French festivals 020709 - Brilliant Publications Festivals and Traditions ... Le festival de Cannes...

French Festivals and TraditionsActivities and Teaching Ideas for Primary Schools

Nicolette Hannam and Michelle Williams

French_festivals_020709.indd 1 02/07/2009 22:28

DedicationIn memory of my lovely mum, Pauline Cranfi eld. Michelle Williams.

We hope you and your pupils enjoy learning about the festivals and traditions in this book. Brilliant Publications publishes many other books for teaching modern foreign languages. To fi nd out more details on any of the titles listed below, please log onto our website: www.brilliantpublications.co.uk.

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Published by Brilliant PublicationsUnit 10Sparrow Hall FarmEdlesborough DunstableBedfordshire LU6 2ES, UK

Website: www.brilliantpublications.co.uk

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The name Brilliant Publications and the logo are registered trademarks.

Written by Nicolette Hannam and Michelle WilliamsIllustrated by Sarah WimperisFront cover designed by Brilliant Publications

© Text Nicolette Hannam and Michelle Williams 2009© Design Brilliant Publications 2009

Printed ISBN: 978-1-905780-44-0ebook ISBN: 978-1-905780-91-4

First printed and published in the UK in 2009

The right of Nicolette Hannam and Michelle Williams to be identifi ed as the authors of this work has been asserted by themselves in accordance with the Copyright, Designs and Patents Act 1988.

Pages 10–11, 12–14, 17, 20, 22, 24–25, 29–30, 32, 34, 37, 39, 43, 47, 49, 53–54, 56, 59–60, 62, 67-68, 72–74 and 76–87 may be photocopied by individual teachers acting on behalf of the purchasing institution for classroom use only, without permission from the publisher and without declaration to the Publishers Licensing Society. The materials may not be reproduced in any other form or for any other purpose without the prior permission of the publisher.

ContentsIntroduction ........................................................................................................................................ 4Analysis by year group ...................................................................................................................... 5Analysis by objective .......................................................................................................................... 6Successful teaching ideas for new vocabulary .................................................................................. 7

Month Mois Festival/TraditionJanuary janvier Le Jour de l’An/La fête des Rois (New Year’s Day/Epiphany) ................ 8 February février La Chandeleur (Candlemas) ................................................................. 12 La Saint-Valentin (Saint Valentine’s Day) .............................................. 15

March mars Mardi gras (Carnival Day) ..................................................................... 18 April avril Poisson d’avril (April Fool’s Day) .......................................................... 21 Pâques (Easter) .................................................................................... 23 Les contes de fées (Traditional stories) ................................................ 26 May mai La fête du travail (May Day) ................................................................. 31 La fête des Mères (Mother’s Day) ........................................................ 33

June juin Joyeux anniversaire (Happy Birthday).................................................. 35 Le festival de Cannes (Cannes Film Festival) ....................................... 38

July juillet Le quatorze juillet (14th of July) ............................................................ 40 Symbols of France ............................................................................... 40

August août Planning a holiday ............................................................................... 44 How is French culture incorporated into our everyday life? ................ 48

September septembre La rentrée (The new school year) ......................................................... 50 Comparing pastimes and everyday life ................................................ 55

October octobre Halloween/La Toussaint (Halloween/All Saints’ Day) ........................... 57 Challenging stereotypes ...................................................................... 61 Role models for children ...................................................................... 63

November novembre Cuisine française (French Food) .......................................................... 64 Beaujolais nouveau wine tradition ....................................................... 69

December décembre Joyeux Noël (Happy Christmas)........................................................... 70

Planning a French day for your school ............................................................................................ 75

Useful resources ............................................................................................................................... 88


French Festivals and Traditions© Nicolette Hannam, Michelle Williams and Brilliant Publications4

This book was written by a secondary and a primary school teacher to provide information about festivals and traditions in France. The authors were supported by Virginie Mouton, a French student on work experience in England.

Every month has ideas that support the intercultural strand of the Framework for Modern Foreign Languages. According to the Framework by the end of Year 6, most children should be able to:

◆ Demonstrate understanding of and respect for cultural diversity

◆ Present information about an aspect of another country.

The ideas in this book can be used to develop discussions about comparisons. The Framework suggests comparing attitudes towards aspects of everyday life (IU6.1) and understanding differences between people (IU6.2).

It then suggests children present information about an aspect of culture through a wide variety of media. By regularly using ideas from

this book you are providing your pupils with a wealth of ideas.

Each month has a choice of guided sheets that can be photocopied. There is also a wealth of suggested teaching activities, with vocabulary provided. Extension ideas are provided for more able pupils.

Running a French Day (see Planning a French Day for your School, pages 75–87) will complement your intercultural teaching and provide children with many opportunities to achieve a high standard in this area of French. The French vocabulary provided will support and reinforce your language work alongside this.

There are two analysis grids that show how and where the book covers the intercultural strand. The fi rst (page 5) is split into year groups and shows where you can fi nd work to cover the objectives for your own year group. The second grid (page 6) looks at each strand and shows where it is covered in the book. This will be extremely useful for MFL co-ordinators.

Introduction


French Festivals and Traditions© Nicolette Hannam, Michelle Williams and Brilliant Publications 5

Year group Objective Covered in book

3 Identify other languages they’d like to learn

Planning a holiday (pages 44–47)

Learn where French is spoken Planning a holiday (pages 44–47)

Know some facts about one country Throughout book

Make contact with native speakers Access contact through your Local Authority or the NACELL or CILT websites

Compare different cultures Throughout book:Joyeux anniversaire (pages 35–37)La rentrée (pages 50–54)Comparing pastimes and everyday life (pages 55–56)

French song/rhyme Joyeux Noël (pages 70–74)

4 Know about French celebrations Throughout book

Identify similarities and differences in how festivals and special days are celebrated

La Chandeleur (pages 12–14)La Saint-Valentin (pages 15–17)Joyeux anniversaire (pages 35–37)Joyeux Noël (pages 70–74)

Use simple phrases to celebrate Throughout book

Compare everyday pastimes to their own Comparing pastimes and everyday life (pages 55–56)

Compare traditional stories Les contes de fées (pages 26–30)

5 Compare particular aspects of everyday life to their own

La rentrée (pages 50–54)Cuisine française (pages 64–68)

Exchange information with a partner school

Access contact through your Local Authority or the NACELL or CILT websites

Compare buildings and places in contrasting localities

Cuisine française (pages 64–68)

Investigate ways of travelling to another country/countries


Consider how cultures of different countries are incorporated into everday life

La rentrée (pages 50–54)Comparing pastimes and everyday life (pages 55–56)How are the cultures of different countries incorporated into everyday life? (pages 48–49)

Compare symbols and products Symbols of France (pages 40–43)

6 Understand and respect cultural diversity (different attitudes)

How is French culture incorporated into our everyday life? (pages 48–49) – develop discussion from guided sheet (page 49)

Recognize and challenge stereotypes Challenging stereotypes (pages 61–62)

Present information about an aspect of another country: – perform songs/plays/dramas– use ICT to present information– greater sense of audience

Year 6 pupils can choose one idea/topic from the book and use it to develop a PowerPoint presentation aimed at a given audience. Choose a specifi c festival from the book, eg Christmas or Easter, or they could do a geography presentation.

Analysis by year group


Learning objective Covered in book

IU3.1 Learn about the different languages spoken by children in the school

Planning a holiday (pages 44–47). Could be developed from discussions around the French language. Does anyone speak French in our school? Which other languages are spoken? Why?

IU3.2 Locate country/countries where the language is spoken


IU3.3 Identify social conventions at home and in other cultures

Joyeux anniversaire (pages 35–37) – typical namesSocial conventions addressed throughout book

IU3.4 Make direct or indirect contact with the country/countries where the language is spoken

We recommend that you approach your Local Authority for advice, or visit the NACELL or CILT websites

IU4.1 Learn about festivals and celebrations in different cultures

Throughout book

IU4.2 Know about some aspects of everyday life and compare them to their own

Throughout book, especially La rentrée (pages 50–54) and Comparing pastimes and everyday life (pages 55–56)

IU4.3 Compare traditional stories Les contes de fées (pages 26–30)

IU4.4 Learn about ways of travelling to the country/countries


IU5.1 Look at further aspects of their everyday lives from the perspective of someone from another country

Guided sheet – What I know about France (page 68)See also, French Day evaluation sheet (pages 86–87)

IU5.2 Recognize similarities and differences between places

Throughout bookPlanning a holiday (pages 44–47) – comparing two localitiesCuisine française (pages 64–68)

IU5.3 Compare symbols, objects or products which represent their own culture with those of another country

Symbols of France (pages 40–43)Cuisine française (pages 64–68)Planning a holiday (pages 44–47) – develop from locality discussion

IU6.1 Compare attitudes towards aspects of everyday life

La rentrée (pages 50–54)Comparing pastimes and everyday life (pages 55–56)Role models for children (page 63)Cuisine française (pages 64–68)

IU6.2 Recognize and understand some of the differences between people

Throughout book – comparing how people celebrateHow is French culture incorporated into our everyday lives? (pages 48–49) – develop cultural diversity discussion from guided sheet (page 49)Challenging stereotypes (pages 61–62)

IU6.3 Present information about an aspect of culture

Children can be encouraged to develop plays, songs and dances from the information taught about French cultureThey can use ICT (for example, PowerPoint) to present information for a given audienceCan possibly be used for transition information/ assessment

Analysis by objective



There are many ways to help children learn new vocabulary and it is important to use a variety of methods and make it fun. Below are some successful ideas that have been tried and tested:

◆ Very simply, hold up fl ashcards and ask the children to repeat the words after you. They like doing this in different voices.

◆ Mime a card. Children have to guess the word, in French.

◆ Which fl ashcard am I holding? Hold fl ashcard facing you. Ask children to guess which one you are looking at. This tests memory and pronunciation.

◆ True or False. Children only repeat the fl ashcard after you if you are saying the word that matches it.

◆ Matching cards. Give out cards to match yours, for example with names of pets. Say a word and children hold up the matching card, if they have it.

◆ Children could sequence the words as you call them out.

◆ Children could stand in order with fl ashcards, for example, with names of the months. Or they could stand in alphabetical order.

◆ For colours, they could build towers in the order that you call out, using coloured bricks.

◆ Children could hold up key words as they hear them in a song.

Successful teaching Ideas for new vocabulary

◆ Children could draw what you say, using mini-whiteboards.

◆ Slap the fl ashcard! Or the correct part of a picture (for example, the face). Children come up to the board in pairs (boys versus girls is popular). They use their hands to touch (slap) the fl ashcard the teacher says. A point is given to the fi rst one to touch the correct fl ashcard.

◆ Teach the children actions to go with the songs you learn.

◆ Use puppets or soft toys to ask and answer questions.

◆ Give the children cards with words and pictures and use them to play Pelmanism (also known as Pairs).

◆ As above, but play Snap.

◆ Picture lotto. Cross off pictures as you hear the word called out.

◆ Pictionary. The teacher can draw pictures, for example pets, and children call out as soon as they recognize it. Or they can play in small groups, on mini-whiteboards.

◆ Hangman (known as Le pendu in French).

◆ Jacques dit (Simon says).

◆ Chinese Whispers.

◆ Kim’s Game.



Le Jour de l’An/ La fête des RoisNew Year’s Day/ Epiphany

Background informationFrench people usually spend Le Jour de l’An (New Year’s Day) ‘en famille’, celebrating with their family, wishing each other ‘bonne année’ (Happy New Year).

La fête des Rois (Epiphany or King’s/Queen’s Festival) takes place on the fi rst Sunday in January. It is often celebrated with family. Une galette is a round cake which has a small object hidden inside, called une fève. Une fève means ‘a broad bean’ and traditionally dried beans were used. Nowadays la fève is usually a ceramic charm. The person who fi nds la fève has won and has to wear the crown, becoming King or Queen.

Usually the youngest person in the family, hides under the table and says who is going to have which piece of the cake, so there is no cheating!

One of the origins of la galette des Rois dates back to the 11th Century when monks elected their future leader by placing a silver coin in a loaf of bread. This custom then spread to other monasteries.

La fête des Rois commemorates Twelfth Night when the Three Kings arrived in Bethlehem bearing gifts for baby Jesus. In the 1960s ceramic fi gures started to replace the traditional dried bean, encouraging you to buy and collect more charms. Today, you can collect sets of charms, even Disney-themed ones.

You can buy galettes in every boulangerie (bakery) throughout the month of January.

The galette should be served warm, with a very dry white wine or champagne (for adults only!)

janvier / January



janvier / January

Teaching activities◆ Explain to the children about the tradition of La fête des

Rois

◆ Children mime making a galette as you give instructions in French (see recipe on page 10)

◆ Make the galette (see page 10) and celebrate La fête des Rois in class. Use a soft bean or sweet as la fève.

◆ Design your own recipe cards for making the galette.

◆ Role play buying a galette in a boulangerie (a bakery)

◆ Have a crown making competition, or design a fève.

◆ Discuss and compare how New Year is celebrated here and in France.

◆ Make bonne année cards to take home. Include details of what children will learn in the next two terms, to inform parents. Note: when writing bonne année on cards you use capital letters (Bonne Année), but normally it isn’t capitalized.

◆ Children could use the guided sheet on page 11 to record their own experiences of la galette.

Vocabulairebonne année Happy New Yearune galette a special cakeune fève a broad bean/ charmun roi a kingune reine a queenune boulangerie a bakeryune couronne a crownen famille as a familyla pâte feuilletée puff pastryla pâte d’amande marzipanun œuf an egg



La galette des Rois

Ingredients500 g puff pastry 1 dry bean or a soft sweet 1 egg 175 g marzipan (almond paste) Paper crown for decoration

Instructions◆ Preheat oven to 200ºC/425°F.

◆ Grease some baking paper.

◆ Roll out pastry into a 20 cm round.

◆ Spread the almond paste evenly onto the pastry.

◆ Place the bean anywhere on the fi lling. (On the outside edge is better, otherwise it may get sliced into many pieces!)

◆ Beat the egg and paint around the edges of the pastry to help seal the galette.

◆ Roll out another 20 cm piece of pastry and place it over the almond fi lling.

◆ Press the edges together fi rmly to seal. Score the top layer lightly with a sharp knife. Glaze with the remaining beaten egg.

◆ Bake for 25 minutes.

◆ Serve with the crown on the top.

janvier / January

Ingrédients 500 g de pâte feuilletée 1 haricot sec ou un bonbon mou 1 œuf 175 g de pâte d’amande 1 couronne en papier

Instructions◆ Préchauffez le four à 200ºC/425°F.

◆ Graissez du papier sulfurisé.

◆ Etalez la pâte sur 20 cm.

◆ Etalez la pâte d’amande sur la pâte feuilletée.

◆ Mettez le haricot n’importe où sur la pâte.

◆ Battez l’œuf et l’étaler avec un pinceau à l’extérieur de la pâte.

◆ Étalez une nouvelle pâte sur 20 cm. La

placer sur la pâte d’amande.

◆ Pressez les bords ensemble. Marquez la couche supérieure. Dorez avec l’œuf.

◆ Faites cuire au four pendant 25 minutes.

◆ Servez avec la couronne au-dessus.

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