KS2 Year 6 French Scheme of Work
Lesson 35-6 I can……..understand, ask and answer questions on several different topics
Framework objectives:Lesson 35-6: O6.3 Understand longer and more complex phrases and sentences
06.4 Use spoken language confidently to initiate and sustain conversations and to tell stories
L6.4 Write sentences on a range of topics using a model
New Vocabulary and structures:
qui est le plus vite?
équipe
temps
mesdames
messieurs
bienvenue à
notre
programme de sports
‘Le vélo en fête’
aujourd’hui
je vais
parler
avec le cycliste
Laurent Jalabert
Alors
félicitations
bien sûr
j’ai gagné / kee ay luh ploo veet?
ay-keep
tom
meh –damm
meh-ssure
bee-aN ven-ooh a
nott- rruh
prro-grram duh sporr
‘luh vay-lo oN fett’
oh-jhorrd-wee
jhuh vay
parr-lay
avek luh see-cleeste
loh-roN jhal-a-berr
a-lorr
fay-liss-ee-ta-shon
bee-aN soorr
jhay gan-yay / who’s the fastest? team
time
ladies
(and) gentlemen
welcome to
our
sport’s programme
‘Celebrating bikes’ (made up TV programme!)
today
I’m going
to speak
with the cyclist
Laurent Jalabert (well-known French cyclist)
so /right
congratulations
of course
I’ve won
Key vocabulary to revise from Years3-6:
Quelle était ta matière préférée à l’école?
vite
lent
Comment ça va?
ça va très bien
parce que
Quel âge as-tu?
Quelle est la date de ton anniversaire?
Tu as des frères ou des sœurs?
Tu as un animal?
Où habites-tu?
Qu’est-ce que tu aimes manger? / boire? faire?
for possible answers to these questions see the relevant topics in Y3-6 / kell ay-tay ta matt-ee-airr pref-ay-ray a lay-koll?
veet
loN
comm-oN sa va?
sa va trray bee-aN
parss-kuh
kell ahjh a too?
Kell ay la datt duh ton anni-verr-serr?
too a day frrerr ooh day surr?
too a uhn ann-ee-mal?
Ooh ab-eet too?
kess kuh too emm mon-jhay? /bwahrre? /fairr / What was your favourite subject at school?
fast
slow
how are you?
I’m very well
because
how old are you?
When is your birthday?
Have you got any brothers or sisters?
Have you got a pet?
Where do you live?
What do you like to eat? / drink? /do?
Extra Resources:
L35 ‘Le Tour de France interview’ PowerPoint
L35 ‘Le Tour de France video interview transcription’ document
L35 & 36 Le Tour de France interview worksheets
Mini whiteboards
You could provide props (eg. cycling helmet / microphone)
You might want to have flashcards on display from previous topics (age, birthday, siblings, pets, area, food & drink, hobbies, school subjects)
Dictionaries for support if necessary
Maillot jaune award
Video cameras
Suggested Teaching Sequence:
Lesson thirty-five
- Display Slide 1 of Le Tour de France interview PowerPoint – explain that over the next two lessons we are going to build up to filming an interview between a sports presenter and cyclist.
- Starter activity:Slide 2 -This activity revises the comparative from the lessons on Le vent et le soleil (Y6, L25-6).
- Ask pupils if they can guess what ‘Qui est le plus vite?’ (who is the fastest) means. See if anyone can remember the meaning of vite (fast) and lent (slow).
- Explain that by reading and understanding the four statements they should be able to work out who recorded the fastest times in the (2010) Tour de France and put the names in the correct boxes.
- They will probably need to use mini whiteboards to try to work this out, perhaps in pairs or small groups to support less able pupils.
- If stuck, a good strategy is to write the names of faster competitors above the names of the slower competitors until they have all 5 in order.
- Ask for suggestions for the order and then display slide3 which has the answers. Talk through the thinking processes involved in reaching the right answer.
- Using slide 4, introduce learning objective: ‘I can understand, ask and answer questions on several different topics’. Explain that they will be putting together lots of different vocabulary from years 3-6.
- Explain they are going to watch a short video of the (invented!) winner of the Tour de France being interviewed by a sports presenter. Ther is a hyperlink to this in the PowerPoint or you can view it at: (slide 5).
- You are going to show this video three times. The First time just allow the children to enjoy it and see what they can understand.
- Before the second viewing, hand out ‘Le Tour de France interview’ worksheets. Starting with page 1, read through the questions and check that the children understand them. Then as you play the video for the second time the children can number the questions, using the first column, to show the order that they appear in the video.
- Go through the order as a class seeing if they all agree. Slide 6 has the correct order of the questions for display.
- Explain to the children that you are going to show them the video for a third time and this time you want them to use the third column on their sheet to note down any details they can for the answers given. (Instructions on slide 7).
- Some children may find it a challenge to answer in French. If they understand the answers and want to write them in English then that is fine too.
- Finally go through the answers as a class.Slide 8 has the answers for display.
Lesson thirty-six
- Starter: Split into teams and challenge them to think of as many questions and answers they’ve learnt since starting French in Y3! Allow them to refer back to old work or dictionaries if needed.
- Explain that today the children will be in role as the interviewer and cyclist. Watch the video again to refresh their memories.
- Main: Divide the class into pairs. On page 2 of Le Tour de France Interview worksheets, the children take on the role of a sports presenter or winner of the Tour de France. They have the basic transcript without the answers to the questions which they have to provide (make up!). More confident pupils could ask additional questions or provide more detailed answers. You could display flashcards from previous topics for support (see areas covered in resources section above) or the children could use dictionaries if necessary, although hopefully by now they should be able to think of at least one answer to each question in French! (Instructions on slide 9 of PowerPoint.)
- When they have finished filling in the answers they should practise the dialogue in pairs.
- Pupils then take it in turns to perform their dialogues in front of the class. You could provide props such as a cycling helmet (or even a bike) and a microphone for extra authenticity.
- When everyone has performed, the class could vote for their favourite performance and the winners could be awarded themaillot jaune. This could also be an opportunity for peer assessment if you prefer a more formal approach.
- Plenary: Give pupils one minute in pairs to give as much information as they can about themselves in French. Their partner should keep a score of each new piece of information. Who scored the highest?Emphasise how much they have learned and achieved at the end of 4 years of French! (slide 10)
Follow-up and consolidation:
- Instead of inventing competitors and their details, pupils could research actual cyclists, although the field of questions would probably have to be narrowed (does Lance Armstrong ever mention his pets?!) It could become a radio interview with hair/eye colour, height etc. included, however.
- If you have the facilities/expertise in school the interviews could be filmed.
- Pupils could record their interviews (on free software such as Audacity). They can then listen to and evaluate their own work – pronunciation, fluency etc.
- The interviews could be written /typed up as pages in a magazine.
- has a cycling game that the children can make and then play – never ever tell the pupils you’ve done this, but pasting the page into Google translate will give you a rough idea of the instructions if you can’t understand the French! If you put the translation into correct English and divide it into sections, the pupils could do a matching activity with the instructions in the 2 languages that will enable them to then go onto do the activity by themselves.
- Can you combine this topic with any bike safety/cycling proficiency activities that the children may be involved with?
- Follow the stages of the Tour de France with the class when it starts. The children could update displays with times, rankings etc. Can they understand anything from French news reports?
- Could this be a good opotunity for a transition project with your local secondary school? Are the current Year 7s doing any work on the Tour de France?