French-Unit-9-Leisure-Time-and-Hobbies.pdf - Glow Blogs

Glasgow 5-14 Modern Languages Program

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UNIT 9 LEVEL D FRENCH

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Starter‘j’aime/je n’aime pas/j’adore/je déteste’ with food and drink from Unit 8.

Learning Activity Introduce leisure activities with j’aime/je n’aime pas/je déteste + le

foot, etc. j’ aime… mais je préfère…

Consolidation ActivityWriting activities based on likes/dislikes + a hobby.

FinisherLe sac magique.

StarterRevision of sports activities from Lesson 1, using flashcards/wordcards.

Learning ActivityIntroduce leisure activities using faire (du/de la/de l’). Board

presentation with figures, speech bubbles and recorded text.

Consolidation Activities Reading activity. Exercise on du/de la/de l’. Match-up to graphics.

FinisherSong Qu’est-ce que tu fais?

Lesson 2 AimTo extend leisure activities with the use of the verb faire in the first person of the verb, i.e. je fais.

Lesson 1 AimRecognition of leisure activities (with definite article) and to enable pupils to express what they like/dislike/prefer.


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StarterRevise Tu aimes faire + sports? with flashcards activities/mimes.

Learning ActivityRevision of commands. Pointing out resemblance between plural

commands and infinitive, same sound different spelling. Teaching

J’ aime écouter de la musique/j’ aime jouer sur l’ordinateur/j’ aime lire

un livre/j’aime regarder la télé. Practise new language.

Consolidation ActivitySpeaking activity. Guessing game. Pupils draw two activities and

draw them. Partner has to find out which activities they are by asking

questions, e.g. Tu aimes lire un livre? etc.

FinisherWriting favourite leisure activity (not sport) and drawing it.

StarterRevision of flashcards and wordcards of leisure activities introduced in

Lesson 3 (wall pelmanism).

N.B. Two sets of words and pictures required.

Learning ActivityIntroduction of four leisure activities using the 1st person (je) of the

verbs regarder, lire, écouter and jouer.

Consolidation ActivitySpeaking Activity in the form of a frame, bringing together leisure

activities and sports using the je and the tu forms.

FinisherPairs of pupils demonstrate their conversation to others.

Lesson 4 AimTo extend leisure activities using four verbs in the 1st person of the verb, i.e je regarde la télé.

Lesson 3 AimTo increase knowledge base with four verbs describing leisure activities.


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StarterRevise days of the week.

Learning ActivitySpeech bubbles and recorded text. Teaching of il fait and elle fait.

Linking leisure activities with days of the week.

Consolidation ActivitySentence building using word cards and demonstrating comprehension.

FinisherClass survey of hobbies.

StarterRevision of sentence building, using wordcards. Linking leisure

activities with days of the week.

Learning ActivityReading text A with comprehension questions in English. Reading Text

B is optional.

Consolidation ActivityComprehension questions.

FinisherChanson (optional).

Lesson 6 AimTo develop reading skills in both understanding of text and reading aloud.

Lesson 5 AimTo introduce 3rd person of the verb faire (il/elle) linked to leisure activities and to link leisure activities to the days of the week.


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StarterRevise either/both songs from previous lessons.

Learning ActivityReading leading on to writing. Reading a text and working with the

language which will serve as a model for the writing activity in Lesson 8.

Consolidation ActivityWriting answers to comprehension questions.

FinisherSelf-assessment: pupil use answers to evaluate how successfully they

carried out the task.

Learning ActivityIntroduction of a Writing Frame 1 to encourage extended writing at

Level D. Writing Frame 2 at Level C is also included.

Consolidation ActivityWriting Frame: Final Copy.

FinisherSentence building game with flashcards and wordcards.

Lesson 8 AimTo write a personal response to an email.

Lesson 7 AimTo enable pupils to access and understand the text of a letter with a view to writing a response.


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Teachers’ NotesTimingsThis Unit consists of eight lessons.

Materials/Resources which should be availableRelevant visuals and corresponding word-cards.

Presentation Board, figures, speech bubbles.

‘Vrai’/Faux’ cards or jotter pages with same.

Word cards/figure cards for numbers.

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 Language(in addition to Pupils’ Language listed at end of Unit)

viens ici come here

ferme les yeux close your eyes

touche touch

choisis un objet choose an object

ouvre les yeux open your eyes

vrai true

faux false

regardez look at

on va chanter we’re going to sing

une chanson a song

choisis une carte choose a card

je cherche un(e) volontaire I would like a volunteer


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• Use of definite article (le/la/l’) with leisure activities, e.g. j’aime le basket… je déteste la gymnastique… je préfère l’équitation

• Use of infinitive with some leisure activities, e.g. j’aime écouter de la musique… je déteste regarder la télé…

• Use of verb ‘faire’ Some of the leisure activities introduced in this Unit use the verb

‘faire’ + du/de la/de l’ + noun: qu’est-ce que tu fais après l’école? je fais du foot tu fais il fait du vélo elle fait de la danse classique elle fait de l’équitation

du is used with masculine nouns (le foot, le basket, le roller, le vélo) de la is used with feminine nouns (la danse, la natation) de l’ is used with a noun, masculine, feminine, starting with a vowel

(l’escalade/l’équitation) or a vowel sound (l’haltérophilie) des is used with plurals (les claquettes, les promenades)

N.B.

j’écoute il écoute je regarde il regarde je joue il joue je lis but il lit

• Use of ‘le’ with days of the week when you want to say ‘on Saturdays’, etc. (Le samedi)

Knowing about Language

de + le = du

de + la = de la

de + l’ = de l’


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Lesson 1AimIntroduce and recognise leisure activities (with definite article) to enable pupils to express what they like/dislike/prefer.

StarterRevise ‘j’aime/je n’aime pas/j’adore/je déteste’ with Baron family

visuals, food items from Unit 8 and symbols (hearts, etc.).

For example

M Baron/croque-monsieur/one heart Teacher says ‘M Baron déteste les

croque-monsieur…vrai ou faux?’

Pupils answer/display ‘Faux’.

N.B. Pupils have not yet been exposed to 3rd person singular of -er

verbs but for the moment they will only hear it and these parts of the

verb sound exactly the same (and in fact are spelt exactly the same) as

the first person singular, the ‘je’ part.

Learning Activity(a) 1 Introduce flashcards: le foot, le basket, le roller, la danse, etc.

2 Pupils listen and repeat.

3 Exploit with different strategies, e.g. true/false, qu’est-ce qu’il manque?, etc.

4 Introduce word cards to match picture flashcards.

5 Exploit with various matching activities: wall pelmanism/ trouvez votre partenaire.

(b) 1 Introduce and practise use of ‘J’aime…mais je préfère…

Consolidation ActivityReading and writing activities.

FinisherLe sac magique. Sports and hobbies.

Part A taking out one object and simply saying what the hobby is and whether or not you like it, for example, mini football = j’aime/j’adore/je n’aime pas/je déteste le foot.

Part B taking out two items and saying that you like the first hobby but prefer the second hobby, for example, swimming goggles + bicycle pump = j’aime la natation mais je préfère le vélo.


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3Vrai


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8Faux


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Lesson 2AimTo extend leisure activities using the verb faire in the first person of the verb, i.e. je fais.

StarterRevision of flashcards and wordcards of leisure activities introduced in

Lesson 1 (wall pelmanism).

N.B. A set of words and pictures required.

Learning Activity1 Introducing some leisure activities using faire.

2 Board presentation with recorded text of Nuria, a Portuguese girl who has recently moved to Bordeaux, talking to the Baron children about what they do after school.

Recorded Text - Part 1 (de + le = du)Nuria: Tom, qu’est-ce que tu fais après l’école?

Tom: Je fais du basket et… euh, je fais du roller.

Martin: …et moi, je fais du foot.

Nuria: Pauline, qu’est-ce que tu fais après l’école?

Pauline: Moi, je fais du vélo.

Nuria: …et toi Elise, qu’est-ce que tu fais après l’école?

Elise: Je fais de la danse classique… et je fais de la gymnastique.

Nuria: Qu’est-ce que tu fais après l’école, Martin?

Martin: Je fais de la natation.

Tom: Et moi, je fais de l’équitation.

3 Point out that l’équitation is a feminine noun and that de+ l’ remains

the same.

4 The conversation should be listened to (as often as necessary) in

conjunction with the figures, speech bubbles and graphics being

placed on presentation board.

5 Board should be set up with the following visuals/speech bubbles: Tom + basketball net/roller blader/horserider. Élise + ballet dancer/gymnastics graphic.

Pauline + cyclist, Martin + footballer/swimmer.

6 Extensive practice/repetition can then be done in the following ways:

1 With speech bubbles and graphics still on board:

Taking the figures one at a time, ask the pupils to pretend they

are, e.g. Tom.

Teacher asks the question ‘Tom, qu’est-ce que tu fais après

l’école?’ and pupils answer ‘Je fais du basket/je fais du roller’.

Repeat this with other figures.

Pupils can then practise the question ‘Name, qu’est-ce que tu

fais après l’école?’ It is important to use the name so that pupils

know the answer.

2 With graphics removed.

3 With speech bubbles removed and graphics re-instated.


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Lesson 2 continued... 4 With both speech bubbles and graphics removed.

The next step is to look at the word cards from Lesson 1 and to

put them into their groups – either masculine or feminine. An

explanation of masculine and feminine words will be necessary

here l’équitation (f) and l’ordinateur (m).

Having established that pupils are aware of the le, la, l’ and the

gender issue, an explanation can be given why, after je fais, le

becomes du, la becomes de la and l’ becomes de l’.

Consolidation Activity1a Grouping Exercise.

1b Exercise based on du, de la and de l’.

2 Reading activity. Matching sentences to graphics. Choose a

sentence from the circle to match each picture.

Finisher Song Qu’est-ce que tu fais?


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Lesson 2: Wall Presentation

Je fais du golf.Je fais de la danse.

Je fais de l’athlétisme.Je fais de l’équitation.


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Remember! You need to know whether a noun with l’ at the beginning is masculine or feminine.

Lesson 2 Consolidation Activity 1a - Grouping Exercise

Put the following sports/hobbies into their correct ‘group’.

Into which group do they fall?

le basket la gymnastique

le vélo la natation

le foot la danse

la télé l’équitation

le yoga le roller

Feminine la or l’ words

Masculine le or l’ words


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Lesson 2 Consolidation Activity 1a - Grouping Exercise - Answers

Into which group do they fall?

le basket la gymnastique

le vélo la natation

le foot la danse

le roller l’équitation

le yoga la télé

Feminine la or l’ words

la gymnastique

la natation

la danse

l’équitation

la télé

Masculine le or l’ word

le basket

le vélo

le foot

le roller

le yoga


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Lesson 3AimTo increase knowledge base with verbs describing leisure activities.

Materials which should be availableFlashcards and wordcards. CD player.

StarterQu’est-ce que tu aimes? Using flashcards/wordcards as prompts for

pupils’ answers (Optional).

Learning Activity1 Revise the commands.

2 Introduce regarder la télé/écouter de la musique with flashcards/wordcards.

3 Draw attention to écoutez! = listen! whereas écouter = to listen.

4 Explain French people use the words “I like to listen to music” to say they like listening to music and see if you can elicit the French for it.

5 Display J’aime écouter de la musique.

6 Repeat with regarder la télé. Introduce faire du sport, jouer sur

l’ordinateur, lire un livre, with mimes or flashcards.

7 Using prompt card “Tu aimes?” from lesson 1 (page 12) and one of

the four flashcards of activities introduced in this lesson, teacher asks

round the class, for example:

Tu aimes écouter de la musique?

At first display possible answers:

Oui, j’aime/j’adore écouter de la musique.

Non, je n’aime pas/je déteste écouter de la musique.

8 Then widen to ‘Qu’est-ce que tu aimes faire?’

J’aime lire/écouter de la musique/regarder la télé/jouer sur l’ordinateur/faire du sport.

Consolidation Activity 1- ListeningNuria asks her friends what they like doing. Listen to their conversation

and fill in the grid.

Nuria: Élise, tu aimes regarder la télévision?

Élise: Non, je n’aime pas regarder la télé.

Nuria: Qu’est-ce que tu aimes faire?

Élise: J’aime faire du sport et j’adore écouter de la musique.

Nuria: Et toi Martin, qu’est-ce que tu aimes faire?

Martin: Non, je n’aime pas regarder la télé.

Nuria: Tu aimes lire un livre?

Martin: Non, je déteste lire.


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Lesson 3 continued...Nuria: Tom. Tu aimes lire?

Tom: Oui, j’adore lire les magazines de foot. J’aime aussi jouer

sur l’ordinateur.

Nuria: Tu aimes jouer sur l’ordinateur, Pauline?

Pauline: Je déteste jouer sur l’ordinateur. Moi, je préfère regarder

la télé!

Consolidation Activity 2 - SpeakingIn pairs pupils select two out of the five activities presented. They draw

a symbol or write them in their jotter.

In turn the pupils try to find out their partners’ choice of activities

suggesting ”Tu aimes lire un livre?”

The answer can be ”Oui, j’aime … + verb...

or

”Non, je n’aime pas … + verb...”

The first to guess the two activities, matching the symbols in their

partner’s jotter, wins.

Finisher - WritingDraw your favourite leisure activity out of the four presented and label it in French writing that you like doing that activity.


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Lesson 4AimTo extend leisure activities using four verbs in the first person of the verb, i.e. je regarde la télé...

StarterRevision of flashcards and wordcards of leisure activities introduced in Lesson 3 (wall pelmanism). N.B. Two sets of words and pictures required.

Learning Activity1 Introducing four leisure activities using the first person je of the

verbs regarder, lire, écouter and jouer.

2 Listening with board presentation. Nuria is asking Élise, Tom, Martin and Pauline what they do after school other than sports.

Recorded Text Nuria: Tom, qu’est-ce que tu fais après l’école?

Tom: Je joue sur l’ordinateur.

Martin: …et moi, je lis un livre.

Nuria: Pauline, qu’est-ce que tu fais après l’école?

Pauline: Moi, je regarde la télé.

Nuria: …et toi Elise, qu’est-ce que tu fais après l’école?

Elise: J’écoute de la musique.

3 The conversation should be listened to (as often as necessary) in conjunction with the figures, speech bubbles and graphics. Practice/repetition can then be done in the following ways:

4 Board should be set up with the following characters, speech bubbles and graphics: Tom + computer/Elise + music/Pauline + TV/Martin + reading.

5 Practice/repetition can then be done in the following ways:

a With speech bubbles and graphics still on board: Taking the figures one at a time, ask the pupils to pretend they are, e.g. Tom.

Teacher asks the question ‘Tom, qu’est-ce que tu fais après l’école?’ and pupils answer Je joue sur l’ordinateur, etc.

b With graphics removed.

c With speech bubbles removed and graphics re-instated.

d With both speech bubbles and graphics removed.

Consolidation ActivitySpeaking Activity in the form of a frame, bringing together leisure activities and sports using the je and the tu forms.

This activity can be done in pairs. Partner 1 has been given all the language he/she needs so, when they have finished the role play, they should change partners and repeat the exercise.

FinisherPairs of pupils demonstrate their conversation to others.


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Lesson 5

StarterRevise the days of the week.

Learning ActivityRecorded TextElise: Moi, le lundi je fais de la danse et le mercredi je fais de la natation

avec mon petit frère Martin.

Le week-end Martin fait aussi du roller ou il fait du foot dans le parc

avec Papa.

Le dimanche Tom fait du foot et du basket. Ma petite soeur Pauline,

elle fait du vélo après l’école…et le week-end elle regarde le match

de basket avec moi. Et Maman?

Elle écoute de la musique classique, elle lit … et le mercredi elle fait

du yoga.

1. The presentation should be done several times.

AimTo link leisure activities to days of the week/ weekend and introduce third person singular of the verb faire (il/elle fait…).

2. The text should be thoroughly examined for comprehension. This can be practised in ways similar to the learning activity in Lesson 2.

3. Teacher should point out that écoute/regarde/joue have the same spelling in both the ‘je’ form and the il/elle form. However je lis becomes il lit or elle lit, je fais becomes il or elle fait.

4. Pupils listen to Elise again and place the correct characters on the board/wall with the matching graphics, i.e.

Elise: dancing/swimming

Martin: roller blading/football/swimming

Tom: football/basketball

Pauline: cycling

Mum: listening to music/yoga/reading

Dad: football

5. Now the teacher exploits the display that has just been created by asking questions about the different members of the family. The question will be for example Tom, qu’est-ce qu’il fait? The answer will be Il fait du foot.

6. The question will be for example Pauline, qu’est-ce qu’elle fait? The answer will be Elle fait du vélo.

7. The recorded text should be listened to again, but this time the days of the week should be added to the board presentation as they are heard.

The question this time will be ‘Tom, qu’est-ce qu’il fait le mardi?’ and the answer ‘Le mardi il fait du foot’ OR ‘il fait du foot le mardi’.

8. Then the word cards can be put up as a sentence.

N.B. The word cards have been printed without capital letters at the beginning because the sentences can begin with either the day of the week or the activity so, Le vendredi il fait du basket OR Il fait du basket le vendredi.


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Lesson 5 continued...Consolidation ActivitySentence building using word cards. Demonstrating comprehension of same. Writing Activity.

FinisherClass survey on leisure activities. Of the ones the pupils have learned so far, which is the most popular?

Teacher can ask: ‘Qui fait du foot? Levez la main!’

‘Qui joue sur l’ordinateur?’

‘Qui lit?’

‘Qui fait de la danse?’ etc.

Then ‘Comptez avec moi! Un, deux…’ etc.

A bar chart could be drawn up with the activity words as headings.


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il fait du vélo

il fait du roller

il fait du foot%


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il fait du basket

elle fait de la danse

il fait de la natation%


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il écoute de la musique

il fait du foot

il fait du foot%


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elle fait de la natation

il fait du yoga

il fait du vélo%


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elle regarde le match

elle lit

elle regarde le match%


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le lundi le mardi

le mercredi

le mercredi%


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le mercredi

le vendredi

le jeudi le samedi%


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le dimanche

le dimanche

le week-end%


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le week-end

le week-end

le week-end%


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le week-end

le week-end

après l’école%


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1 Le lundi elle fait de la danse. On Mondays she goes to dancing.

2 Le jeudi il fait de la natation. On Thursdays he goes swimming.

3 Le samedi elle écoute de la musique. On Saturdays she listens to music.

4 Le mercredi elle fait du vélo. On Wednesdays she goes cycling.

5 Le vendredi il fait du basket. On Fridays he plays basketball.

6 Le mardi il fait du roller. On Tuesdays he goes roller blading.

Lesson 5 Answers


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Lesson 6AimTo develop reading skills in both comprehension of text and reading aloud. Reading interesting texts for pleasure.

StarterUsing a set of the family figures, a set of leisure activity visuals and

a set of days of the week cards, pupil chooses one from each pile

and compiles a sentence, e.g.

Tom/listening to music/vendredi

OR

Le vendredi Tom écoute de la musique.

Learning ActivityReading Text A with comprehension questions in English will become

an integral part of each unit from now on. Follow the Strategies for

Reading Activities below. Reading Text B is optional. It can be done in

place of Reading Text A or at a later date.

Consolidation Activity Comprehension Questions on text.

Strategies for Reading activities• Listening to text.

• Reading aloud. Repetition in groups or paired activity.

• 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).

• This should then be followed by teacher leading pupils through

passages to enable comprehension and pointing pupils to glossary

where necessary.

• Points for Knowing about Language should then be made and

memories refreshed about selected structures before the pupils

do… the comprehension questions

Finisher• Chanson from Lesson 2 with revised lyrics..


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Lesson 6 Reading Text A: Ma famille... et les sports

Moi, mon sport préféré, c’est le squash. Je fais du squash avec mon père et mon grand frère. J’aime beaucoup le foot aussi. Le mercredi, je fais du foot avec l’équipe de l’école et le week-end avec mes copains, Rachid et Théo.

Quels sports je n’aime pas? Je déteste la gymnastique et je n’aime pas beaucoup le ski.

Ma mère adore la natation (elle fait de la natation trois fois par semaine, le mardi, le jeudi et le samedi) et ma soeur fait du karaté et du tennis au collège.

(Clément, 10 ans)

Glossary

mon sport préféré my favourite sport

beaucoup a lot/very much

l’équipe (f ) the team

aussi also

trois fois par semaine three times a week

mon père my father

ma mère my mother

ma soeur my sister

mon grand frère my big brother

3

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A Choose which of the following statements are true.

Clément’s favourite sport is football

He plays football on Tuesdays

He really likes skiing

His mum swims three days a week

His sister plays tennis at school

B Which team does Clément play in at school?

C Which words in the middle paragraph tells us that Clément does not really like skiing?

D Find the odd-man out and explain why:

E Here are some of the things Clément says about his and his family’s leisure activities BUT the activity he is talking about is missing. Complete the sentences with the correct words from the word bank.

1 Je fais __ ______ avec mon père et mon frère.

2 Ma soeur fait __ ______ au collège.

3 Ma mère fait __ __ _________.

4 Je déteste __ ________.

5 Je n’aime pas ___ _____.

Word Bank

de la natation du squash

la gymnastique le ski

du karaté

le mardi le mercredi le samedi

le jeudi le ski

Lesson 6 Comprehension Questions A


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Lesson 6 Comprehension Questions A - Answers

A True He plays squash with his Dad and older brother. His Mum swims three days a week. His sister plays tennis at school.

False Clément’s favourite sport is football. He plays football on Tuesdays. He really likes skiing.

B Football.

C Je n’aime pas beaucoup le ski.

D le ski is the odd-man-out – all the others are days of the week.

E 1 Je fais du squash avec mon père et mon frère. 2 Ma soeur fait du karaté (or du tennis) au collège. 3 Ma mère fait de la natation. 4 Je déteste la gymnastique. 5 Je n’aime pas le ski.


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Lesson 6

Moi, le samedi ou le dimanche, j’aime beaucoup aller au cinéma. Je ne suis pas très sportive: le mercredi après-midi, je fais du sport au collège mais c’est tout. J’écoute de la musique et j’adore aller à des concerts avec mes copines, Léa et Marion.

Lire? Oui, j’aime bien lire. En ce moment, je lis un livre très intéressant.

Les jeux vidéo? Non, ça ne m’intéresse pas beaucoup mais Antoine, mon petit frère, adore ça. Il déteste lire: il préfère jouer deux heures par jour sur l’ordinateur ou sur sa console de jeux!

(Julie, 11 ans)

Glossary

beaucoup a lot, very much

aller to go

Je ne suis pas I am not

après-midi afternoon

la lecture reading

copines female friends

intéressant interesting

Ça ne m’intéresse pas beaucoup

I’m not very interested in that

deux heures par jour two hours a day

3

6

Reading Text B(Optional)


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Lesson 6 Comprehension Questions B

A Choose the correct word/phrase to complete each sentence.

1 On Saturdays and Sundays Julie likes to .

2 Julie does sport at school on .

3 Julie loves going to with her friends.

4 Julie reading.

5 Antoine is her brother.

6 Antoine is interested in .

go to the cinema go to the sports centre

Tuesday afternoons Wednesday afternoons

discos concerts

likes does not like

big little

video games reading


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Lesson 6 Comprehension Questions B: Answers

A.

1 On Saturdays and Sundays Julie likes to go to the cinema.

2 Julie does sport at school on Wednesday afternoons.

3 Julie loves going to concerts with her friends.

4 Julie likes reading.

5 Antoine is her little brother.

6 Antoine is interested in video games.

B.

1 Julie adore aller à des concerts.

2 Julie aime bien lire.

3 Julie fait du sport le mercredi.

4 Antoine adore les jeux vidéo.

C.

1 happy

2 sad

3 happy

4 sad

5 sad

D.

1 Mercredi is the odd-man-out – all the others are leisure activities.

E.

1 Julie aime aller au cinéma.

2 Elle préfère aller à des concerts.

Julie aime aller au cinéma mais elle préfère aller à des concerts.


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Lesson 7AimTo enable pupils to access and understand the text of a letter with a view to writing a response.

Strategies for Reading Activities• Listening to text.

• Reading aloud. Repetition in groups or paired activity.

• 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).

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

• Points for Knowing about Language should then be made and

memories refreshed about selected structures.

Consolidation ActivityComprehension questions on text.

FinisherSelf-assessment: pupil use answers to evaluate how successfully

they carried out the task.

StarterRevise either/both of the songs from previous lessons.

Learning ActivityReading a text and working with the language which will, in part, serve

as a model for the Writing Activity in Lesson 8.

Context: Tom’s e-friend Matthieu has sent him an e-mail in which he tells him about his hobbies.

Teachers should work through text of e-mail with pupils, following the suggested strategies, before going on to the writing frame.

Support – visuals and words – should be available, e.g. on the wall/board, etc.


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Lesson 7

A. Complete the blanks.

1 Matthieu plays football with his f n .

2 Matthieu likes d but he prefers r e.

3 He normally goes cycling on S s.

4 Matthieu thinks gymnastics is r b !

B. Read these sentences and write out the three which are true.

1 Matthieu loves football. 4 Matthieu loves gymnastics.

2 He plays football on Tuesdays at school. 5 He likes karate better than judo.

3 He plays volleyball on Wednesdays. 6 He goes cycling with his big sister.

Now rewrite the other ones so that they are correct.

Reading Text leading on to Writing: Comprehension Questions


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Lesson 7

C. Choose the correct answer to these questions.

1 Matthieu plays for the school team. football/volleyball

2 How many times a week does he have gymnastics at school? 1/2/3

3 When and where does he do judo and karate? Sunday, youth club/Saturday, sports centre

4 Where does he go cycling? in the park/in the village

5 What 2 things does Matthieu enjoy doing at home? watching TV/playing his games console/watching videos/reading

D.

1 Can you pick out 2 French phrases that tell you that Matthieu likes volleyball?

2 Can you pick out 2 French phrases that tell you he does not like gymnastics?

Reading Text leading on to Writing: Comprehension Questions


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Lesson 7 Reading Text leading on to Writing: Answers

A.

1 On Saturdays and Sundays Julie likes to go to the cinema.

2 Julie does sport at school on Wednesday afternoons.

3 Julie loves going to concerts with her friends.

4 Julie likes reading.

5 Antoine is her little brother.

6 Antoine is interested in video games.

B.

1 Julie adore aller à des concerts.

2 Julie aime bien lire.

3 Julie fait du sport le mercredi.

4 Antoine adore les jeux vidéo.

C.

1 football

2 twice

3 Saturday, sports centre

4 in the village

5 watching videos/playing his games console

D.

1 J’aime aussi le volley – C’est super!

2 Je n’aime pas la gymnastique – je déteste ça! c’est nul!


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Lesson 8AimTo write an e-mail based on a response to Matthieu’s e-mail.

StarterRevise either/both of the songs from previous lessons (Optional).

Learning Activity Writing arising from text Lesson 7.

Pupils are introduced to the Writing Frame format which will be used

throughout the remainder of the Level D programme.

This writing frame is designed to revise and consolidate vocabulary

and language structures learned in the first six lessons.

Tom’s e-friend Matthieu has sent him an e-mail in which he tells him

about his hobbies.

The children have already read this e-mail and are now going to write

about their leisure activities, using Matthieu‘s e-mail as a model.

Support – visuals and words – should be available, e.g on the wall/

board, etc.

Strategies for developing writing skills• Accessing text as outlined in strategies for enhancing Reading Skills.

• Column 1 pupils recap on what is in the text but a short sentence or phrase at a time.

• Column 2 pupils have help to decide what they want to write. (A choice of options is given other than what is in the text.)

• Column 3 pupils choose what they want to write. This work will then be corrected by teacher.

Pupils redraft as necessary.

Pupils then write their version with only the ‘bullet points‘.

Consolidation ActivityFinal copy.

FinisherLanguage game, using flashcards and wordcards.


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Lesson 8 Writing Frame 1: Level D

You are now going to respond to Matthieu’s e-mail, writing about your leisure activities with only the headings below to help you.

1 Greetings.

2 Saying which sport you love.

3 Saying when you do your favourite sport.

4 Saying what else you like doing in your spare time.

5 Saying how you feel about your favourite sport.

6 Saying what you don’t like doing.

7 Saying one thing you like, but saying you prefer another.

8 Ending your e-mail.


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Lesson 8 Writing Frame 2: Level C

You are now going to respond to Matthieu’s e-mail, writing about your leisure activities with only the headings below to help you.

1 Greetings.

2 Saying what you like doing in your leisure time.

3 Saying how you feel about it.

4 Saying what you don’t like doing.

5 Saying how you feel about it.


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Pupil LanguageLes loisirs Leisure activities J’aime le foot mais je préfère le basketle foot football I like football but I prefer basketball.le basket basketball le volley volleyball Tu aimes regarder la télévision?le roller roller blading Do you like watching television?le yoga yoga jouer sur l’ordinateur playing on the computer?le vélo cycling écouter de la musique? listening to music?le ski skiing lire un livre? reading a book?la danse classique dancing faire du sport? playing/doing a sport?la gymnastique gymnastics la natation swimming Oui, jaime/j’adore Yes, I like/I lovel’équitation horse riding Non, je n’aime pas/je déteste/je préfèreregarder la télévision watching television No, I do not like/I hate/I preferjouer sur l’ordinateur playing on the computer regarder la télévision watching televisionécouter de la musique listening to music jouer sur l’ordinateur playing on the computerlire un livre reading a book écouter de la musique listening to musicfaire du sport playing/doing a sport lire un livre reading a book faire du sport playing/doing a sportLes goûts Likes and dislikes C’est fantastique/extra/formidable It is fantastic/great/terrificTu aimes le yoga? Do you like yoga? C’est nul It is rubbishOui, j’aime le yoga. Yes, I like yoga.Oui, j’adore le yoga. Yes, I love yoga.Non, je n’aime pas No, I do not likeNon, je déteste le yoga. No, I hate yoga.Tu préfères le foot ou le basket? Do you prefer football or basketball?


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Pupil Language Continued

Qu’est-ce que tu fais? What do you do? Qu’est-ce qu’il/elle fait? What does he/she do?après l’école after school Il/Elle fait du basket He/She plays basket ballle lundi/le mardi, etc on Mondays/on Tuesdays Il/Elle fait de la natation He/She goes swimmingle week-end at the weekends Il/Elle fait de l’équitation He/She goes horse ridingJe fais du foot/du vélo I play football/I go on my bike Il/Elle regarde la télévision He/She watches televisionJe fais de la natation/de la danse I go swimming/dancing Il/Elle écoute de la musique He/She listens to musicJe fais de l’équitation I go horse riding Il/Elle joue sur l’ordinateur He/She plays on the computerJe regarde la télévision I watch television Il/Elle lit un livre He/She reads a bookJ’écoute de la musique I listen to music Il/Elle fait du sport He/She plays/does a sportJe joue sur l’ordinateur I play on the computerJe lis un livre I read a bookJe fais du sport I play/do a sport


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le roller

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la gymnastique

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French-Unit-9-Leisure-Time-and-Hobbies.pdf - Glow Blogs

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