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City of Edinburgh French Level 2

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Presentation on theme: "City of Edinburgh French Level 2"— Presentation transcript:

1 City of Edinburgh French Level 2
Feelings

2 Second Level Significant Aspects of Learning
Actively take part in daily routine Understand and respond to classroom instructions and personal information from familiar sources Listen, join in and respond to a story, song or poem Participate in familiar games, paired speaking and short role plays Further develop an understanding of, interest in and respect for other countries, cultures and languages Demonstrate an appreciation and understanding of the value of language learning including skills for life and work Take part in simple, paired conversations about themselves, others and interests of their choice Ask for help confidently using learned phrases and familiar language Give a short presentation about a familiar topic Pronounce words sufficiently accurately so as to make the meaning clear Work with others and make a successful contribution to a group presentation in English supported by the target languages

3 Second Level Significant Aspects of Learning
Read aloud a simple text Read and understand a variety of simple texts Make comparisons between English and target language (including use of a bi-lingual dictionary with support) Write about themselves and others and check the accuracy of own writing Exchange straightforward information in writing using familiar words and phrases

4 Vocabulary 2. Feelings Ça va? How are you? Ça va bien I am well
Ça va I am fine Comme-ci comme ça So-so Pas mal Not bad Ça ne va pas I am not good Ça ne va pas du tout! I am not good at all Ça va mal I am bad Et toi? And you? J’ai faim I am hungry. J’ai soif I am thirsty J’ai chaud I am hot J’ai froid I am cold Je suis malade I am ill Je suis fatigué(e) (add ‘e’ if a girl) I am tired

5 Ça va? How are you?

6 Ça va très bien!

7 Ça va bien!

8 Comme-ci comme-ça!

9 Pas mal

10 Ça ne va pas! Use this to take the register, start each day with asking Ca va? Around the class. Create Ca va? Cards for pupils with printed off miniature copies of the pictures, ask Ca va? at the start of the day, after break, after lunch and ask pupils to choose their answer and say it to a partner or around the class.

11 Ça ne va pas du tout!

12 Ça va mal! Use this to take the register, start each day with asking Ca va? Around the class. Create Ca va? Cards for pupils with printed off miniature copies of the pictures, ask Ca va? at the start of the day, after break, after lunch and ask pupils to choose their answer and say it to a partner or around the class.

13 Et toi? And you?

14 J’ai faim

15 J’ai soif!

16 J’ai chaud!

17 J’ai froid!

18 J’ai peur!

19 Je suis enthousiaste!

20 Je suis malade 

21 Je suis fatigué(e) There’s an extra E in brackets and this should be added on if it’s a girl who’s speaking. It makes no difference to the pronunciation.

22 Embedding the language
Start each day with asking Ça va? Around the class. Create Ça va? Cards for pupils with printed off miniature copies of the pictures, ask Ca va? at the start of the day, after break, after lunch and ask pupils to choose their answer and say it to a partner or around the class. I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 0-01a / HWB 1-01a / HWB 2-01a / HWB 3-01a / HWB 4-01a

23 Sample activities You will find a bank of sample activities which you can use to practice the vocabulary in the classroom. This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.

24 Activité 1 Ça va strip lotto!

25 Les expériences et les résultats
I can use familiar language to describe myself and to exchange straightforward information. MLAN 2-13b I use my knowledge about language and success criteria to help me, and I can check that I have written familiar words and phrases accurately. MLAN 2-14a I can listen to and show understanding of familiar instructions and language from familiar voices and sources. MLAN 2-01c

26 Ça va strip lotto! Fold a bit of paper 5 times length ways so that you have 6 folds In each fold write a different feeling e.g. J’ai chaud. Once pupils have written t Whole class asks the teacher, Ça va? and the teacher chooses an answer. You can mime this and ask the class to say what you’re feeling. If this answer is at the top or bottom of the pupils paper, they can then tear that strip off (it has to be at the top or bottom!) This continues until a pupil has one strip left and if this is called they tear that in half and shout Lotto! You can then play again with the winner as the bingo caller. This game can be extended by acting out the feeling and pupils should then tell you the answer.

27 Ça va strip lotto – groups !
You could scaffold this activity by asking pupils to work in a group to write as many “strips” (as in long strips of paper or cards) as they can within an allotted time e.g. 10 minutes. These can all be put into a tub in the centre of their group table and then peer checked. Pupils can then each choose 5 each and create their own “ladder”. If their sentence is at the bottom or top of the ladder when it’s said by the teacher, they can tear it in half/remove it. The first group to have removed all of their ladders, wins!

28 Activité 2 Psychic Flashcards

29 Les expériences et les résultats
I can use familiar language to describe myself and to exchange straightforward information. MLAN 2-13b I can listen to and show understanding of familiar instructions and language from familiar voices and sources. MLAN 2-01c

30 Psychic Flashcards This is a really simple but popular game and it’s a good way to practise vocabulary. Ask pupils to each write a feeling on a piece7 of A4 paper (could also draw a picture). Collect all paper in, shuffle them and hold them in a pile, facing away from the class so they can’t see whichever one is on top. Tell pupils that you want them to test out their telepathic/psychic powers. Very discretely select a page and keep it hidden from the class. Tell them you would like them to concentrate on your brain and you will think intently of the feeling on the page. Give them a set amount of time to try and “read your mind” and then they can try and guess. Whoever guesses correctly then gets to come and select one.

31 Activité 3 Ça va Jacques?

32 Ça va Jacques? Reading activity
In this activity, pupils meet the character Jacques. In the story Jacques goes to different places and says how he feels. Pupils should read the phrases and write on mini-whiteboards in English how Jacques is feeling. Optional extension – create their own story about Jacques and how he feels in different places. I can read and demonstrate understanding of words, signs, phrases and simple texts containing mainly familiar language. MLAN 2-08b

33 chez moi… at home à l’école at school au restaurant at a restaurant au cinéma at the cinema à l’hôpital in the hospital au match de foot at the football à la plage at the beach En Ecosse In Scotland au lit in bed NB: Teachers’ note. To say “at the” in French we use au (masculine), à la (feminine) and aux (plural) e.g. à la plage - at the beach because plage is a feminine noun in French. au supermarché – at the supermarket because supermarché is a masculine noun in French. aux magasins – at the shops because shops are plural. A la becomes à l’ when followed by a vowel. H is a vowel in French.

34 Bonjour! Je m’appelle Jacques. Il s’appelle Jacques!

35 Can you ask Jacques how he is feeling?

36 …………. Ça va Jacques?

37 Ça va très bien merci! Ça va Jacques?

38 où se trouve Jacques…. Regardez et décidez comment ça va?
Look at where Jacques is and decide which feeling he is feeling.

39 Chez toi, ça va Jacques? At home Chez moi, ça va très bien!

40 A l’école, ça va Jacques? A l’école, comme ci comme ça!
In my school, I’m so so. A l’école, comme ci comme ça!

41 Au cinéma, ça va Jacques? Au cinéma, j’ai peur!
In Scotland, I am cold. Au cinéma, ça va Jacques?

42 A l’hôpital, ça va Jacques?
In the hospital I am ill. A l’hôpital je suis malade!

43 Au restaurant, ça va Jacques?
Au restaurant, j’ai faim. In the restaurant, I am hungry. Au restaurant, ça va Jacques?

44 Au match de foot, ça va Jacques?
Au match de foot, je suis enthousiaste! After playing football, I am thirsty. Au match de foot, ça va Jacques?

45 A la plage, ça va Jacques? A la plage, j’ai chaud!
At the beach, I am hot. A la plage, ça va Jacques?

46 En Ecosse, ça va Jacques? En Ecosse, j’ai froid!
In Scotland, I am cold. En Ecosse, ça va Jacques?

47 Au zoo, ça va Jacques? In Scotland, I am cold. Au zoo, ça va bien!

48 Au lit, je suis fatigué! Bonne nuit!
In Scotland, I am cold. Au lit, ça va Jacques?

49 Activité 4 Ça va situations

50 Comment ça va situations
In this activity, pupils look at the situation, imagine they are there – how are they feeling? In order to incorporate writing pupils could write the phrase on mini-whiteboards. The teacher then chooses children each time to share how they would feel. Pupil could then create posters with 3 different situations and write how they would feel underneath. I have opportunities to express myself in writing, exploring and experimenting with words and phrases using resources, to ensure my writing makes sense. MLAN 2-13a I can use familiar language to describe myself and to exchange straightforward information. MLAN 2-13b

51 où se trouve Jacques…. Regardez et décidez comment ça va?
Look at where Jacques is and decide which feeling he is feeling.

52 partagez avec le groupe.
Ecrivez l’émotion et partagez avec le groupe. Write the emotion and share it with the group.

53 Comment ça va ici? How are you feeling here?

54 Comment ça va ici? Pupils imagine they are in this situation. How are they feeling?

55 Comment ça va ici? Pupils imagine they are in this situation. How are they feeling?

56 Comment ça va ici? Pupils imagine they are in this situation. How are they feeling?

57 Comment ça va ici? Pupils imagine they are in this situation. How are they feeling?

58 Comment ça va ici? Pupils imagine they are in this situation. How are they feeling?

59 Comment ça va ici? Pupils imagine they are in this situation. How are they feeling?

60 Comment ça va ici? Pupils imagine they are in this situation. How are they feeling here?

61 Comment ça va ici? Pupils imagine they are in this situation. How are they feeling?

62 Comment ça va ici? Pupils imagine they are in this situation. How are they feeling?

63 Comment ça va ici? Pupils imagine they are in this situation. How are they feeling?

64 Comment ça va ici? Pupils imagine they are in this situation. How are they feeling?

65 Activité 5 Feelings selfies!
The monkey in the picture is a macaque monkey from Indonesia. The monkey stole the photographers camera and took a series of snaps, including this selfie. The photo links to the story and some other photos taken by the macaque!

66 Activité Feelings selfies
Assessment Activity! Pupils take photos of themselves depicting different feelings and then either add audio or text or both! This can be done on tablets or using applications such as Powerpoint. This is a good activity for assessment of Es and Os listed on the next slide

67 Activité 1 – Feelings photos
Pupils take photos of themselves depicting different feelings and then either add audio or text or both! This can be done on tablets or using applications such as Powerpoint. I use the support of others and access appropriate reference materials of my choice to help me plan my writing in ways that engage my reader, using ICT when appropriate. MLAN 2-12a / MLAN 3-12a / MLAN 4-12a I can use familiar language to describe myself and to exchange straightforward information. MLAN 2-13b

68 Activité 6 Feelings Wall

69 Feelings wall Dictionary Skills!
Discuss with pupils the wide range of vocabulary we have for emotions in English. Each pair uses a dictionary to find a word they have not yet learned to describe an emotion. They write this word on a “brick” in French with English translation. They can also draw a visual to support understanding. This builds a feelings wall which pupils can use during circle time to describe how they are feeling. I can understand how a bilingual dictionary works and use it with support. MLAN 2-11a

70 Activité 7 Ça va diary

71 The idea of this activity is that pupils keep a diary of their feelings at different times of the day. A sample table has been provided on the next slide which you can either print out or ask pupils to copy down. They can then use the table to practise speaking about how they felt at different times using the speaking template provided.

72 Jour L’heure Comment ça va? lundi matin après-midi soir mardi mercredi jeudi vendredi

73 Questions Ça va le lundi le mardi le mercredi le jeudi le vendredi le samedi le dimanche matin? après-midi? soir? Example question = Ça va le lundi matin? Example answer = Lu lundi main je suis fatigué! Answers matin après-midi soir ça va très bien ça va comme ci comme ça ça ne va pas ça va mal j’ai faim je suis fatigué(e) j’ai soif j’ai chaud. j’ai froid. j’ai peur je suis malade. je suis enthousiaste

74 Songs! You will find a bank of sample songs which you can use to practise the vocabulary in the classroom. This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class.

75 Comment ça va? Comment ça va? X 6 J’ai froid! X 2 J’ai chaud! X 2 J’ai faim! X 2 J’ai soif! X 2 J’ai peur ! X 2 Je suis malade! X 2 Je suis fatigué(e)! X 2 Je suis enthousiaste! X 2 You can add actions and get the pupils to copy the sounds for cold, hot etc.

76 Image links to Youtube song – Comment tu t’appelles. http://www

77 Image links to Youtube song Je suis malade http://www. youtube

78 Bonjour, comment ça va? song
Je suis content d’être ici avec tous mes petits amis – I’m happy to be here with all my wee friends.

79 ICT Resources online You will find a bank of sample ICT activities which you can use to practise the vocabulary in the classroom. This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class. Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes.

80 Victoria Languages Online How are you?

81 A la prochaine! A la prochaine means until next time.

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