FAVORITE WEBSITES

 

http://www.my.portaportal.com (Guest Name: ErikaLindberg) (Links to many French language and culture sites, including games)

http://lexiquefle.free.fr/learn-french.htm (French vocabulary and online practice with feedback)

http://www.bbc.co.uk/schools/primaryfrench/index_html.shtml (Beginning French dialogues and games with audio)

 

BIENVENUE! WELCOME!

 

 

On Friday, November 20th after the weather report and some movements (see below) we began working on the "animaux incroyables" which will adorn the bulletin board. 

 

On Tuesday, November 17th we began class by having our "meteorologist" report on the weather using our weather chart (in French).  Students did movements following my directions in French.  Below are some of the directions they heard:

 

Touchez les pieds (tooshay lay pee-ay) - Touch your feet

Touchez la tete (tooshay la tet) - Touch your head

Mettez les mains derriere vous (metay lay men dare-ee-air voo) - Put your hands behind you

Mettez les mains devant vous (metay lay men duhvan voo) - Put your hands in front of you

 

We began planning our bulletin board (A la Ferme).  Students suggested additional animals as well as farmers, barn, fence...Each student will contribute a piece to the bulletin board. 

 

News from previous weeks: 

On Tuesday (11/3) and Friday(11/6) students practiced the farm song and colored a book on farm animals with each animal in French.  Some time was also spent with the artist in residence.

 

On Tuesday, October 27th we reviewed the song and farm animals. The students are becoming more familiar with the song and less dependent on my singing each line first. 

We reviewed the farm animals (listed below) through questions and games.  The students are doing a great job remembering these new French words!  On Friday I sang the song and the students echoed what they heard. The song is below.

 

Je suis allé à la ferme (sounds like:  juh sweez allay ah la ferm)           

          I went to the farm

Et qu’est-ce que j’ai vu? (sounds like:  ay keska jay vew)

          And what did I see?

Des animaux incroyables (sounds like:  daze animo inkrwy-abla)

          Incredible animals

Dansant partout! (sounds like:  danson partoo)

          Dancing everywhere!

 

Un canard qui fait coin, coin (sounds like:  un kanar kee fay kwen kwen)

          A duck that goes quack quack

Fait coin, coin, fait coin coin (sounds like:  fay kwen, kwen, fay kwen, kwen)

          Goes quack, quack, goes quack, quack

Un canard qui fait coin, coin (sounds like:  un kanar kee fay kwen kwen)

          A duck that goes quack quack

 

Une vache qui fait meuh, meuh (sounds like:  ewn vash kee fay meuh, meuh)

          A cow that goes moo, moo

Fait meuh, meuh, fait meuh, meuh (sounds like:  fay meuh, meuh,...)

          Goes moo-moo, goes moo-moo

Une vache qui fait meuh, meuh (sounds like:  ewn vash kee fay meuh, meuh)

 

Un cochon qui fait groin, groin (sounds like:  un koshon kee fay grwan, grwan)

          A pig that goes oink, oink

Fait groin, groin, fait groin, groin (sounds like:  fay grwan, grwan,...)

          Goes oink, oink, goes oink, oink

Un cochon qui fait groin, groin (sounds like:  un koshon kee fay grwan, grwan)

          A pig that goes oink, oink

 

Un âne qui fait hee-han, (sounds like:  ee an)

          A donkey that goes hee-haw

Fait hee-han, fait hee-han (sounds like:  fay ee an, fay ee an)

          Goes hee-haw, goes hee-haw

Un âne qui fait hee-han, (sounds like:  ee an)

          A donkey that goes hee-haw

 

Un mouton qui fait bêêê bêêê (sounds like:  un mooton kee fay beeeh beeeh)

          A sheep that goes baah baah

Fait bêêê bêêê, Fait bêêê bêêê (sounds like:  fay beeeh, beeh,...)

          Goes baah, baah, goes baah, baah

Un mouton qui fait bêêê bêêê (sounds like:  un mooton kee fay beeeh beeeh)

          A sheep that goes baah baah

 

Un chat qui fait miaou  miaou (sounds like: un sha kee fay meeou meeou)

          A cat that goes meow, meow

Fait miaou miaou, fait miaou, miaou (sounds like: fay meeou, meeou)

          Goes meow, meow, goes meow, meow

Un chat qui fait miaou  miaou (sounds like: un sha kee fay meeou meeou)

          A cat that goes meow, meow

 

Un hibou qui fait hou-hou (sounds like:  un eeboo kee fay oo-oo)

          An owl that goes who-who

Fait hou-hou, fait hou-hou (sounds like:  fay oo-oo, fay oo-oo)

          Goes who-who, goes who-who

Un hibou qui fait hou-hou (sounds like:  un eeboo kee fay oo-oo)

          An owl that goes who-who

 

 

Due to illness in the family I was out on Tuesday, October 5th.  They reviewed the letters of the alphabet with Mrs. King and colored an alphabet sheet.  On Friday, October 9th I introduced the students to some animals they might find on a farm, though we decided some animals were missing.  This is in preparation for learning a song.  Below are the animals we've been reviewing:

 

un mouton (un mooton):  a sheep

une vache (ewn vash):  a cow

un cochon (un ko-shon):  a pig

un canard (un kanar):  a duck

un ane (un ahn):  a donkey

un hibou (un eeboo):  an owl

un chat (un sha):  a cat

 

Students finished their illustrations for Teaser and Firecat and some played Picture Bingo using French words and phrases from the story.  On Friday students shared their illustrations and used their new French vocabulary to point out details in their work.  They will be bringing home a copy of the story with their classmates' illustrations.  The French on each page is not what is in the original story as I simplified it to make it more appropriate for their level.

Students worked on their illustrations from Teaser and the Firecat.  Some students chose to write the French for their page, others preferred I write it.  As students drew and colored I circulated around the room and asked students about their pictures.  I hope you can all see the finished work on Wednesday evening at Open House.

 

We continue with the weather chart (see below) and the story "Teaser and the Firecat" by Cat Stevens.  I have included the words and phrases they've heard below.  My apologies that the accents are not included.  I have not learned how to include them in the pbworks program.

We conclude class with movement either through a game of 4 corners or following the commands below.

 

Le garcon (luh garson):  the boy

Le chat (luh sha):  the cat

La lune (la lewn):  the moon

Ils regardent la lune. (eel ruhgard la lewn):  They look at the moon.

Il y a un bruit. (eel ya un brwee):  There is a noise.

La lune est tombee (la lewn ay tombay):  The moon fell.

La lune est sur la grange (la lewn ay syur la granj):  The moon is on the barn.

Le garcon pousse la lune (luh garson poos la lewn):  The boy pushes the moon.

Pousse! (poos):  Push!

Le lune roule (la lewn rool):  The moon rolls.

La riviere (la reevee-air):  The river.

La lune est dans la riviere (la lewn ay dan la ree-vee-air):  The moon is in the river.

Le garcon est sur le pont (luh garson ay syur luh pon):  The boy is on the bridge.

Le chat saute! (luh sha sote):  The cat jumps!

La lune vole.  (la lewn vole):  The moon flies.

 

Commands used in movement activities:

Regardez (ruhgardez):  look

Tombez (tombay):  fall

Poussez (poosay):  push

Roulez (roolay):  roll

Sautez (sotay):  jump

Volez (volay):  fly

 

 

 

It is great to see all your children again!  We have jumped right into French, beginning with our weather chart.  This is familiar to the second graders but new to the first graders.  At the start of each class a student becomes the meteorologist.  He or she checks the weather by looking out the window and then colors in a space which corresponds to the days weather.  Below each column is the weather in French along with a picture.  I was amazed how well our first few meteorologists did after a long break from French!  Incroyable! (Incredible!)

 

I have begun telling the students the story "Teaser and the Firecat" by Cat Stevens.  It is in French, Spanish ,and English though I simplify the story a bit to make it more comprehensible.   I will be using a lot of repetition and questioning along with some acting to help the students absorb some of the words and expressions.

 

On Friday, September 4th Tracey Clements is my guest teacher.  The students will be looking at a map of France which has illustrations of things to do and foods grown in France.  After some class discussion they will color their maps.

 

Bon weekend!

 

                 

On Friday, October 30th  we counted various Halloween symbols in a book students took home.  Each page began with "Combien?" (kombee-en:  How many?) followed by "Je vois" (juh vwa:  I see) and the number of items.  Below are the items we counted:

 

une araignée (ewn arenyay - one spider)

deux bons-bons (duh bonbon - two candies)

trois skelettes (trwa skulet - three skeletons)

quatre chats (katra sha - four cats)

cinq crânes (sank krahn - five skulls)

six sorcières (see sorseeare - six witches)

sept étoiles d’araignée (set aytwal - seven spider webs)

huit fantômes (weet fantome - eight ghosts)

neuf citrouilles (nuf seetrwee - nine pumpkins)

dix chauve-souris (dee shove sooree - ten bats)