French Level 2 Numbers.ppt - Edinburgh Modern Languages

French Level 2 Numbers 1 - 100

Second Level Significant Aspects of Learning • Actively take part in daily routine • Understand and respond to classroom instructions and personal information from familiar sources • Listen, join in and respond to a story, song or poem • Participate in familiar games, paired speaking and short role plays • Further develop an understanding of, interest in and respect for other countries, cultures and languages • Demonstrate an appreciation and understanding of the value of language learning including skills for life and work • Take part in simple, paired conversations about themselves, others and interests of their choice • Ask for help confidently using learned phrases and familiar language • Give a short presentation about a familiar topic • Pronounce words sufficiently accurately so as to make the meaning clear • Work with others and make a successful contribution to a group presentation in English supported by the target languages

Second Level Significant Aspects of Learning

• Read aloud a simple text • Read and understand a variety of simple texts • Make comparisons between English and target language (including use of a bi-lingual dictionary with support) • Write about themselves and others and check the accuracy of own writing • Exchange straightforward information in writing using familiar words and phrases

Numbers 1 - 31 Combien?

How many?

un deux trois quatre cinq six sept huit neuf dix onze douze treize quatorze quinze seize dix-sept dix-huit dix-neuf vingt

one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty

Numbers 1 - 31 vingt et un vingt-deux vingt-trois vingt-quatre vingt-cinq vingt-six vingt-sept vingt-huit vingt-neuf trente trente et un trente-deux Quarante Quarante et un

twenty-one twenty-two twenty-three twenty-four twenty-five twenty-six twenty-seven twenty-eight twenty-nine thirty thirty-one thirty-two forty forty-one

Cinquante Cinquante et un Soixante Soixante et un Soixante-dix Soixante et onze Quatre-vingts Qautre-vingt-un Quatre-vingt-dix Quatre-vingt-onze Cent

fifty fifty-one sixty sixty-one seventy seventy-one eighty eighty-one ninety ninety-one one hundred

Combien?

un

deux

trois

quatre

cinq

six

sept

huit

neuf

dix

onze

douze

treize

quatorze

quinze

seize

dix-sept

dix-huit

dix-neuf

vingt

vingt et un

vingt-deux

vingt-trois

vingt-quatre

vingt-cinq

vingt-six

vingt-sept

vingt-huit

vingt-neuf

trente

trente et un

Embedding the language You can use numbers to count things throughout your lessons. Combien challenge! Every time the teacher calls, “combien?” the pupils have to count whatever they have in front of them and then say it in French. Once you have learnt the days of the week and the months, you can use the numbers for dates at the start of every day. I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order. MNU 0-02a

Sample activities You will find a bank of sample activities which you can use to practice the vocabulary in the classroom.

This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings.

1 – 20 counting rhyme

Cache, cache, compte, compte! 1. Cache cache compte compte means hide hide count count in French. The teacher has an object which will then be hidden somewhere in the class. A teddy for example. 2. One pupil leaves the class and another pupil hides the object somewhere in the room. 3. The pupil who was outside now comes back in and must find the hidden object whilst the rest of the class count in French, getting louder as they get nearer to the object and quieter as they get further away (like hot and cold). 4. You can get them to count to whichever number you are working up to (e.g. 20) and then repeat it twice to give them enough time to look. I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order. MNU 0-02a

Cache cache, compte, compte Une personne sort de la classe

Une personne cache le jouet

Cache cache, compte, compte La personne rentre dans la classe…

et cherche le jouet!

On compte FORT

On compte

si la personne est proche de jouet.

si la personne est loin de jouet.

doucement

Round class counting 1. Give everyone in the class a number from 1 – 31 (or however high you are counting to at the time). You can double up numbers if this doesn’t work out with the number of pupils in the class. 2. Ask them to each write their number (as a number) on a sheet of paper in front of them. 3. Now go round the class with each pupil standing and shouting out their individual number as you count up. 4. Once they get become more confident, you can time them doing this around the class and see if they can beat their own time. 5. Shuffle pupils around so that they are in a different seat but with the same numbers and repeat the activity. 6. Shuffle pupils again so that they get a new number. 7. This activity could be done in a circle to make it easier to organise.

Action numbers With the class, choose an action to go with each of the numbers to help teach them. You might want them to do this in pairs , share with groups and then choose the best ones which will make up the class actions. e.g. un = hitting a tennis ball deux = a punch trois = a guitar strum quatre = a cat gesture You can then follow this up by doing the action and getting them to say the numbers.

Onze!

1. Pupils stand in a circle 2. They will then count to 11 with each person saying either 1, 2 or 3 numbers e.g. Sophie 1, 2 – Tom – 3,4,5 – Danny – 6, 7 etc. 3. Whoever lands on the number 11 is then out and sits down. 4. The winner is the last person standing.

Formez un cercle au centre de la classe

Onze! Comptez un, deux ou trois nombres

Par exemple… Personne a: 1, 2 Personne b: 3,4,5 Personne c: 6

La personne qui dit, “11” est éliminée!

La dernière personne gagne!

Il y a combien? 1. Teacher shows the following pictures and pupils have to count them up and say how many there are. 2. Each time teacher asks the class – Il y a combien? (how many are there?). As you move through the images, get the class to join in with the question. 3. Following on from this you can do a paired/group activity with different objects on each table. 4. Pupils ask their partners/groups to fermez les yeux (close your eyes) and they take away or add objects to those in the centre. 5. They then ask their partner/group to ouvrez les yeux (open your eyes) and ask the question, il y a combien? 6. They then answer il y a ___ and how ever many there are.

Il y a combien?

Il y a combien?

Il y a combien?

Il y a combien?

Il y a combien?

Il y a combien?

Lotto! Dessinez six cases 12

6

5

4

20

1

Choisissez et écrivez six numéros entre 1 et 20.

Lotto! Dessinez six cases 12

16

15

14

20

11

Choisissez et écrivez six numéros entre 10 et 20.

Lotto! Dessinez six cases 12

6

5

4

20

1

Choisissez et écrivez six numéros entre 10 et 31.

Songs! You will find a bank of sample songs which you can use to practice the vocabulary in the classroom. This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings.

Comptez et chantez!

trente-deux

trente-trois

trente-quatre

trente-cinq

trente-six

trente-sept

trente-huit

trente-neuf

quarante

quarante et un

quarante-deux

quarante-trois

quarante-quatre

quarante-cinq

quarante-six

quarante-sept

quarante-huit

quarante-neuf

cinquante

cinquante et un

cinquante-deux

cinquante-trois

cinquante-quatre

cinquante-cinq

cinquante-six

cinquante-sept

cinquante-huit

cinquante-neuf

soixante

soixante et un

soixante-deux

soixante-trois

soixante-quatre

soixante-cinq

soixante-six

soixante-sept

soixante-huit

soixante-neuf

soixante-dix

soixante et onze

soixante-douze

soixante-treize

soixante-quatorze

soixante-quinze

soixante-seize

soixante-dix-sept

soixante-dix-huit

soixante-dix-neuf

quatre-vingts

quatre-vingt-un

quatre-vingt-deux

quatre-vingt-trois

quatre-vingt-quatre

quatre-vingt-cinq

quatre-vingt-six

quatre-vingt-sept

quatre-vingt-huit

quatre-vingt-neuf

quatre-vingt-dix

quatre-vingt-onze

quatre-vingt-douze

quatre-vingt-treize

quatre-vingt-quatorze

quatre-vingt-quinze

quatre-vingt-seize

quatre-vingt-dix-sept

quatre-vingt-dix-huit

quatre-vingt-dix-neuf

cent

Sample activities You will find a bank of sample activities which you can use to practice the vocabulary in the classroom.

This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings.

Splat This game can be played with two teams (rouge et bleu) or with 2 individuals going head to head. Write words/numbers on the board. Get two pupils out to the front of the class. Give the two different coloured board pens. Teacher/pupils say a word, pupils then have to circle it. The one who circles it first wins/ wins the point.

Splat! Je vais écrire les números sur le tableau

Splat! Il faut deux volontaires.

Venez ici, en face du tableau.

Splat! Un volontaire a un stylo bleu et l’autre a un stylo rouge.

Splat! Je vais dire un numéro, par exemple:

Splat! La personne qui cercle le bon numéro en premier a gagné!

Cent The object: to be the first to score 100 points or more. How to play: Players take turns rolling two dice and following these rules: 1. On a turn, a player may roll the dice as many times as he or she wants, mentally keeping a running total of the sums that come up. When the player stops rolling, he or she records the total and writes it in French and adds it to the scores from previous rounds. 2. But, if a 1 comes up on one of the dice before the player decides to stop rolling, the player scores 0 for that round and it's the next player's turn. 3. Even worse, if a 1 comes up on both dice, not only does the turn end, but the player's entire accumulated total returns to 0.

Cache, cache, compte, compte! 1. Cache cache compte compte means hide hide count count in French. The teacher has an object which will then be hidden somewhere in the class. A teddy for example. 2. One pupil leaves the class and another pupil hides the object somewhere in the room. 3. The pupil who was outside now comes back in and must find the hidden object whilst the rest of the class count in French, getting louder as they get nearer to the object and quieter as they get further away (like hot and cold). 4. You can get them to count to whichever number you are working up to (e.g. 20) and then repeat it twice to give them enough time to look. I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order. MNU 0-02a

Cache cache, compte, compte Une personne sort de la classe

Une personne cache le jouet

Cache cache, compte, compte La personne rentre dans la classe…

et cherche le jouet!

On compte FORT

On compte

si la personne est proche de jouet.

si la personne est loin de jouet.

doucement

Round class counting 1. Give everyone in the class a number from 31-100(or however high you are counting to at the time). You can double up numbers if this doesn’t work out with the number of pupils in the class. 2. Ask them to each write their number (as a number) on a sheet of paper in front of them. 3. Now go round the class with each pupil standing and shouting out their individual number as you count up. 4. Once they get become more confident, you can time them doing this around the class and see if they can beat their own time. 5. Shuffle pupils around so that they are in a different seat but with the same numbers and repeat the activity. 6. Shuffle pupils again so that they get a new number. 7. This activity could be done in a circle to make it easier to organise.

Lotto! Dessinez six cases 41

34

44

36

32

38

Choisissez et écrivez six numéros entre 31-45.

Lotto! Dessinez six cases 45

52

64

58

51

69

Choisissez et écrivez six numéros entre 45-69.

Lotto! Dessinez six cases 72

86

99

100

78

84

Choisissez et écrivez six numéros entre 69-100

Songs! You will find a bank of sample songs which you can use to practice the vocabulary in the classroom. This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings.

ICT Resources online You will find a bank of sample ICT activities which you can use to practice the vocabulary in the classroom. This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class. You will find a set of more supported activities in Early Feelings and more challenging activities in Level 2 Feelings. Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes.

Languages Online

Languages Online Australia

Classtools.net

L’institut français

BBC French – Numbers 1 - 100

Au revoir!