Schools - French Language Lab


Teacher's pages

My pets

Teaching objectives:

Children will learn the names of animals; they will answer the question Have you any pets?; they will begin to use adjectives in the correct order in a sentence.

New language content:

Tu as un animal? - Do you have a pet?
J'ai un chien marron - I have a brown dog
J'ai un cheval - I have a horse
J'ai un oiseau - I have a bird
J'ai un chat et une souris - I have a cat and a mouse
J'ai un poisson rouge et un lapin gris - I have a goldfish and a grey rabbit
Je n'ai pas d'animal - I haven't any pets
et toi? - what about you?

Previous Knowledge:

This section builds on colours; the first and second person of avoir - J'ai / Tu as; the negative form of the verb ne...pas; previously learned conversational language.

  • In some classes many children will not have pets. The class can, instead, be encouraged to invent imaginary animals or describe pets they would like to have.
  • The French for a goldfish is un poisson rouge; a tabby cat is un chat tigré. If preferred, children can use un poney, when talking about a small horse or pony.
  • Adjectival agreements with colours: animals provide a good opportunity to familiarise children with colours that change radically to agree with a feminine noun, e.g. une souris blanche [a white mouse].
  • See En France for correct sentence order when including adjectives of size: grand/e, petit/e [big, small], e.g. C'est un petit ballon jaune.
  • Where a liaison should, correctly, be heard between two words (because the second word begins with a vowel), in colloquial speech it may often be omitted and the two words heard separately, e.g. Tu as_un animal? may become Tu as un animal?
  • When playing the interactive Snap Game a picture is gradually built up of the ruined bridge at Avignon (le Pont St Benezet) - children could learn the song Sur le Pont d'Avignon and accompany it with appropriate actions.
  • Play guessing games using classroom items, numbers and colours, e.g. children guess how many red pencils a volunteer is holding.
  • Use Section 2 Printable Sheet - Matching Pairs Game, to reinforce adjectives of colour, combined with animal nouns, e.g. montrez-moi un chien marron; some cards can also be used as role-play cue cards, the children saying the pets they have according to the cards they pick up; create a new Matching Pairs game by adding small text cards of animals.
  • Have circle games and puppet conversation practice using the question and answers about pets, e.g. Tu as un animal? J'ai deux chiens / Je n'ai pas d'animal.
  • Introduce adjectives of size: as you reveal items of vocabulary ask the class to tell you if they are big or small, giving them a choice of words for their reply and using gesture to illustrate your meaning, e.g. c'est un GRAND ballon ou c'est un petit ballon?
Printable Stuff
  • Survey [Sondage] of pets in the class: to prepare for this activity, first provide plenty of opportunities (see above) for the children to practise saying the animals and structures, and include using the plural to ensure that children know they do not keep the indefinite article when talking about more than one pet, e.g. j'ai deux chevaux; jai trois chats.
  • Play games to familiarise the class with the text, then provide this as support.
  • Maths work based on the results of the Pets Survey.
  • Children combine adjectives of colour and size when describing their pets, e.g. J'ai un grand chien noir.
  • Create imaginary groups of animals to describe, then label, with IT produced text.