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    Un, Deux, Trois! Upper Juniors Years 5-6
    Un, Deux, Trois! Upper Juniors Years 5-6
    Un, Deux, Trois! Upper Juniors Years 5-6
    Ebook195 pages1 hour

    Un, Deux, Trois! Upper Juniors Years 5-6

    By Eileen Jones

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    About this ebook

    This is an essential resource for the non-specialist who needs extra guidance and accessible material. It will ensure that children of all levels of ability have the opportunities to both enjoy and achieve in their language learning. It will support the teacher, whatever their level of linguistic competence in French, to teach with confidence. The book will meet the pressing needs of non-specialist KS2 teachers, who are new to teaching French, with an accessible and manageable format. It will work on oracy and literacy skills making the teaching and learning of French enjoyable. It will also provide an exciting insight into France's culture to meet the requirement of intercultural understanding. This book for Upper Juniors (Years 5-6) builds on the teaching of Book 1 (Un, deux, trois! - Lower Juniors) and continues to address three fundamental strands of language teaching: oracy, literacy and intercultural understanding. 48 fully-planned and resourced lesson. Extension activities.
    LanguageEnglish
    PublisherMark Allen Group
    Release dateNov 7, 2022
    ISBN9781909102422
    Un, Deux, Trois! Upper Juniors Years 5-6

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      Book preview

      Un, Deux, Trois! Upper Juniors Years 5-6 - Eileen Jones

      Title page

      Un, deux, trois!

      Upper Juniors — Years 5–6

      Eileen Jones

      Copyright page

      Originally published by

      Hopscotch, a division of MA Education, St Jude’s Church, Dulwich Road, London, SE24 0PB

      www.hopscotchbooks.com

      020 7738 5454

      ©2010 MA Education Ltd.

      Written by Eileen Jones

      Illustrated by Emma Turner, Fonthill Creative, 01722 717057

      All rights reserved. This resource is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, hired out or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition, including this condition, being imposed upon the subsequent purchaser.

      No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher.

      Every effort has been made to trace the owners of copyright of material in this book and the publisher apologises for any inadvertent omissions. Any persons claiming copyright for any material should contact the publisher who will be happy to pay the permission fees agreed between them and who will amend the information in this book on any subsequent reprint.

      Introduction

      About the book

      Un, deux, trois! aims to make French practical and achievable. Its exciting and appropriate material will ensure that children of all levels of ability have the opportunities to both enjoy and achieve in their language learning. And it will support you, whatever your level of linguistic confidence or competence.

      This book builds on the teaching of Book 1. It continues to address three fundamental strands of language teaching: oracy, literacy and intercultural understanding. It responds to the recommendations of the QCA Framework for Languages by providing opportunities for children to:

      become increasingly familiar with the sounds and written form of French;

      make comparisons between French and other languages;

      expand their cultural awareness;

      grow in confidence as they understand what they hear and read;

      learn to communicate;

      develop linguistic competence.

      Using the book

      Reflecting the structure of the Framework for Languages, the book is divided into twelve Units.

      Each Unit forms the basis of half a term’s work and covers a theme that both crosses cultures and is relevant to the children’s lives. For each Unit, there is an introduction stating the main teaching points, grammar, language sounds, and vocabulary to be addressed. There are four easy-to-follow, fully planned and resourced, ready-to-use lessons. These are supported by photocopiables and follow-up ideas. Each lesson plan explains what you will need, how to prepare, what to say to the children and what to encourage them to say.

      Make one lesson the core of a week’s teaching. Keep returning to the contents of a lesson during the week, playing, repeating and adapting games, so you give all the children the confidence to contribute. Use the Follow-up activity as a tool for differentiation, as only more able children will be able to complete the full task. Teach the lessons in chronological order, so learning in one lesson is a foundation for the next. Finally, draw the Unit together with the ‘More ideas’ section of school and home activities, using the section to revise and consolidate the lessons’ main teaching points and extend opportunities to learn about French culture.

      The main aim of language teaching is to develop linguistic competence, so be ready to adapt material to suit your opportunities. A game used in one Unit may be easily adapted to consolidate learning in another Unit. Similarly, grasp opportunities to take French beyond timetabled lessons and into other areas of classroom life. Most of all, generate enthusiasm, as children gain pleasure from their language-learning skills.

      introduction.jpg

      France is in the continent of Europe

      Unit 13 — Bon appétit! (Enjoy your meal!)

      Unit theme

      Food and drink

      Teaching points

      Talking about what has been eaten and drunk

      Making simple statements about food and drink

      Expressing likes, dislikes and preferences about food and drink

      Understanding and giving instructions

      Following and writing recipes

      Grammar

      Perfect tense: manger (j’ai mangé, tu as mangé); boire (j’ai bu)

      lesand des with plural nouns

      compound sentences containing et and mais

      Agreement of adjectives: masculine and feminine plural

      Imperatives: vous form of regular and irregular verbs

      Using du, de la, de l’, des

      Language sounds

      on/onne

      an/en

      au/eau

      Vocabulary

      Instructions are given in the polite (plural) form

      Additional vocabulary for teachers

      Resources

      Food and food pictures

      Lesson 1 – Mon casse-croûte (My packed lunch)

      Resources

      Food pictures or props; six lunch boxes; a feely bag of plastic (or real) fruit and vegetables; one copy of photocopiable 6A, Book 1

      Display the food pictures from photocopiable 6A, Unit 6, Book 1. How many names can partners tell each other? Share results, turning over the pictures to check.

      Say and write new foods: une banane, un sandwich, du fromage, de l’eau, des chips, une orange, un gâteau, le jus d’orange, the children repeating them after you.

      Select a list of 8–10 appropriate packed lunch foods to leave on the whiteboard. Give everyone a piece of card to choose and write one of them for their lunch.

      Arrange the children in a large circle and play La salade mixte (mixed salad):

      Call out a food name: those children change places.

      Call out two food names: those children can change places.

      Call out La salade mixte: anyone can change places with someone.

      After two or three minutes of playing, check how mixed your salad is!

      Put the children into groups of four to six to share food information as they question one another:

      Qu’est-ce que tu as comme casse-croûte? (J’ai…)

      Ask everyone to mime eating a food. Ask Qu’est-ce que tu manges? (What are you eating?) In reply, a child should say Je mange un sandwich. (I am eating a sandwich).

      Ask the children to draw something they ate yesterday. Ask Qu’est-ce que

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