Contents
Introduction����������������������������������������������������������������������������������������������������������������������� 6
Bon appétit!(Enjoy your meal!)
Unitthirteen–
������������������������������������� 7
Je suis le musicien(‘I am the music man’)
Unitfourteen–
�������� 14
En route pour l’école(On the way to school)
Unitfifteen–
��������� 20
Scène de plage(Beach scene)
Unitsixteen–
��������������������������������������� 26
Les quatre saisons(The four seasons)
Unitseventeen–
������������ 32
Les planètes(The planets)
Uniteighteen–
������������������������������������������� 39
Notre école(Our school)
Unitnineteen–
������������������������������������������������ 46
Notre Monde(Our world)
Unittwenty–
����������������������������������������������� 53
Monter un café(Creating a café)
Unittwentyone–
������������������������ 59
Le passé et le présent(Then and now)
Unittwentytwo–
����������� 65
Au parc d’attractions(At the theme park)
Unittwentythree–
����� 71
Quoi de neuf passé?(What’s in the news?)
Unittwentyfour–
������ 78
About the book
Introduction
Un, deux, trois! aimstomakeFrenchpracticaland
achievable�Itsexcitingandappropriatematerial
willensurethatchildrenofalllevelsofabilityhave
theopportunitiestobothenjoyandachieveintheir
languagelearning�Anditwillsupportyou,whatever
yourleveloflinguisticconfidenceorcompetence�
ThisbookbuildsontheteachingofBook1�It
continuestoaddressthreefundamentalstrandsof
languageteaching:oracy,literacyandintercultural
understanding�Itrespondstotherecommendations
oftheQCAFrameworkforLanguagesbyproviding
opportunitiesforchildrento:
lbecomeincreasinglyfamiliarwiththesoundsand
writtenformofFrench;
lmakecomparisonsbetweenFrenchandother
languages;
lexpandtheirculturalawareness;
lgrowinconfidenceastheyunderstandwhatthey
hearandread;
llearntocommunicate;
thechildrentheconfidencetocontribute�Usethe
Follow-upactivityasatoolfordifferentiation,asonly
moreablechildrenwilbeabletocompletethefull
task�Teachthelessonsinchronologicalorder,so
learninginonelessonisafoundationforthenext�
Finally,drawtheUnittogetherwiththe‘Moreideas’
sectionofschoolandhomeactivities,usingthe
sectiontoreviseandconsolidatethelessons’main
teachingpointsandextendopportunitiestolearn
aboutFrenchculture�
Themainaimoflanguageteachingistodevelop
linguisticcompetence,sobereadytoadaptmaterial
tosuityouropportunities�AgameusedinoneUnit
maybeeasilyadaptedtoconsolidatelearningin
anotherUnit�Similarly,graspopportunitiestotake
Frenchbeyondtimetabledlessonsandintoother
areasofclassroomlife�Mostofall,generate
enthusiasm,aschildrengainpleasurefromtheir
language-learningskills�
France is in
the continent
of Europe
ldeveloplinguisticcompetence�
Using the book
ReflectingthestructureoftheFramework
forLanguages,thebookisdividedinto
twelveUnits�
EachUnitformsthebasisofhalfaterm’s
workandcoversathemethatbothcrosses
culturesandisrelevanttothechildren’s
lives�ForeachUnit,thereisanintroduction
statingthemainteachingpoints,grammar,
languagesounds,andvocabularytobe
addressed�Therearefoureasy-to-follow,fully
plannedandresourced,ready-to-uselessons�
Thesearesupportedbyphotocopiables
andfollow-upideas�Eachlessonplan
explainswhatyouwillneed,howto
prepare,whattosaytothechildren
andwhattoencouragethemtosay�
FRANCE
Makeonelessonthecoreofa
week’steaching�Keepreturningto
thecontentsofalessonduring
theweek,playing,repeatingand
adaptinggames,soyougiveall
6
Un, deux, trois!
Unit 13 Bon appétit!
(Enjoy your meal!)
(pour la santé)
(foryourhealth)
(masculinesingular)
lFoodanddrink
Elle est bonne/mauvaise
(pour la santé)
isgood/bad(foryour
health)(femininesingular)
Teaching points
Ils sont bons/mauvais
(pour la santé)
Theyaregood/bad(for
yourhealth)(masculine
plural)
lMakingsimplestatementsaboutfoodanddrink
Elles sont bonnes/
Theyaregood/bad(for
mauvaises (pour la santé) yourhealth)(feminine
plural)
Unit theme
lTalkingaboutwhathasbeeneatenanddrunk
lExpressinglikes,dislikesandpreferencesabout
foodanddrink
Il te faut...
Youneed���
lUnderstandingandgivinginstructions
un sandwich au fromage/
jambon/chocolat/thon
acheese/ham/
chocolate/tunasandwich
lFollowingandwritingrecipes
un gâteau
acake
une banane
abanana
une pomme
anapple
lPerfecttense: manger (j’ai mangé, tu as mangé);
boire (j’ai bu)
une orange
anorange
des chips
somecrisps
llesanddeswithpluralnouns
du fromage
somecheese
de l’eau
somewater
Comme casse-croûte j’ai ...
Inmypackedlunch,
Ihave…
le caramel
toffee
Grammar
lcompoundsentencescontaininget andmais
lAgreementofadjectives:masculineand
feminineplural
le chocolat
chocolate
lImperatives:vous formofregularand
irregular verbs
le chocolat chaud
hotchocolate
la soupe
soup
lUsingdu, de la, de l’, des
les pommes de terre au fourbakedpotatoes
Language sounds
lon/onne
lan/en
lau/eau
Vocabulary
Dans le sac il y a...
Inthebagthereis…
J’ai mangé
Iate
J’ai bu
Idrank
Tu as mangé (une banane)? Didyoueat(abanana)?
et
and
mais
but
Il est bon/mauvais
Itisgood/bad
Un, deux, trois!
les saucisses
sausages
du pain pita
somepittabread
de la sauce tomate
sometomatosauce
des tomates
sometomatoes
des champignons
somemushrooms
du fromage râpé
somegratedcheese
de la sauce caramel
toffeesauce
des bonbons
somesweets
Instructionsaregiveninthepolite(plural)form
Mettez
Put
Mettez ... sur
Put���on
Faites
Make
Coupez en tranches
Slice
Ajoutez
Add
7
Mélangez
Mix
Mélangez avec …
Mixwith���
Versez
Pour
Laissez cuire
Leavetocook
Faites sauter
Flip
Chauffez la pizza au four
Heatthepizzain
theoven
Prêt(e)
Ready
Additional vocabulary
for teachers
Qu’est-ce que tu as comme Whathaveyougotasa
casse-croûte?
packedlunch?
Resources
Foodandfoodpictures
Lesson 1 Mon casse-croûte
(My packed lunch)
Resources
Foodpicturesorprops;sixlunchboxes;afeelybag
ofplastic(orreal)fruitandvegetables;onecopyof
photocopiable6A,Book1
lDisplaythefoodpicturesfromphotocopiable6A,
Unit6,Book1�Howmanynamescanpartnerstell
eachother?Shareresults,turningoverthepictures
tocheck�
lSayandwritenewfoods:une banane, un sandwich,
du fromage, de l’eau, des chips, une orange, un
gâteau,le jus d’orange,thechildrenrepeatingthem
afteryou�
lSelectalistof8-10appropriatepackedlunchfoods
toleaveonthewhiteboard�Giveeveryoneapieceof
cardtochooseandwriteoneofthemfortheirlunch�
lArrangethechildreninalargecircleandplayLa
salade mixte (mixedsalad):
-Calloutafoodname:thosechildren
changeplaces�
-Callouttwofoodnames:thosechildrencan
changeplaces�
-CalloutLa salade mixte:anyonecanchange
placeswithsomeone�
-Aftertwoorthreeminutesofplaying,checkhow
mixedyoursaladis!
lPutthechildrenintogroupsoffourtosixtoshare
foodinformationastheyquestiononeanother:
-Qu’est-ce que tu as comme casse-croûte?
( J’ai…)
8
Qu’est-ce que tu as comme Whathaveyougotas
goûter?
asnack?
Tu as (une banane)?
Haveyougot
(abanana)?
Tu aimes (les bananes)?
Doyoulike(bananas)?
Tu as bu (de l’eau)?
Didyoudrink(water)?
Combien d’enfants préfèrent Howmanychildren
les sandwichs au...?
prefer���sandwiches?
Qu’est-ce qu’il y a dans
le sac?
What’sinthebag?
lAskeveryonetomimeeatingafood�AskQu’est-ce
que tu manges ?(Whatareyoueating?)Inreply,a
childshouldsayJe mange un sandwich. (Iameating
asandwich)�
lAskthechildrentodrawsomethingtheyate
yesterday�Ask Qu’est-ce que tu mangé hier? (What
did you eat yesterday?) Inreply,achildshouldsay
J’ai mangé... un sandwich. (Iatea���sandwich�)
lExplainthat J’ai mangé and J’ai bu (Idrank)are
pasttenseformsofverbs,usedwhentalkingabout
thingsthathavealreadyhappened�Practisethemas
awholeclass�
lGiveeachgroupalunch-boxandexplainCarry-on!
-Onegroupmemberputshisfoodinthelunch
boxandsaysComme casse-croûte j’ai(+the
nameofhisfood)�Theboxpassestothenext
personwho,havingaddedherfoodtothebox,
repeatswhatthefirstpersonsaidandthename
ofherfood�Sotheboxgetsfullerandthechant
getslonger�(Childrenmayfinditeasiertospeak
asagroup,individualsonlysayingalonetheir
foodname�)
-Listentoeverygroup’spacked-lunchbox�Voteon
whichsoundstastiest�
lFinishbyplayingFeel around�Givepartnersa10
secondfeelofyourpreparedfeelybagofplasticfruit
andvegetables�AskQu’est-ce qu’il y a dans le sac?
TheclassrepliesDans le sac il y a... andpartners
sayonefoodtheythinktheyhaveidentified�After
everypairhashadaturn,howmanyofyoursecret
foodshavethechildrendiscovered?
Follow-up
Suggestmakingapacked-lunchtimetable,thechildren
drawingandlabellingtheirplannedpacked-lunchesfor
theschoolweek�
Un, deux, trois!
Lesson 2
C’est bon pour la santé?
Resources
FoodpicturesorpropsfromLesson1;
photocopiable13A
lReviseandintroducefoodvocabularybyshowing
picturesorprops�
lBringoutacontainerlabelledBon pour la santé�
Confirmthemeaning�
lAskthechildrentohelpyouidentifyhealthyfoods�
Agreeonahealthysign(forexample,athumbsup)�
Sayonlysingularmasculinefoods,forexample:le
gâteau, le fromage, le caramel, un sandwich au
jambon, le cresson (cress)�Whenthechildrenmake
theagreedsign,helpthemsaytheirverdictina
sentence,forexample:Un sandwich au jambon est
bon pour la santé� Le gâteau n’est pas bon pour la
santé�
-Group C:childrenworkwithapartner,makingand
writingtwoconjunctioncards,etand mais�
lAskAchildrentofindaBsentencethatmatches
theirnoun,thenewpartnersthensearchingfor
theC conjunctiontheythinkwillsuitthem�(Havea
supplyofspareB sentencesandCconjunctions�)
lChallengeeachnewA B C grouptojoinupintoa
compoundsentence,standinginorderastheysay
theirsentencetotheclass�Doestheclassagree
withthechoiceofconjunction?
Follow-up
Givethechildrenphotocopiable13Atocomplete,
remindingthemoftheuseofthepronounsil/elle/
ils/elles toreplacenounsandtheneedforadjectives
andnounsorpronounstoagree�
Lesson 3 14 juillet (July 14)
Resources
AccesstotheInternet
lUseasingularfemininenouninthesamesentence
construction�Forexample:Une pomme est bonne
pour la santé� Displaythewrittensentences� Can
thechildrenspotanimportantspellingdifference?
(bonhasbecomebonne)Confirmthefeminine
agreementbetweenthenounandtheadjective�
lAnnounceahearingtest!Giveeveryonetwohearing
cards,bonandbonne�(Somechildrenmayprefer
toworkwithapartner,onecardeach)�Readout
assortedmasculineandfemininesentences,for
example:Le chocolat n’est pas bon pour la santé�
Une banana est bonne pour la santé. Stopafter
eachforthechildrentoholdupacard�Confirmif
theyarecorrect�After10sentences,howmany
hearingpointsdidtheyget?Doestheirhearingneed
are-test?
lGivefurtherpracticeinadjectiveagreementby
repeatingthepreviousteachingactivitiesforthe
adjectiveformsmauvais andmauvaise�
lRemindthechildrenabouttheconjunctionset
andmais�Demonstratetheirusetoformalonger,
compoundsentencefromtwoshortsentences:
J’aime le fromage et le fromage est bon pour la
santé. J’aime le caramel mais le caramel n’est
pas bon pour la santé. J’aime les tomates maisje
préfère les bananes.
lDividetheclassintothreegroupsA, B andC�Set
thesetasks:
-Group A:childrenwriteashortsentence
beginningJ’aime... andcompleteitwithafood�
-Group B:childrenwriteashortfoodsentence
beginningIl est…orElle est... andcompleteit
withacommentaboutwhetheritishealthy�
Un, deux, trois!
lMakesurethedaysoftheweekandmonthsofthe
yearareonprominentdisplay�
lPutthechildrenintoteamsofthreetoplayMake
a date�Allocateroles:onepersontheday,onethe
date,thethirdpersonthemonth�
lCalloutadate,forexamplelundi 7 octobre,for
teammemberstowritetheirpartontheirindividual
whiteboardandquicklystandinthecorrectorder�
Awardteampointstothecorrecthumandatesmade
inthetimeallowed�
lAsthechildrenimprove,reducethetimeallowedor
awardpointstoonlythefirstthreecorrectteams�
lWarnthechildrenthatforyourfinaldatetheyneed
onlytworoles�Callout14 juillet�
lWritethelastdateonthewhiteboard�Dothe
childrenknowitssignificanceinFrance?Explain:
-itmarksaneventinhistory;
-itisBastilleDay;
-BastilleDayisanannualcelebrationinFrance;
-itisanationalholiday;
-therearebigcelebrationseverywhere:parades,
holidayfood,bonfiresandfireworks�
lAskthechildrenwhichEnglishcelebrationsounds
similar?Why?PointoutthatBonfireNightalso
marksaneventinhistoryandhasbonfiresand
fireworkstocelebratetheoccasion�
lEmphasisetheimportanceoffoodincelebrations�
LetthechildrenworkwithapartnertolistinFrench
sixfunfoodsthatwillsuitaneveningbonfireand
9
fireworkspartyforeitherBonfireNightorBastille
Day�
Follow-up
Askthechildrentomakeaposteradvertisingabonfire
celebration,drawingandlabelling(inFrench)thefood
thatwillbeavailable�SuggestputtinganEnglishflag
ononehalfoftheposterandaFrenchflagonthe
othertoemphasisethelinkbetweenthetwocountries’
celebrations�
Lesson 4
Le Croque Monsieur
Resources
Foodpicturesorprops;individualcopiesof
photocopiable13B
lRemindthechildrenaboutBastilleDay(Lesson3),
itscelebrationsandtheimportanceoffood�Itis
inJulyandaFrenchnationalholiday,sopicnics
arepopular�
lRepeattheinstructions,thistimethechildren
mimingtheactions�
Writetheingredients,recipeandtwoheadings
(Ingrédients,Méthode) onthewhiteboard�Canthe
childrenidentifytheverbshighlightedintherecipe?
Pointouttheirpositionatthestartofsentencesand
theirroleofgivingcommands�Guidethechildrento
identifyingthemasimperatives�
lPretenditisBastilleDay!Givethechildren
permissiontocreatetheirownCroque Monsieur�
Withsweetorsavouryingredients,thesandwich
doesnothavetobehealthy!
lLetthechildrenplantheirideas,usingbilingual
dictionariestolisttheiringredients�
Follow-up
Givethechildrenphotocopiable13Btocomplete,
suggestingtheyfirstwritetheirrecipeinrough�
Encouragehelpfulillustrationsandinventivesandwich
names�Afterwards,usetherecipestocompileaclass
cookerybook�
lHavethechildrenheardofaCroque
Monsieur?(ApopularFrenchtoasted
cheeseandhamsandwich)�
lDisplaypicturesandsay:
Ingrédients: du pain, du
fromage râpé, du jambon�(The
ingredients:bread,grated
cheese,ham)�Readoutyour
recipe,usingactionandmime
toclarifymeanings:
Méthode
-Coupez deux tranches
du pain.
-Mettez le fromage sur le pain.
-Ajoutez du jambon.
-Faites un sandwich.
-Chauffez le sandwich au four.
-Voilà un Croque Monsieur!
Celebrations for Bastille Day
begin the night before, all
over the country, but the best
firework displays are in Paris.
10
Un, deux, trois!
adjectives
Bon appétit!
adjectives
conjunctions
bon
mauvais
et
bonne
mauvaise
mais
bons
mauvaises
bonnes
Part 1
Forsentenceslabelleda,fillthegapwiththecorrectfoodnoun�
Forsentenceslabelledb,choosetheadjectivetoagreewiththenoun�
1 a J’aime une – ________________________
b Elle est... pour la santé.
2 a J’aime le – __________________
b Il est... pour la santé.
3 a J’aime le – ___________________
b Il est... pour la santé.
4 a Je n’aime pas le –____________________________
b Il est... pour la santé.
5 a J’aime les – _____________________
b Ils sont... pour la santé.
6 a Je n’aime pas les – _______________________
b Elles sont... pour la santé.
Part 2
Makeonesentencefromeachpairofsentences,usingtheconjunction
etormais�
Un, deux, trois!
Photocopiable 13A
11
Ingrédients
Méthode
12
Photocopiable 13B
Un, deux, trois!
More ideas for…
Work at school
thechildrentowriteabouttheirreactions�Provide
sentenceideas,forexample:
J’aime /Je n’aime pas le Croque Monsieur. Il est...
délicieux/horrible. Il est facile/difficile à faire.
lMakeCarry-on!(Lesson1)intoaregularfavourite
byorganisingquickgames�Thiswillextendthe
children’sfoodvocabularyandimprovetheir
confidenceasspeakers�
lSuggestthechildrenmakeabilingualfood
dictionary�Encouragethemtothinkcarefully
abouthowtoorganiseitforeasyreference�Will
illustrationshelp?Willcomputerpresentation
makeiteasiertoaddnewwords?Whatabout
alphabeticalorder?
lUsethedatacollectedintheFollow-upactivity
toLesson1forthechildren,withthehelpofa
partner,toawardbetweenoneandfive‘Bonne
santé’(Healthyeating) starstoeachoftheir
lunches�Suggestthechildrentotaltheirstars�Use
anICTlessonforthechildrentopresentthedata
ingraphicalrepresentation(theycouldcombine
informationwithapartner�)Afterwardsaskthemto
interpretthegraphs�Whatfactsareshownabout
theireatinghabits?Isonedayparticularlylikelyto
beunhealthy?
lLetthechildrenmakeandtasteaclassicCroque
MonsieurbyfollowingtherecipeinLesson4�Put
thechildrenintosmallgroupsandprovidethe
ingredientstomakeasandwich�Useasandwichmakertotoasteachsandwich�Afterwardsask
Work at home
lSetahistoryresearchtaskforthechildrento
discoverthefactualoriginsofBastilleDay�
lExplainthatleCroque Madameisavariationofthe
classicle Croque Monsieursandwich�Challengethe
childrentofindouthowitdiffers�(Ithasafriedegg
ontop�)
lAskthechildrentomakeanillustratedmenu
showingthetwosandwichesinthepreviousactivity�
Underneaththeyshouldwritewhichtheyprefer�(Je
préfère …) Cantheypersuadetheirparentstolet
themhelpmakeit?
lGivethechildrenphotocopiable13B,alistofuseful
imperativeverbsandfoodvocabulary(perhaps
theirfooddictionariesfromWork at school)totake
home�Askthemtocreatearecipeforasalad(fruit
orvegetable),tryitout,andwritearoughdraft
beforetheycompletephotocopiable13B�
The Bastille, a prison in Paris, was
the scene of the beginning of the
French Revolution in 1789.
Un, deux, trois!
13