Early Start French 2 Introduction

Acknowledgements

The authors would like to thank all the children and people of the Nord-Pas de Calais Region of France who took part in the video, especially:

Roubaix

Ecole élémentaire Léon Jouhaux

Headteacher - Luc Charles

Ecole primaire Edouard Vaillant

Headteachers - Anne-Marie Robeyns & Agnes Kamani

Daniel Cuilliez, Inspecteur de l’Education Nationale

René Vandierendonck - Mayor of Roubaix

McArthur Glen Boutiques de Fabricants

Berck-sur-Mer

AGORA Sports and Leisure Centre

Hesdin

Christian Petit - Mayor of Hesdin

The Zaitsev family

The Marshal family

Pâtisserie Debril

Friterie Chez Christine

Boulangerie Corinne-David

Supermarché Shopi

Café Le Beffroi

Saint Omer

Dennlys Parc (children’s theme park), Dennebroeucq

Où habites-tu?

TEACHER’S MANUAL

Course book: Ilsa Rowe and Ian Killbery

Early Start Languages

Illustrations: Emily Skinner

Published by Early Start Languages , 11 Western Road, Deal, Kent CT14 6RX, UK Tel: 01304-362569 www.earlystartonline.com

ISBN 0 9536977 5 6

Sars-Poteries

Ecole primaire niveau 2

Headteachers - Jean Michel Boulenger & Laurence Ducarme

Dominique Charle - Inspecteur de l’Education Nationale

Alain Gillet - Mayor of Sars-Poteries

Claude Sap and family

Musée du Verre

Stéphane Lalou - Poissonnerie la Criée

Béthune

Ecole Jacques Prévert in Ruitz, near Béthune

Headteacher - Françoise Antit

Wimereux

Ecole Française de Voile

Special thanks to:

The Anglo-European School, Ingatestone, Essex

Languages Development Officer - Gill Maynard

Headteacher - Bob Reed

Alan and Pauline Rowe

Martine Jago, Canterbury Christ Church University College. We are grateful for additional video footage provided by: Centre Regionale de Documentation Pédagogique (CRDP) Lille

Où

habites-tu?

VIDEO

Producers: Ilsa Rowe & Ian Killbery

Camera: Dudley Darby

Sound: Geoff Neate

Music: Jezz Weatherall

Graphics: Emily Skinner

Voice-over: Patrick and Claire Lucy

The Activity Sheets and Assessment

Sheets in the Teacher’s Manual may be photocopied for educational use by pupils. These pages are clearly marked and photocopies may be made only for internal use by the purchasing institution.

Teacher’s Manual v.5 © 2018 Early Start Languages Ltd.

Early Start Languages reinvests its income in projects to help young people learn languages and study other cultures, and to promote European understanding.

The rights of Ilsa Rowe and Ian Killbery to be identified as authors of this work has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act, 1988.

All rights reserved. Except for the permission granted above, no parts of this publication may be reproduced, stored in any form by any means mechanical, electronic, photocopying, recording or otherwise without the permission of the copyright holders.

Introduction

1 Où habites-tu?

Where do you live?

2 En ville Places in town

3 Toutes directions Directions

4 A l’école

At school - rooms in school

5 Les objets de la classe Classroom objects

6 Quelle heure est-il?

7 Quel temps fait-il? 2

What’s the time?

What’s the weather like? 2

8 Les nombres 40 - 200 Numbers 40 - 200

9 L’Euro

The Euro - paying for your shopping

10 Qu’est-ce que tu aimes? What do you like (to eat)?

11 Bon appétit!

Enjoy your meal!

12 Les glaces Ice cream

13 Les passe-temps Leisure activities

14 Quelle est ta matière préférée? What’s your favourite lesson?

15 Qu’est-ce que tu portes? What are you wearing?

16 Où habites-tu?

Bridging unit, consolidation and assessment

Self-assessment sheets

Introduction

This Continuation Pack, “Où

habites-tu?”

, is the second of 3 parts of the “Early Start French” course, designed to help primary class teachers introduce young learners to the language and everyday life of France. It helps you build on the vocabulary and structures in Early Start French 1, “Salut! Ça va?” Used in sequence, they offer a sound foundation for later more systematic and formally structured language learning at secondary school.

The emphasis throughout the course continues to be on language that will help your pupils communicate in real situations appropriate to their needs and interests. Again we suggest children are introduced to new language through hearing and speaking it, followed by reading and writing.

Early Start French 1 focused on the language pupils need to exchange personal information; to talk about themselves and find out about other people. With Early Start French 2, you will introduce new topics that enable your pupils to talk about their town, school and the wider world in which they live; their feelings, likes and dislikes in relation to food, school and leisure activities.

THE TEACHER’S MANUAL: Planning progression

For each of the 15 sections of pupils’ material, a chapter in this Manual describes the language and cultural content, and explains the design of the course.

Each chapter suggests a range of possible activities. You can pace what you do, and select from the activities to suit your aims, your pupils and the lesson time available.

Teachers will have already established a pattern of working with Early Start French 1. You will be able to adapt and develop this with the gradually more-demanding material in “Où habites-tu?” to suit pupils’ growing knowledge of French and their progress in languagelearning skills.

Generally, the chapters and films in Early Start French 2 contain more material than those in the Starter resources, so you will probably want to

spend more than 1 week on each. If possible, frequent short daily sessions are preferable.

PROGRESSION:

“Core” vocabulary

Each film introduces a small number of new words and phrases, broadening pupils’ vocabulary and the range of topics about which they can exchange information.

As in “Salut! Ça va?”, these new words are highlighted in the Teacher’s Manual, on the first page of each chapter. You can find a summary of this “core” vocabulary at the end of this introduction.

Words ➜ sentences ➜ texts

The core vocabulary includes more questions and simple structures for responses and statements - some of which will be familiar from different contexts in “Salut! Ça va?”. It increasingly enables pupils to produce and understand French at the level of sentences as well as individual words, and encourages them to try more extended communication (“texts”), but still using a simple and basic vocabulary. Keeping it simple

The films and e-flashcards always present new language at a simple level. You can move right through “Où habites-tu?” using just these key words, structures and questions. How far you go beyond this material is up to you.

The course is planned so that activities from each chapter help recycle previously-learnt language, as well as focusing on the current new words.

Film A1: “J’habite à la campagne”. Audrey lives in the countryside.

Extra words and phrases

Many chapters include suggestions for “extra words and phrases” beyond those introduced in the films, which may also be useful in activities, everyday routines, or to enable children to talk about their own circumstances.

KEY SOUNDS

Phonetic symbol Examples in French

c i nquante, p ai n, Hesd in

These are always optional, and can be introduced by the teacher, referring if necessary to the “Talking dictionary”.

Pronouncing key sounds

Young learners are natural imitators, very receptive to the sounds of French when they hear them spoken by the native speakers on the video. As in “Salut! Ça va?”, distinctive French “key sounds” are picked out from the new words in each chapter.

c an tine, quar an te, vi an de, boulan g erie, pla g e, j ambon

p i sc i ne, fr i tes, p y jama

gau ch e, ch ocolat, ch apeau

f r aise, r oller, r obe,

cray on , natati on , pantal on

f eu tre, eu ro, orag eux

cah i er, natat i on, vani ll e dr oi t(e), s oi xante, v oi le, min ui t, fr ui t,

eau , footb a ll, styl o

The most common key sounds are picked out This has distinct advantages. For example, you ask children where have they heard the “ an ” sound in “France” before? As their “ear” for French sounds develops, pupils can distinguish this sound in words where it is spelt differently:

e.g. “jambon”, “janvier”, “vendredi”, “temps”. This nasal sound has its own symbol, “ ”, in the International Phonetic Alphabet (IPA), a standard notation for phonemes. You don’t need to learn the whole IPA! We focus on the most common ones. Most were introduced in Early Start French 1, for example:

◆ the nasal “ ” as in “blanc”;

◆ also nasal “ ”, as in “bonsoir”;

◆ nasal “ ” as in “vingt” and “lapin” ;

◆ “ ”- the soft “j” in “bonjour” and “plage”.

◆ “ ” as in “ville” and “souris”;

B ou logne, t out , f oo tball, h eure, minui t , orageu x ,

é cole, caf é , cahi er

s u permarché, j u pe, p u ll

Cal ais , angl ais , franç ais

d e mi(e), r e garder,

c rayon, qu arante, cin qu ante parf um ,

Bé th une, ma t ière, ma th s,

◆ “ ” as in “chat”, “gauche”, “marché”;

◆ “ ” as in “deux”, “joyeux” and “jeudi”. This is for teachers only! IPA provides a precise notation for sounds in any language, so you can read, e.g. that the “j” in “bonjour” is the same sound as the “ g ” in “plage”. You can check it in a dictionary that uses IPA; and with what you can hear on the “Talking Dictionary”

words, they can discuss as a class all the clues that help you work out the general meaning of what is talked about in the scene.

Using a dictionary

We suggest activities to help pupils use a bilingual dictionary, find the right word, and work out how to pronounce it. They could design a vocabulary list/ word bank, arranged in dictionary order - preferably using computer software for ease of adding and re-arranging words, and with pictures and phrases rather than one-word translations. As their vocabulary grows, it becomes appropriate to look at memory skills, through activities that make remembering new words a game rather than a chore. Each child should experiment to find a strategy for recording and learning that matches their own personal learning style.

Songs

Young beginners do not need to learn about IPA, or see the symbols - which are used by few (if any) children’s dictionaries.

As new vocabulary is introduced, you and the children can have a great deal of fun: trying to match authentic pronunciation; relishing the “French” sounds; and spotting other words which include the same sound. These activities will help pupils develop an ear for the sound, rhythm and word order of the language; develop their listening and speaking skills, and help them associate the written words with how they are pronounced. When they start reading, “key sounds” will help them work how to pronounce new French words. The online “Talking Dictionary” has a pronunciation guide for your reference. It covers both the core vocabulary and the “extra words and phrases” for each chapter.

Language awareness & language-learning skills

In most chapters, we suggest activities to help develop children’s language-learning skills.

“Gisting”

The films include more scenes with extended dialogue that offer practice in “gisting”. Even if children do not understand all the French

Early Start French 2 also includes more songs that put new words to music and rhythm, and help children to enjoy repeating and remembering them.

Progress towards writing

“Où habites-tu?” follows the principles established in “Salut! Ça va?” of helping children develop their reading and writing skills alongside listening and speaking. The e-flashcards are a really helpful tool to enable the teacher to show the text of a word or phrase, whilst hearing the authentic pronunciation. If children first meet a French word by just reading it, there is an obvious danger that they might pronounce following the conventions of their own mother tongue. Even if they are already familiar with hearing and saying the word, children need help to link that sound with the written form (see “3. key sounds”).

Examples of a particular phoneme.

Click to hear the French word(s)

“Où habites-tu?” offers more scope to develop reading and writing French. Start with simple copywriting tasks: pupils can label objects in the classroom; play word recognition games, match words and pictures. Using ready-made text cards avoids difficulties with spelling, endings and accents.

We suggest you plan activities that involve children reading or writing French to come after they have had plenty of listening and speaking practice.

Developing grammar & literacy

“Où habites-tu?” introduces words, phrases, and structures in a carefully planned sequence that gives the teacher the opportunity to develop children’s understanding of ways in which the new language works.

Specific grammar points that the teacher needs to know are clearly explained in a “How French works” box, which also says how and when a particular phrase might be used by native speakers.

SEN: children with special needs

The multi-sensory approach used throughout this course helps many children with special educational needs. The materials incorporate lively films, catchy music and songs, and clear simple speech in easily recognised situations. The films show a wide variety of ages, so older SEN students will not feel you are showing them “childish” materials. It is designed in short sequences, suitable for children with limited attention span. Children generally enjoy seeing the films over and over again.

You are offered a wide selection of activities, most of which have a single clear focus and can be completed in a few minutes. Activity sheets are carefully designed with a single activity, simple instructions and large clear print.

For some children with learning difficulties, the topics covered may offer a valuable “second chance” to learn concepts such as reading a clock face; using left and right, and simple number work.

Cultural understanding

The pack introduces more cultural background information through the films, the online presentations and the “Talking points” in the Teacher’s Manual, with topics such as French towns, food, school meals, French artists, the euro, and cycling.

From “Salut! Ça va?” pupils already know quite a few nouns, and have been introduced to the concept of gender. As they expand their vocabulary, remind them to remember nouns as le/la, un/une - particularly when they start to use adjectives. To keep it manageable and fun, the course lets you judge a pace appropriate to your pupils, so they are not overwhelmed by too many new words or ideas at once. They will also be introduced to forming plurals; to making negatives; to forming questions and statements. They will talk mainly of “you” and “me”, but also of “he/she” and “we”.

If pupils study the grammar of their own language, you can use the same literacy concepts in your foreign language teaching. You can bring French examples into discussions of how children’s first language works.

The approach builds on that used in Early Start French 1, with activities which focus children on looking afresh at their own community; at the language, expressions, manners and customs they see everyday; and at the special festivities and celebrations they participate in.

“Talking points” are designed to contribute to your class’ work on “citizenship”, and to develop pupils’ awareness of similarities and differences between their own lives and those of their French-speaking counterparts.

Presentation showing the story behind a famous French cheese

You can explore what they see and learn about people in French-speaking countries, which may lead to discussion of stereotypes and prejudices. We bear in mind that young learners are just getting to know their local community and people outside their immediate family. Many teachers would naturally approach this kind of topic by starting with the children’s own experience. We include activities where pupils look at the language they and their friends and family use in different contexts, and at the language used by other people in their community. This has particular richness in a multi-cultural locality.

These activities help draw out notions of social conventions. Children become aware that people might think differently about similar things - even something simple like what you say during everyday meals.

Places shown in the films

The families, children, schools and places shown belong to the Nord-Pas-de-Calais region of northern France.

Much of the video material was filmed in Roubaix near Lille; also in the historic market town of Hesdin, and the village of Sars-Poteries which has an industrial past.

between recording “textbook French”, and what the participants felt they would naturally say. The result has been carefully checked, and presents classes with authentic language without losing the essential simplicity. Children will see much of interest in the films apart from the language. You can talk about why places are different, and how no one town can be “typical” of a whole country.

Town Guide project

We suggest your class works to make a Town Guide as a continuing practical project while you are working through “Où habites-tu?”. The outcome could be a guide to a French town, or an introduction to help French-speakers find their way around your own home town. The medium might be a model, a map, a wall display, a film or set of pictures, a web-page or a trail booklet. The project gives a purposeful focus for pupils to find out how to talk in French about places and what people do - especially if their work is then used by your partner school, or by French visitors to your community.

Developing links

Sars-Poteries is a village which used to have two glassworks. The towns of Saint-Omer, Boulogne, Wimereux, Béthune and Lille also feature in the films, and extensively in “Salut! Ça va?”

No actors: real people, natural language

Again, there are no actors; all the people are local inhabitants going about their everyday lives. In the background you see the streets of the different towns and villages. Sometimes the producers faced a difficult choice

Children can be motivated by a desire to communicate with “real” French speakers of their own age group. In “Salut! Ça va?”, we suggested that this is achievable even in the earliest stages of learning French. Chapter 2.16 outlines how collaborative projects using digital video can overcome problems of limited vocabulary.

A foundation for further learning

To give children the best start in successful language learning, we believe “a little well

Ten year old Louis takes the viewers on a tour of his school.

done” is the best objective. This view was confirmed in testing draft materials with teachers and advisers, and by feedback from users of other Early Start materials.

The vocabulary introduced in the three stages of “Early Start French” is sufficient to give children a thorough “apprenticeship” in learning a foreign language.

Your class may focus on how words are said and written; spot typical sounds, look for rhymes and patterns in the French they hear.

They will use French in different lesson contexts across the curriculum; and will compare their own everyday lives with those of French-speaking people.

The course is therefore particularly about motivation:

◆ it awakens interest in people from other countries and cultures;

◆ shows that language learning can be fun;

◆ offers experience of real communication almost from the beginning.

Assessment and recording

How can you ensure that your pupils benefit from a continuity of experience when they transfer school, class or teacher?

You can help by organising each pupil to collect information to aid transfer - a personal “portfolio” record of their language competence and cultural experiences. This can include relevant achievements whether gained inside formal education or in family and leisure activities.

Self-assessment via “can-do” sheets

Chapter 2.16 offers ideas for informal and enjoyable ways in which you can monitor pupils’ progress and inform your own teaching, such as digital video. It includes a set of photocopiable /downloadable self-assessment sheets for pupils, which they could include in their French Portfolio.

These will help you assess pupils’ progress, and identify areas which may need revisiting.

SKILLS & FLUENCY

What do you need to know?

“Où habites-tu?” can be used by teachers with a very basic command of French. It offers

support as-you-go, so if you were confident with the vocabulary and structures in “Salut! Ça va?”, you will be able to move on with Early Start French 2.

As you explore the new language alongside your pupils, it is important to take care that what you say in French is linguistically correct and pronounced authentically (refer back to the films, e-flashcards and “Talking Dictionary” as a model).

“Early Start French” is particularly designed for the class teacher - one responsible for delivering the whole curriculum to a group of children of mixed abilities who learn together.

Specialist language teachers

If you are a specialist language teacher, and a more fluent French speaker, you can use these materials as a framework for your teaching. You will have your own ideas for developing the course beyond the basics, and can take advantage of the suggestions offered for extending pupils’ vocabulary.

Secondary school language specialists working with feeder primary schools will find this course invaluable in helping them to work with appropriate primary methodology.

What should you aim to achieve?

It’s worth setting out your goals so you can later reflect on how near you’ve come to achieving them. If reaching the end of the course will coincide with your pupils moving to another school, a major priority should be helping them to achieve a smooth transition.

Experience suggests that what you do as a good class teacher of subjects like literacy and science is equally applicable to helping your pupils develop useful language-learning skills. If you can communicate enthusiasm and a “cando” approach to your pupils, you have every chance of sending them on to further study looking forward to pursuing the learning of languages.

You will have done well if their next teacher compliments your pupils on their pronunciation and their willingness to speak French, and their open-minded interest in other countries and cultures.

SECTION

1 2 3 4 5 6 7

Core vocabulary

NEW WORDS

French towns: Béthune, Boulogne, Calais, Hesdin, Lens, Lille, Roubaix, Saint Omer, Sars-Poteries, Wimereux à la campagne, en ville, en France

le marché, le supermarché, le café, le musée, l’école, la piscine, la gare, la boulangerie, la pâtisserie, la plage

à gauche, à droite, tout droit, rue (de la Plage)

la salle de classe, la classe, la salle de technologie, la bibliothèque, la cantine, la cour de récréation, la maternelle, les toilettes

un stylo, un cahier, une gomme, une règle, un crayon (de couleur), des ciseaux, la colle, un feutre

Oui, tiens

STRUCTURES QUESTIONS

J’habite à / en ...

Où habites-tu?

Voici ...(la gare) à ...(Hesdin)

il y a ...(une gare)

C’est ...(la gare)

Qu’est-ce que c’est?

Où est ...?

Voici ...

Prenez tous ...

Où est ...?

Où sont ...?

As-tu ...?

une heure, deux heures, midi, minuit Il est ... Quelle heure est-il?

il y a du tonnerre et des éclairs il y a du brouillard le temps est orageux

quarante, cinquante, soixante, soixante-dix, quatre-vingts, quatre-vingt-dix, cent, deux cents divisé par ...

un euro, un centime merci

à (name of town) il fait ... il y a ...

Quel temps fait-il?

C’est combien?

Core vocabulary

SECTION NEW WORDS STRUCTURES QUESTIONS

10 11 12 13 14

les pommes frites, les chips, les bonbons, le fromage, le jambon, un sandwich, la limonade, le coca, le jus d’orange, le chocolat chaud

moi aussi

le pain, le poisson, la viande, les légumes, les pommes de terre, les haricots verts, la salade, les fruits, un fruit, l’eau,

bon appétit

une glace à la vanille / fraise / pistache au chocolat une boule

le football, le roller, la natation, l’équitation, la voile, le char à voile, faire du cerf-volant, regarder la télé

le sport, la technologie, l’anglais, le français, les maths

un pyjama, un tee-shirt, un sweatshirt, un jean, un pantalon, un short, un pull, un chapeau, une veste, une robe, une jupe, des chaussettes, des chaussures, des baskets, des vêtements grand(e), petit(e)

J’aime ... Je n’aime pas ...

Qu’est-ce que tu aimes (manger)...?

Du (pain) s’il te plaît De la (salade) stp Des (légumes) stp Je veux bien

Qui veut ...? Veux-tu ...?

Qu’est-ce que tu veux?

J’adore ... Quel parfum?

Je déteste ...

Ma matière préférée, c’est ...

Qu’est-ce que tu aimes faire?

Quelle est ta matière préférée?

Je porte ...

Que’est-ce que tu portes?