1. Let’s enjoy pictures Session 1 Summary

2. ici - here voilà/voici - there is/here is je vois – I see/I can see un immeuble – a block of flats un appartement – a flat une table – a table une chaise – a chair une serviette – a towel un maillot de bain – a swimming costume/trunks une antenne – an aerial des plantes – plants des vêtements - clothes à Nice – in Nice en France – in France à Londres – in London en Angleterre - in England un homme – a man une femme – a woman un couple – a couple un garçon – a boy une fille – a girl une famille – a family Verbs il/elle habite – he/she lives j’habite – I live Questions Qui… ? – who…? Où… ? – where…? Où habites-tu? - where do you live? Pourquoi? – why? Parce que… - because… Classroom language Montrez-moi - show me Indiquez – point to Imaginez – imagine Regardez l’image! – look at the picture Regardez bien ! – look carefully Écoutez! – listen! Répétez ! – repeat! Encore une fois – once again

3. Phonics Focus oi – je vois; voici ; voilà silent h – habite

4. Grammar Focus à is used with towns, and en with countries. NB there are exceptions to this rule, but it applies for the purposes of this session: à Nice, en France; à Londres, en Angleterre. There are several ways of expressing the present tense in English: I live; I am living; I do live, whereas in French there is only one way: j’habite. Verbs of perception (e.g. voir – to see; entendre – to hear) imply that the person is able to do it. In French it is not necessary to say ‘I can see’ when ‘je vois’ conveys that idea already.

5. Teaching Tips You may wish to provide each member of the group/class with their own copy of the picture on paper/card so that they can refer to it throughout the module. Alternatively produce a large copy and display it on the wall. The aim of the vocabulary exercise where pictures are ‘flashed up’ is to get learners to practise saying the words; therefore it is a good idea to make the images hard to see, so that they call out lots of guesses. Model mini-conversations several times with different people/reasons (using the puppets and other visuals) until learners feel confident to join in a mini-conversation with a partner. Teaching pourquoi? offers an opportunity to model the facial expression and intonation appropriate for asking a question. A large question mark (made of foam, or on a flashcard) is a useful visual aid that can be brought out as a prompt at any moment when such intonation is required.

6. Do One Thing! Find a picture (or painting by a French artist) of an apartment block in France or another French- speaking country and think about how you could use it in a similar way. Try teaching 3 or 4 words to your class using a picture and guessing game like in the ‘je vois’ PowerPoint. Explore some street views of Nice and/or look at websites such as http://www.nicetourisme.com/http://www.nicetourisme.com/

7. Ensemble Languages Project, 2015 2015 for the Ensemble Languages Project, Ensemble_Let ’ s Enjoy Pictures Session 1 Summary This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License: http://creativecommons.org/licenses/by-nc/4.0/.