13. as-tu un animal? - amazon web servicesearlystartlang.s3.amazonaws.com/teacherts/french pack...

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13. As-tu un animal?Have you got a pet?

This section marks a big step forward in adding ‘pet animals’, an interesting topic of conversation, to children's repertoire of French words and phrases.The children in the film use familiar structures, “As-tu ...?” and “J'ai ...” when they are saying which pet they have. Pupils will recognise this from section 7 where they learnt to say their ages. Here they also learn the negative form, “Je n'ai pas de...” Learning the French words for common pet animals introduces pupils to their first collection of French nouns. On the film French schoolchildren display drawings of their pets and introduce them by name.Some children may want to extend this further, particularly if they have other pets. If you have been introducing them to written French, this is an opportunity to develop skills of using a suitable beginners’ bilingual dictionary - or you could just tell them the French words for other pets, on request. Plurals are introduced in section 14, but some pupils may want to learn them now so they can talk about having more than one animal of the same kind.

Film 13a: French words for animalsThe names of different animals un chien un chat un lapin un cochon d'Inde un oiseau un hamster un poisson une souris Children saying what pets they have J'ai un chien J'ai un chat J'ai un cochon d'Inde J'ai un lapin J'ai un hamster J'ai un oiseau J'ai un poisson J'ai une souris J'ai un cochon d'Inde J'ai un chat

NEW WORDS AND PHRASESun chien un chat

un lapinun cochon d'Inde

un oiseauun hamsterun poissonune sourisAs-tu un animal?

Have you got a pet?Je n'ai pas d'animalI haven't got a pet

- a dog- a cat- a rabbit- a guinea pig- a bird- a hamster- a fish- a mouse

Flashcards CD 13

HOW FRENCH WORKS 1: Masculine and feminine nouns

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Whether or not you have introduced written French into your teaching, this is the point where you need to say something about French nouns having ‘gender’.

Most children will happily accept that in French there are “un” words and “une” words. It will help prepare them for later studies if you encourage them to say (and learn) each noun with the right article.

Children will be aware that in English, you use the same articles (“a/an” and “the”) with all nouns. They will begin to notice that French nouns either go with “un”/“le”, or “une”/“la”. These are two groups of words that French-speakers know as “masculine” or “feminine”.

Pupils will discover later that French adjectives can also change with the gender of the noun they describe.

If a child makes a mistake and, for example, refers to a mouse as “un souris”, you can praise the fact that the child has remembered the word “souris” and gently correct the “error” by reinforcing the right form of the article.

Child: “Un souris.” Teacher: “Très bien ... une souris.” Child: “Une souris.”

Films to see13a - French words for animals13b - Do you have a pet?13c - My pets13d - Reading and Writing

EXTRA: use the title song, “Salut! Ça

va?”, on karaoke e-flashcards

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“J’ai un chien.” - from film 13.

Children saying that they do not have a pet Je n'ai pas d'animalFilm 13b: Do you have a pet?Question and answer sequence: children reply to the question “As-tu un animal?”

Film 13: “J'ai un oiseau et un chien, Sourire et Téja.”

Film 13c: My petsChildren showing drawings of their pets, some also volunteering the pets’ names: J'ai un chat J'ai un poisson J'ai un lapin, Doudou J'ai un oiseau et un chien, Sourire et TéjaThe sequence finishes with the question, “Et toi? As-tu un animal?”

Planning your lessonsAs usual, pupils first need the chance to become familiar with hearing and saying this section’s new words for pet animals.Children may want to learn extra words to be able to talk about their own animals. If you are doing work on reading and writing, this is an opportunity to introduce pupils to using a bilingual dictionary. It is also worth giving time to discussing strategies for remembering vocabulary and the gender of nouns.

Activities 1. Warm up

Before watching film 13, it is a good idea to have a brief “warm up” session. You could play one or two of the games from section 7 to remind pupils of the words and phrases they already know in that context: “Quel âge as-tu?” ... “J'ai ... ans.” You could then talk briefly with pupils about their own pets as preparation for finding out about the animals kept by French children.

KEY SOUNDSListen and enjoy copying these typical sounds: where have you heard them before?

(listen to the native speakers - try to copy their typically French sound. )

as in lapinHeard before in: vingt, juin, bien

as in poisson, cochon d'IndeHeard before in: ton, onze, marron

Flashcards CD 13

as in chat, souris ...and plurals, e.g. poissons, oiseaux

Heard before in: salut, deux

as in souris, animalHeard before in: dix, gris

2. Watch film 13❑ Watch film 13: “As-tu un animal?” and stop before the written words.

3. Get used to the sounds❑ Echoing: Show the e-flashcards, or enlarge the pictures on the activity sheet. Show each picture, initially with sound ON and text OFF. Pupils echo the words, e.g. “un chien”. Repeat several times. Now look very sad and say “Je n'ai pas d'animal”. Pupils echo the phrase.Once pupils are confident with the single nouns, move on to the 'I have...' e-flashcards.

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❑ Play“findthepet”If you are working in the hall or an area with plenty of space, divide the class into three or four teams. Place a set of animal pictures on a flat surface in front of each team. Call out the name of an animal, e.g. “une souris”. The person at the front of each team runs to try and be the first to find the picture of the mouse and bring it to you. The pictures are then replaced and the game continues. When a child has had a turn, s/he rejoins his/her team at the back of the line.❑ Give each pupil one of the animal pictures from the activity sheet. Hold up one of the pictures (e.g. the cat) so that everyone can see and say “J'ai un chat”. You could also mime stroking the cat. Move around the class asking different pupils if they have a pet, “As-tu un animal?” Pupils show the picture they are holding and say which animal they have, e.g. “Oui, j'ai un lapin”.

❑ Give some children a picture of an animal and leave others without. Ask individual children, “As-tu un animal?” Pupils holding a picture say which animal they have, e.g. “Oui, j'ai un chien”. Those who do not have a picture say “Non, je n'ai pas d'animal”.

❑ Play“what'smissing?”Make transparencies of the animal pictures for the OHP or pin enlarged photocopies to the wall. Show all the pictures at the same time. Name each of the animals as you point to them. Pupils echo the words. Now cover up one of the pictures. Pupils have to say which animal is missing. When the miss-ing pet has been identified, reveal the picture and say the name of the animal. Repeat this activity by “hiding” a different animal.

❑ Workinginpairs:play“snap”Give each pupil a copy of the animals activity sheets and ask them to colour and cut out the animals. In pairs, pupils use a minimum of two sets to play ”snap”. When two matching animals appear, the pupil who first names the animal correctly collects the pile.

❑ Play“listentothesounds”againYou call out a series of words and phrases; children make agreed gestures when they hear a “keysound”, e.g. “Bonjour, j’ai un poisson” (see Chapter 2).

4. Respond with understanding❑ Flashcards: make several enlarged copies of the activity sheet and cut out the animals. Give one picture to each pupil.

There are 8 animal flashcards.

When you call out the name of an animal, e.g. “un poisson”, the pupils with fish pictures hold them up. Vary the pace at which you call out the animals and repeat the same ones several times in a row to try and catch pupils out. Ask them to swap pictures every so often. Every so often include the phrase “Je n'ai pas d'animal”. When you say that you have not got a pet, nobody holds up a picture.

❑ Play“trueorfalse”Show the e-flashcards with sound and text off. Alternatively, use the activity sheet pictures. You say, e.g “un hamster”. If you are saying the correct name, pupils echo the words; if you are saying the name of an animal which is different from the one shown on the picture, pupils remain silent.

❑ Play“jigsawpuzzle” Show the “jigsaw” presented on the e-flashcards. As each piece is taken away, pupils guess the animal that is being revealed.

Click here to start puzzle

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❑ Workinginpairs:play“twoofakind”Using a minimum of two sets of animal pictures, pupils arrange them at random and face down on a flat surface.

The first player turns over a picture and says the name of the animal that is revealed. S/he then turns over another picture. If this is a different animal, s/he says the name of the animal and turns both pictures face down again. The second player now turns up a card and says the name of that animal. The aim of the game is to remember where the different animals are positioned and to name them correctly. If a pupil turns up two identical animals consecutively (and names them correctly), s/he keeps the cards and has another turn.Plurals❑ Once children are familiar with the singular forms, you can introduce plurals.Show the e-flashcards again, or enlarge the pictures on the activity sheet . Show each single picture, ini t ial ly with sound ON and text OFF. Pupils echo the words, e.g. “un chien”.Ask children to guess what you’d say for more than one animal (e.g.“deux chiens”), then click to show plurals and confirm.

5. Recognising the written wordFirst, watch film 13 all the way through, including the last section which shows the written words. Pupils will be familiar with hearing and saying the new words, and now be ready to build up connections between the written word and pronunciation.You can discuss strategies for remembering words and their correct gender. You can also introduce pupils to using a simple bilingual dictionary, and talk about how to work out the pronunciation of new French words.❑ Show film 13: “As-tu un animal?” again for reinforcement. Encourage pupils to echo the names of the animals.❑ Show the e-flashcards with sound and text on. Pupils echo the words, paying attention to pronunciation (see “key sounds”). Repeat with sound OFF to explore reading the words aloud.

❑ Attach the pictures to the wall and set out the word flashcards on the table. Ask a pupil to select the appropriate word flashcard as you point to an animal and say its name. The pupil then attaches the word to the correct picture.❑ Play“word-picturematch”Give some pupils word flashcards and others animal pictures. When you call out an animal, pupils run to find their partner. Ask the children to swap cards every so often.

Cultural awareness When everyone has had the opportunity to become familiar with the names of the different animals, you can talk with them about the kinds of animals French children keep. See this chapter's “talkingpoint”. At the end of the chapter, there is some background information for the teacher with some suggestions for developing discussion and activities with the children.

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- a horse- a snake- a parrot- a gerbil- a tortoise- a budgie

un cheval un serpent

un perroquetune gerbille

une tortueune perruche

- two dogs- two cats- two rabbits- two guinea pigs- two birds- two hamsters- two horses- two fish- two mice- two snakes- two parrots- two gerbils- two tortoises- two budgies

deux chiensdeux chats

deux lapins deux

cochons d'Indedeux oiseaux

deux hamstersdeux chevaux

deux poissonsdeux souris

deux serpentsdeux perroquets

deux gerbillesdeux tortues

deux perruches

EXTRA WORDS AND PHRASES

Qu'est-ce que c'est? - C'est un(e)... What's this? What is it? - It is a ...

PLURALS

Hear how to pronounce all these words and phrases on the Flashcards CD.

There will be more about plurals in section 14 which introduces pupils to

the words and phrases they need to talk about their brothers and sisters.

Flashcards CD for the teacher

Tu as un animal? - Oui, j’ai ... Have you got a pet? -Yes, I have...

ASKING THE QUESTION❑ Play “two of a kind” as word-picture match.❑ Play “look-it-up” in pairs: ask each child to find the French word for another pet animal, using a suitable bilingual dictionary. Ask them to say the word to you, to check the pronunciation. The child then says the word to their partner, who uses the dictionary again to find the equivalent in your own language. ❑ Make your own dictionary: each child makes a booklet with 26 pages labelled A - Z, and writes down all the French words they know, with suitable illustrations.

CROSS CURRICULAR ACTIVITIES❑ Art and design: Pupils can draw pictures of their pets. These can be used to practise introducing pets by name, as some of the French children do on the film. If pupils want words for pets that are not on the film, the teacher could supply them from the list in “extrawordsandphrases”, or children could

Flashcards CD 13

HOW FRENCH WORKS 1: Making plurals

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In most cases, you cannot hear the difference when you make a French noun plural, because the ‘s’ you add to indicate that you have more than one is generally silent.

Exceptions:

un cheval (a horse) - deux chevaux un oiseau (a bird) - deux oiseaux

(Note: both ‘x’s are silent)

also:

une souris (a mouse) - deux souris (Note: no extra ‘s’)

Hear how these are pronounced on the Flashcards CD.

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Talking point Everyday life in France: PetsIn Europe, French families are amongst those most likely to keep a pet. 35% of families in France have a dog, and 20% a cat. However, Irish families hold the record for dogs (40%) and the Belgians for cats (25%).

“J'ai un cochon d'Inde.” - easy to keep if you live in a flat.

Since many of France's 54 million population live in rented apartments in large cities, they tend to keep the kind of pet animals that are easy to look after in these circumstances.

Cultural awarenessIf you have an exchange school, pupils could swap information about the pets they have - by post or e-mail. They could include drawings and photographs, data about types of animal, names of their pets, copies of surveys or graphs.

use a bilingual dictionary. Suggest children use the “keysounds” to help them work how to pronounce words they have looked up: make it a class talking point.

❑ ICT: Pupils can word process labels for their pictures, e.g. “J'ai un chat, Blackie.”❑ Data handling: Create a graph for all the pets pupils have at home, and label it in French using the singular: un chien, un cheval, etc.See www.earlystart.co.uk for software.❑ Art and design: Pupils can make animal puppets to add to their collection of French-speaking characters. ❑ Numeracy:play“Dot-to-dot”Give a copy of the "dot-to-dot" activity sheet to each pupil. The teacher calls out the numbers 1 to 31 in order, but occasionally you call a number out of sequence. Any pupil who joins to the next dot is then “out”. Last pupil ”in”, or first to reach the last number and name the animal in French, wins.❑ Numeracy: Pupils can revise numbers whilst talking about their pets, which they are usually keen to do.

Activities below involve children talking about their pets without reading or writing the words.

❑ Numeracy:“counttheanimals”Place a selection of animal pictures face up on the table. Ask individual pupils to pick out the combinations of animals you ask for, e.g. “trois chats et deux chiens”. ❑ Numeracy:“WhatpetshaveIgot?”Place combinations of animal pictures face down on a flat surface in front of you. Pupils have to guess which pets you have, e.g. “deux chiens, un chat et trois souris”. Reveal the pictures when someone guesses the correct combina-tion. If your pupils are confident, the person who has guessed correctly can choose the next combination. ❑ Numeracy:“WhatshallIdraw?”Ask children to tell you what animals to draw on the board or OHP. Then count up the numbers of cats, mice, etc.❑Maths:play“imaginarymenageries”Ask pupils to draw the menageries they would like to have. Ask them to say what is on their pictures.

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