Nickywin

Wk

Fwk Refs

Learning

Objectives

Language

Activities

Resources& ICT

Support/Extension

1

O3.2

O3.2

L3.2

L3.1

L3.3

Recogniseand respond to words

Recogniseand respond to sound patterns

Makelinks between some phonemes, rhymes and spellings, and read aloudfamiliar words

Recognisesome familiar words in written form

Experimentwith the writing of simple words

Adjectives:

long long

riquiqui tiny, minuscule

gros fat

petit small

haut high

mini very small

rond round

aplati - flat

1. InEnglish, discuss adjectives with pupils. Perhaps show pictures ofanimals to elicit suitable adjectives. These could be collated onboard, to see if French words can be matched up later.

2. Teachadjectives using actions.

Playphysical response game, teacher calls out adjective and pupils doaction.

Ifpupils are confident reverse to play verbal response game teacherdoes action, pupils say adjective.

3. Showpupils written form of adjectives and discuss pronunciation (eg:silent letters, i sound, etc).

4.Display adjective word cards on board. Pupils take it in turns tocome to board to point to words which have:

- silentletters at beginning / end of words)

- thei sound

- theon sound

Variation:play in 2 teams, one representative from each team has to touch aword which fits the category called out by teacher (eg: silentletter) first to do so correctly wins a point for team.

5.Pupils work in pairs, with a set of adjective word cards betweenthem. T calls out a word, ch race each other to touch the correctword. T checks by holding up correct card.

6. Withadjectives cards displayed, pupils choose one and write it onpartenrs backs using fingertips partner tries to work out whichword it is.

IWBfile

Animalpictures

Adjectivecards

Sets ofadjective cards, one set for each pair

Reducenumber of adjectives presented in one lesson for weakerpupils.

Providevisual support if needed.

Half-Term:Pack

Subject:French: Animals andadjectives

Wk

Fwk Refs

Learning

Objectives

Language

Activities

Resources

Support/Extension

2/3

O3.2

L4.2

L4.3

L3.3

L4.4

O4.1

L5.3

L6.3

O6.2

Recogniseand respond to sound patterns and words

Follow ashort familiar text, listening and reading at the same time

Readsome familiar words and phrases aloud and pronounce themaccurately

Experimentwith the writing of simple words

Writesimple words and phrases using a model and some words frommemory

Memoriseand present a short spoken text

Writewords, phrases and short sentences, using a reference

Matchsound to sentences and paragraphs

Performto an audience

un crocodile

une fourmi an ant

un lphant

une souris a mouse

une girafe

un poussin a chick

un hippopotame

un poisson a fish

1.Briefly revise adjectives using the actions from lesson 1.

2.Display animal word cards. Show flashcards of animals or soft toys can ch work out which word might be the French equivalent?

3. Teachnew animal vocabulary using flashcards or toys. Play variousflashcard games to familiarise ch with new vocab (see presentingnew vocab document)

4. Showpupils poem: Un crocodile, cest long, long, long from www.tre.ngfl.gov.uk

Readsentences with pupils.

5. Adaptpoem to show animals first before sentences come into ppt canpupils remember the animals and the adjectives?

Variationsas below:

Y4

Givepupils a paper copy of poem, with words missing. Display all animalwords on board pupils work in pairs / group from memory / withprompts from board to complete gaps.

Y5:

Pupilsre-write poem, changing animals and possibly adjectives, eitherusing a bi-lingual dictionary to suggest alternatives, or choosingfrom a list provided by the teacher

Animalflashcards or soft toys

Animalword cards

PPTpoem

Adaptedpoem on ppt

Papercopy of poem with words missing

Cut-upwords from poem

CDplayer and CD

Decreasenumber of new words taught in one lesson

Reduce /increase the number of missing words.

Deleteadjectives as well as animals.

Providepicture prompts

Half-Term:Pack

Subject:French: Animals andadjectives

Wk

Fwk Refs

Learning

Objectives

Language

Activities

Resources

Support/Extension

4

O4.2

L3.1

L4.2

L3.3

L4.4

Listenfor specific words and phrases

Recognisesome familiar words in written form

Follow ashort familiar text, listening and reading at the same time

Experimentwith the writing of simple words

Writesimple words and phrases using a model and some words frommemory

le cou neck

le nez nose

la tte head

la queue tail

les oreilles ears

les pattes (animal)legs/paws

les parties du corps parts of thebody

Numbers

1.Revise any body parts ch already know in French. Teach newvocabulary by pointing to parts of body.

2. PlayJacques a dit.

3. Showwritten form of body parts and use blu-tak to attach these to awilling pupil or to a large picture of an animal.

4. Teachch song to tune of Row, row, row the boat

Le cou,les oreilles

Lespattes, le nez

La tte,la queue

Lesparties du corps.

Ch couldpoint to parts of body as they sing song.

Either:

5.Provide ch with picture of animal (or they draw own) which theylabel in French

Or:

6.Create un monstre on board, according to childrens suggestions(eg: deux ttes, trois pattes, six queues etc).

Ch thendraw thei own monstre and label in French, using numbers (NB: nezdoes not change in the plural).

Bodyparts word cards

Blu-tak

Songwords

Animalpictures

Lessable pupils just do actions

Half-Term:Pack

Subject:French: Animals andadjectives

Wk

Fwk Refs

Learning

Objectives

Language

Activities

Resources

Support/Extension

5/6

L4.1

O4.2

L4.1

O5.1

O5.2

O6.3

L5.2

As above

L5.3

L6.3

Read andunderstand a range of familiar written phrases

Listenfor specific words and phrases

Read andunderstand a range of familiar written phrases

Prepareand practise a simple conversation, re-using familiar vocabularyand structures in new contexts

Understandand express simple opinions

Understandlonger and more complex phrases or sentences (expressreasons)

Makesimple sentences and short texts

Asabove

Writewords, phrases and short sentences, using a reference

Matchsound to sentences and paragraphs

Colours:

jaune yellow

gris grey

jaime I like

je naime pas I dont like

je veux I want

tu aimes ? do you like ?

trop too

plus more

un nom a noun

un adjectif

parce que - because

1.Revise colours briefly using objects in classroom, ensuring jauneand gris are covered.

2. Teachlike and dislike using colours:

eg: Moi,jaime le rouge. Tu aimes le rouge?

Assignan action to jaime, je naime pas, je veux and practice with ch,using physical and verbal response activities.

3. Sharestory with pupils: Je suis trop gros

Encouragech to suggest meaning, especially of trop and plus.

4. Makeup action sentences using book:

eg: jenaime pas mon long cou

(thumbsdown, point to neck and stretching action)

T readsa sentence, see if ch can give correct actions.

Variationsas below:

Y4:

Pupilsmatch pictures and sentences from the book

and thenre-order them as T reads

Y4:

PlayWord Class game

Establishnouns / adjectives and add action for each eg: hands on head fornoun and hand wiggling behind ear for adjective.

T callsout a word and ch do action according to whether it is a noun oradjective

Y4:

Pupilsare shown a sentence from the text and draw a picture to showunderstanding. They can then copy the sentence underneath.

Y5:

Showpictures from the story. Askpupils opinions, eg: tu aimes le gris? Tu aimes les oreilles dellphant ?

Pupilsreply with jaime / je naime pas.

Focus oncorrect intonation in qu form and compare French question form herewith English form (you like ... ? with do you like ?)

Pupilsthen practise in pairs.

Y6:

As abovebut teach pupils parce que (because) so they can link sentences,eg: je naime pas le cou, prace que cest (trop) long

Y5:

In tablegroups, pupils pass around a bag containing cut-up sentences fromthe book

Eg: je /veux / un / long / cou

Pupilspass round bag while singing song on body parts (cf : lesson4) and pull out one word at a time when song comes to end.

Y5:

Providepupils with sets of sentences which they have to put into matchingpairs:

Eg:

Jenaime pas mon nez

Je veuxun nez plus long

Y5 :

Pupilsare shown pictures from book with a gapped textbeneath :

Eg: Jenaime pas

and haveto complete these in French

Y6:

T readsfrom story without pupils able to see text.

Pupilshave text from each page on separate cards and have to order thesecorrectly as they listen to the T read out the story.

Colouredobjects

Text: Jesuis trop gros (Im too big)

B smallpublishing

ISBN :

9781905710065

Sentencesand pictures from book

Sentencesfrom book

Picturesfrom story

Bag

Cut-upsentences

Songwords

Sentencesfor matching

Picturesfrom text and gapped texts

Textcards from story

Limitnumber of colours revised this is not the focus of thelesson

Offer achoice of sentences with varying levels of complexity

Peersupport

Encourageuse of connectives such as trop and et and mais

Chooseeasier / more challenging sentences according to table group

Peersupport

Moreable pupils could try and write their own second half of thesentence.