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 le grand huit la balançoire le toboggan les bouées sur l’eau les petites camionnettes

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’...

- 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?” n ‘Likes and dislikes’ -use familiar phrases

(*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)”.

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?” 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.

Pupils reply: “du grand huit”, “du toboggan”; “des bouées sur l’eau”; 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” n Ask the class “Qui est allé à .... (name a familiar theme park that many of the class may have been to) ?”

You can do this several times until individuals are happy to name the rides.

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) framboise vanille fraise chocolat

Quel parfum? What flavour?

- 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) un boisson

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.

C’était bon? - a drink - Was it nice?

Respond with understanding

❑ Play “I went to... and I ate/drank.... “ n You can then do the same with drinks: “...et j’ai bu du limonade”; adding “...de l’eau; du chocolat chaud” etc.

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.

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 la pêche au canards le jeux

* Oh! La vache!

- 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.

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 ça va très vite c’est un grand rond quelque chose

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”?

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

Qu’est-ce que tu as gagné?

What did you win?

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

Pupils could prepare some “French” fairground games for your school Summer Fair, or for a class event that is maybe open to others.

KEY SOUNDS as in grande roue, grand rond

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

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