Les couleurs - Early Start Languages

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Early Start French- “Salut! Ça va?”
Where the sample chapter fits
CHAPTER
PAGE
Introduction
4
1
Salut!
Greetings
11
2
Au revoir
Saying goodbye
20
3
Ça va?
Asking people how they are
27
4
Comment t'appelles-tu?
What's your name?
32
4A
L'alphabet*
Alphabet *optional
39
5
Les couleurs
Colours
44
6
Les nombres 1-12
Numbers 1-12
54
7
Quel âge as-tu?
How old are you?
61
8
Les mois de l'année
The months of the year
67
9
Les nombres 13 - 31
Numbers 13 - 31
76
10
Quelle est la date de ton anniversaire? When's your birthday?
82
11
Les jours de la semaine
Days of the week
86
12
Quelle est la date aujourd'hui?
What's today's date?
95
13
As-tu un animal?
Do you have a pet?
100
14
As-tu des frères et des soeurs?
Brothers and sisters
109
15
Consolidation and assessment
16
En classe
115
Classroom interaction
2
125
Core vocabulary
new words
section
1
2
3
4
salut
bonjour
au revoir
à demain merci
ça va
ça va bien
oui
non
ça ne va pas
French boys' and girls' names
Ça va?
..et toi?
Je m'appelle ... Comment t'appelles-tu?
The alphabet A-Z
rouge
6
bonsoir
bonjour monsieur /..madame /..mademoiselle
4a
5
questions
structures
blanc
vert
marron
jaune
gris
un
cinq
neuf
zéro
deux
six
dix
et
7
bleu
orange
violet
noir
rose
trois
sept
onze
fois
quatre
huit
douze
moins
revisit numbers 1-12
C'est combien?
J'ai ..(9) ans
Quel âge as-
8
janvier
avril
juillet
octobre
9
treize
seize
dix-neuf
vingt-deux
vingt-cinq
vingt-huit
trente et un
10
Joyeux anniversaire
le premier
revisit numbers 1-31
Mon
anniversaire
est le ...
Quelle est la date de
ton anniversaire?
lundi
jeudi
dimanche
Aujourd'hui
c'est ...
Quel jour sommesnous?
11
12
13
14
février
mai
août
novembre
Quelle couleur?
quatorze
dix-sept
vingt
vingt-trois
vingt-six
vingt-neuf
mardi
vendredi
mars
juin
septembre
décembre
quinze
dix-huit
vingt et un
vingt-quatre
vingt-sept
trente
mercredi
samedi
Quelle est la date
aujourd'hui?
revisit numbers 1-31, months and days
un chat
un lapin
un poisson
un frère
une soeur
un chien
un hamster
j'ai un(e) ....
un oiseau un cochon d'Inde je n'ai pas de ...
une souris
deux frères
deux soeurs
Revisit
j'ai un(e)
je n'ai pas de
je n'ai ni ... ni ...
As-tu un animal?
As-tu des frères et
des soeurs?
5. Les couleurs
5. Les couleurs
Colours
some nouns to which adjectives might be
applied, e.g. pet animals. That is the appropriate point when you could gently introduce
them to using adjectives with nouns in French.
In the meantime, children can develop their
vocabulary and enjoy some interesting activities
without having to worry about these
grammatical issues before they are ready.
Colours are often used in games to identify
players and teams; painting and colouring
activities also provide many opportunities
to practise the names of the colours in
French as part of everyday classroom life.
Pupils will see French children playing
indoor and outdoor games in the video
section, “Les couleurs”. They will overhear
several authentic phrases, typically spoken
as part of the process of playing the game.
The idea is that pupils should be able to
follow the “gist” of what is happening,
without the need for literal translation.
We have included most of these key phrases
in the “Extra words and phrases” box at the
end of the chapter.
VIDEO: Section 5
Paintbox colours
The opening sequence shows each colour as
it appears in a children's paintbox:
HOW FRENCH WORKS
At this early stage, the children just “label” the
colours, rather than using them as adjectives to
describe specific objects.
In later sections, pupils will begin to learn
NEW WORDS AND PHRASES
bleu
blanc
rouge
noir
jaune
vert
orange
rose
gris
marron
violet
quelle couleur?
-
“Paintbox colours” - from video section 5.
Quelle couleur? Bleu, blanc, rouge, noir, jaune,
vert, blanc.
Colours of flags
France: bleu, blanc, rouge.
European Union: bleu, jaune.
Children playing pétanque. N.B. We include a
helpful translation, but do use this sequence
for “gisting”- encourage pupils to follow what
is happening from the context and other clues.
blue
white
red
black
yellow
green
orange
pink
grey
brown
mauve
which colour?
Zélie: “Moi je prends les rouges.” - from video section 5.
44
5. Les couleurs
The die is thrown again - ”..bleu ...”
Jean-Baptist: “C'est à moi! Voilà! C'est ma couleur!”
(It's my turn! There! It's my colour!)
Zélie: “Moi, je prends les rouges.”
(I'm having the red ones.)
Justine: “Moi, les verts.”
(I'm having the green ones.)
Claire: “Moi, les bleus.”
(I'm having the blue ones.)
Jérémie: “Non, les bleus sont à moi!”
(No, the blue ones are mine!)
Zélie: “C'est moi qui commence.”
(I'm going to start.)
Jérémie: “Non, c'est moi!”
(No, I am!)
The colours of the different boules for pétanque
are identified: noir, rouge, bleu, jaune, vert.
Paintbox colours
Five new colours are introduced:
orange, rose, gris, marron, violet.
Children cutting coloured paper
orange, rose, vert, jaune.
Children playing a board game (“Othello”)
Claire: “Blanc ou noir?” (White or black?)
Justine: “Blanc.”
The counters are placed on the board:
blanc, noir.
At the fairground - fishing for coloured ducks:
orange, rose, vert, rose, bleu, jaune
Children playing the board game “Allez les
escargots!” (The snail race) This is another
sequence intended for “gisting”.
Planning your lessons
Pupils can progress from learning to
identify the colours in French, through
responding correctly to instructions about
colours, to associate the written word
with the colours.
When you start playing games where they
say the colours, you could also introduce
some of the French phrases they have heard
used in playing games.
You could ask pupils to think of situations
when they refer to colours in their own
language.
As there are a lot of colours to learn,
you may find it easier to focus at first
on a smaller number of colours, e.g. the
primary colours and black and white.
Activities
1. Warm up ......
You could open the lesson using the French
greetings and asking pupils to say what their
name is.
You might toss a soft furry toy to the first child
you ask to respond; s/he throws it to another,
and asks them a question, and so on.
Vary the questions to keep up the pace; if time
permits, play a game from earlier sections.
2. Watch the video
❑ Watch video section 5: “Les couleurs”; stop
the tape before the written words are shown.
Claire throws“rouge” and moves her snail.
This board game is also on an activity sheet.
3. Get used to the sounds.....
Jean-Baptist: “C'est à moi après. C'est à moi.”
(It's my turn next. It's my turn.)
Claire: “À toi ...” (It's your turn.)
Jean-Baptist: “Bleu - c'est ma couleur.”
(Blue - that's my colour.)
(The die is thrown again - “jaune ...”
Justine: “Rose ... j'avance.”
(Pink ... I'm moving forwards.)
❑ Echoing: Make flashcards with large “blobs”
of each colour - or use sheets of coloured paper,
or coloured transparencies on the OHP.
Say the name of the colour as you show each
card. Pupils echo the word, associating its
sound with the colour itself.
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5. Les couleurs
❑ Play “run to the colour”
You need plenty of space to play this game.
When you call out “jaune”, for example, pupils
run to touch something yellow, and so on.
If the environment you are working in is not
very colourful, you could attach coloured flashcards to different parts of the room.
KEY SOUNDS
Listen and enjoy copying these
typical sounds: where have you
heard them before?
“on” as in marron
Heard before in:
non, bonjour ...
“an” as in blanc, orange
soft “j” as in jaune,
❑ Play “tray of objects”
If you do not have space for running around,
you could instead prepare a tray of assorted
objects of different colours, and show it to a
group or the whole class.
Hold up an object and ask, “Quelle couleur?”
As a variation, ask children to pick objects of a
particular colour, by saying: “Rouge?” and so
on - demonstrating with a mime to start with.
rouge, orange...
Heard before in: bonjour ...
also like
❑ Play “listen to the sounds” again
You call out a series of words; children make
agreed gestures when they hear a “key sound”
(see Chapter 2).
❑ Play “which colour?”
Put the coloured flashcards face down on a
table or conceal them in a bag. Ask a confident
pupil to select a card. To check s/he knows
the French name of the chosen colour, ask her/
him to whisper it to you.
Make sure the rest of the class cannot see which
colour has been chosen - they have to guess the
colour on the card. When they guess wrongly,
the pupil says “non”; when they guess the right
colour s/he says “oui” and shows them the
card. This game helps pupils to remember the
names of the colours without a visual prompt.
❑ Play “swap colours”
4. Respond with understanding
❑ Give each pupil a flashcard representing a
colour. When you call out “rouge”, for example, all the pupils with red cards hold them up
for everyone else to see, and so on.
❑ Play “jump to the colour”
Pupils arrange their chairs in a circle. Give
everybody a coloured flashcard, making sure
that there are several children holding each
colour. When you call out “vert”, for example,
the pupils with green cards swap places.
As they do so, you run for an empty chair.
The pupil left without a chair becomes the
caller.
Divide the class into two teams. Each team has
the same number of coloured cards.
When you call out the name of a colour, the
pupils holding that particular card try to be
the first to jump up and call out the name
of the colour.
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5. Les couleurs
can name in French. Each colour should be
used for one snail and one segment of the
hexagonal “spinner”.
Play the game in groups of three: each player
has two snails. They take it in turns to spin for
a colour. If the colour is blue, for example, they
call out “bleu” and the child with the blue snail
moves one square forwards.
The first snail to reach the cabbages wins.
❑ Play “colour lotto”
Before the game starts, each pupil draws a grid
as they would for “noughts and crosses”.
S/he fills the grid with coloured blobs without
repeating any. You call out different colours in
French and they cross them off their grids.
The first pupil to have crossed off all his or
her colours calls out “Oui!”
❑ Play “hide the colour” 1
This game works best if you use the OHP.
Alternatively, you could attach flashcards to
the board and ask pupils to shut their eyes
when you remove a card.
Place coloured transparencies on the OHP so
that three or four colours can be seen at the
same time. Point to the different colours and
ask the class to name them.
Now remove one of the colours. Point to the
colours again. The class calls out the names of
the colours including the “missing” colour.
See how much of the sequence the class remembers as each visual prompt disappears.
Repeat the activity with different combinations of colours.
When pupils are familiar with the sounds of
the words, you could show section 5 of
the video again - especially the end part to help them associate the written words
with the sounds.
❑ Play “hide the colour” 2
Place the coloured transparencies on the OHP.
Pupils name the colours they can see. This
time, when you remove a colour, rearrange the
order in which the remaining colours are displayed on the OHP. The class has to say which
colour has disappeared.
Give each pupil a photocopy of the
two “snap card” activity sheets.
Ask them to colour the circles with
the corresponding colour; then cut
along the dotted lines to make “snap”
cards - the words on one set, and
the coloured circles on the other.
❑ Working in pairs: When pupils are familiar with the names of the colours, they can play
a version of “noughts and crosses” in pairs.
Each pair draws a grid and puts a coloured
“blob” in each square.
When they choose a square, they must say the
name of the colour before marking it with an
“O” or “X”.
5. Introduce the written word
❑ Attach the original coloured flashcards to
the wall and set out word flashcards on a table.
Point to a colour, and ask a pupil to select the
appropriate word flashcard, say the colour,
and attach the word-card to the colour-card.
❑ Working in groups: play the “snail game”
❑ To make this into a game, give some pupils
word-cards and others the colour-cards.
When you call out a colour, pupils run to find
their partner.
❑ Play word-picture “snap”
Pupils work in pairs. Shuffle the two sets of
cards. One player turns up the word cards, the
other the coloured circles. If a word and circle
match, the first player to call out the name of
the colour collects the cards.
Photocopy these two activity sheets so pupils
can play the snail game shown on the video.
They colour the sheets, using six colours they
47
5. Les couleurs
Audio CD for Teachers
EXTRA WORDS AND PHRASES
blanc ou noir?
Moi je prends le rouge
le bleu
(c'est) à moi
à toi
j'avance
-
white or black?
I'm having the red one
the blue one
it's my turn
it's your turn
I'm moving forwards
These are some of the phrases heard in the “gisting” sequences of the video
which pupils can learn to use themselves to make the experience of playing
games more “French”. It is best to introduce the phrases gradually. You could
use the class puppet to help you demonstrate the phrases in action.
FOR PLAYING PÉTANQUE
pétanque
la boule / les boules
le cochonnet
la piste
c’est la plus près!
-
the name of the game.
the ball / balls used in pétanque.
the “jack”, the target in the game.
the playing area; pitch or terrain.
that’s the nearest! (boule)
Watch the video again
pupils run round the hall or playground; when
you call “orange” they form a “humped back
bridge” with both hands and feet on the ground;
when you call “rouge” they stop absolutely still
and anyone who wobbles is “out”.
Last child remaining “in” wins.
❑ Watch video section 5: “Les couleurs” again
for reinforcement. Encourage pupils to echo
the colours as they hear them pronounced on
the video.
CROSS CURRICULAR ACTIVITIES
Cultural awareness
❑ Classroom routines: Whenever you are
using paints or crayons, encourage pupils to
name the colours in French
Blue wins!
The aim is
to have your
‘boule’ nearest
the ‘cochonnet’
when the game
ends.
❑ PE: Divide pupils into teams. Place a selection of coloured items such as beanbags, hoops
or quoits some distance away. When you call
out a colour, the person at the front of each line
runs to collect an item of the appropriate colour. The aim is to be the first back to the team.
If your class enjoys playing pétanque (see
“talking point”) you could develop your
skills and arrange an “international match”
with your twin school in France.
Discuss with the pupils:
■ What game from your country do you
like playing that you could help the French
pupils to learn?
❑ PE: Play “Traffic lights”
You can play a French version of the well
known game “traffic lights”.
Agree a range of instructions before starting
the game. For example, when you call “vert”,
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5. Les couleurs
Le cochonnet or “jack”: a small ball about 3cm
in diameter (usually wooden), which is used to
start the game. You can use some other
throwable object if you do not have a “jack”.
How to start
Give each player a colour; they draw coloured
balls out of a bag without looking to decide the
order of play.
The first player, for example “rouge”, gets to
choose the place that everyone throws from.
S/he marks a circle on the ground - about 0.5m
in diameter - then stands in that circle to throw
the cochonnet, which becomes the target.
It must land within 4 to 8metres of the circle,
and not outside the marked out piste (or s/he
tries again).
How play continues
The rest of the game is spent trying to throw
your boules closer to the cochonnet than the
other players do.
How you win (simple beginners’ game)
After all the boules are thrown, the winner is
the one with the closest boule to the cochonnet.
Later, when the children have learnt numbers,
you can introduce them to the team game,
with point scoring and measuring, making it
more like the adult game (see section 9: Les
nombres: 13 - 31).
Details of the game
Rouge has won the toss and thrown the
cochonnet. S/he then stands in the circle, and
with both feet together throws a boule, trying
to place it as near as possible to the cochonnet.
The next player then plays. You try to throw
a boule so it lands closer to the cochonnet than
the first player's.
You can do this either by placing your boule
more accurately, or by knocking another boule
out of place - which means hitting into it
quite hard.
You can also hit and move the cochonnet with
your boule - but if you knock it right off the
piste, the game is abandoned without a winner.
If you succeed in getting a boule closer to the
cochonnet - or if you run out of boules, the next
player has a go. The game ends when all the
boules have been played.
The winner then throws the cochonnet to begin
another game.
Talking point
Playing pétanque or boules
The children shown in the video are playing
“beach boules”, a fun version of the game
pétanque, played with light plastic balls capable
of rolling over firm sand.
Play area in a public park in Villeneuve d’Ascq - a roughly
levelled gravel surface is ideal for pétanque
Pétanque is also known around the world as
Boules. First played in France around 1910, it
can be played outdoors by everyone no matter
what their age or athletic ability, so it is very
suitable as a P.E. activity.
All you need is a few players, an open space, a
set of coloured plastic balls, and the ability to
aim and throw a ball.
For more, see: www.earlystart.co.uk
Introducing children to pétanque
Playing “beach boules” is a good way to start,
and gives more practice talking about colours.
The players
Pétanque is normally played between two teams,
but we suggest you first play between individuals, using different coloured plastic boules.
Where to play
Pétanque is best on a hard but not perfectly flat
surface: part of the school playground, a car
park, hard tennis court or a section of gravel
path would be suitable for a piste.
Mark out an area about 4m wide and 10m long.
Equipment needed
Boules: we suggest giving each player two
boules, about 7-8cm in diameter - because you
usually get two of each colour in a set.
49
bleu
blanc
rouge
noir
jaune
vert
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© Early Start Languages
orange
rose
gris
marron
violet
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© Early Start Languages
ALLEZ LES ESCARGOTS!
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© Early Start Languages