What do you prefer….? Pop Up
Practise of the key question: Do you prefer .......? and offering choices from which to select a response
Today I have received this marvellous pop up book from the publisher Helium which has inspired me to create a simple sequence of activities that all teachers in every target language could use with their young learners .
This may be a target language book for very young children but it will be a really useful resource in French UKS2 to practise asking and responding to questions , developing a sequence of questions and answers and recalling familiar nouns and adjectives .
At the beginning of learning a language we often teach children a range of nouns within a context – animals , foods, colours .
We progress so that the children can use these nouns and adjectives in a simple sentence e.g. I like red / I like dogs / etc
And then we will practise with the children how ask someone if the like something e.g. Do you like dogs ? etc
This simple story book in French will allow me a new way to practise the question “Do you prefer….? “ ( Tu préfères……? ) and to be able to create a range of choices e.g. “Tu préfères un chien ou un chat……?”
What it will also do is allow me with older children in UKS2 to revsit familiar content and to encourage them to create their own choice options from this content .How will I do this?
Stage One : Which nouns ? Which adjectives?
A random word sort of familiar nouns (and possibly adjectives) – foods/ animals / clothes/ ice creams and their flavours .
Give the children ,working in twos ,a set of nouns and adjectives on cards . Let the children decide how they wish to sort these nouns (and adjectives).
What categories will they come up with ?
In previous activities like this one I have found that some children will immediately sort these as types of content ( foods etc) , some children will identify the gender of the noun , some children will list them in alphabetical order .
In itself this is an interesting exercise to see how the children categorise and organise language .
What if they are unsure of a word….? Well then they should use bi-lingual dictionaries and on line tools and own reference material to access the meaning of the word.
Can the children identify the nouns and the adjectives and re-sort according to this objective?
How do they know which are nouns and which are adjectives?
This will work well in Year 6 for us when the children can talk about their own personal characteristics.
Stage Two :What’s the question?
Set the scene with the story . It’s a very simple story but it reinforces how to use the question:
Est-ce que tu préfères ………ou …………..?
The book poses the same question in different ways e.g Est-ce que tu préfères.... ? and Tu préfères.....? Always offering item choices to select from
Here is an example :
If the target language you teach isn’t French then you could use cards or objects to demonstrate this. Why I like this book is because it is a very physical explanation of how to pose the question.
Now ask the class , working in twos, to create questions of preference .Ask them to create at least three questions of preference. To do this they must identify two items in their categorised word lists from Stage One that belong to a similar body of content and can they create a physical sentence?
This means they must ask the question in chorus and then each partner should offer one of the possible choices to the class . Can the class give responses to their questions?
Stage Three :Our own POP UP prompt devices
The book uses different “pop up” devices to pose questions for example look at the pictures below about ice cream flavours .
Here it's a pull tag that operates the POP UP of the bottom half of the ice cream t change it from chocolate to vanilla
Discuss with the children ways to create pop up devices and to create pages in a pop up book.
Now it’s over to them!
Can they create their own visual preference questions on card and using the key target language questions and familiar content ? Would make an impressive display or could be used as question prompts for a class spoken Quiz Quiz Swap activity
Stage Four :
Asking others our questions and getting a response.
Keeping a record of our questions and responses
Working with a partner and using the Educreations IWB why not ask the children to draw symbols to explain their own preference question and record themselves asking the question at the same time?
Each partner should record at least two questions and each time they should save their recording.
The pair should share their saved questions with a second pair who need to write a target language response to the recorded questions – either as a paper and pen activity or as an Educreation IWB written and recorded response.