comm._ace/driffclust2.doc cb/caf

Ideas for Integrating MFL into the classroom - KS1
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Call the register
Count
Say the alphabet
Give commands
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Sing songs
Greet each other
Use fruit cards at fruit time to name fruit of the day
Say colours
Say Happy Birthday to the children
At hometime say goodbye to the children
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Ideas for “European Week”
 Turn the Home Corner into a European café
Bake typical food
Taste food and record likes/dislikes
Make flags
Look at world map to locate countries
Find out how we travel to the country
Look at pictures of famous landmarks - Eiffel Tower etc
Look at money (euros)
Use Internet to research topics of interest ie football teams
Compile an information book comparing another country with England
Watch video “Barnaby Bear visits Brittany”
(Note: Video is the older version and refers to French money as “francs” so you will have to talk about euros beforehand) comm._ace/driffclust2.doc cb/caf

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Cross Curricular Work
 Music Learning French songs and performing them on French Day, rhyming, rhythm.
 English Knowledge about language, development of speaking and listening skills, knowledge and understanding of grammar and sentence construction. Opportunities to compare French with English are exploited through use of the new alphabet, phonemes, rhyming patterns, sound/spelling links, dictionary work, formation of structures
(such as singular/plural, gender, negatives, question forms, position of adjectives, imperatives), intonation, dialogues, poetry, different text.
 Geography Learning about France as part of Europe. The general geography of
France. The points of the compass. The weather and seasons.
History
Technology Designing and making things, eg bookmarks, birthday cards.
Art
Learning about the Romans and other historical figures.
Techniques, eg line drawings used in display work. Learning about
French artists and their paintings.
 Maths Addition and subtraction facts, the date, telling the time, shopping and using French money.
 PE Playing simple games in French Physical responses to the teacher’s instructions issues in the language being learnt.
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Science Work on parts of the body, animals.
RE International or multicultural work, celebration of festivals, storytelling, calendars, customs.
 ICT Word processing, keyboard skills, mouse skills, use of e-mail with schools abroad, materials from the internet and satellite television, video and audio, presentation of data.
 Citizenship Learning respect for themselves and for others through learning to appreciate the cultural diversity within a multicultural society.
 Preparing text for a wall display or presentation.
Presentation, practice and production
When planning lessons, a teaching sequence of presentation, practice and production should be used. At the presentation stage of a lesson, teachers should consider: comm._ace/driffclust2.doc cb/caf

 Use of a variety of visual aids, eg real objects, puppets, video, acetates, picture flashcards,
gestures.
 Ways of developing listening acuity by getting children to respond as they listen, eg holding up picture cards or objects, ‘Hands up when you hear ….’ If it’s correct, nod your
head, if it’s wrong shake your head’.
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Presenting new words gradually, eg between four and eight at a time.
The choice and order of presentation, eg present the easiest and most useful words or
cognates first, words of the same gender together.
 Repetition of a clear model, ensuring that children listen attentively before attempting to speak and encouraging them to watch the teacher’s mouth for correct pronunciation.
 Use a variety of teaching approaches to aid memory, including active learning and the use of different senses. Activities might include handling objects, using sounds and music when presenting vocabulary, touching and identifying mystery objects.
 Ways of encouraging children to take an active role at an early stage, eg physical response, use of gestures to show understanding of words and while repeating, taking the
role of the teacher, handling objects and flashcards.
 Ways of presenting new language in relevant contexts, eg describing pets at home,
saying ‘j’ai un lapin rather than c’est in lapin. The new words lends themselves to immediate and meaningful use by the children.
 eg ‘Est-ce que tu as des animaux à la maison? / questions to the whole class first, then to groups and finally to individuals.
 varying repetition by asking children to say things loudly, quietly, quickly or slowly. It can be helpful to divide words into syllables.
 Use of graded questions, eg when a few items have been introduced, use a sequence of questions to help children learn the words or phrases gradually.
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Ask yes/no questions, eg C’est un chat? Oui ou Non?
Ask questions that offer an alternative, eg C’est un chat ou un chien?
Ask open questions, eg Qu’est-ce que c’est?
When reinforcing new language, teachers should use some of the following activities.
 Teacher shows an item and makes a statement. Class repeats if the statement is true, stays silent if it is false. comm._ace/driffclust2.doc cb/caf

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Teacher or child removes or hides one item. Class tries to identify the missing item.
This can be done with objects on a tray, cut out acetates on an overhead projector
(OHP) or cards stuck on the board.
Teacher or child thinks of one item. Class tries to guess what this item is.
Teacher numbers the items on the board or acetate and can ask either for the number of an item or the name of the item with a particular number.
Children sort the items into groups according to gender or into word banks alphabetically or according to phonic rules. comm._ace/driffclust2.doc cb/caf

Animals
Tu as un animal?
J’ai
Un cheval
Un lapin
Une tortue
Un chat
Un oiseau
Un poisson
Un chien
Une souris
Un hamster
Un cochon d’Inde
Body Parts
La tête
- Do you have a pet
- I have
- horse
- rabbit
- tortoise
- cat
- bird
- fish
- dog
- mouse
- hamster
- a guinea pig
La bouche
Les yeux
Les oreilles
La main
Le ventre/l’estomac
Les cheveux
Le cou
Le doigt
Le dos
La jambe
Le pied
- head
- mouth
- eyes
- ears
- hand
- stomach
- hair
- neck
- finger
- back
- leg
- foot
Les doigts de pied
Le corps
Le genou
L’épaule
Le bras
Places in a school
La bibliothèque
- toes
- body
- knee
- shoulder
- arm
La cour
Le gymnase
La salle de classe
- the library
- the playground
- the gym
- the classroom
La cantine - the dining room
La salle de télévision - the TV room comm._ace/driffclust2.doc cb/caf

La salle d’ordinateurs - the computer room
La salle des profs - the staff room
Classroom items
Passe-moi
Tu as ……?
J’ai
Je n’ai pas de …..
Un sac
Un cahier
Une chaise
Un stylo
Une règle
Un calculatrice
Un crayon
Une gomme
Une table
Une trousse
Un livre
- Pass me
- Do you have ….. ?
- I have
- I haven’t got
- bag
- an exercise book
- a chair
- a pen
- a ruler
- a calculator
- a pencil
- a rubber
- a table
- a pencil case
- a text book
Directions
C’est où? - where is it?
Tournez/tourne à gauche - turn left
Tournez/tourney à droite - turn right
Allez/va tout droit - straight on
Prenez/prends la première rue à gauche - take the first street on the left
Prenez/prends la deuxième rue à droite - take the second road on the right.
Prenez/prends la troisième rue à droite - take the third road on the right.
Continuez/continue - carry on
Weather
Quel temps fait-il?
Il fait beau
Il fait mauvais
Il fait chaud
Il fait froid
Il fait du soleil
Il fait du vent
Il y a des nuages
- what’s the weather like?
- it is good weather
- it is bad weather
- it is hot
- it is cold
- it is sunny
- it is windy
- it is cloudy comm._ace/driffclust2.doc cb/caf

Il pleut
Il fait de l’orage
Il neige
Il fait du brouillard il fait très froid
Numbers
1 - un
2 - deux
3 - trios
4 - quatre
5 - cinq
6 - six
7 - sept
8 - huit
9 - neuf
10 - dix
- rain
- it is stormy
- snow
- it is foggy
- it is very cold
16 - seize
17 - dix-sept
18 - dix-huit
19 - dix-neuf
20 - vingt
21 - vingt et un
22 - vingt-deux
23 - vingt-trois
24 - vingt-quatre
25 - vingt-cinq
11 - onze
12 - douze
13 - treize
14 - quatorze
15 - quinze
26 - vingt-six
27 - vingt-sept
28 - vingt-huit
29 - vingt-neuf
30 - trente
31 - trente et un
Birthday
Mon anniversaire est le douze mars - my birthday is the 12th March
Et toi? - What about you?
Quelle est la date de ton anniversaire? When is your birthday
Bon anniversaire - Happy Birthday
Joyeux Noël - Happy Christmas
Bonne année - Happy New Year
Bon appétite - Enjoy your meal
Fruit/vegetables
Un ananas - pineapple
Les raisins - grapes
Les fraises - strawberries
Une pêche - peach
Une pomme - apple
Une carotte - carrot comm._ace/driffclust2.doc cb/caf

Un citron - lemon
Une prune - plum les petits-pois - peas
Les cerises - cherries
Une framboise - raspberry
Un melon - melon
Une poire - pear
Une orange - orange
Une banana - banana
Tu aimes ça? - Do you like that?
Oui, j’aime ça - Yes, I like that.
Non, je n’aime pas ça - No I don’t like that comm._ace/driffclust2.doc cb/caf

Father God
Thank you for this wonderful world that you have given us
Amen
Notre Père
Merci pour ce monde merveilleux que vous nous avez donné
Amen
Padre Dios
Gracias por este mundo tan maravilloso que nos has dado
Amén
Dear Jesus
Thank you for all the people that take care of me.
Amen
Dear God
I ask you to bless and take care of all the people I love
Amen
Cher Dieu
Je vous demande de bénir at de prendre soin de toutes les personnes que j’aime.
Amen
Querido Dios
Te pido que bendigas y cuides a todas las personas que yo quiero.
Amén
Cher Jesus
Merci pour toutes les personnes qui prennent soin de moi.
Amen
Dear God
Bless our school
Help us to work together and play together.
Make our School a happy place to be,
Amen
Cher Dieu
Benis notre college.
Aide-nous à travailler ensemble et à jouer ensemble.
Rend notre college un lieu joyeux.
Amen.
Querido Jesús
Gracias por todas las personas que cuidan de mi.
Amén
Padre Dios
Bendice nuestra escuela.
A yúdarnos a trabajar juntos y jugar juntos.
Haz que nuestra escuela sea un sitio muy feliz.
Amen. comm._ace/driffclust2.doc cb/caf

(burr) - butter
French Foodstuffs
- (as read) - sweets
Le
(bisquee) - biscuit
(confeeture) - jam
(cheeps) - crisps
(freets) - chips
(frweet) - fruit (plural)
(frohmarge) - cheese
(gatoh) - cake
(joos d oraange) - orange juice
(lay) - milk
(mee ell) - honey
pan) - bread
pwahson) - fish
(laygyume) - vegetables
schocolar) - bar of chocolate
peetza) - pizza
(tablet du
(tartaletts) - tarts veeand) - meat comm._ace/driffclust2.doc cb/caf

(Note: there is some debate about the exact translation of “Alouette”, so this is the version I was taught personally - feel free to disagree!). comm._ace/driffclust2.doc cb/caf

Practising new language
At the practice stage of a lesson the use of enjoyable activities, including games, rhymes and songs, will enable children to repeat new language in a motivating way. Eventually children will apply the language in a new context by adapting it and adding to it.
The teacher will use some of the following games:
 Guessing games, eg I’m thinking of a word beginning with the letter C, I’m thinking of an animal with three syllables / that begins with a vowel / that
rhymes with mon. Choose a word, clap the number of syllables in it, then children guess the word.
 Begin to say /write words and children guess the ending, eg éle …..
phant.
 Chain games, eg Je m’appelle LUCY et j’aime les LAPINS.
 Action games such as the ‘Mexican wave’ or ‘Simon Says’ (‘Jacques a dit).
 Children seated in a circle are given one of four fruit names, eg banane,
pomme, fraise, orange. When their name is announced they must change places. When the teacher says ‘salade de fruits’, they all change places.
 Listening games: children point, touch, tick, mime, move or write to show their understanding. This can be a group response game. Each group has a set of the same items and it is the first group to respond correctly by holding up the item or pointing that gains a point.
 Listen to stories and poems and sing songs that incorporate some of the new language.
 Use mini flashcards for pair and group work, eg, memory games.
 Games using cue cards: pictorial or text cards are distributed to pairs of children to encourage information exchange, eg, asking for and giving
directions.
 Information games: children exchange information in order to complete a task, eg one child has a shopping list and a limited budget and the other has
a price list. comm._ace/driffclust2.doc cb/caf

 Role play ranging from the structured reading of a given dialogue using pictures or word cards to a free interpretation by children of a given situation.
 Partner game: children need to find a partner who has either the same or complementary items on a card, eg Tom/Jerry, questions and answers,
two halves of a word or phrase.
 Surveys of most popular pets, favourite colours/foods: once children have interviewed each other they collate and present their findings.
 Number games: teacher throws a beanbag and says a number, the child who catches it gives the consecutive number, the preceding one or event the inversion of it, eg 12 21, 34 43. Children form groups according to the number given by the teacher. Children stand when the teacher says an even number, sit when the number is odd.
 Bingo: use numbers or structures/any other vocabulary.
 Picture dictation: children draw what the teacher describes.
 Matching pairs games, snap, dominoes, happy families combining picture with text and eventually only text to practise not only items of vocabulary but also rhyming sounds, eg trios - moi, deux - peux or sentences, eg elle porte un petit …. chapeau rouge, il a une grande ……
maison blanche.
 Rhyming games, eg blanc - Rouen, vert - Nevers, gris - Paris.
 Games against the clock, eg how quickly can all the children introduce
themselves.
 Spelling games: using the new alphabet, teacher/child starts spelling a word and the class must guess what it is; name the second/third/last letter in words; battleships; hangman.
 Children, holding letter cards, spell out known words in front of the class by positioning themselves in the correct order facing the class.
 Dictionary games: children hold up picture or word cards and arrange themselves in dictionary order.
 Writing in the air: teacher writes and children guess the word. comm._ace/driffclust2.doc cb/caf

 Tracing on the backs of partners: starting with letters and numbers, progressing to words.
Text flashcards can replace or complement picture flashcards and can also be used for spelling games. Phrases can be jumbled up and re-ordered.
Production
End-of-unit activities may include some of the following activities.
 Performances, eg assembly to parents, seasonal songs and poems.
 Wall displays and collages, eg food in France, festivals.
 Recorded sketches and dialogue.
ICT
ICT should be built into the planning. Pupils enjoy learning French through this medium and some of the software available serves to reinforce specific vocabulary or structures being learned.
ICT can help children’s learning in MFL by:
 Making it possible to draft and redraft work using a word processor, documenting and evaluating ideas electronically.
 Extending the possibilities for communication with children in other countries and cultures.
 Using audio, video, satellite television and CD-Roms to provide a diversity of learning experiences.
 Providing sources of authentic and up-to-date reading materials through the use of the internet.
 Enabling the construction and interrogation of databases. comm._ace/driffclust2.doc cb/caf

A Rationale For Using Songs
Songs
 Provide another route towards learning
 Support sensitivity to the language through rhythm
 Contribute to good intonation and pronunciation
 Are made to be repeated
 Can help to fix in the memory
 Can have a cultural dimension
 Encourage active participation
 Can take familiar language into a new context
 Can be enjoyable for children and teacher
 Require performance and audience
 Provide immediate gratification comm._ace/driffclust2.doc cb/caf

Session 3 Reading and Storytelling
Qu’est-ce qu’il y a dans le sac?
An activity to revise and consolidate vocabulary items.
 Have a bag/pillow case or similar and in it place items or vocabulary cards eg toys for animals, colours, flashcards representing foods, numbers etc.
 Give the bag to the first child and all sing to the tune of
« Polly put the kettle on »
Qu’est-ce qu’il y a dans le sac?
Qu’est-ce qu’il y a dans le sac?
Qu’est-ce qu’il y a dans le sac?
On va voir!
 As the child takes the item out, say rhythmically:
Un deux trios
Qu’est-ce qu’il y a?
And the child says the item.
This activity can be varied by combining both colours and items, eg
Un crayon rouge, un crayon bleu or more than one of the same item, eg
Deux chats, trios chiens etc. comm._ace/driffclust2.doc cb/caf

 Introduce Bonjour! and Salut! as you shake children’s hands around the classroom. Encourage them to go round the room greeting others.
 Introduce Au Revoir! by waving and turning. Encourage the children to join in.
 Encourage the children who speak other languages to greet the class in those languages.
Points to Note
 Use lots of praise, eg Excellent Jenifer! Super! Très bien Marcus!
 Tell children that French people usually kiss each other on the cheeks when they greet a friend or family member. Customs vary in different regions and kisses can vary in number from two to four kisses.
 Allo is used when telephoning.
 Greetings can be used at any time of the school day for reinforcement. comm._ace/driffclust2.doc cb/caf

 Introduce the question Ça va? or Ça va bien, Holly? and the various responses. When giving the model for responses, use thumbs up or down for emphasis and plenty of facial expressions. Encourage children to answer the question using their own body language to match their response.
 Ask for volunteers to perform the short dialogue in front of the class.
Children could imagine they are walking down the street when they meet a friend.
 Every day, call the register in French l’appel, expecting a response in
French. If children do not respond appropriately, pretend you have not heard or suggest, Thomas, il est absent? Children could volunteer to call the register each day, showing their understanding of the responses given, possibly using a photo-copy to avoid errors on the official register.
 Make children aware of the different sounds of present and présente.
 Children could produce a display of greetings in different languages, matched to national flags. ICT can be used to produce the flag and word process the text. Fonts for languages with non-Roman scripts should be made available if required.
 Ask for volunteers to perform dialogues in pairs. Match a child you know can initiate dialogue to another who may need a spoken model for reinforcement.
Points to Note
 Encourage children to repeat words and phrases many times. Build up confidence by asking them to say words in chorus at first, then in groups, then individually.
 Exaggerate gestures and get children to copy as they say the words.
 Children could repeat words loudly or softly, while assuming different moods, eg happy, sad, cross to add interest and vary the repetition.
 When asking the question, differentiate by using open and closed versions, eg ça va bien Peter? To elicit the response, Oui, ça va bien, comm._ace/driffclust2.doc cb/caf

compared with Noreen, ca va? to elicit the response Oui, ça va très bien,
merci. comm._ace/driffclust2.doc cb/caf

 Introduce yourself using Je m’appelle….. et toi? Comment tu t’appelles? or
Comment t’appelle tu? Ask the question around the room, so that children can respond individually.
 Cut out pictures of famous and unknown people from magazines.
Encourage children to respond as though they are the person or character, eg, point to a child whilst holding up the picture, saying Imaginez
…. Comment tu t’appelles?
 Develop this question by asking another child to report who it is, eg Qui est-ce? To elicit the response C’est …… or introduce il/elle s’appelle.
 A guessing game: one child sits with their back to class and asks
Comment t’appelles tu? The teacher silently points to another child who disguises their voice and says the wrong name, eg je m’appelle Britney.
First Child guesses. Non, Tu t’appelles Cindy. All the class respond with
oui/non, je m’appelle Hannah.
 When this is well known orally, introduce the words of the question on individual flashcards, asking children to place the words in the correct order.
 Encourage children to perform a dialogue for the class as though they are meeting a new friend for the first time. They use the new language they have learnt.
 Make some ‘snap’ cards with pictures of pairs of characters and their names in French, eg Tom/Jerry, Adam/Eve. Play with whole class.
Points to Note
 Older children should start recording the spellings and meanings of words and phrases when they are familiar with them orally. A word processor is an ideal tool for building an individual or class dictionary.
Children could add new words to the relevant section at any time, using alphabet-sequencing skills developed in dictionary work in English.
 Provide a topic-based word bank on a display or in a library corner.
 Children will need to establish their preferred way of entering accents into text. comm._ace/driffclust2.doc cb/caf

 Children will be familiar with using visual strategies to remember word patterns and spelling (NLS year 3 to 6).
 Further consolidate the word order by asking children to reproduce the phrase, broken down into one syllable per person. They can clap out the rhythm. Played at speed around the class, this game reinforces the sound and rhythm of the phrase.
 When children are answering their names, teachers could do some language awareness work, comparing children’s name across countries, eg, Andrew (English), Andreas (German), André (French), Andrés (Spanish),
Andrea (Italian), Catherine (English), Katharina (German), Cathérine (French),
Catalina (Spanish), Caterina (Italian).
 Introduce classroom commands using gestures to help define the meaning of the words. Encourage children to copy the gestures while repeating the words.
 Use the commands to play Jacques a dit. If children are caught out, encourage them to help you catch others out by becoming a spy, eg Tu
es l’éspion. Encourage children to take the part of the caller.
 Use garçon and fille for fun use of commands, eg tous les garçons ….. levez vous.
 Sing Sur le pont d’Avignon …. using tous les garçons font comme ça ….
Points to Note
 Reinforce the phrases by displaying them in large text around the room.
Number them so that you can encourage the children to use them by simply directing them to the corresponding number.
 These phrases can be used at any time for effective reinforcement.
 Compare forms of instructions in English and French, building on NLS work for year 3. comm._ace/driffclust2.doc cb/caf

 Introduce classroom items according to gender, eg c’est un stylo, c’est un livre with plenty of repetition. Encourage children to sort the items by gender, pointing to or picking up the item while saying the phrase.
 Introduce the question Qu’est-ce que c’est? whilst holding up the item and inviting individual children to respond.
 Play a guessing game, eg Je pense a un objet qui commence par C. Une chaise?
 Introduce the request passé-moi un crayon, s’il te plait, encouraging a child to pass over the pencil to elicit merci or merci beaucoup.
Encourage children to use this language when working with others and requesting equipment.
 Combine with numbers 1 to 12. Ask Combien de crayon? Or Combien de livres?
Points to Note
 Working with real objects, cards and games will help children remember.
 Graded questions help with differentiation and build confidence, eg rather than asking the open-ended question Qu’est-ce que c’est from the outset, ask C’est un crayon? Oui ou non? To elicit the response,
Oui, c’est un crayon. Then ask C’est un stylo ou c’est un crayon? Then ask the open ended question Qu’est-ce que c’est?
 Praise the children who use the target language spontaneously with their peers.
 Teachers may want to encourage children to keep their own records and claim points or stickers. Alternatively divide the class into teams for a term and award points to teams.
 The European Language Portfolio can be used to help children record achievements and to assess their own progress. comm._ace/driffclust2.doc cb/caf

 Introduce vocabulary for colours with flashcards or a large picture of a rainbow, giving plenty of repetition. Gradually introduce the question
C’est de quelle couleur? To elicit the response c’est noir.
 Introduce Est-ce que tu aimes ….? eliciting j’aime le bleu, je n’aime pas le
vert.
 Develop this by adding the question Quelle est ta couleur preferee/tu aimes
le noir? To elicit the response le bleu / le rouge / j’aime le blanc.
 Play a ‘telepathy game’ asking children to guess which colour you are thinking of, using the phrase ‘je pense a une couleur, c’est quelle couleur? to elicit the response C’est le jaune? Play the game at speed, responding with a simple, non, pas vert for wrong answers.
 Use songs or rhymes to encourage children to memorise the words.
Encourage children to create their own songs.
 Once children are confident using the vocabulary for colours, consolidate the use of the adjectives by combining them with a classroom item, eg Montrez-moi un crayon vert, expecting the children to respond appropriately. Increase the level of difficulty by widening the range and number of items and colours.
 Introduce children to the different sounds of the colour adjectives when applied to feminine nouns, eg un crayon blanc compared with une gomme
blanche. Stress the effect on pronunciation and spelling. Ask the children to match the appropriate text flashcard to the item.
 As a listening activity, read out the names of objects with colour adjectives after them. The children make a very quick coloured sketch to show they understand, eg j’ai un crayon rouge. Tu as un livre vert? They could be asked to correct each other’s work and call out their score in the target language, eg Donnez-moi les notes, en français, s’il vous plait!
 Play a guessing game ‘What’s in the bag?’ Bring in a bag of coloured items and ask ‘Qu’est-ce qui’il y a dans le sac? comm._ace/driffclust2.doc cb/caf

Points to Note
 Substitute single words in songs, eg the colour words.
 Point out that some adjectives in French go after the noun, but that some go before, eg petit / grand. Get the children to look out for adjectives in their reading and point out their position to you.
 There are plenty of opportunities for children to consolidate this activity in further reading and writing tasks. Give a short passage containing a description of the contents of a school bag. Ask children to substitute text with appropriate pictures to complete sentences. Children could copy the phrases correctly or write short sentences describing the contents of their own school bag.
 Prints of famous paintings can be used to introduce vocabulary, eg for colours, family members, weather.
 Draw attention to French paintings of specific styles and periods, eg
Impressionist, and discuss them in English.
 Ask the children what happens when colours are mixed, eg bleu et jaune?
vert. Rouge et jaune? orange.
 Compare the position of colour adjectives in English and in French, eg a blue book / un livre bleu.
 Games like ‘Jacques a dit’, ‘Paircards’ and ‘Loto’ can be played at any point during the day to consolidate vocabulary and adjectives. comm._ace/driffclust2.doc cb/caf

 Use large cards, dice or number fans to introduce the numbers, giving opportunities for children to respond and repeat, eg sitting when they hear even numbers and standing when they hear the odd numbers.
 Throw a bean bag to a chosen child while saying a number in French.
The child says the next number in sequence and then throws the bean bag to another child who gives the next number, and so on.
 Introduce mental arithmetic at a level suited to the class, eg huit plus
deux, cinq moins trios. Provide visual support on the board for plus and minus signs if necessary.
 Encourage children to work in small groups counting to their own tunes and rhymes and award points to the group with the best pronunciation.
 Play Eliminez or Onze. Count around the class. Children can say up to three numbers at a time, but whoever says onze is out. Counting begins again at un.
 When children are familiar with the numbers orally, use word cards to reinforce the sounds and spellings.
Points to Note
 Children could count forward or backwards, speak on a beat, use number patterns or say ‘buzz’ on a multiple of two. Such games played at speed motivate the children and take up a short amount of time.
 Differentiate by allocating ‘easier’ numbers to children who find it difficult to follow the sequences at speed, ask them to count out loud a whole sequence of numbers with which they feel confident.
 Performing actions to number rhymes or songs will help children remember vocabulary for numbers.
 Handling objects or cards will make learning easier.
 Counting in French can be reinforced at any point during the day in any context. comm._ace/driffclust2.doc cb/caf

 When beginning to read the numbers demonstrate correct pronunciation by drawing attention to the silent letters in six, dix and the p in sept.
 Revise the numbers previously met.
 Introduce 13 to 21 using games, songs and rhymes. Stress the lexical link of the early ‘teens’ with numbers 1 to 6 and the regularity of the late
‘teens’.
 Introduce C’est combine?
 Play a guess the number game, eg Je pense à un nombre entre dix et quinze.
Qu’est-ce que c’est? The child who guesses the number correctly then takes over the role of the teacher and says Je pense a un nombre entre…
Points to Note
 Encourage children to consider the word root of the Arabic number system, comparing number words in their own language with French and other languages by members of the class.
 Work in this area reinforces aspects of literacy, eg reciting poetry by heart, recognising rhyme and other patterns of sound (NLS year 3).
 Present the days in rhyme or song and ask the class to chant with you.
 Give each child a card with the name of a day of the week on it. Call out the days at random. When children hear the name of their card they hold it up.
 Say the days in order, missing out one day. Get the children to tell you which day is missing. comm._ace/driffclust2.doc cb/caf

 Write the first letter of each day on the board as a prompt and then point to the letters at random to see if the children can remember the days.
 Use word cards when the children can remember how to pronounce the days properly.
Points to Note
 Talk about the derivation of some of the names of the days of the week, eg Lundi - lune - moon - Monday. Compare the names of the days in other languages.
 Make deliberate mistakes to provoke a reaction. See if the children can spot the mistakes and correct them. comm._ace/driffclust2.doc cb/caf

Attention grabbers
 Arrêtez, écoutez, un deux trios, regardez-moi!
 Dejad, escuchad, A B C, miradame!
In the Playground
 Playground claps can be introduced using numbers, months, days of the
week or almost any vocabulary and then developed further by the children themselves.
 Counting in / out rhymes une oie, deux oies, trios oies, quatre oies, cinq oies, six oies, sept oies. (C’est toi).
Pomme, pêche, abricot, il y en a une, il y en a une
Pomme, pêche, abricot, il y en a une de trop zapatillo blanco, zapatillo azul dime cuántos anos tienes tú?
 Répétez et ajoutez: Introduce new items one at a time adding one to the list each time - pupils must imitate your voice. (Whisper, shout, mouth, high voice, low voice, crescendo etc).
 Et après ça: Pupils ask for a set of vocab cards in same order as teacher has said them. Also can be done as an accumulation game.
 Indiquez: Call out word, pupil(s) must point to correct card or have members of teams at board rubbing out / pointing to / taking down correct picture to win point.
 Battez le professeur (1): conceal an item / flashcard, say what it is - class must decide if you are telling the truth. If they guess correctly “un point pour la class” if not they must say correct word and “un point pour le professeur”. comm._ace/driffclust2.doc cb/caf

 Battez le professeur (2): Say an item and hold up a card. Class must shout the item and/or jump up to win a point if the picture and vocab match. They must remain silent / still if false and teacher wins point.
 Softball: Throw foam ball to individuals and get them to repeat vocabulary to check pronunciation of all pupils.
 Levez-vous: Give identical vocab pictures to two teams. Call out item of vocab and first to stand up with that picture wins point for team.
(Outside or in PE pupils can play this game by having to pick up coloured bean bag from a central position to win point).
 Les nombres: Outside or PE, pupils can practise numbers by having to get into groups with the correct number of people, called out by teacher.
 Touches quelque chose: Colours or classroom vocab - call out an item pupils have to touch the item or something of that colour.
 Montrez-moi: Play this as a “Simon Says” game. “Jean dit montrezmoi” + item of classroom vocab / flashcard / something of a specific colour / something drawn on whiteboard. Pupils out if they follow instruction without “Jean dit”.
(Collected by C Russell (updated 19/4/06) comm._ace/driffclust2.doc cb/caf

 Jeu de Kim: Pupils see group of items, one is removed and they have to say which is missing. Play with flashcards on board, real items on desk or pictures on OHT.
 Devinez: Any number of versions. a) Wallpaper with symbols, pupils have to guess what comes next. b) Identify a picture from small exposed bit or from a quick flash. c) Mime - pupils guess vocab from mime action. d) Pile of flashcards, pupils guess card on top. e) Teams or pairs - pupils draw with finger on back of partner, first pupil has to say what has been drawn in target language or if partner traces target language word first pupil can point to / show
/ draw appropriate visual. Works well with teams of 4/5 each drawing on back of team member in front and pupil at front of row running to board or drawing on white board to win point.
Works well with numbers. f) JE PENSE À UN NUMÉRO - Teacher or pupil thinks of number, pupils guess. PLUS or MOINS is used to indicate whether to go higher or lower until someone guesses correctly. In Spanish -
PIENSO EN UM NUMERO and MÁS or MENOS
 Lancez la gomme: Spread pictures out and stick down on desk with blue tack. Pupils have to say which picture they are aiming for and land rubber on it to win team a point.
 Pairs: Stick flashcards on board with pairs of symbols stuck on back.
Pupils have to find a matching pair.
 Hide and Seek (1): Hide items around class, individual, previously sent out of room, searches while class chant vocab being practised, eg numbers, alphabet, months, days of week. Class chant softly when seeker is “cold” and loudly when seeker is “hot”.
 Hide and Seek (2): Hide pictures / objects around class, pupils have a limited time to find and then announce their findings, eg hide toy animals
- “J’ai un chien”.
 J’accuse: Pupils win cards or items by correctly identifying them. They then conceal the items / cards in their bags, up jumpers etc. Others accuse them of having an item to win it, eg Susan - un chat. Accused person either hands item over or says “non”. Two rules - they must tell comm._ace/driffclust2.doc cb/caf

the truth and hand items over; they’re not allowed to claim something only just won. Set time limit. Pupil with most items / cards wins.
 Initials: Write the first letter of each word of 3 or 4 simple sentences on the board. Pupils have to guess the original sentences. It’s more interesting if one or two initials could mean more than one thing, ie “J u c n” could mean “J’ai un chat (or un chien) noir”.
 Bus Stops: Stick pictures around room (colours, numbers any vocab) pupils choose to stand at bus stop. They must be able to say the word in target lang. Eliminate all pupils at one stop by saying there’s a strike.
Continue until only one winner left.
 Musical Chairs: Stick a picture to back of chairs. Play as normal except pupils must be able to give appropriate word / phrase for chair on which they’re sitting or be replaced by someone who has already been eliminated and can say the word / phrase.
 Sequence Game: Give out series of domino type cards one to each pupil. Pupils have to listen for something on the top half of their card and respond by calling out what is on the bottom. Works well with numbers, eg pupil has a card with “10” on top, when he hears “cinq et cinq” pupil with “10” has to call out “Je suis dix”, then call out the problem written at bottom. Best use of this game is a series of questions and answers, eg One card begins with “Bonjour” on the top and asks “Comment t’appelles-tu? at the bottom.
 Dice: Large blank dice can have any vocab picture stuck on them, eg food, sport, school subject on one and different symbols for like / dislike on the other. Pupils throw both and make appropriate sentence.
Picture of pet on one, colours / numbers on other - throw both and have to say “J’ai un lapin gris” or “J’ai six lapins”.
 Battleships: Any vocab can be drawn on simple grids to play this. To shorten the game you could set a limit, eg first to collect five items hidden on opposing person’s grid.
 Treasure Map: Use any topic which lends itself to two phrases or where two ideas can be combined, eg map where colours and numbers make the grid references and pupils choose “cinq / violet” “douze / vert”. Grid references could be places in a town combined with directions and pupils choose “Il y a un marché / à gauche”. comm._ace/driffclust2.doc cb/caf

 Bingo / Lotto: numbers, colours, months, days, dates, symbols for any vocab can be used to play bingo.
 Beetle drive: Can also be adapted to any vocab. Decide on six items of vocab to be “collected” by pupils and decide on a number on dice for each one.
 Cluedo: Any topic area which can combine three items of vocab can be used to play cluedo, eg an activity / day of the week / a place. Make six simple cards for six each of three elements, choose one from each of three sets and conceal in envelope. Class in teams get chance to guess hidden combination. Show a card to disprove team’s theory ONLY to team whose turn it is.
 Any board game: Make any simple board game to match your theme, eg snakes and ladders where pupils have to say appropriate word
/phrase before being allowed up a ladder; game with highlighted squares and pupils have to say word / phrase or miss a turn or go back three spaces; game where pupils have to collect items from highlighted squares or whenever they pass Start, etc, etc, etc.
Many of the above games can be played at a simple one word answer level but can also be extended by obliging pupils to respond with suitable phrase or sentence.
Games to encourage pupils to ask questions / use negatives
 Question chains: Split class into teams of equal numbers, start off game with the question from front and each pupil has to respond then pass question on to person behind. Team to reach end of line first wins point, eg Teacher calls out “Comment t’appelles-tu?” First person responds “Je m’appelle ….” and asks question to person behind. An alternative version would be to set a time limit to pass a question and answer around the class. Teacher could challenge class by claiming class can’t manage it in “une minute trente secondes” for example.
 Question / answer circles: Split class into two circles of equal number, inner walks round in clockwise direction, outer in opposite direction.
When you call out stop or stop music pupils in one circle have to ask a set question and pupils in other circle have to respond.
 Different identities: Pretend to be someone else pupils have to ask questions to discover who you are. On simplest level get pupils to ask comm._ace/driffclust2.doc cb/caf

one question, answer with lie, class responds “Faux” until you tell the truth. Can be your name, age, where you live, etc.
 Interviews: Prime the pupils with information they might like to know about you. They have to find if it’s true or false by asking appropriate question, eg Mrs Russell’s name is Constance - pupils would have to ask
“Comment t’appelles-tu?”
 Planet “Nopet”: Split class into teams (2 works best) and give each 3 or 4 pets (toys or pictures). Standing close together they can pass the pets to each other behind backs so opposing team doesn’t know where they are. Other team plays the police trying to discover who has an animal when forbidden - “Susan as-tu un animal?” Pets can’t be passed on when question is asked and if the pet is correctly located it has to be surrended. Each time a forbidden animal is located correctly the questioning team win a point. Each time a pet is not located the pet hiding team win a point. Can be played with other vocab such as classroom items.
 Empty cages: To get pupils to use negative, stick pictures of pet homes on board. Pupils have to come to board, choose picture and say “Je n’ai pas d’animal”. Turn picture over if there is a picture of the pet teacher gets point. Have a picture of appropriate pet for each home and change the empty cage after each successful guess. Can be played with other vocab.
 La hola: Get pupils to call out vocab as part of a Mexican wave, either each individual or one table after another.
 Graffiti Wall: Use brick coloured sugar paper, chalk on the lines and let pupils write topic vocab on the “wall” in target language as graffiti.
 Jigsaws: Print out large copies of words you want the class to practise, cut them up into 2/3 pieces and place in an envelope. One envelope required per number of teams (about 4/5 pupils to a team) in class.
Fastest team to put the pieces of all the words together or call out one word for them to put together to win one point. Days of week work well and months of year but you have to cut up pieces carefully so you don’t have too many pieces exactly the same. comm._ace/driffclust2.doc cb/caf

 Change partners: Give children several soft toys - one between 3/4 pupils. Find a piece of music which contains vocabulary that they can listen for - they don’t have to understand much of any of the song. Tell the pupils to listen for a specific word or phrase and as the music plays they have the toys dancing BUT every time the word or phrase is heard the toys have to change partner.
Songs are excellent ways of helping pupils to practise and remember vocabulary.
 London Bridge is Falling Down
Spanish numbers 1-6 (verse 1)
7 - 12 (verse 2)
Miss out number(s) to keep pupils interested and competing.
 Twinkle, Twinkle, Little Start
French numbers 1-6 OR 1-12
 Army Chant
Alphabet Sp/Fr, numbers Sp/Fr, days of week Sp/Fr, months Sp.
 La Macarena
Days of week Sp/Fr
 Variety of nursery rhymes for colours: give pupils coloured counters / leg bricks and sing a familiar tune with colours as new words. Pupils put counters down in correct order as song is sung, then repeat it.
This can also be done with other vocab, eg “Twinkle, twinkle little star” fits a lyric about animals.
As-tu un animal?
J’ai un chat et un cheval
J’ai un chien et un lapin
J’ai une souris et un poisson
As-tu un animal?
No, je n’ai pas d’animal
OR a lyric about breakfast food. comm._ace/driffclust2.doc cb/caf

Pour le petit déjeuner
Je bois un jus et du café
Je mange du pain et du beurre
J’aime aussi de la confiture
Mon petit frère prend du lait
Et des croissants, s’il vous plait.
Pupils are good at adapting the idea/writing new words or even new tunes.
 Frère Jacques: This fit weather conditions very well both in French or
Spanish.
 If You’re Happy and You Know It: This is excellent for “Si tu aimes
….” or “Si tu as ……..? eg: Si tu aimes les chat (food, subjects, sports etc)
Frappe tes mains
OR
Si tu as un chien, frappes tes mains.
Si tu as un crayon, frappe tes mains (using classroom items or almost any vocabulary).
Other actions for this song in French are:
Tape tes pieds
Claque tes doigts
Dis ‘bonjour’
Lève-toi
If you’re happy and you know it can work in Spanish but it does not
<sit> as easily as it does in French. I can suggest:
EJEMPLO
Si te gusta el inglés …..
Si te gustan las ciencias …… comm._ace/driffclust2.doc cb/caf

OR
Si tienes …. (if you have……)
Si tienes una regal ……..
Actions could be:
Palmotea
Zapatea
Di <adiós>
Di <Que si!>
(Clap/applaud)
(Tap feet)
(Say goodbye - with optional wave)
(Say <Yes>)
Ponte de pie (Stand up)
 Head, shoulders, knees and toes
OR
This works with parts of the body in French and Spanish but can also fit almost any 8 items of vocabulary you are teaching. la tête, les épaules, les genoux, et les pieds (x 2) les yeux, les oreilles, la bouche et le nez la tête, les épaules, les genoux et les pieds la cabeza, la espalda (back), las piernas (legs), los pies (x 2) los ojos, las orejas, la boca, la nariz la cabeza, la espalda, las piernas, los pies un livre, un cahier, une gomme, un crayon (x2) la colle, une règle, un stylo, des ciseaux un livre, un cahier, une gomme, un crayon un libro, un cuaderno, una goma, un lápiz (x2) el pegamento un boli, una regal, las tijeras comm._ace/driffclust2.doc cb/caf


This fits both Spanish and French and can be extended to include asking someone’s age and giving age.
Verse 1 Joyeux anniversaire
Verse 2 Quel âge as - tu (x 4)
Verse 3 Moi, j’ai _________ ans (give 2/3 pupils number of candles if they sing correct number)
Verse 1 Cumpleaños feliz (x 4)
Verse 2 Cuántos años tienes? (x 4)
Verse 3 Tengo ______ años (x 4)
Powerpoint stories / poems
Pupils can use these for various oracy or literacy activities
 Oracy
Reading the item aloud
Playing one character
Devising actions for part or all
Matching sounds and other pronunciation activities
Simple comprehension questions
Making simple changes to the story
 Literacy
Recognise familiar sounds or words in written form by holding up sound or word cards
Rearrange words cards to make sentences from story
Simple comprehension questions
Make simple written changes comm._ace/driffclust2.doc cb/caf

There are websites specifically for primary MFL or, even if for secondary, sites which can have some useful content www.nacell.org.uk
www.tasc.ac.uk/ell www.languagesonline.org.uk
www.studyspanish.com
www.yorkrose.comenius.org.uk
www.bbc.co.uk/schools/primaryfrench www.bbc.co.uk/primaryspanish (not as good as
French) www.linguascope.com
www.wildfrench
(subscription)
(based on Métro & Advantage)
Pupils are very computer literate and produce wonderful ICT work independently using vocabularly they are given.
Collected by C Russell (updated 19/4/06) e-mail - Catherine.Russell@woldgate.eril.net
comm._ace/driffclust2.doc cb/caf

Ideas for games to help with learning the target language
Sentence strips
Sentence strips with the target language. Folded to reveal only one word at a time, which the children repeat, then the next and so on. A pattern will appear so the children are able to predict the next word.
Bonjour Bonjour Au revoir Bonjour Bonjour Au revoir Bonjour Bonjour
Sentence strips can also be used with pictures where the children say the word eg le cheval
Snap le lapin le cheval le lapin le cheval le lapin
Sets of cards can be made with target vocabulary. For example a pack of 30 cards, which have numbers un - dix. A pair of children split the cards and plays snap. They repeat a word as a card is turned over and try to gain all the cards.
Games of snap can be made for animal names, colours, family members, etc.
Pelmanism
Using two sets of cards children can work in groups turning over two cards at a time, repeating the word and trying to match a pair. This can be done with numbers, colours, animals, family members etc. comm._ace/driffclust2.doc cb/caf

Circle games
The children sit in a circle and in the centre on the floor are a number of objects, eg numbers, coloured crayons, pictures of animals etc. The children take turns to collect an item and then choose someone else to pick up an item.
Eg John, donnez moi le numero cinq or John, donnez moi cinq crayons rouges etc.
Bingo
Bingo can be played with any of the above. Cards with the target vocabulary.
Numbers to 10, 20 or 50, colours, animals, family members etc.
Story Books
We also use story books such as ‘Le chenille qui fait des troups!’ or The
Hungry Caterpillar. We use this especially in our work on numbers and learning days of the week. The children learn the days of the week and the numbers and paint the fruits and the food eaten. They then retell the story to the other children in the school.
Dominoes
Numbers are on card, eg
Cinq 6 Six 7
The children split the group of cards and take it in turns to play until there is a winner. comm._ace/driffclust2.doc cb/caf

Simon a dit
Simon Says game, using target language
Simon a dit ……. mains sur la tete mains sur le nez mains sur des yeux mains sur la bouche mains sur le cou
Salut / Bonjour
Au revoir
S’il vous plait/s’il te plait
Merci hello goodbye please thank you
Je peux aller aux toilettes? can I go to the toilet?
Je ne comprends pas
Ça va bien
I don’t understand
I am fine
Ça va mal
Je vais faire l’appel
Absent/absente
J’ai fini
To as fini?
Et toi?
J’ai
Je n’ai pas de ….
Oui
Non
Et
Dessinez/dessine
Ecoutez/écoute
Parlez/parle
Regardez/regard
Ecrivez/écris
Ecoutez/écoute
I do not feel very well
I’m going to do the register absent
I have finished have you finished? and you?
I have
I do not have
Yes
No and draw listen speak look at write listen comm._ace/driffclust2.doc cb/caf

André
Luc
Pierre
Michel
Etienne
Frédéric
Bernard
Raphaël
Jacques
Jean
Jean-Luc
Répétez/répète
Touchez/touché
Donnez-moi/donne-moi
Asseyez-vous/assieds-toi
Levez-vous/lève-toi
Silence
Un/une
Le/la
Les
repeat touch give me sit down stand up silence a the (l’ in front of vowels or h) the + plurals
Je m’appelle
Il s’appelle/elle s’appelle
I am called he/she is called
Ils (elles) s’appellent … et … they are called
J’ai …. ans
Ma mère
Mon père
Mon frère
Ma soeur
Mon grand-père
Ma grand-mère
Mon oncle
Ma tante
Mon cousin
Ma cousine
Dans ma famille
Il y a
I am ……. years old my mother my father my brother my sister my granddad my grandma my uncle my auntie cousin (boy) cousin (girl) in my family there is/there are
Boys - les garçons Girls - les filles
Hélène
Marie-Claire
Sophie
Carine
Nicole
Thérèse
Sylvie
Camille
Josette
Brigitte
Françoise comm._ace/driffclust2.doc cb/caf

Jean-Paul
Antoine
Robert
Francois
Sébastien
Christophe
Daniel
Yannick
David
C’est quell jour? lundi mardi mercredi jeudi vendredi samedi
Nadine
Béatrice
Martine
Nadine
Céline
Frédérique
Marie-Hélène
Véronique
What day is it?
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday dimanche
janvier
Sunday
January fevrier mars avril mai juin juillet août septembre
February
March
April
May
June
July
August
September octobre novembre decembre
October
November
December
Quelle est la date aujourd’hui? What’s the date today? comm._ace/driffclust2.doc cb/caf

C’est de quelle couleur?
Orange
Rose
Rouge
Blanc
Jaune
Vert
Gris
Bleu
Marron
Noir
What colour is it? orange pink red white yellow green grey blue brown black comm._ace/driffclust2.doc cb/caf

comm._ace/driffclust2.doc cb/caf

comm._ace/driffclust2.doc cb/caf