Year 6 Transition Project Fan de Sport Jack Hunt School Peterborough

Transcription

Year 6
Transition Project
Fan de Sport
Jack Hunt School
Peterborough
About the project…
This transition project was created jointly by both secondary and primary school
teachers from Jack Hunt School, Longthorpe Primary School, The Beeches Primary
School and Highlees Primary School, Peterborough. It is written to be accessible to
all primary school teachers, both non-specialists and specialists alike. A CD is
provided to help non-specialist teachers with the pronunciation of the words and
phrases used in the project.
Peterborough as an Authority has been slowly introducing primary languages across
its schools over the last three years and most Year 6 pupils have been learning a
language for a relatively short time. The level of language used and expected in this
project is therefore lower than that usually expected of Year 6 children. As a
consequence, this project may be completed confidently by non-specialist teachers or
younger ages of pupils alike.
The aim of our project was to create a simple set of activities for Year 6 children postSATS which would:
 keep them motivated and engaged
 offer them further opportunities for contact with their new secondary school
and with students from other primaries who would go on to be in Year 7 with
them
 provide a final piece of written work which could give a rough baseline
assessment for secondary teachers.
We ran our project as a cluster with one secondary school and 5 primary partners.
The culmination of the project was an afternoon‟s football tournament at the
secondary school where the primary participants could play each other, meet Year 7
buddies from their new school and deliver their „player card‟ written work to the
French department.
The project can be completed just as well by a primary class in isolation but then
obviously the transition benefits are lost.
If you are planning to run the project and associated football festival as a cluster, book
the tournament date well in advance to ensure all primary partners can be there! Also,
we got Year 10 and Year 11 sports leaders to actually run and referee the festival.
This meant an assessment opportunity for them and less work for us! Year 9
Language Leaders also played their part by doing short activities with pupils.
To make sure that all five francophone countries mentioned in the project were
represented at the mini World Cup, our French language assistant recorded a World
Cup Draw for the primary schools involved. This was put on our VLE for each
school to access. Each school therefore represented a different country during the
tournament.
Happy playing!
Kate Norman and Sharon Beckett
Framework Objectives
O4.1 Memorise and present a short spoken text
O4.2 Listen for specific words and phrases
O5.2 Understand and express simple opinions
L4.1 Read and understand a range of familiar written phrases
L4.3 Read some familiar words and phrases aloud and pronounce them
accurately
L5.2 Make simple sentences and short texts
L5.3 Write words, phrases and short sentences, using a reference
KAL Imitate pronunciation of sounds
KAL Recognise negatives
KAL Manipulate language by changing an element in a sentence
KAL Develop accuracy in pronunciation and intonation
IU3.2 Locate countries where the language is spoken
IU3.3 Know some facts about one country
LLS Use actions and rhymes and play games to aid memorisation
LLS Use the context of what they see/read to determine some of the meaning
LLS Use gestures to show they understand
LLS Use context and previous knowledge to determine meaning and
pronunciation
Lessons 1 Sports – likes and dislikes
Learning Objectives:
 to learn some sports in French
 to give an opinion about sports
Vocab:
 le football
 le rugby
 le tennis
 le badminton
 la natation - swimming
 l‟équitation – horse-riding
 J‟adore…
 J‟aime…
 Je n‟aime pas…
 Je déteste…

Resources:
 vocab flashcards
 picture flashcards
Starter
Show the vocab for sports in French. Can the children work out what they all are?
What helped them? (eg.Cognates – words that look like English?)
Lesson
 Repeat sports vocab (funny voices). Some look the same as the English but do
you pronounce them in the same way?
Point out the pronunciation of „qu‟ in French (sounds like a hard „c‟)
Using picture flashcards, play „Beat the Teacher‟ (repeat if correct, say
nothing if not correct.)

Introduce opinion words with flashcards
Repeat. Children show understanding with thumbs up/down. Play „Heads
Down, Thumbs up‟ to practise vocab

Tell the children one sport you love in French. Use gesture/mime to aid
understanding.
Eg J‟adore le tennis.
In pairs, children tell each other one sport they love and feedback to the class.

Tell the children one sport you hate in French using gesture/mime.
Eg. Je déteste le football
In pairs, children tell each other one sport they hate and then feedback to the
class.
More able children may be able to connect the two sentences with the word for „but‟
(mais) eg J‟adore le tennis mais je déteste le football.
le football
le rugby
le tennis
le badminton
la natation
l‟équitation
Je déteste
Je n‟aime pas
J‟adore
J‟aime
Lesson 2 Justifying opinions
Lesson Objectives:
 to give an opinion about a sport
 to be able to justify that opinion
Vocab:
 amusant – amusing/fun
 fantastique - fantastic
 ennuyeux - boring
 nul - rubbish
Resources:
 grid
Introduction:
Match vocab to pictures of sports
Lesson:
 Children to create a mime for each sport. Then play „Jacques a dit…‟ (Simon
says) to practise them.

Recap opinions – children show understanding with thumbs up/down.
Play a guessing game to get the children to practise saying the phrases.

In pairs children tell each other what they love/like/dislike/hate. Have
picture/word flashcards up on board for support.

Introduce reasons why children might like/dislike certain sports. Repeat
words using mime/gesture to convey meaning.
Teacher says word, children do mime. Teacher does mime, children say word.

Using the grid provided, demonstrate a sentence with a reason.
eg J‟adore le badminton parce que c‟est amusant.
Can the children work out what you have said?
Can the children work out what „parce que‟ must mean? And „c‟est‟?
Write up the sentence and get volunteers to underline the words that can be
changed. Get them to suggest alternatives.
In pairs, using the grid provided, children work out a sentence/some sentences
together giving a reason why they like/dislike a sport. Feedback to the class.
Tu aimes…..? (Do you like…?)
J‟adore
J‟aime
Je n‟aime pas
Je déteste
le football
parce que c‟est
le rugby
le tennis
le badminton
la natation
l‟équitation
amusant
fantastique
ennuyeux
nul
Choose words from each box to form a sentence to
give your opinion about a sport.
eg. J‟adore le badminton parce que c‟est
fantastique!
Lesson 3 Imperatives for warm-ups
Learning Objectives:
 To understand instructions relating to PE
Vocabulary:
marchez, courez, sautez, marchez sur la pointe des pieds, allez-y, dépêche-toi, vite,
lentement
Resources:
Music, soft ball
Introduction:
 Perform the actions to introduce four verbs: Courez (run), sautez, (jump)
marchez (walk) , marchez sur la pointe des pieds (tiptoe). Shout out
commands and children respond.
Lesson:




Play ‘Jacques a dit…’ (Simon says) using vocabulary.
Introduce new words: vite (quickly), lentement (slowly). Children respond
with appropriate mimes. Play another quick game of „Jacques a dit‟.,
Play Pass the ball. Whenever the music is paused, the student holding the ball
says a word. The others respond appropriately.
Choose a student to mime and the class shout the word
Follow-up ideas:
Make ‘shout-out’ cards such as ‘allez-y’ (go) and „dépêche-toi „(hurry up) in order to
be able to support and cheer on pupils at sports festival at Jack Hunt.
Lesson 4 Football strips and flags
Learning Objective:
 to be able to describe a football strip and flag. (Algeria – l’Algérie, France –
la France, Ivory Coast – La Côte d’Ivoire, Switzerland – la Suisse,
Cameroon – le Cameroun)
 to gain a better knowledge of which countries speak French in the world.
Context: Colour
Vocab:
Colours- white, red, blue, orange, green, yellow
Masculine: blanc, rouge, bleu, orange, vert, jaune
Feminine: blanche, rouge, bleue, orange, verte, jaune
Masculine plural: blancs, rouges, bleus, orange, verts, jaunes
Feminine plural: blanches, rouges, bleues, orange, vertes, jaunes
Flag: un drapeau
My flag is ___ and ___ . : Mon drapeau est _____ et ______.
shorts- un short
shirt – un maillot
socks - des chaussettes
Resources:
 colour flashcards
 flags and team pictures
Introduction:
Introduce new vocabulary by showing flashcards in different colours. Children repeat
after each colour and use ‘Volume Control’ game to vary the repetition i.e. if my
hand is low to the floor they have to whisper the word and as my hand gets higher and
higher towards the ceiling their voice needs to increase as well.
Play „Beat the Teacher‟ where the teacher points to a colour and the children only
repeat a colour if it is correct. They stay silent if it is incorrect.
Lesson:
 Introduce flags and colours:
Show a flag and describe it eg Le drapeau est ________, _________ et
_________. Can the children identify the country? Point out that they are all
countries where French is spoken.
Lesson 4 continued
Lesson continued:
 Give each pair an envelope with different flags enclosed within and an A4
sheet with all the flags named on it. One person to take out a flag from the
envelope and describe it by colour to their partner using the phrase: Mon
drapeau est _____ et ______. Their partner has to use the A4 sheet to identify
the flag they are describing.

Introduce football strip and colours. Label the football strip using the
vocabulary; shorts- un short, shirt – un maillot, socks - des chaussettes.
Display the football strips of the countries we are focusing on and go through
what each country will wear. Il porte un maillot ____, des chaussettes _____
et un short ____.

‘What‟s Missing‟ (Qu‟est-ce qui manqué?) game. Display 4 out of the 5
football strips. Which country‟s strip is missing? What colour is it?

Play a „Guess Who?’ game. Both pairs get an A4 sheet with the 5 different
football strips on it. They also get an envelope with the 5 football strips inside.
Partner A picks a strip from the envelope. Partner B asks questions e.g. Il
porte un maillot blanc? Partner A answers with oui or no. Partner B might
then ask Il porte un short orange?. Take it in turns.
Algeria
Cameroon
France
Ivory Coast
Switzerland
Algeria
Ivory Coast
Cameroon
France
Switzerland
Lesson 5 World Cup entries
Learning Objectives :
 to find out information about a French-speaking country
Vocab:
s‟appelle – is called
Qui peut……? Who can….. ?
il y a –there is/there are
trouver - find
on –people generally
expliquer – explain
manger –to eat
nous expliquer – explain to us
jouer –to play
traduire -translate
le drapeau – the flag
Resources :
 Coupe du Monde entry form x 2
Introduction :
 Begin by asking pupils to recall countries in French that they know.Ask pupils
to pick out the French Speaking (Francophone) countries from a map
displayed. Play Splat or Kim‟s game to reinforce if necessary.
 If intending to hold a World Cup tournament, explain the World Cup project
idea to pupils, and watch the World Cup Draw video clip (if you have created
one).

Research:
Pupils will be working in groups to research and write about the country they will be
representing in the World Cup. They need to complete their country‟s “Entry Form”.
Use the France Entry form as a model for what they need to find out for each gap on
theirs. This resource could be exploited in various ways.
a) Chop the France entry form up into strips for each group. You read the full
entry form out in the right order, and they have to rebuild it as they listen.
b) Chop the France entry form up into strips on coloured card and display (or
for a real challenge, hide) the pieces around the room. Give each pair of students a
blank entry form, and encourage them to stroll around the room like at an art gallery,
filling in their entry form with the missing words each time.
c) Give each group a blank entry form (and probably the missing words on a
separate sheet for weaker students). Ask them to fill in the gaps as they listen to you
read it slowly 2 or 3 times.
d) Give each group a copy of the France entry form blown up to A3. Ask
them to deduce what the non-underlined words might mean, based on what they can
work out from the cognates and the underlined words.
e) Ask pairs to translate as many of the squares on the form as they can in 10
minutes, and write the English underneath. Between the class, can they solve the
whole thing?
5. Using ICT or library research, pupils should research in English the information
they will need to complete the blank entry form for their World Cup country, and then
complete it in French.
La Coupe du Monde - Country Entry Form
La France
1.
Le pays s’appelle la France
2.
La capitale s’appelle Paris
3.
Il y a 63 million d’habitants.
4.
En France on mange des croissants et du pâté
5.
En France on joue au foot et à la pétanque
6.
Les monuments importants sont La Tour Eiffel et L’Arc de Triomphe
7.
Le drapeau est bleu et rouge et blanc.
La Coupe du Monde - Country Entry Form
1.
Le pays s’appelle
.
2.
La capitale s’appelle
.
3.
Il y a
4.
En
on mange des
.
5.
En
on joue au
.
6.
Les monuments importants sont
.
7.
Le drapeau est
.
d’habitants.
Lesson 6 Player cards
Lesson Objectives:
 to understand personal information about football players
 to create their own player card
Vocab:
J’ai ___ ans – I am ___ old
Mon anniversaire c’est le… – my birthday is the…
Je suis – I am
Je suis né à – I was born in…
J’habite – I live
Je mesure – I measure
J’ai marqué___ buts – I scored ___ goals
Resources:
player cards x 12
small player cards x 12
(NB one set has numbers written out in full, the other just in figures for
differentiation purposes)
Introduction:
Hand out A4 player cards to groups of children. Using prior knowledge and cognates
(words that look like English), can the children be „Language Detectives‟ and work
out what the information means.
Lesson:
 Stick the A4 player cards around the room. Children do a „gallery walk‟ with
worksheet and try to find out the answers.

In groups, children could play a version of „Top Trumps‟ with the small player
cards. One pupil makes a statement from a card eg „J‟habite à Liverpool‟.
The other children have to find out who it is. One point for the quickest to
find out. Take it in turns to make a statement from the cards. A point for the
quickest to find out the answer.

Children create own player card possibly using a French-English dictionary
(with support if necessary).
Gallery Walk Questions
Walk around, look at the football player
cards and answer the following
questions:
1. Who lives in Rome?
2. Who is 1m70?
3. Who is 26 years old?
4. Who hates rugby?
5. Who lives in Paris?
6. Who has scored the most goals for their
national team?
7. Who hates cigarettes?
8. Who loves chocolate?
9. Who loves pizza?
10.Who is Bulgarian?
Bonjour! Je m’appelle Zinedine Zidane.
J’ai trente-huit ans.
Mon anniversaire c’est le vingt-trois juin.
Je suis français. Je suis né à Marseille.
J’habite à Paris.
Je mesure 1 mètre 85.
J’ai marqué trente et un buts pour l’équipe national.
J’adore le français mais je déteste les cigarettes .
Bonjour! Je m’appelle Wayne Rooney.
J’ai vingt-cinq ans.
Mon anniversaire c’est le vingt-quatre octobre
Je suis anglais. Je suis né à Liverpool.
J’habite à Manchester.
J’ai marqué vingt et un buts pour l’équipe national.
J’adore ma famille mais je déteste faire la queue.
Bonjour! Je m’appelle Cristiano Ronaldo.
J’ai vingt-cinq ans. Mon anniversaire c’est le cinq février.
Je suis portugais. Je suis né à Funchal.
J’ai marqué vingt-deux buts pour l’équipe national.
J’adore le foot mais je déteste le rugby.
Bonjour! Je m’appelle Dimitar Berbatov.
J’ai vingt-neuf ans.
Mon anniversaire c’est le trente janvier.
Je suis bulgare. Je suis né à Blagoevgrad.
J’ai marqué 41 buts pour l’équipe national.
J’adore le foot mais je déteste le cinéma.
Bonjour! Je m’appelle Fernando Torres.
J’ai vingt-six ans. Mon anniversaire c’est le vingt mars.
Je suis espagnol. Je suis né à Madrid.
J’habite à Liverpool.
J’ai marqué dix-huit buts pour l’équipe national.
J’adore le chocolat mais je déteste les animaux.
Bonjour! Je m’appelle Francisco Totti.
J’ai trente-quatre ans.
Mon anniversaire c’est le vingt-sept septembre.
Je suis italien. Je suis né à Rome.
J’habite à Rome.
J’ai marqué neuf buts pour l’équipe national.
J’adore la pizza mais je déteste le riz.
numbers
J’ai 38 ans.
Mon anniversaire c’est le 23 juin.
numbers
J’ai 29 ans.
Mon anniversaire c’est le 30 janvier.
numbers
J’ai 25 ans.
Mon anniversaire c’est le 24 octobre
numbers
J’ai 26 ans. Mon anniversaire c’est le 20 mars.
numbers
J’ai 25 ans. Mon anniversaire c’est le 5 février.
numbers
J’ai 34 ans.
Mon anniversaire c’est le 27 septembre.
J’habite à Rome.
J’ai trente-huit ans.
Mon anniversaire c’est le vingt-trois juin.
J’ai marqué trente et un buts pour l’équipe national.
numbers
J’ai 38 ans.
Mon anniversaire c’est le 23 juin.
J’ai vingt-neuf ans.
Mon anniversaire c’est le trente janvier.
numbers
J’ai 29 ans.
Mon anniversaire c’est le 30 janvier.
J’ai vingt-cinq ans.
Mon anniversaire c’est le vingt-quatre octobre
J’ai marqué vingt et un buts pour l’équipe national.
numbers
J’ai 25 ans.
Mon anniversaire c’est le 24 octobre
J’ai vingt-six ans. Mon anniversaire c’est le vingt mars.
J’ai marqué dix-huit buts pour l’équipe national.
numbers
J’ai 26 ans. Mon anniversaire c’est le 20 mars.
J’ai vingt-cinq ans. Mon anniversaire c’est le cinq février.
J’ai marqué vingt-deux buts pour l’équipe national.
numbers
J’ai 25 ans. Mon anniversa ire c’est le 5 février.
J’ai trente-quatre ans.
Mon anniversaire c’est le vingt-sept septembre.
J’habite à Rome.
J’ai marqué neuf buts pour l’équipe national.
numbers
J’ai 34 ans.
Mon anniversaire c’est le 27 septembre.
J’habite à Rome.
Player Card A
Add your own details below
(name, age, birthday, where you live, your
height)
Bonjour!
Je m’appelle ___________________
J’ai _____ ans.
Mon anniversaire c’est le ___
_____________
J’habite à _________________
Je mesure _________________
Player Card B
Add your own details below
(name, age, birthday, where you live, your
height, your likes and dislikes – try to
justify your opinions ie say why)
Bonjour!
Je m’appelle.................................
...............................................
...............................................
...............................................
...............................................
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Year 6 Transition Project Fan de Sport Jack Hunt School Peterborough

Transcription

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