Nouns, definite and indefinite articles and colour card magic tricks

This last week @EWoodruffe and I have been busy training groups ofstaff at individual school CPD sessions. We worked in one schoolwhere the children in Year 4 to Year 6 are moving on in their language learningand the staff were keen to find ways to support their growing inquisitivenessabout the grammar of the French language.

As part of the CPD we looked at nouns and how to practise knowledge,recognition and application of definite and indefinite articles. Here are thegames, step by step. You will be able to revisit these games over and over againas the children learn more language and hopefully this will increase thechildren’s growing confidence in how to use articles before nouns.

All you need  for thegames in French are six coloured paper squares to represent le ,la ,un,une, lesand des. (If you apply these games toother languages then you will need n amount of different coloured cards torepresent the amount of definite and indefinite articles you are practising inthat specific target language)

You can reduce the number of coloured cards and still play the games ifyou r focus is just on definitie and indefinite singular articles or definite andindefinite plural articles.

Each child will needtheir own sets of these coloured squares too.  

We are making the assumption here that the children alreadyknow a series of nouns within a context such as animals. The children alsoalready are aware that in French there are two singular definite articles and aplural definite article and they have had exposure to the indefinite articles too . You can play the games below and go through the steps just to practise definite articles in the singular and plural or to practise the change between definite and indefinite singular articles . It's a mix and match opportunity to practise a grammatical structure :the use of definite articles "the " and indefinite articles "a/some " with nouns in the target language.

Step One

Discuss clearly with the class the noun magic trick the class have become aware of- whether this is different words for" THE"/ how to change "THE to A" in the target language or plural words for "THE and SOME" we have become aware of ….

Reveal an empty table on the flip chart.This table below has four rows and three columns…. because we are looking at the big picture and assuming that the children are ready to practise changing between singular and plural definite and indefinite articles .But why are there four rows?

Well all will berevealed!

First we ask the class to go on a noun class hunt .In this instance we are looking for animal nouns and for three specific animal picturecards concealed on the room . You can  pretend to be explorers with language hunting binoculars and lookcarefully around the classroom for cards that have been concealed e.g.

“Cherchez le serpent/la souris/les poissons” 

Place the animal pictures in the second row of the tableand then remove and replace the cards when you have collected them all with the correct definite article whenthe class are confident to tell the teacher  the noun  with the correct definite article.

Remember we were playing these games as part of staff CPD and the great thing is to have Emilie our native speaker teacher supporting too. The teachers  loved hearing how Emilie isteaching her own little boy to speak French and always says the noun with thedefinite article in French when they meet new nouns together.This came about from a question by a teacher about “Well howdo children in France learn if it’s le or la?” Thanks Emilie – it’s great tohave native  hands on knowledge likethat! We thought you may also like to know this and share with your children too.

So in the second row write the definite articles inFrench after removing the pictures of nouns (le serpent/la souris/les poissons)

le	la	les

In the fourth row place the indefinite articles after  discussing  how you are now looking  “a snake/a mouse/some horses”.

Go on your animal hunt   using our imaginary binoculars…talk abouthow this time  you aren't  specificallylooking for a specific snake etc. 

As we  are no longer looking for a very speicifc snake etc one of the teachers on CPD suggested that we should therefore have morethan one picture card of “le serpent” etc so that children could make a random choice notan exact definite choice. Good idea!

Once again place your pictures on the chart,but thistime in the third row. 

Remove the pictures and replace the pictureswith the correct written indefinite articles 

le	la	les
un	une	des

So why have we got additional rows?

Well now we need to add our magic trick colour codedguide! Take a look!

le	la	les
un	une	des

The colour blocks represent the article below them, green isle , blue is la etc …..

Step Two

Practice your magic trick by checking that if “theteacher” holds up a coloured piece of card the children can respond  by calling out thecorrect definite or indefinite article

Step Three

Look at a list of known nouns (e.g here our focus has been animals in French) with definitearticles, written as a list for the children. 

Call a colour  and the children have to select a noun thatthey can use to say the correct definite/indefinite article with that noun

e.g. If “blue “ is called in the target language , then theresponse from children must be a feminine noun ( noun preceded by “la”) but if brownis called in the target language then the children’s response must be a noun inthe  plural with the indefinite pluralarticle “ a plural noun of the animal preceded by “des”

Step Four 

Make this a pair game 

Call a colour pair game. Simply ask the children to practise as a game "step three" but this time in pairs.

Step Five  

Show a colour, say a colour and can a child give you a fullsentence with a correct article and noun?

Step Six  

Make this a pair or group game 

Simply play step five as a pair or group game .

Step Seven

Ask the children to order their coloured paper squares inany order they wish and to challenge a partner to say animals with the correctdefinite/ indefinite article in the order that has been arranged with thecoloured squares for them by their partner.

Step Eight

Ask the children to play last article standing.

They justselect a coloured square and stand up holding the square clearly in front ofthem. The teacher selects one of his/her coloured cards from a bag and says anoun which has a corresponding definite or indefinite article before it .

If thechildren are holding the coloured square that corresponds to the definite/indefinite article that the teacher has used,they must sit down. Who will bethe last children standing?

Step Nine

Play the game above as a table game.

Make this a pair or group game 

Teachers at the CPD session felt that over time they could confidently grow n their own competent use of definite and indefinite articles by playing and practising the games and steps with their classes- not necessarily all the steps at one time or all the definite and indefinite articles singular and plural at one time.

We felt that over and over again we can come back to thesesimple games and play some or all of them to reinforce children and teacherknowledge of definite and indefinite articles with nouns. 

Hope you find these steps and simple games useful too!