LEVEL D - LT Scotland€¦ · Teacher gives background on Christmas/New Year in France (information...

Glasgow 5-14 Modern Languages Program

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UNIT 10 LEVEL D FRENCH

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Lesson 1 AimPupils to become familiar with some family members and some possessive adjective.

StarterGender game with ‘sac magique’.

Learning ActivityTeaching of possessive adjectives, mon, ma, mes and ton, ta, tes.

Using family members in photographs to do so.

Consolidation ActivityVarious. Match up of words to images with classroom objects.

Pupils to supply un, une, des with classroom objects.

Pupils to supply c’est or ce sont.

Listening activity.

Writing – gap-fill on mon, ma, mes/ton, ta, tes.

FinisherLe sac magique with classroom objects and possessive adjectives.

Lesson 2 AimIntroduction of vocabulary for family members and learning how to say what they are called.

StarterGender game with ‘sac magique’.

Learning ActivityVocabulary for members of the family. How to say what their names are (il/elle s’appelle and ils/elles s’appellent). Revision of mon/ma/mes.

Consolidation ActivityListening – a gap-fill and labelling exercise.

Finisher‘Hangman’ with family members.


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Lesson 3 AimTo extend pupils’ reading skills.

StarterTeacher gives background on Christmas/New Year in France

(information during training days).

Learning ActivityPupils read text about New Year in France (with teacher support).

Pupils learn more about French culture and traditions.

Consolidation ActivityComprehension Questions on text.

FinisherRecap on dates.

Lesson 4 AimPupils learn how to say where they and other people live (in Europe and in the wider world, and understand the difference between masculine, feminine and plural countries (en, au, aux).

StarterBrainstorm (in English) countries that pupils already know – and then in French (they have already met France/Écosse/Portugal).

Learning ActivityUsing map of Europe and the wider world, and people’s names, pupils learn il/elle habite and the names of countries using en/au/aux.

Consolidation ActivityA gap-fill exercise with en/au.

FinisherUsing word cards, an activity to practise your name and where you live.


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Lesson 5 AimPupils learn adjectives of nationality and agreement of these, masculine, feminine and plural.

StarterTrue/False activity using the two maps.

Learning ActivityAdjectives of nationality are introduced using the two maps, and

noting differences in adjective ending. Colour-coded word cards are

used.

Consolidation ActivityListening exercise leading to gap-fill and an optional colouring of

flags activity.

FinisherTrue/False or Oui/Non, c’est le drapeau français’.

Lesson 6 AimPupils access and understand text of a letter with a view to writing a response.

StarterBrainstorm (in English) countries that pupils already know – and then in French (they have already met France/Écosse/Portugal).

Learning ActivityUsing small cards with names of countries on, pupils pick a card, say they live in that country and are of that nationality. Pupils must be aware of masculine/feminine forms.

Consolidation ActivityComprehension questions on Nuria’s letter.

Finisher‘Stop the bus game’.


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Lesson 7 AimPupils write a response to Nuria’s letter.

StarterRevision of family members – pupils in groups using cue cards of

family members BUT without article, so e.g. pupil chooses card with

‘soeur’ and must say: c’est ma soeur, elle s’appelle............... (invent

name).

Learning Activity Writing Frame.

Pupils write response to Nuria’s letter.

Consolidation ActivityWriting Frame: Final Copy.

Finisher‘Pass the parcel’ with countries.

Lesson 8 AimPupils do a paired speaking activity based on members of the family.

StarterAction Game.

Speaking FramePupils do a paired speaking activity with the support of a

speaking frame.

FinisherA crossword activity as pupils will finish speaking activity at

different times.

ContentsFamily members, countries, nationalities.

Writing and Speaking Frames.


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Teachers’ NotesBuilding on language learned earlier in the course, i.e. je m’appelle........./

j’habite à Bordeaux en France, certain family members met in reading

texts frère/père, etc. Possessive adjectives plus agreement of

adjectives learned with colours – these elements of language can now

be extended into talking about own family, countries

and nationalities.

NOTE: Liaison - ilsᵕont/ellesᵕont.

Materials which should be availableROHT/LCD projector or speech bubbles cut out and laminated.

Maps of Europe and of the world.

Word cards for the Unit (without article).

Flags of countries introduced.

Music CD or tape.

Word cards for days of the week.

Mini cards – leisure activities/days of the week.

‘Magic Bag’ relating to leisure activities.

Reading Card/Activity for this Unit.

Teacher’s LanguageCountries/nationalities – see table (extra which may be required)une demi-soeur half-sister, stepsisterun demi-frère half-brother, stepbrotherun beau-père stepfather or father-in-lawune belle-mère stepmother or mother-in-lawdes jumeaux twins (male)des jumelles twins (female)une marraine godmotherun parrain godfatherils ont 12 ans they are 12 years oldelles ont 14 ans they are 14 years old

Feminine countries (en)Grèce GreeceAllemagne GermanyTurquie TurkeyBelgique BelgiumSuisse SwitzerlandAutriche Austria

Masculine countries (au)Mexique MexicoMaroc MoroccoBrésil BrazilJapon JapanCanada Canada

Plural countries (aux)Pays-Bas The Netherlands


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In French to say you live in a country you use en, au or aux, e.g.

en is used with feminine countries au is used with masculine countries aux is used with plural countries

To say you live in a town or city you use à, e.g.

j’habite à Inverness, à Glasgow, à Aberdeen etc.

Nationalities (see table) – Agreement of adjectivesNOTE: adjectives of nationality do not have capital letters.

Following the rule of most adjectives in French, some adjectives of nationality simply add ‘e’ to the feminine.

français française anglais anglaise écossais écossaise chinois chinoise allemand allemande

In the masculine you do not pronounce the final letter, however in the feminine you must pronounce this as there is an ‘e’ after it (the ‘s’ is a ‘z’ sound).

Nationalities ending in ien become ienne in the feminine, e.g.

italien italienne indien indienne canadien canadienne

Note change in pronunciation.

With some other nationalities there is no change in pronunciation even when you add the ‘e’, e.g.

espagnol (masc.) espagnole (fem.)

And if the adjective of nationality already ends in e, then you do not add another ‘e’ in the feminine e.g.

britannique/suisse/belge

For plural, you add ‘s’ to both masculine and feminine singular, e.g.

espagnols (masc. pl.) espagnoles (fem. pl.) indiens (masc. pl.) indiennes (fem. pl.)

If the adjective of nationality already ends in s there is no change in the plural, e.g.

écossais (masc. sing.) écossais (masc. pl.) chinois (masc. sing.) chinois (masc. pl.)

Teaching and practising possessive adjectivesMon, ma and mes/ton, ta and tes have to agree in number and gender with the noun they describe (like any other adjective).

Revision of c’est and ce sont.

Knowing that countries are masculine, feminine or plural in French.

Knowing when to use en, au or aux for in with countries.

Knowing that you use ‘à’ for in with a town or city.

Revision of agreement and position of adjectives of nationality.

Knowing about Language


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Lesson 1 Consolidation Activity 2

Fill in the blanks. The first one is done for you.

1 C’est ton sac ? Oui, c’est mon sac.

2 Où sont m ___ crayons? Voilà t __ crayons.

3 Qui a m ___ règle? Moi, j’ai t __ règle.

4 Où est m __ stylo? T __ stylo est sous la table.

5 Où sont m ____ cahiers? Dans t __ sac.


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Lesson 1 Consolidation Activity 2 – Answers

1 C’est ton sac ? Oui, c’est mon sac.

2 Où sont mes crayons? Voilà tes crayons.

3 Qui a ma règle? Moi, j’ai ta règle.

4 Où est mon stylo? Ton stylo est sous la table.

5 Où sont mes cahiers? Dans ton sac.


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Lesson 2AimPupils learn vocabulary for family members and how to say what they are called.

StarterRecap possessive adjectives using classroom objects, e.g.

c’est mon stylo? oui, c’est ton stylo.

(Always looking for a yes answer). This activity could be started by the

teacher and then practised with pupils asking the question to other pupils.

Learning ActivityA – Presentation Boards 1-4Practice.

Teacher should discuss with pupils:

il s’appelle/elle s’appelle/ils s’appellent

Paying particular attention to the silent ending of ils s’appellent.

Teacher questions Ton père/ton frère, il s’appelle comment?

Ta mère/ta soeur comment elle s’appelle?

Tes frères/tes parents, comment ils s’appellent?

Tes soeurs, comment elles s’appellent ?

Exploitation using class members and speech bubbles on next page for support.Teacher Qu: Il s’appelle comment? (pointing at pupil James)

Pupil Ans: Il s’appelle James. (pointing to correct bubble as theysay it)

Teacher Qu: Elle s’appelle comment? (pointing at pupil Shona)

Pupil Ans: Elle s’appelle Shona, etc.

Teacher should give plural masculine, plural feminine and plural mixed

examples: e.g.

Ils s’appellent comment? – pointing to 2 boys.

Elles s’appellent comment? – pointing to 2 girls.

Ils s’appellent comment? – pointing to a boy and a girl.

Practise round the class:Teacher Qu: Ils s’appellent comment? (pointing at James and Paul)

Pupil Ans: Ils s’appellent James et Paul.

Teacher Qu: Elles s’appellent comment? (pointing at Shona and Beth)

Pupil Ans: Elles s’appellent Shona et Beth.

Teacher Qu: Ils s’appellent comment (pointing at Brian and Rachel)

Pupil Ans: Ils s’appellent Brian et Rachel.


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Lesson 2Learning Activity, continuedB – Presentation Boards 5-8

Nuria is describing a photo of some members of her extended family.

[parents, gran, grandpa, uncle, cousin (f.)]

Ce sont mes parents. Mon père s’appelle Jorge et ma mère s’appelle

Françoise.

Questions on speech bubbles can now be asked by the teacher (pointing

to Jorge).

e.g. Il s’appelle comment?

Il s’appelle Jorge, etc.

Consolidation ActivitiesA: Listening and Writing – Recorded Text

1 C’est ma mère.

Elle s’appelle Catherine.

2 C’est mon frère.

Il s’appelle Martin.

3 C’est ma petite soeur.

Elle s’appelle Pauline.

4 C’est ma grande soeur.

Elle s’appelle Élise.

5 C’est mon père.

Il s’appelle Jean-Pierre.

B: Listening and Writing – Recorded Text

Voici ma famille. Ça, c’est mon petit frère. Il s’appelle Martin.

Ce sont mes deux soeurs. Elles s’appellent Élise et Pauline. Élise, c’est ma

grande soeur et Pauline, c’est ma petite soeur....... Voici mes parents. Mon

père s’appelle Jean-Pierre et ma mère s’appelle Catherine. Ça, c’est ma

famille!

Finisher‘Hangman’ with family members.


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Lesson 2 Consolidation Activity/Listening & Writing – Answers

A 1 C’est ma mère. Elle s’appelle Catherine.

2 C’est mon frère. Il s’appelle Martin.

3 C’est ma petite soeur. Elle s’appelle Pauline.

4 C’est ma grande soeur. Elle s’appelle Élise.

5 C’est mon père. Il s’appelle Jean-Pierre.

B Voici ma famille. Ça, c’est mon petit frère. Il s’appelle Martin. Ce sont mes deux soeurs. Elles s’appellent Élise et Pauline. Élise, c’est ma grande soeur et Pauline, c’est ma petite soeur. Voici mes parents. Mon père s’appelle Jean-Pierre et ma mère s’appelle Catherine. Ça, c’est ma famille!


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Lesson 3AimTo extend pupils’ reading skills. Reading for enjoyment.

StarterTeacher gives background on Christmas/New Year in France. There

are two stories in the lesson and teachers are asked to use their own

judgement as to whether they can work with both of these stories in

one lesson or if they need to take two lessons.

Teacher’s Notes on French TraditionsLes ÉtrennesThis is a tradition that is dying out or changing in France. Adults used to

give small presents to children. In this story the grandparents are giving

these small presents to their grandchildren. This is now becoming less

common. However, adults still give little presents (les étrennes) to people

who deliver a service to them (the postman, the refuse collector, etc.).

Learning ActivityStrategies for Reading Activities1 Listening to text.

2 Reading aloud. Repetition in groups or paired activity.

3 Teacher leads through passage asking for words and expressions already taught, groups of words taught in this unit and words they could guess at because of their similarity to English (cognates).

4 This should then be followed by teacher leading pupils through passages to enable comprehension and pointing pupils to glossary where necessary.

5 Points for Knowing about Language should then be made and memories refreshed about selected structures before the pupils do...

Consolidation Activity6 …the comprehension questions.


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Lesson 3

Le Jour de l’An (part 1)

Aujourd’hui, c’est le premier janvier. On appelle ce jour de fête “le Jour de l’An”. Il fait froid. Il est trois heures de l’après-midi. La famille Lebris arrive chez les parents de Monsieur Lebris, les grands-parents de Marion et Thomas. Les enfants appellent la grand-mère “Mamie” (en fait, elle s’appelle Hélène) et le grand-père “Papi” (il s’appelle René). Mamie a soixante-huit ans et Papi a bientôt soixante-dix ans (le trente et un janvier).

“Bonne Année Mamie!”. “ Bonne Santé Papi!”. “Bonne Année tout le monde!” Toute la famille s’embrasse. “Entrez vite, il fait froid”. “Ça va?”

Glossary

un jour de fête a celebration day

le Jour de l’An New Year’s Day

en fait in fact

bientôt soon

Bonne Année! Happy New Year!

tout le monde everyone

s’embrasse kisses

chez at someone’s house

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Learning Activity: Reading


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Lesson 3 Consolidation Activity: Comprehension Questions A

1 What is the date of this holiday?

2 What do we call this day in Scotland?

3 They talk about the weather in the passage. What do they say the weather is like?

a) it is very foggy. b) the weather is cold.

4 Who do Marion and Thomas go to visit?

5 Who do they call ‘Mamie’?

6 Who do they call ‘Papi’?

7 Write out the sentences which are correct.

Write out correctly the statements which are incorrect.

Their Grannie’s name is René.

The family kiss each other.

Grannie is 68 years old.

Grandpa is nearly 70 years old.

Grannie’s birthday is the 31st January.

8 What is the French for ‘Come in quickly’?


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Lesson 3 Consolidation Activity: Comprehension Questions A – Answers: Part 1

1 It is the 1st of January.

2 We call this ‘New Year’s Day’ in Scotland.

3 The weather is cold.

4 Marion and Thomas go to visit their grandparents.

5 They call their grandmother ‘Mamie’.

6 They call their grandfather ‘Papi’.

7 Correct Statements Corrected Statements

The family kiss each other. Their Grannie’s name is Hélène.

Grannie is 68 years old. Grandpa’s birthday is the 31st January.

Grandpa is nearly 70 years old.

8 Entrez vite.


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Lesson 3 Learning Activity: Reading

Le Jour de l’An (part 2)

C’est la tradition en France: on donne une carte pour la Nouvelle Année et les enfants ont un petit cadeau pour les grands-parents.“Voilà Mamie, c’est pour toi.”“Qu’est-ce que c’est? Oh, des marrons glacés. J’adore ça. Merci mes chéris.”“Et voilà pour toi Papi. Ouvre vite.”“Un livre sur Paris. Les photos sont superbes. Merci beaucoup.”Les grands-parents ont aussi des cadeaux (des étrennes) pour les petits-enfants.“Nous aussi, on a une petite surprise pour vous. Voilà une enveloppe pour toi Marion. Et voilà pour toi Thomas”.“Vingt euros!”.“Moi aussi vingt euros!”. “Merci Mamie, merci Papi.”Toute la famille s’embrasse encore une fois.

Glossary

un cadeau present

les petits-enfants grandchildren

des marrons chestnuts

vous ‘you’

(when talking to more than one person)

la Nouvelle Année New Year

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Lesson 3 Consolidation Activity: Comprehension Questions B

1 What two things do people in France exchange at New Year?

2 The children give chestnuts to their Grandmother as a New Year gift. What comment does she make? (in English)

3 What do they give their Grandfather?

4 Which word, in French, does Grandpa use to say that the photos are wonderful?

5 The grandparents have a little surprise for their two grandchildren. What is it?

6 The family kiss each other. Which 3-word expression is used in French to say ‘once again’?


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Lesson 3 Consolidation Activity: Comprehension Questions B – Answers: Part 2

1 People in France exchange cards and little gifts at New Year.

2 She says that she loves chestnuts.

3 They give their grandfather a book about Paris.

4 He uses the word ‘superbes’.

5 The grandparents have a little surprise for their two grandchildren. It is an envelope each, with 20 euros for each of the grandchildren.

6 The family kiss each other again. They use the expression ‘encore une fois’.


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Lesson 4AimTo be familiar with countries both in Europe and in the wider world and how to say that specific people live in these countries. (Use of en, au and aux)

StarterBrainstorm in ENGLISH based on which European countries pupils already know and whether they can remember any in French. (They should know France, Écosse, Portugal and Espagne.)

Learning Activity APresentation of certain countries in Europe using a large wall map or the interactive ‘La carte d’Europe A’ provided with this lesson.

Learning Activity BAdding certain other countries in the world. Map of Europe should have country name cards and people name cards stuck on them as follows:

Scotland Écosse Hamish

Ireland Irlande Orla

France France Pierre

Spain Espagne Juan

Italy Italie Sofia

England Angleterre Rose

Portugal Portugal Ana

Wales Pays de Galles Owen

Teacher makes and displays these statements using the cards provided in this lesson. Pupils can repeat/read out the statements displayed.

• Hamish habite en Écosse • Orla habite en Irlande

• Pierre habite en France • Juan habite en Espagne

• Sofia habite en Italie • Rose habite en Angleterre

• Ana habite au Portugal • Owen habite au Pays de Galles

Alternatively, use La carte d’Europe B and follow the same procedure as with the map and cards.

Teacher points out difference between masculine and feminine countries:

Exploitation A1 Teacher asks e.g. Pierre, il habite où? Answer Il habite en France

2 Or it can be done as a Vrai ou Faux? Exercise.

3 This can be followed by mix and match practice with name cards and map.


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Lesson 4 continued...Consolidation ActivityGap fill activity: complete sentences with en/au depending on gender of country mentioned.

Exploitation BStep 1 Introduce India, Pakistan, China, USA.

Step 2 Introduce people, e.g.

Jamil habite en Inde.

Wei habite en Chine.

Zara habite au Pakistan.

Gina habite aux États-Unis.

Teacher should point out that États-Unis is masculine plural and that au changes to aux.

Step 3 Further practice with countries and name cards.

FinisherWord Card speaking/reading activity.


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Teacher has two sets of cards:

1 Name cards.

2 Names of countries.

Pupil chooses one from each pile and creates a sentence.

Je m’appelle _______ et j’habite {en _____. au

Class then says:

Il/Elle s’appelle ____ et il/elle habite {en _____. au

N.B. Only singular countries are used in this activity (i.e. omit États-Unis)

{

Lesson 4 Finisher


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habite en

Lesson 5AimTo learn adjectives of nationality (agreements).

StarterMix up name cards and country cards from Lesson 4 to practise ‘Vrai

ou Faux’.

Teacher gives other examples:

‘Où habite Sofia?’ or ’Sofia habite en Italie (maintenant)?’

Learning ActivityUse interactive map activities or traditional wallcharts. Map of

countries in Europe and with male/female names on (these names

should definitely demonstrate nationality (e.g. Pierre - France).

Begin with familiar countries in Europe, so…

Hamish Écosse. Il est écossais.

Fiona Écosse. Elle est écossaise.


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• Talk about difference in sound and show word cards

écossais. and écossaise.

• Ask pupils if they can work out why there is a difference?

• Now teacher does the same with other names, countries and nationalities using:

This can be further exploited with wordcards for other countries and nationalities as necessary, word cards of masculine/feminine names available with Lesson 4.

The word for ‘in’ with countries.‘en’ for feminine countries en Écosse, en Angleterre, etc.

‘au’ for masculine countries au Portugal, au Pakistan, au Pays de Galles.

‘aux’ for the plural country aux États-Unis.

Consolidation ActivityListening activity with visual support based on nationality, adjectives

of nationality and how to say someone lives in a particular country.

In addition, blank flags could be provided by teacher if he/she wants

the pupils to colour them in.

FinisherTeacher should have an assortment of flags or images of them.

Teacher holds up flag and says: C’est le drapeau français?

Response: Oui, c’est le drapeau français or Non, c’est le drapeau italien.

auhabite

en Il est

Elle est


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Lesson 6 Salut!

Ça va? Voici une photo de ma famille: mes parents, mes

grands-parents, mon oncle et ma cousine. J’habite à Bordeaux

avec mes parents. Mon père s’appelle Jorge. Il a quarante

ans. Il n’est pas français. Il est portugais. Ma mère s’appelle

Françoise. Elle a trente-huit ans. Elle est française.

Mon oncle s’appelle José Luis. Il a quarante-deux ans et il est

portugais aussi. Il est divorcé et il habite aux États-Unis, à New

York. Il a une fille Marta. C’est ma cousine. Marta a quinze

ans et, le soir, elle adore faire du basket. Elle est fanatique de

sport.

Parle-moi de ta famille. À bientôt.

Nuria

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Nuria has written a letter to a friend, in which she describes a photo of her family which she has also sent.

Learning Activity


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Lesson 6 Consolidation Activity: Comprehension Questions

A Choose the correct word from the options.

1 Her father/grandfather/grandmother is called Jorge. 2 Her mother is Portuguese/French/Spanish. 3 Her mother is 48/36/38. 4 Her uncle lives in Spain/France/USA and is French/Spanish/Portuguese. 5 Marta is her cousin/aunt/friend and is fanatical about sport/music/reading.

B True/false. Only three of the following sentences are correct. Which are they?

1 Nuria’s father is French. 2 Her mother is called Françoise. 3 Her uncle is 30 years old. 4 Her uncle is divorced. 5 Marta is Nuria’s cousin.

C Answer the questions:

1 Which member of her family is French? Mother/father/cousin. 2 How old is her father? 52/42/40. 3 Who lives in the USA?


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A

1 father

2 French

3 38

4 USA/Portuguese

5 cousin/sport

B

1 false

2 true

3 false

4 true

5 true

C

1 mother

2 40

3 Nuria

Lesson 6 Consolidation Activity: Comprehension Answers


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Lesson 7 Writing Frame 1 – Level D

This is what you should be able to write after your teacher has prepared the email with you, using the writing frame.

1 Greetings.

2 Draw attention to a photo.

3 Give someone else’s name.

4 Give someone else’s age.

5 Give someone’s nationality.

6 Say where you and others live.




10 Give specific information about this person.

11 Give more information about where this person lives.

12 Add who this person lives with.

13 Say what this person loves doing.

14 End your email.


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Lesson 7 Writing Frame 2 – Level C

This is what you should be able to write after your teacher has prepared the email with you, using the writing frame.

1 Greetings.

2 Draw attention to a photo.



5 Say where someone lives.



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Lesson 8AimPupils do a paired speaking activity based on members of the family.

StarterAction game. Revision of Unit 10.

• Teacher says a country/nationality or family member.

• Pupils clap for family member.

• Pupils stand for a nationality.

• Pupils wave hands for a country

Learning ActivitySpeaking Frame.

Pupils do a paired speaking activity with the support of a

speaking frame.

Consolidation ActivityPupils do a paired speaking activity with the support removed.

FinisherCrossword.


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Lesson 8 Finisher – Crossword clues

Across1 England.

6 Uncle.

9 __ mère = your mother.

10 He.

13 Her name is/she is called.

15 __ parents = his parents.

16 Spain.

18 Pakistan.

19 English for ‘tante’.

21 Tu __ écossais? = are you Scottish?

22 j’ai dix ___ (age).

23 __ Écosse = in Scotland.

24 Ireland.

27 You.

28 A Portuguese girl’s name.

32 A/one.

33 __ Portugal = in Portugal.

34 + 32 down = USA.

36 Sweden - La Suède.

39 __ France = in France.

40 ___ Inde = in India.

41 Sisters.

42 __ Paris = in Paris.

Down2 Pays de ______ = Wales.

3 Scottish (masc.).

4 __ Irlande = in Ireland.

5 and.

7 cousin (female).

8 Scotland.

10 He.

11 I.

12 Father.

13 __ Espagne = in Spain.

14 The parents.

17 Ils s’_______ = they are called.

20 __ soeur = your sister.

21 il __ = he is.

24 He.

25 ___ famille = the family.

26 No.

29 India.

30 __ grand-mère = my grandmother

31 Où ___-tu? = Where are you?

32 (See 34 across).

35 __ père = your father.

37 ___ Italie = in Italy.

38 __ cousin = the cousin.


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Pupil LanguageNouns-family members mon père/papa my father/dadma mère/maman my mother/mummon frère my brotherma soeur my sistermon grand-père/papi my grandfather/grandpama grand-mère/mamie my grandmother/granmon cousin my cousin (boy) ma cousine my cousin (girl) ma tante my auntmon oncle my unclemes parents my parentsma famille my familymon copain my pal (boy)ma copine my pal (girl)

Structures Il s’appelle He is calledElle s’appelle She is calledIls s’appellent They are called (a group of boys or a mixed group of boys and girls)Elles s’appellent They are called (group of girls)Il a douze ans He is 12 years oldElle a dix ans She is 10 years old

J’habite en Écosse I live in Scotland.J’habite au Portugal I live in Portugal.J’habite aux États-Unis I live in the USA.Ils habitent en France They live in France.Elles habitent au Canada They live in Canada.Je suis écossais/écossaise I am Scottish. (masc./fem.)Il est écossais He is Scottish.Elle est écossaise She is Scottish.

QuestionsComment il s’appelle?

Il s’appelle comment? What is his name?

Elle s’appelle comment? What is her name?

Ils s’appellent comment? What are their names? (masc./ mixed group)

Elles s’appellent comment? What are their names? (fem.)

Tu es écossais(e)? Are you Scottish?

Oui, je suis écossais(e). Yes, I’m Scottish.

Tu as des frères ou des soeurs? Do you have any brothers or sisters?

Oui, j’ai un frère et deux soeurs. Yes, I have one brother and two sisters.


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Pupil Language Continued

Country Country Nationality (m.) Nationality (f.)l’Écosse (f.) Scotland écossais écossaisel’Angleterre (f.) England anglais anglaisel’Irlande (f.) Ireland irlandais irlandaisela France (f.) France français françaisela Chine (f.) China chinois chinoisel’Espagne (f.) Spain espagnol espagnolel’Italie (f.) Italy italien italiennel’Inde (f.) India indien indiennel’Australie (f.) Australia australien australiennele Canada (m) Canada canadien canadiennele Pays de Galles (m.) Wales gallois galloisele Portugal (m.) Portugal portugais portugaisele Pakistan (m.) Pakistan pakistanais pakistanaiseles États-Unis (m.pl.) United States américain américaine


me


113

ma ma ma

ma ma ma

ma ma ma


me


114

ta ta ta

ta ta ta

ta ta ta


me


115

mon mon mon

mon mon mon

mon mon mon


me


116

ton ton ton

ton ton ton

ton ton ton


me


117

mes mes mes

mes mes mes

mes mes mes


me


118

tes tes tes

tes tes tes

tes tes tes


me


119

père frère

grand-père

oncle cousin


me


120

mère soeur

grand-mère

tante cousine


me


121

s

s

s

s

s

s

s

s

s

s

s

s

s

s

s

s

s

s

LEVEL D - LT Scotland€¦ · Teacher gives background on Christmas/New Year in France (information...

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Transcript of LEVEL D - LT Scotland€¦ · Teacher gives background on Christmas/New Year in France (information...