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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
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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.