to see sample pages from this resource
Transcription
to see sample pages from this resource
Contents Introduction ........................................................2 Central Module: C’est moi!......................................3 Rhymes. ............................................................................4 Songs. ................................................................................9 Stories: Les trois ours. La chasse à l’ours. ............12 Games, activities, art and craft. ................................16 Vocabulary. ....................................................................29 Optional Module: Saisons, Pâques et Noël ............32 Seasons: Rhyme. ............................................................................33 Songs. ..............................................................................33 Stories: La Reine des Neiges. La Chenille. ..........35 Activities, art and craft. ..............................................39 Easter: Rhymes. ..........................................................................45 Story: Le Petit Poussin. ..............................................46 An Easter Story. ..........................................................47 Activities, art and craft. ..............................................47 Christmas: Activities. ......................................................................49 Vocabulary. ....................................................................51 Optional Module: Les sorties. C’est magique! ......55 La ferme: Songs. ..............................................................................56 Games and activities. ..................................................56 Le zoo: Songs. ..............................................................................58 Games and activities. ..................................................60 Vocabulary. ....................................................................61 C’est magique!: Rhyme. ............................................................................62 Song. ................................................................................62 Story: La boîte magique! ............................................63 Games, activities, art and craft. ................................65 Vocabulary. ....................................................................68 Sample Lesson List of CD Tracks © Copyright La Jolie Ronde Ltd. 2002. ......................................................69 ......................................................70 1 Introduction La Jolie Ronde Ltd has introduced French into Primary Schools for a number of years. Whereas a more methodological approach is introduced with older children, for very young children there should be more flexibility. This is not a structured course but a resource pack. Ideally it would be used in conjunction with "Jeux de doigts", a video of finger rhymes for young children. With young children, you should not expect to cover everything but to pick out activities which are relevant to your scheme of work or simply whatever takes your fancy. Teaching sessions should be short, around 15 minutes, and activities within a session should aim to introduce or practise small amounts of vocabulary. Children need to copy and hear a good accent from a fluent speaker, but they also need to understand what the new words mean. A mixture of French and mother-tongue will ensure that the children understand and enjoy the activities while they become familiar with the new sounds. Rhymes, songs, stories and games allow the children to be physically involved in the learning activity. Some very young children may not wish to use the new sounds at first, but enjoyment of the activities will encourage them to want to ‘play’ again and again. Ideas for presenting the rhymes, songs, stories and games appear along with suggested follow-up activities. Suggestions are also given for the drama, art and craft activities related to the language. Through speaking, listening and being listened to, a young child sorts out his/her understanding of new experience and language. Activities which encourage dialogue between the adult and child provide opportunities for this process to take place. C’est moi! introduces me, my family, my house, my pet, my clothes and my toys. This is the central module and should be used first or on its own. Two optional ‘bolt-on’ modules (so called because the nouns will ‘bolt on’ to the basic vocabulary of C’est moi) follow. Seasons, Easter and Christmas suggests seasonal activities. Les sorties and C’est magique! introduce the farm and the zoo, kings, castles and magic. A CD and a child’s tape are included in this pack. The teachers’ support CD is performed by native speakers and can be used by the teacher with the children. It includes the songs, rhymes and stories of all three modules. A short cassette for children, performed by native speakers, including 3-5 year olds, allows little ones to join in at home and in the car. Extra copies of this cassette may be ordered separately. The vocabulary, songs, rhymes and activities to be found in Entre dans la ronde are a good introduction to the structured programmes of the La Jolie Ronde course. C’est moi Me – My family – My house – My pet – My toys – My clothes Saisons, Pâques, Noël Seasonal activities 2 Les sorties The farm The zoo C’est magique! Kings, castles and magic © Copyright La Jolie Ronde Ltd. 2002. Central Module C’est moi This is the central module which can be used on its own or before either of the two optional modules which follow. © Copyright La Jolie Ronde Ltd. 2002. 3 Central Module C’est moi Rhymes 1. Toc! toc! toc! Qui est là? 2. Toc! Toc! Dring! Dring! 3. Bonjour Papa. 4. Voici ma main. 5. Je vois deux petits oiseaux. 6. Dans mon jardin. 7. Ma petite souris. 8. Nounours, nounours. 9. Je vais au lit. 10. Je fais le tour de ma maison. CD2 1. Toc! Toc! Toc! Qui est là? Bonjour! Bonjour, c’est moi! Knock! Knock! Knock! Who’s there? Hello! Hello, it’s me! Help the children to draw with a washable felt-tip deux yeux, un nez, une bouche on their thumbs, Monsieur Pouce, as they repeat the words. Then put the thumb inside and make a fist and say Monsieur Pouce est dans sa maison. Or use a finger puppet or simply raise the thumb then put it dans la maison. Now start the rhyme. Tap on the ‘house’. Wiggle the ‘house’ to show Monsieur Pouce is inside talking. Pop up Monsieur Pouce and make him say hello. Say “Hello, it’s me” and point to yourself. As an extension draw Madame Pouce on the other thumb and they can talk to each other. Children can pretend to be Monsieur and Madame Pouce. One can bob down to be inside the house and can jump up to say hello. 4 © Copyright La Jolie Ronde Ltd. 2002. Central Module C’est moi CD10 9. Je vais au lit avec tous mes jouets. Mon ballon, mon nounours, ma poupée, Mon lapin, mon chat, mon chien, ma souris. Et Maman nous dit à tous, “Bonne Nuit!” I go to bed with all my toys. My ball, my teddy, my doll, My rabbit, my cat, my dog, my mouse. And Mummy says to us all, “Goodnight!”. Play a guessing game taking each toy out of a toy box and naming it in French. Give one toy to each child and let them sit in a line pretending they are all in bed. As you mention each toy, the child holding it can hold it up and you or they say the name. When Maman (or Papa) says goodnight they can each say goodnight and pretend to go to sleep. Ask, “Où est mon ballon?” Repeat with other toys. Put them dans la boîte. CD11 10. Je fais le tour de ma maison. Je ferme mes fenêtres. Je ferme ma porte. Je tourne ma clef. Ça y’est! Bonne nuit! I go around my house. I close my windows. I close my door. I turn my key. That’s it! Goodnight! This is an action rhyme using the face. Circle your face with your finger. Use index fingers and thumb to emphasise closing your eyes then closing your mouth. Pretend to turn your nose for the key then mime sleeping for bonne nuit. You will note that in closing the door you close your mouth. You can carry on speaking but the children may realise that they have been asked to close their mouth and will refuse to open it again. From experience, we find that children find it funny to try and say goodnight through closed lips. Make the most of the humour! 8 © Copyright La Jolie Ronde Ltd. 2002. Central Module C’est moi CD23 3. I can Je peux sauter. Je peux sauter. Je peux sauter comme ça. Je peux sauter. Je peux sauter. Regarde moi! I can jump. I can jump. I can jump like that. I can jump. I can jump. Look at me! Repeat with "Je peux marcher (walk), frapper (clap), tourner (turn)". CD24 4. Hands, little – action song Les petites mains dansent, dansent *. Les petites mains dansent toujours. Elles dansent en haut. Elles dansent en bas. Elles dansent par ici. Elles dansent par là. Les petites mains dansent, dansent. Les petites mains dansent toujours. Little hands dance, dance. Little hands always dance. They dance high. They dance low. They dance over here. They dance over there. Little hands dance, dance. Little hands always dance. * This can be substituted with roulent (roll) or frappent (clap) then repeat verse 1. The children can move their hands about as they stand or sit still or move about the room. Alternatively you can use small percussion instruments which the children can shake and move around. CD25 5. Here’s, head and body words – action song Voici ma tête. Here’s my head. Voici mon nez. Here’s my nose. Je tourne, tourne, tourne. I turn, turn, turn. Je saute, saute, saute. I jump, jump, jump. Je danse, danse, danse et je frappe des mains. I dance, dance, dance and I clap my hands. Voici ma main. Voice ma bouche. Je tourne .... Here’s my hand. Here’s my mouth. I turn … Voici mes doigts. Voici mes pieds. Je tourne …. Here are my fingers. Here are my feet. I turn ….. 10 © Copyright La Jolie Ronde Ltd. 2002. Central Module C’est moi Action Story – La chasse à l’ours. The bear hunt. Tell in French, English or a combination of the two. You can use a small part of the bear hunt at first and gradually build it up. If the children feel confident with the whole activity you could introduce other hazards – perhaps an elephant! Make the most of the sound effects and actions you can attach to the words. CD17 On va à la chasse à l’ours. Marche lentement. Marche plus vite. Cours vite! Oh! Regarde les hautes herbes! Marche lentement. Bon, c’est fini. Recommence à marcher. Marche, marche. Oh! Regarde la boue! Marche. C’est difficile! Bon, c’est fini. Recommence à marcher. Marche, marche. Arrête-toi! Voici une petite rivière. Cours vite ….et…..saute! Marche, marche. Il y a des arbres. Monte dans un arbre. Tu vois la route? Oui. Bon. Descend vite. Reprend ta marche. Marche, marche. Voici un grand lac et un petit bateau. Monte dans le bateau. Attention! Il y a un crocodile! Vite! Vite! Ouf! C’est fini! Recommence à marcher. Marche, marche. Tu vois la grotte? Oui? Entre dans la grotte. Il fait noir. Qu’est-ce que c’est? C’est chaud et doux! Aah! C’est un ours! Vite! Voici le lac. Monte dans le bateau. Attention! Le crocodile! Cours! Il fait noir. Monte dans l’arbre. Tu vois la route? Bon. Vite! Oh, la boue! Oh, les hautes herbes! Voilà la maison! Cours vite. Ferme la porte. Aaah! 14 © Copyright La Jolie Ronde Ltd. 2002. Central Module Basic vocabulary bonjour au revoir où est? voici c’est oui non hello goodbye where is? here is it’s yes no s’il vous plaît merci je m’appelle j’ai j’aime je peux je vois please thank you I’m called I have I like I can I see Numbers 1-6 un, deux, trois, quatre, cinq, six “BOLT-ON” VOCABULARY The basic vocabulary can be joined to nouns and action verbs to make a variety of phrases and sentences. e.g. Action verbs courir tourner je peux j’aime jouer marcher sauter danser frapper monter bonjour papa où est mon chat j’aime ma soeur c’est mon lit voici © Copyright La Jolie Ronde Ltd. 2002. mon frère voici ma poupée 29 Central Module Vocabulary Mes vêtements My clothes mon T-shirt mon pull ma robe mon chapeau mes chaussettes mon short mon pantalon ma chemise mon manteau mes chaussures my T-shirt my jumper my dress my hat my socks my shorts my trousers my shirt my coat my shoes © Copyright La Jolie Ronde Ltd. 2002. 31 Optional Module Seasons Children: Chenille: Children: Narrator: Non, non, pas de fromage. Oh, j’ai faim. Je voudrais une banane. Non, non, pas de banane. On the table there were some little cakes that the children had baked. Chenille: Mmm des gâteaux. C’est bon! Narrator: The caterpillar began to eat the cakes. Un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix. Children: Chenille: Dix gâteaux! Oh, j’ai mal au coeur! Narrator: The caterpillar had eaten ten cakes and now she felt sick. She crawled into a corner, made herself a cosy cocoon and went to sleep inside. Children: Chut! Elle dort! Narrator: Every day the children painted, counted, made things, baked, etc. (Place in here examples of their activities). Narrator: All this time the caterpillar had been growing while she slept inside her cocoon. One warm day she woke up and stretched but she was too big to fit inside the cocoon anymore and out she came. She wasn’t a caterpillar anymore. She was a beautiful big butterfly! Children: Oh, c’est un beau papillon! Narrator: Out in the garden the other insects were playing in the sunshine. Papillon: Bonjour. Les insectes: Bonjour. Papillon: Ca va? Les insectes: Oui, ça va. Papillon: Je peux jouer, s’il vous plaît? (The insects huddle to confer). Les insectes: Non, tu es trop grand. Va t’en! Papillon: Tu es trop petit! Tu es trop grand! Zut alors! Narrator: And the beautiful big butterfly flew away to Orston. (Orston is a neighbouring village). Another story you can adapt is “The Very Hungry Caterpillar” by Eric Carle. Each day can be introduced with “J’ai faim!” dit la chenille et elle mange …. When the caterpillar goes to sleep say “Chut! Elle dort!” and when it emerges as a beautiful butterfly “Oh c’est un beau papillon!” You can change the things she eats to words the children have learned or use those in the book, telling the story in English and in French as appropriate. Use puppets to "speak" the rhymes or to help to tell the stories. Children can use the puppets to practise saying hello and to say their name in French. Finger puppets can tell the story of la chenille. La chenille is on one hand and the other insects on the fingers of the other hand. Hand puppets can be made from small boxes, paper bags or cut from felt. Ready made finger puppets, some story characters like the 3 little pigs, are available from educational suppliers. Any hand puppet can be used to encourage children to talk French. 38 © Copyright La Jolie Ronde Ltd. 2002. Optional Module Easter Hard-boiled eggs can be decorated with food colouring for Easter. Use a paintbrush or a cotton-bud to apply the colouring and name the colours. Alternatively, use a wax candle to draw patterns on the shell. Dip the egg into food colouring. The pattern will show up against the colour. Again the colours can be named. Children can draw a face on a hard-boiled egg with felt-tip pens. They can make Monsieur Oeuf et Madame Oeuf talk or say one off their rhymes. On a hard-boiled egg draw 2 faces, one with open eyes on one side and closed eyes on the other side. Use the rhyme “Voici ma main” as the basis of a new rhyme, “Voici Monsieur/Madame Oeuf ” (page 45). Kitchen roll tubes are very versatile for making figures and animals. They can be cut away to make an animal which will stand up or can be used as a holder, e.g. for Easter you can make a rabbit (un lapin) with a small cream egg (un oeuf de Pâques) enclosed. Cover the roll with white, brown, or black paper, gluing well down. Draw an outline of a rabbit and cut around it leaving the tube complete at the back for the bottom 2-3 cms. Stick on eyes, nose, mouth and whiskers and a ball of cotton wool at the back for the tail. Cut out a card base and stick the rabbit firmly in the centre. Place a chocolate cream egg in the tube at the back, padding with tissue paper if necessary. Make un nid and put in 2 mini chocolate eggs. Paint or cover sections of egg boxes for the nest. Line with a little pad of cotton wool and put in deux petits oeufs. 48 © Copyright La Jolie Ronde Ltd. 2002. Optional Module Vocabulary Easter and Christmas Pâques: 4 nouns, 2 phrases un oeuf de Pâques un lapin de Pâques un poussin du chocolat un bonnet (chapeau) de Pâques Joyeuses Pâques an Easter egg an Easter bunny a chick some chocolate an Easter bonnet Happy Easter (Easter bonnets are a British tradition and the Easter bunny is an American tradition. These would not traditionally be found in France but have been used here to relate the children’s experience of Easter to the vocabulary. In France you would see chocolate eggs, chicks and bells – les cloches). Noël: 17 nouns, 1 phrase la Nativité un âne les bergers une étoile le père Noël un arbre de Noël le sapin une chaussette de Noël les lumières Joyeux Noël the Nativity a donkey the shepherds a star Father Christmas a Christmas tree the fir tree a Christmas stocking the lights Happy Christmas la crêche le bébé les rois un cadeau le traîneau les rennes the stable scene the baby the kings a present the sleigh the reindeer les guirlandes une carte tinsel garlands a card All the usual art and craft activities – making cards, painting pictures, making decorations, party hats etc., which are done at Christmas, can be used to name materials and tools such as scissors, paint brushes etc. if you wish. Here is a short list which might be useful: la peinture la colle le papier les crayons (de couleur) le feutre couleur or le feutre couleur argent les cheveux d’ange 52 paint glue paper crayons gold felt-tip pen silver felt-tip pen white "angel hair" les couleurs les ciseaux la carte le crayon le feutre le feutre le papier crêpon paints scissors card pencil felt-tip pen felt (material) crepe paper © Copyright La Jolie Ronde Ltd. 2002. Optional Module Les sorties Le zoo Songs CD30 Un éléphant se met à jouer Sur la toile d’une araignée. Il saute, saute, saute. Il saute comme ci. “Que c’est bon pour un éléphant. Youpi!” One elephant starts to play On a spider’s web. He jumps, jumps, jumps. He jumps like this. “How good it is for an elephant. Yippee!” Deux éléphants se mettent à jouer Sur la toile d’une araignée. Ils sautent, sautent, sautent. Ils sautent comme ci. “Que c’est bon pour un éléphant. Youpi!” Two elephants start to play On a spider’s web. They jump, jump, jump. They jump like this. “How good it is for an elephant. Yippee!” Trois ……. Quatre éléphants. Three ….. four elephants. Cinq éléphants se mettent à jouer Sur la toile d’une araignée. Ils sautent, sautent, sautent. Ils sautent en l’air. Et cinq éléphants tombent – par terre! Five elephants start to play On a spider’s web. They jump, jump, jump. They jump in the air. And five elephants fall on the ground! The children sing the song in groups of five. The first child is the first elephant. She/he traces the spider’s web in the air with his/her hands. She/he jumps, puts thumbs up for “Que c’est bon”, thumbs point to the self then claps or raises both arms for “Youpi”. The child chooses the next elephant and so on until all five are on the web. For the last verse the elephants jump then fall on the floor at the end. Do make sure they do this sensibly without spoiling their fun! For younger children lay out a spider’s web on the floor using thread or cord. Let the children concentrate on being un éléphant as they balance on the web to the music. You can place a toy spider in the middle of the web. Outside look for spiders’ webs on gates and hedges. In winter these become white with frost and the children can see the construction. Early morning in summer you might find a dew-covered web which is equally beautiful. This is also an opportunity to talk about homes. French children learn a similar song about elephants but to a different tune. Here are the words which the children can easily learn and mime. 58 © Copyright La Jolie Ronde Ltd. 2002.