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Talking about what you read

Subject pronouns il/elle meaning 'it' and ils/elles meaning 'they’

faire (all persons)

SFC and SFE

Y9 French

Term 3.1 - Week 1 - Lesson 47

Author name(s): Catherine Salkeld / Louise Bibbey

Artwork by: Chloé Motard

Date updated: 04/03/22

Artwork by Chloé Motard. All additional pictures selected are available under a Creative Commons license, no attribution required.

Native teacher feedback provided by Sarah Brichory.

Learning outcomes (lesson 1):

Revision to subject pronoun il/elle meaning “it” and ils/elles meaning “they”

Revision of faire (present tense, all persons)

�Word frequency (1 is the most frequent word in French):

coûter [984], je dis [37], tu dis [37], il dit [37], elle dit [37], vous dites [37], dit [37], je fais [25], tu fais [25], il fait [25], elle fait [25], nous faisons [25], vous faites [25], ils font [25], elles font [25], fait [25], fermer [757], interdire [533], prendre [43], je prends [43], tu prends [43], il prend [43], elle prend [43], pris [43], tuer [591], elle veut [57], allemand [844], anglais2 [784], anniversaire [2043], bibliothèque [2511], effort [388], fenêtre [1604], français2 [251], journal [520], lettre [480], marché [280], modèle [958], photo [1412], phrase [2074], roman [1262], texte [631], vérité [907], cher [803], intéressant [1244], drôle [2166], mauvais [274], moins [62], vrai [292], chez [206], dans [11], faire les magasins [25/3/1/1736], il fait beau [13/25/393], il fait mauvais [13/25/274], la [1], le [1], les [1], puisque [528], si1 [34]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in NCELP resources are given in the NCELP SOW and in the resources that first introduced and formally re-visited those words.

For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

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SFC

Silent final consonant

dans

X

Timing: 1 minute

Aim: To introduce/consolidate SSC [SFC]

Explanation in English, if desired: Something that makes French sounds very different from English is that some consonants at the ends of words are silent. This means you don’t pronounce/sound them out at all. As in the word ‘dans’ in French.

Procedure:�1. Present the letter(s) and say the [SFC] sound first, on its own. Students repeat it with you.�2. Bring up the word ”dans” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to hold ones finger to ones lips to indicate ‘Shhhh!’.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [SFC] sound, pronouncing ”dans” and, if using, doing the gesture.

Word frequency (1 is the most frequent word in French):

dans [11]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFC

dans

X

petit

mot

mais

[but]

prix

€15.95

grand

Timing: 2 minutes

Aim: To introduce/consolidate SSC [SFC]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [SFC] (in this case is SFC – silent final consonant so nothing to pronounce as an individual sound!) and then the source word again ‘dans’ (with gesture, if using).�2. Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in French): �dans [11]; petit [138] prix [310]; mot [220]; mais [30]; grand [59].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFE

Silent final -e

[shy]

timide

Timing: 1 minute

Aim: To introduce/consolidate SSC [SFE]

Procedure:�1. Present the letter(s) and say the [SFE] sound first, on its own. Students repeat it with you.�2. Bring up the word ”timide” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to cower and cover one’s face slightly, simulating shyness.�4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [SFE] sound, pronouncing ”timide” and, if using, doing the gesture.

Word frequency (1 is the most frequent word in French):

timide [3835]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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SFE

[silent final –e]

[shy]

timide

monde

centre

vie

[life]

moderne

douze

Timing: 2 minutes

Aim: To introduce/consolidate SSC [SFE]

Procedure:

1. Introduce and elicit the pronunciation of the individual SSC [SFE] and then the source word again ‘timide’ (with gesture, if using).�2. Then present and elicit the pronunciation of the five cluster words.

�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in French): �monde [77]; moderne [1239] centre [491]; vie [132]; douze [1664]; timide [3835].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Phonétique

écouter

têtard

[tadpole]

crêpe

[pancake]

faux

[false]

dinde

[turkey]

C’est la SSC [SFe] ou [--]?

[SFe]

[--]

1

2

3

4

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Phonétique

écouter

C’est la SSC [SFe] ou [--]?

escargot

[snail]

sirop

[syrup]

fraise

[strawberry]

crabe

[crab]

[--]

[SFe]

[--]

[SFe]

1

2

3

4

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Word patterns : -ate/-er

vocabulaire

Lots of English verbs end in –ate. Many of these verbs come from French verbs ending in –er. This knowledge can help us to work out the English for new French verbs.

éliminer

evaluate

intégrer

liberate

eliminate

integrate

évaluer

libérer

français

anglais

français

anglais

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Persepolis

En 2000 Marjane Satrapi [1] crée une bande dessinée* pour [2] communiquer l’histoire de sa vie d’enfant en Iran pendant la révolution. Elle prend la décision d’[3] illustrer l’histoire pour [4] faciliter la compréhension. Elle [5] démontre l’idée de « lire » les images. Les images sont en noir et blanc pour ne pas [6] dominer la page : on peut [7] concentrer l’attention sur le texte et mieux [8] apprécier l’histoire. Elle ne veut pas [9] compliquer le roman. En 2007 elle [10] collabore avec Vincent Paronnaud pour faire un film du livre.

vocabulaire

Traduis les verbes en gras en anglais.

creates
communicate
illustrate
facilitate
demonstrates
dominate
concentrate
appreciate
complicate
collaborates

*la bande dessinée = comic, graphic novel

Timing: 7 minutes

Aim: Written recognition of verbs that follow the –ate/-er word pattern

Procedure:

1. Students use the word pattern –ate/-er to help them translate the verbs in bold into English.

2. Click to reveal answers.

3. Elicit an oral translation of the text.

Word frequency of unknown words used (1 is the most frequent word in French): �bande dessinée [977/2086]

Word frequency of cognates used (1 is the most frequent word in French):

communiquer [1514], Iran [>5000], révolution [1617], illustrer [1939], faciliter [1813], compréhension [2827], démontrer [1519], image [659], dominer [1648], page [434], concentrer [856], apprécier [1061], compliquer [1869], collaborer [2963]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Persepolis by John Niedermeyer is licensed under CC BY-NC-SA 2.0

Marjane Satrapi is licensed under CC BY-NC-SA 4.0

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Vocabulaire

vocabulaire

chez

la bibliothèque

cher

l’allemand

le marché

la lettre

l’anglais

dans

intéressant

le roman

mauvais

le journal

le texte

le français

drôle

vrai

adjectifs

lieux

choses à lire

langues

prépositions

chez

la bibliothèque

cher

l’allemand

le marché

la lettre

l’anglais

dans

intéressant

le roman

mauvais

le journal

le texte

le français

drôle

vrai

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Saying ‘it’ and ‘they’

grammaire

Remember we can use il/elle to mean it (referring to a thing).

We use il for masculine nouns and elle for feminine nouns.

Le collège est grand.

Il est grand.

La fenêtre est nouvelle.

Elle est nouvelle.

We use ils/elles to mean they (referring to people and things).

Amir et Océane sont intelligents.

Ils sont intelligents.

Les glaces sont bonnes.

Elles sont bonnes.

Amir and Océane are intelligent.

They are intelligent.

The ice creams are good.

They are good.

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Dans la librairie*

grammaire

Q	A	B
	le livre	l’histoire
	le texte	la phrase
	les romans	le texte
	la phrase	les histoires
	le poème	la phrase
	le livre	la bande dessinée
	les poèmes	les phrases
	le roman	les bandes dessinées
	les textes	le poème
	les romans	les histoires
	le journal	l’histoire
	le roman	les livres

1

2

3

4

5

6

7

8

9

10

11

12

Léa et Sophie sont dans la librairie. De quoi parlent-elles ? Coche les bons mots.

*la librairie = bookshop

Timing: 5 minutes

Aim: Aural recognition of il/elle meaning ‘it’ and ils/elles meaning ‘they’

Procedure:

1. Click buttons to play audio.

2. Students listen for il/elle/ils/elles and decide which object is being referred to. Since the singular and plural subject pronouns sound the same, they will also need to listen for the part of être for some questions.

3. Click to reveal answers.

4. Optional extension: listen again and transcribe the sentences, paying attention to the pronouns and the corresponding adjectival agreements.

Optional differentiation: Teachers could translate the answer options into English for a higher level of challenge.

Transcript:

Il est intéressant.
Elle est difficile.
Ils sont allemands.
Elles sont vraies.
Il est mauvais.
Elle est chère.
Ils sont faciles.
Elles sont petites.
Ils sont amusants.
Elles sont tristes.
Elle est vieille.
Il est idéal.

Word frequency of unknown words used(1 is the most frequent word in French): �librairie [4380]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Faire

grammaire

Remember the verb faire:

I do, I make

je fais

you _[sing.]do, you _[sing.]make

tu fais

he/she does, he/she makes

il/elle fait

we do, we make

nous faisons

you _[pl./fml]do, you _[pl./fml]make

vous faites

they do, they make

ils/elles font

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Les livres

1. Il y a une femme qui fait des gâteaux d’anniversaire.

2. Si tu fais du sport, c’est un livre intéressant.

4. Phileas Fogg et son assistant font un grand voyage en moins de trois mois.

3. Nous faisons souvent des erreurs de vocabulaire, donc ce livre est très utile !

5. Il y a des gens qui font un voyage en espace.

Il y a [1] qui fait des gâteaux d’anniversaire.

Si [2] fais du sport, c’est un livre intéressant.

[3] faisons souvent des erreurs de vocabulaire, donc ce livre est très utile !

[4] font un grand voyage en moins de trois mois.

Il y a [5] qui font un voyage dans l’espace.

lire

Lis les descriptions des livres et choisis les bons mots. C’est quel livre ?

A. Les grimoires de Mercotte

B. Le dictionnaire Larousse

C. La série Phobos de Victor Dixen

D. Seul au sommet – Thierry Henry

E. Le tour du monde en 80 jours – Jules Verne

tu une femme Phileas Fogg et son assistant nous des gens

A

B

C

D

E

Timing: 8 minutes

Aim: Written recognition of present tense of faire

Procedure:

1. Students choose the missing subjects of each verb.

2. Click to reveal answers.

3. Students match reviews to book titles and pictures.

Word frequency of cognates used (1 is the most frequent word in French):

description [2779], gâteau [4845], vocabulaire [4159], assistant [3805]�Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Salon_chocolat_Paris_2017_Mercotte_3116c by Sukkoria is licensed under CC BY-SA 4.0

Dictionnaire - Larousse by openfoodfacts-contributors is licensed under CC BY-SA 3.0

Phobos de Victor Dixen by ActuaLitté is licensed under CC BY-SA 2.0

Thierry_Henry_control_New_York_Red_Bulls by Crashandspin is licensed under CC BY 2.0

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Qui fait quoi ?

parler

Partenaire A: Pose des questions avec le verbe faire.

Partenaire B: Réponds avec oui ou non et une phrase avec il/elle est ou ils/elles sont.

Fait-elle l’exercice de maths ?

Non, il est trop difficile.

[he]

no, too difficult

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Qui fait quoi ?

parler

Pose des questions à ton/ta partenaire avec le verbe faire:

[he]

[you [pl./fml]]

[you [sing.]] [the model]

[we]

[you [sing.]] [a visit of]

Réponds aux questions de ton/ta partenaire:

yes, difficult

no, too expensive

yes, beautiful

yes, important

yes, but bad

Pose des questions à ton/ta partenaire avec le verbe faire:

[you [pl./fml]] [homework]

[he] [a journey]

[you [sing.]]

[we] [work experience]

[she]

Réponds aux questions de ton/ta partenaire:

yes, good

no, not open

yes, big

yes, long

yes, beautiful

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Qui fait quoi ?

parler

Partenaire A

Fait-il des gâteaux ?
Faites-vous les magasins ?
Fais-tu le modèle ?
Faisons-nous une promenade ?
Fais-tu une visite de l’église ?

Oui, ils sont difficiles.
Non, il est trop cher.
Oui, elle est belle !
Oui, il est important.
Oui, mais elles sont mauvaises !

Partenaire B

Faites-vous les devoirs ?
Fait-il un voyage aux États-Unis ?
Fais-tu la photo ?
Faisons-nous un stage ?
Fait-elle des glaces ?

Oui, ils sont bons.
Non, ils ne sont pas ouverts.
Oui, il est grand.
Oui, elle est longue.
Oui, elle est belle.

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Talking about what you read

Verbs like prendre and lire (present) (all persons)

Verbs with direct objects

Y9 French

Term 3.1 - Week 1 - Lesson 48

Author name(s): Catherine Salkeld / Louise Bibbey

Artwork by: Chloé Motard

Date updated: 28/03/22

Artwork by Chloé Motard. All additional pictures selected are available under a Creative Commons license, no attribution required.

Native teacher feedback provided by Sarah Brichory.

Learning outcomes (lesson 2):

Revision of verbs like prendre and verbs like lire

Revision of verbs with direct objects

�Word frequency (1 is the most frequent word in French):

coûter [984], je dis [37], tu dis [37], il dit [37], elle dit [37], vous dites [37], dit [37], je fais [25], tu fais [25], il fait [25], elle fait [25], nous faisons [25], vous faites [25], ils font [25], elles font [25], fait [25], fermer [757], interdire [533], prendre [43], je prends [43], tu prends [43], il prend [43], elle prend [43], pris [43], tuer [591], elle veut [57], allemand [844], anglais2 [784], anniversaire [2043], bibliothèque [2511], effort [388], fenêtre [1604], français2 [251], journal [520], lettre [480], marché [280], modèle [958], photo [1412], phrase [2074], roman [1262], texte [631], vérité [907], cher [803], intéressant [1244], drôle [2166], mauvais [274], moins [62], vrai [292], chez [206], dans [11], faire les magasins [25/3/1/1736], il fait beau [13/25/393], il fait mauvais [13/25/274], la [1], le [1], les [1], puisque [528], si1 [34]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in NCELP resources are given in the NCELP SOW and in the resources that first introduced and formally re-visited those words.

For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

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Les habitudes de lecture*

vocabulaire

How often does Sophie read?
When does she read in the garden?
Which part of the house does she read in?
What does she say about novels? (two details)
How does she get graphic novels? Why?
What is she not allowed to read? Why? Does she agree?

Je fais l’effort de lire tous les jours. Quand il fait beau, je lis dans le jardin, mais s’il fait mauvais, je lis à côté de la fenêtre de ma chambre. J’achète beaucoup de romans parce qu’ils ne coûtent pas trop cher. J’emprunte les bandes dessinées de la bibliothèque puisqu’elles sont chères. Ma mère interdit les livres de crime, parce qu’elle trouve qu’ils sont trop violents, mais j’aime savoir la vérité derrière ces histoires.

Lis le message de Sophie et réponds aux questions en anglais.

*la lecture = reading

*la bande dessinée = comic, graphic novel

1. every day

2. when it’s nice weather

3. next to her bedroom window

4. She buys a lot because they don’t cost too much

5. She borrows them from the library because they’re expensive.

6. Books about crime, because her mother thinks they’re too violent, but Sophie likes to know the truth.

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Les opinions

vocabulaire

J’aime bien ce livre. Il est génial !
Je ne veux pas finir cette histoire. Elle est ennuyeuse.
Tu vas aimer ce roman. Il est merveilleux.
Ma mère n’aime pas ce poème. Elle pense qu’il est bête.
J’ai envie de lire ce texte. Ma sœur dit qu’il est divertissant.
Je ne vais pas acheter ce journal. Je pense qu’il est nul.
Je peux emprunter cette bande dessinée ? Je pense qu’elle est sensass !
Mon frère aime cette histoire, mais je pense qu’elle est pourrie.
Je ne peux pas fermer ce livre ! Il est palpitant !
Je ne veux pas lire cette histoire de vampires. Elle est trop effrayante.

Use the context of these sentences to work out whether the word in bold is positive or negative.

great

boring

marvellous

stupid

entertaining

rubbish

sensational

rotten

exciting

scary

Timing: 8 minutes

Aim: Lexical inference of positive/negative meanings of unknown adjectives based on comprehension of known vocabulary and structures; holistic written recognition and comprehension of il/elle/ils/elles meaning ‘it’/’they’.

Procedure:

Students read the sentences and decide whether the word in bold is positive or negative.
Click to reveal answers.
Click to reveal English translations.
Discuss what helped students to know whether the adjectives were positive or negative.�

Word frequency of unknown words (1 is the most frequent word in French):

génial [3872], ennuyeux [>5000], merveilleux [2209], bête [2591], divertissant [>5000], nul [801], sensass [>5000], pourri [>5000], palpitant [>5000], effrayant [>5000]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates used (1 is the most frequent word in French):

vampire [>5000]�Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Verbs like prendre and lire

grammaire

ils/elles comprennent

ils/elles lisent

Remember verbs like lire (dire, conduire, interdire, construire, traduire):

I read

je lis

you _[sing.]drive

tu conduis

he/she bans

il/elle interdit

we build

nous construisons

you _[pl./fml]translate

vous traduisez

they read

Remember verbs like prendre (comprendre, apprendre):

I take

je prends

you _[sing.]understand

tu comprends

he/she learns

il/elle apprend

we take

nous prenons

you _[pl./fml]understand

vous comprenez

they learn

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À la bibliothèque

grammaire

Amir et Océane sont à la bibliothèque. De qui parle Amir ? Coche je (Amir), nous (Amir et Océane), ou ils (les parents d’Amir).

Q	je	nous	ils	activité	R
				learn Italian
				understand English easily
				take books of poems
				translate a poem into English
				read lots of novels
				say sentences in English
				translate sentences into French
				read the newspaper in Italian
				translate the difficult words
				read funny stories

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

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Verbs with direct objects

grammaire

Some verbs need a direct object to follow them.

Je prends un livre.

I take a book.

Some verbs can take a direct object, but also make sense on their own.

Il lit un journal.

He reads a newspaper.

Il lit.

He reads.

Some verbs can’t take a direct object.

Nous dormons.

We sleep.

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Les livres

lire/écrire

Le Gone du Chaâba : Un garçon algérien ____________ son identité culturelle. Il ____________ à deux mondes. (chercher, penser)
Les mains sales : Un homme ____________ à un groupe politique. Il ____________ un politicien. (tuer, parler)
Thérèse Desqueyroux : Une femme ____________ son partenaire et ___________ à un crime. (regarder, penser)
Une si longue lettre : Une femme ____________ à un événement triste. Elle ____________ une longue lettre. (réagir, écrire)
Un sac de billes : Deux garçons juifs _____________ la liberté pendant la guerre. Ils ____________. (chercher, partir)
Bonjour Tristesse : Une fille ____________ les vacances à la plage. Elle _____________ beaucoup à un beau garçon. (passer, penser)
Kiffe Kiffe Demain : Une fille franco-marocaine* _____________ à Paris. Elle ____________ sa vie familiale. (décrire, habiter)
Boule de Suif : Dix personnes __________.__ Une femme __________ son repas avec les autres. (partager, voyager)

Amir choisit un livre pour étudier. Écris les bons verbes dans la bonne forme.

*franco-marocain = French-Moroccan

cherche

pense

parle

tue

regarde

pense

réagit

écrit

cherchent

partent

passe

pense

habite

décrit

voyagent

partage

Timing: 10 minutes

Aim: Written recognition and comprehension of verbs with direct objects

Procedure:

Students use their knowledge of direct objects to help them decide which verb goes in which gap.
Students conjugate the verbs and write them in the appropriate place.
Click to reveal answers.
Oral translation of book summaries if time allows, and discussion of which book they might like to read.�

Word frequency of unknown words (1 is the most frequent word in French):

franco-marocain [>5000/3469]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates used (1 is the most frequent word in French):

identité [1437], politicien [3371]�Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Une histoire

écrire

Choisis cinq images et écris une histoire. Tu peux chercher des noms* dans le dictionnaire si tu veux.

[to give]

[to write]

[to study]

[to win]

[to say]

[to borrow]

[to study]

[to do cooking]

[to learn ]

[to steal]

[to build]

[to watch]

[to buy]

[to look for]

[to read]

[to sing]

*le nom = noun

Timing: 12 minutes

Aim: Written production of verbs with direct objects

Procedure:

Display this slide, give the instructions, and show the next slide to model the task. Click back to this slide.
Students choose five pictures.
Students write at least one sentence for each picture to create a story.
Students can use dictionaries to find new nouns.
If time allows, students could read their stories to a partner, and the partner could guess which pictures were used.

Optional differentiation: teachers could provide extra support by giving the infinitives in French and/or providing gapped sentences.

Word frequency of unknown words used (1 is the most frequent word in French):

nom [171] (meaning ‘noun’)

Word frequency of cognates used (1 is the most frequent word in French):

image [659], dictionnaire [4094]�Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Une histoire

écrire

[to learn]

[to borrow]

[to buy]

[to do cooking]

[to win]

Sandrine apprend de nouvelles compétences. Elle emprunte beaucoup de livres à la bibliothèque. Elle achète des ingrédients au supermarché*. Elle gagne une trophée* !

Choisis cinq images et écris une histoire. Tu peux chercher des noms dans le dictionnaire si tu veux.

*le supermarché = supermarket

*la trophée = trophy

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Devoirs

Vocabulary Learning Homework

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