Unité 1 – La rentrée

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Differentiation activities to support the inclusive classroom1. Class game – Un stylo et un dé – There are many variations of this game, originally in the book

Games for Teaching Primary French by Danièle Bourdais and Sue Finnie. The main purpose is to motivate students to work on translations. Students work in pairs. Each has an activity card as shown below, and they share 1 die and 1 pen.

The fi rst student begins to complete the translations on their activity card while the other student rolls the die until they roll a six. When they roll a six, they get the pen and begin to complete their activity card, while the other student must now roll the die until they get a six. The fi rst student to complete their activity card (correctly) is the winner!

You could make different versions of the activity card for other unités, including cloze tests.

Activity cardTraduisez les phrases en français

Anglais Français

My name is Louis, I am 14 years old and I love music.

Thank you for your last email and lovely photos.

In France we do not wear uniform.

I am sorry, sir, but I’ve forgotten my copybook.

I am sorry, miss, but I’ve lost my pen.

I need help!

What does that mean?

What do we have for homework?

How do you spell that?

My school is big and modern.

There is a gym and a football pitch.

I live in Cork.

2. Kim’s Game – Place 7 or 8 school items on a table at the front of the room. Give students ten seconds to look at them and memorise them. Then ask them to turn around and face the back of the room. Remove 2 or 3 objects and move the rest around. Ask the students to write a list of the missing objects.

3. Active listening – Using the cd scripts at the back of the TRB, assign actions to key vocabulary you wish to target for revision. For example, raise your right arm when you hear école, stand up when you hear stylo, touch your ear when you hear la rentrée, etc. You could photocopy the scripts for the students for their fi rst few attempts and then remove them. Alternatively, make a cloze test of the script – assign an action to the missing words, put the students in groups (2 in the group are responsible for writing, 2 are responsible for carrying out the action) and then when students hear the missing words they have to carry out the action and write the word.

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4. Class quiz – To revise any part of the unité you have completed, get the students to devise their own class quiz. They must also provide the marking scheme and solutions – that way you know that they know the answers! You could take ten minutes at the end of the week or at the end of a lesson to use any of the quizzes with your class. It’s a great way to reward student learning for the quizmaster – give them one of the certifi cates in the TRB – and fun for the rest of the class, too. Kahoot is a good online quiz platform.

5. Word search/crossword – Creating a word search or a crossword is a great way to revise key words. Students can do this either in their copybooks or using a website such as www.puzzlemaker.discoveryeducation.com.

6. Vocabulary placemats – Use the vocabulary placemats below to support students as they practise classroom phrases or carry out role plays or conversations in small groups. Initially you could put them on the overhead projector, or photocopy one for each student. As they become more confi dent, they can use one placemat between two and then one between three – ask one student to act as a monitor/helper for the other(s).

PLACEMAT 1 – S’il vous plait …J’ai besoin d’aide.Comment ça s’écrit ?Qu’est-ce que ça veut dire ? J’ai perdu mon stylo. J’ai oublié mes devoirs. Je peux avoir une autre feuille, s’il vous plait ?Qu’est-ce qu’on a comme devoirs ? C’est à quelle page ? Madame/Monsieur, vous pouvez m’aider, s’il vous plait ? J’ai une question.Comment dit-on … en français ?Allumez les lumières.Éteignez les lumières.Ouvrez/Fermez la fenêtre.Pouvez-vous me donner un exemple ?Je suis désolé(e) madame/monsieur, … J’ai oublié …J’ai perdu …

Oui, qu’est-ce qui ne va pas ?L, A, ……Emprunte un stylo à un ami.D’accord, apporte-les demain.Oui, voilà.… Note les devoirs dans ton agenda.Page …Oui, bien sûr.Oui, qu’est-ce qu’il y a ?…Oui, madame/monsieur.Oui, madame/monsieur.Oui, madame/monsieur.Par exemple : un chat, un chien …mon cahier / mes devoirsmon stylo / mon livre

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Unité 1 – La rentrée

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PLACEMAT 2 – Je me présenteTu t’appelles comment ?Tu as quel âge ?Tu habites où ?Décris toi-même

Tu as des frères et sœurs ?

C’est quand ton anniversaire ?

Je m’appelle …J’ai … ansJ’habite à …Je suis grand(e)/petit(e)de taille moyennesympagentil(le)beau/belleintelligent(e)sportif/sportivebavard(e) J’ai les yeux

vertsnoirsbleusmarron

J’ai les cheveuxblondsbrunsrouxchâtainlongscourtsbouclésraides

J’ai … sœur(s)J’ai … frère(s)Je n’ai pas de frère/sœurMon anniversaire, c’est le …

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PLACEMAT 3 – Les descriptionsAu collège, il y a …

Quelle est ta matière préférée?

des terrains de sportune bibliothèquedes laboratoiresune salle de musiqueun théâtredes salles de classeun gymnaseune grande cour de récréune piscine chaufféeun club de natationun club de basketun club de footun club de théâtreun club de gymnastiqueun club de musiqueune choraleL’anglaisLe françaisL’allemandL’italienL’espagnolLes mathsLes sciences (de la vie et de la terre)La musiqueL’éducation physique et sportiveLa géographieL’histoireL‘économieLes études civiquesL’informatiqueL’artLa technologieL’éducation religieuse

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PLACEMAT 4 – Mes résolutionsQuelles sont tes résolutions pour la nouvelle année scolaire ?

Je vais réviser les verbes irréguliers tous les soirs.Je vais lire un livre tous les mois.Je vais fi nir mes devoirs tous les soirs.Je fais faire de l’exercice deux fois par semaine.Je vais aider à la maison.Je vais faire attention en classe.Je vais faire mon lit tous les matins.Je vais ranger mon casier une fois par semaine.Je vais améliorer mon anglais.Je vais avoir de bonnes notes en français.

7. Graphic organisers – Using a Tri-pie chart like this one, revise the topic La rentrée. Let students choose one element of Unité 1 for each segment of their chart (e.g. Mes résolutions, Mon collège, Mon matériel scolaire), then write in the corresponding key phrases and vocabulary.

8. Classroom posters – Students can make their own posters showing the different objects in the classroom and common classroom phrases. Determine what the success criteria would be for their posters – neat, clear colourful visuals; large legible writing/print; correct spelling and use of accents; images to match each word or phrase; at least A3 size … If the criteria are generated with the students, they will have a vested interest!

9. Pronunciation exercises – Simple poems, rhymes and songs such as Chouette, c’est la rentrée are ways to help with sounds and pronunciation in French. Play them as a round robin exercise, with each student reading one line. You could also read the poem with gaps and ask the class to call out the missing word when you get to it. Or decide on key words, write them on the board, and when a student reaches one of them in the poem, they must remain silent while the rest of the class says the key word aloud. Search for verb songs and pronunciation exercises on YouTube for more!

10. Un poème : Chouette, c’est la rentréeChouette, c’est la rentréeOn va bien s’amuser !

Zut, c’est la rentréePlus de grasses matinées !

Chouette, c’est la rentrée La maîtresse est bronzée !

Zut, c’est la rentréeBientôt fi ni l’été !

Chouette, c’est la rentréeJ’ai de nouveaux souliers !

Zut, c’est la rentréeJ’ai un peu mal aux pieds. Sylvie Poillevé

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11. An additional cultural project – Canada, France and Ireland.

Refl ecting on what students have learned and refusing to accept stereotypes.

This can be used to complement the work already done on strand 3 in this unité, or to further develop strand 3 and work towards LOs 3.3 and 3.5.

3.3 Refl ect on what students have learned about the country/countries associated with the target language.

3.5 Identify and refl ect on common stereotypes about the target cultures including their own and say whether and how their attitude towards the target country has changed.

Students can present their responses and refl ections in digital format or hard copy.

1. In this unité we found out about Canada as a francophone country. What new information did you learn? Nommez trois choses en français que vous avez appris.

2. Were you surprised by this information? What preconceptions did you have about Canada that have changed?

3. What preconceptions about France did you have that have changed?

4. Do you think that people have preconceptions about Ireland? What would you like to promote about our culture?

Summative Test Unité 1Nom :

A. Civilisation 

1. Name 3 similarities or differences between school in France and Ireland.

2. Name the current prime ministers of Ireland, France and Canada.

3. Explain the similarities between a gaelscoil and a Canadian French immersion school.

4. Quelle est la capitale du Québec ?

5. Quelle langue parle-t-on à Québec ?

6. Quel est l’équivalent du « Junior Cycle » en France ?

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