French MLPS First Level Classroom Talk

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C’est mercredi le trente
octobre
Il pleut!
Le but! Classroom talk!
Le plan!
1. Révisions
2. Vocabulaire
3. Jouer
4. Ecouter
5. Parler
French First Level
Classroom Talk!
First Level Significant Aspects of Learning
• Use language in a range of contexts and across learning
• Continue to develop confidence and enthusiasm to communicate using the
language being learnt
• Develop an awareness and understanding of patterns and sounds of language
• Begin to develop an understanding of, interest in and respect for other
countries, cultures and languages
• Appreciate and understand the value of language learning
• Recognise familiar written words when listening
• Explore how gesture, expression and emphasis are used to help
understanding.
• Listen, recognise and respond to familiar voices in short, predictable
conversations
• Understand and respond to familiar spoken vocabulary
• Actively take part in daily routines
• Listen and join in with stories, song or poem
• Enjoy engaging with simple and familiar texts on my own and with others
using resources to support learning
• Participate in familiar games, paired speaking and short role plays
• Take part in simple, paired conversations about themselves giving simple
opinions and asking simple questions
Classroom Talk! Vocabulary
Ecoutez
Regardez
S’il vous plaît
Mettez-vous en ligne
Oui
Non
Merci
Asseyez-vous
Levez-vous
Levez la main
Répétez
Voilà!
S’il te plaît
J’ai fini
De rien
Pas de problème
Je peux aller aux toilettes?
Listen
Look
Please (for use when pupil is talking to the
teacher, or the teacher is talking to the
whole class)
Line up
Yes
No
Thank you
Sit down
Stand up
Put your hands up
Repeat
Here you go!
Please (for use when pupils are talking to
each other or when the teacher is
talking one pupil)
I’m finished
You’re welcome
No problem
Can I go to the toilet?
Ecoutez
s’il vous plaît!
Répétez
Répétez
Répétez
Répétez
Répétez
Répétez
s’il vous plaît!
Regardez
s’il vous plaît!
Mettez-vous en ligne!
Asseyez-vous
Levez-vous
Levez la main
Oui
Non
S’il te plaît
Voilà!
Merci!
De rien!
merci
de
rien
Pas de problème!
J’ai fini!
Je peux aller aux
toilettes?
Embedding the language
All this language is designed to be used as part of everyday
classroom practice.
You could do the register with oui and non on some days (on
fait l’appel for the register is in the Greetings PPT).
For this topic, embedding the language would be the focus as
opposed to the language being taught as such.
There are example activities however to help teachers
reinforce the language being used.
Sample activities
You will find a bank of sample 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.
S’il vous plaît ou non merci?
Pupils look at the following slides and decide if they would like
it or not by saying either S’il vous plaît or non merci!
You could make this more active by having 2 sides of the room
with each designated as the S’il vous plaît side and the other as
the Non merci! side. Ask pupils to then choose a side which
matches their opinion and say their opinion (S’il vous plaît or
non merci) as a group.
You could follow this up with asking them to choose pictures
from cut outs or create their own drawings under the headings
S’il vous plaît and non merci!
S’il vous plaît ou non merci?
les photos
Regardez
décidez si
et
ou
S’il vous plaît!
Non merci!
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
S’il vous plaît ou non merci?
Mot de la semaine
Mot du mois
1.
2.
3.
Mot de la semaine means word of the week. Mot du mois
means word of the month.
As a way of building up classroom vocabulary gently, you could
have a word of the week/month which everyone will use in class
(or out of class too if they like!)
Once you move onto your next word, keep the previous words
going! This way the pupils will build up their language gradually!
The Big Bonjour Challenge!
1. Set pupils the challenge of saying Bonjour, merci, s’il vous plaît
and de rien (or whichever vocab you like) to everyone they speak
to.
2. You could get them to tally mark how many they do in a week
and have an inter-class competition.
Jacques a dit
Jacques a dit is French for Simon says.
It works exactly the same way whereby if you say Jacques a dit
(Jack said) at the start of a command then everyone has to do
it. If you just say the command then pupils should stand still. If
they do the action, they then sit down. Sample commands are
below:
Jacques a dit écoutez! (pupils can cup hand to ear)
Jacques a dit regardez! (mime searching)
Jacques a dit mettez-vous en ligne! (pupils get into a line)
Ecoutez!
Regardez!
Mettez-vous en ligne! Asseyez-vous Levez-vous
Songs and videos!
You will find a bank of sample songs and videos 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.
Mettez-vous en ligne
(to the tune of farmers in his den)
Mettez-vous en ligne!
Mettez-vous en ligne!
Tous les enfants de la classe,
Mettez-vous en ligne!
Mettez-vous en ligne
(to the tune of farmers in his den)
Mettez-vous en ligne!
Mettez-vous en ligne!
Tous les enfants de la classe,
Mettez-vous en ligne!
J’ai fini!
J’ai fini mon travail
Pas de problème!
J’ai fini mon travail
Pas de problème!
J’ai fini mon travail
Pas de problème!
J’ai fini mon travail,
Il n’y a pas de problème!
Au revoir!
French Level 1
Party Games!
First Level Significant Aspects of Learning
• Use language in a range of contexts and across learning
• Continue to develop confidence and enthusiasm to communicate using the
language being learnt
• Develop an awareness and understanding of patterns and sounds of language
• Begin to develop an understanding of, interest in and respect for other
countries, cultures and languages
• Appreciate and understand the value of language learning
• Recognise familiar written words when listening
• Explore how gesture, expression and emphasis are used to help
understanding.
• Listen, recognise and respond to familiar voices in short, predictable
conversations
• Understand and respond to familiar spoken vocabulary
• Actively take part in daily routines
• Listen and join in with stories, song or poem
• Enjoy engaging with simple and familiar texts on my own and with others
using resources to support learning
• Participate in familiar games, paired speaking and short role plays
• Take part in simple, paired conversations about themselves giving simple
opinions and asking simple questions
Party Games – On fait la fête!
Aims:
1. To be able to understand unfamiliar
language through making connections
with English and support from images.
2. To be able to use a range of spoken
vocabulary through repetition in games.
3. To learn about French party games.
4. To enjoy using language in a range of
contexts.
Activité 1 – Teacher’s notes
Modern Languages
I gain a deeper understanding of my first language and appreciate the richness
and interconnected nature of languages
English and literacy
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation
and grammar to read with understanding and expression.
ENG 1-12a
Prior learning:
Expressive Arts
I can sing and play music from other styles and cultures,
showing growing confidence and skill while learning about
musical notation and performance directions.
EXA 1-16a
C’est qui?
C’est ___
Activité: Le furet!
1. Pupils stand in a circle with one in the middle..
2. Pupils must pass an object around the circle, behind their
backs, hiding from the pupil in the centre as it moves around
from hand to hand.
3. When the music stops, the pupil in the middle must try and
guess who has it and in which hand.
Activité 1 – Teacher’s notes
Le jeu du furet
Le furet means the ferret and the idea of the game is that an
object is moving around the circle and is hidden.
The instructions for the game are in French and you can ask the
pupils to try and work these out. The English translations are in
the slide notes.
There is also a song on Slide 15 which is traditionally sung with
this game. You can teach this to the class to sing along with whilst
passing the object. There is a translation of the lyrics on slide 16.
Vocabulary
Qui est-ce?/C’est qui?
Who is it?
C’est
It is…
La main gauche
The left hand
La main droite
The right hand
You can count the pupils into start the music with 1, 2, 3, go!
Le jeu du furet
Levez-vous et…
…formez un cercle.
Une personne va au centre du
cercle.
C’est le détective!
Passez un objet
Une balle par exemple
de main à main
autour du cercle
Cachez la balle du détective.
Quand la musique s’arrête….
…la classe dit “Qui a la balle?”
Le détective décide qui a la
balle!
Par exemple – C’est Anna.
Et décide…
main gauche ou main droite
Si le détective est correcte…
…il reste au centre.
Si le détective n’est pas
correcte…
…la personne avec la balle est
maintenant le détective!
Il court, il court le furet
Il court, il court le furet
Il court, il court, le furet
Le furet du bois, mesdames,
Il court, il court, le furet,
Le furet du bois joli.
He runs, he runs, the ferret,
The ferret of the woods, ladies,
He runs, he runs, the ferret,
He ferret of the pretty wood.
Il est passé par ici,
Il repassera par là.
He runs here,
He runs back again by there.
Il court, il court, le furet
Le furet du bois, mesdames,
Il court, il court, le furet,
Le furet du bois joli.
He runs, he runs, the ferret.
The ferret of the wood, ladies.
He runs, he runs, the ferret,
The ferret of the pretty wood.
Activité 2 – Pass the parcel!
Modern Languages
I gain a deeper understanding of my first language and appreciate the richness
and interconnected nature of languages
English and literacy
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation
and grammar to read with understanding and expression.
ENG 1-12a
Prior learning:
Colours
Activité 2 – Teacher’s notes
Activité: Pass the Parcel (Passez le pacquet)
1. Prepare a parcel with different layers wrapped with different
colours of paper and a small prize in the middle.
2. Pupils sit in a circle and teacher plays some French music (pick
something they can sing along to) whilst they pass a parcel around
the circle.
3. When the music stops, whoever it lands on should unwrap their
layer.
4. The class ask the question, “c’est de quelle couleur?” and the
pupil should say it in French e.g. c’est bleu!
5. If you like, you can also add questions onto the sheets of paper
e.g. Comment t’appelles-tu? Quel âge as-tu? Etc.
6. The game is over once someone gets to the prize 
7. All pupils can say Bravo ____ to whoever wins at the end.
Vocabulaire
C’est de quelle couleur?
What colour is it?
C’est (bleu)
It’s blue
Bravo!
Well done!
On continue!
Let’s continue!
Passez le paquet!
Asseyez-vous en cercle…
Ecoutez la musique…
chantez…
et passez le paquet!
Quand la musique s’arrête….
…déballe le paquet.
C’est de quelle couleur?
C’est
blanc!
Bravo! 1, 2,3 - on continue!
Et finalement…
…une personne trouve le prix!
Bravo! 
Activité 3 – Les statues musicales!
Modern Languages
I gain a deeper understanding of my first language and appreciate the richness
and interconnected nature of languages
English and literacy
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation
and grammar to read with understanding and expression.
ENG 1-12a
Prior learning:
A song in French
Activité 3 – Teacher’s notes
Activité: Les statues musicales
1.
Pupils dance (and sing) to French music when the music stops
they freeze.
2. You could potentially link this to famous statues from around
the world and ask them to adopt a different pose for each
time they have to stop e.g. Rodin’s The Thinker, Rafael’s
David or famous posers (some examples are included). Might
be too much but could be quite funny!
3. When they are “out” they can still sing along and you can ask
them to join in with you when you call out “strike a pose!” (see
vocabulary). They can also help spot who has moved!
4. Lastly, if you want to, you can add in some French challenges
e.g. count to ten when they are frozen, say the alphabet, say
as many colours as they can etc.
Vocabulaire
Un, deux, trois! Posez!
1, 2, 3 - pose!
Ne bougez pas!
Don’t move!
Oh non! Tu es éliminé(e)!
Oh no, you are out!
Désolé(e)!
Sorry!
Les statues musicales!
Ecoutez la musique…
chantez…
et dansez!
Quand la musique s’arrête….
Ne bougez pas!
Si tu bouges…
… tu es éliminé(e)! 
Bravo! 1, 2,3 - on continue!
Posez comme…
Posez comme…
…Madonna.
Posez comme…
…Mo Farah.
Posez comme…
…Usain Bolt.
Bravo! 1, 2,3 - on continue!
Et finalement…
…une personne gagne!
Bravo! 
Activité 4 – Les chaises musicales!
Modern Languages
I gain a deeper understanding of my first language and appreciate the richness
and interconnected nature of languages
English and literacy
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation
and grammar to read with understanding and expression.
ENG 1-12a
Expressive Arts
I can sing and play music from other styles and cultures,
showing growing confidence and skill while learning about
musical notation and performance directions.
EXA 1-16a
Prior learning:
None
particularly
necessary.
Activité 4 – Teacher’s notes
Activité: Les chaises musicales
1.
Pupils walk around a number of chairs (1 less than number of
pupils) and sing to French music. When the music stops they
must sit down in a seat which is free.
2. The person who is left is the out but they can still sing along
and you can ask them to ask everyone to stand up and then
choose a seat to remove next.
3. To add some extra French you can stick and question or a
French challenge to each seat e.g. count to five, say your
name, say what the weather is like today etc. and get them to
say it to their neighbour.
4. You could also link this to whatever topic you have been doing
e.g. pictures of animals if you’ve been looking at pets and they
would have to say what it is.
Vocabulaire
Un, deux, trois, marchez!
1, 2, 3 – walk!
Trouvez une chaise!
Find a chair!
Asseyez-vous!
Sit down
Oh non! Tu es éliminé(e)!
Oh no, you are out!
Désolé(e)!
Sorry!
Levez-vous
Stand up
Choise une chaise
Choose a chair
On continue!
Let’s continue!
Les chaises musicales!
Ecoutez la musique…
chantez…
et faites le tour
des chaises!
Quand la musique s’arrête….
Asseyez-vous!
…si tu n’as pas de chaise…
… tu es éliminé(e)! 
… mais pas de panique!
…c’est toi le professeur
maintenant!
…choisis une chaise à retirer.
Bravo! 1, 2,3 - on continue!
Et finalement…
…une personne gagne!
Bravo! 
Activité 5 – Le facteur
Modern Languages
I gain a deeper understanding of my first language and appreciate the richness
and interconnected nature of languages
English and literacy
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation
and grammar to read with understanding and expression.
ENG 1-12a
Prior learning:
Numbers 1 –
however many are
in your class.
Or you can use a
different topic.
Activité 5 – Teacher’s notes
Activité: Le facteur! (the postman)
1. This game is the French version of Duck, duck, goose.
2. All pupils sit in a circle except one.
3. The pupil who is outside the circle (le facteur), walks around
gently tapping each pupil on the head as they pass and
counting in French as they go.
4. Suddenly, instead of saying a number, they shout a different
(you can choose whatever you like) and whoever they tapped
when they said this must then jump up and chase them round
the circle.
5. If the facteur manages to get back to the vacant seat
without being tagged by the other pupil, they get to then sit
down and the other pupil now becomes the facteur.
Vocabulaire
Un, deux, trois, marchez!
1, 2, 3 – walk!
Asseyez-vous!
Sit down
On continue!
Let’s continue!
Le facteur!
Asseyez-vous en cercle…
Une personne n’assied pas.
C’est le facteur
Le facteur…
…fait le tour du cercle…
...et tape tout le monde…
...sur la tête…
…en comptant…
e.g. Un, deux, trois, quatre etc.
Mais, attention!
Si le facteur te tape sur la
tête…
et il dit “bananes!”
…tu te lèves...
Tu cours après le facteur!
Si tu touches le facteur…
…assieds-toi.
Si tu ne touches pas le
facteur…
…le facteur prend ta place.
…et maintenant c’est toi le
facteur!
Activité 6– Le Hokey Pokey
Modern Languages
I gain a deeper understanding of my first language and appreciate the richness
and interconnected nature of languages
English and literacy
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation
and grammar to read with understanding and expression.
ENG 1-12a
Health and Well being
I am discovering ways that I can link actions and skills to create
movement patterns and sequences. This has motivated me to
practise and improve my skills to develop control and flow.
HWB 1-21a
Expressive Arts
I can sing and play music from other styles and cultures,
showing growing confidence and skill while learning about
musical notation and performance directions.
EXA 1-16a
Activité 6 – Teacher’s notes
Activité: Le Hokey Pokey
1. Practise the lyrics and actions and then do it to the music.
2. I’ve included two versions – one which is simplified and
another which goes with the Youtube version.
Prior learning:
Body parts and left and right but can learn when
doing this song.
Le Hokey Pokey!
Met le pied droit devant
Met le pied droit derrière
Met le pied droit devant
Et remue-le dans tous les sens
On fait le Hokey Pokey
Tu tournes sur toi-même
Voilà, c’est comme ça!
Ohhh hokey, pokey, pokey! X 3
Voilà, c’est comme ça!
Met le pied gauche devant
Met le pied gauche derrière
Met le pied gauche devant
Et remue-le dans tous les sens
On fait le Hokey Pokey
Tu tournes sur toi-même
Voilà, c’est comme ça!
Ohhh hokey, pokey, pokey! X 3
Voilà, c’est comme ça!
Met la main droite devant
Met la main droite derrière
Met la main droite devant
Et remue-le dans tous les sens
On fait le Hokey Pokey
Tu tournes sur toi-même
Voilà, c’est comme ça!
Ohhh hokey, pokey, pokey! X 3
Voilà, c’est comme ça!
Met tout le corps devant
Met tout le corps derrière
Met tout le corps devant
Et remue-le dans tous les sens
On fait le Hokey Pokey
Tu tournes sur toi-même
Voilà, c’est comme ça!
Ohhh hokey, pokey, pokey! X 3
Voilà, c’est comme ça!
Bravo tout le monde! 
Extra vocabulary
bleu-clair
light blue
bleu-foncé
dark blue
tout le monde
everyone
personne
nobody
Commands when speaking to 1 person only
assieds-toi
sit down
lève-toi
stand up
lève la main
put your hand up
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