Week+5+le+depart

Objective:[[image:autumn_tree.jpg width="103" height="126" align="right"]]
To revise and practise the core structures //C’est// (it is) and // Il y a // (there is / there are) To introduce // Je suis // (I am) and // Il n’y a pas de // (there isn't / there aren't any)

Resources:
Ppt from West Sussex //'Le départ'// resource (see link below). Screen with sound enabled to watch the BBC clip. //(Teachers note: This resource is from West Sussex County Council and is a really interesting pack of resources to challenge children to work in an inestigative manner. We've just used the free examples but if you buy the excellent pack you can use as much or as little as you wish according to the interest and abilities of your class) Links to IU 4.2 // || * Le depart resources from West Sussex County Council
 * ~  ||~ Description ||~ Resources ||
 * ~ Starter || * Watch and listen to ‘What’s my name?’ BBC Flash - see link in resources
 * Ask children to listen out for the phrase ' //C'est// ' (it is)
 * Ask children to listen out for the names. Are they similar to English names? How are they different? || * What's my name? ||
 * ~ MaiActivity || * Look at the two //‘Le départ’// slides as a class. Pretend to be language detectives – how much can you work out ?
 * To encourage the children to work out as much as they can for themselves, tell them that as groups/tables they can 'buy' clues using points (max of 10 per table). Which woulds/phrases would like translated. Of course, remind the children that without spending precious points they could use a dictionary!
 * For example - clues for 2 points each could include: //Il y a// (there is/there are), //Il n’y a pas// (there isn’t/there aren’t), //C’est// (it is), //Je suis// (I am), <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//la gare// (train station), //beaucoup// (lots), //enfant// (children), //Bruit// (noise), //avec// (with), //centaines// (hundreds - remind children of links to century, centimetre, centipede and similar words), //éspace// (space).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Therefore the children will not be able to afford to buy them all so will need to collaborate and use a dictionary.
 * Watch an example lesson (for teachers0 ||
 * ~ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.4px;">Plenary || * Feedback on the class findings and any remaining points. Discuss language learning strategies with the class by asking the children; How did you work it out ? Link feedback to the use of traffic lights – is the word green (easy to work out because it looks similar to English), yellow (trickier but you can remember the word) or red (not sure about this word yet and we need to think of a way to remember it)? ||  ||