La chasse à l’ours [We’re Going on a Bear hunt]

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Who doesn’t like the story book written by Michael Rosen and illustrated by Helen Oxenbury ‘We’re Going on a Bear Hunt’, they are a hit in our home!

My husband bought the book for Enzo a few years ago. I Remember the first time I read it to Enzo, we both loved it immediately!

The story has a melody to it, so I always used to sing it rather than reading it, you can make up the tune you like mine is very upbeat, and the end is always so dramatically fast – all very theatrical, just like me! It was one of Enzo’s favourite bedtime stories and this is why I looked online to find the French version ‘La chasse à l’ours‘ in order to use at home and then when I was teaching French at school. I also bought the German version ‘Wir gehen auf Bärenjagd‘  when we started learning German and the Arabic version since we are also learning Arabic.


Which group are these books suitable to?

the glob trotter (year 4 & 5, and year 6 – key stage 2)

The ‘globe trotters’ are ready to go, ready to explore written pieces via reading small books, followed closely by comprehension, which should then take them to the level where they will be able to write in French.

I have devised 3 learning groups, to learn more go toAlways on the look out for new resources …and so the journey begins“.


The lesson plan & the objectives follow the official Key Stage 2 Language curriculum for languages’ objectives

It is very important when learning a language that a structured plan is followed. In my teaching I take great care not only to follow the national Language curriculum (the aims are listed below) but to add a ‘je ne sais quoi‘ to my lessons to give my learners the edge.

The national curriculum for languages aims to ensure that all pupils: 

Understand and respond to spoken and written language from a variety of authentic sources 
Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation 
Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt 
Discover and develop an appreciation of a range of writing in the language studied.

The method explained below will allow the child to achieve the above aims.

Full document from the Department for education available here.


Using both, the French as well as the English books together and get them involved! Get them to speak the lingo!

I have used both books for my globe trotters learner @ Preshute CoE Primary School and it worked really well! I only use this method for year 4 and 5, the method I would use for year 6 would involve more focusing on grammar, understanding the structure of a sentence in order to reproduce it independently  ….

Step 1: understanding the story in French (alternate reading French/English)

Here I start reading the story in French, one sentence at a time. Each children will receive a copy of the book in English in order to be able to follow the story line together and read the story in English, one sentence at a time (every child gets their turn).

Maîtresse Salèha: Nous allons à la chasse à l’ours.Screenshot2011-03-04at20131PM
The children: We are going on a bear hunt.
Maîtresse Salèha: Nous allons en prendre un très gros.
The children: We are going to catch a big one.
Maîtresse Salèha: La vie est belle!
The children: What a beautiful day!
Maîtresse Salèha: Nous n’avons peur de rien.
The children: We’re not scraed.
etc……

Step 2: highlight keywords, key sentences such as: 

nous allons …. we are going
la vie est belle! …. life is beautiful
peur de rien … scared of nothing
dessus …. above
dessous … beneath 
allons-y! …. let’s go

Step 3: developing the reading and pronunciation in French 

Again I start reading the story in French, one sentence at a time. Each children will receive a copy of the book this time in French in order to be allow them to follow and repeat the sentence after me, one sentence at a time (every child gets their turn) (you can do the repeat the sentence in group rather than individually if it is a large group).

Step 4: we work on comprehension using worksheets written in French, no English at all, this will help the learners to assimilate more vocabulary in French and help them get used to instructions written in French

Relie les images au bon texte ….. link the image to the correct text
Ecris vrai ou faux …. write true or false
Complete le texte avec les mots manquants …. complete the text with the missing words

Step 5: ‘l’arbre à mots’ – vocab tree

I ask my learners to complete their ‘arbre à mots’ (vocab tree – download here), reading and copying then translating helps the memory process. Above all, the vocab tree is always there to help when they can’t remember what a word/sentence means. Don’t forget make it colourful! The vocab tree template was created by a fellow French blogger IPOTÂME-TÂME


The importance of the worksheets I use & why are they only in French?

I spent a lot of time researching the internet in order to find the worksheets that I will be33816498_996770630491359_3365805276753035264_o (1) using during my classes. The French teachers are really good at sharing their work and resources. I have find a few blogs which I really liked, so I have used their resources, again everything is written in French, no English!

Here is the blog I downloaded the La chasse à l’ours worksheets from La classe d’Alex .

Here are the worksheets I have downloaded from La classe d’Alex’s blog:

document 1 – the grass & the river
document 2 – the mud
document 3 – the forest … the cave
document 4 – Quick back …. to the end

The more French the children read and write the better it is. It is absolutely important that they learn not to depend on the English translation, this is why the copy I give my learners have no translation in English at all!

Enjoy!


Having the right tools for the job is so important, and that’s why I am always on the lookout for new resources to incorporate into my lesson planning. I need them to compliment my style of teaching and offer my students the best experience when it comes to discovering a new language.

If you have a product on the market or know of one and would like it reviewed by Maîtresse Salèha please get in touch here with all the details, and we can showcase it here on the blog.

This blog will grow and develop with your interaction and input. If you would like to leave any comments or have a question I would love to hear from you.

Thank you, Merci, Danke schön, Gracias and shukraan شكرا

Maîtresse Salèha

French tutor & language passionnada

@ www.LingoLango.Blog

@ www.CanSpeakFrench.com


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