KS2 Year 3 French Scheme of Work
Lessons 5 & 6 How are you?
Framework objectives: 03.3: Perform simple communicative tasks using single words, phrases and short sentences.L3.1: Recognise some familiar words in written form.
Pronunciation/phonic focus: letter r rolled in throat and s sound produced by “ς“
Vocabulary and Structures:
Ça va?
Et toi?
Ça va
Ça va bien
Ça va mal
Ça ne va pas
Comme-ci, comme-ça
Ça va très bien
Ça va très mal / Pronunciation:
Sa va
Ay twa
Sa va
Sa va bee yah
Sa va mal
Sa nurh va pa
Komm si komm sa
Sa va treh bee yan
Sa va treh mal / English:
How are you/how are things going?
And you?
Fine
It’s going well
It’s going badly
It’s not going well
So, so
It’s going very well
It’s going very badly
Resources: Early Start French ‘Salut, Ça va?’
Chantez plus fort (song CD) song 1 Bonjour, ça va?
PowerPoint lessons 5 - 6
Worksheet lessons 5 - 6
Suggested Teaching Sequence:Lesson 5 – oracy focus
· Share learning intention with the class.
· Start the lesson allowing the children to practise French words and phrases they already know (bonjour, au revoir …) in pairs using range of vocabulary on display.
· Introduce key question “Ça va?” with mime. Pupils repeat and copy. Ask them what sound the initial letter c is making. Explain that because of the accent below the letter, the c is making an s sound.
· Ask around class “Ça va?” pupils respond by holding up flash card and doing facial expression to show how they feel
· Using Powerpoint, introduce various responses. Pupils listen and repeat using mimes.
· Reinforce the key phrases using a range of different voices and volume, encouraging the children as whole group and smaller groups to repeat.
· In pairs give the children the opportunity to discuss what the English might be and feed back.
· Repeat key question. Volunteers respond with choice of answers to convey their mood/how their day is going.
· Ask children to discuss how the letter r sounds in the two relevant responses- can they think of any other words/phrases they have learnt in previous lessons that contain this letter sound? Encourage pupils to practise the r sound in French by pretending to gargle some mouthwash in their throat. The letter r in French is pronounced in this way and not in the mouth as it is in English. Ask the children if they have any similar sound in their home language/s.
· In pairs children rehearse asking the question and choosing their own response in French with the support of key vocabulary on display and making use of mimes to facilitate learning.
· Introduce the question “et toi?”
· Ask around the class “Ça va?” and elicit answers in French, encourage children to throw back “et toi?” to the teacher.
· Model with puppet a complete conversation, including greetings and asking of name.
· Allow the children to practice this as they move around the classroom.
· Planary: invite pairs to demonstrate what they have been saying to each other. The rest of class are instructed to listen very carefully to entire conversation as they will need to discuss their understanding with their talk partner.
· Teacher and self assessment can now take place as volunteers at the front are invited to break down the conversation into single sentences and the teacher uses the language of ‘pause and rewind’ after each sentence so that understanding can be assessed.
Lesson 6 – literacy focus
· Recap language from previous lesson using the Early Start French DVD (“Salut, Ça va?”).
· Show class the written word for each of the phrases. Remind them about correct pronunciation and focus sounds.
· Hand out a response to each child. Use interactive whiteboard spotlight and/or slow reveal facility to show part of each of these responses one at a time. Help children predict the language on the screen. Use the spotlight from left to right and from right to left.. For example, they may have the key phrase/response “ςa va mal” in their hand. As the teacher reveals enough of the letters from this phrase on the board, pupils who have this phrase hold it up and call it out.
· Focus again on the sound produced by ‘ç’ as in ‘Ça’. Can the children hear the ‘s’ sound that is produced and respond with a nod each time they hear it?
· Model practice activity: give pupils grid, as attached, pupils ask 3-5 different pupils how they are. They note the names of the people they have asked in the left hand column and then note their responses on the sheet writing whole phrases where possible, using a model as necessary.
· Plenary: Reveal all written phrases on a flip chart and ask the class to chorus together. Repeat with one phrase missing, class to repeat but include missing phrase. Continue until class repeating all phrases from memory.
Follow-up and consolidation
· Visual support should be displayed in the classroom and pupils should be given the opportunity daily to say how they are in French.
· Make up songs related to ‘How are you?’ questions and answers, using known tunes, e.g. Happy birthday to you
· Song and mimes can be performed at any opportune moment.
· Watch Early Start French DVD.
Nom / J / K / L
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