Translation and speaking grids Quand je serai adulte, je recyclerai plus. ---------------------------------- -------------------------------------------------------------------------------------------------------------------------- Quand je serai adulte, je fermerai le robinet en me brossant les dents. www.teachitlanguages.co.uk 2016 25550 Page 1 of 6
Quand je serai adulte, j économiserai l eau. ---------------------------------- -------------------------------------------------------------------------------------------------------------------------- Quand je serai adulte, j achèterai des produits verts. www.teachitlanguages.co.uk 2016 25550 Page 2 of 6
Quand je serai adulte, j utiliserai les transports en commun. ---------------------------------- -------------------------------------------------------------------------------------------------------------------------- Quand je serai adulte, j irai au travail à vélo. www.teachitlanguages.co.uk 2016 25550 Page 3 of 6
Quand je serai adulte, je ne gaspillerai pas l énergie. www.teachitlanguages.co.uk 2016 25550 Page 4 of 6
Teaching notes This lesson is designed to enable students to understand a speech about the environment and to talk about what they will do in future to help protect the planet. 1. Translation and speaking activity Print and copy the seven grids on pp.1-4 above and give one to each student. It doesn t matter if some students have the same grids as long as all seven are used at least once. Students individually translate their sentence into English and practise saying it aloud. You could point out that all the sentences are in the simple future tense, and check the pronunciation and translation of the first phrase, quand je serai adulte, with the whole class, as all the sentences start in this way. As they work on translating their sentences, check with individual students and give feedback on their pronunciation. Students who finish first could be asked to predict which environmental actions they will hear about during the lesson, perhaps writing them up on the whiteboard in English. This list could then be reviewed after the speaking activity. Students then move around the room to meet people who have different phrases, introducing themselves with their French names and saying their sentence, e.g. Bonjour je m appelle et quand je serai adulte, je recyclerai plus. They should listen carefully to what is said and note down the phrases they hear in French in the correct row of the grid, before translating them into English. Students needing more support could ask their partner for help with the translations, e.g. Comment dit-on en anglais? Students should try to talk to as many other people as possible in order to complete their grid. At the end of the activity, the answers provided on p.6 can be projected for students to peer or self-assess their French phrases and translations. 2. Vocabulary matching To introduce some of the key vocabulary and verbs in the speech used for activity 3, launch the interactive Matching activity from www.teachitlanguages.co.uk by entering the resource number 25550 into the quick search box and clicking on the yellow star icon. 3. Listening activity The PowerPoint resource contains a teacher-read listening activity, the script for which can be found below. Project slide 1 and tell students that they will hear a speech from an environmentalist read to them twice: once for gist and once for detail. Student tasks are also on slide 1. www.teachitlanguages.co.uk 2016 25550 Page 5 of 6
Script (to be read out by the teacher) Toutes nos activités détruisent la planète et l avenir est menacé: l énergie que nous gaspillons, les moyens de transport que nous utilisons, l eau que nous consommons, les déchets que nous produisons. Alors, il est temps d améliorer nos comportements pour réduire notre impact sur l environnement. Je recyclerai, je fermerai le robinet, j achèterai des produits bio et verts, j utiliserai les transports en commun et j irai au travail à vélo. Ce sera notre grand défi! Vous êtes prêts? On slide 2 students can check their answers, which are colour coded, and the meaning of the text can be discussed, using the line numbers for reference. Slide 3 highlights the future simple tense endings, as an opportunity to recap the formation of this tense. Slide 4 is an opportunity for the teacher to recap on the meaning of the key phrases, by saying a phrase from the speech in English and asking students to identify the line number of the speech where the French equivalent can be found. On slide 5 students can practise a similar activity, this time taking turns to read a phrase from the speech in French and asking their partner to translate it into English. Slide 6 offers an extension, repeating the activity but this time from English to French. Slide 7 provides an opportunity for a plenary discussion in pairs to recap what students have learnt in the lesson. Slide 8 is a writing task which could be set for homework, writing a 100-word speech on the theme of how to save the environment. Copies of the speech on slide 4 could be provided to help with this. Answers Quand je serai adulte, je recyclerai plus. When I m an adult, I ll recycle more. Quand je serai adulte, je fermerai le robinet en me brossant les dents. When I m an adult, I ll turn off the tap when brushing my teeth. Quand je serai adulte, j économiserai l eau. When I m an adult, I ll save water. Quand je serai adulte, j achèterai des produits verts. When I m an adult, I ll buy green products. Quand je serai adulte, j utiliserai les transports en commun. When I m an adult, I ll use public transport. Quand je serai adulte, j irai au travail à vélo. When I m an adult, I ll go to work by bike. Quand je serai adulte, je ne gaspillerai pas l énergie. When I m an adult, I won t waste energy. www.teachitlanguages.co.uk 2016 25550 Page 6 of 6