French2-01 wherelive v16

Early Start French Pack 2

1. Où habites-tu?

Where do you live?

Early Start French 2: “Où habites-tu?” will help pupils talk about the wider environment in which they live - to add to what they can already say about themselves in French.

In this section, they will be able to say where they live: in which town or village, and in which country.

They will hear the names of some towns in France, and can find out where in the world French is spoken.

Films to see

A1 - Town or country?

B1 - I live in northern France B2 - SONG “Où habites-tu?”

EXTRA: use the title song, “Où habites tu?”, on karaoke e-flashcards

Part A: Town or country? up session to find out how much children already know about places in France.

Until pupils are confident with the new phrases , use them with familiar place-names

Planning your lessons

Before watching the video, have a warm-

NEW WORDS AND PHRASES

Où habites-tu?

Where do you live?

J’habite... à la campagne I live... in the country J’habite... en ville (f) I live... in town J’habite en France.

I live in France.

Scene from video section 1: “J’habite à la campagne”.

of where they live. Then introduce the French towns in the video, paying attention to how they are pronounced. Choose other towns to reflect the interests of your class.

You could start groups of pupils on an extended project to produce a Town Guide for French visitors - see Ch.2.16.

e-flashcards CD 1

Activities

1. Warm up

You could open the lesson by practising familiar phrases from Pack 1 (Early Start French 1: “Salut! Ça va?”), where pupils learnt to exchange personal information.

Begin with everybody standing in a circle.

Scene from video section 1: “Je m’appelle Mustapha...”

Boy introduces himself outside the Métro station in Roubaix.

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2.1 Où habites-tu? have that card stand up. Now say “J’habite à la campagne”; they sit down and the others stand.

To add variety, tell pupils to swap cards.

Throw a soft ball to different children as you ask their names, ages, when their birthdays are, what pets they have and whether they have any brothers or sisters.

Watch Film A1: “Town or country”

❑ Watch film A1 which shows children saying where they live.

Children saying they live in the country : The first two children say that they live in the country, “J’habite à la campagne”. We see them in the small rural village of Auchy-les-Hesdin.

We also see their cats; the village mayor’s office (la Mairie); the little river, La Ternoise, and the wide open spaces of countryside around the village, with fields of wheat and cattle.

Boy: “Je m’appelle Romain, j’ai 9 ans, et j’habite

à la campagne.”

Girl: “Je m’appelle Audrey, j’ai 11 ans, et j’habite

à la campagne.”

Children saying they live in town : In contrast, the next two children live in the urban setting of Roubaix - part of the big city of Lille.

They say, “J’habite en ville”; we see busy scenes of traffic, crowds, trams and the Métro.

Boy: “Je m’appelle Mustapha, j’ai 9 ans, et j’habite

en ville.”

I live in France: We see a map of France and neighbouring countries. Four children each say, “J’habite en France”- then a voice asks, “Où habites-tu?”

KEY SOUNDS

Listen and enjoy copying these typical sounds: where have you heard them before?

as in France,

en ville, campagne Heard before in: vendredi blanc janvier, maman

3. Get used to the sounds (a) Town or country?

❑ Echoing: Show the town scene from the activity sheet on a flashcard or OHP/whiteboard, and say, “J’habite en ville”. Pupils echo the phrase. T h e n show the French country scene and say, “J’habite à la campagne.” Pupils echo the phrase.

Let the class puppet join in; children echo what the puppet says too. ❑ “Stand up - sit down” game: Make picture cards of the “en ville” and “à la campagne” scenes, and distribute them at random round the class, one to each pupil.

If you say “J’habite en ville”, all the children who

as in en

ville, j’habite Heard before in: vendredi, gris, dix as in j’habite Seen before in: salut, blanc (Listen to the native speakers try to copy their typically French sounds.)

NOTE: phonetic symbols are for teachers ONLY! See “Introduction” for how to use symbols)

e-flashcards CD 1 13

Early Start French Pack 2

Part B: Towns in northern France

Planning your lessons

NEW WORDS AND PHRASES

Before watching the video, have a warmup session to find out how much children already know about places in France.

Until pupils are confident with the new phrases , use them with familiar place-names of where they live. Then introduce the French towns in the video, paying attention to how they are pronounced. Choose other towns to reflect the interests of your class.

You could start groups of pupils on an extended project to produce a Town Guide for French visitors - see Ch.2.16.

Où habites-tu?

Where do you live?

J’habite à ...

I live in ...

names of French towns

Béthune, Boulogne, Calais, Hesdin, Lens, Lille, Roubaix, Saint Omer, Sars-Poteries, Wimereux.

Activities

e-flashcards CD 1

Alice is 8, also from Lille; Marion (11) and Arnaud (10) live in Sars-Poteries; Faustine is 9 and lives in Roubaix. . Get usedo

1. Warm up

■ Before watching the video, make a list of all the French towns the class know already: ◆ remembered from Pack 1 ◆ from family holidays in France,

◆ seen watching sport on television.

Perhaps you have a partner school in France?

the sounds Towns in your country

❑ Echoing: Tell the pupils which town you live in, e.g. “J’habite à Plymouth”.

Pupils echo the phrase. ❑ Echoing: Using a map of your country, point to a selection of different towns and cities and say, e.g. “J’habite à Liverpool”.

Watch Film B1: “Towns in N.France”

❑ Watch film B1 which shows some towns in northern France. To pinpoint where certain towns are, you will see their names written on a map of France before the pause point that normally marks.

Towns in Nord-Pas de Calais: First, the location of Lille is marked on a map of France. A child says, “J’habite à Lille” and we see images of Lille.

Some other northern French towns and cities are identified on the map, followed by typical images.

We hear children saying: “J’habite à Roubaix”, “J’habite à Hesdin”, “J’habite à Wimereux”, “J’habite à Sars-Poteries”, “J’habite à Calais”, “J’habite à Boulogne”, “J’habite à Lens”, and “J’habite à Saint Omer”.

Questions & answers: children answer the question “Où habites-tu?”, as well as: “Ça va?”, “Quel âge as-tu”, and “Comment t’appelles-tu?”

Paul is 11 and lives in Lille;

Pronounce such town names as you would in your country, unless the French have their own name for the place - see “cultural awareness”.

14

2.1 Où habites-tu?

EXTRA WORDS AND PHRASES 1

KEY SOUNDS

Listen and enjoy copying these typical sounds: where have you heard them before?

TOWNS in the British Isles

Londres - London Édimbourg - Edinburgh Douvres - Dover

Hesdin Saint Omer Heard before in: lapin vingt as in

French speakers use different names for these towns. e-flashcards CD 1

as in Lens

Heard before in: vendredi,

Cultural awareness

France

as in où,

Boulogne, Roubaix, Édimbourg, Douvres Heard before in: souris, douze

Speakers of another language sometimes change the name of a foreign town to fit the sounds they are used to, or spell it the way they link sounds to writing.

English-speaking people have their own way of saying Paris. For French-speakers, Dover is Douvres; London is Londres, and Edinburgh is Édimbourg.

See “extra words and phrases 1”.

as in Calais,

Roubaix Heard before in: elle, père, mai as in Lille,

Wimereux, Sars-Poteries Heard before in: dix, il, animal

❑ Now let the puppet ask different children where they really live. The puppet asks, ”Où habites-tu?”, pupils reply “J’habite à Luton” etc. or, for a more natural response “à Luton”.

as in Béthune

❑ Following the example of the question & answer sequences on the video, you ask individual children “Où habites-tu?”.

They reply “à ...(-name of their town)”.

You ask “Tu habites en ville ou à la campagne?”

Pupils reply, “en ville” or “à la campagne”.

Heard before in: Thomas,

Arthur

as in Béthune,

Édimbourg Heard before in: et, zéro, janvier as in Londres

❑ Play “place name chain” in groups Pupil 1 says, “J’habite à ...” (naming their town or village), and asks the next child, ”Et toi, où habites-tu?” Pupil 2 answers, then asks pupil 3 and so on round the group.

Heard before in: bonjour,

3. Get used to the sounds (c) Towns in France

onze

as in Calais,

Hesdin, Roubaix, Sars-Poteries, Édimbourg, Douvres

Seen before in: salut, blanc e-flashcards CD 1

❑ Echoing: Display the activity sheet map of northern France on your OHP/whiteboard.

15

Early Start French Pack 2

Talking point 3

Finding out about the French towns in the video

All the towns featured are in the northern-most region of France called Nord - Pas de Calais. Here are a few interesting facts about each one, with the biggest city first: Lille (population: 1,143,000) Lille is one of the 5 biggest cities in France.

It is now where fast Eurostar trains stop on the way to Paris or Brussels from London through the Channel Tunnel.

ench? pils s. s 3”)

Ask your French-speaking puppet “Où habitestu?” The puppet replies “J’habite à Calais”, or simply “à Calais” as children do in the video.

Pupils echo the reply. Ask them where to place the label for Calais on the map: ”Où est Calais?

1? ..2?” Repeat this with the other French towns identified in the video: 1 = Calais 2 = Wimereux 3 = Boulogne 4 = Saint-Omer 5 = Hesdin 6 = Sars-Poteries 7 = Lille 8 = Roubaix 9 = Béthune 10 = Douvres ❑ Play “place name chain” as a race Divide the class into groups. Start the race by saying “1-2-3... partez!” (see Ch.2.17: “En Classe 2” for other useful words for class games).

The first in each group asks, ”Où habites-tu?”; the next child answers, “J’habite à Manchester”, and so on round the group.

To win, a group must finish first and have used the correct French phrases!

Roubaix is joined to the bigger city of Lille by modern trams that run through the streets - also by a new fast underground Métro system with automatic driver-less trains.

Roubaix (pop: 98,000) Roubaix used to be a big town of smoky textile mills. In the 1970s, most were closed in the face of cheaper imports, and the owners turned to businesses like mail-order warehouses.

Crowds gather along the route of the annual Paris-Roubaix cycle race where the world’s top cycle-racers struggle over stretches of cobbled roads (which are now specially preserved).

Lens (pop: 37,000) This former coal-mining town was featured in Pack 1 as the home of the top division football club, Lens Racing Club, with its famous “bloodand-gold” colours.

❑ Play “stand up - sit down” game 2: This time include more places. If you say “J’habite à ... (a local town, neighbourhood, or village), pupils who live there stand up.

They sit when you say “J’habite à ... (a nearby place); children who live there stand up.

Now say “J’habite à la campagne”; all the village and country-dwellers should stand. Then say “J’habite en ville”....

NOTE: If necessary, discuss in your own language about what counts as town and country.

Extend the game by adding familiar words which pupils already know, e.g. “J’ai deux frères”, “J’ai un hamster”...

Pupils must stand up when they hear any phrase that is true for them.

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2.1 Où habites-tu? starving townsfolk surrendering - the full story is on the website, www.earlystart.co.uk.

Supporters of the football club at Lens display the club colours, “sang et or”.

The weekly market fills Hesdin’s main square, bringing people in from the surrounding country villages. Behind is Hesdin’s 16th century Town Hall, with the old clock tower, both built by order of the King of Spain.

Boulogne (pop: 96,000)

Saint Omer Town Hall, with cars parked where the weekly market is held.

Calais (pop: 102,000) Nowadays Calais is the main port for ferries crossing the Channel from Dover. When the Channel Tunnel was built, people in Calais feared the port would have to close - but it is still busy with car-ferries!

Centuries ago, Calais was a fortified English stronghold on the other side of the Channel.

Boulogne’s 19th century cathedral towers over the old walled town and port.

Boulogne is a busy fishing port on the Channel coast of northern France: its boats go out towards the North Sea and the Atlantic.

The town walls were originally an old Roman fort guarding the Roman Empire’s sea links with Britain.

The cathedral in the old walled town was burnt down in the French Revolution (1789), and rebuilt later in the 19th century with a dome almost as big as St Peter’s in Rome.

Saint Omer (pop: 53,000) In Saint Omer we see the fine Gothic cathedral, ruined medieval abbey, and the Town Hall, which overlooks the busy market square.

Hesdin (pop: 2,800) A small country market town, Hesdin is surrounded by miles of fields and forests.

This statue of the Calais Burghers surrendering to the English in the 14th century is one of the most famous works of the 19th century French sculptor, Rodin.

The town was captured by an English army led

by King Edward III, after a siege lasting for a whole year. This statue shows the leaders of the 17

Early Start French Pack 2

The countryside around Hesdin: open field and forests.

Small villages like Auchy-les-Hesdin (seen in the video) were home to past generations of farm-workers - now largely replaced by machines.

SES 4

es

The local band parades through Sars-Poteries on VE Day.

Sars-Poteries still has some pottery workshops, but the area also used to make glass. One product was bottles for champagne, which had to be thick and strong, so they did not burst with the fizzy bubbles. This old industry is now remembered in the local glass museum, which we see more of in chapter 2.2.

The King of Spain ordered Hesdin to be built around the time of the Spanish Armada, when he ruled this part of France.

You can still see his coat of arms on the entrance to Hesdin Town Hall, and the church carries the date “1588”.

Wimereux (pop: 7,600) Wimereux is a traditional seaside resort near Boulogne. The town railway station is on the main line from Calais to Paris. Before the First World War, summer trains brought better-off British families to spend a traditional seaside holiday in France.

In the video, you see children learning to sail in Wimereux’s sailing school. Schools from Nord - Pas de Calais use this facility in term-time.

In July and August, families on holiday pay for children to spend a week or two having lessons in the sheltered bay.

❑ Play “true or false”: When the map is completely labelled, point to Boulogne and say “J’habite à Calais”. If you say the correct place-name, pupils echo your words; if you are “wrong”, they should remain silent. ❑ Play “where do you live?”: Give each pupil a number 1-10; they live in that town (see list above). Say to the class, “Qui habite à Lens?” Pupils with number 7 stand up.

You say “J’habite à Lens”; those pupils echo.

Repeat several times.

Then go round the class asking individual pupils, “Où habites-tu?”. They reply according to the number they have been given. ❑ Echoing: Display the activity sheet map of France on your OHP/whiteboard, and repeat some of the previous activities.

l

❑ Play “two of a kind”: Give each child a map of France with ONE town ringed; that is their home town.

They walk round, asking “Où habites-tu?” until they find a partner from the same town.

Swap maps to play again.

means nch

ords

extra

bulary; se; ounds,

“J’habite à Wimereux”.

Children playing on the sandy beach at Wimereux.

Sars-Poteries (pop: 1,570) We see the village school and some of its children in later chapters.

Watch Film B2: Song

❑ Wa t c h 18

film

B2

which

shows

2.1 Où habites-tu? the song, introduced by children speaking the opening lines. Then we hear: “Moi, j’habite à Hesdin,

Moi, j’habite à Lille;

Moi, j’habite à la campagne,

Moi, j’habite en ville.

Moi, j’habite à Calais,

Moi, j’habite à Lens;

Moi, j’habite à Saint Omer,

Moi, j’habite en France...”

A child says, “J’habite en France,” followed by the final line of the song:

“...Où habites-tu?”

Child says to the viewer: “Et toi, où habitestu?”

et j’ai un chien, un hamster et un frère.”

If pupils are confident, they could play “Just half a Minute” - in which they experiment to see what is the longest statement they can make in French without repetition. This could be done in groups using a stopwatch.

If the children enjoy this, do it regularly.

Individuals could try to improve on their personal best.

What is the class record?

7. Watch the video again

❑ Show video section 1: “Où habites-tu?” again for reinforcement.

8. Look again at sounds

❑ Play “listen to the sounds” This game was first introduced in Pack 1 (Chapter 1.2). By asking pupils to pick out some distinctive French phonemes, it helps them listen attentively to French sounds in general , and so improves their pronunciation.

As before, agree a physical gesture for each

3. Get used to the sounds (d) Different countries

❑ You ask your French speaking puppet, “Où habites-tu?” The puppet replies “J’habite en France”. Pupils echo the puppet.

The puppet then asks you, “Où habites-tu?”.

You point on a map to your country, and say, e.g. “J’habite en Ecosse.”

Pupils echo your reply.

sound: e.g. touch your ear for “ ”(soft “g/j”);

thumbs up for “ ” (nasal “-in”); and pat your head for the “ ”(nasal “en/an”).

Call out different words that pupils know. You

❑ To give the children plenty of opportunities to practise saying “J’habite en France” as well as the country they live in, attach maps of France and of your country to the wall.

Point to France, say “J’habite en France”.

When you point to the map of your country, say, e.g. “J’habite au pays de Galles”.

Pupils echo the phrases.

EXTRA WORDS AND PHRASES 5

J’habite en Belgique I live in Belgium J’habite en Suisse I live in Switzerland J’habite en Martinique I live in Martinique J’habite au Canada* I live in Canada

❑ Use your puppet to help children practice both phrases. The puppet asks individual pupils: “J’habite en France. Où habites-tu?”.

Pupils reply “J’habite en Angleterre” or simply “en Angleterre”.

Pupils can also take it in turns to work the puppet and ask the question.

Countries ending in ‘e’ are “la” countries, the others are “le” countries.

*Use ‘en’ with “la” countries

❑ Play “longest sentence” Pupils can try to construct their longest French sentence ever - using “et” (“and”) as a linking word, which pupils know from Pack 1.

They can either speak themselves or through the class puppet, e.g. “J’habite à Londres en Angleterre

(also any starting with a vowel or silent ‘h’);

‘au’ with “le” countries (or ‘aux’ if plural, like the United States)

Hear the pronunciation of these additional phrases on the audio CD for teachers. e-flashcards CD 1

19

Early Start French Pack 2 can repeat words as often as you like. Pupils make an appropriate gesture when they hear the sounds.

NOTE: If you play this game on a regular basis, do

❑ Extended projects: We suggest activities that can be worked on by groups or individuals throughout Pack 2.

Introducing the written word

Pupils could develop ideas for a simple guide, in French, to your home town. It could be a printed leaflet for visitors to carry (perhaps a “trail guide” with a map), a wall display, or a multimedia presentation. When finished, find some real French visitors to try it out - such as your partner school - see Ch.2.16.

A project of this kind can develop skills in geography, design & technology, ICT, art, literacy and numeracy. You could ask your French partner school to do a parallel project.

vary the physical gestures, so that pupils do not start to associate the gesture directly with the sound.

Town Guide project

When pupils have had plenty of exposure to the sounds of the new words and phrases, you may like to show them the final sequence of video section 1: “Où habites-tu?”, in which each of the key words and phrases are repeated with text superimposed on the pictures.

They will have already seen the town names spelt on the screen maps, so will know that, as with other proper nouns, the pronunciation and spelling of place names is often idiosyncratic.

Make an “en France” display

Make a display area in your classroom where you show what the class finds out about a French town. You could choose a town where: ◆ your partner school is situated;

◆ a French person they know comes from; ◆ you are going on a school trip.

Throughout this pack, you will discover things that you can add to the display.

Spot the SILENT letters

Try this game, in which children listen to a word while they look at how it is written.

You display a word on a text-card, OHP or whiteboard, and tell the class the letter you have picked, e.g.“s”. As you say the word, point to each occurrence of “s”. Ask them to raise a hand if they hear that letter (YES), but to shake their head if it’s silent (NO): e.g. “Calais (NO)”; “S (YES) ars (NO)-Poteries (NO)”...

Try also: “samedi”, “souris”, “hamster”, “sept”...; with “t”: “salut”, “vingt”,“où habites-tu?”... ; with “h”: “Hesdin”, “huit”,“hamster”...

This game can also be played as a knockout competition. You could repeat it in later sections as children learn more new words, to continue developing their ear for French sounds.

NOTE: you hear the “l”s in “Lille” and “ville”, but in “Marseille” there is just a faint “y” sound.

The final “-s” of “Lens” is not silent.

“Our Imaginary Town” project

“What would it be like to be French and live in a French town?” You could discuss with pupils what they would like to include in an imaginary French town or village.

As they work through Pack 2, they could gradually realise a model or drawing, based on what they discover and see in the videos. ❑ Geography and ICT - French Railways: France has a good network of long distance trains between Paris and the main French cities.

Fast international trains go to other European countries, like the high-speed Eurostar trains to London via the Channel Tunnel (seen in the video). We also see local trains that stop at all the towns and villages along their line.

To help pupils get to know some French towns, you could choose a destination in France, and ask them to plan how to get there by rail using timetables and maps.

CROSS CURRICULAR ACTIVITIES

❑ Geography - mapwork: Give pupils copies of the two activity sheet maps of France and Nord-Pas de Calais.

They can label the dots with the names of the towns mentioned in video section 1: “Où habitestu?” Add the names of any other French towns which are significant to them.

20

2.1 Où habites-tu?

Part C: France and French speakers They could start from Calais (the French port where cross-Channel ferries land) or from your home town. Travel could be by plane or ferry as well as by rail.

If children find timetables too complicated, try the simpler summary leaflets prepared for tourists. Links to useful websites for flights, ferries and rail links to France are included on: www.earlystart.co.uk. ❑ Literacy - creative writing: Pupils could write (in their own mother tongue) about experiences on a journey they would like to make to France. It might be a school journey to visit their partner school; travelling to Lens for a football match; going on holiday to the seaside or a well-known city.

Children could refer to the previous activity, and find out more about the place(s) they plan to visit from tourist leaflets, and your school library or the local public library.

Local travel agents may be willing to provide illustrated brochures. Tourist Offices in France will often send brochures, leaflets, maps and travel timetables. Try the web links on

France and Britain have about the same population -60 million - but France is much less crowded because its land area is twice as big.

One in 5 French people live in Paris, and 3 out of 4 live in towns.

■ Ask pupils to find out from an atlas map: ◆ Which seas are on three sides of the hexagon? ◆ Which mountains make two sides?

Talking point 2

Where do they speak French?

Most people living in France speak French as their everyday language - though 1 in 6 has a parent or grandparent from outside France.

French is also the first language of many people in neighbouring countries: 3.5million in the southern half of Belgium including the capital, Brussels; in Luxembourg; 1.2m in Switzerland (around Geneva).

In the 18th century, France had big colonies in North America, and helped the USA gain

www.earlystart.co.uk.

Talking point 1

‘The Hexagon’

On a map, France has a roughly 6-sided shape - which is why French people talk about their home country as “l’Hexagone”.

Québec France

CANADA

Haiti

Tahiti

Algeria Tunisia Morocco SAHARA Guadaloupe Martinique Guyane Congo

Seychelles

Madagascar

MAP: Where they speak French in the rest of the world,

21

Early Start French 2 independence from Britain. Today there are 7.5m French-speaking Canadians in Québec; French is the main language in former Caribbean sugar islands like Haiti, Martinique, Guadeloupe; and in the former prison colony of Guyane, now famous for its rocket base.

Until the 1960s, France also had large colonies in Africa, stretching from the Mediterranean south across the Sahara desert to the Congo.

French remains the main language of over 5m Africans in many countries of North and Central Africa (l’Afrique du nord, l’Afrique centrale); and on island relics of empire in the Indian Ocean like Madagascar, and in the Pacific like Tahiti.

French is one of the most widely learnt second languages in the world - one reason being that France attracts so many tourists. It is the most visited country on earth, way ahead of the USA, Spain, Italy and Britain.

To find out more, see www.earlystart.co.uk.

BRITAIN

French cities: The capital, Paris (pop: 11 million), is much the biggest (see ch.2.15 on Paris as a centre of fashion). Next are Lyons and Marseille (pop: 1.5 million each) in the warm south of France - a region of growing prosperity and high-tech industries, where more and more French people want to live.

HOLLAND

GERMANY

Belgium

Luxembourg France Switzerland

ITALY SPAIN

Corsica

MAP: Where they speak French in Europe

Use this activity sheet as a starting point to introduce the children to the names of other French towns: 1 = Calais 2 = Lille 3 = Paris 4 = Toulouse 5 = Lyon 6 = Marseille

Lyon, Marseille, Paris and Toulouse These towns (marked on the activity sheet map of France) are, with Lille, the five biggest

The successful French rocket “Ariane” is used by the European Space Agency to launch satellites from Guyane.

Also in the south is Toulouse (pop: 965,000), an historic university town and centre of France’s aero-space industry. It’s where they built aircraft like the Airbus and the famous supersonic Concorde, Ariane rockets, and satellites for the European space programme (see www. earlystart.co.uk).

Où habites-tu?

Je m’appelle ..................

This page may be photocopied for classroom use

© 2015 Early Start Languages

Où habites-tu?

Je m’appelle .................. J’habite à ...............

NORD EST

OUEST SUD

Calais

Lille

Lyon

Marseille

Paris

Toulouse

This page may be photocopied for classroom use

© 2015 Early Start Languages

OUEST

SUD

NORD

EST

0

50 km

Je m’appelle .................. J’habite à ...............

Boulogne Lens

Calais Roubaix

Sars-Poteries

Béthune Lille

Wimereux

This page may be photocopied for classroom use

Hesdin Douvres Saint Omer

© 2015 Early Start Languages