3.10 Ici et là
10. Ici et là Out and about
In this section, we see French children tell their class about holiday visits to attractions such as museums, theme parks or fairs. They use past tense verbs as they say where they’ve been, express opinions about their experience, and to describe the experience using adjectives to add interest. Following these examples, children can make their own “attractions” to visit in the classroom, or produce statements about a visit of their own. With care, they can use dictionaries for additional vocabulary. They could develop their account of a visit in the form of a postcard, diary entry, email or multimedia presentation - and present it to the rest of the class. They could produce an advertising leaflet for an attraction, with an illustrated labelled map, and visitors’ comments about their experiences.
Films to see Part A: Talking about visits to museums A1. The fishing museum A2. Joke A3. The mining museum Part B: Talking about the theme park B1. The theme park - rides B2. The theme park - food and drink Part C: A visit to the fair C1. At the fair - rides and games C2. Q & A - favourite rides and games C3. At the fair - how does it work?
Find transcripts on the disc
Part A: Visits to museums
Planning your lessons
which some had visited in the holidays -where they touched the fish, and steered a trawler simulator in a storm.
Two films introduce some phrases for children to describe a past visit to some attraction: where they went, what they saw and heard, what it was like... Children can use these structures as scaffolding to create their own account of a visit they have experienced for themselves.
Activities Warm up
Before showing film A1, ask the children to tell you (in English, or your own language) what attractions they have visited, what was there, and to describe their experiences, what they saw and heard... You may like to discuss some shared experiences from outings you have had as a class.
Film 10: A1- Visit to fishing museum -“J’ai vu des étoiles de mer”.
Get used to the sounds
❑ Echoing: Show the e-flashcards, which repeat the key structures heard in film A1. Show each picture, initially with sound on and text off. Pupils echo the words, e.g. “je suis allée au Musée de la pêche ”. Pay particular attention to pronouncing the “key sounds” (see box).
Watch film A1: Fishing museum
❑ Film A1 shows a French class discussing the fishing museum at Étaples in northern France,
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Early Start French Pack 3 NEW WORDS AND PHRASES A1: Fishing museum Saying what you did je suis allé(e)... (au Musée de la pêche) I went ... (to the Fishing Museum) j’ai vu... (les étoiles de mer) [f] I saw... (the star fish) j’ai touché... (les étoiles de mer) I touched... (the star fish) j’ai piloté... (un bateau) I drove... (a boat)
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The e-flashcards give examples of “I went to...”, “I saw...”, “It was...” as the most useful structures for saying what you did on a visit; other verbs referring to the past are also heard in films A1 and A2, together with a variety of adjectives.
Teacher questions Qui est allé ... (au musée?) Who went to ... (the museum?) Qu’est-ce que tu as vu? What did you see? C’était comment? What was it like? What was it like? Use adjectives c’était... (bizarre) 2 it was... (strange)
...marrant(e) ...glissant(e) ...drôle ...intéressant(e)
Respond with understanding
❑ Saying “where did you go?”: n Places in town: Show the e-flashcards for ‘places in town’ (Ch.7B) and ask “Où es-tu allé?” (where did you go?) First children use the picture displayed as their answer. Then give them free choice, which is a really good way of revising familiar places, towns, countries and continents. Children might say “Je suis allé(e)...”: “...à la plage”; “...à la piscine”; “...à la boulangerie”; “...à l’école du cirque”; “...au marché”; “...au musée”; “...au zoo”; “...au restaurant”.
- ...funny/odd - ...slippery - ...funny - ...interesting
e-flashcards A1
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HOW FRENCH WORKS: Talking about the past: saying “I went to...” in French
In chapters 3.1 and 3.9, we met TWO different types of verb to talk about past actions: 1 - for completed actions, e.g. “j’ai mangé...” (I ate...) 2 - for what was or used to be for some time, e.g. “il y avait une gare” (there was a station) “c’était dangereux” (it was dangerous) In this section, we meet more verbs of the first type (completed actions): “j’ai vu...” “j’ai touché...”, j’ai entendu...” Many of these are in the form ‘J’ai...’ (‘I have...’) + the past participle, eg.‘...vu’ (‘...seen’): With other verbs you say “je suis...” + the past participle ,e.g. we’ve previously seen: “je suis né en 2005” (I was born in 2005)
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With these verbs, the participle changes with the speaker’s gender, e.g. a boy says: “je suis allé au zoo” “je suis né en 2007” but a girl would say: “je suis allée au zoo” “je suis née en 2000” NOTE that you can’t HEAR any difference! Children should also recognise questions like “Qu’est-ce que tu as mangé?”, “Quand est-tu né(e)?” “C’était comment?” are asking about past actions.
3.10 Ici et là ❑ Recognising past and present: Ask children to respond to what they hear: you will need quite a bit of space in the room... If you talk about the present, e.g. “Je vais à la plage” - they step forwards or stay still; if you refer to the past, e.g. “Hier je suis allé(e) à la plage” - children step backwards. q Responding to what they hear: Have two boxes on the table, one marked “le présent” and one marked “le passé”. Place a selection of pictures of places on another table. You call out a phrase beginning either: n“Aujourd’hui je vais... (plus a place, e.g. au Zoo)” or n“Hier je suis allé(e)... (plus a place, e.g. au musée)”. The children take it in turns to pick up the appropriate picture and put it in the correct “past” or “present” box. q Play “Today/yesterday”: present to past: You say “Aujourd’hui je vais au supermarché”; child says “Hier je suis allé(e) au supermarché”; Next progress to the possibility of changing part of the sentence e.g. “Aujourd’hui je vais à l’école à pied”; Child says “Hier je suis allé(e) à l’école en voiture”. q Talk about sealife centres you’ve visited: Ask the class: “Qui est allé à un parc marin (sealife centre)/musée de la pêche?” If they have, ask: “Qu’est-ce que tu as vu?” (What did you see?). Children can research the names of sea creatures they saw, e.g. “J’ai vu une raie ”. Ask them to expand their answers: “C’était comment?” (What was it like?), e.g. “C’était glissante” (It was slippery).
KEY SOUNDS
Listen and enjoy copying these typical sounds: where have you heard them before?
as in allé(e), touché,
étoile de mer heard before in musée , vélo as in...marrant,
glissant, intéressant, comment heard before in cent, janvier as in...marrant,
intéressant, raie, restaurant heard before in printemps, frites as in... étoile,
suis heard before in bois, poisson, poids as in suis,
glissant, qui heard before in mine, kiosque, facile as in... vu
heard before in bu,
salut, tu, pendu as in... suis, marrant seen before in fruit, c’est e-flashcards A1
n Towns and cities: Now ask children to make up a town they have visited. You start: “Je suis allé(e) à Paris, et toi?” Children say e.g. “Je suis allé(e)... à Calais”; “...à Londres”...etc. n Countries and continents Ask children to make up a country they have visited. You start: “Je suis allé(e) en France, et toi?” Children say e.g. “Je suis allé(e)...au Maroc”; “...au Canada”; “...en Amérique du Sud”; “...en Australie”; “...en Afrique”...etc. NOTE: all continents are feminine, as are most countries except Canada and Morroco. n How did you travel? You start by adding how you travelled (from Ch.3.7) e.g. “Je suis allé(e) à Paris en avion, et toi?”. Children say e.g. “Je suis allé(e)...à Londres en bus”; ...etc.
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HOW FRENCH WORKS: Describing the past: “It was...”
Children are used to describing things in this sort of structure: “c’est intéressant(e)” (it is interesting) Here it is adapted to describe the past: “c’était marrant(e)” (it was odd) NOTE If “it” refers to something that is a femine or plural noun, the adjective will change accordingly. In the video French children often use the present tense to describe what something is like (just as you might in English).
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Early Start French Pack 3 attributes to find out about, such as weight, height, length and speed. In a class discussion, the pupils can report back and check the data collected - see “extra words” in Ch.3.5, e.g. “Quel poisson est le plus lourd?”. This will also practise the language needed to play “Top Trumps”. Each child then starts creating a “Top Trumps” card with the drawing and key facts for their particular sea creature. Collect the completed cards; the game will be played in groups of 2 or 4, so make enough copies to ensure that there is one complete set per group.
Watch film A2: Joke about fish
❑ See box for notes on using Film A2.
CROSS-CURRICULAR ACTIVITIES
❑ Art, craft; creative- ‘Our Sealife Centre’: Children working in groups transform part of the classroom into their own ‘Sealife Centre’ aquarium experience, by modelling different fish and sea creatures and plants in an underwater setting, using collage, paint, hanging mobiles or other combinations of materials. They label each fish, etc in French, using a bilingual dictionary with your help. Each group could ask others to visit their display, and then report to the class (in French) on what they saw, e.g.”Je suis allée au notre parc marin ”. J’ai vu une raie . C’était glissante.”
❑ Play “Top Trumps” card game Children play in groups of 2 or 4. One child (selected by the teacher) shuffles and deals out all the sea creature cards face down, so each child has an equal number. Place any leftover cards to one side. Each child holds their cards in a pile so only they can see what’s on their top card. The first player (to the left of the dealer) selects their “best” category from their top card, e.g. “Poids - une baleine à bosse (humpback whale) pèse 25 tonnes”. Each other player in the group reads out the SAME statistic. Whoever has the best or highest wins, and places all the top cards to the bottom of their pile. That player also chooses the category for the next round.
Research project: ‘Fishy facts’ The class can repeat the ‘Top Trumps’ game from Ch.3.5, “Au zoo”. Discuss which sea creatures the class would like to research. For each creature, they will make a drawing and research data for typical height, length and weight,plus other categories of their choice - anything quantifiable, e.g. longevity, no. of offspring, no.of fins, max.speed... ❑ Prepare “Top Trumps” cards Make copies of the blank activity sheet. Give each child a sea creature to research from your agreed list, making sure they know which
Par t A2: Joke
❑ Literacy: Use the jokes to discuss jokes in English, and what makes them funny. Pupils can collect simple jokes in English that they think French pupils could understand.
(A teacher asks one of his pupils, “Tell me three members of the fish family?) L’élève repond: “Facile, monsieur. Le papa poisson, la maman poisson et le bébé poisson!” (The pupil replies: “Easy, sir. The daddy fish, mummy fish and baby fish!)
❑ Watch film A2 in which a joke is told by a French child, then repeated with a cartoon. The joke is a play on words, which works in English as well as French: by “la famille de poissons” the teacher means a classification in biology, but the pupil takes it to mean a fathermother-baby family! JOKE Un professeur demande à une de ses élèves, “Citemoi trois membres de la famille de poissons.”
Joke: “Cites-moi trois membres de la famille de poissons.”
CROSS-CURRICULAR ACTIVITIES
Watch film A2: fish joke
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3.10 Ici et là NEW WORDS AND PHRASES A3: Mining Museum
In any round, if there is a tie, or no data is available, all the cards are placed to one side, and the same player chooses a category from their next card. The winner of that round also takes the cards that were placed to one side. If a player loses all their cards, they leave the game. You win by collecting all the cards. See Ch.3.5 for French phrases you can use.
J’ai entendu (le train) I heard (the train) Il y avait beaucoup de bruit There was lots of noise
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un casque - helmet une fosse - pit un ascenseur - lift vieux/vieille - old profond(e) - deep sombre - dark les douches - showers
Watch film A3: Mining museum
❑ Film A3 shows the same French class discussing another child’s visit to the Mining Museum at Lewarde in northern France, where they travelled on the small train that took the miners to and from work at the coalface.
Teacher questions Qu’est-ce que tu as entendu? What did you hear? More verbs J’ai porté (un casque) I wore (a helmet) J’ai visité ... (la salle de la lampe) I visited ... (the lamp room) ... (la salle des pendues) ... (the hanging room)
Film 10: A3-Visit to Mining Museum -“J’ai vu le petit train”.
The visitors went underground and also saw something of the miners’ living conditions.
More get used to the sounds
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e-flashcards A3
❑ Echoing: Show ‘A3 mining museum’ on the e-flashcards - start with sound on and text off. Pupils echo the phrase describing each picture, e.g. “Je suis allé(e) au Musée de la mine”.
(*NOTE: “Pendant les vacances,...” is a phrase which should be familiar from the title song.) The next person adds to the list “...et...” - e.g. “Pendant les vacances, je suis allé(e) à la plage et au zoo” and so on. Children may need help to remember the list. If a child doesn’t get the “à” or “au” correct just say “très bien” and reinforce the correct phrase. ❑ Mexican wave Each child thinks of a place, country or continent and stands up to say “Je suis allé(e) au zoo”, etc. It doesn’t matter if some are the same. The important thing is that the children are becoming familiar with “Je suis allé(e)”.
Respond with understanding Games to practice “Je suis allé(e)...”
Games to practice “J’ai vu...”, “J’ai entendu...”
❑ Play “Where did you go in the holidays?” This is played like “I went to market...”. The class sit in a circle and you say “Pendant les vacances*, je suis allé(e)...” plus any place, country or continent .
❑ Choose a place with familiar vocabulary so children can say what they have seen or heard, e.g. a zoo (it doesn’t have to be a museum).
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Early Start French Pack 3 As a contrasting example, try: “Hier je suis allé(e) à la campagne, et j’ai entendu...”; to which might be added: “...les insectes; les oiseaux; le vent; la rivière; un tracteur; ...”.
KEY SOUNDS Listen and enjoy copying these typical sounds: where have you heard them before?
Describing the experience: “c’était...”
as in entendu
, ascenseur, heard before in France, pendu, vent
q Play “Describe what you saw” Using a collection of picture cards from previous chapters, show the class one picture and ask a child to describe what they saw with adjectives, e.g. “J’ai vu un iguane. L’iguane était drôle”. n Some adjectives can be used with most experiences: intéressant(e); n The description could be of the experience, or of the animal/insect, etc - e.g. (le ver de terre) était marrant(e); glissant(e); drôle...
as in... bruit,
profond, sombre, heard before in raie, France
as in... vieux, vieille fille pied, oreille
heard before in as in... bruit
seen before in
q Play “Human sentences” Make cards with words to add to your picture card collection; write “était” and adjectives on cards. Give each group of three children a selection of cards. Ask them to arrange themselves facing the class so they make a sentence, e.g. “le poisson était glissant”. The rest of the class “read out” the sentence.
fruit, doigt
e-flashcards A3
The teacher starts by saying: “Je suis allé(e) au zoo et j’ai vu...” (plus any birds or animals seen at the zoo) e.g. “Je suis allé(e) au zoo et j’ai vu les singes” (some children may find it easier to say “un singe” etc. rather than the plurals.) . Children go round the class saying “j’ai vu les singes et les zébres” etc. n This would also work well for minibeasts e.g. “Je suis allé(e) au parc or à la forét et j’ai vu...” plus anything you might find in a park or forest e.g. “J’ai vu un scarabée et un mille-pattes”. n Repeat this with examples that you might hear, e.g. - “Je suis allé(e) au zoo, et j’ai entendu les oiseaux; les kookaburras, les perroquets...” n Make a clapping / rhyming song to help children remember, e.g. “Je suis allé(e) au Zoo; et qu’est-ce que tu as vu? Et qu’est-ce que tu as entendu, pendant ta visite au zoo?” Make your own clapping verses on the lines of: “qu’est - ce que tu as vu? Qu’est -ce que tu as entendu? J’ai vu ... ; J’ai entendu ...” q Play “What did you hear?” You suggest contrasting places, e.g. “en ville”, “à la campagne” or “dans la forêt”... You say:”Hier je suis allé(e) en ville, et j’’ai entendu...”; child#1 adds, e.g. “...les voitures...”. Then go round the class, so children can add, e.g. “...les trams; le marché; le carillon; etc.”
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Write the masculine and feminine forms of the adjective on front and back of the card, so children hold it to make the adjectives agree. n As a variation, give them a choice of adjective cards; ask them to use whichever best fits, e.g. l’étoile de mer était marrante / bleu le rhinocéros était grand / petit le poisson était chaud / glissant la tortue géante était rouge / grande le perroquet était coloré / glissant le musée était jaune / intéressant la mine était sombre / colorée. l’hiver était drôle / froid
‘Top Trumps’
Je m’appelle .............................
This page may be photocopied for classroom use
© 2012 Early Start Languages
Early Start French Pack 3
Part B: At the theme park
Planning your lessons
NEW WORDS AND PHRASES B1: Rides and attractions
Part B looks at a visit to a French theme park, introducing the names of typical rides and also describing the catering facilities. Children can give an account of their own real or imaginary visit to a theme park, saying what rides they went on, and what they ate and drank. They could go on to ‘design their own ideal theme park’, planning their own layout of rides and catering.
le parc d’attractions theme park Mon attraction* préférée* était... My favourite ride/attraction was... *NOTE: ‘l’attraction’ is a feminine noun, but it starts with a vowel so has ‘mon’ not ‘ma’...
le grand huit - roller coaster la balançoire - swing le toboggan - slide
Activities Warm up
les bouées sur l’eau - tyres on water
Before showing film B1, remind pupils of work from Ch.3.3, “A l’école du cirque” when they talked about doing circus skills. e.g. “à l’école du cirque je fais... de la jonglerie”; “...du trapèze” etc. These structures will be adapted for talking about going on funfair rides, and in the past.
les petites camionnettes - little trucks Teacher questions
Qui est allé ... (à Dennlys Parc?) Who went ... (to Dennlys Park)? Qu’est-ce que vous* avez fait? What did you do? (* to whole class) Qu’est-ce que tu* as fait? What did you do? (* to single pupil)
Watch film B1: Theme park rides
❑ Film B1 shows French children at a local theme park for younger children, Dennlys Parc near Saint-Omer in northern France.
Qu’est-ce que vous* avez vu (ou fait)?
What did you see (or do)? (* to whole class)
Qu’est-ce que tu* as vu? What did you see? (* to single pupil) What I did / went on...
J’ai fait de ... (la balançoire) I did/went on ... (the swing)
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Q&A - Revision fro m Ch.3.9
Film 10: B1-Visit to Dennlys Parc -“Il y avait le grand huit”.
Get used to the sounds
Qu’est-ce qu’il y avait? What was there? Il y avait... (le grand huit) There was... (the roller coaster)
❑ Echoing: Select ‘B1- Rides at the theme park’ to show e-flashcards that name some rides.
e-flashcards B1
Show each picture, with sound on and text off. Pupils echo the names of the rides e.g. “le grand huit”, paying attention to the “key sounds”. ❑ Use the jigsaw puzzle to identify and name the rides
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3.10 Ici et là “J’ai mangé... (des frites)”; 3 “J’ai vu... (les étoiles de mer)”; “J’ai entendu... (le train)”. ❑ Play “What did you do?” Give each child a copy of one of the 5 flashcard pictures of rides. You go round the class asking individual children, “Qu’est-ce que tu as* fait?”
KEY SOUNDS Listen and enjoy copying these typical sounds: where have you heard them before?
as in attraction
, camionnettes, heard before in poisson, bon
(*See note in “New words” about when to use ‘tu’ and ‘vous’)
Each answers according to the card s/he holds, e.g. “J’ai fait... (du toboggan)”. n ‘Likes and dislikes’ -use familiar phrases Adapting another phrase from Ch 3.3, “À l’école du cirque”, ask individual children, “Au parc d’attractions, qu’est-ce que tu aimes faire?” Pupils reply: “du grand huit”, “du toboggan”; “des bouées sur l’eau”; etc. n You could repeat these games with flashcards from ch 3.3, “À l’école du cirque” - this time, ask individual children, “à l’école du cirque, qu’estce que tu as fait?” Each replies: “A l’école du cirque j’ai fait de la boule”; “...du diabolo” etc.
as in... toboggan,
grand huit, balançoire heard before in jambe , janvier
as in...balançoire
heard before in
noir, ardoise, poisson
as in...attraction préférée grand huit, heard before in bruit, rouge
End of activities using “J’ai fait de...”
as in...grand huit,
❑ Talking about the past - what was there at the theme park? Remind children how they say “Il y a” and “Il y avait” (introduced in ch 3.9). Show the e-flashcards with sound and text off; you ask“Qu’est-ce qu’il y avait à Dennlys Parc?” and children say what the rides were, e.g. “(il y avait)...un grand huit”. You can do this several times until individuals are happy to name the rides. n Ask the class “Qui est allé à .... (name a familiar theme park that many of the class may have been to) ?”
petites camionnettes heard before in glissant, suis
heard before in
as in... grand
huit seen before in hiver e-flashcards B1
q Ask the class which theme parks they went to: “Qui est allé à Disneyland? ...Legoland?” etc. The children put their hands up and count up in French, as Mme Antit’s class did. Some may be able to say “Je suis allé(e) à Disneyland”. Ask children to describe theme parks they know in English (or your own language): the rides, what they saw and heard.
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HOW FRENCH WORKS: What I did / went on...
In Ch.3.3 children at the Circus School say what they are doing at present, e.g.: “Je fais de la jonglerie” (I’m doing some juggling) In this chapter, we hear children say what they did (or went on) in the past, e.g.: “J’ai fait du grand huit” (I went on / did the roller-coaster) After ‘j’ai fait’ comes du, de la, de l’ or des, depending on the noun: “J’ai fait de la balançoire” “J’ai fait des petites camionettes”
The next activities will help children to use “J’ai fait de...” ❑ Echoing “What did you do?” Show the e-flashcards for ‘I went on...’ (some rides). Children echo the phrase for each ride e.g. “J’ai fait... (du grand huit)”. Literally you say “I did/I’ve done...(some roller-coaster)”; the English equivalent would be “I went on the roller-coaster”. Remind children they have already talked about the past using the structure “J’ai... (plus verb)”:
Children already know to say “du” not “de le” - but they may need reminding.
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Early Start French Pack 3 Children respond with a show of hands. Now ask individual children what was there, e.g.“à Legoland, est-ce qu’il y avait un grand huit?” Children reply “oui” or “non”. Some may be able to say “Oui, il y avait un grand huit” or “Non, il n’y avait pas de grand huit”. ❑ Play “Make a sentence” in pairs Place copies of the pictures of the rides into a box or envelope. Pupils work in pairs. You move around the room; each pair takes a picture from the box. Child 1 says “Je suis allé(e) à... (Dennlys Parc)” (or the name of another theme park). Child 2 says: “Il y avait...” (names the ride they have selected e.g. “...des balançoires”. ❑ Play “What was the ride?” from a mime Ask pupils in pairs or groups to mime being on a particular ride - use chairs as props, for example, to help represent being on the water dodgems. With a bit of imagination it should be possible to mime each activity as long as there is plenty of space. The rest of the class try to guess which ride was mimed. One of the group then says, for example, “Oui, j’ai fait... (des boués sur l’eau)”.
WORDS AND PHRASES B2: What I ate and drank
Qu’est-ce que tu as mangé? What did you eat?
J’ai mangé... (des glaces et des frites) I ate... (ice cream and chips) Flavours (revision)
Quel parfum? What flavour? framboise - raspberry vanille - vanilla fraise - strawberry chocolat - chocolate J’aime les glaces! I like ice cream! Drinks (revision)
Qu’est-ce que tu as bu? What did you drink? J’ai bu... (de l’eau) I drank... (water) un boisson - a drink C’était bon? - Was it nice?
Warm up
Before showing film B2, ask the children what food and drink they would expect to find in a theme park or funfair? Can they recall the fast food items in French they met in Ch.3.1?
e-flashcards B2
Respond with understanding
❑ Play “I went to... and I ate/drank.... “ As before, sitting in a circle, you say “Je suis allé(e) au parc d’attractions...” (or “...à Disneyland” etc. if preferred) “...et j’ai mangé...(une glace à la fraise)”. Each child then adds, e.g. “des frites; un sandwich;...” etc. n You can then do the same with drinks: “...et j’ai bu du limonade”; adding “...de l’eau; du chocolat chaud” etc.
Watch film B2
❑ Watch film B2 in which children describe what they ate and drank at Dennlys Parc.
CROSS-CURRICULAR ACTIVITIES
❑ Design your own theme park: Ask children to draw an illustrated plan layout of their “ideal theme park”, labelled in French with all their favourite rides. They could look for ideas in leaflets or websites of real French theme parks. Make sure they know that more rides and games will be introduced in part C. Their final layout could be an advertising leaflet to encourage visitors to go to their park.
Film 10: B2-Visit to Dennlys Parc -“J’ai mangé des glaces...”.
This continues the ‘what did you do?’ theme with ‘what did you eat?’ ‘What did you drink?’ Most of the food and drink items are those familiar from pack 2 and Ch.3.1.
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Ici et là
Je m’appelle .............................
This page may be photocopied for classroom use
© 2012 Early Start Languages
Ici et là
Je m’appelle .............................
This page may be photocopied for classroom use
© 2012 Early Start Languages
3.10 Ici et là
Part C: A visit to the fair Planning your lessons
NEW WORDS AND PHRASES C1 More rides and games
In this section, more rides are introduced as we see a travelling funfair on its annual visit to the streets of Béthune. This consolidates language from Ch.3.9 and 3.10, and gives a chance to extend projects started with the small number of rides shown before. Children can make their own “fair” in the classroom, and evaluate how good it was.
Hier je suis allé(e) ... (à la foire) Yesterday I went to the fair J’ai fait ... (de la chenille) I did/went on ... (the caterpillar) J’ai fait un tour sur... (le dragon) I had a ride on... (the dragon) le dragon - dragon (ride) la chenille - caterpillar (ride) * Oh! La vache! - Oh! The cow!(game)
Activities Warm up
Before showing film C1, talk with the class about travelling fairs (in English). Do funfairs ever visit your community? What would children expect to see in a fair? What are their favourite things they’d hope to see there?
* A common French exclamation, like “Oh my goodness!”
la pêche au canards - fishing for ducks
le jeux - game Prices
C’était combien? How much was it? C’était 2 euros ... (pour un tour) It was 2 euros ... (for a ride) Dix canards pour trois euros Ten ducks for three euros
Watch film C1: Rides and games
❑ Film C1 shows Clara and friends visiting the Spring Fair at Béthune, which takes over the Grand’Place and streets in the town centre for an event dating back to the Middle Ages.
Prizes
J’ai gagné ... (une corde à sauter) I won ... (a skipping rope) ...un cerceau - hoola hoop ...une grosse peluche - big cuddly toy What was it like?
Il y avait ... (des prix) There were/was ... (prizes) c’était rapide - it was fast c’était facile - it was easy c’était difficile - it was difficult
Film 10: C1-Béthune Spring Fair -“J’ai fait un tour sur le dragon, cétait un grand huit”.
Clara and her friends try 4 new rides and games. They pay in euros, and we hear what they get for the price, e.g. “4 balles pour 3 euros!” (familiar vocabulary from pack 2;) and what prizes they’ve won, “J’ai gagné une corde à sauter!”.
Pupils may not understand every word in the films, especially the voices of the fairground people who speak very fast. However they should be able to work out what is happening with the help of the pictures and repetition of familiar vocabulary.
e-flashcards C1
Get used to the sounds
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❑ Echoing: Show the e-flashcards, selecting ‘C1 rides at the fair’ -or make enlarged copies of the pictures on the activity sheet.
Early Start French Pack 3 ❑ Play “How much was it?” Show the e-flashcards for BOTH B1 theme park and C1 fair rides and games. Make a “Price list”showing the price per ride or game, e.g. “2€ pour un tour”, “10 canards pour 3€”, “3 balles por 1.5€”.. Ask children to tell you what was the price of different rides, e.g. “Le dragon, c’était combien pour un tour?”. Pupils call out e.g. “C’était 2 euros” depending on which price you display.
KEY SOUNDS Listen and enjoy copying these typical sounds: where have you heard them before?
as in foire
heard before in trois,
oiseau, pourquoi
as in...sauter, heard before in
cerceau, euro, chaud, mauvais
Watch film C2: Q & A
as in...rapide, dragon,
heard before in
❑ Watch film C2 in which French children say what was their favourite ride when they visited the Spring Fair the previous day.
euro, rouge, g rand
as in prix,
rapide, chenille, hier heard before in facile, difficile
as in j’ai
gagné, heard before in montagne, campagne, Grand-Bretagne
as in...prix, hier, canard, euros seen before in dangereux,
Film 10: C2 - “Thomas, quel était ton attraction préférée?”.
grand , frites
Respond with understanding
e-flashcards C1
❑ Give each child a fairground or theme park ride picture. You move around the room asking “Quel était ton* attraction préférée?”
Show each picture, with sound on and text off.
NOTE: ‘ton attraction’ not ‘ta...’ bcause ‘attraction’, although a feminine noun, begins with a vowel.
Depending on their picture, pupils reply: “Mon attraction préférée était... (la chenille)”.
NEW WORDS AND PHRASES C2: Question and answer Quel était ton attraction préférée? What was your favourite attraction?
Pupils echo the words, e.g. “la pêche aux canards”, paying careful attention to “key sounds”. n Repeat the activities suggested for the theme park rides (film C3 adds a further 3 rides).
Mon attraction préférée était... My favourite attraction was... La bouée, qu’est-ce que c’est? What’s “the tyre”?
Respond with understanding
ça va très vite - it goes very fast
❑ Cut up the activity sheets for B1 theme park and C1 fair rides and games, (leave out the C3 pictures) shuffle, and give each pupil one picture selected at random. You call out, e.g. “le dragon”; all the pupils with that card hold it up for everyone to see. Swap pictures every so often.
c’est un grand rond - it’s a big round thing
quelque chose - something
Qu’est-ce que tu as gagné? What did you win?
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e-flashcards C1,C2
3.10 Ici et là Some children may be able to go further and give reasons why they liked a particular ride or game - e.g. “parce qu’elle était très rapide” ...
NEW WORDS AND PHRASES C3: How does it work? Comment ça marche? How does it work? More rides
Warm up
Discuss with the class in English (or your own language) how the rides shown so far work, using words like ‘pivot’, ‘motor’, ‘power’ and ‘forces’ that children know from Science.
la grande roue - big wheel le manège - roundabout
les autos tamponneuses - dodgem cars
Watch film C3: How does it work?
les balançoires/ - swings (ride)/ chair-o-plane les chaises volantes (LIT: ”flying chairs”)
❑ Film C3 introduces the names of four more popular fairground rides.
e-flashcards C3
n the words for rides (switch off text AND sound; ask children to say the word(s), then switch text and sound back on to check); n use the ‘Jigsaw puzzle’ feature; children can guess the word(s) as the picture is revealed. ❑ Give each pupil one of the pictures from all the activity sheets of rides. You call out, e.g. “le manège”; all the pupils with that card hold it up for everyone to see.
Film 10: C3-“Les autos tamponneuses - comment ça marche?”.
CROSS-CURRICULAR ACTIVITIES
The filming focuses on the working mechanisms of the rides, and raises the question “How does it work?”
❑ Design Technology: How does it work? Ask pupils in groups to draw diagrams, labelled in English (or your own language), showing how each ride works, from details shown in the films (see www.earlystart.co.uk). ❑ Make your own fairground games Pupils could prepare some “French” fairground games for your school Summer Fair, or for a class event that is maybe open to others.
Get used to the sounds
❑ Echoing: Show the e-flashcards, selecting ‘C3 more fair rides’ or use pictures from the activity sheet.
KEY SOUNDS
Listen and enjoy copying these typical sounds: where have you heard them before?
as in grande
roue, grand rond heard before in attraction préférée, rapide, réptile, rouge
Show with sound on and text off; pupils echo the words, e.g. “les autos tamponneuses”.
Respond with understanding
as in... autos
❑ When children are happy with the new words, select also the e-flashcards for B1 theme park and ‘C1 fair rides and games’. Now you can see if children can remember: n how to say the names of rides (switch off sound; ask children to read the text aloud, then switch sound back on to check);
heard before in
tamponneuses jambe, mange, vent
as in...manège
heard before in
jeux, jungle, rouge
e-flashcards C2 & 3
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Early Start French Pack 3 n Games like “Oh! La vache!” could be made using beanbags or soft balls and a series of containers (buckets, boxes etc.). n Pupils could design and make “ducks” for “la pêche au canards” (numbered plastic bottles; string; paddling pool). n A version of “Hoopla” where you throw a ring to go over some object (use PE rings). n Pupils could design and make targets for an archery shooting game (“le tir à l’arc”), with bows and rubber sucker-tipped arrows . n A coconut shy (“le Chamboule-Tout” in French) could be made, where players throw balls or beanbags to try to knock over objects (e.g. coconuts) balanced on a raised holder. n A version of “le basketball” where you throw a large ball into a raised hoop. n Some pupils may like to invent a game and give it a French name. ❑ Running your “Foire française” Divide the class into groups, each of which is in charge of the fairground game that they have devised and made. Before you start, each group should decide on their prices, in euros, and make a notice to display by their game. The notice should say what prizes there are (if any), and what you have to do to win them. Children could also design posters to announce their fair and attract visitors. The fair will need a supply of euro play-money (bought, or make your own). At the entrance to “la Foire francaise”, customers could acquire a supply of play “euros” to “spend”.
When the fair is open, children could entice customers to their stall by calling out prices and prizes in French. During the event, make sure all children have the chance to try all the other stalls - so they can report on their experience. ❑ Food in your “Foire française” See “Funfair food and drink” for the French names of some foods that could be served at your school fair. ❑ Reporting your “Foire française” After everyone has visited the “fair”, each group can evaluate other groups’ rides: - evaluate with a “star-rating”: “les évaluations”- 5 étoiles=excellent, 1 étoile=mauvais - comment on their experience, e.g.: “Je suis allé(e) à la Foire française. J’ai fait de la pêche aux canards. C’était très difficile.” “Hier je suis allé(e) à la Foire d’été. J’ai mangé deux beignets. C’était 2 euros. J’aime les beignets.” ❑ Design your own theme park: Ask children to add more rides and games to the illustrated plan layout they have drawn of their own “ideal theme park”, (see part B), labelled in French with all their favourite rides. n Make a theme-park advertising leaflet: Children could turn their final plan into an advertising leaflet designed to attract French people to visit their park. They could include visitor feedback comments, with “star ratings”, etc (see above).
Talking point 1
EXTRA WORDS AND PHRASES Funfair food and drink la barbe à papa - candy floss
EVERYDAY LIFE IN France Theme parks and funfairs in France
The most famous theme parks in France are: n Disneyland Paris; n Parc Astérix, north of Paris, is based on popular French comic book cartoons set in 50 BC about Astérix the Gaul, a small warrior who lived in the only part of Gaul not conquered by the Romans; his best friend Obélix; and the local druid who prepares magic potions. n Parc du Futuroscope near Poitiers. More information and web-links at www. earlystart.co.uk.
Literally, ‘daddy’s beard’
une pomme caramel du pop-corn des bretzels le pain d’épice un hot-dog un beignet une limonade une boisson gazeuse
- a toffee apple - some popcorn - some pretzels - gingerbread - a hot dog - a doughnut - lemonade - a soda drink
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