Practice Parcels · Web viewDiscussion about dialects and accents in this country; different people may pronounce the same word differently or use different words. Resource: The Way

Cambo First SchoolScheme of work for MFL

Practice Parcels

Y2/3/4R/1 Ocus et Lotus [separate planning]

Contents

Year 3 French Practice Parcels 3

Week One 5

Week Two 6

Week Three 7

Week Four 8

Week Five 9

Week Six 10

Week Seven 11

Week Eight 12

Week Nine 13

Week Ten 14

Week Eleven 15

Week Twelve 16

Week Thirteen 17

Week Fourteen 18

Week Fifteen 19

Week Sixteen 20

Week Seventeen 21

Week Eighteen 22

Week Nineteen 23

Week Twenty 24

Week Twenty-One 25

Week Twenty-Two 26

Week Twenty-Three 27

Week Twenty-Four 28

Week Twenty-Five 29

Week Twenty-Six 30

Week Twenty-Seven 31

Week Twenty-Eight 32

Weeks Twenty-Nine and Thirty 33

Celebration of Success 34

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French Practice Parcels

The “practice parcels” are designed to provide opportunities for our children to practise using their French and reflect on their learning on a daily basis.

Models of pronunciationMany of the parcels require a native-speaker resource, such as the DVD of traditional songs or the audio CD of Henri Des songs. These resources help to provide good and varied models of pronunciation for the children, as well as to introduce the children to songs which are part of traditional or present-day French culture.

Language skills and intercultural understandingThe language activities in the parcels are designed to reinforce prior learning, in other words they do not aim to teach new language but to allow the children to practise what has already been taught in a 30-minute lesson. However, many of the other parcels are designed to complement the teaching and learning in the main lessons, and might be introducing new ideas. These generally focus on intercultural understanding, in terms of allowing opportunities for reflection on one’s own cultural values and traditions and comparing them with those of other people.

Planning and deliveryThe parcels are designed to be reinforcement activities, which can follow on from the specialist input given in the weekly language lesson/s, and they are also designed so that they can be delivered or facilitated by the class teacher, even if the class teacher is not present during the weekly language lesson.

Many of the activities in the practice parcels are circle activities. They can be performed in a large circle if this is convenient but they can equally be performed within an existing classroom layout, for instance with the children seated around tables in groups of six. The important thing is that the children should have an opportunity to practise on a daily basis, with little or no disruption to other classroom activities or routines. If circle activities take place in small groups each circle will need the resource/s indicated.

The parcels as listed are merely suggestions,. At Cambo it is vital that the teacher and the children really enjoy their language experiences whilst making progress, so the class teacher should feel that the parcels could be adapted to suit the needs of the children and to fit better into planning in other curriculum areas.

Time in the curriculumThe length of time for each parcel is notionally five minutes, but some will require much longer than this. However time can be found to deliver longer parcels if the parcel is integrated into learning in other curriculum areas and links are made.

Above all, the parcels should provide enjoyment for the children and the teacher.

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Suggested Daily Parcels - Week Five

A Intercultural understanding Discussion about dialects and accents in

this country; different people may pronounce the same word differently or use different words.Resource: www.collectbritain.co.uk The Way We Speak. This website has soundfiles of accents and dialects from all over the UK.

B Spelling: Albert Play Pass the Parcel with Albert. Every

time the music stops the children chorus: Comment t’appelles-tu? Je m’appelle Albert.Resource: CD Henri Dès no 5. La forêt

C Story: L’automne arrive Read the story using vocal and facial

expression to support the meaning.Resource: Story book - L’automne arrive

D Classroom phrases Rehearse classroom phrases and colours

by playing a listening and responding game.

E Parachute game (colours) N.B. A large space is needed, eg. PE area. Assign each child a colour, rouge, bleu, vert or jaune. Slowly move the parachute up and

down to a steady rhythm, chanting the words les couleurs. When you call out Changez de place, les rouges or Changez de place, les bleus, etc the children respond by running under the parachute as it rises and change places with another child. You can then call two colours at once, eg. Changez de place, les verts et les jaunes. For everyone to change places you can call out Changez de place, toutes les couleurs!Resource: Parachute

F Practising counting 1-2-3 Practise chorusing the numbers in

sequence by bouncing a soft ball on the floor. On each bounce everyone says a number in sequence: 1 - 2 - 3 - 1 - 2 - 3 - 1 - 2 - 3.

Sing 1 - 2 - 3 to a well-known tune, eg. Frère Jacques.

G Practising colours Revise rouge, bleu, vert and jaune and

play Pass the Parcel with coloured objects in a bag, as described in lesson 5.Resources: CD Henri Dès no 5. Quand j’étais bébé petit; bag containing coloured objects

H Finger rhymes Rehearse the three finger rhymes using

modelling and echoing techniques.

I Traditional songs: La poule grise and une poule sur un mur

The children join in singing the songs whilst watching the DVD.Resource: DVD Mon Âne

J Individual and group practice Children read any of the stories for

pleasure. They play games to practise classroom

phrases. They sing songs from the DVD.

Resource: Story books

K Display: Language we are using On chante des chansons. Take digital

photos of the children singing. Add speech bubbles or captions to show the language being used (e.g. Picoti - picota).

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Children benefit from having practice in speaking and listening every day.

Native-speaker resources provide a good model of pronunciation

As they learn, children reflect on their own culture and on what they are learning about other cultures.

A French Display Area could be used to support teaching and learning to make parents aware of what the

children are doingto make children aware of the

progress they are makingto show how much FUN is being had.

Children can practise many activities when they have opportunities to work on their own or in small groups, at incidental times in school throughout the week.

http://www.collectbritain.co.uk/

Suggested Daily Parcels - Week One

A Intercultural understanding Find out what the children already know.

Do some children already speak other languages or have some knowledge of them? Discussion about languages and the knowledge we already have in the class.

B Practising greetings Teacher and children exchange greetings

Play Pass the Parcel. The children are seated either in a circle or at their desks. Play some music (suggest Ballon Rond). Whilst the music is playing the children pass the cuddly toy around the circle. Whenever the music is paused, the child with the cuddly toy holds it up saying Bonjour, and all other children reply in chorus Bonjour, Albert.

Resources: CD Henri Dès no 5 - Ballon rond; cuddly toy

C Intercultural understanding Speakers of other languages can teach

greetings to the rest of the class.

D Finger rhyme Rehearse the finger rhyme taught in the

lesson, Voici ma main, using modelling and echoing techniques.

Resources: Les Petits Lascars page 13

E Practising classroom phrases Rehearse the phrases taught in the

lesson: écoutez, regardez, taisez-vous and croisez les bras, using gestures and language.

Play a listening and responding game. Call out the phrases and ask the children to respond with the action.

Resource: PowerPoint Week 1

F Intercultural understanding Children talk about how they learned the

languages they speak, when and where they use these languages and with whom and how they feel about the languages they speak. They reflect on languages that they would like to learn.

G Story: Toutes les couleurs Read the story. Pause before each of the

“colour words” to invite the children to say those words with you.

Resource: Story book: Toutes les couleurs

H Traditional song: Frère Jacques Frère Jacques. The children join in

singing the song whilst watching the DVD.

Resource: DVD Mon Âne

I Individual and small group practice Children practise the finger rhyme

They practise the classroom phrases on their own and then with a friend.

J Display Create a display poster using digital

photos of the children and Albert, with speech bubbles saying Bonjour! and Bonjour, Albert!

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Suggested Daily Parcels - Week Two

A Intercultural understanding Recall some of the discussion about

languages the children know or have heard of.

On a map, find out what the children know.

Indicate the UK, France and neighbouring countries and other countries referred to by the children in the discussion

http://maps.google.co.uk/ gives an easy-to-read map of the world which can be dragged with the mouse.

B Practising greetings & finger rhyme Teacher and children exchange greetings

Play Pass the Parcel with the cuddly toy in order to practise saying Bonjour and Bonjour, Albert.

Rehearse the finger rhyme Voici ma main, elle a cinq doigts using modelling and echoing techniques. Resources: CD Henri Dès no 5 - Ballon rond; cuddly toy; Les Petits Lascars page 13

C Practising classroom phrases Rehearse the phrases: écoutez, regardez,

taisez-vous, croisez les bras, asseyez-vous, levez-vous, montrez-moi, touchez and asseyez-vous correctement using gestures and language.

Play a listening and responding game. Call out the phrases and ask the children to respond with the action.


D Spelling: A - l - b - e - r - t Revise the spelling of Albert’s name in

French.

In pairs, children practise writing any of the 6 letters on the palm of their partner’s hand (in any order). The partner says which letter it is.

Children practise spelling Albert’s name under their breath for 30 seconds.

Perform a Mexican Wave in which Albert is passed around the circle as his name is spelled aloud repeatedly by all the children.

Resources: PowerPoint Week 2; Cuddly toy

E Story: Toutes les couleurs Read the story. Encourage children to repeat certain words with vocal and facial

expression, e.g. Youpi!, Miam! Miam!, Plouf!, Wah!, Tiens Maman!

Allow the children time to fill in their reading diary and to share their ideas with a partner.

Resources: Story book - Toutes les couleurs, reading diary

F Traditional song: Frère Jacques The children join in singing the song whilst

watching the DVD.

Resource: DVD - Mon Âne

G Traditional British song: Strawberry Fair

Invite the children to learn and join in singing the song Strawberry Fair.

Resource: CD and book Strawberry Fair

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http://maps.google.co.uk/

H Individual and small group practice Children read the story Toutes les

couleurs whilst listening to a recording of the text.

They read the story on their own for pleasure.

Resource: Story book: Toutes les couleurs

I Display: Finger rhyme Display the text of the finger rhyme Voici

ma main, elle a cinq doigts together with digital photos of the children performing each gesture.

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Suggested Daily Parcels - Week Three

A Intercultural understanding Together with the children, make a welcome poster for the classroom door, including

words of welcome from languages the children already know or are interested in.

www.globalclassroom.org/greet1.html, www.kajen.com/~kjep/langintr.html and www.elite.net/~runner/jennifers/hello.htm give greetings in many languages.

http://voyager.jpl.nasa.gov/spacecraft/languages/languages.html gives soundfiles of greetings in 55 languages.

B Spelling: Practising greetings Teacher and children exchange greetings

Play Pass the Spelling Parcel with letter cards in order to spell Albert’s name.

Resource: CD Henri Dès no 5 - Ballon rond; bag of letters (A - l - b - e - r - t)

C Story: Je veux mon p’tipot Read the story to the children. Encourage

the children to join in saying the repeated phrase Elle veut son p’tipot.

Resource: Story book - Je veux mon p’tipot

D Finger rhymes Rehearse the two finger rhymes, Voici ma

main, elle a cinq doigts and Voici ma main, voici mes doigts, using modelling and echoing techniques.

Resources: Les Petits Lascars page 13; PowerPoint Week 3

E Traditional songs: Frère Jacques and Une souris verte

The children join in singing the songs whilst watching the DVD.


F Webcam Re visit Paris via the webcams at www-

compat.tf1.fr/livecam/paris.htm and allow the children to comment on what they see.

Allow the children to see a plan of Paris once more at www.paris.org/Maps/MM/ . Click on the part of the plan you wish to look at more closely.

Resource: Internet

G Cultural knowledge: Debussy Allow the children to listen to Debussy’s

Clair de Lune. Tell them that Clair de lune means moonlight. As they are listening, ask them to imagine a moonlit scene.

When the music has finished the children can share with their partner the scene that they imagined.

Resource: CD The Very Best of Debussy

H Individual and small group practice Children read the stories for pleasure.

Some children assess and record their progress, e.g. they show a friend that they can say a finger rhyme and include a photo and the date in their French folders or web space.

Resources: Story books, French folders

I Display: Language we are using Display the welcome poster, which might

include a digital photo of the children.

Page 9 of 41

http://www.paris.org/Maps/MM/

http://www-compat.tf1.fr/livecam/paris.htm


http://voyager.jpl.nasa.gov/spacecraft/languages/languages.html

http://www.elite.net/~runner/jennifers/hello.htm

http://www.kajen.com/~kjep/langintr.html

http://www.globalclassroom.org/greet1.html

Suggested Daily Parcels - Week Four

A Intercultural understanding Children talk about why their first name

was chosen (e.g. I was named Mary after my grandmother).



Resources: CD Henri Dès no 5. Ballon rond; bag of letters (A - l - b - e - r - t)

C Story: Je veux mon p’tipot Read the story to the children. Encourage

the children to join in saying the repeated phrase Elle veut son p’tipot.

Resource: Story book - Je veux mon p’tipot

D Finger rhymesRehearse the two finger rhymes, Voici ma main, elle a cinq doigts and Voici ma main, voici mes doigts, using modelling and echoing techniques.

E Traditional songs: Frère Jacques and Une souris verte

The children join in singing the songs whilst watching the DVD.


F Classroom phrases and ICT Rehearse classroom phrases, e.g.

écoutez, regardez, taisez-vous and croisez les bras, using gestures and language.

Groups of children perform a gesture. Take digital photos of all the children illustrating the phrases. These photos can be included in French folders and classroom display.

Resource: Digital camera

G ICT Children take digital photos of each other

holding Albert, either individually or in small groups.

They include the photos in either their French folder or web space.

Resources: Digital camera, French folders, Albert

H Art and music Allow the children to listen to Debussy’s

Clair de Lune once more. They share aspects of the scene they have imagined e.g. are they seeing the countryside or town, people or animals, land or water?

They draw or paint a moonlit scene from their imagination.

Resources: CD The Very Best of Debussy, art materials

I Individual and small group practice Children read the stories for pleasure.

They play listening and responding games to practise classroom phrases.

They fill in their reading diaries and share their ideas with a partner.

Resources: Story books, reading diaries

J Display: Language we are using Take digital photos of the children

listening to a story. It could be called On écoute des histoires. Add speech bubbles or captions to show the language being used (e.g. Youpi!).

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Suggested Daily Parcels - Week Five

A Intercultural understanding: Dialects and accents in the UK

Discus how people may pronounce the same word differently or use different words.

Pay a visit to Sounds Familiar at www.bl.uk/learning/langlit/sounds/index.html.

Resource: Internet

B Spelling: Albert Play Pass the Parcel with Albert. Every

time the music stops the children chorus: Comment t’appelles-tu? Je m’appelle Albert.Resource: CD Henri Dès no 5. La forêt

C Story: L’automne arrive Read the story using vocal and facial

expression to support the meaning.Resource: Story book - L’automne arrive

D Classroom phrases Rehearse classroom phrases and colours

by playing a listening and responding game.

E Parachute game (colours) N.B. A large space is needed, eg. PE area.

Assign each child a colour, rouge, bleu, vert or jaune. Slowly move the parachute up and down to a steady rhythm, chanting the words les couleurs. When you call out Changez de place, les rouges or Changez de place, les bleus, etc the children respond by running under the parachute as it rises and change places with another child. You can then call two colours at once, eg. Changez de place, les verts et les jaunes. For everyone to change places you can call out Changez de place, toutes les couleurs! Resource: Parachute

F Images of Paris Show photos of Paris as a PowerPoint

presentation, Images of Paris 1. Play some music by Debussy while the children spend a few minutes simply observing the images.

Discussion with the children: How did the images and music make the children feel? What impressions do they have of Paris from the photos? Does the music sound French?Resources: CD The Very Best of Debussy, PowerPoint facility

G Practising counting 1-2-3 Practise chorusing the numbers in

sequence by bouncing a soft ball on the floor. On each bounce everyone says a number in sequence: 1 - 2 - 3 - 1 - 2 - 3 - 1 - 2 - 3.

Sing 1 - 2 - 3 to a well-known tune, eg. Frère Jacques.

H Practising colours Revise rouge, bleu, vert and jaune and

play Pass the Parcel with coloured objects in a bag, as described in lesson 5.Resources: CD Henri Dès no 5. Quand j’étais bébé petit; bag containing coloured objects

I Finger rhymes Rehearse the three finger rhymes using

modelling and echoing techniques.

J Traditional songs: La poule grise and une poule sur un mur


J Individual and group practice Children read stories for pleasure, practise

finger rhymes and sing songs from the DVD.

They assess and record their progress in their French folders or web space.Resources: Story books, French folders

K Display: Language we are using On chante des chansons. Take digital

photos of the children singing. Add speech bubbles or captions to show the language being used (e.g. Picoti - picota).

Page 12 of 41

http://www.bl.uk/learning/langlit/sounds/index.html

http://www.bl.uk/learning/langlit/sounds/index.html

Page 13 of 41

Suggested Daily Parcels - Week Six

A Intercultural understanding Say some French names that are very

similar to English names e.g. Thomas, Carole. Can the children work out their English equivalents.

Through discussion, compile a list of the most common names for boys and girls in the children’s cultures.Resource: www.behindthename.com has first names from many cultures, with etymology.

B Practising greetings Teacher and children exchange greetings Play Pass the Spelling Parcel with letter

cards which spell Albert’s name.Resource: CD Henri Dès no 5. Ballon rond; bag of letters (A - l - b - e - r - t)

C Play La Statue Play musical statues as described in

lesson 6.Resource: CD Henri Dès no. 5, La forêt

D Story: L’automne arrive Read the story. Encourage children to join

in with the story, by repeating certain words or phrases or including mimes.

Allow the children to fill in their reading diaries.Resource: Story book - L’automne arrive

E Parachute game (nos 1 - 3) Play the parachute game as described in

parcels lesson 5, assigning each child a number 1, 2 or 3.Resource: Parachute

F Dictionary skills: sequencing words by their first letter

Give the children sets of words which they can sequence in dictionary order, for example:

automne, lapin, prend, téléphone;colombe, excursion, sonne, côte;arbre, fatigué, sieste, temps;beau, chandail, froid, école.


G Finger rhymes Rehearse the finger rhymes, Voici ma

main, elle a cinq doigts, Voici ma main, voici mes doigts, and Monsieur Pouce using modelling and echoing techniques.

H Traditional songs: La poule grise and Une poule sur un mur


I Art and music The children’s drawings or paintings of a moonlit scene have been scanned in and used to

create a PowerPoint presentation. The children watch the presentation whilst listening to Debussy’s Clair de Lune.Resources: CD The Very Best of Debussy, PowerPoint presentation facilities

J Individual and small group practice Children read any of the stories for

pleasure. They practise finger rhymes. They sing songs from the DVD. They fill in their reading diaries and share

their ideas with a partner.Resources: Story books, reading diaries

K Display: Language we are using Display the text of the finger rhyme Voici

ma main, voici mes doigts. Include a digital photo of children performing each element of the rhyme.

Display photos of the children playing the parachute game.

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http://www.behindthename.com/

Page 15 of 41

Suggested Daily Parcels - Week Seven

A Intercultural understanding Investigate and learn some typical French

names for boys and girls.

Resources: www.meilleursprenoms.com and www.e-prenoms.com/ provide name lists.

A partner class or school could e-mail lists of first names of children in the school.

A possible focus for video-conferencing with a partner class abroad: the children could ask each other their names and spell them aloud for the partner class to write down on small whiteboards, each child speaking their native language but using receptive skills to write down the spellings of each name.

B Spelling skills The words rouge, bleu, vert, jaune, rose

and noir are displayed where children can see them.

Practise the spellings by saying aloud in chorus.

In pairs children practise writing the words with their finger on the palm of their partner’s hand.

Resource: text cards showing the colours

C Story: Flocons de neige or Maman Read the story. Encourage children to join

in with the story by repeating certain words or phrases or including mimes.

Resource: Story book - Flocons de neige or Maman

D Dictionary skills: sequencing words by their first letter


aller, couche, manteau, parfois, solution;abominable, début, princesse, reine, tellement;adorer, gouvernante, hurler, jouer, tout;amiral, cuisinier, général, jardinière, roi.


E French dance: Farandole Invite the children to join hands and to walk through the dance without music. Allow

opportunities to form a snake and walk through an arch.

Now perform the dance with the music.

Resource: DVD/CD French Dance in the Primary Classroom

F Finger rhymes Rehearse the known finger rhymes.

G Traditional song: Pirouette The children join in singing the song whilst

watching the DVD.


H Individual and small group practice: Children read the stories for pleasure.

Children practise finger rhymes.

They assess and record their progress in their French folders or web space.


I Display: Language we are using Display the text of the finger rhyme

Monsieur Pouce. Include digital photos of the children performing each gesture.

Page 16 of 41

http://www.e-prenoms.com/

http://www.meilleursprenoms.com/

Suggested Daily Parcels - Week Eight

A Intercultural understanding: la Fête de Saint Nicolas

Investigate what happens by way of celebration in some parts of Europe on 6 December (Saint Nicolas).

www.teteamodeler.com and www.stnicolas.org offer material including photographs.

A video-conferencing opportunity with a partner class abroad: The children exchange details of Bonfire Night and La Fête de Saint Nicolas.

An exchange of e-mails and photographs could lead to a display of research.

B Practising numbers 0 - 6 A large space is needed, eg PE area.

Play some music for the children to move around to. Whenever you pause the music, you call out a number. The children then put themselves into groups of that number. For zéro each child stands alone with arms folded. For un they stand on their own. For deux they stand in pairs, etc. Any who fail to group themselves correctly have to sit out of the game during the next bit of music, but can jump in again when you call the next number.

Resource: CD Henri Dès no 5. Ballon rond

C Story: Flocons de neige or Maman Read the story. Encourage children to join

in with certain words or phrases with vocal and facial expression or mime.

Resource: Story book - Flocons de neige or Maman

D Parachute game Play a parachute game as described in

previous parcels. This could be to respond to numbers or colours, phrases from a finger rhyme, song or story, or to new vocabulary from lesson 8.

E Finger rhymes Rehearse the known finger rhymes.

F Traditional song: Pirouette The children listen to the song whilst

watching the DVD. They join in with the words pirouette and cacahouète, and other lyrics if they wish.


G Sentence building Revise the new vocabulary from lesson 8. On the board show a sample picture sentence,

e.g. Voici un renne et un chat. Invite the children to read the sentence aloud with you.

Invite the children to substitute one of the nouns, making a new sentence to be read aloud by all. How many different sentences can the class make and read aloud?

Resource: pictures

H Individual and small group practice: Children read the stories for pleasure.

They practise finger rhymes.



I Display: Language we are using Display some of the typical names for

boys and girls in use in French-speaking countries. This display might include photos from the partner class or school, or information found on the web.

Page 17 of 41

http://www.stnicolas.org/

http://www.teteamodeler.com/

Suggested Daily Parcels - Week Nine

A Intercultural understanding Children consider the festival of Christmas,

as well as other festivals celebrated amongst different cultures in the UK at this time of year, eg:

http://www.bbc.co.uk/religion/ and search for Holy Days

B Seasonal songs: Vive le Vent and Petit Papa Noël

The children listen to the songs mentioned in the story: Vive le Vent and Petit Papa Noël

Resources:

Vive le Vent lyrics and soundfile: www.momes.net/comptines/noel2/vive-le-vent.html

Printable version: www.momes.net/comptines/illustrationscompt/vivelevent.html

Petit Papa Noël lyrics: www.momes.net/comptines/petitpapanoel.html

Both songs are available on various commercial CDs.

C Story: Silence, Père Noël Read the story to the children. The

children can respond to the name Père Noël by passing the toy along whenever they hear the name.

Resource: Story book - Silence, Père Noël

D Practising greetings Teacher and children exchange greetings

Play Pass the Parcel with Albert, le bonhomme de neige and le Père Noël, as in lesson 9.

Resources: any song by Henri Dès, or a Christmas song such as Vive le Vent or Petit Papa Noël; cuddly toys - Albert, Father Christmas and a snowman.

E Sentence building and writing Looking at a model sentence e.g. Voici un

chat et un chien, the children create and write down in their French folders a variety of sentences using the nouns they have been taught.

Some children may prefer to create their sentence with images that they draw.

They illustrate some of the sentences.

F Traditional song: Mon beau sapin The children watch the DVD and listen to

the song. They count how many rhymes they hear in the song.


G Individual and small group practice Children read stories for pleasure.

They play games to practise classroom phrases.



H Display: la Fête de Saint Nicolas Display some of the findings about la Fête

de Saint Nicolas.

Page 18 of 41

http://www.momes.net/comptines/petitpapanoel.html

http://www.momes.net/comptines/petitpapanoel.html

http://www.momes.net/comptines/illustrationscompt/vivelevent.html

http://www.momes.net/comptines/illustrationscompt/vivelevent.html

http://www.momes.net/comptines/noel2/vive-le-vent.html%20

http://www.momes.net/comptines/noel2/vive-le-vent.html%20

http://www.bbc.co.uk/religion/

Suggested Daily Parcels - Week Ten

A Intercultural understanding Children consider the festival of Christmas,

as well as other festivals celebrated amongst different cultures in the UK at this time of year, eg:

http://www.bbc.co.uk/religion/ and search for Holy Days



Resource: CD Henri Dès no 5. Ballon rond; bag of letters (A - l - b - e - r - t)

C Dictionary skills: sequencing words by their first letter


année, enfant, neige, renne, traîneau;chat, douceur, Noël, pardon, verglas; cadeau, boîte, diable, maison, sapin;bouche, chien, doigt, loup, pièce.


D Story: Silence, Père Noël Read the story to the children. The

children can respond to the name Père Noël by passing the toy along whenever they hear the name, and can join in with certain phrases, eg. «Silence, Père Noël!»; «Vous allez réveiller les enfants.»; BA DA BOUM!; A…A…ATCHOUM!; MIAM!

Resources: Story book - Silence, Père Noël; Father Christmas

E English dance: Morris Dancing Have any children seen or participated in

Morris dancing? Invite the children to see some Morris dancing from different parts of England on the "Rampant Rooster Morris" site at www.rampantroostermorris.co.uk/7LWqM08aorFDLpRFrOVD3Qhv/linkto.aspx

Resource: Internet

F Images of Paris Show photos of Paris as a PowerPoint

presentation, Images of Paris 2. Play some music by Debussy while the children spend a few minutes simply observing the images.

Discussion with the children: How did the images and music make the children feel? What impressions do they have of Paris from the photos? Does the music sound French?

Resources: CD The Very Best of Debussy, PowerPoint facility

G Finger rhymes Practise finger rhymes.

H Traditional song: Mon beau sapin The children watch the DVD and join in if

they can.


I Individual and small group practice: Children read any of the stories for

pleasure.

They practise finger rhymes.

They prepare and practise for a performance.



J Performance: Language we are using In assembly or for parents, show some of

the language we have been using this term: greetings and name, short sentences, finger rhymes or traditional songs, spelling and dictionary skills, etc.

Page 19 of 41

http://www.rampantroostermorris.co.uk/7LWqM08aorFDLpRFrOVD3Qhv/linkto.aspx

http://www.rampantroostermorris.co.uk/7LWqM08aorFDLpRFrOVD3Qhv/linkto.aspx

http://www.bbc.co.uk/religion/

Suggested Daily Parcels - Week Eleven

A Intercultural understanding Find out about la Galette des Rois (a cake eaten at Epiphany, la Fête des Rois).

Compare the tradition of La Galette with similar foods and festivals in the cultures of the children, e.g. Christmas pudding, mince pies

www.momes.net/dictionnaire/e/epiphanie/epiphanie.htmlwww.momes.net/dictionnaire/minidossiers/epiphanie.htmlwww.christmas-time.com/ct-recipes.htmwww.assemblies.org.uk/standing/world_religions/index.html

On the first Sunday after Epiphany (6 January), people in France celebrate La Fête des Rois with a special pastry, known as la galette des rois. These cakes start appearing in supermarkets and pâtisseries after Christmas and are usually still available for several weeks into the New Year.

The cake contains a sweet marzipan filling. Hidden somewhere in la galette is a china figurine (la fève). The person who chooses the piece containing the little figurine is king or queen for the day and entitled to wear the paper crown that comes with the cake.

This tradition is thought to have its roots in carnival traditions where the slave is master for a day.

B Intercultural understanding Sing J’aime la Galette.

Learn and perform the dance whilst singing the song.

If available, taste a sample of une Galette des Rois (beware of nut allergies).

Resource: Les Petits Lascars page 20

C Intercultural understandingDiscuss New Year traditions in the cultures of the children, e.g. what is first-footing? (see www.hogmanay.net/history/faq#firstfooting)

A possible focus for video-conferencing with a partner class abroad: Could the French class show une Galette des Rois, perform the dance and show la couronne and la fève? Could the English class share the experiences of New Year festivities in their families?

D Story: Roule, galette Read the story, encouraging the children to

join in with certain words or mimes.

Resource: Story book - Roule, galette

E Traditional British song: Strawberry Fair Invite the children to learn and join in

singing the song Strawberry Fair.


F Individual and small group practice Children read any of the stories from the

first term.

They practise the song and dance for la Galette.

They discuss with a partner the festivities they took part in during the school holiday.



G Display: Learning about New Year traditions

Display the words Bonne Année.

Make a photo display of the tasting of une Galette des Rois, or of the children dancing to J’aime la galette.

Display information about New Year festivities across cultures.

Page 20 of 41

http://www.hogmanay.net/history/faq#firstfooting

http://www.assemblies.org.uk/standing/world_religions/index.html

http://www.christmas-time.com/ct-recipes.htm

http://www.momes.net/dictionnaire/minidossiers/epiphanie.html

http://www.momes.net/dictionnaire/e/epiphanie/epiphanie.html

Suggested Daily Parcels - Week Twelve

A Intercultural understanding Sing the song and peform the dance

J’aime la galette.

A Youtube video shows children enjoying this seasonal tradition at http://uk.youtube.com/watch?v=QKFy1znidUU


B Literacy & P.E. A large area is needed, e.g. PE area. Play

a hula hoop letter game. Hula hoops (say 10) are spread across the floor. While the music plays the children travel freely across the room. When the music is paused you call out an alphabet letter known to the children. If it is a vowel they step quickly into a hoop. If it is a consonant they stand outside a hoop.

Resources: CD Henri Dès No. 5 - le chocolat; 10 hoops

C Intercultural understanding & literacy Show the children a recipe for La Galette

des Rois.

o Can they guess this is a recipe? How do they know?

o Discuss the format and layout of recipes.

o What can the children understand from the text and pictures?

o What kinds of information do the children think the recipe contains?

Can the children bring in a recipe for something traditional from their own culture, to look at in a future lesson?

Resource: Galette recipe - www.arts-culinaires.com/recettes_par_cuisine/galette-des-rois.aspx

D Technology: Make une couronne Children make a paper crown (une

couronne) to wear on their head (see www.teteamodeler.com/dossier/noel/galetteroi.asp).

Decorate the crown with pictures of the animals from the story Roule, galette, showing the correct sequence in which they appear.

E Story: Roule, galette Read the story, encouraging the children

to join in with certain words or mimes.


F Traditional song: Au clair de la lune The children watch the DVD and join in

singing the song.


G Individual and small group practice Children might need extra time to finish

making their crowns.

They practise finger rhymes and read stories.


Resource: Story books, reading diaries

H Display: Display the crowns made by the children,

and digital photos of the hula hoop activity.

Display a recipe for la galette des rois. Add to the display any other recipes that the children bring into school.

Page 21 of 41

http://www.teteamodeler.com/dossier/noel/galetteroi.asp

http://www.teteamodeler.com/dossier/noel/galetteroi.asp

http://www.arts-culinaires.com/recettes_par_cuisine/galette-des-rois.aspx



http://uk.youtube.com/watch?v=QKFy1znidUU

http://uk.youtube.com/watch?v=QKFy1znidUU

Suggested Daily Parcels - Week Thirteen

A Intercultural understanding & literacy Show the recipe of La Galette des Rois

once again:

Share recipes for traditional foods which have been brought in by the children. Do they have features in common in terms of layout, format, images, type of information given?

Recipes can be found at:

www.arts-culinaires.com/recettes_par_cuisine/galette-des-rois.aspx

www.scienceacross.org/index.cfm?fuseaction=content.showcontent&node=174

http://kidshealth.org/kid/recipes/

www.ability.org.uk/kids_recipes.html

B Literacy & P.E. A large area is needed, e.g. PE area. Play

the hula hoop letters game, as in Parcels for lesson 12. As the children travel across the area while the music plays, give them a style of moving: sautez (jump), courez (run), marchez (walk), marchez sur la pointe des pieds (tiptoe). When the music is paused you call out an alphabet letter known to the children. If it is a vowel they step quickly into a hoop. If it is a consonant they stand outside a hoop.

Resources: CD Henri Dès No. 5 - Le chocolat; 10 hoops

C Intercultural understanding Sing the song and peform the dance J’aime

la galette.

Resource: Les Petits Lascars - J’aime la Galette

D Finger rhyme: Les saisons Practise Les saisons using copying and

echoing techniques.

E Story: Roule, galette Read the story, encouraging the children to



F Traditional song: Au clair de la lune The children watch the DVD and listen to

the song.


G Music and art Allow the children to see once more the

PowerPoint presentation of their artwork on moonlit scenes whilst listening to Debussy’s Clair de Lune.


H Spelling practice In pairs, children have a mini whiteboard

and marker pen. They work together to write down from memory as many words as they can in French, aiming to spell them correctly.

In a plenary, the children show and spell aloud some of their words.

Resources: Mini whiteboards and pens

I Individual and small group practice Children read any of the stories from the

first term.

They practise the spellings for the numbers 0 - 6.



J Display: Traditional song Display the lyrics of Au clair de la lune,

together with digital photos of the children singing the song.

Page 22 of 41

http://www.ability.org.uk/kids_recipes.html

http://kidshealth.org/kid/recipes/

http://www.scienceacross.org/index.cfm?fuseaction=content.showcontent&node=174





Suggested Daily Parcels - Week Fourteen

A Intercultural understanding & art: A painting by Renoir

Give some background details about Renoir and show his painting, Le Moulin de la Galette.

The painting can be viewed at www.ibiblio.org/wm/paint/auth/renoir/moulin-galette/

This weblink also has background details of the painting. The galette referred to here is a pancake (similar to une crêpe) rather than a sweet pastry (as in la Galette des Rois).

A biography or Renoir is available at www.ibiblio.org/wm/paint/auth/renoir/

You might wish to use this as a springboard for other work: a research project, social history, a study of Impressionism, comparison with another artist from another culture etc.

B Numeracy Perform a Mexican Wave counting 0 - 10

forwards and backwards. All children display each number using their fingers as it is said.

Starting from zéro, count forwards and backwards in steps of two: zéro - deux - quatre - six - huit - dix - huit - six - quatre - deux - zéro.

Count aloud in steps of two, as above, but count the missing numbers silently in our heads, whilst still illustrating the number with our fingers:

zéro - un - deux - trois - quatre - cinq - six - sept - huit - neuf - dix - neuf - huit - sept - six - cinq - quatre - trois - deux - un - zéro.

C Dictionary skills Practise sequencing sets of words into

dictionary order, e.g.

maison - forêt - galette - cheminfarine - grenier - sentier - lapinrenard - nez - ours - loupchanson - blé - oreille - jardinfenêtre - doucement - glisser - tombe


D P.E. Give the children instructions for

travelling across an open space: sautez (jump), courez (run), marchez (walk), marchez sur la pointe des pieds (tip-toe).

Add adverbs to the instructions, vite (quickly), lentement (slowly) e.g. Sautez vite / Marchez lentement sur la pointe des pieds.

E Story: Tom et Mila or Chapeau! Read the story, encouraging the children to


Resource: Story book - Tom et Mila or Chapeau!

F Traditional song: Au clair de la lune The children watch the DVD and listen to

the song.


G Individual and small group practice Children practise Les saisons and other

finger rhymes.

Children practise the spellings for the numbers 0 – 6.


Resource: Reading diaries

H Display: Renoir’s paintings Display some of Renoir’s paintings,

together with a brief biography of the artist.

Page 23 of 41

http://www.ibiblio.org/wm/paint/auth/renoir/

http://www.ibiblio.org/wm/paint/auth/renoir/moulin-galette/

http://www.ibiblio.org/wm/paint/auth/renoir/moulin-galette/

Page 24 of 41

Suggested Daily Parcels - Week Fifteen

A Intercultural understanding: Paintings by Renoir

Allow the children to see more paintings by Renoir, either in books, on prints, from the Internet e.g. www.renoir.org.yu/gallery.asp or show the PowerPoint presentation Paintings of Renoir.

Allow the children to become familiar with the titles of the paintings in French.

B Spelling games Mouth some words silently to the class -

they guess the words you are saying.

Show text cards to the children - ask if they can spell aloud the word you are showing.

Spell some words aloud - working in small groups the children find the text card corresponding to the word you said. When you say Montrez-moi the children show you the cards.

Resource: Text cards with a selection of words the children are familiar with.

C Images of Paris Show again some photos of Paris as a

PowerPoint, Images of Paris 3. Play some music by Debussy while the children spend a few minutes simply observing the images.

What are the children’s observations from the photographs?


D Dictionary skills Practise sequencing sets of words into


gant – géant – girafe – glace

dame - début – dictionnaire– doigt

pain – personne – piano – plan

face - février – film – flocon

balcon – belle – bicyclette – bleu

Do the children notice that this set of words is harder to sort because the words in each set begin with the same first letter?


E Intercultural understanding Perform the action song Le fermier dans

son pré as in lesson 15.

F Finger rhyme: Les saisons Practise Les saisons using copying and

echoing techniques.

G Story: Tom et Mila or Chapeau! Read the story, encouraging the children


Resource: Story book - Tom et Mila or Chapeau!

H Traditional song: Meunier, tu dors The children watch the DVD and listen to

the song.

Resource: DVD Mon Âne - Meunier, tu dors

I Individual and small group practice Children research a little into the life and

work of Renoir, or the Impressionists.

They read any of the stories they are familiar with.



J Display: Story telling Display some of the text from the story

Roule Galette, together with digital photos of the children listening to the story.

Page 25 of 41

http://www.renoir.org.yu/gallery.asp

Suggested Daily Parcels - Week Sixteen

A Art through the webcam: Investigating pattern

Visit Paris via the webcams e.g. at www-compat.tf1.fr/livecam/paris.htm or www.parisrama.com/webcam.html

The children are now familiar with the images and names of some of the sights: la Tour Eiffel, l’Arc de Triomphe, la Défense.

Dicuss the shapes of the different buildings they can see.

Allow each child to sketch an idea inspired by one of the Paris sights, e.g. a shape inspired by the Eiffel Tower, the Arc de Triomphe, the rooftops of Paris or the towers at La Défense. Allow them some reflective time to do their sketching, with images of Paris on view either through the webcams or the PowerPoint display. Play some music by Debussy while they are sketching. They use their sketch as a starting point for a textile design, in forthcoming art lessons.

Resources: CD The Very Best of Debussy, PowerPoint or Internet facility

B Politeness conventions Play the Please and Thank You game

from lesson 16. The children take turns in asking for Annick or Albert, using the language Je veux Albert, s’il te plaît, voilà and merci.

If you wish to prompt children to join in the game, you could ask a child Qu’est-ce que tu veux, Annick ou Albert?

C Intercultural understanding Perform the action song Le fermier dans

son pré.

D Finger rhymes Practise some of the known finger rhymes.

E Story: Je veux manger! Read the story, encouraging the children


Resource: Story book - Je veux manger!

F Traditional song: Meunier, tu dors The children watch the DVD and listen to

the song.

Resource: DVD Mon Âne - Meunier, tu dors

G Individual and small group practice Children might need more time to work on

their sketch based on inspiration from Paris.

They sing songs, practise finger rhymes and read stories.



H Display: Action song Display the lyrics of Le fermier dans son

pré together with digital photos of the children performing the action song.

Page 26 of 41

http://www.parisrama.com/webcam.html



Suggested Daily Parcels - Week Seventeen

A Intercultural understanding & LLS: developing communication skills The children prepare for a forthcoming video-conference, during which they will read

aloud a story in English to their French partner class. They try to see themselves through the eyes of their French peers, and consider what they need to do in order to help them enjoy the story. They consider clarity of speech, clear enunciation of words, making eye contact with the people listening, vocal expression, facial expression and use of body language, mime and gesture. Some of the story is told by the whole class in chorus, some by small group of children, and some by individual children.

The French children are preparing the same activity with a French story.

B Language learning strategies: Games to practise language

Revise the vocabulary for the six objects taught in lesson 17.

Play Kim’s Game as in lesson 17.

Play Pass the Parcel as in lesson 17.

Resources: Henri Dès CD No. 5 - Le cartable; a tray; a bag; 6 objects

C Listening, memorisation & speaking skills

Say aloud sequences of words from the 6 words taught in lesson 17. The children listen carefully and repeat each sequence back to you in chorus, e.g. un pinceau, un stylo, une gomme, un feutre.

Do the same thing, but this time make the children wait for 5 seconds before they repeat the sequence back to you in chorus.

Discuss the strategy of trying to repeat language internally by hearing it in your head.

D Story: Je veux manger! Read the story, encouraging the children



E Traditional song: Une poule sur un mur The children watch the DVD and join in

with the song.

Resource: DVD Mon Âne - Une poule sur un mur

F Individual and small group practice Children read any of the stories.

They practise reading aloud their part in the English story for the forthcoming video-conference.



G Display: Display digital photos of the children

participating in games to practise and memorise language. Photocopy some of the pages from the European Language Portolio and include these in the display. Make some “I can” statements in speech bubbles to bring the display to life, e.g. “I can play a game to help me memorise words”, “I can repeat a sequence of words when I hear it”.

Page 27 of 41

Suggested Daily Parcels - Week Eighteen

A Intercultural understanding & LLS: developing communication skills

The children continue preparing for a forthcoming video-conference, during which they will read aloud a story in English to their French partner class.


B Finger rhyme: Une poule sur un mur Practise Une poule sur un mur using

copying and echoing techniques.


C Listening & memorisation skills Say aloud sequences of words from the 6 words taught in lesson 17. The children listen

carefully and arrange pictures in the correct order e.g. un pinceau, un stylo, une gomme, un feutre.

Resource: Picture cards of the six objects

D Dictionary skills Practise sequencing sets of words into


gant - garage - galette - gâteau

début - décider - défense - délicieux

pain - pâle - panthère - papier

pratique - précieux - princesse - problème

bagages - balcon - banane - barrière

Do the children notice that this set of words is harder to sort because the words in each set begin with the same first two letters?


E Literacy: Game to practise spellings Revise the vocabulary for the six objects

taught in lesson 17.

Match text cards to the objects.

Mouth the words silently - the children say the words back to you.

Call out some of the spellings - the children say the words back to you.

Write the words in the air - in pairs the children hold up text cards to show the word they think you are writing.

The children work in pairs to practise learning the spellings. They write with their finger on the palm of their partner’s hand

F Story: Je veux grandir! Read the story, encouraging the children



G Traditional song: Une poule sur un mur The children watch the DVD and join in

with the song.

Resource: DVD Mon Âne - Une poule sur un mur

H Individual and small group practice: Children read stories for pleasure.




I Display Add to the display from lesson 17 some

more digital photos showing the children using strategies to learn spellings. Create more speech bubbles such as “I can learn spellings in French”, “I can trace French words on my friend’s hand”, “I can write French words in the air”, “I can read a French word when someone writes it in the air”, “I can understand a word when someone mouths it silently”, etc.

Page 28 of 41

Suggested Daily Parcels - Week Nineteen

A Intercultural understanding & LLS: developing communication skills

The children continue preparing for a forthcoming video-conference, during which they will read aloud a story in English to their French partner class.


B Skipping rhyme: La Tour Eiffel

A large area is needed, e.g. PE area or playground. All children chant the rhyme as in lesson 19 as two of them turn the rope. Children take turns to jump into the rope and skip when the money is to be counted, from un sou to dix sous. They jump out at dix sous.

Resource: At least 3 large skipping ropes which two children can turn for others, or individual skipping ropes

C Dictionary skills Practise sequencing sets of words into


chaise - chef - chic - chocolat

fabriquer - face - faible - famille

logique - loisirs - Londres - loup

race - radio - raisin - rapide

table - Tamise - tapis - tarte

These sets of words all begin with the same first two letters.


D Finger rhymes Practise a medley of known finger rhymes.

E Story: Je veux grandir! Read the story, encouraging the children


Resource: Story book - Je veux grandir!

F Traditional song: La poule grise The children watch the DVD and listen to

the song.

Resource: DVD Mon Âne - La poule grise

G Individual and small group practice: Children spend more time creating and

illustrating short sentences in their French folder.

Children practise the spellings for the numbers 0 - 6.


Resource: French folders

H Display: Add to the display some photos of the

children sequencing words into dictionary order. Add a speech bubble such as “I can sequence into dictionary order words which begin with the same first two letters”.

Display the text of Une poule sur un mur and La poule grise, within a class Easter display.

Page 29 of 41

Suggested Daily Parcels - Week Twenty

A E-mail links with a partner class Children e-mail a virtual Easter card or

greetings card to children in the partner class.

Using English they can tell their e-mail partners what they have been learning to do in French lessons this term. This exercise should help the children to consolidate their thinking about their progress, and share in celebrating it with their French e-mail partners.

The children might like to attach a digital photo illustrating one of the activities.

B Easter activities from the web Easter wordsearch at www.vive-

paques.com/jeux/motscases.htm

Easter activities such as wordsearches to download and print off at universdelulue.free.fr/jeuxpaques.html

Origins of Easter www.momes.net/dictionnaire/p/paques.html

Colouring, craft activities and virtual cards www.tendre-soleil.com/paques/accueil.htm

C Intercultural understanding & Technology

Make an Easter card of your own design which includes the text of the finger rhyme une poule sur un mur.

or

Follow instructions in French to create a special Easter card, at www.momes.net/dictionnaire/minidossiers/bricolage/bricopaques.html

D Finger rhyme: La Tour Eiffel Practise saying La Tour Eiffel in chorus,

and count the sous up to 10.

There is an illustrated sheet to download and print off at www.momes.net/comptines/illustrationscompt/latoureiffel.html which the children could decorate and insert into their French folders.

E Images of Paris Show photos of Paris as a PowerPoint presentation, Images of Paris 4. Play some music

by Debussy while the children spend a few minutes simply observing the images.



F Story: Je veux grandir Read the story, encouraging the children to

join in with certain words or mimes, especially the phrase Comment faut-il que je sois?

Resource: Story book - Je veux grandir!

G Traditional song: La poule grise The children watch the DVD and join in

with the song.

Resource: DVD Mon Âne - La poule grise

H Individual and small group practice Children read stories for pleasure.

They reflect on their success as language learners and record their thoughts and feelings in their ELP and French folders.



I Display: Celebrating success Use the display as a resource to support

the discussion about progression and success in language learning, and to feed into children’s French folders and ELPs.

Page 30 of 41

http://www.momes.net/comptines/illustrationscompt/latoureiffel.html

http://www.momes.net/comptines/illustrationscompt/latoureiffel.html

http://www.momes.net/dictionnaire/minidossiers/bricolage/bricopaques.html

http://www.momes.net/dictionnaire/minidossiers/bricolage/bricopaques.html

http://www.tendre-soleil.com/paques/accueil.htm

http://www.momes.net/dictionnaire/p/paques.html

http://www.momes.net/dictionnaire/p/paques.html

http://universdelulue.free.fr/jeuxpaques.html

http://www.vive-paques.com/jeux/motscases.htm

http://www.vive-paques.com/jeux/motscases.htm

Suggested Daily Parcels - Week Twenty-One

A A game to practise vocabulary Practise the vocabulary taught in lesson

21, un tee-shirt, un pantalon, un pull, un chapeau.

Play the circle game using clothes and a pillowcase.

Resources: Henri Dès CD No 5 - Dessin fou; bag; clothes

B Writing skills Children draw the wolf and label un tee-

shirt, un pantalon, un pull, un chapeau.

This activity can be done using ICT if desired.

C French dance: Jean petit qui danse Invite the children to watch a performance of this dance on the DVD.

Encourage the children to learn the dance with you by repeating key language from the song and matching this with the appropriate actions.

Perform the dance to the music on the audio CD.

Resource: DVD/CD French Dance in the Primary Classroom

D Art and music The children watch the PowerPoint

presentation of Monet paintings whilst listening to music by Debussy.

Resources: CD The Very Best of Debussy, PowerPoint facilities

E Story: Je m’habille et je te croque Read the story, encouraging the children to


Resource: Story book - Je m’habille et je te croque

F Traditional song: Promenons-nous dans les bois

The children join with the song whilst watching the DVD.

Resource: Mon Âne DVD - Promenons-nous dans les bois

G Traditional British song: O soldier, soldier

Invite the children to learn and join in singing the song O soldier, soldier.


G Individual and small group practice Children read stories for pleasure.

They practise writing the new words, by tracing the spellings onto the palm of each other’s hand or writing the words in the air for each other to guess.



H Display Display the posters of the wolf and his

clothing created by the children.

Page 31 of 41

Suggested Daily Parcels - Week Twenty-Two

A A game to practise vocabulary Practise the vocabulary taught in lesson

21, un tee-shirt, un pantalon, un pull, un chapeau.

Play the circle game using clothes and a pillowcase.

Resources: Henri Dès CD No 5 - Dessin fou; bag; clothes

B Parachute game (wolf’s clothing) N.B. A large space is needed, eg. PE area.

Assign each child an item of wolf’s clothing (un tee-shirt, un pantalon, un pull, un chapeau). Play the parachute game as described in parcel 5.

Resource: Parachute

C Sequencing Skills: Days of the week Practise saying the days of the week.

Perform a Mexican Wave saying the days of the week in an ongoing sequence as Albert travels round the circle.

Circle Game. Throw a soft ball to children in turn. Ask each child to repeat what you say, as you say the days of the week one at a time.

Resource: Soft ball

D Finger rhymes Rehearse any of the finger rhymes from

Terms 1 and 2.

E Literacy: discussion Can the children think of traditional stories

in which a wolf features as a main character? They compare these stories with Je m’habille et je te croque and with the song Promenons-nous dans les bois.

F Story: Je m’habille et je te croque Read the story, encouraging the children to



G Traditional song: Promenons-nous dans les bois




They practise writing the new words, by tracing the spellings onto the palm of each other’s hand or writing the words in the air for each other to guess.



I Display Take photos of the children performing

Promenons-nous dans les bois with the dance and the actions.

Display the text for the days of the week, and the phrases to show the day today, yesterday and tomorrow.

Page 32 of 41

Suggested Daily Parcels - Week Twenty-Three

A Saying and reading the day in French Invite a child to find today’s card and place

it in the special place. Ask C’est quel jour aujourd’hui? As you point to the text card the children reply C’est + name of the day.

Take the register in French. The children respond with the word present/présente.

Resource: Days of the week on text cards or stored on the interactive whiteboard

B Game to practise numbers In chorus, count from 0 up to 15 forwards

and backwards.

Play a game of stand-up bingo using numbers 0 to 10. Each child writes down a number and stands up. When their number is called, they have to sit down. The last one(s) standing is/are the winner(s).

Resource: Mini whiteboards and pens

C Finger rhyme: Le Visage As each element is said, both index

fingers touch part of the face: beau front - touch forehead; Beaux yeux - touch edge of eyes; Nez de cancan - touch nose; Bouche d’argent - touch mouth; Menton fleuri - touch chin; Guili-guili - tickle yourself and laugh.


D Henri Dès jigsaw puzzle The children listen to the song Les fleurs

nouvelles. In pairs or small groups they do a jigsaw puzzle in order to rebuild the text.

Resources: CD Henri Dès No. 5, jigsaw puzzles of song text (song lyrics are available from www.henrides.net).

E Sequencing Skills: Days of the week Practise saying the days of the week.

Circle Game. Throw a soft ball to children in turn. Ask each child to repeat what you say, as you say the days of the week one at a time.

Develop sequencing skills. Ask the children to say the day which follows the day you say, e.g. if you say lundi the children chorus mardi. Practise this with all the children and then repeat the circle game by throwing the soft ball to individual children and asking them to name the day which follows the day you say.

Repeat this asking for two days ahead, or the day before, or two days before, etc.

Resource: Soft ball

F Story: Je m’habille et je te croque Read the story, encouraging the children



G Traditional song: Promenons-nous dans les bois



H Individual and small group practice Children practise the numbers 0 - 15.

They listen to Henri Dès songs through headphones.


Resource: French folders

I Display: Traditional song Display the lyrics of Au clair de la lune,


Page 33 of 41

http://www.henrides.net/

Suggested Daily Parcels - Week Twenty-Four


it in the special place. Ask C’est quel jour aujourd’hui? As you point to the text card the children reply C’est + name of the day.

Take the register in French. The children respond with the word present/présente.

Resource: Days of the week on text cards or stored on the interactive whiteboard

B Sequencing: Days of the week Play a circle game. All the text cards with

days of the week are placed in a bag. Whenever the music is paused, the child holding the bag takes out a card, which becomes the day today. All children say a sequence of phrases: Aujourd’hui c’est vendredi, hier c’était jeudi, demain ce sera samedi. The game continues until the bag is empty.

Resources: Bag, text cards for days of the week, Henri Dès CD No 5, Dessin fou

C Finger rhyme: Un, deux, trois Rehearse the finger rhyme un, deux, trois

using gestures indicated in lesson 24.


D Story: Cache-cache cochons Read the story, encouraging the children


Resource: Story book - Cache-cache cochons





F Traditional song: Sur le pont d’Avignon The children watch the DVD and listen to

the song.

Resource: Mon Âne DVD - Sur le pont d’Avignon

G Nouns in the plural Practise countng out sets of 10 objects

that begin with a consonant. Remind the children about the silent ending on six, dix and huit and also that the final s on the plural noun is silent.

H Individual and small group practice Children practise sequencing the days of

the week in French.

They listen to Henri Dès songs through headphones.


Resource: reading diaries, CD Henri Dès No. 5

I Display: Traditional song Display the lyrics of Sur le pont d’Avignon,


Page 34 of 41

Suggested Daily Parcels - Week Twenty-Five

A Saying and reading the day in French Invite a child to find today’s card and place it in the special place.

Take the register in French.

Resources: Days of the week on text cards or stored on the interactive whiteboard

B Intercultural understanding: Paintings by Monet

Show the children once again a selection of paintings by Monet, either through a PowerPoint presentation or the Internet at:

www.ibiblio.org/wm/paint/auth/monet/

http://giverny.org/monet/welcome.htm

Whilst looking at the paintings, play some music by Debussy.

Resources: CD The Very Best of Debussy, PowerPoint or Internet facilities

C Spelling games Mouth some words silently to the class -



Resource: Text cards with a selection of words the children are familiar with

D Listening and responding Play a balloon game. Tell the children that

they must pass the inflated balloon to someone else whenever they hear the word ballon. This game is played to the music of Ballon rond by Henri Dès.

Resources: CD Henri Dès No. 5, balloon(s)

E Game to practise numbers Practise counting from 0 to 20, both

forwards and backwards.

Play Hide and Seek (Cache-cache) as described in lesson 25.

F Story: Cache-cache cochons Read the story, encouraging the children


Resource: Story book - Cache-cache cochons

G Traditional song: Sur le pont d’Avignon The children watch the DVD and join in

with the song.

Resource: Mon Âne DVD - Sur le pont d’Avignon

H Individual and small group practice Children research a little into the life and

work of Monet, or the Impressionists.

They practise counting up to 20.

They read stories for pleasure.


Resources: Books on Monet; story books, French folders

I Display: Monet Display some paintings by Monet, together

with one or two biographical details.

Page 35 of 41

http://giverny.org/monet/welcome.htm

http://www.ibiblio.org/wm/paint/auth/monet/

Suggested Daily Parcels - Week Twenty-Six


it in the special place.

Take the register in French.


B Spelling games Mouth some words silently to the class -



Resource: Text cards with a selection of words the children are familiar with.

C Focus on direct speech Look closely at how direct speech is

shown in English texts and make comparisons with direct speech in the French reading books.

Complete an Henri Dès jigsaw puzzle by listening to Ballon Rond.

D Activities to practise numbers Play stand-up bingo using numbers 11 to

20.

Chant the 2 x table in French.

E Story: Par une sombre nuit de tempête Read the story, encouraging the children


Resource: Story book - Par une sombre nuit de tempête

F Traditional song: Savez-vous planter les choux?

The children watch the DVD and listen to the song.

Resource: Mon Âne DVD - Savez-vous planter les choux?

G Listening and reading skills Complete an Henri Dès jigsaw puzzle by

listening to Ballon rond.

Resources: Henri Dès CD No 5, jigsaw puzzle of lyrics

H Spelling skills Display the words for the numbers 16 to

20 and practise reading them aloud in chorus.

In pairs, children practise writing any of the numbers 16 to 20 on the palm of their partner’s hand. The partner says which number it is.

I Individual and small group practice Children research a little into the life and

work of Monet, or the Impressionists.

They practise counting up to 20.

They try to memorise the 2 x table.


Resources: Books on Monet, reading diaries

J Display Display digital photographs of the children

practising their spelling skills.

Page 36 of 41

Suggested Daily Parcels - Week Twenty-Seven



B Listening and reading skills Complete an Henri Dès jigsaw puzzle by

listening to Quand j’étais bébé petit.


C Intercultural understanding Pay a virtual visit to Le Louvre via the

website at www.louvre.fr. As you browse the collections play some music by Debussy.

Resources: CD The Very Best of Debussy, Internet facilities

D Story: Par une sombre nuit de tempête Read the story, encouraging the children



E Traditional song: Savez-vous planter les choux?

The children watch the DVD and join in with the song.

Resource: Mon Âne DVD - Savez-vous planter les choux?

F Dictionary Skills Give the children a set of English

headwords to find in the dictionary. They write down the page numbers on which they find the words.

Resource: A dictionary to share, one between two

G Game to practise numbers Practise counting from 0 to 25, both


Play Changez de place to practise numbers up to 25.





I Display Display digital photos of the children

participating in games to practise and memorise language. Photocopy some of the pages from the European Language Portfolio and include these in the display. Make some “I can” statements in speech bubbles to bring the display to life, e.g. “I can play a game to help me memorise words”, “I can repeat a sequence of words when I hear it”.

Page 37 of 41

http://www.louvre.fr/

Suggested Daily Parcels - Week Twenty-Eight



B Listening and reading skills Complete an Henri Dès jigsaw puzzle by

listening to Quand j’étais bébé petit.


C Traditional song: Mon Âne The children watch the DVD and join in

with the song.

Resource: Mon Âne DVD - Mon Âne

D Story: Par une sombre nuit de tempête Read the story, encouraging the children



E Video-conference The children hold a video-conference,

during which they read aloud a story in English to their French partner class. Some of the story is told by the whole class in chorus, some by small group of children, and some by individual children.

The French children similarly read a French story.

Resource: Video-conferencing facilities

F Intercultural understanding Pay a virtual visit to Le Centre Pompidou at www.cnac-gp.fr. Click on On-line Resources

then Videos On-line. Select a video that introduces the Pompidou Centre to the children.

The children watch the video with the sound track in French then share their reflections on what they have seen.

The children might also like to see the website for the Tate Modern at www.tate.org.uk/.

Resource: Internet facilities

G Dictionary Skills Give the children a set of French

headwords to find in the dictionary. They write down the page numbers on which they find the words.

Resource: A dictionary to share, one between two

H Game to practise numbers Practise counting from 0 to 25, both


Play a game of bingo in which the children listen for numbers.

Resource: Bingo cards or paper

I Individual and small group practice Children read stories for pleasure.




J Display Display images and text to show Le

Louvre and Le Centre Pompidou.

Page 38 of 41

http://www.tate.org.uk/

http://www.cnac-gp.fr/

Suggested Daily Parcels - Weeks Twenty-Nine and Thirty


it in the special place.

Take the register in French


B Numbers & P.E. A large area is needed, e.g. PE area. Play

a hula hoop letter game. Hula hoops (say 10) are spread across the floor. While the music plays the children travel freely across the room. When the music is paused you call out any number between 0 and 31. If it is an even number they step quickly into a hoop. If it is an odd number they stand outside a hoop.

Resources: CD Henri Dès No. 5 - Ma forêt; 10 hoops

C Story: La tototte Read the story, encouraging the children


Resource: Story book - La tototte

D Traditional song: Mon Âne The children watch the DVD and join in

with the song.

Resource: Mon Âne DVD - Mon Âne





F Individual and small group practice Children practise for a performance, which

might be an assembly, a concert, a video or a video-conference.

They reflect on their success as language learners and record their thoughts and feelings in their ELP and French folders.

They include photos and digital video clips on their CD.

G Game to practise numbers Practise counting from 0 to 31, both


Play a game of stand-up bingo in which the children listen for numbers between 20 and 31.

Resource: Mini whiteboards and pens


They reflect on their success as language learners and record their thoughts and feelings in their ELP and French folders or web space.


I Display Use the display as a resource to support

the discussion about progression and success in language learning, and to feed into children’s French folders and ELPs.

The children perform to an audience.

Page 39 of 41

Celebration of Success

I can:say several finger rhymes from memory

sing some traditional French songs from memory

sing some British folk songs from memory

participate in a traditional French dance

recognise some traditional British dances

listen to a story in French

use the illustrations and my experience of similar stories to help me understand a story in French

enjoy reading French story books by myself

use my knowledge of English to help me understand French

watch a French DVD

listen to a French singer on a CD

count how many times I hear a particular word in a song or story

join in with some phrases in a story or song

identify rhyming words in a song

count sets of objects and notice how the plural sounds

listen to and join in with stories, songs and finger rhymes

read some phrases in a story book

read a recipe from a recipe book

find French and English headwords in a bilingual dictionary

spell some French words

memorise sequences of words

build a simple sentence

identify and use some simple punctuation

count up to 31

say the 2 x table

talk about some celebrations that are special for me and for other people

recognise some typical French names

use webcams and websites to make a virtual visit to Paris

recognise parts of Paris from photographs

recognise music composed by Debussy

recognise some paintings by Monet and Renoir.

Page 40 of 41

Term 1 Term 2 Term 3

Toutes les couleurs

Alex Sanders

Roule galette

Natha Caputo

Je m’habille et… je te croque!

Bénédicte Guettier

Je veux mon p’tipot

Tony Ross

Chapeau!

Dominique Maes

Alternative : Tom et Mila - see below

Cache-cache Cochons

Arlene Dubanevich

L’automne arrive

Altan

Je veux manger

Tony Ross

Par une sombre nuit de tempête

Bill Martin Jr & Barry Root

Maman!

Mario Ramos

Alternative: Flocons de neige - see below

Je veux grandir

Tony Ross

La tototte

Barbro Lindgren & Olof Landström

Silence, Père Noël!

Julie Sykes & Tim Warnes

Flocons de neige

Altan

Tom et Mila

Martin Bourre

Page 41 of 41

http://www.amazon.fr/gp/product/images/2211052096/sr=1-15/qid=1231947438/ref=dp_image_0/280-9333639-0655720?ie=UTF8&n=301061&s=books&qid=1231947438&sr=1-15

Documents

Practice Parcels · Web viewDiscussion about dialects and accents in this country; different people may pronounce the same word differently or use different words. Resource: The Way