; Le Petit-Bleu_ le Petit Jaune MFL activities
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Le Petit-Bleu_ le Petit Jaune MFL activities


  • pg 1
									Joanna Keith, Sonia Varjabedian, Jennifer Marshall, Rona Crawford and Samuel
                          Le Petit-Bleu, le Petit-Jaune.
                             Colours, Ca fait.., c’est
List of activities
Warm Up:
Yes/No exercise – picture of coloured blob on screen: est-que c’est un ami bleu? etc.
Y3 03.3
Y6 Say Qui est-ce? Demand answer: c’est un ami bleu
Find hidden colours (memory game) – take blob one off picture of cache cache, who’s
missing? (language production)
Y3 03.3
Y6 – demand more complex phrase “il manque le bleu”

Select 2 colours (on screen), someone says what they are in French, we’ve got hidden
the colour that they make: reveal colour:
Y3: they say “it’s x” (3.2, 3.3)
Y6 demand phrase: “ca fait vert”

Play song

                               Les amis de couleurs

J'ai un ami jaune,

J'ai un ami bleu, (bis)

Et quand ils s’embrassent,
ça fait du vert,
C'est extraordinaire !

J'ai un ami jaune,
J'ai un ami rouge, (bis)
Et quand ils s’embrassent,
Ca fait du orange,
Comme c'est étrange !

J'ai un ami bleu,
J'avais un ami rouge, (bis)
Et quand ils s’embrassent,
Ca fait du violet,
Et cela me plaît !

Y3 - Stand up as they hear their colour, holding up the card (summative assessment)
Year 3 oracy
 O3.1 also,clap each time they hear a word that rhymes with a chosen word: children
clap as they hear word that rhymes with their colour.

Progression: Hand out word cards with written names of colours to some children:
hold up word and picture colour. Then in groups place words in order they hear them
Year 6 – given the song cut into phrases (or into words – L 6.3) and children
reconstitute. (L 6.2)
Memorise the song and perform in groups, inventing actions to perform it to a
younger class (0racy 6.2)

Year 3
Give out coloured cards, select 2 children with different colours come out; say: “ils
s’embrassent” – choral rep., (O3.2 – copy a sound spoken by the teacher to practice
2 children mime action of hugging to show understanding;

say “ca fait quel couleur? Levez vous si vous l’avez” – child with card (word and
picture) stands up.

formative assessment during whole lesson: encourage participation, repetition,
individual response and promote self-confidence. Encourage peer support and

NC AT: Speaking and Listening.

Level 1&2 Listening and responding, as well as reading and responding
Level 2 & 3 listening and responding.

Level 3 &4 for reading and responding; reading and responding.


   Year 3:
      3.1 recognise familiar words in .written form.

    Year 6
       0 6.1 understand main points in story.
       L6.1 Read and understand the main points of story.
       L 6.4 Write sentences on a range of topics using a model

    Order pictures on the computer to make the story flow.( middle year 3)
    Order pictures with sentences with colour word missing they must fill. (high
      year 3/ middle year 5/6)
    Order words in the story without pictures (Higher – year 5/6)
    Write your own Blob story (Year 6)

   Year 3
      L3.1 recognises familiar words in .written form.
    L3.3 experiment with the writing of simple words.

Year 6
  L6.1 Read and understand the main points of story
  L 6.3 match sounds to sentences.
  L 6.4 Write sentences on a range of topics using a model.

 Listen to sentence and re-write it using word cards including punctuation.
 Listen to the expressions and select the appropriate word.
 Use more complex sentences for year 6 and use simple sentences for year 3.

   Gap fills on the computer – filling in missing colour words. (vary level of
   Make their own colour blob story (Art, Literacy and MFL) – year 5/6
   Write bleu plus jaune font vert – blob sums. – images and writing.

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