French Level 2
Numbers 1 - 100
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
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
Numbers 1 - 31
Combien?
How many?
un
deux
trois
quatre
cinq
six
sept
huit
neuf
dix
onze
douze
treize
quatorze
quinze
seize
dix-sept
dix-huit
dix-neuf
vingt
one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
Numbers 1 - 31
vingt et un
vingt-deux
vingt-trois
vingt-quatre
vingt-cinq
vingt-six
vingt-sept
vingt-huit
vingt-neuf
trente
trente et un
trente-deux
Quarante
Quarante et un
twenty-one
twenty-two
twenty-three
twenty-four
twenty-five
twenty-six
twenty-seven
twenty-eight
twenty-nine
thirty
thirty-one
thirty-two
forty
forty-one
Cinquante
Cinquante et un
Soixante
Soixante et un
Soixante-dix
Soixante et onze
Quatre-vingts
Qautre-vingt-un
Quatre-vingt-dix
Quatre-vingt-onze
Cent
fifty
fifty-one
sixty
sixty-one
seventy
seventy-one
eighty
eighty-one
ninety
ninety-one
one hundred
Combien?
un
deux
trois
quatre
cinq
six
sept
huit
neuf
dix
onze
douze
treize
quatorze
quinze
seize
dix-sept
dix-huit
dix-neuf
vingt
vingt et un
vingt-deux
vingt-trois
vingt-quatre
vingt-cinq
vingt-six
vingt-sept
vingt-huit
vingt-neuf
trente
trente et un
Embedding the language
You can use numbers to count things throughout
your lessons.
Combien challenge!
Every time the teacher calls, “combien?” the
pupils have to count whatever they have in front
of them and then say it in French.
Once you have learnt the days of the week and
the months, you can use the numbers for dates
at the start of every day.
I have explored numbers, understanding that they represent quantities, and I can
use them to count, create sequences and describe order.
MNU 0-02a
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.
You will find a set of more supported activities in Early Feelings
and more challenging activities in Level 2 Feelings.
1 – 20 counting rhyme
Cache, cache, compte, compte!
1. Cache cache compte compte means hide hide count
count in French. The teacher has an object which will then
be hidden somewhere in the class. A teddy for example.
2. One pupil leaves the class and another pupil hides the
object somewhere in the room.
3. The pupil who was outside now comes back in and must
find the hidden object whilst the rest of the class count in
French, getting louder as they get nearer to the object and
quieter as they get further away (like hot and cold).
4. You can get them to count to whichever number you are
working up to (e.g. 20) and then repeat it twice to give
them enough time to look.
I have explored numbers, understanding that they represent quantities, and I can
use them to count, create sequences and describe order.
MNU 0-02a
Cache cache,
compte, compte
Une personne
sort de la classe
Une personne
cache le jouet
Cache cache,
compte, compte
La personne
rentre dans la
classe…
et cherche le
jouet!
On compte
FORT
On compte
si la personne
est proche de
jouet.
si la personne
est loin de
jouet.
doucement
Round class counting
1. Give everyone in the class a number from 1 – 31 (or however high
you are counting to at the time). You can double up numbers if
this doesn’t work out with the number of pupils in the class.
2. Ask them to each write their number (as a number) on a sheet of
paper in front of them.
3. Now go round the class with each pupil standing and shouting out
their individual number as you count up.
4. Once they get become more confident, you can time them doing
this around the class and see if they can beat their own time.
5. Shuffle pupils around so that they are in a different seat but with
the same numbers and repeat the activity.
6. Shuffle pupils again so that they get a new number.
7. This activity could be done in a circle to make it easier to organise.
Action numbers
With the class, choose an action to go with each of the
numbers to help teach them.
You might want them to do this in pairs , share with groups
and then choose the best ones which will make up the class
actions.
e.g.
un = hitting a tennis ball
deux = a punch
trois = a guitar strum
quatre = a cat gesture
You can then follow this up by doing the action and getting
them to say the numbers.
Onze!
1. Pupils stand in a circle
2. They will then count to 11 with each person saying either
1, 2 or 3 numbers e.g. Sophie 1, 2 – Tom – 3,4,5 – Danny –
6, 7 etc.
3. Whoever lands on the number 11 is then out and sits
down.
4. The winner is the last person standing.
Formez un
cercle au
centre de la
classe
Onze!
Comptez un,
deux ou trois
nombres
Par exemple…
Personne a: 1, 2
Personne b: 3,4,5
Personne c: 6
La personne qui
dit, “11” est
éliminée!
La dernière
personne gagne!
Il y a combien?
1. Teacher shows the following pictures and pupils have to count
them up and say how many there are.
2. Each time teacher asks the class – Il y a combien? (how many are
there?). As you move through the images, get the class to join in
with the question.
3. Following on from this you can do a paired/group activity with
different objects on each table.
4. Pupils ask their partners/groups to fermez les yeux (close your
eyes) and they take away or add objects to those in the centre.
5. They then ask their partner/group to ouvrez les yeux (open your
eyes) and ask the question, il y a combien?
6. They then answer il y a ___ and how ever many there are.
Il y a combien?
Il y a combien?
Il y a combien?
Il y a combien?
Il y a combien?
Il y a combien?
Lotto!
Dessinez six
cases
12
6
5
4
20
1
Choisissez et écrivez six
numéros entre 1 et 20.
Lotto!
Dessinez six
cases
12
16
15
14
20
11
Choisissez et écrivez six
numéros entre 10 et 20.
Lotto!
Dessinez six
cases
12
6
5
4
20
1
Choisissez et écrivez six
numéros entre 10 et 31.
Songs!
You will find a bank of sample songs which you can use to
practice 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.
You will find a set of more supported activities in Early Feelings
and more challenging activities in Level 2 Feelings.
Comptez et chantez!
trente-deux
trente-trois
trente-quatre
trente-cinq
trente-six
trente-sept
trente-huit
trente-neuf
quarante
quarante et un
quarante-deux
quarante-trois
quarante-quatre
quarante-cinq
quarante-six
quarante-sept
quarante-huit
quarante-neuf
cinquante
cinquante et un
cinquante-deux
cinquante-trois
cinquante-quatre
cinquante-cinq
cinquante-six
cinquante-sept
cinquante-huit
cinquante-neuf
soixante
soixante et un
soixante-deux
soixante-trois
soixante-quatre
soixante-cinq
soixante-six
soixante-sept
soixante-huit
soixante-neuf
soixante-dix
soixante et onze
soixante-douze
soixante-treize
soixante-quatorze
soixante-quinze
soixante-seize
soixante-dix-sept
soixante-dix-huit
soixante-dix-neuf
quatre-vingts
quatre-vingt-un
quatre-vingt-deux
quatre-vingt-trois
quatre-vingt-quatre
quatre-vingt-cinq
quatre-vingt-six
quatre-vingt-sept
quatre-vingt-huit
quatre-vingt-neuf
quatre-vingt-dix
quatre-vingt-onze
quatre-vingt-douze
quatre-vingt-treize
quatre-vingt-quatorze
quatre-vingt-quinze
quatre-vingt-seize
quatre-vingt-dix-sept
quatre-vingt-dix-huit
quatre-vingt-dix-neuf
cent
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.
You will find a set of more supported activities in Early Feelings
and more challenging activities in Level 2 Feelings.
Splat
This game can be played with two teams (rouge et bleu) or
with 2 individuals going head to head.
Write words/numbers on the board.
Get two pupils out to the front of the class.
Give the two different coloured board pens.
Teacher/pupils say a word, pupils then have to circle it.
The one who circles it first wins/ wins the point.
Splat!
Je vais écrire les números
sur le tableau
Splat!
Il faut deux volontaires.
Venez ici, en face du
tableau.
Splat!
Un volontaire a un stylo
bleu et l’autre a un stylo
rouge.
Splat!
Je vais dire un numéro, par
exemple:
Splat!
La personne qui cercle le
bon numéro en premier a
gagné!
Cent
The object: to be the first to score 100 points or more.
How to play: Players take turns rolling two dice and following these
rules:
1. On a turn, a player may roll the dice as many times as he or she
wants, mentally keeping a running total of the sums that come up.
When the player stops rolling, he or she records the total and
writes it in French and adds it to the scores from previous rounds.
2. But, if a 1 comes up on one of the dice before the player decides
to stop rolling, the player scores 0 for that round and it's the next
player's turn.
3. Even worse, if a 1 comes up on both dice, not only does the turn
end, but the player's entire accumulated total returns to 0.
Cache, cache, compte, compte!
1. Cache cache compte compte means hide hide count
count in French. The teacher has an object which will then
be hidden somewhere in the class. A teddy for example.
2. One pupil leaves the class and another pupil hides the
object somewhere in the room.
3. The pupil who was outside now comes back in and must
find the hidden object whilst the rest of the class count in
French, getting louder as they get nearer to the object and
quieter as they get further away (like hot and cold).
4. You can get them to count to whichever number you are
working up to (e.g. 20) and then repeat it twice to give
them enough time to look.
I have explored numbers, understanding that they represent quantities, and I can
use them to count, create sequences and describe order.
MNU 0-02a
Cache cache,
compte, compte
Une personne
sort de la classe
Une personne
cache le jouet
Cache cache,
compte, compte
La personne
rentre dans la
classe…
et cherche le
jouet!
On compte
FORT
On compte
si la personne
est proche de
jouet.
si la personne
est loin de
jouet.
doucement
Round class counting
1. Give everyone in the class a number from 31-100(or however high
you are counting to at the time). You can double up numbers if
this doesn’t work out with the number of pupils in the class.
2. Ask them to each write their number (as a number) on a sheet of
paper in front of them.
3. Now go round the class with each pupil standing and shouting out
their individual number as you count up.
4. Once they get become more confident, you can time them doing
this around the class and see if they can beat their own time.
5. Shuffle pupils around so that they are in a different seat but with
the same numbers and repeat the activity.
6. Shuffle pupils again so that they get a new number.
7. This activity could be done in a circle to make it easier to organise.
Lotto!
Dessinez six
cases
41
34
44
36
32
38
Choisissez et écrivez six
numéros entre 31-45.
Lotto!
Dessinez six
cases
45
52
64
58
51
69
Choisissez et écrivez six
numéros entre 45-69.
Lotto!
Dessinez six
cases
72
86
99
100
78
84
Choisissez et écrivez six
numéros entre 69-100
Songs!
You will find a bank of sample songs which you can use to
practice 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.
You will find a set of more supported activities in Early Feelings
and more challenging activities in Level 2 Feelings.
ICT Resources online
You will find a bank of sample ICT 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.
You will find a set of more supported activities in Early Feelings
and more challenging activities in Level 2 Feelings.
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.
Languages Online
Languages Online Australia
Classtools.net
L’institut français
BBC French – Numbers 1 - 100
Au revoir!