6eme British school !

Chapter 1

BRITISH SCHOOL !

You are about to join a British school and you want to know more about it! Get ready! Dans cette séquence nous allons découvrir le système scolaire britannique. Il est très différent du système français. Nous allons apprendre : - les matières scolaires - l'heure - à construire des phrases pour donner son opinion. - there is / there are

I/ School subjects

Write the words underneath the correct picture : history - physical education (PE) - mathematics - science - music - art - french - English - geography

Look at the boar and circle : - In blue : two symbols for sport - in red : three symbols for science - in green : all symbols for school supplies - in black : three symbols for mathematics - orange : geography and history

In school, English pupils study

I have history on monday. I have mathematics on tuesday. I have french on thursday.

Pour parler de son emploi du temps et des matières il faut se rappeler deux détails importants : 1 : on utilise le verbe HAVE : I have mathematics on Monday. 2: On met le mot "on" devant les jours de la semaine : I have mathematics on Monday.

Your turn ! Look at the timetable and complete the sentences :

1/ I .............................. french .............. friday. 2/ She ......................... music ...... ................. and ................... . 3/ We ............................ english ........ ................... and .............. . 4/ I ................................. ........................... ........ Monday and Thursday. 5/ I have mathematics ...... ........................................................... .............................................................. .

BONUS : Peux-tu deviner le sens du mot "lunchtime" en t'aidant de la phrase suivante et du tableau : I have lunchtime everyday. lunchtime =

It's time for the challenge! In pairs : Student 1 chooses a day on the timetable and describes it. Ex : I have mathematics, music and english. Student 2 guesses : It's Tuesday !

CHALLENGE 2 In groups : Imagine your own timetable ! Student 1 imagines Monday Student 2 imagines Tuesday Student 3 imagines Wednesday. student 4 imagines Thursday student 5 imagines Friday. Student 1 describes Monday and the others fill the timetable. Then Student 2 describes Tuesday... etc...

II/ Telling the time

Nous allons apprendre à lire l'heure en anglais. Tout d'abord, il faut apprendre à se repérer sur l'horloge.

Le côté de l'horloge où la grande aiguille se situe.

Les minutes

Les Heures

Maintenant que l'on connaît tous les éléments importants sur l'horloge, nous allons apprendre à suivre les aiguilles et l'ordre d'annonce. Rappel : La grande aiguille indique les .............................................. . La petite aiguille indique les ............................................. .

En français on commence par annoncer les ............................................. et ensuite les ................................................... . Observe les aiguilles sur l'horloge et note l'heure : Il est ................................................................................... .

En Anglais c'est différent. Il faut suivre un ordre précis pour annoncer l'heure correctement : minutes + côté de l'horloge + heure.

Pour annoncer l'heure de cette horloge il faut donc repérer les éléments suivants : minutes : five côté de l'horloge : past heures : eleven Maintenant que nous avons repéré les éléments, nous pouvons annoncer l'heure: It's five past eleven. Il est onze heures cinq. 11h05.

ATTENTION : Il y a deux cas particuliers : Pour la demi-heure (quand la grande aiguille est sur le 6) on dira toujours "half past". ex: 11h30 = half past eleven Pour l'heure pile on ne précise pas le côté de l'horloge, et l'ordre d'annonce change : heure + minutes EX: 6h00 = six o'clock.

Exercise 1Write the number of the correct time under the clocks.

1. It's twenty to eight.2. It's ten to six. 3. It's six o'clock. 4. It's five to seven. 5. It's a quarter to two. 6. It's twelve o'clock.

II/ Telling the time

Exercise 2 Complete the sentences :

8h00It's eight ............................................ . 11h50 It's ten ............................................ ............................................ . 6h30 It's ............................................ ............................................ six. 15h45 It's quarter ............................................ ............................................ . 16h20 ............................................ twenty ............................................ four.

Exercise 3Listen and write the time !

Exercise 3Write the time !

CHALLENGE! In pairs : choose a clock and tell the time ! Your partner guesses the correct clock.

Form pairs and work together !

Read the text and find information about British schools : Heure d'arrivée des enfants à l'école ………………………………………………………………………………………………………………………………………… Type de vêtements portés ……………………………………………………………………………………………………………………………………….. Heure de la première leçon …………………………………………………………………………………………………………………………………….. Equipement dans les classes ………………………………………………………………………………………………………………………………………. Heure de récréation ………………………………………………………………………………………………………………………………………………. Heure de fin de récréation ………………………………………………………………………………………………………………………………………………. Activité populaire à la récréation ……………………………………………………………………………………………………………………………………………….

Temps restant avant la pause déjeuner ………………………………………………………………………………………………………………………………………………. Leçons que les élèves suivent à ce moment là ………………………………………………………………………………………………………………………………………………. Heure de la pause déjeuner ………………………………………………………………………………………………………………………………………………. Heure de fin ………………………………………………………………………………………………………………………………………………. Est-ce que tous les élèves mangent à la cantine ? ………………………………………………………………………………………………………………………………………………. Que mangent les élèves qui ne vont pas à la cantine ? ………………………………………………………………………………………………………………………………………………. Activité des élèves après le repas ……………………………………………………………………………………………………………………………………………….

Nombre de leçons l'après midi ………………………………………………………………………………………………………………………………………………. Heure de la dernière leçon ………………………………………………………………………………………………………………………………………………. Que font les enfants après les cours ? ……………………………………………………………………………………………………………………………………………….

Read the text and answer the questions to learn more about British schools :

III/ School uniform !

Look at the pictures and answer the questions :

1) What can you see? I can see ................................................................................................ 2) Where are they? .............................................................................................................. 3) Match the words with the correct picture : Jumper / socks / backpack / shoes / blazer / trousers / shirt /skirt / tie /school emblem

Picture 2

Picture 1

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III/ School uniform !

4/ Read the sentences and circle the correct word : 1) I am happy. Girl Boy 2) I have a backpack. Girl Boy 3) I wear a grey skirt. Girl Boy 4) I am bored. Girl Boy 5) I wear grey trousers. Girl Boy

a) This document is…………………………………………… a TV program / a forum on the internet / an extract from a book) b) It is about …………………………………………… favourite colours / school food / school uniforms) c) It is for …………………………………………… teenagers / children / adults d) The number of participants is …………………………………………… 6 / 5 / 3

ATTENTION

Les verbes de goût sont suivis d'un complément ou d'un verbe en -ing. Sujet + verbe de goût + complément I like football. Sujet + verbe de goût + verbe-ing + complément I like playing football.

Exercise 1

translate the following sentences : 1/ J'aime bien porter un uniforme. 2/ Je déteste les vêtements jaunes. 3/ J'adore les cours de math. 4/ Je n'aime pas faire les magasins.

La négation

Il existe deux façons d'exprimer la négation :

Avec BE : sujet + BE conjugué + not + complément

Avec les autres verbes : sujet + don't/doesn't + BV + complément

Exercise 1

Write the negative version of the sentences :

1/ I wear a black uniform. 2/ She has music on Monday. 3/ You think that uniforms are cool. 4/ We read the lesson. 5/ They have PE on Friday.

Challenge

In groups, take part in a debate about uniforms. For or against? Make a list ; what are your arguments for the uniforms? What are your arguments against?

Challenge

I think that uniforms are good because it's stylish. I think that uniforms are bad because it's not confortable. I think that uniforms are good because it's there is no difference between the children. In my opinion uniforms are bad because I can't wear my favourite colour. I think that uniforms are good because they represent a very good school. I think that uniforms are bad because it's cold in winter.

V/ After school clubs

Write the correct words under the pictures :painting - music - dancing - school newspaper - gardening - cooking - drama - science - sport

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V/ After school clubs

Listen to the recording and write the clubs you hear!

V/ After school clubs

Complete the text with the correct words to create a recap !finishes - uniform - first - can - playing - o'clock - clubs At Sarah's school the ............................. lesson starts at nine ............................. and the last lesson ............................. at quarter to four. Everyone has to wear a ............................. but there are after school .............................. You ............................. do sport, pottery, art ... Sarah likes ............................. badminton.

Phonology

En anglais on prononce les mots en accentuant l’une des syllabes. C'est-à-dire que l’on met en valeur l’une des syllabes en la prononçant de manière plus marquée que le reste du mot. Il y a une règle simple pour savoir quelle syllabe accentuer en anglais : On accentue presque toujours la première syllabe du mot : ‘Afternoon, ‘morning. On symbolise l’accentuation en plaçant une apostrophe devant la syllabe accentuée. Attention ! Il y a des exceptions ! Si la dernière syllabe du mot comporte un « i », on accentue l’avant dernière syllabe. Ex : peri’odic Si le mot se termine par « y », on accentue la deuxième syllabe avant la dernière. Ex : Ele’mentary.

Phonology

En anglais on prononce les mots en ............................................................. l’une des ............................................................. . C'est-à-dire que l’on met en valeur l’une des syllabes en la prononçant de manière plus marquée que le reste du mot. Il y a une règle simple pour savoir quelle syllabe accentuer en anglais : On accentue ............................................................. la ................................................................................... : ‘Afternoon, ‘morning. On symbolise l’accentuation en plaçant une ............................................................. devant la syllabe accentuée. Attention ! Il y a des exceptions ! Si la dernière syllabe du mot comporte un « i », on accentue ............................................................. . Ex : peri’odic Si le mot se termine par « y », on accentue la ..................................................................................................... . Ex : Ele’mentary.

Exercise 1

Listen to Sam and mark the stressed syllables ( ‘ ) in the underlined words: School in england is very different. Everyone has to wear a uniform. My school started at ten to nine and we finished at quarter to four. But then after school there were a lot of clubs.

Exercise 2 Pronunciation challenge!

STUDENT A

1. Ecoute ton partenaire, aide-toi de la version corrigée du script pour vérifier que ton partenaire accentue correctement les mots: « My school 'started at ten to nine and we 'finished at 'quarter to four. » 2. Coche la case du tableau qui correspond à sa performance. 3. Maintenant, à ton tour ! Lis la phrase suivante à ton partenaire : « School in england is very different. Everyone has to wear a uniform. » Pense bien à prononcer les accents toniques, tu as trois essais pour réussir !

Exercise 2 Pronunciation challenge!

STUDENT B

1. Lis la phrase suivante à ton partenaire : « My school started at ten to nine and we finished at quarter to four. » Pense bien à prononcer les accents toniques, tu as trois essais pour réussir ! 2. Maintenant, à ton tour ! Ecoute ton partenaire, aide-toi de la version corrigée du script pour vérifier que ton partenaire accentue correctement les mots: ‘School in ‘england is ‘very ‘different. ‘Everyone has to wear a ‘uniform. 3. Coche la case du tableau qui correspond à sa performance.

VI/ School presentation

Lis le texte et réponds aux questions : Welcome to Paddington school ! In our school there are four different subjects. There is history class, math class, sport lessons and art lessons. There isn’t a music class because it is too difficult. About the equipment : there are computers and books for every students, but there isn’t any copybook. There are two different uniforms : the winter uniform is black and the summer uniform is blue. There are three clubs in our school : Dancing, gardening and cooking. We hope you like our school !

QUESTIONS : 1) Quelle phrase permet de présenter le nom de l’école ? …………………………………………………………………………………………………………………………………………………………… 2) Quelle phrase permet de présenter les différentes matières ? …………………………………………………………………………………………………………………………………………………………… 3) Combien y a-t-il de matières différentes dans cette école ? Lesquelles ? …………………………………………………………………………………………………………………………………………………………… 4) Quel équipement scolaire l’école n’a-t-elle pas ? …………………………………………………………………………………………………………………………………………………………… 5) Combien y a-t-il d’uniformes ? Pourquoi ? …………………………………………………………………………………………………………………………………………………………… 6) A ton avis, comment se traduit la dernière phrase du texte ? (to hope = espérer) ……………………………………………………………………………………………………………………………………………………………

GRAMMAR POINT : There is / There are

Observe ces phrases : There are four subjects. There is a history class. There is et there are se traduisent par : Il y a - nous avons - il existe Observe les mots qui suivent "there is" et "there are", quelle différence remarques-tu? RECAP : Pour dire ................................ on utilise .................................. si le mot qui suit est .................................. et .................................. si le mot qui suit est .................................. . Forme négative :

GRAMMAR POINT : There is / There are

Exercise 1 Complete with there is / there are 1/ .................................. a cat in the classroom. 2/ .................................. red pencils in my bag. 3/ .................................. five clubs in my school. 4/ .................................. a guitar in the music classroom.

GRAMMAR POINT : There is / There are

Exercise 2 Translate the following sentences : 1/ Il y a des cahiers dans la classe. 2/ Il y a un professeur dans l'école. 3/ Il y a un club de sport dans mon école. 4/ Il n'y a pas d'élèves dans la classe.

Give your opinion about a school

Read the following comment and fill in the blanks with the correct words : There are - Uniforms - equipment - Lessons - first - there is - don’t - there isn't I like this school a lot because …………………………………. 9 different subjects. There are I.T ……………………….. ! The …………………………………….. is very cool : there are computers and each student has two different …………………………………… . I love the ……………………………….. uniform : a Unicorn Pyjama, but I like the second because ……………………………… a bow tie. I think that the Street art club is very cool but ……………………………. a painting club because it is too difficult.

School challenge !

In groups : create your own school ! 1/ name - uniform - subjects - clubs 2/ Complete the chart and give it to your comrades for them to comment !

REVISIONS YAY!

Exercice 1 Comble les phrases en utilisant There is, There are ou leur forme négatives. 1. In my school, .................................................................. an assembly every morning. 2. In my class, .................................................................. fifteen girls and fourteen boys. 3. I am not happy because ……………………………………………… computers in my school. 4. Look! .................................................................. a beautiful tie in the shop. 5. Is there a pen in your pencil case ? No …………………………………… . 6. In my pencil case, .................................................................. colouring pencils, a glue stick and a pen.

REVISIONS YAY!

Exercice 2 La negation Réécris les phrases à la forme négative : 1/ I like the blue tie. ………………………………………………………………………………………………………… 2/ I am sad. ………………………………………………………………………………………………………… 3/ My mother wants to buy a smart uniform. ……………………………………………………………………………………… 4/ They are excited to go back to school. …………………………………………………………………………………….. 5/ I think that my school is great ! …………………………………………………………………………………………………………

REVISIONS YAY!

Exercice 3 Les verbes de goût 1. I  my new friends. → .................................................................................................... 2. I   my school emblem. ➝ ....................................................................................................... 3. They  geography. ➝ ................................................................................................................. 4. We  doing our homework.➝ ..............................................................................................

REVISIONS YAY!

Exercice 4 Donner son opinion. Traduit : But : ……………………………. I think that : ……………………………………… because : ………………………… Replace les mots dans le bon ordre : I / club / don’t / like / it’s / because / dificult / . / painting / the / ……………………………………………………………………………………………………………………………………… because / I think that / isn’t / the uniform / cool /the / tie / blue / . is / ………………………………………………………………………………………………………………………………………

REVISIONS YAY!

In my school there 6 different subjects. There aren't history lesson. I love a cooking. There isn't history class because very difficult. The clubs his science and sport. The winter uniforms is blue.