1 of 42

What is it like? [2] Describing things�

regular plural marker on masculine nouns

(-x, -aux)

stress syllabification [2]

Y8 French

Term 2.2 - Week 3 - Lesson 43

Natalie Finlayson / Victoria Hobson / Catherine Salkeld

Artwork by: Chloé Motard

Date updated: 10/07/21

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

Native speaker feedback provided by Sarah Brichory.

With thanks to Rachel Hawkes for her input on the lesson material.

Learning outcomes (lesson 1):

Introduction of stress syllabification [2]

Consolidation of plural marker –s on nouns

Introduction of plural markers –x and –aux on nouns

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

8.2.2.3 (introduce) feu, [786], hôpital, [1308], jeu [291], journal [420], oiseau [2435], réseau [721], autre [28], même [42], idéal [1429], international [282], local [622], plusieurs [213], social [301]

8.2.1.5 (revisit) sortir² [309], vous² [50], maman [2168], papa [2458], possible [175], seul [101], sans [71], salut^{1, 2}[2205], s’il te plaît [34/13/112/804], s'il vous plaît [34/13/50/804]

8.1.2.3 (revisit) emporter [1128], proposer [338], voyager [2194], traverser [1040], frontière [1182], forêt [1724], montagne [1732], vue [191], suisse [2241], Suisse [n/a], Genève [n/a], il y avait [13/36/8]

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.

2 of 42

Syllables and stress

écouter / parler

1. hospital	hôpital	7. commercial	commercial
2. journal	journal	8. moral	moral
3. ideal	idéal	9. regional	régional
4. international	international	10. central	central
5. local	local	11. liberal	libéral
6. social	social	12. global	global

As you know, French does not have the same system of stressed and unstressed syllables as English. All syllables are sounded fairly equally, with a bit of extra emphasis on the last spoken syllable of each word. Vowels are not ‘reduced’ – they are sounded in full.

Comment prononcer les mots ?

Timing: 5 minutes

Aim: To revise stress syllabification and vowel reduction patterns of known French words and their English translations. NB: many of these cognate words feature in this lesson. The first six are in this week’s new vocabulary set, so students should already have some knowledge of their pronunciation.

Procedure:

1. Work through the paragraph of suggested explanatory wording. This is a summary of the more detailed explanation presented in 8.1.1.2.

2. Click to reveal the table.

3. Students sound out the English word in each pair. They try to tap out the syllables and underline the syllable that they think is the ‘strongest’ – the one with primary stress. They note any syllables that are ‘reduced’.

4. Students listen to the French word in each pair. They try to tap out the syllables. Again, tap out the syllables. Draw attention to how all the syllables are sounded roughly equally (perhaps with a bit more emphasis on the last one) and none of the vowels is reduced.

5. Now, students try saying the pairs of words aloud. Remind them about the focus points (primary stress and reduced vowels in English; equal stress, full vowels and slight emphasis on the last syllable in French.

Possible extension: Watch the following video to help students you understand this. Explain that the presenter uses some written symbols on her whiteboard called the ‘phonetic alphabet’, but that they don’t need to worry about this! https://www.youtube.com/watch?v=2EKBAMnZnSI

Word frequency (1 is the most frequent word in French): �hôpital [1308], journal [520], idéal [1429], international [282], local [622], social [301], commercial [908], moral [1226], régional [1169], central [992], libéral [1080], global [1155]

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

3 of 42

Vocabulaire

écouter

Écoute et écris la lettre correcte.

international

local

social

same

other

several

A.

B.

C.

D.

E.

F.

G..

H.

J.

I.

L.

K.

1

2

3

4

5

6

7

8

9

10

11

12

F

G

D

E

C

J

A

K

H

I

L

B

13

M

ideal

M.

J..

4 of 42

La vie d’un journaliste

Un journaliste doit écrire plusieurs articles chaque jour. Parfois il y a un feu en ville ou

un oiseau rare qui arrive pour l’été. Parfois une personne célèbre vient pour ouvrir* un hôpital ou un autre bâtiment important. Beaucoup de journalistes travaillent pour un journal local, mais j’écris pour un réseau social. S’il y a un festival

international du jeu vidéo, écrire sur internet est idéal. On peut publier l’article le même jour.

lire

*ouvrir = to open

2.

4.

6.

7.

8.

9.

10.

5.

1.

3.

plusieurs

un réseau social

autre

un feu

même

international

un journal local

un hôpital

idéal

un oiseau

jeu

11.

Timing: 5 minutes

Aim: Written recognition of new vocabulary and connecting it with meaning at paragraph level.

Procedure:

1. Students read the text. Ensure understanding of the context, especially the cognate words.

2. Students decide which of the words or phrases best fills each gap. In the majority of cases, only one answer is possible, but the answers to 6. and 7. are interchangeable.

3. Click to reveal the answers one by one.

4. Oral translation of the full text.

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

ouvrir [257]

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

journaliste [1337], article [604], rare [1233], internet [>5000], publier [768], festival [3858], vidéo [2611]

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

5 of 42

Les noms au pluriel [1/2]

grammaire

As you know, you can talk about more than one thing by adding -s to the noun, making it plural.

__

le jardin → les jardins

the garden → the gardens

We do the same in English.

la montagne → les montagnes

the mountains → the mountains

Both le and la change to les in the plural.

montagnes

vue

forêt

frontières

vues

frontière

montagne

forêts

Say these words out loud:

Remember, singular and plural both sound the same. The -s is a Silent Final Consonant.

6 of 42

Les noms au pluriel [2/2]

grammaire

Some nouns make their plurals with -x instead of ‘-s’. Two types of noun do this.

1. Nouns which end in -eu or –(e)au:

feu	feux
jeu	jeux
réseau	réseaux
bateau	bateaux
cadeau	cadeaux
tableau	tableaux
eau	eaux
oiseau	oiseaux

The singular and plural forms sound the same. -x is a Silent Final Consonant.

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Les noms au pluriel [2/2] cont’d

grammaire

cheval*	chevaux
journal	journaux
animal	animaux
hôpital	hôpitaux
travail	travaux

2. Nouns which end in -al or -ail.

With these, you can hear a difference between the singular and plural forms:

*

* le cheval = �horse

8 of 42

Singulier ou pluriel?

oiseaux		feux		journaux
1a	1b	4a	4b	7a	7b
jeu		hôpitaux		vues
2a	2b	5a	5b	8a	8b
frontière		réseau		travail
3a	3b	6a	6b	9a	9b

lire

Lis et écris le numéro (1-9) et la bonne letter (a ou b).

9 of 42

Trouve la mouche !

écouter

La grenouille* cherche une mouche* ! Peux-tu aider?

Exemple

Écoute. C’est quoi ? Une chose (1) ou plusieurs choses (2⁺)?

Tu es où ? Est-ce que tu as

trouvé une mouche ?

Z

1

2⁺

J

H

animaux, travail

I

* la grenouille = frog

* la mouche = fly

Timing: 6 minutes for 4 slides��Aim: To distinguish aurally between sounds –al/–ail and –aux, and to connect this difference in sound with a change in meaning (singular/plural).��Procedure:�1. Use this example to prepare students for the full game on the slide that follows.

2. Explain to students that they will hear a ‘code’ in French which will direct them to the lily pad where the fly is. The ‘code’ will be two words long in the example (five words long in the game) and will consist of a mix of singular and plural forms of animal, journal, hôpital and travail. If they hear the singular form, they should follow the arrow labelled ‘1’. If they hear the plural form, they should follow the arrow labelled ‘2⁺’.

3. Click on the arrow to hear the code.

4. Students hear animaux. Starting on the lily pad with the frog on it, they move down one lily pad, following the ‘2⁺’ arrow. They then hear travail and follow the ‘1’ arrow, moving left to end on lily pad ‘Z’.

5. Click to reveal a transcript so that students can check their answer. Ask ‘tu es où ?’ to elicit a letter (in French!).

6. Click on the lily pad with the letter the students call out. If they are correct, the lily pad disappears to reveal a fly. If they are incorrect, a net is revealed.

Transcript:

animaux, travail

10 of 42

Trouve la mouche !

L

D

A

B

C

J

1

2⁺

1

2⁺

1

E

M

K

Z

G

X

F

écouter / parler

Q

P

Procedure:�1. Explain to students that they are now going to hear three longer codes consisting of five words (singular and plural forms of animal, journal, hôpital and travail).

2. Click on ‘1’ to play the first code. Starting on the lily pad with the frog on it, students trace the route with their fingers, or mini versions of the slide can be printed to trace with a pen.

3. Play the audio for a second time if necessary.

4. Ask ‘tu es où ?’ to elicit letters (in French!) from the class.

5. Click on the lily pad to reveal whether the students were correct (fly) or incorrect (net).

6. Repeat steps 2-5 for the second and third codes (on the next two slides).

7. Now tell students they are going to work with a partner to direct them to a lily pad of their choice using a similar code. Give students 30 seconds to write down three codes using singular and plural forms of animal, journal, hôpital and travail.

8. Students take turns to read out their codes to their partner, and ask ‘tu es où ?’

Transcript:�1. travaux, hôpitaux, travail, journal, animaux (Answer = P)

11 of 42

Trouve la mouche !

L

A

B

J

1

2⁺

1

2⁺

2

E

M

K

Z

P

G

X

Q

F

écouter / parler

C

D

12 of 42

Trouve la mouche !

K

Q

L

D

A

B

C

J

1

2⁺

1

2⁺

3

E

M

Z

P

G

X

F

écouter / parler

13 of 42

Singulier ou pluriel?

		singulier	pluriel
1	La Suisse est un pays avec beaucoup de montagnes.
2	Il y a plusieurs hôpitaux à Genève.
3	On peut prendre un bateau pour aller en Allemagne !
4	Quand nous sortons, nous emportons souvent des jeux.
5	Maman ! Papa ! Vous ne venez pas chez nos amis sans cadeaux ?
6	Samedi on a traversé la frontière !
7	Il y avait un tableau dans l’hôtel.
8	J’ai regardé plusieurs animaux dans la forêt.

lire

_____________

________

___

_______

*

* le journal intime = �diary

Amir pense à ses dernières vacances en Suisse. Il note ses observations dans son journal intime. Les noms sont-ils au singulier ou au pluriel?

Timing: 5 minutes

Aim: Written recognition of singular and plural nouns, especially those ending in -eu, -eau, -al and -ail. Revisiting 8.1.2.1 vocabulary.

Procedure:

1. Students indicate whether the noun in bold is singular or plural, based on their knowledge of noun endings.

2. Answers are revealed on a mouse click.

3. If time permits, students translate full sentences. This offers a feel for translating singular and plural noun phrases, as well as a revision of prepositions of movement and location and articles. Suggested answers appear on the next slide.

�Word frequency of cognates and unknown words used (1 is the most frequent word in French): �singulier [3567], pluriel [>5000], noter [541], observation [1863], intime [3434]

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

14 of 42

Singulier ou pluriel?

		singulier	pluriel
1	Swizterland is a country with lots of mountains.
2	There are several hospitals in Geneva.
3	You can take a boat to get to Germany !
4	When we go out, we often take games with us.
5	Mum! Dad! You’re not going to our friends’ place without presents?
6	We crossed the border on Saturday!
7	There was a board in the hotel.
8	I watched several animals in the forest.

lire

Amir pense à ses dernières vacances en Suisse. Il note ses observations dans son journal intime. Les noms sont-ils au singulier ou au pluriel?

*

le journal intime = �diary

15 of 42

�La pluralisation des noms�

des tassergaux

un tasserg__ al / eu

1

des couteaux

un cout__ ail / eau

2

des dieux

un di__ eu / al

3

des neveux

un nev__ eu / ail

4

5

6

lire / parler

nephew

les coraux

le cor__ ail / eu

-eau?

-eu?

-al?

-ail?

Quel est le singulier ?

des chapeaux

un chap__ al / eau

Timing: 5 minutes for 2 slides.

Aim: Written recognition of singular and plural forms of verbs ending in -eau, -eu, -al and -ail.

Procedure:

1. Students choose the correct ending singular form of the plural nouns shown, using their knowledge of plural formation rules to help them.

2. Answers appear on clicks.

3. Clarify the meanings of these unknown words.

4. Students close their books and repeat the activity orally, helping automisation of the process.

5. Move on to the next slide to practise producing the plural forms.

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

pluralisation [>5000], singulier [>5000], tassergal [>5000], couteau [3737], dieu [2262], neveu [>5000], chapeau [2908], corail [>5000]

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

16 of 42

�La pluralisation des noms�

Quel est le pluriel ?

des châteaux

un château

________

des soupiraux

un soupirail

__________

des manteaux

un manteau

_________

des lieux

un lieu

_______

des morceaux

un morceau

__________

écrire / parler

-eaux?

-eux?

-aux?

7

8

9

10

11

12

des canaux

un canal

_______

17 of 42

Le magasin de brocante

A journalist is writing a report on things junk shops sell. She took a photo of the shop window last week. Today she is checking what has gone. Help her by crossing the things off the picture.

Partenaire A [la journaliste]:

Il n’y a pas de tassergaux.

Partenaire B [l’assistant(e)] :

*

* la brocante = bric-a-brac

parler

Timing: 5 minutes

Aim: Oral production and aural recognition of –al and –aux noun endings and connecting these with meaning (singular and plural).

Procedure:

1. Print the rolecards on slides 19-20 (two or even four slides per page should be big enough). Alternatively, to avoid printing, give partners A and B a couple of seconds to look at their rolecards on the screen, and note down in their books what is missing.

2. Model the task using the example on this slide.

3. Display the shop window on the next slide.

4. Partner A says what is missing (crossed out) from their shop window, paying attention to whether it is the singular or plural version of the noun that is missing, and producing the noun form with correct ending accordingly.

5. Partner B crosses off the corresponding pictures.

6. Partners swap roles.

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

cristal [<5000], assistant [3805], tassergal [>5000], brocante [>5000]

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

18 of 42

Le magasin de brocante

[un cristal]

[un cheval]

[un corail]

parler

19 of 42

Partenaire A

parler

20 of 42

Partenaire B

parler

21 of 42

Le magasin de fête

La journaliste a trouvé un nouveau magasin ! Regarde la fenêtre et écris une liste des choses dans le magasin.

Il y a un…

Il y a des…

écrire

22 of 42

Le magasin de fête

écrire

Remember! The dictionary lists the singular form of nouns.

[coat]

23 of 42

Le magasin de fête

La journaliste a trouvé un nouveau magasin ! Regarde la fenêtre et écris une liste des choses dans le magasin.

Il y a un manteau.
Il y a des gâteaux.
Il y a un oiseau.
Il y a un cadeau.
Il y a des chapeaux.
Il y a des chameaux.

écrire

24 of 42

What is it like? [2] Describing things�

regular plural maker on masculine adjectives

(-s, -eux, -aux)

stress syllabification [2]

Y8 French

Term 2.2 - Week 3 - Lesson 44

Natalie Finlayson / Victoria Hobson / Catherine Salkeld

Artwork by: Chloé Motard

Date updated: 10/07/21

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

Native speaker feedback provided by Sarah Brichory.

With thanks to Rachel Hawkes for her input on the lesson material.

Learning outcomes (lesson 1):

Consolidation of stress syllabification [2]

Consolidation of plural marker –s on adjectives

Introduction of plural markers –eux and –aux on masculine adjectives

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

8.2.2.3 (introduce) feu, [786], hôpital, [1308], jeu [291], journal [420], oiseau [2435], réseau [721], autre [28], même [42], idéal [1429], international [282], local [622], plusieurs [213], social [301]

8.2.1.5 (revisit) sortir² [309], vous² [50], maman [2168], papa [2458], possible [175], seul [101], sans [71], salut^{1, 2}[2205], s’il te plaît [34/13/112/804], s'il vous plaît [34/13/50/804]

8.1.2.3 (revisit) emporter [1128], proposer [338], voyager [2194], traverser [1040], frontière [1182], forêt [1724], montagne [1732], vue [191], suisse [2241], Suisse [n/a], Genève [n/a], il y avait [13/36/8]

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.

25 of 42

Syllables and stress

Comment prononcer les noms de villes ?

Bordeaux

La Rochelle

Toulouse

Chambéry

Perpignan

Besançon

Avignon

Grenoble

parler

Remember!

Sound all the syllables fairly equally (emphasise the last one a bit more). �Pronounce the vowels fully �– don’t ‘reduce’ them!

26 of 42

Vocabulaire

parler / écrire

C’est quoi en français?.

international

local

social

same

other

several

le jeu

autre

le réseau

social

un hôpital

même

un oiseau

plusieurs

le journal

local

le feu

international

idéal

ideal

27 of 42

Vocabulaire

The local newspaper has several stories today:

The hospital is creating an international network.

The birds play games with the cats.

Another fire in the same hotel.

The local park is ideal for dogs with a social problem.

écrire

Un journaliste a fait une liste des articles intéressants dans un journal anglais.

Tu peux écrire la liste en français ?

Le journal local a plusieurs histoires aujourd’hui :

L’hôpital crée un réseau international.

Les oiseaux jouent des jeux avec les chats.

Un autre feu dans le même hôtel.

Le parc local est idéal pour les chiens avec un problème social.

28 of 42

Plural form of adjectives

grammaire

Adjectives which end in –eux follow a different pattern:

Masculine singular

heureux

Masculine plural

heureux

Masculine singular and plural adjectives ending in -eux look and sound the same.

Feminine singular

Feminine plural

ambitieux

heureuse

heureuses

ambitieuse

ambitieuses

The feminine form follows the pattern we already know. Remember ‘-s’ is a Silent Final Consonant, so these forms also sound the same.

We know we can add –s to adjectives to make them plural:

__

Vous êtes très contents. Ils sont toujours très prudents.

29 of 42

Plural form of adjectives

grammaire

Adjectives which end in –al also follow a different pattern.

Masculine singular

local

Masculine plural

locaux

Feminine singular

Feminine plural

idéal

idéaux

sociale

sociales

internationale

internationales

The plural form of masculine adjectives ending in -al looks and sounds different form the singular form.

The feminine form follows the pattern we already know. Remember ‘-s’ is a Silent Final Consonant, so these forms also sound the same.

30 of 42

Les médias


			_____________�_____________
			_____________�_____________
			�_____________�_____________
			�_____________�_____________


			____________�____________
			�____________�____________
			�____________�____________
			�____________�____________

Amandine parle des médias. Que dit-elle ? C’est un nom singulier ou pluriel ? Écris le nom et l’adjectif en français pour remplir les blancs.

écouter / écrire

1

2

3

4

5

6

7

8

Timing: 5 minutes

Aim: Aural recognition of singular and plural adjective forms of adjectives ending in -al. Remind students that they are only practising recognition of the masculine singular and plural, as there is no audible difference in the feminine.

Procedure:

1. Click on a number to hear sentence with the adjective obscured.

2. Students sketch the grid and tick the correct option (singular or plural noun) using their knowledge of adjective endings to help them. Ensure they are aware they need to listen for what comes after the beep, as all adjectives are post-nominal at this stage.

3. At more advanced levels, students write the missing noun phrase (noun and adjective in singular or plural) in French. NB: students may need some help with the cognates régional and commercial, which they have not yet met.

4. Click to animate the answers.

5. The full audio, with nouns included so that students can hear full sentences, can be found on the next slide.

Transcript:

J’utilise parfois [des réseaux] sociaux.
C’est important parce que j’ai [un réseau] international d'amis.
Sur Facebook, on trouve [des jeux] idéaux pour le voyage en train.
En général, je préfère lire [le journal] régional.
Aujourd’hui, il y a un article sur [des oiseaux] locaux.
Hier, il y avait un article sur [un feu] local.
Bilal préfère lire [des journaux] nationaux.
Au travail, il gère [des projets] commerciaux.

Word frequency of cognates used (1 is the most frequent word in French): �médias [1585], régional [1169], commercial [908]

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

31 of 42

Les médias (réponses)

écouter / écrire

Amandine parle des médias. Que dit-elle ? C’est un nom singulier ou pluriel ? Écris le nom et l’adjectif en français pour remplir les blancs.

1

2

3

4

5

6

7

8

réseaux �sociaux

réseau international

jeux idéaux

journal �régional

oiseaux �locaux

feu local

journaux �nationaux

projets �commerciaux

32 of 42

Les médias

Qu’est-ce qu’on apprend sur Amandine ? Et Bilal ? Et le journal ?

Écoute encore et écris les détails en anglais.

Amandine	Bilal	the newspaper	other
sometimes uses social networks	prefers reading national newspapers	today there is an article about local birds	on Facebook, you find ideal games for train journeys
has an international network of friends	manages commercial projects at work	yesterday there was an article about a local fire
prefers to read the regional newspaper

1

2

3

4

5

6

7

8

écouter

Procedure:

Click on the numbers in the top corner to play the full version of the audio again.
Students sketch the grid, listen and make notes in English in the appropriate columns.
Click to reveal answers.

Transcript:

J’utilise parfois des réseaux sociaux.
C’est important parce que j’ai un réseau international d'amis.
Sur Facebook, on trouve des jeux idéaux pour le voyage en train.
En général, je préfère lire le journal régional.
Aujourd’hui, il y a un article sur des oiseaux locaux.
Hier, il y avait un article sur un feu local.
Bilal préfère lire des journaux nationaux.
Au travail, il gère des projets commerciaux.

Word frequency of cognates used (1 is the most frequent word in French): �détail [318]

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

33 of 42

Feu au zoo !

lire / parler

Feu au zoo !

Par Victoria Hobson • Publié hier à 18.26, mis à jour aujourd’hui à 06.17 • Lecture 4 min

C’est quel type de texte ?
Qui est Victoria Hobson ?
Le journal a publié l’article quand ?
On a mis à jour l’article quand ?
Combien de temps doit-on prendre pour lire l’article ?
Il y a quels mots dans l’article ?

C’est un article sur internet.

Victoria Hobson est la journaliste.

Le journal a publié l’article hier à 18.26

On a mis à jour l’article aujourd’hui à 06.17

On doit prendre 4 minutes.

Les noms des animaux

Timing: 3 minutes

Aim: To present the ‘shape’ of the text; to introduce students to the structure of a French news headline, to ask students to anticipate what kind of language the text might contain.

�Procedure:�1. Ensure students understand the headline. They should recognise zoo as a cognate but draw attention to the difference in pronunciation.

2. In pairs, students study the headline, pictures and metadata and discuss possible answers to the questions. Students should be encouraged to respond in full sentences where possible to practise production. They may be able to work out the meaning of mis à jour from the context, but this may require some additional hints from the teacher. Ask: ‘if the text was published yesterday, what might have happened this morning?’

3. Teacher elicits answers from the class – not for the purpose of correction, but to build interest and anticipation. There may be a variety of plausible answers to the last question. Draw attention to the use of sur with internet (no article).

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

zoo [<5000], type [440], article [604], internet [>5000], journaliste [1337], texte [631]

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

mis [27], lecture [>5000]

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

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Feu au zoo!

On organise du travail / �des travaux de rénovation chers.

On va utiliser le réseau /

les réseaux sociaux et commerciaux pour aider.

lire

Hier, il y avait une situation / des situations très difficile au zoo. Ça continue aujourd’hui. Il y a un feu / des feux énormes dans le parc des oiseaux. On cherche un oiseau /

les oiseaux orientaux dans la forêt en ce moment.

On fait des efforts pour

aider les autres animal / animaux aussi.

Les visiteurs internationaux ne sont pas heureux, surtout* les personnes dans l’hôpital / les hôpitaux local.

Par Victoria Hobson • Publié hier à 18.26, mis à jour aujourd’hui à 06.17 • Lecture 4 min

Feu au zoo !

ZOO

*surtout = �especially

Timing: 5 minutes

Aim: Written recognition of a variety of regular plural markers on adjectives and connecting these with meaning. Familiarity with the structure of French news articles.

Procedure:

1. Introduce students to the structure of a French news article. Check their understanding of par in this context, and ask what they think publié, mis à jour and lecture might mean, using their knowledge of English, French and the surrounding context to help them.

2. Students read the article and select the correct noun using their knowledge of adjective endings to inform their choices. Before they beginning, tell them that even though they might not have seen some of the cognate words before (oriental, commercial) they can apply their knowledge of adjective endings to work out the answer, and their knowledge of English to work out the meaning.

3. Click to animate the answers.

4. OPTIONAL EXTRA (perhaps set for homework?) If time permits, students translate the whole text (see next slide for a suggested solution).

Word frequency of cognates and unknown words used (1 is the most frequent word in French): �zoo [>5000], publier [768], mettre [27], lecture [1016], situation [223], continuer [113], visiteur [2266 ], surtout [235], rénovation [4123], commercial [908]

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

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Feu au zoo !

lire

Hier, il y avait une situation très difficile au zoo. Ça continue aujourd’hui. Il y a des feux énormes dans le parc des oiseaux. On cherche les oiseaux orientaux dans la forêt en ce moment.

On fait des efforts pour aider les autres animaux aussi. Les visiteurs internationaux ne sont pas heureux, surtout* les personnes dans l’hôpital local.

On organise des travaux de rénovation chers. On va utiliser les réseaux sociaux et commerciaux pour aider.

Feu au zoo !

*surtout = especially

present simple or continuous?

do we need this word in English?

present simple or continuous?

which meaning of pour makes sense here?

present simple or continuous?

Who? Which translation of on fits best?

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Feu au zoo!

We / they are looking for the oriental birds in the forest at the moment.

lire

ZOO

*especially

There was a very difficult situation at the zoo yesterday. It’s continuing today. There are enormous fires in the bird park.

On cherche les oiseaux orientaux dans la forêt en ce moment.

On fait des efforts pour aider les autres animaux aussi.

We / they are making efforts to help the other animals too.

Les visiteurs ne sont pas heureux, surtout les personnes dans l’hôpital local.

The visitors are not happy, especially the people in the local hospital.

On organise des travaux de rénovation chers.

We / they are organising expensive renovation works.

On va utiliser les réseaux sociaux et commerciaux pour aider.

We /they are going to use social and commercial networks to help.

Feu au zoo !

Fire at the zoo!

Hier, il y avait une situation très difficile au zoo. Ça continue aujourd’hui. Il y a des feux énormes dans le parc des oiseaux.

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Une interview

parler

Un(e) journaliste fait une interview avec des visiteurs au zoo.

Partenaire A [le/la journaliste] :

Le zoo est comment ?

Partenaire B [le visiteur/la visiteuse] : idéal/locaux

Le zoo est idéal.

ZOO

Timing: 5 minutes

Aim: Oral production of masculine nouns and adjectives in singular and plural. Connecting adjectives with gender and number. Consolidating knowledge by applying rules to unknown cognates.

Procedure:

1. Print the rolecards from the next two slides (two or even four cards could fit on one page). Check students understand the meaning of all the adjectives on their cards (many of these are cognates).

2. Model the task with the example on this slide.

3. Partner A forms questions about the things pictured on their card.

4. Partner B answers by choosing the adjective that agrees with the noun they have been asked, about and using it in a sentence.

5. Partners swap roles.

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

zoo [>5000], journaliste [1337], lion [<5000], panda [<5000], interview [3186], fondamental [1291], oriental [2715], visiteur [2266], commercial [906], royal [2290], tropical [>5000], exotique [>5000], énorme [663]

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

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Partenaire A

1.	4.
2. [le lion]	5.
3. [les visiteurs]

parler

6. heureux/difficile
7. idéal/internationaux
8. local/orientaux
9. jeunes/local
10. fondamentaux/commercial

← Ask your partner about these things.

↓ Answer your partner’s question using the adjective which matches the noun.

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Partenaire B

6. [la situation]	9. [les pandas]
7.
8.	10. [works]

parler

1. dangereux/grande
2. royal/dangereuse
3. royal/internationaux
4. local/énormes
5. tropical/exotiques

← Ask your partner about these things.

↓ Answer your partner’s question using the adjective which matches the noun.

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Feu au zoo!

écrire

ZOO

1)Les oiseaux locaux sont calmes maintenant. (local)

2)Le journal régional a aidé les employés. (regional)

3)Les visiteurs internationaux sont encore contents. (international)

4)On a utilisé le réseau social ‘Twitter’. (social)

5) Les travaux de rénovation sont idéaux. (ideal)

______

_______

____________

_____

______

The local birds are calm now.

The regional newspaper helped the workers.

The international visitors are happy again.

We / they used the social network ‘Twitter’.

The renovation works are ideal.

Vendredi le journal publie un nouvel article sur l’événement.

Écris l’adjectif en français et la phrase complète en anglais aussi.

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Gaming Grammar

Relevant mini game(s):

Adjectives: Number (Adjective agreement)

Gaming Grammar

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Devoirs

Vocabulary Learning Homework (Revisit Y8, Term 2.2, Week 3)

Audio file

Audio file QR code:

Quizlet link �

In addition, revisit: Y8 Term 2.1 Week 5

Y8 Term 1.2 Week 3�