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PREPOSITIONS

PREPOSITIONS. OPPOSITE. NEXT TO. ON. IN. BETWEEN. BEHIND. IN FRONT OF. UNDER. PREPOSITIONS. en face de. à côté de. sur. dans. entre. derrière. devant. sous. PREPOSITIONS. I’ve a pencil in my pocket . J’ai un crayon dans ma poche .

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PREPOSITIONS

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  1. PREPOSITIONS OPPOSITE NEXT TO ON IN BETWEEN BEHIND IN FRONT OF UNDER

  2. PREPOSITIONS en face de à côté de sur dans entre derrière devant sous

  3. PREPOSITIONS I’vea pencilinmy pocket. J’aiun crayondansma poche. Thedog isunderthe table. Lechien estsousla table.

  4. La souris est sur la table.

  5. La souris est sous la table.

  6. La souris est dans la boîte.

  7. La souris est devant la porte.

  8. La souris est derrière la porte.

  9. La souris est entre les chats.

  10. La souris est à côté du chat.

  11. La souris est en face du chat.

  12. Sur, sous, dans, devant, derrière, Devant, derrière, Devant, derrière, Sur, sous, dans, devant, derrière, À côté de TUNE:“LONDON’BRIDGE IS FALLING DOWN”

  13. Dans La Forêt Sombre, Très Sombre

  14. Il y avait une fois, un château sombre, très sombre.

  15. Dans la forêt sombre, très sombre, il y avait un château sombre, très sombre.

  16. Dans le château il y avait un couloir sombre, très sombre.

  17. Dans le couloir il y avait une porte sombre, très sombre.

  18. Derrière la porte il y avait une chambre sombre, très sombre.

  19. Dans la chambre il y avait des rideaux sombres, très sombres.

  20. Derrière les rideaux il y avait une boîte sombre, très sombre.

  21. Dans la boîte il y avait une souris!

  22. Dans la forêt sombre, très sombre, il y a …. un château, sombre très sombre.

  23. Dans le château il y a …. un couloir sombre, très sombre.

  24. Dans le couloir il y a …. une porte sombre, très sombre.

  25. Un crayon, petit crayon, Se cache dans ma poche? Non! Un crayon, petit crayon, Se cache dans mon sac? Non! Un crayon, petit crayon, Se cache dans ma trousse? Non! Un crayon, petit crayon, Ah, le voilà!

  26. La Chenille Qui Fait Des Trous Eric Carle

  27. Dans la lumière de la lune un petit oeuf repose sur une feuille.

  28. Un beau dimanche matin le soleil se lève et POP! Une minuscule chenille affamée sort de l’oeuf. Elle a très faim.

  29. On Monday she ate one apple. Le lundi elle croque dans une pomme. Elle y fait un trou. Mais elle a encore faim.

  30. Mardi elle mange deux poires.

  31. Mercredi elle mange trois prunes.

  32. . Jeudi elle mange quatre fraises.

  33. Vendredi elle mange cinq oranges.

  34. Samedi elle mange un gateau au chocolat, une glace, un cornichon, du fromage, une tranche de salami, une sucette, une tarte à la cerise, un gâteau, une saucisse, et du melon. Cette nuit elle a mal au ventre!

  35. On Sunday she felt much better. Dimanche elle mange une feuille délicieuse. Elle va mieux.

  36. She wasn’t hungry any more. Now she was a big, fat caterpillar. Elle n’a plus faim. Elle n’est plus petite. Maintenant elle est une grande et grosse chenille

  37. She built a small house, called a cocoon. Elle construit une petite maison (un cocon).

  38. Finally she came out and she was a beautiful butterfly! Deux semaines plus tard elle sort peu à peu. Et voilà! Quel beau papillon!

  39. The End La Fin

  40. INTRODUCING THE WRITTEN WORD Points to consider: • when to introduce the written word • importance of oral practice • visual learners • sense of achievement • displays

  41. Oracy Year 4 Practise use of questions Où ? – where ? • The teacher asks Où est Suzanne ? Pupils point to the named child. • Then pupils practise saying Où est… ? in pairs. Partners have to pointto indicate where the child is. Each child needs a simple map of the UK with the four countries named inFrench. Each child writes four different names (boys/girls) on pieces of card.They place the cards one on each of the four countries. The child asks Ouest… ? Their partner either points or says the name of the country where thechild is. This time we use a question word. Qui ? Qui est en Angleterre/Ecosse/au Pays de Galles/Irlande ? Or European countries Qui est en France/Allemagne/Espagne/Angleterre/Italie ? etc The children need to be made aware of the different question words in Frenchwhich need to be displayed in the classroom. A selection of suitable questionswould include : Combien de…. ? Quand… ? Quel (le)…. ? Comment…. ? Est-ce-que ? Pourquoi ? Make explicit the similarities between English and French i.e. ‘wh’ words inEnglish.

  42. Literacy Year 3 • Shared text – read text to/with children. • Recognise sentences in French – conventions as in English i.e. highlight the • capital letter at the beginning and full stops at the end. • Recognise questions in French – conventions as in English i.e. highlight the • capital letter at the beginning and question marks at the end. • Stress how the intonation of the voice changes when asking a question. • Practise repeating some simple sentences from the big book. • Practise repeating some simple questions from the big book, with • intonation where the voice goes up at the end of the question. • Use Post – it notes to cover up full stops and question marks. • Read the text. • Children should indicate to the teacher, either orally or using dry wipe boards, • what is missing.

  43. Literacy Year 5 Prior learning - prepositions. • Using a story or poem for pupils to adapt or re-write the text is deliberately • chosen for its repetition and patterns, for example: “Une Histoire Sombre” • Read a shared text with the pupils and invite them to deduce meanings of text using visual clues and cognates etc. draw attention to conventions of how a story begins in another language. • Give pupils a copy of the text. Explore the text (repetitive sounds, rhymes, word strings etc). • Identify patterns (e.g. prepositions at the start, repetition at the end of each sentence and ‘il y avait’ in the centre). • Explore sentences and word order. If you were to move for e.g. prepositions does the line still make sense, does the line lose its pattern etc. can you organise the sentence in a different way? • What parts of the story could stay the same in your own version? • Give pupils a writing frame so they can create their own versions, initially in English unless they know the French word e.g “Dans____il y avait_____ sombre, tres sombre.” Which parts did stay the same? • Dictionary lesson on how to use a bilingual dictionary or an online dictionary. Show the pitfalls and techniques of how to select the correct translation. • Pupils write their own version either making their own illustrated booklet or transferring the story onto Powerpoint.

  44. Intercultural Understanding Year 5 Prior learning: adjectives: shy, nervous, arrogant, cheerful etc Children say a sentence or greeting in the style of the adjective selected. Some children could have the adjective selected by someone else, the rest of the class have to guess the adjective/way it is spoken. This activity could be done non-verbally first as a drama activity. Use of gesture: record and show an extract from a soap opera and play without sound and try to elicit – action, meaning dialogue and feelings. Once the class has brainstormed a variety of possibilities watch the clip with sound. How easy is it to predict the content or to make incorrect assumptions?

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