lr

tl

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ll Trame uour l'élatroration d'une séouence à partir d'un album :

lr
Obiectifs linsuisti
IIP U uËs
Album Structures travaillées en classe Obiectifs
tl Thèmes abordés :
. nourriture . Do you like... ? Yes I do. . Parler aux autres
r parties du corps No I don't o Pader de soi
il r 'What
is it? It's a I an...

Structures langagières . Do you like ?

tl . Do you like . 'What
do you like? I like... Pader aux autres
I o What does he / she like? Pader de soi
She likes...
il Inion r Where is it?
. The ... is in / on ...
il Champs lexicaux associés :

r Localisation . under, in front of behin4 o parler de son

in. on environnement
il Eléments cultwels associés : For breakfast I have
o nourriture (habitudes For lunch she / he has Parler de soi
alimentaires dans les pays Parler des autres
il anglophones)
. chips / crisps / french fries
. cuisine
il

il rrn terdisciulina
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Matières Thèmes Obiectifs

Arts visuels Production des pages
Fabrication d'un album de classe
il Expression écrite Production du texte

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t'
tt o Ketchup on your coinflakes?
tt by Nick Shar.ratt
Category: Steady
,Agé gioùp: seven to âine years

lt Scholastic Children,s Books

tSBN 0-590_54151-X
(also suitable for use with younger
children after a year of e nôtisn)-

tt nother fun book by Nick Sharratt, again

t7\rcaustng much hilarity and ideal for making a
And finally, a teddy in your bed brings a personal
touch to the book. Who has a teddy on their bed?
personal class book of strange combinations.
Perhaps they have somethirig else? A hippo?
Following in the previous REALBOOK vein, A
this is a dog? A doll? Lots of toys?
smaller version, but it is just as brightly
coloured
and interactive. Each page is cut i; haif and These are all points which can be picked up
can on
be mixed and matched with all the other images.
before, during or after the storytelling activity.

tt LANGUAGE
Food: cornflakes, apple pie, lemonade, boiled
egg, PRE REALBOOK ACTIVITIES
toast, chips, ketchup, custard, ice cubes, salt, jam,
I have chosen to introduce food in the flashcard
milk
stage of these activities. you could start by
Other nouns: a toothbrush, a head, a bath,
toes, a introducing the foods using flashcards made from
bed, toothpaste, a woolly hat, a rubber duck,
the template on page 3g. (See page 7 for how to
talcum powder, a teddy
make flashcards.) Leave the ketchup, ice cubes
and
. Repetitive elements: Do you like ...? salt until later. Begin by asking the children what
Main theme: food and likes and dislikes
th'ey eat for breakfast. Do the-y eat cereal? Do
Cultural aspects: What I like about this book they
is have toast? Show them the flashcards, and
the insight into British eating culture. We see: mime
eating cereal, toast and even a boiled egg.
. cornflakes with milk _ a typical English (Explain when and how we eat boiled
breakfast eggs in
Britain - see notes under ,Cultural aspects,, left.)
. custard on apple pie - a very typical dessert, Show the lemonade. Do they drink lenionade
Custard is a sauce originally made from at
egg and breakfast time? How about milk? Do the same
cream, with a little vanilla flavouring.
with chips and apple pie. play.several of the
Nowadays it can be bought in powdered
form flashcard games described on pages g_9.
from supermarkets, and it is quickly made
by
adding the powder to boiled milk. tt is
a very lntroduce or revise the question: ,Do you like
sweet sauce, but delicious with pies and
,pong" cornflakes?' play various guessing games
puddings.
including a variation of the yes/No game
. boiled egg with salt - a typical way éf eating outlined on page g. The children who were trying
eggs, either for breakfast or for children,s
tea. to find out what the hidden card was could ask,
We even have little eggcups to hold
the eggs 'Do you like...?'instead of,,ls it...?, This also
in. You eat a boited e9; by chopping
off the gives the children lots of practice with ,yes, (l
do),
top part, and dipping your spoon inside to and 'No, (l don't)'. Depending on your children,s
scoop out the cooked egg. Some people
like level of English and what they are used to saying,
their eggs cooked for a short period of time, you can insist on the short yes/No answe[ or
leaving them soft and runny. Others like the
them full answer.
cooked for longer, which makes them hard_
boiled.
. ketchup on chips - perhaps not so unusual now TELLING THE REALBOOK STORY
lf you have used the food flashcards as above
with burger restâurants all over the world. the children will know most of the nouns in the
book, and also the question ,Do you like ...?,The
other words, which may be new, will not be
I

difficult to understand; they are so obvious from What do you put on your head? Shampoo,
the illustrations. r swimming cap, hairpins, hair-gel? What do they
Show the children the REALBOOK and read out have in their beds? An elephant, a blanket?
the title: 'Ketchup on your Cornflakes?, Raise the What else can you put on bread? peanut butter,
intonation on the wor:d ,flakes,-, emphasizing the honey, butter? What do they put in their baths?
question. 'Do you like ketchup on your Soap, bubble bath?
cornflakes?'The children will make funny faces
for sure and laugh. I wonder what this book is Ask them to think of a question using something
about? Let.s tell the story. that quite normal in their country. ln portugal
is
we could ask, 'Do you like hair-gel on your head?,
. Open the book on the first full-page spread 'Do you like ham on your bread?,
and êsk, 'Do you like ketchup on your
cornflakes?' (No, I don,t.) 2 Writing letters
. Turn over the bottom half of the page. Àsk On the board write: 'Dear children, Do you like
again, 'Do you like ketchup on your apple pie?, peanut butter on your toast? Love (Sandie) xx,
The children should reply. lf not, say again, Nq (You can explain that the ,xx,s mean kisses in
I don't. English.) Ask them to write the reply in their
. Now turn over the top half and ask, 'Do you noiebooks. lt won't take too long. Check they,ve
like custard on your appte pie?,Say, Delicious! got the idea and choose one child-to come up to
Yes, I do. Custard is good with apple pie.lf the board and reply: 'Dear (Sandie), yes, I do.
necessary you can explain in the mother Love (Ana) xx'
tongue what custard is; maybe there,s
something similar in the children,s country. Explain that you would like them to write a letter
. Turn over the bottom half again. ,Do you like to a friend, asking them a question, either from
custard in your lemonade?, and so on. the story or something slightly different using the
. Go through the book in this way, turning over associations they came up with on the board.
the bottom half first, then the top half. Once everyone has written a lettet they can give
. When you get to the last full page sprea d, ,Do it to their friend, who should reply.
you like milk on your chips?, (No, I don,t), ask,
So what do you like on your chips? Turn back a Children love writing the letters, exchanging them
few top pages. ,Do yoq like talcum powilerl with their friends and then receiving the reply. lt,s
jamla woolly hat on your chips?, until you get communication for real.
to ketchup. Yes, I tike ketchup on my chips.
3 Classroom survey
Now give the children an opportunity to mix and You could extend the previous activity into a
match. Show them how you can ask any question classroom survey:
by putting any top with any bottom. Give the . A child asks everyone a question and then
book to a child and encourage them to construct calculates how many children in class like or .

a 'Do you like ...?, question for the rest of the don't like something. e.g. ,Do you like peanut
class. Make sure they always ask the question and butter on your bread?, ,yes, I do.,/,No, I don,t.,
show the book pages; this will help reinforce the (Use chart 1 on page 39.)
language for those children who haven,t quite
picked up the structure or vocabulary.
CHART 1

D: gou like peonut butter ôn uour breod

POST REALBOOK .ACTIVITI ES I
1 Making associations
This activity prepbres children for the book- I
making activity later on.
Ask them what they like on their chips; perhaps
I
they use mayonnaise or barbecue sauce. (ln t
Britain we put salt and vinegar on our chips.)
What other drinks do they like apart from I
lemonade? Orange juice, cola, tea, coffee?
I
È
I' t<4"hup onlour CornnaXese
. Or each child could ask a question that involved
stage. You could also write the remaining page
multiple variations on an answer. e.g. ,What do numbers if you like, starting with page 1 inside
you like on your bread?, ,Jam, peanut butter;
the front cover. There are enough left-hand pages
honey, butter, nothing,, etc. (Use chart 2
to write three 'Do you like ...?, questions.
on page 39.)

@
È7 CHART 2
\J =^
Whot do gou like on gour breod ?

ll

Discuss the replies and help the children represent

them in a table format. lf you are lucky enbugh to
work in a school with teachers of other subjects,
you could pair up with the maths teacher and the
children could collate their replies in their maths
lessons. lf not, have a go at doing this in class . Give a book, already. stapled, to each child, and
using squared or lined paper. ltt not difficult.
explain that they have a front cover and six
pages to write or draw on, to make a book.
(They should not draw on the back cover.)
Either draw their attention to the page
10
numbers or ask them to complete the page
9
numbers 1-5.
8
. Ask them to think of three ,Do you like ...?,
7
questions. Each question should be divided thus:
6
a)'Do you like...,and b) ,in/on your...?,Make
5
this quite clear by writing some exarnples on
4
the board.
3 . Show the children where to rrvrite the questions
2
on the left-hand pages: 1, 3 and 5. They should
1
wiite the first part of the question on the top
0
I don't like of the page and the second part on the bottom
peonut b,utter. peanut butter. of the page.
. Now the children should illustrate the questions
they have written on the right-hand pages:2, 4,
and 5. Once they have completed the drawings,
4 Make a book
they can cut along the dotted line of the
You need:
template, or you can do this for them.
A copy of the template on page 40,for each child . The title of their book is the combination of
A blank ,A4 page question 1a) and 3b), of course.
To make the book:
The blank A4 page is the front and back cover of
Once the books have been illustrated, the children
the book. The template is the middle page. Fold
can mix and match the pictures and tell each other
them together and staple along the fold. Do not
the stories. Let them take the book home so they
cut along the dotted line of the template at this
can share their English fun with friends and family.
fr
 Objectif principal de la séance : Découwir les alirnents et le petit déjeuner anglais
Structure travaillée : What is it / it's a I an... et I like to eat
Lexique associé : nourriture

Domaine de compétenc€s : Oral: compréhension, répétition, production

Ecrit: associer texte et
Objedif oommunicationnel : poser d
itm
Objectif lirrguistique : \Âffrat is ii /
ns :VVhât is it?

Déroulement:
I
ueilet révisions : Remaroues
Rituelen fondion des habitudes de la classe
Reprise de structure et de vocabulaire pouvanl être utiles à la compréhension de I'album
Présentation de la nouvelle notion
Lecture expressive de I'albùm

I Qu'e$ ce gue vous aimez manger au petit déjeuneÉ

$ve.zvo.us..æ_
que mangent tes Anglais au petit déjeuner?
Reprise de I'album: présenter les aliments présents-et accrocher les ftash cards
conespondantes. Faire répérer les noms en insiganl sur la prononoiation
I Jeu phase 1:
\Mrat is it? en désbnanl les flash cards (mené par la maîtresse puis par les élèves)
Phase 2
I Wtpl is missing? fdem)
Phase 3
Faire2 colonnqs au tableau: breaKa$, olher meals
lntroduire et faire mérnoriser la drudure: I like to eat
Vyhst do you eat for breaHag? I like to eat + lexique . L'élève qui répond ju$e vient plaoer une
çqrle dans la colonne breaKa$.
Ecrit : rnémorisation, pratQue guidée et appiôpriation
Ecrire les noms des aliments et placer en face les hashcards.
Les relire avec les élèves.
Jeu: inlervertir 2 flashcards
Whd is wroqgl: 1 élève vient ei replace les cartes en lisant le nom (mené par la maltresse
puis par les élèves)
Trace écrite: relier image de I'aliment et norn conespondant.
Faire coller un petit résumé sur les petits déjeuners anglais

Rappl:
BREAKFAST
ylo* æople around the world seemto thinkthe typiaatt English breakfadconsisfs of eggs,
bacon, sâusages, {ried bread, mushrooms aN bâked beaàs all washed down with a {up ôf
cgffee- however, a.typical Engtish breakfad is more tikely to be a bowl of éreals, a
-Nowadays,
sùbe of foasf, orange juiæ and a cup of ætree.

EREAKFASTBeaucoup de grens dans le monde penserrt que les britanniques prennent

touiourgpur le petit déjeuner des oeulb, du b-acin, des saucÂsseg du pain frit,'des
cfiampignons, des hanbots en sauce tomate... Mais, de nos jours, Ie petit dêjéuner traditionnel
7 cfimgê. Ce reyas se-compose ptutôt de cÉréales, de toasfi frltés,-de jus d,oranç, et d,une
fasse de tffi ou de cafê.

Chanson: I like to eat apples and bananas

Document créé par \ralérie Merkel

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de ses soÛts N
structuré travairrée?ffiilfilil::li $:Ji::ï'ffi i ::il;: 2
Lexioue associé : nourriture
Durée :45 lNiveau ; GE2
I Domaine de compétences l Oral: compréhension, répétition, production
E cril : compréhension re prod uclion produc{ion
Objedif cornrnunicetionnel : poser des quedions aux autres, parler de soi
Objectif linguistique : Do you iike...? Yes I do / No I dort't. + nourriture
Révisions : What is it? + nourriture
Matériel:
Album + flash cards
Déroulement:
Accueil eû rÉvisions : Remarques
I Rituelen fonction des habitudes de la classe
Chanson: I like to eat
Jeu: associer les flashcards et les étiquettes mots conespondanles
I Présentation de la nouvelle notion
Les enfants connaissent déjà le sens de "l liken. Faire émettre des hypothèses pour trower le
sens de 'Do you like?n
Mimer les deux réoonses et les fâre réoéter
Oral : mémorisation, pratique guidée et appropriation
Relecture de l'album:
Poser la question à la class€ et faire répondre: Yes I do, No I dont. (atterner groupe et
I questionnement individuel)
Jeu: Do you like...? en désignant une flash card (mené par la maîtresse puis par les élèveq
avec mime et ailention sur la orononciation)
Ecrit : mémoristion, pratique guidée et appropriation
Chaque enfanl écrit la question en titre sur son cahier
ll écrit dans la marge la liste des aliments affrchés au tableau et en face Yes I do or No I dont

Good Bye
Ghanson: I like lo eat apples and bananas
Ellan de I'enseiqnant:

Document cree par Valérie Merkel

CHART 1

CHART 2
 I
I

I
I _
Objectif principal de la séance : connaître les parties du corps lrêagir à une consigne N
Structure travaillée : Show me your... a
Lexique associé: corps
I
I Ds@ 45 Niveau : CE2
Domaine de compétençe_s- O,ral, æ_loptef,en=ion, répét
Ecrit; associer iexte el imaoe

I
I Objedif communicationnel : réagir à une cons[ne
Objectif linguistique : comprendre une conEgné simplÊ de mouyernert
Révisions : do you like + nourriture

I
I Matcriel :
Album + flash sards
Déroulement:
I
I Accueil et révisions : Remaroues
Riiuel en fonclion des habitudes de la classe
Reprise rapide Do you like? + vocabulaire
I Chanson(reprise): head and shoulders knees and toes '
I Les étiquettes mots des parties du coçs connues sont affichées au tableau: les replacer sur le
corps dessiné (montrer une parlie du corps "What is it? : celuiquitrowe la bonne réponse
vienl placer l'éliquete mot.
I Présentation de la houvelle notion
I
Découverle des parties du corps présentes dans I'album et inconnues des élèves
Les rajouter sur le dessin au tableau
I Onal : mémorisation, pratique guidée et appropriation
I Faire répéter chacun des nouyeaux mots.
Jeu Phase 1:
Show me your + partie du corps (avec les nouveaux puis mélange anciens et nouveaux)
I
Phase 2: Simon says
Altemer ",Sh* me youl'' et d'autres.consignes connues faisant inlervenir les parties du corps
(point with your fooito the door, close you-r eyes, put your hand up, clap your hands..,)
- '-
Puis le prqUquer avec Simon Says
Ecrit : mémorisation, prat'tqu
Présenter lécrit et lire avec les élèves
Placer sur le corps dessiné au tableau.
Les relire evec les élèves.
Jeu: irfervertir 2 étiquettes mots
What is wrong?: 1 élève vient et replace les cartes en tisant le nom (mené par la maltresse
puis par les étèves)

Trace écrite: légender un schéma corporel

Good Bye
Chanson: Hockey pockey
Eilan de l'enseionanl:

Document créé par Valérie Merkel

l'
ll But:
BODY SNAP
Nommer les parties du corps
Matériel : Une photocopie A4 des cartes par élèves
Mots étiquettes des parties du corps
Préparation : 20 minutes
ïemps de jeu : 10-15 minutes
Objectifs linguistiques : Lexique : parties du corps
But du ieu : Etre le premier à dire SNAP quand 2 cartes corre

lntroduction
Réviser le nom des parties du corps en donnant aux élèves des instructions ( put
yoÛr.h?nd up, touch your nose, .-.) VérifTer également la mémorisation écrite
du
vocabulaire (associer image et étiquette mot parlxemple)
A l'issue de cette phasl, laisser au tabieau les 'imâges associées aux mots
étiquettes' (ceci servira de référence aux élèves pendant la phase de préparation du
jeu) ' '

Préparation
1' Donner à chaque élève une page A4 avec les cartes. Leur demander d'écrire le
mot correspondant à chaque image dans la case prévue à cet effet.
f,- Les élèves découpeni ensuité fes cartes en suivant les lijnès pointillées. Les
élèves doivent obtenir 16 cartes. Leur demander d'inscrire leur nom au dos
de
chacune.

Jouer
1' Les élèves jouent en paire. Les inviter à mélanger ensembles toutes leurs cartes
face cachée.
2' Chaque élève prend 16 cartes qu'il place en paquet face cachée dans sa main.
1' L" premier él"ye retourne la premiêre carte oe'-on pàlràiét oit de quelte partie
du corps il s'agit. C'est ensuite aL tour de l'élève suivani quit"it oe même.
Si les deux cartes vont ensemble (image + texte ou image il;æ ou texte
texte) le premier éJève è dire la palig Ou'corp's + SNAp - -
1ex : ar:m snap, leg snap eye
snap...) remporte les deux cartes et les met éous son paquet.
Si les deux cartes ne vont pas ensemble les'joueurs continuent jusqu,à ce
q-u'une,paire apparaisse. Le premier a oire la partie du
corps juste et SNAÉ r.inpàrtÀ
toutes les cartes_ posées au centre et les pracé sous son paquet.
4' si un élève dii SNAP par erreur (les àeux cartes ne vont pas ensemble ou
pas nommée la.bonne partie du corps) c'est son adversairé qri jajne il n,a
présentes sur la table. res
""rt"s
5, Le premier élève à avoir gagné la totalité des cartes a gagné.

On peut aussi fixer un temps précis pour chaque partie : le vainqueur

possède le plus de cartes dàns'son paquet quand lâ partie est celui qui
s'anête.

Extra ideas
pe jeu peut également servir de memory.
ll peut être adapté à d'autres champs leiicaux (nourriture, matériel
scolaire...)

,/6:::;'è-
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J[-, LESSON 3

lfi: I !_t" grey. Itls got four legs. 3

tl 2 lt's block. It,s got eight Iegs.

3 lt's green. It,s got four legs.

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ll 5 lt's brown. It,s got
two legs and two orms.
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Longuoge focus: How lo ploy: body if you can. Note: You musl
parts of Ihe body 1, Choose a diflerent counler draw the bqdy first and You musl
each and place it on 'start'. draw the head be{ore the mouth'
Ployers: age 6+, 2-4 2. Throw the dice once each nose, eyes or €ars.
5. ll you throw a 6, have

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in turn. The player rvith the 'anolher go maximum ol 3
You need: 1.board, .t {a
dice, 1 highest number goes lirsl.
counler each, 1 pencil and piece . 3. Take it in turns to throw the
ol paper each dice and move your countêr
around the board.
4. When 11ou land onà lr,;1,.'iri1,
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I zog Monster is oronge.. He's go't'three legs, three
big feet ond nine toes.
il 2 Zug Monsterjs veru rglu.He;s blue onoÉàirg.
He'sloiiiuËeors, three gellow eues
ond big teeth.
Little Zeg is red' she's got one leg ond one
I tooth. Her eges ore blue. she,s got two
orms ond twelve fingers.
Zog Monster's got o btock heod, o green bodg
I ond eight red eues. she,s got four
orms, four honds ond two legs.

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Objectif principal de la séance Parler de ses goûts. N
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Structure travaillée: Do you like... on your... 4

Lexique associé: corps + nourriture
Durée :45 Niveau : GE2
il Domaine de compétenees : Oral: compréhension, répétition, production
Ecrit: com oréhe nsion écrite prod uclion écrite
Objectif communioationnel : poser des questions aux autres, parler de soi
tl Objedif linguistique : poser des questions et sâvûir y repondre
Révisions : do you like + nouniture + corps
Matériel l
il Album + flash cards
Fiche élève (disponible à I'inspection)
Déi'oulement:
il Accueil et révisions : Remarques
Rituel en fonction des habitudes de la classe
Reprise rapide Do you like? + vocabulaire de lb nouniture
Les étiquettes mots des parties du corps connues sont affichées au tableau: les replacer sur le
tl corps dessiné (montrer une partie du corps '\r1y'hat is it? : celui quitrouve la bonne réponse
vient placer l'étiquetle moil"
Présentation de la nouvelle notion
il A partir de I'album présentation de situations inhabituelles (Do you like custard on your head ?
Do you like salt on yourtoes...)
Poser la question aux élèves . Réponse attendue: No I don't
lnciter les enfants à poser la question en retoun I'enseionant dit alors: Yes I like itl
il Onal : mémorisation, pratique guidée et appropriation
Chaque enfant regoit une situation incroyable qu'il aime.
Enquéte retrouver ce qu'aiment les camarades. Aller intenoger les autres et inscrire leur nom
û sous I'image conespondante
Bilan au lableau: accrocher les imaoes et inscrire dessous le nom des élèves.
rl Ecrit : mémorisation, pratique guidée et appropriation
Associer lerCe et image pour formuler une phrase entière qui conespond

I Good Bye
Chanson: I like to eat..

tl Eilan de I'enseionant:

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Document cree par Valérie Merkel

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