ASSOCIATED TEACHERS TV PROGRAMME LESSON STARTERS – PRIMARY FRENCH

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REF: Lesson Starters - Primary French - La musique et les instruments

Associated Teachers TV Programme

Lesson Starters – Primary French - La musique et les instruments

http://www.teachers.tv/videos/lesson-starters-primary-french-la-musique-et-les-instruments

About the video

This is one of a series of lesson starter clips for Key Stage 2 French and is intended to support specific units of the QCDA schemes of work although it can equally be used to support many alternative schemes. It is aimed at learners in Years 5 and 6.

The filming was done on location in Martinique to help demonstrate that the

Francophone world extends well beyond Europe. This presents an opportunity for the children to look at an atlas and discover where Martinique is in the world. Martinique is a départmente outre mer – in other words, a fully-fledged French département located overseas. The government and its education system functions exactly like the French system.

This lesson starter was filmed in a primary school (Ecole primaire Plateau-Didier), in the capital of Martinique, Fort de France.

Using clips

The clip can be used to stimulate children’s observation of non-European French-speaking environments as much as to embed and extend language learning and listening skills. The videos offer visual clues to help pupils better understand the context in which the language is spoken.

Each individual clip is short enough to be played several times; once as an introduction to the context and then for specific listening or language activities. It is a good idea to pause the video at certain points either to talk about what the children see (the context) or to break down what is being said, so the children become more accustomed to listening to the language and then identifying individual words or phrases.

Interactive Whiteboard (IWB) opportunities

All the lesson starter clips can be used on an interactive whiteboard and adapted using the whiteboard tools to capture video screen shots straight into the notebook. You can then annotate over the screen using the pen tools and make interactive resources within notebook such as spelling and vocabulary. Having captured a still image from the clip, the spotlight or reveal facility can be used to focus on one particular aspect. Using the interactive whiteboard tools, clips can be customised and broken down into even smaller chunks.

Clip: La musique et les instruments (Y5/Y6)

Context: Children talk about instruments that they play and their musical preferences

NB: In relation to the UK, there is little music taught in curriculum time. It is more likely that the children we see receive private instrumental tuition.

QCDA unit 14: I Am the Music Man

TRANSCRIPT	I Am the Music Man
Maya	Je m’appelle Maya. J’ai neuf ans. J’habite en Martinique dans les Caraîbes. Ici on aime la musique, par exemple [le] zouk, la traditionelle, le folklorique et la pop. Je vais jouer de la guitare. Je vais jouer un allegro. Maintenant, allons voir ce que les autres font.

TRANSCRIPT	Interview 1
Maya	Qu’est-ce que tu vas faire?
Boy	Je vais jouer du piano.
Maya	Qu’est-ce que tu vas jouer?
Boy	C’est une sonatine.
Maya	C’est quel genre de musique?
Boy	C’est de la musique classique.
Maya	C’est joli.

TRANSCRIPT	Interview 2
Maya	Salut! Comment tu t’appelles?
Antoine	Je m’appelle Antoine.
Maya	Qu’est-ce que tu vas faire?
Antoine	Je vais jouer du tibwa. C’est typiquement Martiniquais.
Maya	Ah, j’adore le tibwa. Le rhythme me rappelle le carnaval. Tu veux bien jouer pour moi?
Antoine	Oui, bien sûr.
Maya	Oh, bravo! C’était super.
Antoine	Merci.

TRANSCRIPT	Interview 3
Maya	Salut, Emma
Emma	Salut, Maya
Maya	Qu’est-ce que tu vas jouer?
Emma	Je vais jouer de la flûte.
Maya	Vas-y……… Je préfère quand tu joues du piano!
Emma	Moi aussi.

Language elements:

• immediate future

• jouer de + musical instrument

• stating preferences

• simple opinions

Suggested activities:

• Ask the children to recall the musical instruments seen in this clip. They then draw them and label them with their French names.

• Consider the question Qu’est ce que tu vas jouer? and the response Je vais jouer de…. with the class and encourage them to practise their questions and answers, as the children in the programme clip, using the instruments shown.

• Discuss with the class what they understand by the word genre and different musical genres they can think of? How many different genres are mentioned in this clip? (La musique pop, traditionelle, classique, le zouk, folklorique).

• Use the internet to research traditional music from Martinique.

The consultant for the programme was Jenny Carpenter, MFL Adviser, London Borough of Barking and Dagenham.

REF: Lesson Starters - Primary French: Papyon Volé une Chanson du Carnaval

http://www.teachers.tv/videos/lesson-starters-primary-french-papyon-vole-une-chanson-du-carnaval

Associated Teachers TV Programme

Lesson Starters – Primary French - Papyon Volé - une Chanson du Carnaval

About the clip

This is one of a series of lesson starter clips for Key Stage 2 French and is intended to support specific units of the QCDA schemes of work although it can equally be used to support many alternative schemes. It is aimed at learners in Years 5 and 6.

The filming was done on location in Martinique to help demonstrate that the

Francophone world extends well beyond Europe. This presents an opportunity for the children to look at an atlas and discover where Martinique is in the world. Martinique is a départmente outre mer – in other words, a fully-fledged French département located overseas. The government and its education system functions exactly like the French system.

This lesson starter was filmed in a primary school (Ecole primaire Plateau-Didier), in the capital of Martinique, Fort de France.

Using clips

The clip can be used to stimulate children’s observation of non-European French-speaking environments as much as to embed and extend language learning and listening skills. The videos offer visual clues to help pupils better understand the context in which the language is spoken.

Each individual clip is short enough to be played several times; once as an introduction to the context and then for specific listening or language activities. It is a good idea to pause the video at certain points either to talk about what the children see (the context) or to break down what is being said, so the children become more accustomed to listening to the language and then identifying individual words or phrases.

Interactive Whiteboard (IWB) opportunities

All the lesson starter clips can be used on an interactive whiteboard and adapted using the whiteboard tools to capture video screen shots straight into the notebook. You can then annotate over the screen using the pen tools and make interactive resources within notebook such as spelling and vocabulary. Having captured a still image from the clip, the spotlight or reveal facility can be used to focus on one particular aspect. Using the interactive whiteboard tools, clips can be customised and broken down into even smaller chunks.

Clip: Papillon vole - une chanson du Carnaval

Context: Children sing a short, rhythmic song in Creole and it is repeated as part of the school’s carnival celebrations

QCDA unit 14: I Am the Music Man

TRANSCRIPT	Papyon volé: Une chanson du Carnaval
Maya	Nous allons chanter une chanson qui s’appelle Papyon volé. C’est une chanson de Carnaval en Créole. En Français ça s’appelle Papillon vole.
All	Chorus Papyon volé Butterfly stolen Cé vol nous ka volé. Stolen, stolen. Papyon volé Butterfly stolen Cé vol nous ka volé. Stolen, stolen. Olé!!! N.B. There are several versions and interpretations of this carnival chorus.

Language elements: une chanson / la Créole

Suggested activities:

• Children follow the karaoke-style chorus and sing along with children in the clip. The lines could be broken down into smaller sections and could also be combined with clapped rhythms and dance movements. For example, can the children pick up the chorus rhythm using their hands, feet or tibwa-style batons?

• Play the clip again. What did the children notice about the features of the carnival celebration. Discuss the atmosphere and nature of the celebration.

• Children use research tools to find out about Creole and why it is commonly spoken in places such as Martinique.

The consultant for the programme was Jenny Carpenter, MFL Adviser, London Borough of Barking and Dagenham.

REF: Lesson Starters - Primary French - Le Chemin de L'ecole

http://www.teachers.tv/videos/lesson-starters-primary-french-le-chemin-de-lecole

Associated Teachers TV Programme

Lesson Starters – Primary French - Le Chemin de L'ecole

About the clip

This is one of a series of lesson starter clips for Key Stage 2 French and is intended to support specific units of the QCDA schemes of work although it can equally be used to support many alternative schemes. It is aimed at learners in Years 5 and 6.

The filming was done on location in Martinique to help demonstrate that the

Francophone world extends well beyond Europe. This presents an opportunity for the children to look at an atlas and discover where Martinique is in the world. Martinique is a départmente outre mer – in other words, a fully-fledged French département located overseas. The government and its education system functions exactly like the French system.

This lesson starter was filmed in a primary school (Ecole primaire Plateau-Didier), in the capital of Martinique, Fort de France.

Using clips

The clip can be used to stimulate children’s observation of non-European French-speaking environments as much as to embed and extend language learning and listening skills. The videos offer visual clues to help pupils better understand the context in which the language is spoken.

Each individual clip is short enough to be played several times; once as an introduction to the context and then for specific listening or language activities. It is a good idea to pause the video at certain points either to talk about what the children see (the context) or to break down what is being said, so the children become more accustomed to listening to the language and then identifying individual words or phrases.

Interactive Whiteboard (IWB) opportunities

All the lesson starter clips can be used on an interactive whiteboard and adapted using the whiteboard tools to capture video screen shots straight into the notebook. You can then annotate over the screen using the pen tools and make interactive resources within notebook such as spelling and vocabulary. Having captured a still image from the clip, the spotlight or reveal facility can be used to focus on one particular aspect. Using the interactive whiteboard tools, clips can be customised and broken down into even smaller chunks.

Clip: Le Chemin de L’école (Y5/Y6)

Context: Mattis and his friend Jérémie walk to school through a mainly residential neighbourhood in Fort de France.

QCDA unit 15: On the way to school

TRANSCRIPT	Le Chemin de L’école
Mattis	Tous les jours je vais à l’école à pied avec mon ami Jérémie. Voici le chemin de l’école.
Jérémie	Mattis! Dépèche-toi! On va être en retard. Tous les jours c’est la même chose!
Mattis	J’arrive, j’arrive.
	En sortant de la maison, je tourne à gauche.
Jérémie	On va être en retard.
Mattis	Puis je continue tout droit et je tourne à droite. Et je continue à marcher pendant 300m.
	Quand j’arrive à la rue principale, je tourne à gauche.
	Quelques minutes après je traverse la rue sur le passage piéton.
	En route pour l’école je passe devant une pizzeria et une sandwicherie. Elles sont à ma droite.
	A 500m je retrouve mes amis à l’arrêt d’autobus.
	A ma gauche il y a le coiffeur qui me fait ma coupe de cheveux.
	Quelques minutes après je passe sur le passage piéton car le trottoir est trop petit.
	Quelques élèves vont à l’école avec leurs parents.
	En arrivant au rond-point, je tourne à droite.
	Et finalement je tourne à gauche, je traverse la rue et enfin – voici mon école.
	Heureusement, nous ne sommes pas en retard!

Language elements: On tourne / on prend / à gauche / à droite / tout droit / un passage piéton / un rond-point / le trottoir / l’arrêt d’autobus

Suggested activities:

• Ask children to draw maps of their own route to school, annotating these with a list of places they pass. This could also include distance travelled, walking to school with/without parents, types of school bags, road signs seen en route.

• Practise the directions à gauche / à droite / tout droit with a game where the children sit in a circle with one of them blindfolded in the middle. Each child around the circle gives an instruction ‘Tournez à gauche / à droite…. Allez tout droit – not forgetting the STOP! before a change of direction!

• Copy, print and cut into sets of cards (one per pair of pupils) the following directions. As children watch Mattis, they should put the cards in the order of his journey. To make the activity more challenging, ask the children to watch the clip in 2-3 shorter sections and tell them not to touch the cards while the clip is playing. Once teacher pauses the programme, pairs of children can arrange the cards – but stop again while teacher plays the next section and so on.

Je continue tout droit et je tourne à droite.

Quand j’arrive à la rue principale, je tourne à gauche.

Je traverse la rue sur le passage piéton.

Je passe devant une pizzeria et une sandwicherie.

Je retrouve mes amis à l’arrêt d’autobus.

Je passe sur le passage piéton car le trottoir est trop petit.

En arrivant au rond-point, je tourne à droite.

The consultant for the programme was Jenny Carpenter, MFL Adviser, London Borough of Barking and Dagenham.

REF: Lesson Starters - Primary French - Une Chasse au Trésor

http://www.teachers.tv/videos/lesson-starters-ks2-french-une-chasse-au-tresor

Associated Teachers TV Programme

Lesson Starters – Primary French - Une Chasse au Trésor

About the clip

This is one of a series of lesson starter clips for Key Stage 2 French and is intended to support specific units of the QCDA schemes of work although it can equally be used to support many alternative schemes. It is aimed at learners in Years 5 and 6.

The filming was done on location in Martinique to help demonstrate that the

Francophone world extends well beyond Europe. This presents an opportunity for the children to look at an atlas and discover where Martinique is in the world. Martinique is a départmente outre mer – in other words, a fully-fledged French département located overseas. The government and its education system functions exactly like the French system.

This lesson starter was filmed in a primary school (Ecole primaire Plateau-Didier), in the capital of Martinique, Fort de France.

Using clips

The clip can be used to stimulate children’s observation of non-European French-speaking environments as much as to embed and extend language learning and listening skills. The videos offer visual clues to help pupils better understand the context in which the language is spoken.

Each individual clip is short enough to be played several times; once as an introduction to the context and then for specific listening or language activities. It is a good idea to pause the video at certain points either to talk about what the children see (the context) or to break down what is being said, so the children become more accustomed to listening to the language and then identifying individual words or phrases.

Interactive Whiteboard (IWB) opportunities

All the lesson starter clips can be used on an interactive whiteboard and adapted using the whiteboard tools to capture video screen shots straight into the notebook. You can then annotate over the screen using the pen tools and make interactive resources within notebook such as spelling and vocabulary. Having captured a still image from the clip, the spotlight or reveal facility can be used to focus on one particular aspect. Using the interactive whiteboard tools, clips can be customised and broken down into even smaller chunks.

Clip: Une Chasse au Trésor (Y5/Y6)

Context: A group of 6 children do a treasure hunt around the school, following clues until they find the ‘treasure’.

QCDA unit 15: On the way to school

TRANSCRIPT	Une chasse au trésor
Mattis	Bonjour. Je m’appelle Mattis. J’ai neuf ans. J’habite à Fort-de-France. On va vous montrer une chasse au trésor.
	Dans les chasses au trésor, on cherche les indices.
L’indice numéro un:	Allez vers l’endroit où vous mangez. Passez par l’entrée. Cherchez face à vous un objet rond et rouge.
	Pour l’indice numéro un, on va vers l’endroit où nous mangeons et nous cherchons en face de nous un objet rond et rouge. L’objet rond et rouge c’est un ballon.
L’indice numéro deux. Girl 1	Traversez la cour jusqu’à un petit bâtiment blanc. Trouvez un objet noir qui commence par ‘p’ et finit par ‘e’. Regardez dessous.
Mattis	Pour l’indice numéro deux il faut traverser la cour jusqu’à un petit bâtiment blanc.
Child	Ah! C’est le bâtiment blanc!
Mattis	Trouvez un petit objet noir qui commence par ‘p’ et finit par ‘e’.
Child	Ah! C’est une poubelle!
Mattis	L’objet noir qui commence par ‘p’ et finit par ‘e’ est une poubelle.
L’indice numéro trois Girl 2	Faites dix pas de loup vers le bureau de la directrice. Prenez la première à droite et tournez à gauche. Continuez tout droit. Tournez encore à gauche et l’indice numéro quatre se trouve à l’ombre.
Mattis	Pour l’indice numéro trois, il nous faut faire dix pas de loup vers le bureau de la directrice, prendre la première à droite…
Girl 2	… et tournez à gauche
Mattis	et continuez tout droit. Il nous faut tourner encore à gauche et l’indice numéro quatre se trouve à l’ombre.
All	Ah! C’est là!
Mattis	L’indice se trouve sous l’arbre.
L’indice numéro quatre Girl 3	Passez devant la salle no. 14 et prenez l’escalier.
Mattis	Pour l’indice numéro quatre il nous faut passer devant la salle no. 14 et prendre l’escalier. A droite il nous faut chercher une chemise de petit garçon. La chemise se trouve sur la salle de bibliothèque.
L’indice numéro cinq Boy	Laissez la bibliothèque derrière vous. Avancez jusq’à la porte principale. Enfin, on tourne à gauche et pour finir on prend le couloir pour découvrir le trésor.
Mattis Closing question:	On a trouvé tous les indices et la trophée! Est-ce que tu aimes les chasses au trésor?

Language elements:

Imperatives tournez continuez trouvez cherchez prenez faites passez traversez avancez

Directions à gauche à droite tout droit Distance à 200 m un pas de loup (a giant step) Prepositions devant derrière

Words for sequencing puis ensuite finalement Additional language un mot qui commence avec qui finit avec... le numéro ... l’indice

Suggested activities:

• Explore the meaning of the five clues with the children and pick out some instructions that they could follow no matter where they are. For example, faites dix pas de loup, tournez à gauche.

• Set up a treasure hunt around the school using words from the imperatives list and language from the clues which Mattis and his friends see / hear.

• Group of children could perhaps write some treasure hunt clues based on a simplified version of the five clues in the clip. This could be for the whole class or another group of children.

The consultant for the programme was Jenny Carpenter, MFL Adviser, London Borough of Barking and Dagenham.

REF: Lesson Starters - Primary French - Le Carnaval en Martinique

http://www.teachers.tv/videos/lesson-starter-primary-french-le-carnaval-en-martinique

Associated Teachers TV Programme

Lesson Starters – Primary French - Le Carnaval en Martinique

About the clip

This is one of a series of lesson starter clips for Key Stage 2 French and is intended to support specific units of the QCDA schemes of work although it can equally be used to support many alternative schemes. It is aimed at learners in Years 5 and 6.

The filming was done on location in Martinique to help demonstrate that the

Francophone world extends well beyond Europe. This presents an opportunity for the children to look at an atlas and discover where Martinique is in the world. Martinique is a départmente outre mer – in other words, a fully-fledged French département located overseas. The government and its education system functions exactly like the French system.

This lesson starter was filmed in a primary school (Ecole primaire Plateau-Didier), in the capital of Martinique, Fort de France.

Using clips

The clip can be used to stimulate children’s observation of non-European French-speaking environments as much as to embed and extend language learning and listening skills. The videos offer visual clues to help pupils better understand the context in which the language is spoken.

Each individual clip is short enough to be played several times; once as an introduction to the context and then for specific listening or language activities. It is a good idea to pause the video at certain points either to talk about what the children see (the context) or to break down what is being said, so the children become more accustomed to listening to the language and then identifying individual words or phrases.

Interactive Whiteboard (IWB) opportunities

All the lesson starter clips can be used on an interactive whiteboard and adapted using the whiteboard tools to capture video screen shots straight into the notebook. You can then annotate over the screen using the pen tools and make interactive resources within notebook such as spelling and vocabulary. Having captured a still image from the clip, the spotlight or reveal facility can be used to focus on one particular aspect. Using the interactive whiteboard tools, clips can be customised and broken down into even smaller chunks.

Clip: Le Carnaval en Martinique (Y5/Y6)

Context: The school celebrates Carnival with music, dance, a parade through the local neighbourhood and a competition to choose kings and queens of the carnival.

QCDA unit 17: The Four Seasons

TRANSCRIPT	Le carnaval en Martinique
Chéquina	Salut! Je m’appelle Chéquina et en ce moment c’est la saison de Carême où il y a le carnaval.
	Alors, pour le carnaval, je vous explique, c’est une fête où on se déguise, on se masque et on défile dans les rues en chantant et dansant et ils font un spectacle.
	Cette année dans mon école il y a une élection des mini-rois, des mini-reines, des rois et des reines. Pour sélectionner ces rois et ces reines il faut défiler sur un podium, le jury note pour l’originalité, la beauté et la présentation.
	Le mini-roi, il était déguisé en Coupe du Monde 2010, c’est à dire avec plein de ballons et une coupe sur la tête. Il y avait la mini-reine qui était en sari et en martiniquaise donc elle s’appellait la métisse*. *une métisse is a female of mixed race
	Il y avait aussi les rois et les reines. La reine c’était Patricia et elle était déguisée avec une longue robe avec un grand chapeau. C’était en thème des fleurs, la nature.
	Le roi c’était Marc. Il était déguisé en enchanteur de serpent.
	Et aussi dans cette école on fait une parade et dont moi, j’en fais partie. Pour finaliser cette fête nous allons partir cet après-midi de l’école pour faire un tour du vieux Moulin et on va défiler, on va faire une parade.
Closing question:	Est-ce que tu aimes le Carnaval et te déguiser?

Language elements: le Carnaval / le roi / la reine / se déguiser / une masque / une parade

Structured activities:

• This is an extremely visual clip which children would probably enjoy just watching. How many different kinds of costumes can the children identify?

• Schools might want to make their own carnival celebration and include songs, games and other ideas from the clips about Martinique.

• Using the weblink below, show children photos of Carnaval celebrations in Martinique and invite their comments / observations. Use the photos to help children get ideas for costumes for a school carnival celebration. What time of year does Carnaval take place?

http://www.zananas-martinique.com/mediatheque/carnaval-martinique.php

The consultant for the programme was Jenny Carpenter, MFL Adviser, London Borough of Barking and Dagenham.

REF: Lesson Starters - Primary French - La Parade des Metiers D'avant

http://www.teachers.tv/videos/lesson-starters-primary-french-la-parade-des-metiers-d-avant

Associated Teachers TV Programme

Lesson Starters – Primary French - La Parade des Metiers D'avant

About the clip

This is one of a series of lesson starter clips for Key Stage 2 French and is intended to support specific units of the QCDA schemes of work although it can equally be used to support many alternative schemes. It is aimed at learners in Years 5 and 6.

The filming was done on location in Martinique to help demonstrate that the

Francophone world extends well beyond Europe. This presents an opportunity for the children to look at an atlas and discover where Martinique is in the world. Martinique is a départmente outre mer – in other words, a fully-fledged French département located overseas. The government and its education system functions exactly like the French system.

This lesson starter was filmed in a primary school (Ecole primaire Plateau-Didier), in the capital of Martinique, Fort de France.

Using clips

The clip can be used to stimulate children’s observation of non-European French-speaking environments as much as to embed and extend language learning and listening skills. The videos offer visual clues to help pupils better understand the context in which the language is spoken.

Each individual clip is short enough to be played several times; once as an introduction to the context and then for specific listening or language activities. It is a good idea to pause the video at certain points either to talk about what the children see (the context) or to break down what is being said, so the children become more accustomed to listening to the language and then identifying individual words or phrases.

Interactive Whiteboard (IWB) opportunities

All the lesson starter clips can be used on an interactive whiteboard and adapted using the whiteboard tools to capture video screen shots straight into the notebook. You can then annotate over the screen using the pen tools and make interactive resources within notebook such as spelling and vocabulary. Having captured a still image from the clip, the spotlight or reveal facility can be used to focus on one particular aspect. Using the interactive whiteboard tools, clips can be customised and broken down into even smaller chunks.

Clip: La Parade des Metiers D’avant (Y5/Y6)

Context: As part of Carnival celebrations children dress up in costumes which represent jobs from times gone by.

QCDA unit 22: Then and now

TRANSCRIPT	La Parade des Métiers D’avant
Mattis	Salut, je m’appelle Mattis. J’ai huit ans. Je vais te présenter les métiers d’avant.
Logan	Je m’appelle Logan. J’ai 9 ans. Je porte un tenu de coupeur de canne. Une chemise bleue, un jean bleu retroussé et un chapeau pavois.
	Dans le passé on travaillait dans les champs de canne et on coupait de la canne
Marion	Je m’appelle Marion. J’ai 10 ans. Je fais le métier de repasseuse. Autrefois les repasseuses portaient ce vêtement de couleur rose et marron. Elles utilisaient cet objet qui s’appelle un fer à repasser.
Clara	Salut. Je m’appelle Clara. J’ai neuf ans. Je suis la marchande de lait. Avant la marchande de lait, elle portait une robe, une vieille robe de grand-mère. Elle criait très, très, très fort.
Mattis	Le marchand de journaux, il avait une chemise et un pantalon. Pour que les gens viennent acheter ses journaux, il criait: ‘Demandez la presse! Le président Dumien assassiné. Demandez la presse! Demandez la presse!’

Language elements: une robe / un pantalon / une chemise / un metier / il – elle portait / il – elle criait

Suggested activities:

• Test understanding by discussing with the class what jobs each of the historical Carnaval characters represented.

• Remind children of some of the jobs that people did in Victorian times. Were they any jobs which they saw pictured in the clip which are similar / different to this period in their own country? Why do they think this is?

• Make a similar clip and share with a partner school in a French-speaking country.

The consultant for the programme was Jenny Carpenter, MFL Adviser, London Borough of Barking and Dagenham.

AGEING CAUSES PROMINENT NEUROVASCULAR DYSFUNCTION ASSOCIATED WITH LOSS OF
AGREEMENT PERFORMANCE BOND ASSOCIATED WITH AGREEMENT
AGREEMENT FOR HIRE OF STEAM WEED AND ASSOCIATED EQUIPMENT

Tags: associated teachers, http://www.teachers.tv/videos/lesson-starters-primary-french-la-parade-des-metiers-d-avant associated, programme, lesson, primary, associated, teachers, starters, french

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