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13. As-tu un animal?
Have you got a pet?
This section marks a big step forward in
adding ‘pet animals’, an interesting topic
of conversation, to children's repertoire of
French words and phrases.
The children in the film use familiar
structures, “As-tu ...?” and “J'ai ...” when
they are saying which pet they have. Pupils
will recognise this from section 7 where they
learnt to say their ages. Here they also learn
the negative form, “Je n'ai pas de...”
Learning the French words for common
pet animals introduces pupils to their first
collection of French nouns. On the film
French schoolchildren display drawings
of their pets and introduce them by name.
Some children may want to extend this
further, particularly if they have other pets. If
you have been introducing them to written
French, this is an opportunity to develop
skills of using a suitable beginners’ bilingual
dictionary - or you could just tell them the
French words for other pets, on request.
Plurals are introduced in section 14, but
some pupils may want to learn them now
so they can talk about having more than
one animal of the same kind.
Films to see
13a - French words for animals
13b - Do you have a pet?
13c - My pets
13d - Reading and Writing
1
HOW FRENCH WORKS 1: Masculine and feminine nouns
Whether or not you have introduced written
French into your teaching, this is the point
where you need to say something about
French nouns having ‘gender’.
Most children will happily accept that in
French there are “un” words and “une” words.
It will help prepare them for later studies if you
encourage them to say (and learn) each noun
with the right article.
Children will be aware that in English, you use
the same articles (“a/an” and “the”) with all nouns.
They will begin to notice that French nouns
either go with “un”/“le”, or “une”/“la”. These are
two groups of words that French-speakers know
as “masculine” or “feminine”.
Pupils will discover later that French
adjectives can also change with the gender of
the noun they describe.
If a child makes a mistake and, for example,
refers to a mouse as “un souris”, you can praise
the fact that the child has remembered the
word “souris” and gently correct the “error” by
reinforcing the right form of the article.
Child: “Un souris.”
Teacher: “Très bien ... une souris.”
Child:
“Une souris.”
NEW WORDS AND PHRASES
un chien - a dog
un chat - a cat
un lapin - a rabbit
un cochon d'Inde - a guinea pig
un oiseau - a bird
un hamster - a hamster
un poisson - a fish
une souris - a mouse
As-tu un animal?
Have you got a pet?
Je n'ai pas d'animal
I haven't got a pet
Flashcards CD 13
EXTRA: use the
title song, “Salut!
Ça
va?”, on karaoke
e-flashcards
Film 13a: French words for animals
The names of different animals
un chien
un chat un lapin
un cochon d'Inde un oiseau un hamster
un poisson
une souris
Children saying what pets they have J'ai un chien J'ai un chat J'ai un cochon d'Inde J'ai un lapin
J'ai un hamster
J'ai un oiseau
J'ai un poisson
J'ai une souris J'ai un cochon d'Inde J'ai un chat
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Activities
1. Warm up
Before watching film 13, it is a good idea to
have a brief “warm up” session.
You could play one or two of the games from
section 7 to remind pupils of the words and
phrases they already know in that context:
“Quel âge as-tu?”
... “J'ai ... ans.”
You could then talk briefly with pupils about
their own pets as preparation for finding out
about the animals kept by French children.
“J’ai un chien.” - from film 13.
KEY SOUNDS
Children saying that they do not have a pet
Je n'ai pas d'animal
Listen and enjoy copying these
typical sounds: where have you
heard them before?
Film 13b: Do you have a pet?
Question and answer sequence: children reply
to the question “As-tu un animal?”
lapin
Heard before in: vingt, juin, bien
as in
poisson, cochon d'Inde
Heard before in: ton, onze, marron
as in
souris, animal
Heard before in: dix, gris
as in
chat, souris
...and plurals, e.g. poissons, oiseaux
as in
Film 13: “J'ai un oiseau et un chien, Sourire et Téja.”
Film 13c: My pets
Heard before in:
Children showing drawings of their pets,
some also volunteering the pets’ names:
J'ai un chat
J'ai un poisson
J'ai un lapin, Doudou
J'ai un oiseau et un chien, Sourire et Téja
The sequence finishes with the question,
“Et toi? As-tu un animal?”
2. Watch film 13
❑ Watch film 13: “As-tu un animal?” and stop
before the written words.
Planning your lessons
As usual, pupils first need the chance to
become familiar with hearing and saying
this section’s new words for pet animals.
Children may want to learn extra words
to be able to talk about their own animals.
If you are doing work on reading and writing,
this is an opportunity to introduce pupils
to using a bilingual dictionary.
It is also worth giving time to discussing
strategies for remembering vocabulary and
the gender of nouns.
salut, deux
(listen to the native speakers - try to copy
their typically French sound. )
Flashcards CD 13
3. Get used to the sounds
❑ Echoing: Show the e-flashcards, or enlarge the
pictures on the activity sheet. Show each picture,
initially with sound ON and text OFF. Pupils echo the words, e.g. “un chien”.
Repeat several times.
Now look very sad and say “Je n'ai pas d'animal”.
Pupils echo the phrase.
Once pupils are confident with the single nouns,
move on to the 'I have...' e-flashcards.
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❑ Play “find the pet”
If you are working in the hall or an area with
plenty of space, divide the class into three or
four teams. Place a set of animal pictures on a
flat surface in front of each team. Call out the
name of an animal, e.g. “une souris”.
The person at the front of each team runs to
try and be the first to find the picture of the
mouse and bring it to you. The pictures are
then replaced and the game continues.
When a child has had a turn, s/he rejoins his/
her team at the back of the line.
❑ Give each pupil one of the animal pictures
from the activity sheet. Hold up one of the
pictures (e.g. the cat) so that everyone can see
and say “J'ai un chat”. You could also mime
stroking the cat.
Move around the class asking different pupils
if they have a pet, “As-tu un animal?” Pupils
show the picture they are holding and say which
animal they have, e.g. “Oui, j'ai un lapin”.
❑ Give some children a picture of an animal and
leave others without. Ask individual children,
“As-tu un animal?”
Pupils holding a picture say which animal they
have, e.g. “Oui, j'ai un chien”. Those who do not
have a picture say “Non, je n'ai pas d'animal”.
❑ Play “listen to the sounds” again
You call out a series of words and phrases;
children make agreed gestures when they hear
a “key sound”, e.g. “Bonjour, j’ai un poisson”
(see Chapter 2).
4. Respond with understanding
❑ Flashcards: make several enlarged copies
of the activity sheet and cut out the animals.
Give one picture to each pupil.
There are 8 animal flashcards.
When you call out the name of an animal, e.g.
“un poisson”, the pupils with fish pictures hold
them up. Vary the pace at which you call out
the animals and repeat the same ones several
times in a row to try and catch pupils out.
Ask them to swap pictures every so often.
Every so often include the phrase “Je n'ai pas
d'animal”. When you say that you have not got
a pet, nobody holds up a picture.
❑ Play “true or false”
Show the e-flashcards with sound and text off.
Alternatively, use the activity sheet pictures.
You say, e.g “un hamster”.
If you are saying the correct name, pupils echo
the words; if you are saying the name of an
animal which is different from the one shown
on the picture, pupils remain silent.
❑Play “what's missing?”
Make transparencies of the animal pictures for
the OHP or pin enlarged photocopies to the
wall. Show all the pictures at the same time.
Name each of the animals as you point to them.
Pupils echo the words.
Now cover up one of the pictures. Pupils have
to say which animal is missing. When the missing pet has been identified, reveal the picture
and say the name of the animal.
Repeat this activity by “hiding” a different
animal.
Click here to
start puzzle
❑ Working in pairs: play “snap”
Give each pupil a copy of the animals activity
sheets and ask them to colour and cut out the
animals.
In pairs, pupils use a minimum of two sets
to play ”snap”. When two matching animals
appear, the pupil who first names the animal
correctly collects the pile.
❑ Play “jigsaw puzzle” Show the “jigsaw” presented on the e-flashcards.
As each piece is taken away, pupils guess the
animal that is being revealed.
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❑ Working in pairs: play “two of a kind”
Using a minimum of two sets of
animal pictures, pupils arrange them at
random and face down on a flat surface.
5. Recognising the written word
First, watch film 13 all the way through,
including the last section which shows the
written words.
Pupils will be familiar with hearing and
saying the new words, and now be ready
to build up connections between the written
word and pronunciation.
You can discuss strategies for remembering
words and their correct gender. You can also
introduce pupils to using a simple bilingual
dictionary, and talk about how to work out
the pronunciation of new French words.
❑ Show film 13: “As-tu un animal?” again for
reinforcement. Encourage pupils to echo the
names of the animals.
❑ Show the e-flashcards with sound and text
on. Pupils echo the words, paying attention
to pronunciation (see “key sounds”). Repeat
with sound OFF to explore reading the words
aloud.
The first player turns over a picture and says
the name of the animal that is revealed.
S/he then turns over another picture. If this is a different animal, s/he says the name
of the animal and turns both pictures face
down again. The second player now turns
up a card and says the name of that animal.
The aim of the game is to remember where
the different animals are positioned and to
name them correctly. If a pupil turns up two
identical animals consecutively (and names
them correctly), s/he keeps the cards and has
another turn.
Plurals
❑ Once children are familiar with the singular
forms, you can introduce plurals.
Show the e-flashcards again , or enlarge
t h e pi ct u res on th e activity she e t.
S h o w e a c h s i n g l e p i c t u re , i n i t i a l l y
with sound ON and text OFF. Pupils echo the words, e.g. “un chien”.
Ask children to guess what you’d say for more
than one animal (e.g.“deux chiens”), then click
to show plurals and confirm.
❑ Attach the pictures to the wall and set out
the word flashcards on the table. Ask a pupil
to select the appropriate word flashcard as you
point to an animal and say its name. The pupil
then attaches the word to the correct picture.
❑ Play “word-picture match”
Give some pupils word flashcards and others
animal pictures. When you call out an animal,
pupils run to find their partner. Ask the children
to swap cards every so often.
Cultural awareness
When everyone has had the opportunity to become familiar with the names of the different
animals, you can talk with them about the kinds of animals French children keep. See this
chapter's “talking point”.
At the end of the chapter, there is some background information for the teacher with some
suggestions for developing discussion and activities with the children.
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Flashcards CD for the teacher
EXTRA WORDS AND PHRASES
un cheval un serpent un perroquet une gerbille une tortue une perruche -
❑ Play “two of a kind” as word-picture
match.
❑ Play “look-it-up” in pairs: ask each
child to find the French word for another pet
animal, using a suitable bilingual dictionary.
Ask them to say the word to you, to check the
pronunciation. The child then says the word to
their partner, who uses the dictionary again to
find the equivalent in your own language.
❑ Make your own dictionary: each child makes
a booklet with 26 pages labelled A - Z, and
writes down all the French words they know,
with suitable illustrations.
ASKING THE QUESTION
Qu'est-ce que c'est? - C'est un(e)...
What's this? What is it? - It is a ...
Tu as un animal? - Oui, j’ai ...
Have you got a pet? -Yes, I have...
PLURALS
deux chiens
deux chats
deux lapins
deux
cochons d'Inde
deux oiseaux
deux hamsters
deux chevaux
deux poissons
deux souris
deux serpents
deux perroquets
deux gerbilles
deux tortues
deux perruches
CROSS CURRICULAR ACTIVITIES
❑ Art and design: Pupils can draw pictures
of their pets. These can be used to practise
introducing pets by name, as some of the
French children do on the film.
If pupils want words for pets that are not on the
film, the teacher could supply them from the list
in “extra words and phrases”, or children could
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HOW FRENCH WORKS 1: Making plurals
In most cases, you cannot hear the difference
when you make a French noun plural,
because the ‘s’ you add to indicate that you
have more than one is generally silent.
Exceptions: un cheval (a horse) - deux chevaux
un oiseau (a bird) - deux oiseaux
(Note: both ‘x’s are silent)
une souris
a horse
a snake
a parrot
a gerbil
a tortoise
a budgie
-
two dogs
two cats
two rabbits
two guinea pigs
two birds
two hamsters
two horses
two fish
two mice
two snakes
two parrots
two gerbils
two tortoises
two budgies
Flashcards CD 13
Hear how to pronounce all these words
and phrases on the Flashcards CD.
also:
There will be more about plurals in
section 14 which introduces pupils to
the words and phrases they need to talk
about their brothers and sisters.
(a mouse) - deux souris
(Note: no extra ‘s’)
Hear how these are pronounced
on the Flashcards CD.
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use a bilingual dictionary. Suggest children use
the “key sounds” to help them work how to
pronounce words they have looked up: make
it a class talking point.
❑ ICT: Pupils can word process labels for their
pictures, e.g. “J'ai un chat, Blackie.”
❑ Data handling: Create a graph for all the
pets pupils have at home, and label it in French
using the singular: un chien, un cheval, etc.
See www.earlystart.co.uk for software.
❑ Art and design: Pupils can make animal
puppets to add to their collection of Frenchspeaking characters.
❑ Numeracy: play “Dot-to-dot”
Give a copy of the "dot-to-dot" activity sheet to
each pupil. The teacher calls out the numbers
1 to 31 in order, but occasionally you call a
number out of sequence. Any pupil who joins
to the next dot is then “out”. Last pupil ”in”,
or first to reach the last number and name the
animal in French, wins.
❑Numeracy: Pupils can revise numbers
whilst talking about their pets, which they are
usually keen to do.
Talking point
Everyday life in France: Pets
In Europe, French families are amongst those
most likely to keep a pet. 35% of families in
France have a dog, and 20% a cat.
However, Irish families hold the record for dogs
(40%) and the Belgians for cats (25%).
“J'ai un cochon d'Inde.” - easy to keep if you live in a flat.
Since many of France's 54 million population
live in rented apartments in large cities, they
tend to keep the kind of pet animals that are
easy to look after in these circumstances.
Activities below involve children
talking about their pets without
reading or writing the words.
❑Numeracy: “count the animals”
Place a selection of animal pictures face up on
the table. Ask individual pupils to pick out
the combinations of animals you ask for,
e.g. “trois chats et deux chiens”.
❑Numeracy: “What pets have I got?”
Place combinations of animal pictures face
down on a flat surface in front of you. Pupils
have to guess which pets you have, e.g. “deux
chiens, un chat et trois souris”. Reveal the pictures
when someone guesses the correct combination. If your pupils are confident, the person
who has guessed correctly can choose the next
combination.
❑Numeracy: “What shall I draw?”
Ask children to tell you what animals to draw on
the board or OHP. Then count up the numbers
of cats, mice, etc.
❑ Maths: play “imaginary menageries”
Ask pupils to draw the menageries they would
like to have. Ask them to say what is on their
pictures.
Cultural awareness
If you have an exchange school, pupils
could swap information about the pets they
have - by post or e-mail. They could include
drawings and photographs, data about types
of animal, names of their pets, copies of
surveys or graphs.
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Je m'appelle
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This page may be photocopied for classroom use
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© Copyright 2011 Early Start Languages