French Level 2

1. Numbers 1 - 100 French Level 2

2. 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

3. 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

4. Combien? How many? un one deux two trois three quatre four cinq five six six sept seven huit eight neuf nine dix ten onze eleven douze twelve treize thirteen quatorze fourteen quinze fifteen seize sixteen dix-sept seventeen dix-huit eighteen dix-neuf nineteen vingt twenty Numbers 1 - 31

5. vingt et un twenty-one vingt-deuxtwenty-two vingt-troistwenty-three vingt-quatretwenty-four vingt-cinqtwenty-five vingt-six twenty-six vingt-sept twenty-seven vingt-huittwenty-eight vingt-neuftwenty-nine trentethirty trente et un thirty-one trente-deux thirty-two Quarante forty Quaranteet un forty-one Numbers 1 - 31 Cinquante fifty Cinquante et un fifty-one Soixante sixty Soixante et un sixty-one Soixante-dix seventy Soixante et onze seventy-one Quatre-vingts eighty Qautre-vingt-un eighty-one Quatre-vingt-dix ninety Quatre-vingt-onze ninety-one Cent one hundred

6. Combien?

7. un

8. deux

9. trois

10. quatre

11. cinq

12. six

13. sept

14. huit

15. neuf

16. dix

17. onze

18. douze

19. treize

20. quatorze

21. quinze

22. seize

23. dix-sept

24. dix-huit

25. dix-neuf

26. vingt

27. vingt et un

28. vingt-deux

29. vingt-trois

30. vingt-quatre

31. vingt-cinq

32. vingt-six

33. vingt-sept

34. vingt-huit

35. vingt-neuf

36. trente

37. trente et un

38. 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

39. 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.

40. 1 – 20 counting rhyme

41. Cache, cache, compte, compte! • 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. • One pupil leaves the class and another pupil hides the object somewhere in the room. • 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). • 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

42. Cache cache, compte, compte Une personne sort de la classe Une personne cache le jouet

43. Cache cache, compte, compte La personne rentre dans la classe… et cherche le jouet!

44. On compte FORT On compte doucement si la personne est loin de jouet. si la personne est proche de jouet.

45. Round class counting • 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. • Ask them to each write their number (as a number) on a sheet of paper in front of them. • Now go round the class with each pupil standing and shouting out their individual number as you count up. • Once they get become more confident, you can time them doing this around the class and see if they can beat their own time. • Shuffle pupils around so that they are in a different seat but with the same numbers and repeat the activity. • Shuffle pupils again so that they get a new number. • This activity could be done in a circle to make it easier to organise.

46. 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.

47. Onze! • Pupils stand in a circle • 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. • Whoever lands on the number 11 is then out and sits down. • The winner is the last person standing.

48. Onze! La personne qui dit, “11” est éliminée! Formez un cercle au centre de la classe Comptez un, deux ou trois nombres Par exemple… Personne a: 1, 2 Personne b: 3,4,5 Personne c: 6 La dernière personne gagne!

49. Il y a combien? • Teacher shows the following pictures and pupils have to count them up and say how many there are. • 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. • Following on from this you can do a paired/group activity with different objects on each table. • Pupils ask their partners/groups to fermez les yeux (close your eyes) and they take away or add objects to those in the centre. • They then ask their partner/group to ouvrez les yeux (open your eyes) and ask the question, il y a combien? • They then answer il y a ___ and how ever many there are.

50. Il y a combien?