Primary schools

Booklet 1

Snakes and ladders page 5

1). Students take turn to throw a dice. When they land on a word, they must pronounce the best they can.

2. Normal rules apply

Je me presente topic - page 7

1). Chant the text line by line for pupils to repeat after you. Drill the pronunciation of more tricky words repeatedly - eg comment t’appelles-tu? A bientot

2). Read aloud again and stop mid-flow. Pupils chant the word that comes next, in French or English if they are confident

3). Pupils put their fingers in their ears and say the text aloud to themselves.

4). Start to identify key phrases in English and ask the students to find the French.

A good thing to highlight here is the use of the definite article when giving opinions in French. I like chocolate – J’aime le chocolat.

Je me presente activities- page 7/8

1. Children must find the French in the dialogues and copy them from memory twice.
2. Gap fill: Use the original text on page 7 to help fill in the gaps in French and English

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Je me presente - page 17 SENTENCE BUILDER

Sentence builder page 17 : great way to get everyone involved. You need mini whiteboards. Follow instructions on the page

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5). Slalom page 20- read the sentences in the grid - they are colour-coded. Pupils identify one box from each row to work themselves from the top to the bottom of the grid. They number the boxes for each question.Show them the colour coded grid to check their answers. Drill the meanings of each individual box on the slalom. Eg, how do we say “it is too…” etc

Je me presente - page 20 SLALOM

Slalom page 20- read the sentences in the grid - they are colour-coded. Pupils identify one box from each row to work themselves from the top to the bottom of the grid. They number the boxes for each question.Show them the colour coded grid to check their answers. Drill the meanings of each individual box on the slalom. Eg, how do we say “it is too…” etc

Animals topic

1). Fill out the animals under the pictures. Lots of repetition

2). Beat the teacher game - put the sheet on the board. Point to the animals and say a word. If it’s the correct animal, they repeat, if not they stay silent and win a point. If they repeat, the teacher wins the point, first to 5 wins.

3). Colour the stars . Drill the colours - play the coloured pencil game. Hold up a set of coloured crayons one by one and drill each colour. Someone leaves the room and you remove one coloured crayon. The child comes back and you show the crayons again and chant and the child has to say which colour is missing.

4). With the parallel text, repeat the same activities as with the food one

5). Use the slalom grid in the same way as before.

Food topic - teaching suggestions.

1). Chant the text line by line for pupils to repeat after you. Drill the pronunciation of more tricky words repeatedly - eg personnellement, honnêtement, parce que, c’est..

2). Read aloud again and stop mid-flow. Pupils chant the word that comes next.

3). Pupils put their fingers in their ears and say the text aloud to themselves.

4). Start to identify key phrases in English and ask the students to find the French.

A good thing to highlight here is the use of the definite article when giving opinions in French. I like chocolate - J’aime le chocolat.

5). Identify the key phrases and copy them three times in the grid.

6). Pupils cover up the French side of the grid, teacher says a French sentence from it and the pupils identify the correct English translation.

7). Do the translation into English exercise.

8). Do the listening order sentences - teacher reads the sentences from the grid in a random order and pupils number them down the side, leave one out and pupils need to identify which one you didn’t say.

9). Slalom - read the sentences in the grid - they are colour-coded. Pupils identify one box from each row to work themselves from the top to the bottom of the grid. They number the boxes for each question.Show them the colour coded grid to check their answers. Drill the meanings of each individual box on the slalom. Eg, how do we say “it is too…” etc

10). Do the gap-fill activity.

11). Pyramid. Pupils works in pairs. They take turns to practise translating the pyramids. They could try French to English then English to French. When it is their turn, they cover up the answer and their partner helps them.

12). Extension task - more able pupils create their own pyramids.

Family Topic

1). Talk through the Simpsons family - which is which relative to Bart.

2). Do the parallel text in the same way as the two preceding topics

3). See if anyone can come to the front and explain how to use the possessive mon/ma/mes

4). Family noughts and crosses, translate the French sentences to take your turn, then try translating the English into French. The most able could create their own noughts and crosses grids in French