f1.09 pets

1 4 . 11A s. - A tA us s-d-tetusu u f rnè r es m ea t ld 3 .9 ?es s o e u run s ? aa nn ii m

1.9 As-tu un animal?

Have you got a pet?

Films to see

This section marks a big step forward in adding ‘pet animals’, an interesting topic of conversation, to children's repertoire of French words and phrases.

Children in the films use the structures “As-tu ...?” and “J'ai ...” to talk about which pet they have - familiar from Ch 1. 7 (saying your age), and 1.8 where they also learn the negative, “Je n'ai pas de.. (frère).”

Learning the French words for common pet animals introduces pupils to French nouns where gender is not obvious.

Some children may want to know more words, particularly if they have other pets.

A1. My pets A2. What is it?

B1. His / her pets This is an opportunity to develop skills of using a suitable beginners’ bilingual dictionary - or you could just tell them the French words for other pets, on request.

We suggest ways to introduce plurals for pupils who want to say they have more than one animal.

They will also learn how to say what pets someone else has, i.e. “he/she has a ...”.

Part A: My pets

Planning your lessons

NEW WORDS AND PHRASES

As-tu un animal?

Have you got a pet?

J'ai... (un chien) I have... (a dog) un chien - a dog un chat - a cat un lapin - a rabbit un cochon d'Inde - a guinea pig

Pupils first need the chance to become familiar with hearing and saying this section’s new words for pet animals.

You can discuss strategies for remembering vocabulary and the gender of nouns.

Activities

Warm up

Before watching film A1, it is a good idea to have a brief “warm up” session.

You could play one or two games from Ch.1.7 and 1.8 to remind pupils of phrases they already know in those contexts: “Quel âge as-tu?” ... “J'ai ... ans.”

“As-tu des frères et des soeurs?” ... “J’ai ... frères.”

You could then talk briefly with pupils about their own pets as preparation for finding out about the animals kept by French children.

Literally:a pig of India

un oiseau - a bird un hamster - a hamster un poisson - a fish une gerbille - a gerbil une souris - a mouse une tortue - a tortoise Je n'ai pas d'animal I haven't got a pet

Watch film 9 part A1: 'My pets'

The names of 10 different animals un chien un chat un lapin un cochon d'Inde un oiseau un hamster un poisson une souris une tortue une gerbille As in Ch1.8, the nouns for animals are introduced with “a/an”, giving an immediate clue to the gender, e.g.“un chat”, “une souris”.

Extra animals in e-flashcards

un cheval - a horse un serpent - a snake

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see Talking Dictionary

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1 4 .E ty usS eas r u f rn è res et des 1A 3 a sr. -l A -d s to u eut r sF ? ar neinmc ahl ?1 KEY SOUNDS

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

lapin, cochon d'Inde Heard before in: cinq, bien as in

poisson, cochon d'Inde Heard before in: ton, onze

as in

Film A1: Jérémie- “J'ai un chien”.

Children say what pets they have J'ai un chien J'ai un chat J'ai un cochon d'Inde J'ai un lapin J'ai un hamster J'ai un oiseau J'ai un poisson J'ai une souris J'ai une tortue Children say that they do not have a pet Je n'ai pas d'animal Children show drawings of their pets, some also volunteer the pets’ names:

J'ai un chat

J'ai un poisson

J'ai un lapin, Doudou

J'ai un oiseau et un chien, Sourire et Téja

as in gerbille, chien (Hear the "y") Heard before in: bien

as in chien, chat, cochon d'Inde Heard before in:

Sacha

souris, animal Heard before in: dix, papi as in

oiseau Heard before in: moi, as in

tortue Heard before in: salut, tu, une as in

chat, souris ...and plurals, e.g. poissons, oiseaux as in

Heard before in:

salut, deux

(listen to the native speakers - try to copy their typically French sound. ) see Talking Dictionary

Film A1: “J'ai un oiseau et un chien, Sourire et Téja”.

The sequence finishes with the question, “Et toi? As-tu un animal?”

Q & A: Children answer questions about themselves and their pets.

Get used to the sounds

❑ Echoing: Select ‘My pets’ on the e-flashcards; start with sound and text ON. Show each picture and say which pet is represented (or use the activity sheet).

Pupils echo the words, e.g. “un chien” - taking care with all the “key sounds”.

n Learn/remember gender When children echo each phrase, stress whether it is “un” or “une” and point out colour-coding. n Say “I have... <a pet>” Show the flashcards again with sound and text OFF. You say, for example, “J’ai un chien”. The children echo the phrase. Continue for each pet.

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1 4 . 11A s. - A tA us s-d-tetusu u f rnè r es m ea t ld 3 .9 ?es s o e u run s ? aa nn ii m “J’ai...” is familiar from Ch.1.7 (“J’ai 8 ans”) and Ch.1.8 (“J’ai un frère”) - but take care children get the “key sounds” right. Look very sad as you say “Je n’ai pas d’animal”. Pupils echo the phrase.

❑ Play “find the pet” 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 animal pictures on a flat surface in front of each team. Call out the name of an animal, e.g. “une souris”.

The person at the front of each team runs to try and be the first to find the picture of the mouse 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.

Respond with understanding

❑ Flashcards: make several copies of the activity sheet and cut out each animal card. Give one picture card to each pupil.

When you call out the name of an animal, e.g. “un poisson”, the pupils with fish pictures hold them up. Vary the pace at which you call out the animals and repeat the same ones several times in a row to try and catch pupils out.

Ask them to swap pictures every so often.

Make sure you include the phrase “Je n'ai pas d'animal”. When you say that you have not got a pet, nobody holds up a picture.

❑ Play “Splat!”

Attach a set of the animal pictures from the activity sheet to the board. Two pupils at a time can play the game; each wielding a rolled-up newspaper or similar Splat!-weapon!

❑ Play “true or false” Display the e-flashcards with sound and text OFF (or show paper flashcards); say the name of an animal as you show each picture, e.g. “un hamster”.

If you are saying the correct name, pupils echo the words; if you are saying the name of an animal which is different from the one shown on the picture, pupils remain silent.

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You call out the name of a pet, e.g. "un chat".

The first to hit that picture wins the point.

You could play "3 strikes and you're out!", i.e. after losing 3 points, that child is replaced.

HOW FRENCH WORKS 1: "the" and gender

❑ Give each pupil one of the animal pictures from the activity sheet. Hold up one of the pictures (e.g. the cat) so that everyone can see and say “J'ai un chat”. Mime stroking the cat!

Move around the class asking different pupils if they have a pet, “As-tu un animal?”

Pupils show their picture and say which animal they have, e.g. “Oui, j'ai un lapin”. n Give some children a picture of an animal and leave others without. Ask individual children, “As-tu un animal?”

Pupils holding a picture say which animal they have, e.g. “Oui, j'ai un chien”. Those who do not have a picture say “Non, je n'ai pas d'animal”.

This chapter marks the next step for children learning about French nouns and ‘gender’.

In Chapters 1.5 and 1.8 they learned how, in French, there are nouns that go with “mon” or “ma” , “le” or “la”, “un” or “une”. These are two groups of words that French-speakers know as “masculine” or “feminine”.

Now they encounter some words where the gender is not obvious. It will help prepare them for later studies if you encourage them to say (and learn) each noun with the right article.

If a child makes a mistake and, for example, refers to a mouse as “un souris”, you can praise the fact that the child has remembered the word “souris” and gently correct the “error” by reinforcing the right form of the article.

Child: “Un souris.”

Teacher: “Très bien ... une souris.”

Child: “Une souris.”

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n Play “hide the pet” Attach enlarged copies of a set of animal cards on the wall. Name each of the animals as you point to them. Pupils echo the words.

Now cover up one of the pictures. Pupils

1 4 .E ty usS eas r u f rn è res et des 1A 3 a sr. -l A -d s to u eut r sF ? ar neinmc ahl ?1 have to say which animal is missing. When the missing pet has been identified, reveal the picture and say the name of the animal. Repeat by “hiding” a different animal. ❑ Working in pairs: play “snap” Give each pupil a copy of the animals activity sheets and ask them to colour and cut out the animals.

In pairs, pupils use a minimum of two sets to play ”snap”. When two matching animals appear, the pupil who first names the animal correctly collects the pile. ❑ Working in pairs: play “two of a kind” Using a at least two sets of animal pictures, pupils arrange them at random and face down on a flat surface.

The first player turns over a picture and says the name of the animal that is revealed.

S/he then turns over another picture.

If this is a different animal, s/he says the name of the animal and turns both pictures face down again. The second player now turns up a card and says the name of that animal.

The aim of the game is to remember where the different animals are positioned and to name them correctly.

If a pupil turns up two identical animals consecutively (and names them correctly), s/he keeps the cards and has another turn.

Film 9 A2:“Qu'est-ce que c'est?" "C'est un poisson”.

A2. ASKING ’What is it?’

Qu'est-ce que c'est? - C'est un(e)... ❑ S e l e c t ‘ M y p e t s ’ o n t h e e - f l a s h cards; with sound and text OFF. Show each picture and ask “Qu’est-ce que c’est?” (or use the activity sheet).

Pupils reply, e.g. “C’est un poisson”. ❑ Play “What is it?”

Place copies of the activity sheet face down on a table. Invite a pupil to select a picture without showing the class what animal it is. The pupil asks, "Qu'est-ce que c'est?"

The class has to guess what animal s/he is holding. ❑ Play “Liar” (“Menteur”) with picture cards.

Shuffle a set of the animal cards. Give the class a demonstration of how to play with you (the teacher) and a confident pupil: Pupil takes a card face-down from the pile.

Teacher: “Qu’est-ce que c’est?”

Pupil can give either a true or false answer:

“C’est un chat” Teacher: “Oui ou non?” (asking the class) Pupil: “Non, c’est un lapin” (shows card).

Show that liars must at least sometimes tell the truth! Pupils can then play in groups.

A pupil who first correctly identifies a lie takes over as the ‘liar’ until they, too, are caught out!

❑ Make word flashcards to accompany the animal pictures.

Attach the pictures to the wall and set out the word flashcards on the table. Ask a pupil to select the appropriate word flashcard as you point to an animal and say its name. The pupil then attaches the word to the correct picture. ❑ Play “word-picture match” Give some pupils word flashcards and others animal pictures. When you call out an animal, pupils run to find their partner. Ask the children to swap cards every so often. ❑ Play “two of a kind” as word-picture match.

Look again at sounds

❑ Play “It’s that sound again” Now that the new words and sounds are familiar, pick out a “key sound” from this chapter’s new words. Ask children to suggest all the French words they know that also contain that sound. As the children’s vocabulary is expanding, you can repeat this with some of the other sounds. This will help them remember the French they already know.

Watch film 9 A2: 'What is it?'

Film A2 introduces another simple structure children can use to identify animals: Q.- ‘What is it?’; A - ‘It is a...’.

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1 4 . 11A s. - A tA us s-d-tetusu u f rnè r es m ea t ld 3 .9 ?es s o e u run s ? aa nn ii m ❑ Play “Find the sound”where children find an example of a “special sound” in a number of word-cards scattered on the floor, and the whole class says that word.

EXTRA WORDS AND PHRASES PLURALS Most add a usually silent -S

deux chiens deux chats deux lapins deux hamsters deux poissons deux serpents deux gerbilles deux tortues

Get used to the sounds:PLURALS

❑ Echoing: Select ‘Plurals’ on the e-flashcards initially with sound and text ON. You can click on ‘S’ to hear the singular and ‘PL’ to hear the plural.

-

two dogs two cats 2 two rabbits two hamsters two fish two snakes two gerbils two tortoises

Occasionally there’s an -S already

deux souris - two mice

Where do you put this -S?

Pupils echo the words, e.g. “deux lapins”.

Now switch sound and text OFF; can children remember the plural for each animal?

deux cochons d’Inde Literally: two pigs of India

two guinea pigs

A few add a usually silent -X

Spot the SILENT letters

deux oiseaux - two birds deux chevaux - two horses

Show the singular and plural e-flashcards again with text on. Point to the final letter(s) as the words are spoken; pupils gesture if it is heard or silent, e.g. point to your ear or finger on lips. n Spot the patterns: See the “Extra words and phrases: PLURALS” box. Children might like to pick out “funny” plurals in English to compare, e.g. ‘mouse - mice’, ‘child - children’... ❑ Play “look-it-up” in pairs: ask each child to find the French word for another pet animal, using a suitable bilingual dictionary.

Ask them to say the word to you, to check the pronunciation. The child then says the word to their partner, who uses the dictionary again to find the equivalent in your own language. ❑ Make a class dictionary: each child adds to a booklet with 26 pages labelled A - Z, and

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see Talking Dictionary

writes new French words they learn, with suitable illustrations.

CROSS CURRICULAR ACTIVITIES

❑ Art and design: Pupils can draw pictures of their pets. These can be used to practise introducing pets by name, as some of the French children do in the films.

If pupils want words for pets that are not on the film, they could use a bilingual dictionary.

Suggest children use the “key sounds” to help them work how to pronounce words they have looked up: make it a class talking point. ❑ Art and design: Pupils can make animal puppets to add to their collection of Frenchspeaking characters.

HOW FRENCH WORKS 2: Making plurals

❑ Numeracy: Pupils can revise numbers whilst talking about their pets, which they are usually keen to do.

In most cases, you cannot hear the difference when you make a French noun plural, because the ‘s’ you add to indicate that you have more than one is generally silent.

See notes in ‘Extra words’ above 9.5 9.5

❑ Numeracy: “count the animals” Place a selection of animal pictures face up on the table. Ask individual pupils to pick out the combinations of animals you ask for,

1 4 .E ty usS eas r u f rn è res et des 1A 3 a sr. -l A -d s to u eut r sF ? ar neinmc ahl ?1 e.g. “trois chats et deux chiens”. ❑ Numeracy: “What pets have I got?”

Place combinations of animal pictures face down on a flat surface in front of you.

Pupils have to guess which pets you have, e.g. “deux chiens, un chat et trois souris”.

Reveal the pictures when someone guesses the correct combination. That pupil can choose what hidden cards to put out next - and respond to the guesses. ❑ ICT: Pupils can word process labels for their pictures, e.g. “J’ai un chat, Blackie.”

❑ Data handling: Create a graph for all the pets pupils have at home, and label it in French using the singular: un chien, un cheval, etc.

Part B: His/her pets NEW WORDS AND PHRASES B1: Pronouns - summary

Watch film 9 B1: ‘S/he has a pet’

❑ Watch film B1 which, as in previous chapters, extends children’s language to talking about ‘he/she’ (i.e. ‘other people’) as well as ‘me’ and ‘you’.

je - I tu - you il -he elle - she

Who we can talk about

J’ai un chat - I have a cat As-tu un animal? - Have you a pet?

Il a une souris - he has a mouse Elle a un chien - she has a dog

Film 9 B1: “Elle a un chat”.

S/he has a pet: The film shows examples of talking about someone else’s pets, e.g. Elle a un chat.

Children show pictures of their pets.

Clémence: “Voici ma tortue, Lilana”.

Voice: “Elle a une tortue”.

Célia: “ Voici mon chien et mon lapin”.

Voice: “Ella a un chien et un lapin”.

We then see several children playing with their pets at home. e.g.

Voice: “Il a un chien”. “Elle a un chat”.

see Talking Dictionary

❑ Give everyone one or more animal picture cards. Pupils take it in turns to introduce the person sitting next to them and to say what pet they have, e.g. “Voici Sam. Il a un hamster” or “Voici Jasmine. Elle a un chien”. ❑ Confident pupils may like to extend their descriptions, giving as much personal information about their friend in French as they can. It is a good idea to give an example beforehand.

You couldinvite a boy anda girlto come tothe front of the class and ask the class to join in, e.g. for a boy: “Voici Daniel. Il a 9 ans. Il a une soeur. Elle a 5 ans.

Elle s’appelle Daisy. Il a un chien”; for a girl: “Voici Olivia. Elle a 8 ans. Elle a deux frères, Ethan et Alfie. Elle a un lapin et un chat”.

Respond with understanding

❑ Give everyone an animal picture card. Call out the names of different children. When their name is called out, they show everyone their animal. The class says either “Elle a (un lapin)”or “Il a (un lapin)” as appropriate.

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1 4 . 11A s. - A tA us s-d-tetusu u f rnè r es m ea t ld 3 .9 ?es s o e u run s ? aa nn ii m ❑ Numeracy: play “imaginary menageries” Ask pupils to draw the menageries they would like to give to their chosen person. Ask them to say what is on their pictures - another opportunity to talk about plurals! , e.g. “Voici Y, elle a une tortue, deux chevaux et trois lapins...”

❑ Numeracy: “What shall I draw?”

Ask children to tell you what personto draw on the board, and then what animals to give him or her. Count up the numbers of cats, mice, etc - an opportunity to talk about plurals, e.g.

“Voici X, il a six souris et deux serpents...”

Cultural awareness

If you have an exchange school, pupils could swap information about the pets they have - by post or e-mail. They could include drawings and photographs, data about types of animal, names of their pets, copies of surveys - see “Talking point”

Talking point

Everyday life in France: Pets

Watch the presentation: In Europe, French families are amongst those most likely to keep a pet. 35% of families in France have a dog, and 20% a cat.

Humans can catch it, and there is no cure once it reaches the brain - which is why it is feared.

The ‘Talking Point’ presentation shows how Britain as an island could keep the virus at its borders, but France had to find a different solution.

You may also want to talk about the possibly sensitive subject of why it’s important for children to be vaccinated against threatening diseases, and how it only works if most or all children are vaccinated. n How does vaccination protect your pet? n What does a pet passport prove? n What are the risks if you take your pet abroad on holiday? n What do children think of the different approaches?

However, Irish families hold the record for dogs (40%) and the Belgians for cats (25%).

Since many of France’s 54 million population live in rented apartments in large cities, they tend to keep the kind of pet animals that are easy to look after in these circumstances.

Rabies

France and Britain tackled rabies very differently: Britain with strict quarantine of animals coming in, whereas France relied on vaccination.

When the rabies virus reaches the brain and nervous system of an infected animal, it behaves strangely and aggressively until it dies. It is passed from one creature to another through bodily fluids (spit or blood), often by biting.

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Je m'appelle

This page may be photocopied for classroom use

Š Copyright 2018 Early Start Languages

Je m'appelle

This page may be photocopied for classroom use

Š Copyright 2018 Early Start Languages