year 6 transition project fan de sport - jack hunt school€¦ · represented at the mini world...

Year 6

Transition Project

Fan de Sport

Jack Hunt School

Peterborough

About the project…

This transition project was created jointly by both secondary and primary school

teachers from Jack Hunt School, Longthorpe Primary School, The Beeches Primary

School and Highlees Primary School, Peterborough. It is written to be accessible to

all primary school teachers, both non-specialists and specialists alike. A CD is

provided to help non-specialist teachers with the pronunciation of the words and

phrases used in the project.

Peterborough as an Authority has been slowly introducing primary languages across

its schools over the last three years and most Year 6 pupils have been learning a

language for a relatively short time. The level of language used and expected in this

project is therefore lower than that usually expected of Year 6 children. As a

consequence, this project may be completed confidently by non-specialist teachers or

younger ages of pupils alike.

The aim of our project was to create a simple set of activities for Year 6 children post-

SATS which would:

keep them motivated and engaged

offer them further opportunities for contact with their new secondary school

and with students from other primaries who would go on to be in Year 7 with

them

provide a final piece of written work which could give a rough baseline

assessment for secondary teachers.

We ran our project as a cluster with one secondary school and 5 primary partners.

The culmination of the project was an afternoon‟s football tournament at the

secondary school where the primary participants could play each other, meet Year 7

buddies from their new school and deliver their „player card‟ written work to the

French department.

The project can be completed just as well by a primary class in isolation but then

obviously the transition benefits are lost.

If you are planning to run the project and associated football festival as a cluster, book

the tournament date well in advance to ensure all primary partners can be there! Also,

we got Year 10 and Year 11 sports leaders to actually run and referee the festival.

This meant an assessment opportunity for them and less work for us! Year 9

Language Leaders also played their part by doing short activities with pupils.

To make sure that all five francophone countries mentioned in the project were

represented at the mini World Cup, our French language assistant recorded a World

Cup Draw for the primary schools involved. This was put on our VLE for each

school to access. Each school therefore represented a different country during the

tournament.

Happy playing!

Kate Norman and Sharon Beckett

Framework Objectives

O4.1 Memorise and present a short spoken text

O4.2 Listen for specific words and phrases

O5.2 Understand and express simple opinions

L4.1 Read and understand a range of familiar written phrases

L4.3 Read some familiar words and phrases aloud and pronounce them

accurately

L5.2 Make simple sentences and short texts

L5.3 Write words, phrases and short sentences, using a reference

KAL Imitate pronunciation of sounds

KAL Recognise negatives

KAL Manipulate language by changing an element in a sentence

KAL Develop accuracy in pronunciation and intonation

IU3.2 Locate countries where the language is spoken

IU3.3 Know some facts about one country

LLS Use actions and rhymes and play games to aid memorisation

LLS Use the context of what they see/read to determine some of the meaning

LLS Use gestures to show they understand

LLS Use context and previous knowledge to determine meaning and

pronunciation

Lessons 1 Sports – likes and dislikes Learning Objectives:

to learn some sports in French

to give an opinion about sports

Vocab:

le football

le rugby

le tennis

le badminton

la natation - swimming

l‟équitation – horse-riding

J‟adore…

J‟aime…

Je n‟aime pas…

Je déteste…

Resources:

vocab flashcards

picture flashcards

Starter

Show the vocab for sports in French. Can the children work out what they all are?

What helped them? (eg.Cognates – words that look like English?)

Lesson

Repeat sports vocab (funny voices). Some look the same as the English but do

you pronounce them in the same way?

Point out the pronunciation of „qu‟ in French (sounds like a hard „c‟)

Using picture flashcards, play „Beat the Teacher‟ (repeat if correct, say

nothing if not correct.)

Introduce opinion words with flashcards

Repeat. Children show understanding with thumbs up/down. Play „Heads

Down, Thumbs up‟ to practise vocab

Tell the children one sport you love in French. Use gesture/mime to aid

understanding.

Eg J‟adore le tennis.

In pairs, children tell each other one sport they love and feedback to the class.

Tell the children one sport you hate in French using gesture/mime.

Eg. Je déteste le football

In pairs, children tell each other one sport they hate and then feedback to the

class.

More able children may be able to connect the two sentences with the word for „but‟

(mais) eg J‟adore le tennis mais je déteste le football.

le football

le rugby

le tennis

le badminton

la natation

l‟équitation

Je déteste

Je n‟aime pas

J‟adore

J‟aime

Lesson 2 Justifying opinions

Lesson Objectives:

to give an opinion about a sport

to be able to justify that opinion

Vocab:

amusant – amusing/fun

fantastique - fantastic

ennuyeux - boring

nul - rubbish

Resources:

grid

Introduction:

Match vocab to pictures of sports

Lesson:

Children to create a mime for each sport. Then play „Jacques a dit…‟ (Simon

says) to practise them.

Recap opinions – children show understanding with thumbs up/down.

Play a guessing game to get the children to practise saying the phrases.

In pairs children tell each other what they love/like/dislike/hate. Have

picture/word flashcards up on board for support.

Introduce reasons why children might like/dislike certain sports. Repeat

words using mime/gesture to convey meaning.

Teacher says word, children do mime. Teacher does mime, children say word.

Using the grid provided, demonstrate a sentence with a reason.

eg J‟adore le badminton parce que c‟est amusant.

Can the children work out what you have said?

Can the children work out what „parce que‟ must mean? And „c‟est‟?

Write up the sentence and get volunteers to underline the words that can be

changed. Get them to suggest alternatives.

In pairs, using the grid provided, children work out a sentence/some sentences

together giving a reason why they like/dislike a sport. Feedback to the class.

Tu aimes…..? (Do you like…?)

J‟adore

J‟aime

Je n‟aime pas

Je déteste

le football

le rugby

le tennis

le badminton

la natation

l‟équitation

parce que c‟est amusant

fantastique

ennuyeux

nul

Choose words from each box to form a sentence to

give your opinion about a sport.

eg. J‟adore le badminton parce que c‟est

fantastique!

Lesson 3 Imperatives for warm-ups

Learning Objectives:

To understand instructions relating to PE

Vocabulary:

marchez, courez, sautez, marchez sur la pointe des pieds, allez-y, dépêche-toi, vite,

lentement

Resources:

Music, soft ball

Introduction:

Perform the actions to introduce four verbs: Courez (run), sautez, (jump)

marchez (walk) , marchez sur la pointe des pieds (tiptoe). Shout out

commands and children respond.

Lesson:

Play ‘Jacques a dit…’ (Simon says) using vocabulary.

Introduce new words: vite (quickly), lentement (slowly). Children respond

with appropriate mimes. Play another quick game of „Jacques a dit‟.,

Play Pass the ball. Whenever the music is paused, the student holding the ball

says a word. The others respond appropriately.

Choose a student to mime and the class shout the word

Follow-up ideas:

Make ‘shout-out’ cards such as ‘allez-y’ (go) and „dépêche-toi „(hurry up) in order to

be able to support and cheer on pupils at sports festival at Jack Hunt.

Lesson 4 Football strips and flags

Learning Objective:

to be able to describe a football strip and flag. (Algeria – l’Algérie, France –

la France, Ivory Coast – La Côte d’Ivoire, Switzerland – la Suisse,

Cameroon – le Cameroun)

to gain a better knowledge of which countries speak French in the world.

Context: Colour

Vocab:

Colours- white, red, blue, orange, green, yellow

Masculine: blanc, rouge, bleu, orange, vert, jaune

Feminine: blanche, rouge, bleue, orange, verte, jaune

Masculine plural: blancs, rouges, bleus, orange, verts, jaunes

Feminine plural: blanches, rouges, bleues, orange, vertes, jaunes

Flag: un drapeau

My flag is ___ and ___ . : Mon drapeau est _____ et ______.

shorts- un short

shirt – un maillot

socks - des chaussettes

Resources:

colour flashcards

flags and team pictures

Introduction:

Introduce new vocabulary by showing flashcards in different colours. Children repeat

after each colour and use ‘Volume Control’ game to vary the repetition i.e. if my

hand is low to the floor they have to whisper the word and as my hand gets higher and

higher towards the ceiling their voice needs to increase as well.

Play „Beat the Teacher‟ where the teacher points to a colour and the children only

repeat a colour if it is correct. They stay silent if it is incorrect.

Lesson:

Introduce flags and colours:

Show a flag and describe it eg Le drapeau est ________, _________ et

_________. Can the children identify the country? Point out that they are all

countries where French is spoken.

Lesson 4 continued

Lesson continued:

Give each pair an envelope with different flags enclosed within and an A4

sheet with all the flags named on it. One person to take out a flag from the

envelope and describe it by colour to their partner using the phrase: Mon

drapeau est _____ et ______. Their partner has to use the A4 sheet to identify

the flag they are describing.

Introduce football strip and colours. Label the football strip using the

vocabulary; shorts- un short, shirt – un maillot, socks - des chaussettes.

Display the football strips of the countries we are focusing on and go through

what each country will wear. Il porte un maillot ____, des chaussettes _____

et un short ____.

‘What‟s Missing‟ (Qu‟est-ce qui manqué?) game. Display 4 out of the 5

football strips. Which country‟s strip is missing? What colour is it?

Play a „Guess Who?’ game. Both pairs get an A4 sheet with the 5 different

football strips on it. They also get an envelope with the 5 football strips inside.

Partner A picks a strip from the envelope. Partner B asks questions e.g. Il

porte un maillot blanc? Partner A answers with oui or no. Partner B might

then ask Il porte un short orange?. Take it in turns.

Algeria

Cameroon

France

Ivory Coast

Switzerland

Algeria

Ivory Coast

Cameroon

France

Switzerland

Lesson 5 World Cup entries

Learning Objectives :

to find out information about a French-speaking country

Vocab:

s‟appelle – is called Qui peut……? Who can….. ?

il y a –there is/there are trouver - find

on –people generally expliquer – explain

manger –to eat nous expliquer – explain to us

jouer –to play traduire -translate

le drapeau – the flag

Resources :

Coupe du Monde entry form x 2

Introduction :

Begin by asking pupils to recall countries in French that they know.Ask pupils

to pick out the French Speaking (Francophone) countries from a map

displayed. Play Splat or Kim‟s game to reinforce if necessary.

If intending to hold a World Cup tournament, explain the World Cup project

idea to pupils, and watch the World Cup Draw video clip (if you have created

one).

Research:

Pupils will be working in groups to research and write about the country they will be

representing in the World Cup. They need to complete their country‟s “Entry Form”.

Use the France Entry form as a model for what they need to find out for each gap on

theirs. This resource could be exploited in various ways.

a) Chop the France entry form up into strips for each group. You read the full

entry form out in the right order, and they have to rebuild it as they listen.

b) Chop the France entry form up into strips on coloured card and display (or

for a real challenge, hide) the pieces around the room. Give each pair of students a

blank entry form, and encourage them to stroll around the room like at an art gallery,

filling in their entry form with the missing words each time.

c) Give each group a blank entry form (and probably the missing words on a

separate sheet for weaker students). Ask them to fill in the gaps as they listen to you

read it slowly 2 or 3 times.

d) Give each group a copy of the France entry form blown up to A3. Ask

them to deduce what the non-underlined words might mean, based on what they can

work out from the cognates and the underlined words.

e) Ask pairs to translate as many of the squares on the form as they can in 10

minutes, and write the English underneath. Between the class, can they solve the

whole thing?

5. Using ICT or library research, pupils should research in English the information

they will need to complete the blank entry form for their World Cup country, and then

complete it in French.

La Coupe du Monde - Country Entry Form

La France 1.

Le pays s’appelle la France

2.

La capitale s’appelle Paris

3.

Il y a 63 million d’habitants.

4.

En France on mange des croissants et du pâté

5.

En France on joue au foot et à la pétanque

6.

Les monuments importants sont La Tour Eiffel et L’Arc de Triomphe

7.

Le drapeau est bleu et rouge et blanc.

La Coupe du Monde - Country Entry Form

1.

Le pays s’appelle .

2.

La capitale s’appelle .

3.

Il y a d’habitants.

4.

En on mange des .

5.

En on joue au .

6.

Les monuments importants sont .

7.

Le drapeau est .

Lesson 6 Player cards

Lesson Objectives:

to understand personal information about football players

to create their own player card

Vocab:

J’ai ___ ans – I am ___ old

Mon anniversaire c’est le… – my birthday is the…

Je suis – I am

Je suis né à – I was born in…

J’habite – I live

Je mesure – I measure

J’ai marqué___ buts – I scored ___ goals

Resources:

player cards x 12

small player cards x 12

(NB one set has numbers written out in full, the other just in figures for

differentiation purposes)

Introduction:

Hand out A4 player cards to groups of children. Using prior knowledge and cognates

(words that look like English), can the children be „Language Detectives‟ and work

out what the information means.

Lesson:

Stick the A4 player cards around the room. Children do a „gallery walk‟ with

worksheet and try to find out the answers.

In groups, children could play a version of „Top Trumps‟ with the small player

cards. One pupil makes a statement from a card eg „J‟habite à Liverpool‟.

The other children have to find out who it is. One point for the quickest to

find out. Take it in turns to make a statement from the cards. A point for the

quickest to find out the answer.

Children create own player card possibly using a French-English dictionary

(with support if necessary).

Gallery Walk Questions

Walk around, look at the football player

cards and answer the following

questions:

1. Who lives in Rome?

2. Who is 1m70?

3. Who is 26 years old?

4. Who hates rugby?

5. Who lives in Paris?

6. Who has scored the most goals for their

national team?

7. Who hates cigarettes?

8. Who loves chocolate?

9. Who loves pizza?

10.Who is Bulgarian?

Bonjour! Je m’appelle Zinedine Zidane.

J’ai trente-huit ans.

Mon anniversaire c’est le vingt-trois juin.

Je suis français. Je suis né à Marseille.

J’habite à Paris.

Je mesure 1 mètre 85.

J’ai marqué trente et un buts pour l’équipe national.

J’adore le français mais je déteste les cigarettes .

Bonjour! Je m’appelle Dimitar Berbatov.

J’ai vingt-neuf ans.

Mon anniversaire c’est le trente janvier.

Je suis bulgare. Je suis né à Blagoevgrad.

J’habite à Manchester.


J’ai marqué 41 buts pour l’équipe national.

J’adore le foot mais je déteste le cinéma.

Bonjour! Je m’appelle Wayne Rooney.

J’ai vingt-cinq ans.

Mon anniversaire c’est le vingt-quatre octobre

Je suis anglais. Je suis né à Liverpool.



J’ai marqué vingt et un buts pour l’équipe national.

J’adore ma famille mais je déteste faire la queue.

Bonjour! Je m’appelle Fernando Torres.

J’ai vingt-six ans. Mon anniversaire c’est le vingt mars.

Je suis espagnol. Je suis né à Madrid.

J’habite à Liverpool.


J’ai marqué dix-huit buts pour l’équipe national.

J’adore le chocolat mais je déteste les animaux.

Bonjour! Je m’appelle Cristiano Ronaldo.

J’ai vingt-cinq ans. Mon anniversaire c’est le cinq février.

Je suis portugais. Je suis né à Funchal.



J’ai marqué vingt-deux buts pour l’équipe national.

J’adore le foot mais je déteste le rugby.

Bonjour! Je m’appelle Francisco Totti.

J’ai trente-quatre ans.

Mon anniversaire c’est le vingt-sept septembre.

Je suis italien. Je suis né à Rome.

J’habite à Rome.


J’ai marqué neuf buts pour l’équipe national.

J’adore la pizza mais je déteste le riz.


J’ai 38 ans.

Mon anniversaire c’est le 23 juin.






numbers


J’ai 29 ans.

Mon anniversaire c’est le 30 janvier.






numbers


J’ai 25 ans.

Mon anniversaire c’est le 24 octobre






numbers


J’ai 26 ans. Mon anniversaire c’est le 20 mars.






numbers


J’ai 25 ans. Mon anniversaire c’est le 5 février.






numbers


J’ai 34 ans.

Mon anniversaire c’est le 27 septembre.


J’habite à Rome.




numbers


J’ai trente-huit ans.

Mon anniversaire c’est le vingt-trois juin.




J’ai marqué trente et un buts pour l’équipe national.



J’ai 38 ans.

Mon anniversaire c’est le 23 juin.






numbers


J’ai vingt-neuf ans.

Mon anniversaire c’est le trente janvier.







J’ai 29 ans.

Mon anniversaire c’est le 30 janvier.






numbers


J’ai vingt-cinq ans.

Mon anniversaire c’est le vingt-quatre octobre




J’ai marqué vingt et un buts pour l’équipe national.



J’ai 25 ans.

Mon anniversaire c’est le 24 octobre






numbers


J’ai vingt-six ans. Mon anniversaire c’est le vingt mars.




J’ai marqué dix-huit buts pour l’équipe national.



J’ai 26 ans. Mon anniversaire c’est le 20 mars.






numbers


J’ai vingt-cinq ans. Mon anniversaire c’est le cinq février.




J’ai marqué vingt-deux buts pour l’équipe national.



J’ai 25 ans. Mon anniversaire c’est le 5 février.






numbers


J’ai trente-quatre ans.

Mon anniversaire c’est le vingt-sept septembre.


J’habite à Rome.


J’ai marqué neuf buts pour l’équipe national.



J’ai 34 ans.

Mon anniversaire c’est le 27 septembre.


J’habite à Rome.




numbers

Player Card A Add your own details below

(name, age, birthday, where you live, your

height)

Bonjour!

Je m’appelle ___________________

J’ai _____ ans.

Mon anniversaire c’est le ___

_____________

J’habite à _________________

Je mesure _________________

Player Card B Add your own details below

(name, age, birthday, where you live, your

height, your likes and dislikes – try to

justify your opinions ie say why)

Bonjour!

Je m’appelle.................................

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year 6 transition project fan de sport - jack hunt school€¦ · represented at the mini world...

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