Schools - French Language Lab

   

Teacher's pages

Today's the day

Teaching objectives:

Children will learn the days of the week and to respond to the question 'What day is it?'

New language content:

lundi - Monday
mardi - Tuesday
mercredi - Wednesday
jeudi - Thursday
vendredi - Friday
samedi - Saturday
dimanche - Sunday
C'est quel jour? - What day is it?

Previous knowledge:
This section recycles language from all the previous segments - greetings, numbers to twenty, names, ages, where people live, spelling, questions.

Notes:
  • Days (and months) in French do not need to begin with a capital letter, for example when writing the date. In special circumstances, such as in a diary, they may begin with capital letters; or they may be written on a list entirely in capitals (see En France).
  • French children generally have much longer school days than in Britain. In many schools Saturday mornings are part of the school week, although a mid-week afternoon will be free or devoted to sport.
  • French children also have more homework than British children. They have to provide most of their books and equipment for school and usually have large rucksacks that are rectangular for this reason. There is some concern that carrying such heavy bags may damage children's spines.
  • Words for days can be compared in French and English and the origins of the words can be researched.
Reinforcement:
  • To practise the days of the week: chant the days in order and pause for the children to supply the next day; write on the board the initial letters of the days, in lower case, and have the children say the correct day as you point to them.
  • Every day, display, or write, the day in French on the board; if wished, write up the full date, with the current month.
  • Place the days in a word bank, arranged in alphabetical order.
Printable stuff:
  • Copies of the game board can be laminated and kept in a games box. Children can play the game when they have spare time through finishing an activity early.
Extension:
  • Children further consolidate the language by combining and adapting the language they have learnt to create extended role-plays, set in imaginative contexts, eg meeting up with a famous person or chatting to French children at a school disco. They can perform these plays in front of an audience.
  • Make cards of matching questions and answers for pairs or small groups to play Pelmanism (matching pairs).