Part B: Continents and habitats

from F3.5 Au zoo v22 2023

Part A extra: Joke 1

Planning your lessons

Part B looks at the French children’s investigation of where the zoo animals they see come from in the wild; which continents and what sort of habitat. Not all continents are referred to in film B1, but the e-flashcards give a full list.

Film B1 ends with the French children’s discussion back in the classroom.

B1: NEW WORDS AND PHRASES

More animals la panthère de neige - snow leopard

Continents

Asie

Afrique

Amérique du Nord

Amérique du Sud

Australie

Europe l’Antarctique

Amérique Centrale

- Asia

- Africa

- North America

- South America

- Australia

- Europe

- Antarctica

- Central America où vit la panthère de neige? where does the snow leopard live? (dans quelle continent?) elle vit en Asie (in which continent?) it lives in Asia

Types of habitat in film B1 la montagne la savane la forêt tropicale

- mountain

- savannah

- tropical forest

(quel est son habitat?) la montagne (what is its habitat?) the mountain

EXTRA: other habitats la jungle la prairie le désert le toundra le fleuve l’océan le lac

- jungle

- prairie

- desert

- tundra

- river

- ocean

- lake

Key Sounds

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

as in... désert, Amérique, pélican, perroquet heard before in nez, mangé as in... vit, Asie, Afrique, tropicale, Amérique, heard before in diabolo, reptile as in... montagne heard before in campagne, Boulogne as in... jungle, singe, neige heard before in jambe, genou as in... Europe heard before in bleu, cheveux, yeux

(Listen to the native speakers - try to copy their typically French sounds.)

Activities

Warm up

Display the names of some of the continents both in English and French. Ask children to anticipate how the French names will be pronounced.

Watch film B1:Where do they live?

Film B1 introduces the last new animal, the snow leopard, and shows the continents and habitats where the zoo animals live in the wild. NOTE that for where animals live, French people usually say “il vit...” rather than “il habite...”.

Get used to the sounds

❑ Echoing: Show the e-flashcards ‘habitats and continents’. Show the hatitats with sound and text ON. Pupils echo the names, paying attention to pronunciation (see “key sounds”).

Repeat with sound OFF to explore reading the words aloud. Then show the maps of the continents and do the same Some are not seen in film B1

❑ Play “Where do you live?”1

Arrange copies of the animal and habitat picture cards from the “activity sheets” on a table together with a big world map.

You could discuss what sort of animals might live in each habitat. When children are familiar with both sets of words, progress to the separate ‘Where does it live?”e-flashcards:

Invite two groups of pupils to stand by the table. You call out a sentence, e.g. “Le rhinocéros blanc vit en Afrique”. Group 1 points to the continent on the map. Group 2 chooses an animal card. The first pair show their choices to the class to make the sentence. The rest of the class “read” out the sentence. Continue with other sentences.

❑ Play “human sentence”2

Invite 3 groups of pupils to stand by the table. You call out a sentence, e.g.

This sets a pattern for how to say where an animal lives, i.e. which continent and which habitat they prefer in the wild.

Respond with understanding

❑ Play “true or false?”

Show the ‘Where does it live?’ e-flashcards again with sound and text OFF. Make statements about where each animal lives e.g. “Le rhinocéros blanc vit en Afrique dans la savane”. If your statement is correct pupils say “oui”, if it is incorrect, they say “non”.

You can then ask them to say where the animal lives e.g.“Où vit le rhinocéros blanc?” “Il vit en Afrique dans la savane”.

“Le zèbre vit en Afrique dans la savane”. Group 1 choose an animal card. Group 2 point to a continent on the map. Group 3 choose a habitat card (children can draw other habitats). The first three pick their cards and stand together to make the sentence. The rest of the class “read” out the sentences. Continue with other sentences, including any animals that the children are familiar with.

CROSS-CURRICULAR ACTIVITIES

Part B extra: Joke 2

❑ Literacy: Use the jokes as a starting point for discussion in English about jokes and what makes them funny. Look at examples of English jokes. Pupils can collect simple jokes in English that they think pupils in their French partner school should understand. If you are holding a video conference, pupils can tell each other jokes in their native tongue.