KS2 Year 5 French Scheme of Work
Lessons 5-6 Revision based topics: Greetings, What’s your name?,How are you? Numbers to 12 and How old are you?
Framework Learning Objectives:Lesson 5: O5.4 Prepare a short presentation on a familiar topic
Lesson 6: L5.2 Make simple sentences and short texts
New vocabulary and structures:
Il/elle est..
Quel âge a-t-il?
Il a …ans.
Quel âge a-t-elle?
Elle a …ans. / Pronunciation:
Eel/el eh
Kell ajh a teel?
Eel a … on (nasal n)
Kell arj a tel?
El a … on (nasal n) / English:
He/she is…
How old is he?
He is…years old.
How old is she?
She is …years old.
Vocabulary and structuresto revise from Year 3:
Zero
Un
Deux
Trois
Quatre
Cinq
Six
Sept
Huit
Neuf
Dix
Onze
Douze / Pronunciation:
Zair-oh
Uhn (nasal n)
Duh
Tr-wa
Catruh
Sank
Seees
Sett
Weet
Nuhf
Deees
Onz (nasal n)
Dooz / English:
Zero
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Ten
Eleven
Twelve
Quel âge as-tu?
J’ai … ans / Kell ahj a too
Jhay … on (nasal n) / How old are you?
I am … years old
Extra Resources:
Early Start French ‘Salut, Ça va?’
Resources relating to above topics from Camden Y3 SoW
Smart Notebooks for lessons 5 and 6
Pictures of various celebrities/characters showing different facial expressions to represent the following emotions:
Angry, Content, Happy, Sad
Celebrity cards for different characters/personas.
Differentiated worksheets for lesson 6.
Optional homework
Suggested Teaching Sequence:
Lesson One –oracy focus
· Using Smart Notebook, lesson 5, slide 1, share the learning objective.
· Using slide 2, see if the children can remember numbers to 12. For pronunciation/mime support use resources from the Y3 SoW.
· Establish whether class know mimes. If unsure, do with whole class explaining that the mimes link to the sounds in the words.
· Whole class count forwards and backwards
· Model pair game, counting odd and even numbers alternatively.
· Using slides 3 and 4, see if they can remember the key question from the Y3 SoW: Quel âge as-tu? and response J’ai…ans. Pupils work in pairs to then use this vocab to find out information each other’s ages.
· Question them: What about if we wanted to introduce a friend? How would we tell someone his/her age?
· Show slide 5 and establish reply is Il/elle a …ans. (He/she has…years.) Note that, following lesson four, where Il/elle est…(He/she is) was introduced to describe how people are feeling, pupils may well suggest the use of this verb to give his/her age, as that is how we would say it in English. This is a very good opportunity to point out that in French they form the sentence using the verb ‘to have’ rather than the verb ‘to be.’
· Practise with mimes as a whole class. (Il = wiggle hands like an eel. Elle = draw the capital letter L in the air) Use a variety of ages.
· Model pair game: Mimes only! One person mimes and partner says sentence in French e.g. Person 1 does action for Elle and action for neuf, Person 2 says: Elle a neuf ans.
· Using slides 6, flash cards provided and mimes, revise new vocabulary from the previous two lessons e.g. Je suis fâché(e), content(e), heureux/euse, triste and remind children about gender agreements- remind pupils that if you are female or describing how a female feels, you change the spellings to the second options for each of the words above.
· Using the flash cards provided from lessons 3 and 4 play a quick whole class game: Qui manque? (What’s missing?) Ask class to close eyes (Fermez les yeux) remove one flash card. Ask class to open their eyes (Ouvrez les yeux). Ask them ‘Qui manque?’ Once they have given the response, ask how the spelling might differ from the one on display e.g. if you took down Je suis content it could be spelt both like the one on display and by having an ‘e’ at the end. Repeat and build up to removing two and finally all of them.
· Now class can confidently tell you how they are feeling. Ask them ‘How would I say how s/he is feeling?’ See if children can remember il/elle from the sentence about ages. Point out that suis (am) > est (is). Emphasise that in French the verb changes just like in English. Use slides 8-16 to to run through new learning (il/elle and feelings vocab) but also print these slides out from the PowerPoint to make flash cards for games.
· Ensuring all the new flash cards provided are on display (or using overview slide 17), play the ‘mouthing game’. Ask class to look at your mouth very carefully as you mouth a sentence. Ask children to whisper what it was to their partner, in French. Then take answer from an individual. Children repeat in pairs.
· Using slide 18, revise introducing themselves. e.g. Bonjour. Je’ m’appelle David. J’ai 9 ans. Ça va bien parce que je suis heureux.
· Model this process, substituting different words each time to make different sentences about how you feel and using different greetings, ages and feelings.
· Pupils practise doing this together in pairs. They should also take on different characters/personas each time. Support less confident children in only changing one element each time. If your class is struggling, this is a good point to stop. If they are confident, you can move them on to introducing each other.
· When satisfied they are confident and ready to move on, question them about the personal pronouns e.g. Je. Why are they pink? What kind of word are they? If I wanted to introduce my friend, what would I need to swap it for?
· First part of the introduction is Je m’appelle…Ask class how this changes for a boy or a girl. They should have done this in Year 3. If not, they can deduce il/elle from work this lesson and you can explain that m’appelle (myself) > s’appelle (his/herself) as in English.
· Now we are ready to introduce somebody else instead of yourself. We can follow the same sort of formula but change the verb and make the adjectives agree with the person being described (male or female): Salut. Il s’appelle Jonathan. Il a dix ans. Ça va bien parce qu’ il est content. Or for a girl: Salut. Elle s’appelle Kate. Elle a dix ans. Ça va bien parce qu’ elle est contente. N.B. You drop the e in parce que and replace it with an apostrophe because it is immediately followed by a vowel.
· Look at slide 19 to see these changes.
· With slide 19 on display, challenge pupils to find information out about their partner and to then memorise their partner’s responses to the key Qs.
· Plenary: pupils present information they have remembered about their partner back to the class. You should encourage the class to listen carefully and then report back the information they have heard in English.
Lesson Two –literacy focus
· Using Smart Notebook 6, slide 1, share the learning objective.
· Using slides 3-8 and mini whiteboards play the spelling game: Right from Wrong. Three words have been selected that children should be able to spell by the end of the lesson (appelle, ans, parce que). The correct word is on the board amongst common misspellings e.g. apel, apple, appelle, apell. On mini whiteboards challenge children to write down only the correct spelling. Chose someone you think will get it right to show the class (specific phonemes and special letters can be discussed at this pointe.g. ans = silent s, parce = s, qu = k). Wipe away the wrong answers leaving only the right one. Make sure children have done the same on their boards and then play Speed Write. Children are given 30s or 1min to write the word as many times as possible. Count at the end in French. Who wrote it the most times? Repeat with the other words.
· Using slide 9, play sentence level game, Unscramble. Display a sentence with all the words in the wrong order, focus on new sentence structures such as Il/Elle a … ans. Il/Elle s’appelle… e.g s’appelle Elle Marion a Elle ans six. In mixed attainment pairs children race to unscramble the sentences.
· You may wish to provide LA with bag of laminated words to physically reorder.
· Using slide 10 play a text level game. Show a simple description of a celeb/character e.g. Je m’appelle Lisa Simpson. J’ai dix ans. Ça va mal parce que je suis fâchée.
· In same pairs, challenge children to write out the same text but describing Lisa in the third person. Use mini whiteboards.
· Stop them after a few minutes and tell them they gain a point for each correct change. Slowly go through all the exchanges needed:
Elle s’appelle Lisa Simpson. Elle a dix ans. Ça va mal parce qu’elle est
fâchée.
· Praise all alterations and check to see who remembered that que is shortened the qu’ due to being followed by a vowel.
· Using slide 11, repeat for a male celeb/character.
· Independent written work: with mini character/celebrity cards from lesson 5 (as provided) and slide 12 on display, children in pairs write a third person account. These could be used for a display in the classroom. Alternatively, children can complete differentiate work sheets (as provided).
· Plenary: Using slide 13, play Can you help my sister? Explain to class that your sister/brother/fictional friend had a go at the same activity so that you could see if it would be too hard for Y5. Tell them s/he isn’t as good at French as they are and ask if they help her fix her mistakes. Explain that you asked him/her to describe you. Show a description of your self that has lots of common mistakes e.g. Il s’appelle Stephanie. Elle est vingt-sept an. Ca va bien parce que elle est heureux.
Notes on activities and resources:
It will support children’s understanding of gender in French if the flash cards are mounted on red for feminine phrases and blue for masculine ones.
Follow-up and consolidation
Once again, daily use of new vocabulary or new structures during registration. PE, lining up… will help embed and consolidate the learning that occurs in lessons.
Children should have a visual reference so either open up the Smart Notebook in the morning or leave flash cards on display all week.
An optional homework sheet is provided on the website.