F3.10 Out v28 2023

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.

Part A: Talking about visits to museums

A1. The fishing museum

A2. Joke

A3. The mining museum

Part B: Visit to a theme park

B1. The theme park - rides

B2. What did you eat 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?

Part A: Visits to museums

Planning your lessons

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.

Watch film A1: Fishing museum

❑ Film A1 shows a French class discussing the fishing museum at Étaples in northern France, which some had visited in the holidays -where

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).

Film A1: Visit to fishing museum -“J’ai vu des étoiles de mer”. they touched the fish, and steered a trawler simulator in a storm.

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)

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) it was... (strange)

...marrant(e)

...glissant(e)

...drôle

...intéressant(e)

2

- ...funny/odd

- ...slippery

- ...funny - ...interesting

HOW FRENCH WORKS:

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.

Respond with understanding

❑ Saying “where did you go?”:

n Places in town: Show the e-flashcards for ‘places in town’ (ch 2.2 and 3.7) 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”.

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)

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.

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

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

❑ 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.

❑ 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.

❑ 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”.

❑ 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)

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 film French children often use the present tense to describe what something is like (just as you might in English).

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.”

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

Part A2: Joke

CROSS-CURRICULAR

❑ Literacy:

ACTIVITIES

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.

Watch film A2: fish joke

❑ 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.”

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.

❑ 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.

(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!)

Joke: “Cites-moi trois membres de la famille de poissons.”

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.

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.

NEW WORDS AND PHRASES

Film 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

❑ Echoing: Show the e-flashcards with phrases about the mining museum - 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”

Respond with understanding

Games to practice “Je suis allé(e)...”

❑ 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 .

J’ai entendu (le train)

I heard (the train)

Il y avait beaucoup de bruit

There was lots of noise

A3: Mining Museum un casque une fosse un ascenseur vieux/vieille

profond(e) sombre les douches

- helmet - pit - lift - old - deep - dark - showers

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)

(*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)”

Games to practice “J’ai vu...”, “J’ai entendu...”

❑ 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).

KEY SOUNDS

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

as in entendu , ascenseur, heard before in France, pendu, vent

as in... bruit, profond, sombre, heard before in raie, France

as in... vieux, vieille

heard before in fille pied, oreille

as in... bruit

seen before in fruit, doigt

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 ...”

❑ 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.”

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; ...”.

Describing the experience: “c’était...”

❑ 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...

❑ 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.

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 / verte

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

Trumps’ Je m’appelle .............................

Part B: Visit to a theme park

Planning your lessons

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

Activities

Warm up

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.

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.

NEW WORDS AND PHRASES

B1: Rides and attractions

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

la balançoire le toboggan les bouées sur l’eau

les petites camionnettes

- roller coaster - swing - slide - tyres on water - 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)

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)

Film B1: Visit to Dennlys Parc -“Il y avait le grand huit”. Get used to the sounds

❑ Echoing: Show the ‘Rides at the theme park’ e-flashcards that name some rides.

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”.

❑ 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”

Q&A - Revision fro m Ch.3.9

Qu’est-ce qu’il y avait?

What was there?

Il y avait... (le grand huit)

There was... (the roller coaster)

Ask children to describe theme parks they know in English (or your own language): the rides, what they saw and heard.

The next activities will help children to use “J’ai fait de...”

KEY SOUNDS

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

as in attraction , camionnettes, heard before in poisson, bon

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

as in...grand huit, heard before in petites camionnettes heard before in glissant, suis

as in... grand huit seen before in hiver

❑ Echoing “What did you do?”

Show the e-flashcards for ‘What I did/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”.

❑ 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?”

(*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.

End of activities using “J’ai fait de...”

❑ 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) ?”

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?”

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:

Remind children they have already talked about the past using the structure “J’ai... (plus verb)”:

“J’ai mangé... (des frites)”;

“J’ai vu... (les étoiles de mer)”; “J’ai entendu... (le train)”

“J’ai fait de la balançoire”

“J’ai fait des petites camionettes”

Children already know to say “du” not “de le” - but they may need reminding.

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 petites camionnettes”.

❑ 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 bouées sur l’eau)”.

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?

Watch film B2: What did you eat and drink?

❑ Watch film B2 in which children describe what they ate and drank at Dennlys Parc

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

vanille

fraise

chocolat

- raspberry - vanilla

- strawberry - 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)

Film 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.

un boisson

C’était bon? - a drink - Was it nice?

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.

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.

Part C: A visit to the fair Planning your lessons

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

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?

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.

NEW WORDS AND PHRASES

C1 More rides and games

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 la chenille

* Oh! La vache!

la pêche au canards le jeux

- dragon (ride)

- caterpillar (ride)

- Oh! The cow!(game)

- fishing for ducks

- 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

Prizes

J’ai gagné ... (une corde à sauter)

I won ... (a skipping rope)

Film

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 Early Start French 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.

...un cerceau

...une grosse peluche - hoola hoop - big cuddly toy

What was it like?

Il y avait ... (des prix)

There were/was ... (prizes)

c’était rapide

c’était facile

c’était difficile

- it was fast

- it was easy

- it was difficult

Get used to the sounds

❑ Echoing: Show the e-flashcards ‘C1 Rides and games at the fair’. Show each picture, with sound on and text off.

C1: Béthune Spring Fair -“J’ai fait un tour sur le dragon, cétait un grand huit”.

* A common French exclamation, like “Oh my goodness!”

KEY SOUNDS

Listen and enjoy copying these typical sounds: where have you heard them before? as in...sauter, cerceau, heard before in euro, chaud, mauvais

as in foire heard before in trois, oiseau, pourquoi as in...rapide, dragon, heard before in 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, grand , frites

❑ Play “How much was it?”

Show the e-flashcards for 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.

Watch film C2: Q & A

❑ Watch film C2 in which French children say what was their favourite ride when they visited the Spring Fair the previous day.

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).

Respond with understanding

❑ 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.

Respond with understanding

❑ Give each child a fairground or theme park ride picture. You move around the room asking “Quelle était ton* attraction préférée?”

NOTE: ‘ton attraction’ not ‘ta ’ bcause ‘attraction’, although a feminine noun, begins with a vowel. Depending on their picture, pupils reply:

NEW WORDS AND PHRASES

C2: Question and answer

Quelle était ton attraction préférée? What was your favourite attraction?

Mon attraction préférée était...

My favourite attraction was...

La bouée, qu’est-ce que c’est?

What’s “the tyre”?

ça va très vite

c’est un grand rond quelque chose

- it goes very fast - it’s a big round thing - something

Qu’est-ce que tu as gagné?

What did you win?

Film C2: “Thomas, quelle était ton attraction préférée?”.

“Mon attraction préférée était... (la chenille)”

Some pupils may be able to go further and give reasons why they liked a particular ride or game, e.g. “parce qu’il/elle était très rapide”.

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.

Watch film C3: How does it work?

❑ Film C3 introduces the names of four more popular fairground rides.

NEW WORDS AND PHRASES

C3: How does it work?

Comment ça marche?

How does it work?

More rides

la grande roue le manège

les autos tamponneuses

les balançoires/ les chaises volantes

- big wheel

- roundabout

- dodgem cars

- swings (ride)/ chair-o-plane (LIT: ”flying chairs”)

switch sound back on to check);

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 can they talk about each ride and game as if they were remembering a trip in the past?

CROSS-CURRICULAR ACTIVITIES

❑ Design Technology: How does it work?

Film C3: “Les autos tamponneuses - comment ça marche?”.

The filming focuses on the working mechanisms of the rides, and raises the question “How does it work?”

Get used to the sounds

❑ Echoing: Show the e-flashcards ‘C3 More rides at the fair’

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.

❑ 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.

n Games like “Oh! La vache!” could be made using beanbags or soft balls and a series of containers (buckets, boxes etc.).

KEY SOUNDS

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

as in grande roue, grand rond

Show with sound on and text off; pupils echo the words, e.g. “la grande roue”.

Respond with understanding

❑ When children are happy with the new words, you can show the e-flashcards ‘ALL rides and games’ which includes everthing from the theme park and the fair. 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

heard before in attraction préférée, rapide, réptile, rouge

as in... autos tamponneuses

heard before in jambe, mange, vent

as in...manège

heard before in jeux, jungle, rouge

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”.

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

EVERYDAY LIFE IN France

Theme parks and funfairs in France

EXTRA WORDS AND PHRASES

Funfair food and drink

When the fair is open, children could entice customers to their stall by calling out prices and prizes in French. During the event, make la barbe à papa

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

- candy floss

- a toffee apple

- some popcorn

- some pretzels

- gingerbread

- a hot dog

- a doughnut

- lemonade

- a soda drink

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.