French Learning Scenario:
Familiar Animals

Authors: Dorothy Cox & Leah Sequeira
Level: Novice (Elementary School)

In this scenario, students learn about familiar animals, how they are similar and different, and how to describe them. They learn vocabulary related to animals, write a “report,” and present the memorized report in class.

ACTIVITY SET 1: Learning Animal Names and Sounds
The topic of familiar animals is introduced to the class using a French children’s story or picture book about animals. The teacher reads the book, and—using the pictures in the book, pantomime, and animal sounds—helps learners understand the gist of the story or what is said about the animals, their names in French, perhaps the French animal sounds, etc. Students then repeat the vocabulary as they review the pictures in the book and make animal sounds in “French.”

Learners continue practicing vocabulary for animal names in a variety of ways: using animal sounds (make the sound, say the name), pantomime (act like the animal whose name is drawn), a memory game (show 5 pictures, remove one, and children guess which one is missing), descriptions (using French words and gestures), playing Pictionary, etc. They also learn French rhymes and songs about animals and compare them to songs they know in English such as Old McDonald (see Expansion Ideas for other examples).

ACTIVITY SET 2: Imaginary Animals
Students are divided into teams, and each team draws and colors an imaginary animal composed of 5 different body parts from 5 different animals. They use a vocabulary list provided by the teacher to label the parts (see Expansion Ideas for examples) and show their animal to the class. Each team member participates in describing the animal using French words from the vocabulary list or previously learned vocabulary.

ACTIVITY SET 3: Animal Report
Students choose an animal they wish to learn more about from a list provided by the teacher, or a list is compiled from the children’s suggestions. They receive a teacher-provided word bank that includes the following categories: parts of the animal body, numbers 1-5, verbs describing animal actions (hop, fly…), adverbs related to the verbs (slowly, silently…), colors, and adjectives (see sample vocabulary list in Resources). Next, learners examine grade-appropriate resource books on animals in English and in French if available. They also visit Web sites on animals selected by the teacher to learn about their animal. Finally, students receive a fill-in-the-blank form that they complete for their “report.”

Sample Fill-in-the-Blank Report

________________
Animal Name

Il / Elle est _____________________.
(circle) color

Il / Elle est _____________________.
(circle) adjective

Il / Elle a _________ ________________.
(circle) number part of the body

Il / Elle _______________ ________________.
(circle) verb adverb

__________________ est _______________.
animal name adjective

Students fill in the blanks with appropriate vocabulary of their choice. After their rough drafts are corrected, they copy the entire report to turn in. Students also memorize their report for an oral presentation in class. For the presentation, students bring their “animal” as a visual aid; it can be stuffed, plastic, real, or a picture if the other options are not available. Presentations are videotaped and shown on Parents’ Night. Written reports are displayed in the hallway, or a class animal book is compiled.

ACTIVITY SET 4: Field Trip to the Zoo
The class pays a visit to the local zoo. Students take their vocabulary list and check off every item they find at the zoo, e.g., paws, tiger, big, claws, stripes.

Communication: Interpersonal, Interpretative, & Presentational Modes
Cultures: Practices & Perspectives, Products & Perspectives
Connections: Access to Information, Other Subject Areas
Comparisons: Concept of Culture, Influence of Language & Culture
Communities: Within & Beyond the School Setting, Personal Enrichment & Career Development

Vocabulary list
Fill-in-the-blank report
Animal picture books or story books for children in French and English
Video camera

Reflections on How the Standards Are Met

Communication: Interpretive mode is used in listening to the story and in researching their animals. The interpersonal mode is used in vocabulary games. Presentational mode is used when students recite their animal reports.

Cultures: Students learn about the culture of children in France through their rhymes and songs.

Connections: Students use French to connect to science as they read and learn about animals.

Comparisons: Students compare French children’s rhymes and songs to the ones they know in English.

Communities: Students use the language beyond the school setting during their trip to the zoo.

Teach students French children’s rhymes that are about animals. For example:
Teach students French children’s songs about animals. For example:

Alouette
Une Souris Verte
La Famille Tortue
Teach students French children’s games about animals. For example:

Le Furet
Le Chat Perché

Books

Cronan, M. & Mahoney, J. (1985). Teach me French. Minneapolis, MN: Teach Me Tapes, Inc.

Delassus, S. (Ed.) (1998). Souvenirs d’école, jeux et comptines de la récré. Turin, Italy: Editions Mille et Une Nuits.

Garabedian, M. & Lerasle, M. (1999). Les comptines bleues des petits lascars. Paris: Didier Jeunesse.

Les Editions Didier. (1997). L’écho des colors. Paris: Author.

Mahoney, J. & Cronan, M. (1989). Teach me more French. Minneapolis, MN: Teach Me Tapes, Inc.

Marks, A. & Balayard, S. (1996). The Usborne French songbook for beginners. Tulsa, OK: EDC Publishing.

Ministre de l’éducation nationale, de la jeunesse et des sports. Les jeux du patrimoine tradition et culture (1989). Paris: Editions Revue E.P.S.

Simundson-Olson, M. (1993). Rhyme time, a global approach to enhance the learning of French. Palm Beach Gardens: Global Rhyme Time, Inc.

Valette, J.P. & Valette, R. (1990). Songs for French mastery. Lexington, MA: D.C. Heath and Co.

Zovi, L. (1991). Cantiques rythmes et rimes chants. French adaptation by Virginia Voges. Albuquerque, NM: Vibrante Press.

Sample Vocabulary List

*Les parties du corps*		Les couleurs (masc./fem.)
les pattes	the paws	brun/brune	brown
Les ailes	the wings	noir/noire	black
la queue	the tail	blanc/blanche	white
les griffes	the claws	vert/verte	green
les plumes	the feathers	gris/grise	gray
les rayeurs	the stripes	bleu/bleue	blue
la tête	the head	violet/violette	purple
le poil	the fur	rouge/rouge	red
la nageoire	the fin	jaune/jaune	yellow
les cornes	the horns	rose/rose	pink
les yeux	the eyes
les taches	the spots	Les adjectifs (masc./fem.)
la bosse	the hump	gros/grosse	large
l'aileron	the fin (shark)	petit/petite	small
les oreilles	the ears	gentil/gentille	nice
la crinière	the mane	doux/douce	soft
le bec	the beak	long/longue	long
les écailles	the scales	court/courte	short
		dur/dure	hard
Les verbes		féroce/féroce	ferocious
marche	walks	amusant/amusante	amusing
court	runs	court/courte	short
saute	jumps, hops	dur/dure	hard
nage	swims	féroce/féroce	ferocious
grimpe	climbs	amusant/amusante	amusing
rampe	crawls
vole	flies	les nombres
		un	one
Les adverbes		deux	two
vite	quickly	trois	three
lentement	slowly	quatre	four
bien	well	cing	five
beaucoup	a lot
en silence	silently

Next Page: A Francophone Dining Experience

French Learning Scenario:Familiar Animals

French Learning Scenario

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French Learning Scenario:
Familiar Animals