to catch the ball. S/he then throws the ball up and so on.

Numbers after 100 also follow a pattern: For 192, say 100 then 92: “cent quatre-vingt-douze.”

200 is “deux cents”; 201 is “deux cent un”*; 292 is ... “deux cent quatre-vingt-douze”*. *NOTE for teachers: “quatre-vingts” and “cents” have no “s” if there is a number after them.

see Talking Dictionary

8.6

Early Start French 2 ❑ Design & Technology : Kite-making project Kites were shown in Early Start French 1, 1.16 “Quel temps fait-il?”. We saw kites being made in 2.5 “Les objets de la classe”. Kites will also feature later, section 13, “Les passe-temps”.

You and the class will use lots of numbers to work together in French on a project to design, make, decorate and test a simple kite - like the French children in the films.

❑ PE: play “number tag” Everyone forms a large circle. Depending on the size of the group, number the children in sequences of three or four numbers, e.g. the first pupil is “40”, the second “50”, the third “60”, the fourth “70”, the fifth “40”, the sixth “50” and so on.

When you call out “50”, all the “50s” run clockwise round the circle, each trying to tag whoever is ahead of them. The winner is the pupil who has scored the highest number of tags. ❑ PE: play “snakes and ladders” Divide pupils into two teams. The teams each sit in a row on the floor opposite each other with legs outstretched so that their toes are touching. Go down the line and give a number to each pair. If you have 15 pairs for example, you could number them 10, 20, 30, 40, 50 etc. up to 150. Everyone should take off their shoes!

When you call out a number, the pair with that number has to jump up and hop over all the outstretched legs to the end of the line, race round the back, and hop from the bottom of the line back to their original places. The first back to their place wins a point for their team.

You can give instructions in French (see “extra words and phrases”), referring to the pictureinstructions on the activity sheet, aided by plenty of mimes and gestures.

Children work in small groups, using French to share tools and measuring materials.

Agree objectives for your kite design with the class: will success be measured by:

...how high it flies?

...how long it stays up in the air?

...which kite is the biggest? ...whether you did it only speaking French?

Kites would be a great ice-breaking activity for a day visit with your French partner school.

If you are not able to meet up, you could still run parallel kite projects by swapping results.

❑ PE: play “the numbers game” introduced in Early Start French 1, this time using the higher numbers.

Divide the class into two teams which stand facing each other a reasonable distance apart.

Each pair is allocated a number, e.g. 80-95.

You stand at the centre point between the teams and place an object such as a bean-bag or quoit on the ground in front of you. When you call out a number, the two pupils who have been given that number, race to grab the object and return to their team.

Get started with the activity sheet

❑ PE: skipping Pupils can skip with a skipping rope to the higher numbers. If you are doing this with a large group as a PE activity, pupils take it in turns to skip, for example, from 10 - 200 while the rest of the children call out “10, 20, 30, 40, 50, 60” and so on up to “200”. Alternatively, they could start counting from 70 onwards to practice the sequences 70-79, 80-89 and 90-99.

The simple design has a lightweight frame covered with paper, cloth, or plastic material; a long tail is vital for balance. You control its flight with a long string.

Children will be interested in the history of traditional East Asian kites, which are elaborately designed and decorated as birds, fish, or dragons. They may carry pipes that play music as the wind blows through them.

8.7

2.8 Les nombres 40-200 EXTRA WORDS AND PHRASES Kite-making Project (1) materials

See “cross curricular activities” and activity sheet.

un cerf-volant - a kite une baguette - a stick une feuille (de papier) - a sheet of paper un sac de plastique - a plastic bag le scotch - sticky tape la queue - tail la ficelle - string

A child at the Kite School in Berck-sur-Mer decorated their kite with a ferocious face in the Chinese tradition.

SAFE KITE FLYING

◆ Find a place which is out in the open. ◆ Do not fly your kite near busy roads. ◆ Make sure there is nothing heavy or sharp in your kite, in case it falls on someone.

◆ Check that there are no electric power lines nearby.

(2) instructions (to a group)

pliez la feuille en deux - fold paper in half mesurez de A à D - measure A-D cela fait 30 cm - it’s 30 cm coupez de A à B - cut from A to B attachez les baguettes - tie the sticks together collez les baguettes - stick the sticks sur le papier to the paper attachez la ficelle - tie on the string une ficelle de 20 m - a 20 m-long string

If your kite is tangled in a wire, the current can travel down a damp string and give you a shock strong enough to kill. ◆ Don’t take risks to rescue your kite.

If your kite gets tangled on a power line, climbing up to get it could bring you close enough to get a dangerous shock - so could climbing inside an electric substation fence.

Extension activities

❑ My biggest French number is ...

Some pupils may be able to repeat some activities with even higher numbers: 999 is neuf cent quatre-vingt-dix-neuf.* They will enjoy seeing how big a number they can say, e.g. 900,999 is ... neuf cent mille neuf cent quatre-vingt-dix-neuf.*

see Talking Dictionary

Talking point 2

*NOTE: see NOTE for teachers in “how French works” .

EVERYDAY LIFE IN FRANCE Distances & speeds on the roads

France’s fastest roads are the motorways (les autoroutes) and drivers have to pay a toll (le péage) to use most of them. The speed limit on a motorway is 130 km/h (90 mph) in good weather and 100 km/h when it is raining.

French motorways usually have many more service areas than in Britain.

To roughly convert kilometres to miles: divide by 8 and multiply by 5. To convert miles to kilometres: divide by 5 and multiply by 8.

Cars and other vehicles drive on the right.

People walking along a road are advised to walk on the left so that oncoming traffic can see them clearly.

Talking point 1

EVERYDAY LIFE IN FRANCE Telephone numbers

In France, they express a phone number in pairs.

Local numbers usually have 8 digits, plus a 2-digit code for calls from another region: 01 for calls to the Paris region; 02 - - - to northwest France; 03 - - - to the north-east; 04 - - - to south-east France + Corsica; 05 - - - to south-west France.

The French word is: “un téléphone”; a mobile phone is “un portable”.

8.8

Early Start French 2 EXTRA WORDS AND PHRASES

Talking point 3

MEASURING: Length/ distance

EVERYDAY LIFE IN FRANCE Story of the Metric System

un centimètre - a centimetre 2 centimètres - 2 centimetres un millimètre - a millimetre 2 millimètres - 2 millimetres un mètre - a metre 2 mètres - 2 metres un kilomètre - 1 kilometre 2 kilomètres - 2 kilometres Volume

The revolutionaries in the French Revolution wanted to sweep away everything oldfashioned, superstitious and not logical that belonged back in the Middle Ages - so they eagerly took up ideas for reforming the old chaotic legacy of measurements.

French kings had allowed traditional local measures to continue in use, as they extended their rule over what became France. Many were based on parts of the body, so were unreliable and non-standard for measuring.

In 1791, the new Republic asked French scientists to devise a rational system, based on multiples of 10. They decided to base all measurements on the size of the Earth, because it does not change. Surveyors spent 6 years finding the exact distance from Dunkerque to Barcelona; one millionth of this was 39.37 inches, which was called “1 mètre”.

Weight measures are based on 1 gram, 1 cubic centimetre of water at maximum density.

For volume, 1 litre is 1/1000th of a cubic metre.

Thanks in part to Napoléon’s conquests, the metric system was adopted across Europe during the 19th century. Some of the old measures (gallons, pints, miles, yards, inches and pounds) linger on in the USA and Britain.

un litre - a litre un millilitre - 1 millilitre (ml) Weight

un gramme - a gram 200 grammes - 200 grams un kilo(gram) - a kilo(gram) 2 kilos - 2 kilos BIGGER NUMBERS mille 2 mille un million 2 millions

- a thousand - 2 thousand - a million - 2 million

see Talking Dictionary

8.9

Mon cerf-volant

2

1

Une feuille de papier.

Pliez la feuille en deux.

30cm

Je m’appelle ........................

30cm

50cm

Collez

les baguettes sur le papier avec le scotch

le scotch

Mesurez de A à D - 30 cm; ... de D à B - 30 cm; ... de D à C - 50 cm.

Coupez de A à B et C,

3

avec les ciseaux

Attachez la ficelle

m

45c

4 75cm

la ficelle

(20 m)

la ficelle (20 m)

la queue

(de plastique) 1 x 20 mètres ou 2 x 10 mètres

This page may be photocopied for classroom use

© 2018 Early Start Languages

le carré magique Je m’appelle ........................

This page may be photocopied for classroom use

© 2018 Early Start Languages