2. g n u
gauche né unique
a h o v
année histoire oppose village
b i p w
belle il papa weekend
c j q x
cinéma jardin question xylophone
e k r y
déjeuner kiwi rat yaourt
e l s z
elle la son zéro
f m t
ferme maison tante
Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
3. Qui est le saboteur?
Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
4. Début
BONJOU
R
ADORE
MERCI adore
SPORT
CINÉMA DIX
J’HABITE
MARS MON
bonjour
merci AIME
aime
cinéma
cinq
mars
CINQ
PÈRE
père
sport
dix
J’habite
Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
5. CARTON
mon PETIT
GRAND OUI
MARDI NON
MUSIQUE COULEUR
DIFFICILE MATHS
petit
grand
mardi
musique
difficile JE
je
carton
oui
non
couleur
maths
FIN !
Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
6. vie la plage car raison
sont des cher rue temps
mot six suis sac va
arche oui chaud nez lit
père tu marche âge flaque
saison bar dix ans font
Pas moi!
Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
7. Which of these
words could give
you a headache?
éléphant
supermarché
table
dansez
ballon
ranger
ces
astronaute
France
février
Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
8. répéter
école
mes
lampe
baleine
cité
les
balance
éléves
géographie
Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
9. géographie
mon
où
français
trois
chaud
salut
café
mère
elle
cent
sac
faux
clair
surpris
tu
quel
craque
sont
vous
dans
moi
danser
lait
10. Like meet or eat - i
Like may or play - é
Like slow or toe - o
Like king – c, k, qu
Like cat or flat - a
Like sound or see - s
Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
11. Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
Je suis
I am
Je fais
J’ai
I have Je vais
I go
12. Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
Je fais
I do/ I make
Je fais
Il faut
It is necessary Je peux
I can
13. Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
Je veux
I want
Je fais
Je bois
I drink
Je connais
I know (people/ place)
14. Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
Je dis
I say/ tell
Je fais
Je dors
I sleep Je lis
I read
15. Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
J’ouvre
I open
Je fais
Je pars
I leave Je prends
I take
16. Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
Je sors
I go out
Je fais
Je vois
I see
Je
comprends
I understand
17. oublier vouvoyer rousse doué
cuite nuit risible Suisse
lune vu tu vous
papier te deux peuvent
dansez jouer géant sport
aimée sec sème ami
bois maison noisette foire
estival sable baleine blême
Accelerating learning through phonics Anne Mitchell PLN - 22nd October 2014
Notes de l'éditeur
Although these are mainly in French, each activity is designed so it can be adapted to a different chosen language
Group repetition. Ask two learners to go out of the classroom. During that time the class decide on who the saboteur is going to be. When the learners return, the class repetition start with one word or sound being repeated. The saboteur gives a signal to the teacher ( or whoever leads the group repetition) so the words can be changed. Can the two learners guess who the saboteur is?
Print out the slides but do not show the complete set. Cut out the domino cards and distribute one per learner as they come in to the classroom. Explain that the person with the start card will begin and read the French word on the card. Whoever has the matching French card reads this aloud followed by their word on the right hand side of the card and so on. You may choose to repeat and time the activity or for learners to swap cards
Before showing the slide, print and cut the page, then give one card to each learner. Can they find their partner? – encourage them to say the word out loud, if possible without reading it.
Learners use their prior learning of Split the class into 6 groups. A volunteer in the group chooses a colour and say the French word which is associated with the sound. They can colour in the coloured segment if they manage it. If the teacher chooses to display this on data project, each segment is triggered so if you click on it it turns the colour as indicated on the key in top left of the slide.
Word Fans: ‘How many words have the … sound in the middle?’ - ‘ Say the words to yourself’ – Say the word to your partner and let him find it’ – ‘I am looking for a word on my word fan. What is it? – ‘ Choose a word on the fan. Can you make a full sentence?
GERMAN ADAPTATION on each fan: Ich, nicht, Gesichte
German adaptation on each fan: möchte, Mädchen, Kaninchen
German adaptation on each fan: richtig, Fächer, Bücher,