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Inspection Pack for the La Jolie Ronde French Structured Course


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Page 1

Course and methodology Pages 2-10

Les aventures de Minou et Trottine et les saisons 5-7 year olds Bonjour!

Pages 11-20

This is an introduction to the La Jolie Ronde structured course for 5-11 year olds. This booklet contains information on the course, its methodology and details of each programme. The sections of the course and where they can be found are shown on the right of this page. Established in 1983, La Jolie Ronde has continually developed and improved its course for over 25 years. La Jolie Ronde also took part in the trials of the KS2 Framework for Modern Languages in 2004/2005 for England and Wales, and was the only commercial organisation to be asked to do so. Tens of thousands of children are having fun learning French and Spanish with La Jolie Ronde all around the world in hundreds of schools as part of the curriculum, and in over 1,000 licensed after-school centres in the UK alone. La Jolie Ronde promotes positive attitudes to language learning.

Salut CĂŠline et Antoine! 7-8 year olds

Bonjour la France 8-11 year olds

Pages 21-34

Mon tour de France 9-11 year olds

Pages 35-48


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THE LA JOLIE RONDE COURSE AND METHODOLOGY

The 3 starting points

The course The course is for 5 to 11 year olds and can be structured over a period of 6 years. Children learn through a diversity of oral and practical activities, with the addition of reading and writing as they progress. The emphasis is on songs, rhymes, stories, games and role plays and on making familiar classroom/home activities part of the language learning process. Activities have been carefully selected for each age group, taking into account children’s stages of development. The La Jolie Ronde course has what we believe to be a unique approach by having three alternative starting points: • Les aventures de Minou et Trottine et les saisons for 5-7 year olds. • Salut Céline et Antoine! for 7-8 year olds. • Bonjour la France for 8-11 year olds. • Pupils then progress on to Mon tour de France (9-11 year olds). The content and materials of the three starting points are specifically devised for each age group. Pupils can either progress from Les aventures de Minou et Trottine et les saisons to Salut Céline et Antoine and Bonjour la France, or simply start at Bonjour la France. Mon tour de France, however, presumes prior learning and aims to build on previous experience to introduce new challenges. By the end of the course, children have the opportunity to develop all four language skills to an impressive level of creative language use.

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The methodology The methodology is based on real communication situations suited to the interests, experience and social and intellectual development of each age-group. It is also aimed at encouraging children to use language for their own purposes.

Reading and writing are postponed until confident oral activities have been performed and are established. Both activities are seen as a reinforcement of listening and speaking skills. Faithful to the spirit of the method, reading and writing activities remain within a child’s capability and are seen by the children as a game.

The methodology includes strategies for reintroducing words and phrases through new and different activities as the child develops. Phrases introduced in a rhyme, song or story at an early age will be used again in a role play situation, a game or a song at a later stage. As confidence grows, a child may be asked to search in his/her memory for words and phrases which will meet the needs of a new situation. The method can be used in virtually any classroom situation. It is used successfully both with small groups of children sitting on the floor or around a table and with the more formal setting of twenty/thirty pupils facing the teacher. The flexibility of the method allows the teacher to choose the most appropriate approach.

Children are kept ‘busy’ and actively involved throughout each lesson. Young children are physically involved, pointing, holding, organising flash cards, pretending, playing the teacher, as well as participating in interactive games. The aim is for each child to enjoy producing his/her own work. Children are encouraged to ‘think for themselves’, to search for clues, to imagine and make up their own plays and to get involved with the stories or the activities introduced throughout the course.

The children learn orally first. The emphasis is on songs, role plays and learning to communicate. Indeed, children having completed the course have a sound knowledge of basic vocabulary and phrases which gives them a good grounding for future language learning.

Please note – the Teacher’s Guide for each programme cannot be purchased without the simultaneous purchase of pupil books.

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THE PROGRAMMES IN GENERAL Les aventures de Minou et Trottine et les saisons This is for pre-readers and early readers. It can be used for one or two years. From experience we have found that children starting their language learning at 4 or 5 are more successful than children starting at 8 or 9. At this young age they are very receptive to new sounds, which become familiar very quickly. They are uninhibited and quickly become confident and at ease with the foreign language. For these reasons, Les aventures de Minou et Trottine et les saisons contains a lot of stories, action chants, songs and games so that the children learn French just like young French children do and in the same way as they learnt their mother tongue. These are activities they enjoy and will repeat over and over again, absorbing language as they ‘play’. • The course contains simple stories, action chants, games and 39 songs. • There is sufficient material for two years. • There are two CDs with transcript. • The Teacher’s Guide contains clear objectives, lesson notes, templates, story illustrations, photocopiable activity sheets, word and song cards. • Les aventures de Minou et Trottine et les saisons has its own set of coloured flash cards. • Interactive Whiteboard material with activities to complement each lesson.

Salut Céline et Antoine! This is the starting point for 7 and 8 year olds and younger children who are able to read and write. • Vocabulary from Les aventures de Minou et Trottine et les saisons can be reinforced and extended. • The Teacher’s Guide gives clear guidance on how to use the course a) as a follow-up from Les aventures de Minou et Trottine et les saisons and b) as a starting point. • New games are used to practise the vocabulary and phrases. • Flash cards are used. • Short conversations are introduced for listening and speaking. • The written word is encountered. • Record of Achievement sheets are available. • A CD of 27 songs and transcript are included. • Interactive Whiteboard material with activities to complement each lesson.

Go to page 22 to find out more!

See page 12 for more details. Copyright La Jolie Ronde 2005-2009.

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Bonjour la France

Mon tour de France

This programme is designed for 8 - 11 year olds and can be used as an introductory language course for children in their final years at Primary School. Any child aged 8+ should start the course with Bonjour la France and progress to Mon tour de France.

This is an extension of Bonjour la France. It can also be used as supplementary material for 12 - 13 year olds in Secondary School.

• It is more complex than Salut Céline et Antoine! from which it is a progression. • The vocabulary and language structures from Salut Céline et Antoine! are reinforced and can be extended. • Role plays are introduced. • Pupils start to use the language creatively for themselves. • The Teacher’s Guide gives clear guidance on how to use the course: a) as a follow-up to Salut Céline et Antoine! and b) as a starting point. There are clear explanations of listening/speaking and reading/writing activities. • There are cultural/geographical notes. • Assessment sheets are available. • Record of Achievement sheets are available. • There is a CD of 22 songs and transcript. • Interactive Whiteboard material with activities to complement each lesson.

• More complex linguistic structures are introduced. • New vocabulary is met and topic areas extended. • More information about each region of France, its geography & culture. • There are extended role plays - 14 in total. • Increasing emphasis is put on the creative use of language. (New contexts are introduced and the pupils are encouraged to combine known elements to suit). • Assessment sheets are available. • Record of Achievement sheets are available. • There is an extensive Teacher’s Guide. • There are two CDs and transcript with 17 songs. • Mon tour de France has its own set of coloured flash cards. • Interactive Whiteboard material with activities to complement each lesson.

A set of coloured flash cards for core vocabulary encountered in Salut Céline et Antoine! and Bonjour la France is supplied with the course.

Turn to page 22 for more details.

See page 36 for further information.

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FEATURES AND BENEFITS OF THE COURSE FOR TEACHERS, PARENTS AND PUPILS ALIKE Features

Proven over 25 years of development. Devised by teachers for teachers.

Supports the National Curriculum scheme of work.

Benefits For parents / teachers / school

• Tried and tested • Reliable and safe

For children

• Getting the best

For teachers / school

• Independent assurance of quality for the school • Relevant • Helps with excellent reputation of school academic achievements

For children

• Getting recognised programme

For parents

• Child is receiving recognised language learning including content, skills and cultural awareness

For teachers / school

• • • • • •

For children

• Creativity • Measurable rapid progress through small amounts of vocabulary often recycled • Easy to join should a new pupil start mid-year

Structured programme.

For teachers / Suited to all ages, abilities and a variety of school learning styles. For children

Helps teach 4 skills Proven ready-made scheme of work Time saving plan already done Assessment (checklists) Easy to teach (specialist / non-specialist) Change of teacher during the year? No problem

• Use La Jolie Ronde for large or small classes • For 30 minute or 3x30 minute classes • Have opportunities for success at every level • Differentiation – all can do well!

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Features

Benefits For teachers / school

Sound preparation for secondary. Well designed for transition.

• • • •

• For children

• • •

For teachers / school

High quality content and layout of activity books and Teacher’s Guide.

Course regularly updated.

Free help line with support provided.

For children

Notes of child’s progress for secondary teachers Complimentary to secondary course No overlap Have firm grounding in language learning techniques (listening, comprehension, oral, sound differentiation) Children look forward to more language learning at secondary school Avoids repetition and boredom at secondary (due to special design of the course) Putting language into context (use of different situations relevant to age-group) Gives confidence

• Plenty of ideas in Teacher’s Guide for content of each lesson • Record of progress • Books good to use as a reference • Two-colour books for colouring in at young ages • Make books their own • Feel proud • French stays with them

For parents

• Reassured • Course well-prepared, record of progress • Their children are getting the best

For teachers / school

• Course remains current and fresh for all • Safety factor (course kept up to date: euros / CDs) • Reassurance

For children

• Course remains interesting / up to date

For teachers / school

• Regular mailings and newsletters provide feedback and tips • One to one service • Free telephone support • First 3 consecutive lesson plans ready • Tips and advice available

For teachers / school Fun. For children

• • • •

Enjoyment in teaching Makes job easier and interesting – less disruption Memorable Interesting, rewarding, challenging, stimulating and motivating with not only French but also geography and culture included • Window onto the outside world

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FURTHER IMPORTANT ELEMENTS Grammar Basic grammar points are introduced from Salut Céline et Antoine! onwards. Grammar has a background role in the method in order to form good habits and strong foundations. Points of grammar are introduced in a natural way that arises from the context of the stories, songs and games. We make sure that grammar is fun!

Evaluation and Assessment There is continuous assessment embedded in the course and children do not realise that their progress is being monitored. Each lesson allows children to develop while at the same time constantly reinforcing work already covered through games and activities. The activity books allow both teachers and parents to see at a glance the work covered at any time. Records of Achievement and ‘I can’ checklists are points of reference for assessing each child’s progress within the whole programme. In the Teacher’s Guide for Salut Céline et Antoine! and Bonjour la France there is a special section, page 32, on Evaluation and Assessment.

The Non-Statutory Guidelines for Modern Foreign Languages at Primary Level in England and Wales Modern Languages were included in the new National Curriculum for KS2 issued in 2000, and the non-statutory guidelines published outline the government’s expectations in relation to the introduction of a Modern Foreign Language at KS2. The La Jolie Ronde course materials are in line with these proposals and should meet the attainment targets set in all 4 skill areas, thus enabling course users to opt into the Asset Languages voluntary assessment scheme which supports the DfES National Curriculum strategy. As with subjects assessed in SATs, it is hoped that Year 6 children will reach level 4 in their studied language.

Preparation for Secondary School As with any other area of the curriculum, the learning of language skills at Primary level has to provide the foundation for future learning. The method has been carefully devised so that the children, once starting French at their Secondary school, do not get bored with ‘ having done French before’ and are still learning. Indeed the course is designed to use the skills and meet the needs of Primary school children, which differ from those at Secondary school level. In general, pupils gain experience in language-learning techniques. Children become accustomed to listening. The course aims to foster within pupils a love for languaage learning and a confidence to continue at Secondary level.

A window on the outside world The geographical/cultural content of the programme helps children to become aware of realities which might differ from those of their own world. This improves their sense of location and develops their understanding of Frenchspeaking countries through observation of cultural similarities and differences. The geography of France is also introduced in a structured way.

Differentiation There is material suited to all abilities. For this early stage of language learning, the carefully researched programmes offer some flexibility and, step by step, build the children’s confidence in listening, speaking, reading and writing. The course has been tailor-made to suit the children’s age and development. With a variety of activities suggested in the Teachers’ Notes, teachers can cater for a variety of learning styles, thereby making materials accessible to all, with an opportunity for success at every level.

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THE TRANSITION TO SECONDARY SCHOOL The La Jolie Ronde programme has been specially created to allow smooth transition to the Secondary sector. This early learning, however, must not consist simply of language awareness. What makes our method so successful and which distinguishes it from other programmes is that it is structured and planned to allow continuity and progression. A simple language awareness course quickly crumbles. The need to sustain the pupil’s enthusiasm and the means to keep his/her attention and motivation means the teacher can soon be frustrated with such simple language awareness courses. Young children need to learn methodically. They expect organised and constantly changing activities from the teacher. This is exactly what the La Jolie Ronde method can offer, for it goes far beyond a simple language awareness experience. La Jolie Ronde has found a balance between the concern to give a structured learning experience and the need to relate directly to life in a world where communication is paramount. Our aim is that children like the new language that they are learning – we want them to be motivated to continue their language learning with a greater knowledge of the French language and of the French people and their country. The programme we offer provides children with ‘tools’ which they can use to good effect for the official course of study at Secondary school. La Jolie Ronde wants children to look forward to their Secondary school language-learning experience and to have a confident, positive approach. The La Jolie Ronde course is designed to use the skills and meet the needs of Primary school children, which differs from those at Secondary school level. We therefore avoid the danger of repetition and the resulting frustration and boredom. Children are accustomed to listening, attuned to different language sounds, and have copied these sounds at a time when imitation is not hampered by entrenched mother-tongue language sounds and social inhibitions. Children have experience of

language-learning techniques such as the use of role play and cue cards. An extract from a presentation to a SATIPS Conference on Role Play and Drama for Key Stage 1 and 2 by Colette Hallam, Founder and Director of La Jolie Ronde: “……My final point concerns the need to be aware of languagelearning to come, at Secondary level. We must ensure that the experience of activities for language-learning at this earlier stage enhances rather than pre-empts what will follow. Situations should be relevant to the younger child’s experience of the world around them. Let the children guide the direction your drama takes, letting them draw on their own experience and understanding. Techniques should be geared to the level of development of the age-group. In this way you avoid the level of activity they will be asked to prepare at Secondary school, allowing them to find something new and interesting to do, something which the Secondary language teacher has geared to their increasing maturity and interaction with the world. What we will have done is prepare the way – given a taste of role play and drama which is positive, fun and within their grasp.”

In Summary “The La Jolie Ronde resources and materials are of an excellent quality, extensively researched and prepared, immensely enjoyable and completely original. Research is carried out continually to ensure that the materials remain fresh, but also take into account government directives, whilst at the same time not encroaching upon the work carried out by language teachers at Secondary school.” [Modern Foreign Language in the Primary School – Regional Support meeting – Alison Knight and Suzanne Saxby] (17th March 2005)

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NOTES

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an introduction to

Les aventures de Minou et Trottine...

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LES AVENTURES DE MINOU ET TROTTINE ET LES SAISONS Components A two-colour 50 page pupil activity book (Size A4)

A 234 page Teacher’s Guide, together with a 208 page set of photocopiable masters

A teacher’s CD (69 minutes)

A set of 111 coloured flash cards (gender coded 138x198mm)

Help your child with French This book belongs to: Monsieur/Madame:...................................

Les aventures de Minou et Trottine et les saisons

Bonjour, We have compiled this booklet in order to support you in helping your child learn French with La Jolie Ronde – the Happy Way to Learn French. Inside, you will find the translation of all the French from his/her Activity book and CD, and a few words about what he/she will be learning week by week.

A child’s CD (73 minutes)

A 12 page guide for parents (Size A5)

Your child’s success in languages depends on the quality of the course he/she is following, the teacher’s skills and your involvement and support throughout this experience. By choosing La Jolie Ronde, you are giving your child the best opportunity to learn French. This programme offers a strong foundation on which to build and progress. Sharing the songs and stories from this famous programme with your child will be easy and fun. Using the CD and the Activity book, you can play and sing the songs together at home or in the car! Young children are quick to pick up the language and they are proud to demonstrate what they have learnt. Your praise, encouragement and the interest you show in your child’s learning, will help him/her along the way. Please follow the instructions from your child’s teacher as to which activity he/she should complete at home. Note: The content of this booklet is copyright and forms part of the programme: ‘Les aventures de Minou et Trottine et les saisons’. This may not be photocopied and is only distributed by La Jolie Ronde Ltd. © Colette Hallam 2003/2005

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Interactive Whiteboard Activities

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INTRODUCTION This programme has been written for all those working with young beginners (5 - 6 / 6 - 7 year olds). It suggests support for younger or less able children and extension work for older or more able children. It can be a starting point or a follow-on from our nursery programme (a La Jolie Ronde resource for 3 to 4 year olds). It can be extended to cover a two year period, and for this reason, has been divided into two parts.

Programme aims • To familiarise children with the sound of the French language and develop their ability to listen attentively. • To help young children to: - become confident in using phrases and words other than their mother tongue - become familiar with classroom language - develop listening and concentration skills - develop social skills associated with interpersonal behaviour and communication - enjoy a variety of language learning activities. • To enable children to use the French language creatively and/or for their own purposes, promoting independence. • To integrate French into school or home life. • To allow children of all abilities to experience success and develop personal confidence. • To promote gross and fine motor skills and visual literacy.

Les aventures de Minou et Trottine et les saisons will support teachers in providing activities which are : - worthwhile and interesting - a contributory factor to achieving specific learning objectives - geared to the level of development of children: making the most of their listening skills, their love of singing, dancing and performing - a sound foundation for more advanced MFL work.

Programme approach

role plays and drama. The programme is carefully structured and enables children to use their knowledge of simple French language creatively. Consideration has been given to the general level of their development and many opportunities are offered to enable children to use their new language imaginatively and confidently through a main conductor: mini stories. A short story in every session helps children internalise the patterns of the language, new words and phrases. The children become immersed in the different activities which are offered to them. They play, chant, sing, act and display their own work creatively. The activities undertaken are mainly stories, songs, games and action chants.

Pupil achievement As you approach the end of Les aventures de Minou et Trottine et les saisons, your pupils will have: • used with confidence some words and phrases other than their mother tongue • developed listening and concentration skills • developed confidence and enjoyed a variety of language learning activities • developed their social skills. "I am delighted to see such a lovely resource for French in Key Stage 1. It offers clear support and guidance for teachers and a really enjoyable learning experience for children. The focus on immersing the children in the sounds of French is just the right approach for this young age group, and this is done in appealing ways through stories and songs. The children’s workbook offers opportunities to reinforce skills development across the curriculum, through the medium of French, through activities such as sequencing, finding the odd-one-out and developing early writing skills. A very rich and well-researched resource, which provides teachers with all they need to teach French to this age group. I would love to see my own daughter progressing through this scheme in Key Stage 1." Catherine Cheater Primary Languages Consultant

With Les aventures de Minou et Trottine et les saisons, oral and aural skills are given priority. Children chant, sing and take an active part in Copyright La Jolie Ronde 2005-2009.

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THE TEACHER’S GUIDE The 234 page Teacher’s Guide is organised into two parts. In Part 1 , all 16 modules offer: A first page of reference: (see example below).

Title Language which should be remembered by the end of the course. Language to which children can listen and benefit from, depending on the choice of activities of the module, at the discretion of the teacher. A reference to the main activities within the module, such as stories, games, songs etc. Useful section to help prepare for the module. A reminder of previous language learnt which can be reintroduced within the module. This ensures that nothing is lost and the children can progress through the course. The notes recycle autumn and winter.

• Pages with teaching ideas and suggestions with the following sections: - General theme - Cross-curricular links - Suggested activities and ideas for a 1st and 2nd lesson. These pages provide suggestions on how the activities could be introduced by the teacher and performed by the children. The notes have been tested and can be seen as ‘ready made’. Nevertheless, the teacher will obviously need to adapt depending on the class. Each lesson is divided into three main areas: “To start with” – these are the bain français warm-up activities and an opportunity to revise language already introduced. This section usually includes greetings, key phrases which children chant or sing, and counting. “Teach and reinforce” – introduces and practises new language through different educational strategies such as stories, games, chants, songs and art and craft. Children can also complete work in their activity books by following a selection of active and more settled activities. “Finally” – what have we learnt today? A recap of what the children have been doing. It is also an ideal opportunity for the teacher to assess the children’s work and to talk about what they can do at home to reinforce what they have been learning. Follow up with a goodbye routine with puppets/toys.

-

A “home link” section for follow-up activities at home if appropriate (see further notes below). - Additional suggestions for extension and differentiation. Firstly, this section suggests an evaluation strategy based on an informal observation of a specific group of children. Then, some follow-up and extension activities which provide not only reinforcement of the learning objectives, but also help more able/less able children, or older/younger children. Familiar vocabulary needs to be reintroduced regularly to give confidence to less able children. However, new material also needs to be introduced to challenge the more able. • The transcripts of the Teacher’s and Child’s CDs. • Where appropriate, specific photocopiable templates are included at the end of each module for extension and follow-up, e.g. home tasks. Some templates can be used as visual support and displayed in the classroom or corridor/assembly hall. La Jolie Ronde is used in many different class situations; therefore the course provides flexibility in order to address all situations. Teachers will need to be flexible in the use of this material and adapt it to their circumstances (ranging from one 30-minute session a week to a number of minutes daily!). The suggested activities are at the discretion of the teacher who will choose them to suit the different skills and levels of the class. This programme offers the tools needed in order for children to be kept motivated, interested and challenged at every session. Copyright La Jolie Ronde 2005-2009.

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In Part 2 , 15 modules offer:

Hiver - Part 2

A first area of reference: (see example below).

1 – Joyeux anniversaire Learning objectives

• learn how to say your age and ask how old someone is • understand and use words for food and drink • reinforce key vocabulary from the first Winter module (Part 1): Bonne Année! • language for two new songs

Title Language which should be remembered by the end of the course. Language which has been introduced previously and which is recycled in the module.

Key language

Revising

Main activities

quel âge as-tu? j’ai … ans Joyeux anniversaire des frites un poulet un fromage du lait du jus d’orange

un poisson une limonade un gâteau c’est la fête grand

Role play

- At the restaurant Songs -

J’ai six ans (Ch.Track 56) Joyeux anniversaire (Ch.Track 57)

Game

-

Qui se cache?

Book

A reference to the main activities within the module, such as stories, games, songs etc.

Resources and materials -

Useful section to help prepare for the module.

Illustrated cards of key language on page 203, in the photocopiable masters set. Plus previous illustrations of fish (page 190), lemonade (page 183). Templates of characters from the first Autumn module: Bonjour!.

Recycling Automne (1): Printemps/été (1): Hiver (1):

A reminder of previous language learnt in the first year which can be reintroduced within the module.

• •

(Page 39)

- Complete words - colour pictures - counting and dot to dot

-

1

An area of teaching ideas and suggestions for a second session based on the topical module. Transcripts of the CDs. Photocopiable templates and illustrations where appropriate.

Grand (4) Un poisson (5) Une limonade, un gâteau, c’est la fête (1)

Theme: Birthday celebrations Cross-curricular links: PHSE & Citizenship: Developing good relationships through work and play (celebrating a birthday). Literacy/Drama: Using language and actions to explore and convey situations.Lesson 1

Lesson 1 -

Revise and reinforce the objectives from the first Winter module (Part 1): Bonne Année! (from page 92).

© Copyright Colette Hallam 2003. This page may not be photocopied.

-

Tell the children that next time you will all pretend to be at a restaurant to celebrate someone’s birthday.

203

Les aventures de Minou et Trottine et les saisons.

Photocopiable masters The Teacher’s Guide is accompanied by a set of photocopiable masters. There are 208 pages in total of which 169 are A4-sized story boards (see page 17 for more details). There is also a list of core words (entitled ‘word cards’) and associated images (called ‘illustrated cards’). A useful set of song cards has been added for both parts.

example of template for word cards

example of template for illustrated cards

example of template for song cards

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example of a left-hand page of illustrations

THE PUPIL ACTIVITY BOOK The activity book has 50 pages and is in two parts. In Part 1, there are 16 modules. All the left-hand pages contain illustrations of the mini stories. The right-hand pages provide activities for reinforcement, consolidation and more practice. If you are planning to use this programme for two years, some activities on the right-hand side pages can be left to complete during the second year. In Part 2, on the pages with a darker border, there are a further 15 modules. Activities vary from simple games, listening, observing, drawing and colouring to sequencing and highlighting, matching, joining dots to complete words, counting, copying numbers and key words.

examples of right-hand pages of activities

Children personalise their book. They are invited to talk about their book and their work. Each activity is highlighted by the silhouette of a cat. The headphones indicate that there is a listening activity from the child’s CD and the 5-6 track number is clearly highlighted below the cat. At the end of an activity, children are invited to draw the mouth of the cat (which is purposely missing) with either a smile or a half-smile, depending on the way they feel about the activity or the way they performed. The activity books help to make children’s learning fun and memorable. Two full pages of stars are also included at the end.

a page from Part 2

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Mini stories Children love stories. Listening to stories is, for them, an experience they can share. Repeating stories can be comforting and helps to build confidence. Mini stories are the main conductor for communication with Les aventures de Minou et Trottine et les saisons. They introduce new language and help to practise and reinforce previous language. The stories encourage listening and speaking and are presented as simply as possible. All have a clear and uncomplicated storyline with plenty of repetition. The children are encouraged to join in with the story. Opportunities for extension work and follow-up abound and many have a moral, or a specific situation which children would recognise and they often say, “Oh! That happened to me!” Each story is divided into six parts linked to six pictures, each highly visual (see examples below). You can also use the large A4 illustrations of each picture if you wish (available from the photocopiable masters section).

Some stories are in English with specific target key language. Other stories offer the specific target key language only, following each picture. Teachers can read part of the story in English on the back of all relevant A4 illustrations.

Bonjour! Part 1, automne

1

Les aventures de Minou et Trottine et les saisons Mini story: “Je m’appelle” (1-Bonjour) Automne 1 French on CD Ch. Track 1

3. One morning when they are at home, the door bell rings. Play CD.

- Qui est là? - C’est moi, François, le soldat! Bonjour! - Bonjour, je m’appelle Marco, le robot! Bonjour! Pause CD. Suggestion: now read the bold print on page 8 still showing the picture behind this page (page 5).

Les aventures de Minou et Trottine et les saisons - © Colette Hallam 2003

Les aventures de Minou et Trottine et les saisons - © Colette Hallam 2003

5 This page may be photocopied only within the purchasing organisation.

example of A4 template of story card

6 This page may be photocopied only within the purchasing organisation.

back of card with story to read out

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THE CDs There are three CDs to accompany Les aventures de Minou et Trottine et les saisons :• Child’s CD - includes all the listening activities from the pupil activity book, plus songs and counting. • Teacher’s CD - offers further listening activities, songs and instrumentals of the songs. • IWB CD - includes a variety of activities to complement the course.

Songs in Les aventures de Minou et Trottine et les saisons are clear and simple and have been written specifically for each module. Most of them are action songs, where children get physically involved. They help to introduce, fix and reinforce new language. They encourage accurate pronunciation and make the language learning process an enjoyable activity. A complete set of photocopiable templates of song cards, illustrating each song, is available from page 191 in the photocopiable masters set (see examples below).

Enlarge and colour each as you wish, mount on cards and laminate. Keep the cards in a box. The children can be invited to choose or pick at random and sing the song that is illustrated on the card. Many songs on the child’s CD have the instrumental version on the teacher’s CD, to allow the children to sing on their own or to adapt new vocabulary. In addition to the song cards, the Teacher’s Guide also includes the transcripts of all the activities on the CD and you can find the tracks for all the songs and stories at a glance.

5

Automne - Part 1 5 – Chante l’automne Child’s CD

Track 14

Chat 1 Mini story: Il y a du vent 1. On a fine Autumn morning, Minou decides to go for a picnic. Au revoir,Trottine! 2. Unfortunately, Minou has a problem: he cannot make up his mind where to sit for his picnic. Dans le parc? Non. 3. Dans la forêt? Non. 4. Sur la plage? Non. 5. Dans le jardin? Oui! 6. He finally decides to sit in the garden. But suddenly something happens! Guess what! (Suggestion: Stop here and resume at the next lesson) ……The sky becomes full of black clouds.The wind starts to blow and it starts to rain. Ah! Il y a du vent! Il pleut! Quel dommage!

Track 15 Chat 2 Song: Cinq petits oiseaux - Cinq petits oiseaux Sur un fil Un oiseau dit Moi, je vole Où voles-tu? Vers le sud! Quatre petits oiseaux …. Trois petits oiseaux … Deux petits oiseaux … Un petit oiseau Sur un fil L’oiseau dit Moi, je vole Où voles-tu? Vers le sud!

Five little birds On a wire One bird says I’m going to fly Where are you flying? To the south! Four little birds …. Three little birds … Two little birds …. One little bird On a wire The bird says I’m going to fly Where are you flying? To the south!

Track 16

Children love action songs and the programme abounds with very catchy, modern music. Songs provide an excellent way to learn, practise and retain vocabulary. There are 39 songs in the programme.

example of transcript of Child’s CD

5

Chat 4 1. Un oiseau, C’est François, le soldat Un jardin Une pomme La forêt

Automne - Part 1

5 – Chante l’automn e

Teacher’s CD

Track 11

Track 17

Action chant: Il pleut - Il pleut, il pleut dans mon jardin Il y a du vent, il y a du vent dans

Chat 4 Encore une fois! 2. Une carotte C’est moi! Trottine Un monsieur Oui!

mon jardin.

It’s raining, it’s raining in my garden It’s windy, it’s windy in my garden.

Track 12 Mini story: Il y a du vent

© Copyright Colette Hallam 2003. This page may not be photocopied.

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Au revoir,Trottine! Les aventures de Minou et Trottine 1. et les saisons. 2. 3. 4. 5. 6.

example of transcript of Teacher’s CD

(completely in French)

Dans le parc? Non. Dans la forêt? Non. Sur la plage? Non. Dans le jardin? Oui! Ah! Il y a du vent! Il pleut! Quel dommage!

1. Goodbye, Trottine! 2. In the park? No. 3. In the forest? No. 4. On the beach? No. 5. In the garden. Yes! 6. Ah! It’s windy! It’s raining! What a pity!

hand for the garden. Make the sound of the wind and use large gestures.

Track 13 -

Rouge, jaune, marron, jaune,

rouge, marron.

Track 14 Song: Les couleurs d’autom ne - Les couleurs d’automne, les couleurs d’automne Rouge, jaune, marron Les couleurs d’automne Il pleut sur le rouge Il pleut sur le jaune Il pleut sur le marron.

The colours of Autumn, the colours of Autumn Red, yellow, brown The colours of Autumn It’s raining on the red It’s raining on the yellow It’s raining on the brown.

(Repeated)

Suggestion: Look for red, brown, yellow colours in the class and point to the colours as you sing. Using your fingers, pretend it is raining, by letting your fingers fall on coloured felt squares, for example.

SONGS & TRACK NUMBERS - PART 1 List of songs

Module Page Tracks T. Guide Child Teacher Mes jouets A1 41 2 Toc, toc, toc A1 41 1 Un, deux, trois A2 56 5 Les petites mains A2 56 4 Instrumental of Les petites mains A2 56 5 Deux pommes, s’il vous plaît A3 63 9 Instrumental of Deux pommes, s’il vous plaît A3 63 7 Un petit soldat A4 70 13 Je peux sauter comme ça A4 71 8 La tête, les épaules (including Instrumental) A4 71 9 Touche le nez (including Instrumental) A4 71 10 Cinq petits oiseaux A5 77 15 Les couleurs d’automne A5 78 14 Les feuilles d’automne A6 87 19 Plic plac A6 88 18 Encore un gâteau H1 96 20 J’ai un chapeau H1 96 21 Trotte comme ça H1 96 22 Bonne nuit H2 104 23 Six au lit H2 105 25 Je rentre chez moi H3 112 27 Ah, il fait froid H3 112 29 La neige tombe H4 119 30 Instrumental of La neige tombe H4 119 31 MINI STORIES & TRA CK NUMBERS - PAR Qui est là? H5 30 T 127 1 Instrumental of Qui est là? H5 127 31 List of mini stori Un petit P/E1 136 34 es lapin Module Page s Instrumental of Un petit lapin P/E1Track136 35 T. Guide Child Je m’appelle …… La (French danseonly) du printemps P/E1 Teac 136her 33 A1 41 Pommes et noix Instrumental 1 (English and French) of La danse du printemps P/E1 136 34 A3 63 Pommes et noix Sur 8 (French une feuille verte P/E2 145 38 only) A3 63 Où est Trottine? (French 6 Instrumental of Sur une feuille verte P/E2 145 39 only) A4 70 Il y a du vent (English 11 Lesandquatre P/E3 153 40 French) familles A5 77 Il y a du vent (French 14 Instrumental of Les quatre familles P/E3 154 43 only) A5 78 Bravo, petite feuilleA! la(Long 12 volette P/E3 154 41 French only) A6 87 Bravo, petite feuilleInstrumental 18 ! (Short French only) of A la volette P/E3 154 42 A6 88 C’est la fête (FrenchJ’apprends 16 only) le français P/E4 162 45 H1 96 Bonne nuit (French only) 21 Qu’est-ce que c’est? P/E4 162 45 H2 104 Bonne nuit (French Instrumental 22 only and not in sequence of )Qu’est-ce que c’est? P/E4 162 46 H2 105 Il fait froid (English andCinq 24 bateaux P/E5 170 47 French) H3 112 Il fait froid (French only) 24 Les coquillages P/E5 171 48 H3 112 Le bonhomme de neige (French 28 only) H4 119 Dans la forêt noire (French 26 32 only) page may not 127 be photocopied. 28 Les aventures de Minou et Trottine et les saisons. La chasse aux oeufs (French© Copyright Colette Hallam 2003. This H5 only) P/E1 136 Viens jouer avec moi! (French 32 only) P/E2 144 Viens jouer avec moi! (French 36 only and not in sequence ) P/E2 144 L’histoire du petit oiseau 35 (French only) P/E3 153 Qu’est-ce que c’est? (French 39 only) P/E4 162 Le beau château (French only) 42 P/E5 170 46

easy to find page with track numbers for songs & stories

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Suggestion: Pretend it is raining using fingers falling down. Using fingers of one hand, circle around the palm of the other


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EVALUATION AND ASSESSMENT At such a young age, formal assessment is not always necessary and should be minimal. The aim is for each child to speak, sing and play (responding to visual or auditory cues) with confidence, in a relaxed atmosphere through games or fun and rewarding activities. The child’s progress in these areas is most easily and effectively assessed by continual teacher observation, annotating specific information gained through listening to the child, watching and talking with him/her, making specific comments on what the child has understood, what he/she can do and what further support is needed.

s raining s falling ng ne hand, d the other e ke the e wind e

When assessing a child more formally, your evaluation could be based on attainment targets from early stages of National Guidelines, for example:

Listening and responding

ok

-

n oint as ing,

-

Shows understanding of simple classroom commands. Follows simple instructions. Shows understanding of short statements and questions. Shows understanding through non-verbal response. Identifies words within a sentence. Can predict and guess. Can listen to specific information.

Speaking -

Can respond briefly, with single words or short phrases, to what they see and hear. Repeats words with correct accent. Sings songs or pretend stories with appropriate and meaningful actions. Makes use of non-verbal strategies. Uses words and phrases outside their usual classroom contact. Creates own responses or short new dialogues. Uses language introduced in different contexts.

Additional evaluation can be at the discretion of the teacher.

Below are some suggestions:

Attitude and learning skills -

Enjoys French and tries to speak. Shows interest and participates in activities. Can organise himself/herself. Can concentrate on individual tasks. Can work independently. Can finish work on time. Can reflect and assess own progress. Makes an effort.

Reading and writing -

Can Can Can Can

match text to pictures. follow simple written instructions. recognise words in context. label pictures and copy words.

Social skills -

Offers to help others and seeks help from others. Co-operates with others and respects rules.

Self-evaluation It is good to invite the children to reflect on their own work, to realise how much they can do in French and talk about their success or their problems. In their activity book, the children are invited to add smiling or half-smiling faces (avoid sad faces!) to the cat symbols and evaluate each activity for themselves.

Other assessment opportunities Marking is at the discretion of the teacher and stars can be coloured in the child’s activity book depending on his/her performance. Further skills could be developed from other areas of the curriculum and evaluated as required. Further suggestions are available in the Teacher’s Guide.

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NOTES

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an introduction to

! Salut Céline et Antoine

Bonjour la France

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SALUT CÉLINE ET ANTOINE! AND BONJOUR LA FRANCE Components

A 296 page Teacher’s Guide, together with a 73 page set of photocopiable masters

A two-colour 46 page pupil activity book (Size A4)

52 pages

de Teacher’s Gui ters as M e bl ia op oc Phot ial for Support mater

Antoine! Salut Célin*e* et * nce Fra la ur Bonjo CONTENTS

A CD for each programme for both pupil and teacher (57/51 minutes)

Flip cards for days, months, être and avoir verbs

2 maps word cards Templates for illustrated cards Templates for ) sentence building word cards (for Templates for ine and Céline Templates of Anto song cards Templates for sound cards Templates for ‘I can’ sheets t sheets of Pupil Attainmen Teacher Record la France s for Bonjour Revision sheet - Quiz ‘France Challenge’ cue cards Templates for e Ltd

Jolie Rond UK 8AG Published by La , Nottingham NG13

Bingham k 43 Long Acre, jolieronde.co.u e-mail: info@la k jolieronde.co.u website: www.la Hallam 2005 © Copyright Colette ation. purchasing organis only within the be photocopied These pages may

A set of 90 coloured flash cards (gender coded 138x198mm)

Interactive Whiteboard Activities

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INTRODUCTION These two programmes have been written for all those working with 7-8 year olds and 8-11 year olds. They can both be used as a starting point within the course or as a progression from Les aventures de Minou et Trottine et les saisons. Bonjour la France can also be used as a progression from Salut Céline et Antoine!

Programme aims A course aimed at youngsters needs to capture their interest and imagination. It has to be fun, interesting, rewarding, challenging and motivating. La Jolie Ronde is just that! • To familiarise children with sounds of the French language and develop their ability to listen attentively. • To develop listening and speaking skills first, followed by reading and writing skills later. • To enable children to use the French language creatively, for their own purposes, promoting independence. • To give children and teachers an enjoyable experience. • To develop the tools for learning a language – language learning skills – which can be later transferred for efficient learning to a second, or even a third foreign language. • To build the confidence and self-esteem necessary for on-going success. • To promote oracy, literacy and cultural awareness. • To allow children of all abilities to experience success.

Programme approach As language teachers, we are all well aware of the “forgetting curve” in our pupils. Consequently there is the need to retain learning within the active memory by continually interacting with it. This process of recycling is very much at the heart of the La Jolie Ronde methodology.

The emphasis is upon listening and speaking activities, with reading and writing skills being gradually and sensitively introduced in line with the child’s linguistic development in general, and as he/she progresses through the course.

Pupil achievement As your pupils approach the end of Salut Céline et Antoine! they will have: • learnt the core vocabulary and be able to recognise and copy the written form • been introduced to some grammar in a fun way • developed confidence and the social skills to work in pairs or groups, in short conversation, and have enjoyed a variety of language learning activities. As your pupils approach the end of Bonjour la France they will have: • reinforced, consolidated and extended their core vocabulary • been introduced to role plays and learnt how to recycle words and phrases to produce their own original role plays • extended their writing to sentence level and been introduced to further grammar. When your pupils progress to Mon tour de France they will: • revise previously learnt vocabulary, and be introduced to more in new contexts • continue to explore more grammar and structure in a fun way • be given opportunities to develop listening comprehension, reading and writing skills, encouraging a creative use of the language in all skill areas.

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ABOUT THE PROGRAMMES As Salut Céline et Antoine! and Bonjour la France can both be used as starting points within the course, they share the same topics. However, further activities based on these topics (such as role plays) have been introduced in Bonjour la France to accommodate children who have completed Salut Céline et Antoine! and are progressing through Bonjour la France before moving on to Mon tour de France. Both programmes introduce the same core vocabulary.

It is important to note that Bonjour la France is NOT simply a repetition of Salut Céline et Antoine!, but a reinforcement of the core vocabulary. With Bonjour la France, emphasis is on role plays incorporating the words children know well. It gives them opportunities to use the language more creatively and helps them to make up their own role plays. This prepares them well for the more in-depth exercises contained in Mon tour de France which is a progression from the Bonjour la France programme. Bonjour la France is the time for talking and consolidating. It is for children to make best use of the language learned and use it for their own needs. It is assumed that pupils starting Mon tour de France will know the role plays of Bonjour la France very well and will have practised the techniques involved in learning them.

example of a page from Salut Céline et Antoine!

examples of role plays from Bonjour la France example of a page from Bonjour la France Copyright La Jolie Ronde 2005-2009.

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Over what time period should the programmes be taught?

Examples of topics

There are 19 units in each programme.

Salut Céline et Antoine! can be completed comfortably in one academic year with one or two 30 minute sessions per week. Bonjour la France can be completed in considerable detail in one academic year with two to three 30 minute sessions per week. Where the time allocated per week is less, e.g. one 30-45 minute session per week, we would recommend that teachers follow the activities from the pupil’s book, omitting supplementary ideas/activities in the Teacher’s Guide in order to allow the book to be completed in one academic year and to enable pupils to receive their certificates at the end of the year. While it is envisaged that one programme will be covered in one academic year, this will depend on the number of sessions, the ability of the children and the extent of supplementary activities introduced at the teacher’s discretion. There is no hard and fast rule.

Face, House, Animals example of a page from Salut Céline et Antoine!

The method has been specifically designed to be flexible. There are 13 topics for both programmes, subdivided into three distinct, related areas: About Myself – Face – Transport – People – House – Animals. Food – Drink – Shops – At table. Body – Clothes – Directions. All the topics are continually reintroduced. For example, shops will be introduced again at the same time as directions, and specific, carefully devised situations will prompt the children to use as much known vocabulary as possible.

Clothes example of a page from Salut Céline et Antoine! Food and drink example of a topic page from Bonjour la France Copyright La Jolie Ronde 2005-2009.

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THE TEACHER’S GUIDE

LEÇON UN Learning objectives: • Greet someone: bonjour, salut • Say goodbye: au revoir, à bientôt • Use: Madame, Monsieur, Mademoiselle to address people • Say my name • Ask someone his/her name • Say where I live • Ask someone where he/she lives

The 296 page Teacher’s Guide is organised in units (entitled ‘lessons’) corresponding to the leçons in the activity books.

• Language for dialogue: meet and greet • Understand and use transport/travel words • Start to count 1-10 • Understand simple instructions: regardez, écoutez, répétez • The French alphabet – start to recognise letter sounds

Leçon un

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The Guide includes: Clear objectives for each unit Language which should be remembered by the end of the course.

Key language

Receptive language/ Suggested activities further vocabulary

une voiture un bus un avion un bateau

regardez écoutez (bien) répétez

Introduce France Role play - Meet and greet - Salut! Songs - Un, deux, trois, comment t’appelles-tu?

la France Madame Monsieur Mademoiselle

Language which children can listen to and benefit from depending on the choice of activities of the module. At the discretion of the teacher.

(Track 2)

- Un, deux, trois, où habites-tu? (Track 3) - L’alphabet (Track 7) Games - Match words to pictures - Meet each other Art and craft - Make a badge Book (Pages 4 & 5) - Link words to pictures recognise numbers - complete words and draw - listening comprehension - copy write

bonjour, salut au revoir, à bientôt comment t’appelles-tu? je m’appelle... où habites-tu? j’habite à...

A reference to the main activities within the unit, such as role plays, games, songs etc. Useful section to help prepare for the module.

Resources and materials 4 flash cards depicting: a bus, a car, a boat, a plane. A clear map of France depicting adjoining countries - see photocopiable masters set. 5 – 10 pencils. Templates of Antoine and Céline (optional - see photocopiable masters set).

All the materials and ideas have been extensively researched. The La Jolie Ronde materials appeal to different age groups. They are appropriate and effective in allowing the children at which they are aimed, to successfully learn and enjoy the French language.

The key to all the symbols throughout Recycling: Song: Art & Craft:

Book:

Action Chant:

Story:

© Copyright Colette Hallam 2005. This page may not be photocopied.

Role Play:

Game:

Salut Céline et Antoine!

51

For both programmes, suggestions for listening and speaking activities are followed by reading and writing activities.

SUGGESTIONS FOR LISTENING AND SPEAKING ACTIVITIES Comment ça va? Comment allez-vous?

Invite the children to ask each other how they are in French. Start with the child sitting next to you. Ask him Comment ça va? Tell him to answer Ça va bien, merci. He must then turn to the child next to him and ask the same question, Comment ça va? ... and so on. When you reach the last child, explain that he/she will have to say Comment allez-vous? to you. - For a change of activity and a change of pace you could practise Comment ça va? and Comment allez-vous? in pairs moving about the room and greeting each other in French. - Explain why the question is in a different form. At the beginning they will need your help but after a few sessions they will enjoy “talking in French” to each other entirely on their own. This activity should be introduced at the beginning of every lesson. - Play the rap on Track 33 Bonjour, comment ça va?

• Bain français

Add ‘How are you?’ to the usual questions and answers. Include the days of the week. Use the CD for a listening comprehension, Cat 7 (Track 32).

• Counting

Reintroduce a game that the children enjoy, e.g. hiding objects and asking the children to guess how many have been hidden. - Prepare cards with one number on each, distribute to the children and at random ask for the number in French.

• The face

Point to your own face and say the name of each part in this order: les yeux, le nez, la bouche, les oreilles, les cheveux et le cou. Ask the children to point to all the different © Copyright Colette Hallam 2005. This page may not be photocopied.

212

parts of their face and repeat the words. Do this twice. - Distribute photographs of people. Ask the children to point to all the different parts of the face in French. Quicken the pace and mix the order. - Jacques a dit, touchez les cheveux, the equivalent of “Simon Says” could be played once the children are familiar with the words. Play games to practise the words: - Use paper and let the children cut up different parts of a face. - Let them use colours and glue the faces onto a board or another piece of paper. Let them describe the face in French. - Close your eyes or blindfold a child and try to draw a face. Pupils call out in French what to draw.

• Describing people

Revise relevant vocabulary (size, colours of their clothes). Play a variety of games to enable pupils to practise listening to and then producing sentences which describe someone: - Describing people in the class for others to guess. - Describing a monster for pupils to draw. - Describing your ideal boyfriend/ girlfriend. Consolidate with Cat 8.

SUGGESTIONS FOR READING AND WRITING ACTIVITIES • Cat 2

– The children draw a face in the box and link the words to the appropriate parts of the face. The sound for this lesson could be - eu: deux, yeux, cheveux, bleu, oeuf, boeuf, feu, neveu, Dieu, adieu.

• Cat 3

– Complete the exercise. Pick out the words from Cat 2 (except: les oreilles and les yeux) and place them in the spaces to complete the sentences. Colour the pictures of the people afterwards.

• Cat 5

– Nice - Situation of Nice together with your own story. A carnival is held in February for about twelve days. See illustrations below. Revise points of the compass. Visit: www.nicetourisme.com

• Cat 7

– Listening and reading comprehension. Revise the difference between Comment ça va? and Comment allez-vous?

• Cat 8

– Self-explanatory. As an extension, the children could copy and write up their own descriptions. Once corrected, the phrases could be exchanged between the children and each would then do a drawing.

• Question Cat

– Give the name of a special big bird which you can find in Strasbourg: la cigogne. Give the name of a beautiful yellow flower in Nice: le mimosa.

How did I learn? The whole class listened to the song: C’est le chat de la sorcière. We were able to understand a lot, based on what we have already learnt.

• Possessive

At this stage it would be advisable not to give elaborate explanations but to concentrate on listening comprehensions - Cat 6 - see CD transcript, or games. - Go around the room describing: C’est la tête de Nicholas, c’est le nez de Léa. Then ask Qu’est-ce que c’est? to elicit the sentence, or just the nouns, as an answer. - Distribute flash cards to all the children. Ask them to place one in front of them on the table. Start by asking the question yourself as the cards are turned over: Qu’est-ce que c’est?, then slowly allow the children to take over asking the question, while pointing to the card. Depending on who it belongs to, let the Bonjour la France

© Copyright Colette Hallam 2005. This page may not be photocopied.

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Further features…. and benefits for teachers!

NUMBERS 0 - 100

The Teacher’s Guide also includes:

premier/ière deuxième troisième quatrième cinquième sixième septième

• Vocabulary by topic areas These pages will assist teachers to prepare for reinforcement and consolidation. At a glance, teachers can recycle specific vocabulary and revisit different topic areas. This is a handy ‘check list’ and a support for focused revision. It helps to manipulate language in a creative way and generate storytelling. • Songs and track numbers It is so easy to find a particular song and to read the lyrics! • A set of cue cards A set of cue cards is available – all ready to copy. The children fill in and create their own role plays based on the ones with which they are familiar.

VOCABULARY BY TOPIC AREAS Bonjour la France The majority of the key language is shown in bold print. Numbers in brackets refer to lessons.

(5) (5) (5) (5) (5) (5) (5)

DIRECTIONS nord sud est ouest de haut en bas en l’air de gauche à droite tournez à gauche tournez à droite

(1) (1) (1) (1) (12) (12) (12) (17) (17)

PLACES la campagne la montagne une forêt une plage

un bois

(1) (1) (4) (4) (17)

ANIMALS une souris un oiseau un papillon un chien un chat un cheval un poisson une vache un escargot une tortue un lapin un cochon un canard une mouche un ours une grenouille un serpent

un loup

(1) (5) (5) (5) (1, 5) (6) (6) (6) (6) (8) (8) (8) (8) (9) (9) (9) (9) (17)

FOOD, DRINK AND ASSOCIATED WORDS

COUNTRIES, TOWNS, RIVERS & MOUNTAINS l’Allemagne la Belgique l’Espagne le Luxembourg la Suisse l’Italie l’Angleterre Lille Nantes Marseille Rouen Strasbourg Nice Toulouse Lyon Bordeaux la Seine la Loire la Garonne le Rhône les Alpes le Jura les Vosges le Massif Central les Pyrénées

une pomme un fromage une tomate une banane

(1) (1) (1) (1) (1) (1) (13) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19)

une baguette une saucisse du pain du vin une pomme de terre un poulet un gâteau une glace un oeuf

une crème brulée une sucette une poire une carotte un oignon du lait du café du jus d’orange

j’ai faim j’ai soif le chocolat une crêpe une frite une bouteille de vin

la glace aux noix la soupe aux poireaux le jus de tomate un sandwich une pizza un bonbon

TRANSPORT une voiture un bus un avion un bateau un train

(1) (1) (1) (1) (4)

HOUSE AND GARDEN

PEOPLE AND FAMILY une dame un monsieur un garçon une fille un bébé

un frère une soeur un(e) ami(e)

(10) (10) (10) (10) (10) (10) (10) (10) (11) (11) (11) (11) (11) (11) (12) (12) (12) (12) (13) (13) (13) (13) (13) (13) (14) (14) (14) (14) (14) (14) (14) (14) (17)

une maison une porte une fenêtre une fleur un jardin un arbre

(2) (2) (2) (2) (2) (16) (16) (11, 16)

(3) (3) (3) (3) (3) (4) (8)

un poirier

GREETINGS AND COURTESIES

PERSONAL comment t’appelles-tu? (1) je m’appelle (1) où habites-tu? (1) j’habite à (en, au) (1) quel âge as-tu? (3) j’ai … ans (3)

bonjour, salut bonsoir, bonne nuit au revoir, à bientôt s’il te plaît/s’il vous plaît joyeux anniversaire merci beaucoup

© Copyright Colette Hallam 2005. This page may not be photocopied.

(1, 3) (1) (1) (3, 11) (16) (16)

Bonjour la France

164

example of vocabulary by topic areas

SONGS & TRACK NUM BERS Salut Céline et Antoine !

Bonjour la France

Cue cards Qu’est-ce que c’est? 1

5

2

6

3 7

8

4

Ah! Zut alors! 1

6

2 7 3

4

8

5

List of songs Un, deux, trois, comment t’appe lles-tu? Un, deux, trois, où habites-tu? L’alphabet Sur le Pont d’Avignon La famille Tortue Toc, toc, toc, bonjour! Un, deux, trois, viens jouer avec moi J’aime les chats Le cheval fait Les jours Touche les yeux Les voyelles (rap) Si tu as du bleu sur toi Comment allez-vous, Mada me? Oui! Non! Quelle est ta couleur préfér ée? Je voudrais un gâteau C’est bon Un, deux, trois, sautez trois fois J’aime les pommes Je n’aime pas les escargots Les mois Joyeux anniversaire Le Boogie Alouette Je suis champion Savez-vous planter les choux ?

Lesson

Page

Tracks

T. Guide

1 1 1 2 2 3 4 5 6 6 7 7 8 8 9 10 11 12 13 15 15 16 16 18 18 18 19

55 55 55 61 61 67 73 79 85 85 91 91 97 97 103 109 115 121 127 137 137 143 143 155 155 155 161

2 3 7 10 11 16 20 26 28 30 33 34 40 43 46 50 54 58 61 71 72 74 75 83 84 86 90

9

C’est le chien de Pierre 1

5

2

6

3 7 © Copyright Colette Hallam 2005. This page may not be photocopied.

4 8

Salut Céline et Antoine!

45

This page may be photocopied only within the purchasing organisation. © Copyright Colette Hallam 2005.

example of template for cue cards

easy-to-find page with track numbers for songs and role plays

The Teacher’s Guide is an excellent framework. It is possible to hold extremely effective and enjoyable lessons by following it precisely. However, the more adventurous or perhaps more experienced teacher may wish to embellish the course with their own ideas. Copyright La Jolie Ronde 2005-2009.

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example of template for word cards

PHOTOCOPIABLE MASTERS The Teacher’s Guide is accompanied by supporting materials which are photocopiable. The 73 page set includes:

• Two maps of France • A list of core words (entitled ‘word cards’) and associated images (entitled ‘illustrated cards’) • A useful set of 50 song cards • 15 sound cards • ‘I can’ sheets (see page 33 for more details). • Teacher’s Record of Pupil Attainment sheets (see page 34 for more details). • Revision sheets. • ‘The France Challenge’ Quiz. • Cue cards for practising role plays. example oeuf Paimb

Blois

?

ice N

example of template for song card

of template for illustrated cards

Un, deux, trois, où habites-tu? Salut Céline et Antoine! Lesson 1 Track 3

examples of templates for cue cards

example of template for sound cards

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THE PUPIL ACTIVITY BOOKS Salut Céline et Antoine! The pupil activity book has 46 pages. Each page is numbered in French. For every lesson, the children write the equivalent number in the box provided. Salut Céline et Antoine! invites the children to copy the spelling of each unit number in the box provided. Each unit has a number of activities laid out, either for use in the classroom or for homework (see examples). Each activity is highlighted by the silhouette of a cat. The headphones indicate that there is a listening activity from the child’s CD and the track number is clearly highlighted below the cat. At the end of an activity, children are invited to draw the mouth of the cat (which is purposely missing), either as a smile, or a half-smile, depending on the way they feel about the activity or the way they performed.

5-6

examples pages from the activity book

When new words in an activity are introduced, each group of new words is surrounded by a red border (‘the red puddle’). There are pictures of the words alongside the ‘puddle’. This makes it easy for a child to locate the new words and they simply draw a line from the picture to the word. Further pages at the end of the book include the words of all the songs and the role plays.

Children are keen to learn, and some initial understanding of reading and writing can be taught to them through the La Jolie Ronde activity books. Everything is presented in an easy, non-threatening, fun and rewarding way! example of transcripts of some of the songs

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Bonjour la France This pupil activity book has 52 pages. As a rule, in each unit of the book, there is writing, new vocabulary, a cue card for a role play, listening, speaking, reading and copying activities plus geography and cultural points. Added to this can be bingo games, word games or questions from the teacher. Each group of new words is surrounded by a blue border (‘the blue star’). This makes it easy for the children to locate the new words. Simple symbols are used to give meaning to instructions e.g. a pen drawing or a pen writing. Once again, headphones on the cats highlight the listening passages on the CD. For each unit, the children also fill in names of towns, rivers and mountains on their map of France, to improve their geographical knowledge. Further pages at the end of the book include words for the songs and role plays, an appendix in order to practise dictionary skills, word searches and a page for attaching postcards or pictures.

examples of pages from the activity book

Children take a personal sense of pride writing in the La Jolie Ronde activity books. The books provide a visible record of achievement and progression. The children love to make the book their own by colouring or decorating with their own designs.

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THE CDs Salut Céline et Antoine! • Traditional French songs are of value as they form part of the culture. La Jolie Ronde has given a modern treatment to these tunes to make them attractive to the children of today. • Practise counting in every lesson. • Listening comprehensions abound throughout the programme. • Action songs There are 27 songs in Salut Céline et Antoine! Extremely effective, they are both enjoyable and fun to teach and learn!

CD TRANSCRIPT LEÇON DIX-HUIT Track 81 Chat un Compte! 10, 20, 30, 40, 44, 50. Track 82 Chat deux (1, 2) – les mains, les bras, le ventre, les jambes, les pieds. Allez! Ferme les yeux! Dessine un garçon.....la tête, le cou, les bras, les mains, le ventre, les jambes et les pieds! A moi, à moi! Je dessine une fille: la tête, le cou, les bras, les mains, le ventre, les jambes et les pieds! Track 83 Song: Le Boogie 1) Je mets ma main en avant. Je mets ma main en arrière. Je tourne, tourne, tourne, Je tourne sur moi-même. Je danse le boogie boogie et je tourne à gauche.

I put my hand in front. I put my hand behind. I turn a full circle I dance the boogie And I turn to the left.

Track 84 Song: Alouette Alouette, gentille Alouette, Alouette, je te plumerai. Je te plumerai la tête (bis) Et la tête (bis) Alouette (bis). Alouette...... Je te plumerai le cou.... Je te plumerai le dos... Je te plumerai le ventre....

Alouette, kind allouette I will pluck you. I will pluck your head ….. your neck, back, tummy.

Leçon dix-huit

The CD that accompanies Salut Céline et Antoine! includes many songs and activities:

Track 85 Chat six (1, 2, 3, 4, 5, 6) 1 – Bonjour, comment t’appelles-tu? 2 – Je m’appelle Sylvie. 3 – Où habites-tu? 4 – J’habite à Paris. 5 – Aimes-tu les gâteaux au chocolat? 6 – Oui. 7 – Aimes-tu les oignons? 8 – Ah, non! 9 – Aimes-tu le fromage? 10 – Oui. Track 86 Chat sept (1, 2, 3, 4, 5, 6, 7) Song: Je suis champion

…. And I turn to the right.

2) Je mets mon pied en avant. Je mets mon pied en arrière..... et je tourne à droite. 3) Je mets ma tête en avant. Je mets ma tête en arrière..... et je tourne à droite.

4) Je mets mon corps en avant. Je mets mon corps en arrière..... et je tourne à gauche.

IWB CD - includes a variety of activities to complement the course.

Je suis champion, je suis champion de rugby, de football, tennis, basketball judo, ski, natation, danse, équitation. Je suis champion. Le sport, c’est si bon! (Repeated)

Children can absorb large amounts of language, especially when it is presented in a fun and stimulating way with a song! Learning is a multisensory process. We all benefit from adopting the multi-sensory approach. One of the most valuable hooks on which we can hang the material is music! Children are immediately engaged as they move in time to the beat of a La Jolie Ronde song!

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THE CDs Bonjour la France • Practise for role plays

Track 54 Chat neuf Role play: Je sens un gâteau

CD TRANSCRIPT ONZIEME LEÇON

• Introduction of core vocabulary

• A number of original songs with ‘catchy’ tunes. These effective ‘learning’ songs help to reinforce useful words and phrases. They often help with literacy, e.g. ‘find the words that rhyme’. Once the children are familiar with the song, they will have fun singing in the gaps.

Track 49 Chat un Compte! 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60. Track 50 Chat deux Une pomme de terre, un poulet, un gâteau, une glace, un oeuf.

A potato, a chicken, a cake, an ice cream, an egg.

1 - Je sens un gâteau. Humm. Ça sent bon. C’est pour moi? 2 - Oui, si tu es gentil(le). 3 - Oh! Oui, je suis très gentil(le). I smell a cake. Je peux t’aider? It smells nice. Is it for me? 4 - Non, merci. Yes, if you are good. Tiens, voici un morceau. Oh! Yes, I am very good. Can I help you? 5 - Merci. C’est délicieux! No, thank you. Here is a

Onzième Leçon

Bonjour la France has its own CD with a further 22 songs and activities including:

piece. Thank you. It’s delicious!

Track 51 Chat quatre 1Bonjour, je voudrais six pommes et un gâteau, s’il vous plaît. 2Voilà. 3C’est combien? 4Onze euros cinquante. 5Merci. Au revoir. Track 52 Song: Je voudrais aller au cinéma Je voudrais aller au cinéma Et manger une pizza. Je voudrais jouer avec toi Céline, Maud et François. Je voudrais écouter la radio Dans ma petite Renault. Je voudrais gagner au loto Et vivre à Monaco. Je voudrais manger des spaghettis Avec tous mes amis. Je voudrais regarder la télé, Goûter une crème brûlée!

I would like to go to the cinema And eat a pizza. I would like to play with you Céline, Maud and François. I would like to listen to the radio In my little Renault. I would like to win the loto And live in Monaco. I would like to eat spaghetti With all my friends. I would like to watch the television, Taste a crème brûlée!

Track 53 Song: Je voudrais aller au cinéma Je voudrais aller .. …… Et manger … …... Je voudrais jouer... ... Céline, ... ... Je voudrais écouter .. ….. Dans ma petite Renault. Je voudrais gagner au loto Et vivre à ……. Je voudrais manger … ………. Avec tous … ….. Je voudrais regarder .. …. Goûter une ….. ……! © Copyright Colette Hallam 2005. This page may not be photocopied.

Bonjour la France

241

IWB CD - includes a variety of activities to complement the course.

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EVALUATION AND ASSESSMENT The La Jolie Ronde method is used in a wide variety of contexts, requiring different degrees of formal assessment. The course in its initial stages, up to the end of Les aventures de Minou et Trottine et les saisons (see page 11), is devoted to building confidence, developing listening and comprehension skills, social skills and good pronunciation as well as an enjoyment of playing with another language. The child’s progress in these areas is most easily and effectively assessed by continual teacher observation. This assessment method should continue to be used throughout Salut Céline et Antoine! and Bonjour la France and beyond. As the course progresses, the children will be developing additional skills in the four areas of language competence: listening, speaking, reading and writing, as well as an awareness of language structures. The work done in the pupil activity books provides opportunities to assess development in all areas except speaking.

Self-assessment by pupils intended use of the ‘I can’ sheets It is important for the child to see what (s)he has achieved and learnt. It is for this reason that we have included the ‘I can’ checklists in the course (all ready-made for teachers in the photocopiable masters set). Each child should feel a positive sense of achievement, through recording his or her own progress. This approach caters for all abilities and allows the child to chart his/her progress against previous performance, rather than against a predetermined benchmark or other pupils’ work. When collated, these sheets can form a ‘Record of Achievement’ for the child.

Teacher assessment The skills which the course promotes and which should be taken into consideration during assessment are outlined in the Teacher’s Guide. In particular if working towards the voluntary DfES Asset Languages assessment (England and Wales), it would be useful to bear in mind the attainment targets set out in the Government’s Non-Statutory Guidelines for Modern Foreign Languages at Key Stage 2, in which the Attainment Levels define the expected development of linguistic competence. These attainment targets are summarised in the Teacher’s Guide and the teacher may wish to consider them when assessing a child’s progress. As with subjects assessed in SATs, it is hoped that Year 6 children will reach Level 4 in their studied language.

Salut Céline et Antoine! Nom................................................ I have completed lessons 1 - 9 and I can:              

  

Understand my teacher’s instructions in French Greet people and say goodbye Say how I feel and ask others Say my name, age and address Ask someone their name, age and where they live Ask what something is Say please and thank you Use and understand ‘ici’, ‘pas ici’ Ask where someone or something is Ask ‘how many?’ Say ‘it is’ Understand that some words use ‘un’ and some use ‘une’ to say ‘a’ Say the days of the week Understand and use the words for: - 5 members of the family - 5 means of transport - 5 things in the house or garden - 6 or more animals - the parts of the face - 6 colour adjectives - ‘big’, ‘small’ and ‘beautiful’ Sing the French alphabet Sing at least 2 songs Use numbers up to ………….

Signature……………………………….Date……………………… This page may be photocopied only within the purchasing organisation. © Copyright Colette Hallam 2005.

Comprehensive assessment materials are available consisting of both weekly and termly assessments. These materials are available on CD in Microsoft Word format, so they can be adapted as required. Copyright La Jolie Ronde 2005-2009.

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Recording attainment We all want a child’s first contact with the French language to be a positive and enjoyable experience. Whilst formal assessment is not always necessary, recording attainment is in order to monitor the pupils’ progress and to provide information for teachers in forthcoming years. This is especially important when children complete the La Jolie Ronde course of study and move on. The photocopiable tick list, “Teacher Record of Pupil Attainment”, will enable teachers to record quickly the attainment of each pupil in the key skills areas. An alternative method for recording attainment is a short report based on the assessment guidelines.

Teacher Record of Pupil Attainment Name: .............................................................. Date:................................................................ School: ............................................................

Listening:  

  





Ability to differentiate sounds, e.g. vu / vous. Recognition and retention of vocabulary:  single words  phrases  instructions  length of time retained Differentiation of statements from questions. Ability to concentrate. Comprehension of gist of:  single sentence  single sentence in new context  3-4 sentences in known context  3-4 sentences in new context  longer passage in known context  longer passage in new context Listening for a specific item in:  single sentence  single sentence in new context  3-4 sentences in known context  3-4 sentences in new context  longer passage in known context  longer passage in new context Understanding of sketches / role plays, on CD or performed by others:  3-4 sentences in known context  3-4 sentences in new context  longer passage in known context  longer passage in new context

Speaking:  

Confidence:  in mother tongue  in French Accent and intonation.

This page may be photocopied only within the purchasing organisation. © Copyright Colette Hallam 2005.

NOTES

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an introduction to

Mon tour de France

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MON TOUR DE FRANCE Components A two-colour 62 page pupil activity book (Size A4)

A 142 page Teacher’s Guide, together with a 26 page set of photocopiable masters.

de Teacher’s Gui ers a M st Photocopiable ial for Support mater

France Mon tour de CONTENTS Map

word cards Templates for s illustrated card Templates for song cards Templates for p34-35) (for Activity book Speech bubbles ‘I can’ sheets

Ltd La Jolie Ronde 8AG UK Published by m, Nottingham NG13

A set of 95 coloured flash cards (gender coded

Pupil’s CD 1

- 138x198mm)

(44 minutes)

Bingha 43 Long Acre, ajolieronde.co.uk e-mail: info@l k jolieronde.co.u website: www.la e Hallam 2005 © Copyright Colett

ation. purchasing organis only within the be photocopied These pages may

Pupil’s CD 2 (64 minutes)

Interactive Whiteboard Material available from April 2009

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INTRODUCTION This programme has been written for all those working with 9-11 year olds and is a progression from Bonjour la France. It contains reference to, and uses vocabulary from, previous parts of the course. It is, however, perfectly possible to use the programme with pupils who have not used La Jolie Ronde before, although we do recommend that it be used with pupils who have prior knowledge of the language.

Programme aims • To familiarise children with the sound of the French language and develop the ability to listen attentively. • To revise previous, and introduce further vocabulary in new contexts. • To provide opportunities to develop listening comprehension, reading and writing skills and to encounter more complex language strategies. • To encourage a creative use of the language in all skill areas. • To develop language learning skills. • To build the confidence and self-esteem necessary for on-going success. • To promote oracy, literacy and cultural awareness. • To provide a framework and resources for each teacher to use and adapt according to his/her individual needs and preferences. • To allow children of all abilities to experience success.

Programme approach

This is a new challenge for pupils. Each lesson offers new vocabulary, games, reading and writing activities and an extended number of listening opportunities. There is increasing emphasis on the creative use of the language: new contexts are introduced and the pupils are encouraged to combine known elements to suit new situations.

Pupil achievement The La Jolie Ronde programme is taught in a variety of situations: formally in schools, as part of the curriculum, or less formally in Language Centres, or as an extra-curricular activity. Each of these will have their own language learning objectives: some will concentrate on speaking, listening and oral confidence; others will want to include reading and writing proficiency as well. According to the learning context, children will be able to develop their language learning potential, with the course providing opportunities to reach Level 4 of the National Curriculum Attainment Targets in listening, speaking, reading and writing (England and Wales). Whatever level of performance is reached in these four skills, children will be used to manipulating and communicating in a foreign language and will have acquired a broad vocabulary. They will have begun to read and write independently in French and have the confidence to make the most of their language learning at Secondary school.

In Mon tour de France, familiar structures are developed further. For example: Qu’est-ce que tu aimes? becomes Qu’est-ce que tu aimes boire/manger? or Qu’est-ce que tu aimes comme fruits? Pupils are encouraged to see how, by word substitution, they can generate more sentences of their own. By this stage, children are reaching a point where they are able to ask and answer more questions.

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ABOUT THE PROGRAMME There are 19 units in the programme. Each unit should last approximately 2 to 3 weeks (with lessons lasting 45 minutes a week). However, you may have half an hour a week with your children or possibly up to two hours. To respond to the needs of this diverse range of teaching circumstances, we have aimed to provide a course which has a core of language objectives that all teachers should cover. It also provides opportunities for further language development and extension work together with ideas for revision and consolidation through reapplying known language into new contexts. The feedback from teachers using this programme for 45 minutes once a week, overwhelmingly confirms that units 1-11 approximately fit into 1 year and units 12-19 in a second year. The objectives for lessons are clearly defined in a grid at the start of each unit.

communication. For example, ‘some’ and ‘the’ are introduced through a song, the negative form through listening games. The basic grammar from Salut Céline et Antoine! and Bonjour la France is reinforced and additional points are introduced. More games are played with être and avoir.

The fact that La Jolie Ronde provides for so many different circumstances may seem to some teachers that there appears to be a large amount of material to cover. It is therefore important to remember that, when drawing up schemes of work, you can choose how much of the extra material to use, over and above the key language. Here are the programme:

topics

introduced

in

this

First term: Time/dates and weather/seasons – Clothes and items related to clothing – The family. Second term: Food (fruits, vegetables, meat and others) – Mealtimes – Shopping – Restaurant – At table. Third term: Useful places – Shops – Directions – Rooms. All the topics are continually reintroduced e.g. Time will be reintroduced with Food. All the grammar points have a background role in the method. Children are aware of certain rules but emphasis is always on oral

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SUMMARY OF LANGUAGE COVERED -

Not including vocabulary items

• Say what the weather is like.

• Ask your friend what type of things he/she likes.

• Ask for the time and the date.

• Ask a friend to pass you some things.

• Ask what the weather is like.

• Buy items, choosing between different sizes and prices.

• Say the time and the day’s date.

• Write briefly about yourself. • Ask if someone lives in the town or the country.

• Ask the price of something.

• Say you live in the town or the country.

• Ask a friend what he/she likes to eat or drink.

• Ask and say what’s in, on, under something.

• Say what your friend likes to eat or drink.

• Understand qu’est-ce qu’il y a?

• Order food and drink at a café.

• Talk about the seasons.

• Say what you like to eat/drink at different mealtimes.

• Describe what you are wearing and what your friend is wearing.

• Say ‘That’s all, thank you’.

• Ask a friend if you can help.

• Ask a friend what he/she wears.

• Ask someone what he/she wants.

• Describe a person. • Say that you have lost something.

• Name the principal places and shops in a town.

• Say ‘I don’t know’ (revision).

• Say where you are going.

• Say that you have found something (optional).

• Ask the way.

• Ask someone to give you something ‘straight away’ (optional).

• Understand given directions.

• Say ‘Help’. • Ask who someone is. • Ask a friend if he/she has something. • Say what you have/do not have. • Contradict given statements. • Say ‘Thank you, you are very kind’ to someone you know very well and to someone you do not know very well. • Know when to use tu and vous. • Describe a family, explain family relationships. • Write a holiday postcard. • Say to whom something belongs (revision). • Say what you like, really like, do not like or detest. • Ask someone you do not know very well if he/she has something.

• Give directions. • Describe the location of a building/object. • Ask a friend for his/her address and telephone number. • Talk about your house. Ask/say how many rooms there are. • Talk about what you do or where you are at different times of the day. • Ask your friend to hurry up and find something. • Say ‘First, second, third’... • Say ‘Look for it/them!’ • Say ‘Here it is/they are.’ • Sentence building: verb + object + preposition + place. • Understand short passages of French, spoken by native speakers. • Understand short texts, written in French, on known topics.

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Mon tour de France introduces 123 new vocabulary items. The nouns are presented through flash cards. Verbs which are used in this book include: Être, avoir, aller, porter (singular forms), regarder, colorier, s’appeler, aimer, détester, préparer, pouvoir (je/tu peux + inf), vouloir (tu veux + inf), manger, boire, préférer, compléter, oublier, perdre, chercher, dessiner, ranger, monter, remplir, tourner, plus others used in the sketches. There are 14 sketches and role plays and 17 songs. The following language patterns/structures are central to the course. Others are introduced, but do not constitute the key language of the course, and will be indicated in the Teacher’s Guide, where they appear.

Language pattern in order of appearance: • Quel jour sommes-nous? Nous sommes… • Quel temps fait-il? • Quelle heure est-il? Il est...et quart, et demie, moins le quart. Il est midi/minuit. • Regarde/colorie. • (Tu habites) en ville, à la campagne? • Qu’est-ce qu’il y a dans, sur, sous... • Quelle est la date de ton anniversaire? • Qu’est-ce que tu portes?/Je porte... • Qu’est-ce qu’il/elle porte? Il/elle porte... • Que portes-tu?

• Merci, tu es/vous êtes très gentil(le). • Il/elle est + adjective. • Il/ elle est + preposition. • J’aime/J’aime beaucoup/Je n’aime pas/ Je déteste. • Vous avez?/Avez-vous? • Qu’est-ce que tu aimes comme...? • Qu’est-ce que vous avez comme...? • C’est combien, les grands? • Tu peux me passer…….? • C’est tout, merci. • Je peux t’aider? • Il/elle aime manger/boire. • Qu’est-ce que tu veux? • Qu’est-ce que tu veux manger/boire? • Je mange/je bois. • Je n’ai pas de.../Je ne suis pas... • Pour aller à? Tournez à gauche/à droite. • C’est la première rue à gauche/à droite. • C’est devant, derrière, entre, à côté de, en face de, entre, en haut, en bas. • Quelle est ton adresse? • Quel est ton numéro de téléphone? • Il y a combien de pièces? • Dépêche-toi. • Cherche-le/-la/-les. • Premier(ère), deuxième, troisième...

• J’ai perdu. • Mon, ma, mes. • Je ne sais pas. • J’ai trouvé (optional). • Donne-moi... tout de suite (optional). • Au secours! • Qui est-ce? • Tu as...J’ai... Je n’ai pas... • Comment s’appelle-t-il/elle? • Où habite-t-il/elle ?

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THE TEACHER’S GUIDE

QUATRIEME LEÇON

There are 19 units in this programme and each has a first page of reference.

Quatrième Leçon

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SUMMARY OF OBJECTIVES AND CONTENT • • • •

5 new items of clothing. Use of ‘sous’. Language for a role play. Language for a rap.

An example is shown below: Clear objectives for each unit Language which should be covered in the lessons. Gives ideas for optional ‘recycling’. Draws the teacher’s attention to language which can be found in the book or the CD, but which is peripheral to the lesson and can be incorporated if desired.

Key language

Revision

Additional/Optional language

Suggested activities

sous qu’est-ce qu’il y a sous...? Vocabulary un pyjama une chemise de nuit une culotte un blouson une casquette qu’est-ce qu’il/elle porte? je/il/elle porte

colours agreement of adjectives quel âge as-tu? j’ai froid c’est trop grand tu aimes...? aimes-tu...? je n’aime pas

‘au secours’ use of ‘on’ (regarde)

Rap J’ai 2 mains (Track 25) Role play Qu’est-ce que tu portes? (Track 26) Games Le Voleur Loto 10 à 20 Proverb Après la pluie, le beau temps Le Tour de France region: Pays de la Loire (Track 28)

Resources and materials Weather board/pictures and clock Map of France available in photocopiable masters set Coloured crayons (green) Vocabulary flash cards

A reference to the main activities such as songs, games, role plays, together with the introduction of a region and a French proverb. The key to all the symbols throughout Recycling: Song: Art & Craft:

Mon tour de France

Le Tour de France:

Action Chant:

Role Play:

Game:

© Copyright Colette Hallam 2005. This page may not be photocopied.

41

Suggestions for listening and speaking activities are followed by reading and writing activities (see examples below). Useful symbols are placed throughout. For example,

this recyling symbol highlights areas of revision.

QUATRIEME LEÇON SUGGESTIONS FOR LISTENING AND SPEAKING ACTIVITIES • Questions The CD now contains only a rap beat and no answers. The additional Quel question should be well known already.

• Sous Revise the jive (Lesson 2) or introduce it here with the 3 prepositions now covered. a) Use the same idea as in Lessons 2 and 3. Ask questions like: Combien y a-t-il de pieds sous la table?... Combien y a-t-il de crayons sous la boîte?... Listening exercise: use the CD. Ask the children to look at the picture on page 10, Cat 3. Are there added items on the picture which are not mentioned on the CD? Ask them to check. b) Où est la carte choisie? This time you should use dans, sur and sous. Distribute a flash card to each child. As you are doing so say in French what it is, to whom it belongs and where you are putting it, e.g. Voici un pantalon. C’est le pantalon de ‘x’. Il est sur le livre... Voici une cravate. C’est la cravate de ‘y’. Elle est sous le livre de ‘y’.... Voici un mouchoir. C’est le mouchoir de ‘z’. Il est dans le livre de ‘z’, etc... If it is a large class you need to pick just 8 to 10 children at random and repeat the game with others. One child is asked to leave the room or close his/her eyes while the class chooses a card and the person to whom it belongs. When the child returns, he/she has to guess which card was chosen by asking questions like: C’est la carte de... Elle est sous le livre. c) Use the rap: J’ai deux mains on the CD (Track 25) which has always been very popular

as it involves the children physically. Sur and sous are difficult to pronounce together and this song will help to clarify the difference. The song has been used in large classes. See transcript for ideas on the actions.

Introduce the 5 new words in the usual way with the flash cards. A game to help memory: Le Voleur. Mix the 5 new words with other well-known words. Present them so that everyone can see them all. The children must then look away as you remove a few cards. The children have to guess which are missing. A child can then take your place.

Je porte/il porte

Children have to explain in French what they are wearing. Ask: Qu’est-ce que tu portes?...Je porte...The children could also report: Il porte...Elle porte... Note that in Lesson 7 a different way of asking the question will be introduced: Que portes-tu? Game: In pairs, one child describes someone in French and the other draws what he/she understands: C’est un garçon. Il porte...If there is time they could use colours.

• Practise the dialogue on page 11, Cat 4: listen to the CD (Track 26) and use the cue card page 60 in the Activity book. Au téléphone. After listening/reading or both, pupils decided which person is saying which part of the dialogue, by reference to the illustrations of clothes. Pupils could decide which parts could be changed to make their own version and underline them in the book. Enact with another pupil. Use appropriate voice intonations.

beau temps/mauvais temps/la neige/la pluie?

• Extension/Revision

Cat 3 speech bubbles could be the basis for revision of: – likes/dislikes – an accumulative memory gam: Sous la table je vois..., each time adding a new item to the list. Questions/answers/sentence construction : Le chat regarde la souris. La souris aime le fromage. – Sous/sur/dans: où est la souris, où sont les fleurs?

SUGGESTIONS FOR READING AND WRITING ACTIVITIES • Cat 4 – Make sure the children know the dialogue well before attempting Cat 5. Ask the children to work in pairs. They can change the names, items of clothes and colours. Once they have written their own telephone conversation, they could present it to the class, write it at the back of their book or, for fun, swap partners and enact the conversation once more. As a reading/writing extension activity, groups could write versions of the dialogue, with illustrations of the clothes on a separate piece of paper. The text and pictures are separated, numbered and distributed around the classroom. The pupils have to match the pictures back to their original dialogue (e.g. Picture A with Text 6).

• Cat 5 –

• Cat 5 –

Space is provided for copying French words which describe what the girl is wearing. Pupils might like to refer back to Bonjour la France.

Oral revision of clothes worn in different seasons/weathers.

• Cat 6 –

• Extension

LE TOUR DE FRANCE! PAYS DE LA LOIRE. You can talk about the Châteaux of the Kings of France, or the Loire being the longest river in France. Pupils can be asked to name a château: Chambord, Saumur, Chenonceau, Azay-le-Rideau, Amboise (all very good phonics practice). NANTES is the town to write here in their book. Another town of interest for the children: Le Mans with the 24 hour Grand Prix, probably the most famous of all car races. You can follow this up with work on winegrowing and finding other wine-producing areas, or a look at the architecture of French castles. www.cr-pays-de-la-loire.fr www.loirevalleytourism.com

Quatrième Leçon

Information about each region of France is included in each unit. Children are encouraged to learn about France, its geography and culture as they follow the Tour de France (see example below).

The Loto game on the CD will revise numbers between 10 and 20.

Oral discussion: tu aimes/préfères le Mon tour de France

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© Copyright Colette Hallam 2005. This page may not be photocopied.

Mon tour de France

© Copyright Colette Hallam 2005. This page may not be photocopied.

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THE TEACHER’S GUIDE

VOCABULARY BY TOPIC AREAS Mon tour de France

Further features … and benefits for teachers!

mon ma mes

être j’aime beaucoup je déteste je prépare je mange je bois monte

(3) (3) (3)

REGIONS

(8) (10) (10) (12) (12) (13) (18)

Nord-Pas-de-Calais (1) Normandie (2) Bretagne (3) Pays de la Loire (4) Aquitaine (5) Midi-Pyrénées (6) Provence-Alpes-Côte d’Azur (7) Rhône/Alpes (8) Auvergne (9) Poitou-Charentes (10) Centre (11) Bourgogne (12) Alsace (13) Luxembourg (14) Belgique (15) Nord-Pas-de-Calais (16) Picardie (17) Île de France (18)

The Teacher’s Guide also includes: • Vocabulary by topic area. These pages will assist teachers to prepare for reinforcement and consolidation. At a glance, teachers can recycle specific vocabulary and revisit different topic areas. This is a handy ‘checklist’ and a support for focused revision. It helps to manipulate language in a creative way and generate story telling. • Songs, role plays and their track numbers So easy to find a particular song or the role play you need!

INSTRUCTIONS AND ROUTINES

VERBS

POSSESSIVE

un citron des fraises des cerises un pamplemousse une orange un fruit un concombre un chou-fleur des radis des champignons des petits pois un légume du jambon du beurre du bifteck du saucisson les repas le petit déjeuner le déjeuner le goûter le dîner la salade de fruits un dessert noisette du miel du sucre de la confiture du thé de l’eau une tartine du coca du jus de fruit du jus d’ananas du jus de pomme du sirop l’entrée le plat principal le menu de la semaine un yaourt une tarte aux pommes une omelette

(5) (5) (5) (6) (6) (8) (8) (8) (8) (17) (17)

PREPOSITIONS du de la de l’ des

(11) (11) (11) (11)

Mon tour de France

SONGS & TRACK NUM BERS Mon tour de France Lesson

Task six:

Describe where your house is to your penfriend. Say it is between the chemist and the grocer’s and behind the railway station! Language pattern: C’est entre la pharmacie et l’épicerie et derrière la gare.

Your French friend is staying with you in England. As you can speak French, you can tell him/her where the bathroom is: It is upstairs, on the right. Later you can tell him/her that it is lunch time and ask what he/she wants to eat. Language pattern: C’est en haut, à droite. C’est le déjeuner. Qu’est-ce que tu veux manger?

Task two: Make a plan of a fictitious village. Name all the roads with words of vegetables and fruits.

Task three: You are phoning your friend in France. Say that you are in Marseilles. It is very windy and it is cold. Language pattern: Je suis à Marseille. Il y a beaucoup de vent et il fait froid.

You are in France and someone is asking directions to the swimming pool. Say that you know where it is. It is behind the church on the left. Language pattern: Je sais! C’est derrière l’église à gauche.

Tracks CD 1

Quelle heure est-il?

example of page with songs/role plays and their track numbers

Le rap des mois J’ai deux mains (rap) Dans ma valise Saisons et vêtements Je suis en forme

1

27

2

3

39

19

4

45

25

6

57

38

7

63

47

8

69

10

84

6

11

89

11

55 CD 2

Je voudrais des fraises J’ai des bonbons Beaucoup de bonnes choses La salade de fruits et la soupe

11 de mamie

Une tartine

Fais dodo Dépêche-toi!

89

13

12

95

22

13

101

31

15

La danse du scorpion Je vais à la pêche Le vieux château (rap)

115

47

16

121

55

16

121

57

18

133

72

19

139

78

19

139

81

ROLE PLAYS & TRACK NUMBERS Mon tour de France List of role plays

Lesson

Page

Tracks

T. Guide

CD1 Les pieds sous la table

5

51

Le hold-up

6

57

43

7

63

49

Au restaurant

11

90

17

Le repas

12

96

27

Il a tout mangé

13

101

36

La souris

16

121

58

Le fantôme

18

133

73

L’anniversaire oublié

Mon tour de France

34

CD2

Task seven:

Page T. Guide

Première Leçon

Task one:

(10) (10) (10) (10) (10) (10) (11) (11) (11) (11) (11) (11) (12) (12) (12) (12) (12) (12) (12) (12) (12) (12) (12) (12) (13) (13) (13) (13) (13) (13) (13) (13) (13) (13) (13) (14) (14) (14) (14) (14) (14)

15

Pour aller à la gare?

IDEAS AND BASIC SUGGESTIONS FOR ORAL TASKS AS REVISION OR EXAMINATIONS

example of vocabulary by topic areas

© Copyright Colette Hallam 2005. This page may not be photocopied.

List of songs

• Ready-to-use speaking and writing tasks straight after the 9th, 14th and 19th units. These tasks can be given to the pupils very informally as a team game or they can be part of oral questions for an end-of-term examination (see example below).

(10) (10) (17) (18)

FOOD, DRINK AND ASSOCIATED WORDS

ADJECTIVES / COLOURS / SIZES / QUANTITIES gris(e) orange rose gros(se) mince bleu foncé bleu clair triste content(e) plus moins

range tes affaires remplis la grille à toi de dessiner dépêche-toi

© Copyright Colette Hallam 2005. This page may not be photocopied.

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Task four: Say your telephone number in French. Write a fictitious address in France.

PETITES SAYNÈTES & TRACK NUMBERS Mon tour de France

Task five: Describe the inside of your house to a French friend. Say you have a dining room and a kitchen downstairs. Upstairs you have two bedrooms and a bathroom. Language pattern: J’ai une salle à manger et une cuisine en bas. En haut j’ai deux chambres et une salle de bain.

Mon tour de France

List of saynètes

Lesson

Page

Tracks

T. Guide

CD1 Au téléphone

4

45

26 CD2

C’est combien?

90

15

12

95

23

Tu peux me passer…?

13

101

33

Pour aller à …

15

115

48

Dépêche-toi, Nicole!

19

139

80

© Copyright Colette Hallam 2005. This page may not be photocopied.

Mon tour de France

141

11

Quel parfum?

© Copyright Colette Hallam 2005. This page may not be photocopied.

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PHOTOCOPIABLE MASTERS The Teacher’s Guide is accompanied by supporting materials which are photocopiable. The 26 page set includes: • A map of France • A list of core words (entitled ‘word cards’) and associated images (entitled ‘illustrated cards’) • A useful set of 17 song cards • ‘I can’ sheets.

Mon tour de France Nom ............................................ I have completed lessons 1 - 9 and I can:                              

example of template for word cards

Tell the time. Ask what the time is. Ask about the date, weather and season. Give information about the date, weather and season. Talk and write a little about myself. Ask what there is in, on or under something. Describe my clothes. Describe what someone else is wearing. Ask someone what they are wearing. Use colour adjectives. Understand how ‘mon’ and ‘ma’ are used. Describe a person’s appearance. Describe myself. Describe my mood. Describe someone else’s mood. List clothes and toiletries I might pack if going away. Talk or write about my family. Talk or ask about a different family. Say whether things are in front or behind other things. Recognise ‘est-ce que’ as a question word. Recognise ‘ne … pas’ as a negative. Understand how adjectives change their endings. Know when to use ‘tu’ and ‘vous’. Write a short postcard. Sing new songs. Know and use numbers up to 40. Read French words aloud. Act out sketches from the book. Co-operate with others to perform dialogues and sketches. Work sensibly in a small group.

Signature……………………………….Date……………………… This page may be photocopied only within the purchasing organisation. © Copyright Colette Hallam 2005.

example of ‘I can’ sheet

example of template for illustrated cards

example of template for song cards Copyright La Jolie Ronde 2005-2009.

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THE PUPIL ACTIVITY BOOK The pupil activity book has 62 pages. Each page is numbered in French. For every lesson, the children write the equivalent number in the box provided. Each unit has some activities laid out either for use in the classroom or for homework. Each activity is highlighted by the silhouette of a cat. The headphones indicate that there is a listening activity. 5-6

For each lesson, Cat 1 has four standard questions and the children are encouraged to write the answers on their own. There are picture clues to assist when the order of questions is changed. There is an additional ‘Quel/le’ question in each unit, which relates to the current or previous lesson. Groups of new words are introduced with Cat 2. Cat 2 benefits from the addition of phrases to link with the new vocabulary which the teacher can choose to pursue if desired. For revision purposes the children are asked to remember each region’s main town or river.

examples of pages from the activity book

You will notice a crow that asks a lot of questions and makes comments. These are intended to promote revision of work done in Bonjour la France or provide extension possibilities.

Pages for revision and consolidation are introduced through the book. The pupil activity book also includes an appendix, where children are encouraged to copy the new words they learn. Ideal for dictionary skills practice! The lyrics of the songs are also provided as well as all the role plays and cue cards (see next page for more details). Copyright La Jolie Ronde 2005-2009.

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Role plays Role plays are a key element of Mon tour de France. Using the cue cards that are presented at the back of the pupil activity book, children recognise the symbols easily and have fun practising the role plays. The role plays are longer than in Bonjour la France. Through role plays, the children acquire confidence and see that they can speak more French. Each one has a title and can be referred to easily. The children can make up their own role plays using any of those in their book as a pattern.

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THE CDs There are two CDs to accompany Mon tour de France. They include lots of songs and activities. Here are some examples:

• Four standard questions are repeated regularly

• Introduction of core vocabulary

• Listening comprehension

• Songs help reinforce vocabulary in a fun way. There are 17 songs and raps in Mon Tour de France.

• Practice for role plays

CD TRANSCRIPT SEPTIEME LEÇON

Track 45 Page 16, Chat 1 Quel jour sommes-nous? Quelle est la date d’aujourd’hui? Quel temps fait-il? Quelle heure est-il?

Track 48 Page 16, Chat 3 Voici “Famille Letruc”. Voici le père, la mère, la fille et le fils.

Quelles sont tes couleurs préférées?

Track 49 Action! L’ANNIVERSAIRE OUBLIÉ

Track 46 Page 16, Chat 2 Voici quatre nouveaux mots: un maillot de bain, une serviette de toilette, une trousse de toilette, un gant de toilette. Ecoute: Dans ma valise j’ai mon pyjama, des culottes, des chaussettes, un jogging, mon porte-monnaie, ma brosse à dents, ma brosse à cheveux, mon maillot de bain et une serviette de toilette. Ça y est! Je pars en vacances! Track 47 Une chanson: SAISONS ET VÊTEMENTS En hiver, en hiver Que portes-tu en hiver? Une écharpe, des gants verts En hiver, je porte: Une écharpe, des gants verts. Au printemps, au printemps Que portes-tu au printemps? Un blouson, un pull blanc Au printemps, je porte: Un blouson, un pull blanc. En été, en été Que portes-tu en été? Des sandales à mes pieds En été, je porte: Des sandales à mes pieds.

The group

– Bonjour Bernard …. Et Monique, où est Monique? Bernard – Dans la cuisine. Monique. C’est pour toi! Everyone but Bernard exclaims: – Bon anniversaire, Monique! Bernard – Ah! C’est l’anniversaire de Monique!

En automne, en automne Que portes-tu en automne? Un imper quand il tonne En automne, je porte: Un imper quand il tonne.

Dring! Dring! Bernard Monique Bernard

Monique Jean-Luc

– Qui est-ce? – Je ne sais pas! Ouvre la porte, s’il te plaît. – Ah! C’est Jean-Luc! Bonjour! Monique, c’est Jean-Luc! – Bonjour, Jean-Luc. Comment ça va? – Ça va bien, merci, et toi?

Dring! Dring! Bernard Monique

– Ah! Qui est-ce? – Je ne sais pas. Tu ouvres la porte, s’il te plaît?

Dring! Bernard

Monique Marine et Isabelle

– Oui! J’arrive!…Ah! Bonjour. Monique, c’est Marine et Isabelle. – Bonjour, Marine, bonjour Isabelle, comment allez-vous? – Très bien, merci.

Dring! Dring! Bernard Monique Bernard

Mon tour de France

Septième Leçon

CD 1

– Encore! Ah, zut alors!…Qui est-ce? Monique, qui est-ce?... – Je ne sais pas. Ouvre la porte. – Bon, d’accord!…. Oui, oui, j���arrive!

© Copyright Colette Hallam 2005. This page may not be photocopied.

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Track 50 • Le Tour de France! – Nous voici dans la région: ProvenceAlpes-Côte d’Azur, dans le sud de la France. – Bonjour, je m’appelle Magali et j’habite en Provence près de la Méditerranée. La mer est bleue, le ciel est bleu. Il fait beau et il fait chaud! Au printemps, il y a un grand festival de fleurs à Nice. Ici on parle français, mais aussi le Provençal. C’est le pays des olives et de la lavande. Humm! Ça sent bon!

• The children journey through some of the regions of France as they follow the ‘Tour de France ’. Each stage has an interview with an imaginary ‘participant’ or ‘spectator’.

The CDs introduce some detail about that region, but are primarily intended as an opportunity to practise ‘gist comprehension’ and to introduce a variety of listening.

Mon tour de France

© Copyright Colette Hallam 2005. This page may not be photocopied.

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The CDs provide the opportunity to hear native speakers using authentic French! Interactive Whiteboard Material available from April 2009 Copyright La Jolie Ronde 2005-2009.

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EVALUATION AND ASSESSMENT Here are examples from Revision pages in the pupil activity book and the link to them that can be found in the Teacher’s Guide. These are provided to support teachers who may need to reinforce or assess pupils.

Teacher’s Guide revision notes

Activity book revision notes

Comprehensive assessment materials are available consisting of both weekly and termly assessments. These materials are available on CD in Microsoft Word format, so they can be adapted as required. Copyright La Jolie Ronde 2005-2009.

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NOTES

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La Jolie Ronde Ltd., 43 Long Acre, Bingham, Nottingham, NG13 8AG, UK. Tel: +44 (0)1949 839715 Fax: +44 (0)1949 836389 E-mail: schools@lajolieronde.co.uk

Visit our website: www.lajolieronde.co.uk

OVY 03/09


La Jolie Ronde French Structured Course Inspection Pack