MFL:Short Term Plan
Class:
Term: MAR-APR
Week:
Teacher: ALL / Framework sub-strands:
L&S:
R&W:
ICU CHARLIE ET LA CHOCOLATERIE – BOOKLET BY N. FAULKES
KAL
LLS: FLA – WHICH CHARACTER AM I – POST-ITS, FORMING QUESTIONS AND PICKING A CHOCOLATE BAR OUT OF A BAG AND DESCRIBING IT/ADVERTISING IT
Language: French / AFL:
□ Objective setting
□ Peer Assessment
□ Self Assessment
□ Questioning
Lesson
Objectives / Lesson Structure / Homework / Notes
Lesson 1
Charlie et la Chocolaterie – le livre / To identify details in written texts
To use prior knowledge as an aid to understanding / Starter:
Watch Bande Annonce on Youtube – what words do students recognise? What do students remember about the story?
Video link: / Remind yourself of story for Charlie et la Chocolaterie
Main:
Show students cover of book, Charlie et la chocolaterie 1 and 2 pdf and work through page 2 of Charlie et la Chocolaterie booklet.
Plenary:
Students compare translation of back cover with a partner, then ask some students to share with whole class.
Lesson 2
Charlie et la Chocolaterie – les personnages / To use a variety of adjectives to describe character and express opinions / Starter:
Watch best bits video: (find cues for end of each character’s tour in chocolate factory). What can students remember about each character?
Main:
Card sort – character descriptions
Page 3 of booklet – find meaning of adjectives. Which adjective(s) would students use to describe the different characters? Remind students about adjectival agreement.
Page 4 of booklet – give your opinion about characters, some students justify.
Plenary:
Show picture of Willy Wonka and/or Oompa Loompa. Students write a brief description of one of these characters using card sort and adjectives work as model.
Lesson
Objectives / Lesson Structure / Homework / Notes
Lesson 3
Charlie et la Chocolaterie - personnages / To describe physical appearance / Starter: Hot potato activity – students have a set amount of time that reduces each time to annotate the pictures of the characters from the film (encourage French sentences if possible).
Main:
Introduce vocabulary for describing physical appearance – hair, eye colour and height etc.
In pairs, students could play guess who with characters from film.
In groups, students use vocabulary to write a description of the character from the hot potato activity.
Plenary:
Peer assess another pair’s description using MFL marking for literacy codes then return to other pair for green penning.
Lesson 4
La Galerie de Gagnants / To write detailed descriptions / Starter: Profile of Willy Wonka to translate / Complete Gallery
Main: Highlight words that you could change in Willy Wonka description to write about somebody else.
Students complete pages 5 and 6 of booklet (gallery of the winners of the Golden Tickets).
Plenary:
Peer assess galleries, vote on class favourite and award good comment.
Lesson 5
Une Interview – comment poser les questions? / Starter: Card sort – questions French and English translation.
Main:
Encourage students to look at how questions are formed; is there anything they notice?
Introduce question words vocabulary. Give students some questions in English and ask them to translate into French – mini-wb competition?
Students write three more questions that they would like to ask the golden ticket winners and translate into French. (page 7 of booklet)
Plenary: Compare questions with a partner and green pen.
Lesson
Objectives / Lesson Structure / Homework / Notes
Lesson 6
Une Interview – comment répondre? / To provide detailed responses to questions. / Starter: Places in the Chocolaterie card sort. / Complete preparation for interview.
Main: Give each student a card that says which character they are going to be playing in the newspapers interviews.
Prepare model responses to questions that students can alter to say something new if necessary.
Students prepare their answers to the newspaper questions.
Plenary: Review bande annonce video, to inspire pupils’ answers:
Lesson 7
Une Interview / To ask and respond to questions / Starter:
Questioning – students to remain standing until they have answered a question in French/translated a word. First student to answer/translate sits down. This is to encourage spontaneous speech.
Main:
Students spend half of the lesson as an interviewer, asking questions and taking notes for newspaper article, then other half of lesson being interviewed. (pages 8 and 9 of booklet)
Plenary:
Check that students have understood the answers that they have given to each other.
Lesson 8
Un Rapportage / To plan writing in detail / Starter:
Brainstorm the main elements of a newspaper article and how they are structured.
Main:
Give students planning sheet (page 10 of booklet). Students to spend lesson planning their newspaper article in detail.
Plenary:
Compare plans – have students got something to say for each element.
Lesson
Objectives / Lesson Structure / Homework / Notes
Lesson 9
Le Monde de Chocolat / To construct an informative newspaper article / Starter:
Establish class success criteria for newspaper article. / Write display version of article using page 11 of booklet.
Main:
Students to write newspaper article in exercise book.
Plenary:
Peer assess articles – do they meet class success criteria?
Lesson 10
Le Chocolat – de la plante à la tablette / To conjugate ER verbs in the present tense
To describe the chocolate-making process. / Starter:
Review ER verb endings using
Main:
If you wish to go through ER verb endings in more detail, you could show students the Willy Harcourt Cooze chocolate: 2Willys chocolate adapted
Students complete page 12 of chocolate booklet.
Plenary:
Peer mark page 12 of booklet and green pen.
Lesson 11
Les Délices de Willy Wonka / To use a variety of strategies to understand text
To describe sweets / Starter:
Card sort – sweet titles / Find the names of 5 French chocolate bars
Main:
Complete page 13 of booklet, including students’ own descriptions of sweets.
Worksheet also available – Charlie et la Chocolaterie à la salle des inventions. This helps students to describe sweets.
Plenary:
Some students to read their descriptions of sweets aloud.
Lesson
Objectives / Lesson Structure / Homework / Notes
Lesson 12
La Publicité / To identify meaning in aural texts. / Starter:
What chocolate adverts do students remember? Why do they remember these particular adverts?
Main:
Watch adverts:
Snickers Gremlin
Lindor
Nestlé Android
Kit Kat
And students complete page 14 of booklet. They could also write down any words that they recognise.
Put students into groups for own adverts. They could then begin working on page 15 of booklet.
Plenary:
Challenge 21 – students count to 21 in French as a class, but only one student at a time can stand up to say the next number in the sequence. If two students stand up together, they must go back to one.
Lesson 13
La Publicité / To use French to advertise a chocolate bar. / Starter:
Students review chocolate adverts they remember and why. You could also show some of last year’s chocolate adverts by year 7, which are in the 2012-13 archive.
Main:
Students work in groups to plan and rehearse their advert – pages 15 and 16 of booklet.
Plenary:
Produce a list of who needs to bring what for next lesson when students will be filming adverts.
Lesson 14
La Publicité / To use persuasive language effectively. / Starter:
Rehearsal time.
Main:
Students perform and film chocolate adverts, with those who aren’t filming completing peer assessment.
Plenary:
Vote on which advert was best and why.
Lesson
Objectives / Lesson Structure / Homework / Notes
Lesson 15
Ma Propre Barre de Chocolat / To structure an advert / Starter:
What are the key elements in a bar of chocolate? Brainstorm. / Revise for assessment
Main:
Students use page 17 of booklet to plan own chocolate bar for assessment.
Plenary:
Peer assess and green pen plan.
Lesson 16
Ma Propre Barre de Chocolat - Assessment / To promote a chocolate bar / Starter:
Students complete assessment – drawing chocolate bar advert on A3, using planning sheet from last lesson as an aid.
Main:
Plenary:
Lesson 17
Les Chansons des Oompas Loompas / To identify meaning in texts and use as a model for own writing / Starter:
Watch video – Music from Charlie et la Chocolaterie
/ For the lessons after the assessment, choose between Oompa Loompa songs, chocolate tasting, watching the film Chocolat and doing Easter in France.
Main:
Analyse Oompa Loompa song lyrics.
Students work in groups to write own Oompa Loompa song (page 18 booklet).
Plenary:
Students perform songs in groups.
Lesson
Objectives / Lesson Structure / Homework / Notes
Lesson 18
C’est bon le chocolat / To express opinions
To use comparatives / Starter:
Chocolate cards – match the answers to the questions. Verify using chocolate introduction PowerPoint. / You’ll need to buy chocolate for students to taste. Check all in class can eat chocolate.
Main:
- Each student makes a note of their answers to the card sort questions.
- Each student chooses three questions from the card sort to ask other students. They must try to find someone in the class who has given the same answer as them.
- Vocabulary brainstorm – what words could we use to describe chocolate e.g. j’aime, je n’aime pas, adjectives etc.
- Chocolate tasting – each student tries 3 types of chocolate and gives a score for the sections noted on Chocolate Sondage worksheet.
Plenary:
Students write an opinion for each chocolate tasted in their exercise book.
G&T could use comparison modelling slide from PowerPoint.
Lesson 19-20
Chocolat / To identify key elements of French culture in moving image. / Starter:
FILM - CHOCOLAT
Main:
Plenary:
Lesson 21
Pâques / To compare Easter in France and UK / Starter:
Put pupils into teams and give each team a question sheet.
Tell pupils that the answers to their questions are displayed around the room, in French. Ask pupils what strategies they will use to work out the answers to the questions. They should be able to tell you that they will think about cognates, prior knowledge, use their exercise books, look at any images etc.
Resources: Traditions de Pâques wall cards, Ppoint & Easter traditions quiz
Main:
Only one pupil at a time may stand up to find a wall card for their team and attempt to work out the meaning. Points will be deducted for groups that have more than one person away from their table, as well as for taking the questions paper with you, removing wall cards from the wall.
Give pupils a set time limit to work out the answers, then go through.
Plenary:
Ask pupils to write a short essay explaining what they have learnt about Easter in France including any differences and similarities they identify.
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