Bonjour ! (P1 /P2) - Institut français d`Écosse

Bonjour ! (P1 /P2)
FOR TEACHERS
Written by Marie-Christine Thiébaut, Education officer at the Institut français in Edinburgh.
This activity worksheet in combination with the power point presentation “Bonjour” you can also
download online for free describes the first steps in French for the wee ones (P1/P2). I just hope it
helps Scottish primary school teachers who want to teach French from P1.
I would be happy to receive any feedback from primary teachers using this material. You can
contact me if you want to at : [email protected]
Communicative objectives:
 To introduce somebody: C’est …
 To learn 2 French first names: Coralie and Victor.
 To learn to say “oui” (yes) or “non” (no) in French
 To learn to introduce surnames of adults: Monsieur / Madame (Coralie and Victor.
 To ask for someone’s name: Qui est-ce? C’est …?
 To learn to say “bonjour” (hello) and “Au revoir” (goodbye) to set up from the beginning the
routine in French your class.
 To learn to say “Ça va?” (how are you?) and ‘très bien, merci!” for the routine
Get the French pronunciation right from the beginning
 To learn first sounds in French, especially the syllabic pronunciation pattern
 To learn the pronunciation of the French vowels: I, A, O, OU [u], EU [Ø], [õ].
and French consonant “R”: Coralie / Victor / Bonjour/ Au revoir
Activité 1 (SLIDE 1 / eventually SLIDE 2 for writing support):
Introduce to your pupils their new French friends.
Teacher: Bonjour! Do you want me to introduce you to your new French friends in France?
Chut … (Put your finger on your lips)
Ecoutez bien! (Touch both your ears)
On the slide, you can click on
to get the original sound from a native speaker.
C’est Coralie.
Répétez (repeat)=> Hold out one hand and rotate it in a circle at the wrist showing the movement of a
truning wheel)
This time, clap your hand when you pronounce the syllable: one clap one syllable.
C’est – CLAP / CO – CLAP / RA- CLAP / LIE- CLAP
A vous. (That’s your turn!)
C’est Victor.
C’est – CLAP / VIC – CLAP/ TOR- CLAP
A vous! (That’s your turn!)
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Page 1
C’est Madame OUI. (Mrs YES)
C’est – CLAP / MA – CLAP/ DAM(e)- CLAP / OUI CLAP
C’est Monsieur NON. (Mr. NO. Look at his face, he always says NON)
C’est – CLAP / MEU – CLAP / SIEU(r)- CLAP / NON CLAP
To avoid monotony in the class, vary the kind of repetition you train with your pupils:
 You can also let your pupils repeat in “syllable groups” so that every group says a part of the
sentence and must pay attention on what other groups are saying.
Group 1: C’EST
Group 2: CO
Group 3: RA
Group 4: LIE
And then all together: C’est Coralie.
You can do it then from left to right and then in no particular order of groups (Start with group 4
saying “C’ est”, then group and ending with group 2 saying “LIE”)
You can also
- play with the intensity of the voice (slowly, quickly, quietly, loudly, sadly, singing, as if you
were in a bad / good mood…).
- vary with boy voices and girls voices like in a canon with 4 voices (= 4 syllables).
- Vary the pace when saying the syllables.
- Whisper the secret sentence in the ear of one children who has to convey the message to the
next one.
Activité 2: Listen to recognise the French sounds “i”, “a”, “o”
Note for the teacher: You can focus on one sound or more, the best would be to do one or two small
phonetic exercise per lesson.
In French there is no diphtongue, vowels are always “flat”.
Each child has two Flash cards in his hand: one with OUI on it, the other one with NON on it.
The child has to recognise, if there is a French “i” in the French word which is spelt out by the
teacher.
LISTEN TO THE FRENCH SOUND “i”
Teacher: If you hear the French sound “i”, show the card with “OUI”.
Prêts? (Are you ready?) C’ est parti (Let’s go!)
CORALIE – VICTOR – NON - OUI – MADAME – MONSIEUR (no sound i in this one !) –
You can extend the list with words they don’t know now, but they will be introduced in the nest
lesson! It is also a way to show pupils that they can success in this task even if they don’t know the
French word and so, they can develop a positive attitude towards unknown nouns instead being
afraid of them!
QUI – J’AI – FILLE – SUIS – BONJOUR – MERCI - AU REVOIR (no sound i in this one !) –
Note for the teacher: In French, the pronunciation is sometimes different from the spelling.
Au revoir – [ORWUAR ] (more frequent), possible to spell out 0- R(EU)- WUAR
Monsieur – [M(EU)SJ(EU) ]
Silent E often at the end: Coralie, Madame, but also between 2 consonants: Au revoir
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LISTEN TO THE FRENCH SOUND “A”
Teacher: If you hear the French sound “a”, show the card with “OUI”.
Prêts? (Are you ready?) C’est parti (Let’s go!)
CORALIE – VICTOR – NON - OUI – MADAME – MONSIEUR – CA VA
LISTEN TO THE FRENCH SOUND “0”
Teacher: If you hear the French sound “o”, show the card with “OUI”.
Prêts? (Are you ready?) C’est parti (Let’s go!)
MADAME – VICTOR – NON - OUI – CORALIE – MONSIEUR (no sound “o” in this one!) –
Note for the teacher: In French, the pronunciation is sometimes different from the spelling.
O+N = [õ] like in “non”
O+U = [u] like in “OU – I”
E+U= [Ø] like in Monsieur
Activité 3 (Literacy): SYLLABLES JIGSAW (see page 14. You can use color paper to print on)
Find out the names of your new friends!
Cut out the squares. Find out the name of your three new friends.
Who is missing?
Solution : CO-RA-LIE / MA-DAME-OUI / VIC-TOR
Monsieur Non is missing.
CO
DAME
LIE
TOR
OUI
VIC
RA
MA
Teacher’s note :
To support this word jigsaw, the combination of colours helps (even if it not consciously done).
Jaune (CO) + bleu (RA) = vert (LIE)
Violet (Ma) + blanc (DAME) = rose (OUI)
Activité 4 (SLIDE 3-9): Ask for someone’s name: Qui est-ce? C’ est …?
Teacher’s note : The more frequent way to ask a question orally in French is to use the intonation
question pattern. For « Who is it » in French, French say « C’est qui?» or “Qui c’est?, but write “Qui
est-ce?” (question with inversion verb + subject) .
Asking a child “Comment t’appelles-tu?” is very unusal, a French child (even an adult) would ask
spontaneously : “Comment tu t’appelles?” or “Tu t’appelles comment?”, but you cannot really write
it…
That’s a dilemma in school, because there is a mixture of questions patterns in French which may
confuse teacher and pupils. The question with “est-ce que” can be used in oral and written form.
http://www.ifecosse.org.uk
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Slide 3 :
Teacher asks: Qui est-ce ? (ki / es : 2 syllables)
Pupils answer : Madame Oui
Teacher : Oui, bravo ! C’ est Madame OUI.
Slide 4:
Teacher asks: Qui est-ce ? (ki / es : 2 syllables)
Pupils answer : Monsieur NON
Teacher : Oui, bravo ! C’est Monsieur NON.
Slide 5 :
Teacher asks: Qui est-ce ? (ki / es : 2 syllables)
Pupils answer : Coralie
Teacher : Oui, bravo ! C’est Coralie.
Slide 6 :
Teacher asks: Qui est-ce ? (ki / es : 2 syllables)
Pupils answer : Victor
Teacher : Oui, bravo ! C’est Victor.
Slide 7 :
Teacher asks: Qui est-ce ? (ki / es : 2 syllables)
Pupils answer : Coralie
Pupils answer : Victor
Teacher : Oui, bravo ! C’est Coralie et Victor.
Slide 8:
Teacher asks: Qui est-ce ? (ki / es : 2 syllables)
Pupils answer : Monsieur Non
Pupils answer : Madame Oui
Teacher : Oui, bravo ! C’est Monsieur Non et Madame Oui.
Slide 9 :
Ask now a pupil to come to the board to show one friend. The pupil asks : Qui est-ce?
The pupil who asks can choose who should answer. The pupil who answers comes to the board and
ask other classmates…
You can also ask your pupils to describe in 3 sentences in English physically one friend. The other
should guess who it is.
Activity: Devinez! (Let’s have a think)
Do you think that Monsieur Non and Madame Oui are married together ?
Let the children express their think and why they are married or not.
If they are not married together, how do you call Mrs Oui’ husband?
and Mr. Non’s wife? Ansswer: Monsieur Oui / Madame Non.
Dessinez Monsieur Oui / Madame Non. (Draw the picture of M. Oui / Mme Non).
Activité 5 (SLIDE 10- 15):
For the following slides, ask you pupils to stand up and say “OUI” when it is the right answer. They
remain seated, shake their head and say “NON”. Ask a team to find the right answer and give it 2
points.
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Slide 10 :
Teacher (as if he/she cannot really see who it is): Regardez ! Look ! C’ est Coralie ?
Pupils: (Mais) Non, c’est madame Oui.
Slide 11 :
Teacher (as if he/she cannot really see who it is): Regardez ! Look ! C’ est Monsieur Non?
Pupils: (Mais) Non, c’est Victor !
Slide 12:
Teacher (as if he/she cannot really see who it is): Regardez ! Look ! C’est Madame Oui?
Pupils: Oui, oui, c’est madame Oui !
Slide 13 :
Teacher (as if he/she cannot really see who it is): Regardez ! Look ! C’est Victor?
Pupils: Oui, oui, c’est Victor !
Slide 14 :
Teacher (as if he/she cannot really see who it is): Regardez ! Look ! C’est Coralie?
Pupils: Oui, oui, c’est Coralie!
Slide 15 :
Teacher (as if he/she cannot really see who it is): Regardez ! Look ! C’est Monsieur Non?
Pupils: Oui, oui, c’est Monsieur Non!
Activité 6 (SLIDE 16): Learn to say hello in French
Refresh the structures your pupils have already learnt:
Qui est-ce? / C’est …
C’est XX ? Oui, c’est XX
C’est YY ? Non, c’est XX.
In turn, ask your pupil to say « Bonjour + name » to their new friends.
Activité 7 (SLIDE 17): Learn your first question in French “Ça va?” and to give your first answer!
Slide 17: Introduce the question “Ça va?” and two possible answers:
Super, merci ! (+++ thumb up!)
“Bof!” (+++ thumb down!)
Teacher: Greet some children: “Bonjour, + first name” and ask them “Ça va?”
The child chooses one of the two possibilities:
Très bien (Super), merci ! (+++ thumb up!)
“Bof!” (+++ thumb down!)
Then ask the children to work in groups of three children.
The teacher gives each child in each group of three a card (see flashcard/finger puppet with the
characters) with one of the “friends” (M. Non, Mme Oui, Victor or Coralie).
Child 1 shows to one other child 2 his flashcard with his character.
Child 2 introduces to child 3 child 1: C’est Monsieur Non/ Madame Oui/Victor/Coralie.
Child 3 greets in French child 2 in French: Bonjour, Monsieur Non/ Madame Oui/Victor/Coralie.
Child 2 greets back: Bonjour, Monsieur Non/ Madame Oui/Victor/Coralie. Ça va?
Child 3 answers: Très bien (Super), merci ! (+++ thumb up!)
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That’s easy: How to do a finger puppet (copy out the characters page 11-12)
To do a finger puppet, cut out the squares with the friends, ask the children to choose one and to
colour it. Then ask them to roll the square and fix it with scotch tape.
Activité 8 (Slide 18): Introducing oneself.
a. Un garçon ou une fille?
Show on a girl in the class: C’ est une fille.
Show then on a boy in the class: C’ est un garçon!
Let pupils repeat: une fille / un garçon.
At this stage you can introduce the numbers 1 to 6 (see power point about the numbers)
b. Ecoutez! (Click on
to listen to Coralie introducing herself in French)
Show with your fingers the number 6 for making understanding Coralie’s age)
Let the children guess what she has said, what sort of information about herself she gave.
Structures:
Je suis + first name
J’ ai + (age) ans
Une fille / un garçon
c. Fill in the identity card (for children with more reading and writing skills)
Le nom:
Le nom:
L’âge:
L’âge:
 Une fille ?
 un garçon?
 Une fille ?
 un garçon?
d. Ecoutez! (Click on
to listen to Victor introducing himself in French and fill in the grid above)
(Slide 19 includes the text if you want to introduce the written form, but the pronunciation must be
trained before!)
e. Build a human sentence (Literacy)
For children for more advanced reading skills (Please make sure the pronunciation of the French
words sits before doing this exercise).
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Build groups. Give the children cards with the French words. Ask them to rearrange them in an
appropriate way to form a sentence (less demanding) or a mini dialogue (more demanding).
Each child has to show other pupils their word and speak it out.
You can easily prepare flashcards with syllables (see page 15-20) or whole words to build sentences.
Groupe 1:
BONJOUR
NON
TRES
C’EST
ÇA
BIEN
MONSIEUR
VA?
MERCI
Groupe 2:
BONJOUR
J’AI
SUIS
C’EST
6 ANS
UNE
CORALIE
JE
FILLE
Groupe 3:
BONJOUR
J’AI
SUIS
C’EST
5 ANS
UN
VICTOR
JE
GARÇON
Groupe 4:
BONJOUR
OUI
ÇA
BIEN
C’EST
ÇA
VA
MERCI
MADAME
VA?
TRES
AU REVOIR!
f. Build a French sentence chain
Build one circle with all children.
Child 1 introduces his classmate on the right: C’ est XX and passes him on an object (a pen, a puppet..
whatever).
Child 2 (XX): Bonjour, je suis XX. (introduces his classmate XXX on the right side)
Child 3 (XXX): Bonjour, je suis XXX. J’ai 5 ans. C’ est …
Start clockwise and a few minute later from the other side so that objects have to cross the circle at
some point and both come back the first child.
f. Now it is your turn to introduce yourself.
Draw a picture of you in the center of an A4-sheet and introduce yourself & your friends in French!
Activité 9 (Slide 20): Coralie and Victor introduce you to their friends!
Ecoutez Coralie!
Circle in red Coralie’s friends (alternatively, print for each group the 8 characters and when they hear
the name of one of Coralie’s friend, pupils have to take the card away. The child who is the quickest
and has got the most cards has won.
Ecoutez Victor. Circle in blue Victor’ s friends.
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Solution:
Coralie’s friends : Victor, Elmer l’éléphant, Madame Oui , Didou
Victor’s friends: Sophie la souris (the mouse), Didou le lapin (the rabbit), les Barbapapa
Activité 10 (Slide 21): Coralie and Victor say goodbye!
In turn, we all say goodbye to Coralie and Victor and their friends.
Au revoir Coralie!
Au revoir Victor!
Au revoir Elmer !
Au revoir Sophie !
Au revoir Didou !
Au revoir les Barbapapa !
Au revoir Madame Oui !
Au revoir Monsieur non !
A bientôt ! (See you soon)
Jeu : Qui manque? (Who is missing?)
Put the children into teams. Give each group of 3 children the flashcards with the 8 friends.
All flashcards are on the table, face up.
All children (except one) close their eyes. The child with open eyes takes a flashcard away.
The other children open their eyes and have to guess who is missing using the structure” C’est ….”.
The child who has taken the flashcard away says: Oui, c’ est Madame Oui or simply “Non”.
The quickest child who has guessed who was missing can now take a flashcard away.
Alternatively for more language input (more demanding):
The child who did the right guess stands up, shuttle the hand of Madame Oui (the missing flashcard)
Say hello in French and introduce himself in French or ask a question in French.
You can print out the characters, lety the children choose one, colour it to do a finger puppet (cf. p.11)
Example:
Pupil 1 takes a flashcard away.
Peter: C’est Madame Oui ?
Pupil 1: Oui, c’est Madame Oui.
Peter(stands up) : Bonjour Madame Oui. . Je suis Peter.
Pupil 1 (stands up) :Bonjour , Peter. Ça va ?
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Page 8
Peter : Très bien, merci. Au revoir Madame Oui!
Peter keeps the flashcard (=2 points). It is now Peter’s turn to take a flashcard away.
Jeu : Les 10 mots cachés
ÇA – MONSIEUR- MADAME- SUIS- BONJOUR- OUI – NON-QUI-MERCI-JESolution :
J
O
Ç
A
U
B
M
J
Ç
A
E
N
S
U
I
S
Q
U
I
S
O
A
N
E
O
U
I
S
N
O
N
V
I
J
I
N
O
M
A
D
A
M
E
E
M
U
M
E
R
C
I
U
B
O
N
J
O
U
R
L
O
E
N
S
N
Q
U
I
N
B
U
M
I
S
O
O
N
O
U
I
S
N
V
I
J
I
A
D
A
M
E
E
M
E
R
C
I
U
O
N
J
O
U
R
Slide 22: Have a look at French books with all the French friends.
Project: Presentation poster “C’est moi”
If you have a link with a primary school in France, the presentation could be sent to it as a means
of introduction. A link with a school in France provides endless possibilities for the exchange of
information, particularly intercultural!
If you are looking for a primary school in France, please write an email to:
[email protected]
Alternatively start a “Me book”
Ask your pupils to do a “me book” with on the first page a presentation of themselves. They can draw
themselves and write down a speech bubble to introduce themselves and their friends in French.
This “me book” (in French: “C’est moi” / That’s me”) let them feel everyone is unique. It boosts their
self-confidence and helps them developing the awareness of who they are.
The “Me book” can be extended later on with other topics (my friends, my family, my pets, my toys
the food/the colors I like/I dislike…) to accompany them throughout the year –step by step.
Copy the speech bubbles to help the wee ones to present themselves (see page 13)
To print out:
http://www.ifecosse.org.uk
Page 9
http://www.ifecosse.org.uk
Page 10
To print out, colour, cut out the squares, roll and glue to do finger puppets.
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Page 11
http://www.ifecosse.org.uk
Page 12
To print out: 5 garçons + 5 filles
BONJOUR.
JE SUIS ……………
J’AI ………… ANS.
JE SUIS UN GARÇON.
BONJOUR.
JE SUIS ……………
J’AI ………… ANS.
JE SUIS UN GARÇON.
BONJOUR.
JE SUIS ……………
J’AI ………… ANS.
JE SUIS UN GARÇON.
BONJOUR.
JE SUIS ……………
J’AI ………… ANS.
JE SUIS UN GARÇON.
BONJOUR.
JE SUIS ……………
J’AI ………… ANS.
JE SUIS UN GARÇON.
http://www.ifecosse.org.uk
BONJOUR.
JE SUIS ……………
J’AI ………… ANS.
JE SUIS UNE FILLE.
BONJOUR.
JE SUIS ……………
J’AI ………… ANS.
JE SUIS UNE FILLE.
BONJOUR.
JE SUIS ……………
J’AI ………… ANS.
JE SUIS UNE FILLE.
BONJOUR.
JE SUIS ……………
J’AI ………… ANS.
JE SUIS UNE FILLE.
BONJOUR.
JE SUIS ……………
J’AI ………… ANS.
JE SUIS UNE FILLE.
Page 13
CO
DAME
LIE
TOR
OUI
VIC
RA
MA
CO
DAME
LIE
TOR
OUI
VIC
RA
MA
CO
DAME
LIE
TOR
OUI
VIC
RA
MA
http://www.ifecosse.org.uk
Page 14
Flashcards to cut out
=>Speak out syllables and recognise simple words.
=> Build a human chain (e.g. a s a race between groups or with differentiation (different sentences
per group).
BON
JOUR
ÇA
MON
SIEUR
VA?
TRES
BIEN
NON
MER
CI
AU
RE
VOIR
http://www.ifecosse.org.uk
Page 15
BON
JOUR
ÇA
MA
DAME
VA?
TRES
BIEN
OUI
MER
CI
AU
RE
VOIR
http://www.ifecosse.org.uk
Page 16
BON
JOUR
ÇA
CO
RA
VA?
LIE
BIEN
TRES
MER
CI
http://www.ifecosse.org.uk
Page 17
BON
JOUR
JE
SUIS
VIC
TOR.
J’AI
5
ANS.
JE
SUIS
UN
GAR
ÇON.
http://www.ifecosse.org.uk
Page 18
BON
JOUR
JE
SUIS
CO
RA
J’AI
6
ANS.
JE
SUIS
UNE
FILLE.
LIE
http://www.ifecosse.org.uk
Page 19
BON
JOUR
JE
SUIS
VIC
TOR.
J’AI
5
ANS.
JE
SUIS
UN
GAR
ÇON.
http://www.ifecosse.org.uk
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