Lingobox Learning.com French Clothes Level 1.1 What do your wear

1
12 Languages L2 French
Les vêtements P4 Learning Pack
2

• Copyright Ann Robertson (Lingobox Learning) 2020
• Produced by Ann Robertson (Lingobox Learning) on
  behalf of West Lothian Council.
• These materials were produced by Ann Robertson on
  behalf of  the West Lothian Council to support
  the implementation of 12 Languages.
• They are designed for use in West Lothian Council
  schools and centres by  teachers, learners and
  families.
• Full reproduction and storing rights are agreed
  with West Lothian Council.
• Resale is not permitted.
• Intellectual property rights reside with the
  author, Ann Robertson. 
• Reproduction / storing without permission of the
  author is prohibited.

3
Les vêtements Déjà vu!
un manteau a coat un chapeau a hat un
short shorts un tee-shirt a t-shirt un
sweat a sweatshirt / hoodie un pull a
jumper un pantalon trousers un jean
jeans une jupe a skirt une
veste a jacket une chemise a shirt une
écharpe a scarf des baskets trainers
des chaussettes socks des chaussures shoe
s  
4
Les vêtements
  Ask and respond to questions What are you
wearing? Im wearing. Quest-ce que tu
portes ? What are you wearing? Je
porte I am wearing et and e.g. Je
porte un jean et un tee-shirt I am wearing
jeans and a t-shirt Accrochez (e.g. les
manteaux) Hang up (e.g. your coats) Changez
(e.g. les chaussures) Change (e.g. your shoes)
Mettez (e.g. les vestes) Put on (e.g. your
jackets)
5
Quest-ce que tu portes?
6
Je porte un manteau
7
Je porte un chapeau
8
Je porte un short
9
Je porte un tee-shirt
10
Je porte un pull
11
Je porte un jean
12
Je porte un pantalon
13
Je porte un pyjama
14
Je porte un maillot de bain
15
Je porte une jupe
16
Je porte une robe
17
Je porte une chemise
18
Je porte une veste
19
Je porte une écharpe
20
Je porte des baskets
21
Je porte des chaussures
22
Je porte des chaussettes
23
Je porte des bottes
24
Je porte des gants
25
Developing the Learning

1. Review clothes vocabulary through games.
2. Introduce question Quest-ce que tu portes? and
   answer, Je porte plus familiar clothing items
   using songs and games etc.
3. Introduce new clothes items
4. Develop talking and listening with short
   conversations through games and talking and
   listening activities
5. Develop reading and writing skills through simple
   learning activities, games
6. Add any new language to group French word
   journals / jotters.

26
Activité 1 Quest-ce que tu portes? Salade de
fruits!
27
Quest-ce que tu portes? Teacher notes.

• This game allows you to the introduce the new
  language in a supportive and fun way which
  focusses on listening and talking. This games
  works well outside.
• Ask pupils to form a circle with one pupil in the
  centre of the circle. You can do this with
  chairs in a circle but it always risks them being
  knocked over and someone being hurt. You can use
  markers to make sure that each pupils space in
  the circle is clear or if youre playing this
  outside, pupils can draw circles round their own
  spot using pavement chalk.
• Go around the circle and give every pupil one of
  4 nouns e.g. une veste, un pull, un tee-shirt,
  des baskets. You should repeat the same 4 nouns
  until every pupil has one, including the pupil in
  the centre. Ask pupils to join in with saying
  them as you go around the circle. You can also
  have the slide showing with the language if you
  are inside.
• The pupil in the centre will then call out one of
  the 4 items using Je porte e.g. Je porte un
  tee-shirt. All the other pupils who have that
  noun should run/walk fast and switch to a
  different place in the circle. The pupil in the
  centre will also try to get into a free spot!
  Whoever is last to find a space, is the new
  person in the centre.
• Once youve practiced a few times, introduce the
  question Quest-ce que tu portes? by adding a
  clap/actions/rhythm which everyone will join in
  together. Add the question in to each round of
  the game, by chanting it with you clap/actions 3
  or 4 times before the pupil in the centre says
  their item.

28
Course aux vêtements - Learning outcomes
Es and Os I can
  I can listen to and show understanding of language from familiar voices and sources. MLAN 1-01c I can participate in a range of collaborative activities. MLAN 1-05b   Take part in listening and talking games Say and understand simple sentences about clothes
29
Formez un grand cercle
30
avec une personne au centre
31
Le professeur donne un mot
à chaque personne.
un tee-shirt
un short
des baskets
un pantalon
32
La personne au centre dit une phrase.
E.g. Je porte un tee-shirt.
33
Tous les tee-shirts changent de place!
34
Et voilà! Il y a une nouvelle personne au centre!
35
Chantez la question
Quest-ce que tu portes?
36
Le professeur donne un nouveau mot à chaque
personne.
un chapeau
un jean
des chaussures
une veste
37
Répétez la question quatre fois
Quest-ce que tu portes?
38
La personne au centre dit une phrase.
E.g. Je porte.. un jean!
39
Tous les jeans changent de place!
40
Activité 2 Quest-ce que tu portes?
Activité découte!
41
Quest-ce que tu portes? Listening game! Teacher
notes.

• There are printable clothes cards available for
  you to download to support this activity or you
  can ask pupils to make them for their groups with
  the pictures of the clothes items on the front
  and the words in French on the reverse side.
  This is a good writing activity which can be done
  in groups!
• Pupils can work in groups, pairs or individually.
  
• Listen to each of the phrases on the following
  slides. Once pupils hear a phrase they have to
  show, tap or collect the correct picture card.
• You could organise this in any of the following
  ways
• Working as a cooperative group of 4, give each
  pupil in each group one of 4 colours i.e. bleu,
  rouge, vert, jaune. Ask the pupils to place the
  cards in the centre, picture side up. Each
  colour takes a turn to be the picker upper
  during the game. Call the first colour and play
  the first slide e.g. Les rouges.Je porte un
  sweat!. All of the rouges then have to pick up
  the correct card, helped by the rest of the group
  to find it. The first team to find it, gets a
  point. You could also ask them to bring it to
  you or follow it up by asking the whole team to
  read the correct phrase. Some of these
  instructions are provided for you in French!
• Place the cards elsewhere in the room, with
  pupils having to run and collect them.

42
Formez des groupes arc en ciel
43
Dans chaque groupe, il y a une personne...
bleue
jaune
rouge
verte
44
Mettez les cartes au centre de la table
45
Ecoutez les phrases
et montrez la bonne carte!
46
1. Je porte un pantalon.
47
2. Je porte une jupe.
48
3. Je porte des chaussettes.
49
4. Je porte des chaussures.
50
5. Je porte des baskets.
51
6. Je porte une robe.
52
7. Je porte un chapeau.
53
8. Je porte une écharpe.
54
9. Je porte un manteau.
55
10. Je porte des lunettes de soleil.
56
11. Je porte un pull.
57
12. Je porte un maillot de bain.
58
13. Je porte une casquette.
59
14. Je porte une veste.
60
15. Je porte un jean.
61
16. Je porte un t-shirt.
62
Activité 3 Course aux vêtements!
63
Course aux vêtements Clothes race - Teacher
notes

1. This game is a way to practice the key skills of
   listening and talking. Bring in fancy dress
   items (e.g. old clothes) which cover the range of
   vocabulary youve been learning. For working in
   groups, its useful to have 4 or 5 X the same
   items e.g. 4 pairs of short, 4 t-shirts etc. So
   you might want to gather items from other staff
   and then keep them in school as a dressing up
   box. You can also add funny items such as silly
   hats, big sunglasses etc. The more daft, the
   better the game!
2. Organise your class into teams/groups, each one
   with a dressing up kit.
3. Ask pupils to shout out the question, Quest-ce
   que tu portes? before the start of each round.
4. Use the slides to play the audio of sentences
   describing what someone is wearing. The pupils
   should then take it in turns to dress up in the
   items as quick as they can. The team who has
   someone dressed in the correct items, the
   quickest, wins the round and a point.
5. The winning team should also say what the person
   is wearing e.g. Je porte etc.
6. A slide is provided which includes the sound file
   for various items and the sentence structure so
   that you can make up your own sentences as you
   build confidence in the language.
7. You can organise this activity cooperatively by
   making teams into rainbow groups. Each group
   should be made up of the same 4 different colours
   e.g. rouge, bleu, jaune, vert. You would then
   rotate the person getting dressed up during each
   round e.g. Teacher calls out les bleus and in
   each team the blue person gets dressed up. The
   next round, the teachers call out les rouges and
   so on.

64
Course aux vêtements - Learning outcomes
Es and Os I can
  I can listen to and show understanding of language from familiar voices and sources. MLAN 1-01c I can participate in a range of collaborative activities. MLAN 1-05b   Listen and respond to sentences and questions about clothes in French Describe what I am wearing  
65
Je porte
une jupe, un tee-shirt et des chaussures.
66
Je porte
un pantalon, un pull et un chapeau.
67
Je porte
un pantalon, un pull et une casquette.
68
Je porte
un tee-shirt, un short et des lunettes de soleil.
69
Je porte
une robe, des lunettes de soleil et un chapeau.
70
Now make up your own combinations using the next
slide to help you!
Cliquez pour continuer!
71
Je porte
une robe
un pantalon
un tee-shirt
un pyjama
un pull
un sweat
des chaussettes
un manteau
un jean
un chapeau
une jupe
72
Activité 4 Quest-ce que tu portes?
Activité de lecture!
Activité de lecture!
73
Quest-ce que tu portes? Reading activity.
Teacher notes.

• Read the following phrases and ask pupils to
  draw what items each person is wearing.
• You can then ask them to say what the items are
  in French before revealing each of the correct
  answers.
• This can be used as a simple reading assessment.
• To organise this cooperatively
• Put pupils into rainbow groups or number them 1
  to 4 in their groups (in French! I.e. un, deux
  etc.). Rainbow groups 4 of the same colour in
  each group e.g. rouge, bleu, jaune, vert.
• Ask the pupils to write 5 simple sentences in
  their groups e.g. Je porte un t-shirt.
• Rotate each of the question sheets round so that
  they receive a set of phrases from a different
  group.
• Ask them to draw the items listed in their group.
  
• Rotate the answers and sentences to the next
  group and ask the to check the answers.
• You can also build in peer-assessment of spelling
  etc. as an extra step.
• Finally rotate the sentences again and use them
  for a game of bingo! ?

74
Quest-ce que tu portes? - Learning outcomes
Es and Os I can
 I can work on my own or with others to demonstrate my understanding of words and phrases containing familiar language. MLAN 1-08b   Work with others to show I understand sentences about clothes.
75
Dessinez les vêtements.

1. Je porte un short.
2. Je porte un pantalon.
3. Je porte une jupe.
4. Je porte une chemise.
5. Je porte des lunettes de soleil.
6. Je porte des baskets.
7. Je porte des chaussettes et des chaussures.
8. Je porte une veste.
9. Je porte un chapeau.
10. Je porte des bottes.

76
1. Je porte un short
77
2. Je porte un pantalon.
78
3. Je porte une jupe.
79
3. Je porte une chemise.
80
4. Je porte des lunettes de soleil.
81
6. Je porte des baskets.
82
7. Je porte des chaussettes et des chaussures.
83
8. Je porte une veste.
84
9. Je porte un chapeau.
85
10. Je porte des bottes.
86
Activité 5 La corde à linge
Activité décriture!
87
La corde à linge Teacher notes.

• La corde à linge means the washing line and the
  idea of this activity is to create one or several
  whole class washing lines which can be hung up
  and displayed.
• Pupils can choose items of clothing, draw them,
  label them in French and then cut them out.
• These can then be hung with string across the
  classroom like a washing line.
• If you search on line for classroom washing
  lines, you will find lots of examples. A couple
  are provided below
• https//www.sparklebox.co.uk/gallery/gal1081-1090
  /gal1081.html.Uer2SNJM9I4
• https//samusant.files.wordpress.com/2015/05/img_1
  900b.jpg
• 5. You can follow this up with sentences
  describing what is on the washing line. This
  structure is provided for you in the slide along
  with some examples!
• 6. Please note that pupils can use support
  resource such as word banks to help them.

Writing is an important part of language learning
as it helps to consolidate learning, develop
confidence and to give pupils more ownership of
the language they are learning. It will also
support with developing their literacy in English
and means that they will have notes to refer back
to later on! The primary writing pack provides
more guidance on writing development by stage and
level.
88
Notre corde à linge - Learning outcomes
Es and Os I can
With support, I am beginning to experiment with writing in the language I am learning. MLAN 1-13   Labels items of clothing in French Use un, une or des with the correct item Write a short sentence describing whats on the washing line.
89
Sur la corde à linge il y a
90
Sur la corde à linge il y a
un tee-shirt, une jupe et un short.
91
Sur la corde à linge il y a
un pantalon, un pull et une robe.
92
Sur la corde à linge il y a
des chaussettes, un sweat, un pantalon et un
maillot de bain.
93
Sur la corde à linge il y a
Now create your own!
Dont forget to use commas and the French word
for and is et.
94
Chansons et jeux!
This section provides some examples of
songs,videos and online games.

• Es Os
• I enjoy listening to stories, songs, rhymes and
  poems in the language I am learning by joining in
  and responding to show my understanding. MLAN
  1-05a
• I am beginning to explore similarities and
  differences between sound patterns in different
  languages through play, rhymes, songs and
  discussion. MLAN 1-07a
• Through a variety of media, I am developing an
  awareness of social, cultural and geographical
  aspects of locations in a country where the
  language I am learning is spoken. MLAN 1-06

95
(No Transcript)
96
Sample assessments
97
Merci, au revoir!