KS2 Modern Foreign Languages - Activity-Based Learning

While other teachers, those who were not in charge of that class, say that L1 was too much used, I'd rather say that using the language of the learners here was aimed at helping them to concentrate on the next step of the games by giving quick indications for the next stage of the activity. Learners then went on focussing on "speaking French and using the newly-learnt words" which was "the one goal here". I think it would be fair to understand that using our common language was just a help where an explanation in French or a new structure in French would have lessen the power of the activity. The teacher would have used French for instructions if he had already made the pupils learn that "classroom language" which is somehow another language, that of injonctions + imperative for instance. I do not think it was what the teacher aimed at teaching on this video. Nevertheless, the only pronunciation mistake I noticed in French was that using UN with OIseau, would have given the sound [unoi]-seau whereas the sound UN with POI(sson) would have given UN with no sound link with POI. The latter sound was different from the previous one because, after UN, there was an initial consonant P, and there was then no link needed between words in that case, I mean no link between [n] and [p]. In French, [OI] in (oiseau) is not an initial sound-consonant as in English [w] for what, it is a vowel-sound because of O which is a written vowel in French and in English, as well !! - I'm sorry I have no IPA letters to explain that difference between IPA written vowel-sound and IPA written consonant-sound ! - Another sound which was not clear in the teacher's mouth was poissON - croissANT (there was a problem in the "nasals" [o] and [a] which could be the topic for another lesson to make pupils discriminate these two final nasal sounds). I understand that the teacher could not do this in this lesson (he just repeated, for learners to make the difference between CR- and P- which was very good here for a beginning). Actually, it was not a "sound-centred lesson" but rather a "semic-centred" lesson" so what I say now is just an idea I give for further lessons focussing on the pronunciation of "nasals" which is so important in French. Being aware of the initial sounds (when starting to learn new words) and some of the final sounds which need special lessons helps to get more fluency in pronouncing French, I think, and more confidence in the meaning of French words too.

excellent idea: children react best when they are involved in doing things, be it games or songs,... But too much English is spoken by the teacher to explain or check what an individual item means: if. on showing the picture of a cat, a pupils said that it was a dog, I would reply in French: "no, that is a dog" and show him or her the correct picture. To give a further clue, I would imitate the sound made by a cat.
Efficient learning will best take place if the learner can correct him/herself without anybody else's help

I understand that the teacher might not be an advanced French speaker, but as an EFL teacher, I would agree with ppb7 that L1 use in the language classroom should be minimised and correction achieved through other means, either by pointing to the other picture, or getting the other pupils to correct.