Scheme-of-Work-for-first-year-of-learning

Martock CE VA Primary School French Scheme of Work 1st Year of Learning Produced as part of the Languages Support Programme, funded by the DfE and managed by CfBT Education Trust. The responsibility for content creation
and quality assurance lies with the individual TSA.
Written by Lydia Glover This scheme of work makes use of the following commercial schemes which have been purchased by the school: French, Years 3 & 4: “A Comprehensive Scheme of Work” by Rachel Redfearn, published by La Jolie Ronde Ltd. 2006 Early Start French: “Salut! Ça va?”; “Où habites‐tu?” by Ilsa Rowe and Ian Killbery, published by Early Start Languages Ltd. 2004 Topic Overview: Term 1 Greetings/answering the register Asking saying how you are feeling Numbers 0‐10 Asking and saying how old you are Asking and saying your name Aims: Term 2 Days of the week Months of the year When is your birthday? Family members Pets Term 3 Colours Body parts Describing people Food (fruits) Revision and conversations Teacher Instructions: to introduce one/two at a time Ecoutez (listen) Regardez (look/watch) Asseyez‐vous (sit down) Levez‐vous (stand up) Répétez (repeat) Silence (silence) Venez ici (come here) Calmez‐vous (settle down) This scheme was designed to be taught to a class in their first year of learning French. It was initially implemented with a Year 5 class, but is transferable to other Key Stage 2 year groups. • To engage and inspire children in the learning of a new language • To enable children to speak some basic conversational French • To enable children to understand some basic conversational French • To develop awareness of cultural differences between Britain and France IMPORTANT: • The idea is that each lesson, the children learn new vocab but also revise previous vocab, putting phrases together to make short conversations • Each Learning Outcome might take 1‐3 weeks to cover fully, through several short sessions (or one longer lesson per week – however best fits in with timetables) involving repetition • If possible, refresh learning in 2‐5 minute games/activities throughout the week • La Jolie Ronde Year 3&4 contains excellent lesson activities, described so that anyone can teach them; these are referred to in this MTP • If you are not confident to pronounce words in French, use the Early Start Audio CD (tracks 9‐25) to help! Medium Term Plan: Term 1 Learning Outcomes New Vocab Activities Resources Greet someone in French Answer the register in French Bonjour (hello) Salut (hi) Au revoir (goodbye) À bientôt (see you later) Oui (Yes) Non (No) Je suis présent/e (I am present) Watch Early Start clips about greetings. Discuss similarities and differences between French and British greetings. Say “bonjour” to class; class respond. Repeat with other greetings/goodbyes. Chn practise in pairs. See other teaching activities in La Jolie Ronde Y3 Lesson 2 Part 1. Teach “oui, Madame/Monsieur, je suis présent/e” for the register. Say it once pronouncing the final “t” and once without – see if they can notice the difference and guess why (girls pronounce the “t”, boys don’t). Take the register with chn responding in French. La Jolie Ronde Y3 Lesson 2 Early Start : Salut ! Ça va ? Clip 1 (Salut) and 2 (Au revoir) Ask and talk about feelings in French Comment ça va? (How are you?) Ça va… (I am…) • Bien (good) • Très bien (very good) • Mal (bad) • Comme ci, comme ça (so‐so) La Jolie Ronde Y3 Lesson 2 Early Start : Salut ! Ca va ? Clip 3 (ca va) Know French numbers to 10 Un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix Les nombres (numbers) C’est combien ? (how much?) La Jolie Ronde Y3 Lesson 2 Part 2 Play Early Start clip. Say « Comment ca va ? » Ask chn what they think it means. Go through possible answers using facial expressions/thumbs up or down to give clues to what the words mean (bien, mal etc) Use « Resources and Whiteboard CD », Year 3 Flash Resources, Lesson 2, Ça va flash file which shows a face, chn have to respond appropriately for that character. Chn in pairs hold short conversations using vocab learnt so far (including greetings). Chn learn a song : Chante en Francais, Track 3: “Comment ça va?” Play Early Start clip about numbers. La Jolie Ronde Y3 Lesson 1 : this contains numerous easy, short activities for learning numbers. Extra short number activities: 1) Finger game: chn in pairs; both hide one hand behind back with 1‐5 fingers up; say “trois, deux, un, allez” (3, 2, 1, go); chn show their fingers, add up the numbers as quickly as they can and say the total in French; the first to say is the winner! 2) Throw a bean bag around the room, each time a child catches it they say the next number (in steps of one or two) By the end of this lesson I will be able to… La Jolie Ronde Y3 Lesson 1 Early Start : Salut ! Ça va ? Clip 6 (Les nombres 1‐12) 3) Number tennis: teacher pretends to hit a tennis ball at class, saying “un”, chn hit back saying “deux”, teacher returns with “trois” etc. Or teacher says random number and chn respond with the number that is one more. 4) Teacher taps a pen on the table a certain number or times (quickly, with different rhythms as they get good at this), and the children count in their heads and then say the total number. 5) Plonka board: chn have a sheet with numbers to 10 written on (they can make these themselves); teacher calls out number, chn plonk their finger on the correct number. Play Early Start clip. Comment t’appelles‐
Ask someone’s name tu /comment tu t’appelles ? Teacher says their name: “Je m’appelle _____”. Repeat and then ask a child and say my name in “Comment t’appelles‐tu?”. Then continue with La Jolie Ronde Y3 Lesson 4 (What are you called?) French activities, e.g. chn in a circle, pass the ball to music, when music stops, child with Je m’appelle ____ (I’m called) ball says “Je m’appelle ___. Et toi?” to the person on their left, who replies before music starts again. Chn pair up with different pairs and have a conversation including all vocab learnt so far. Revise numbers to 10 using games. Ask someone’s age and Quel âge as‐tu ? (how old Use activities from La Jolie Ronde Y3 Lesson 5. are you?) say my age in French J’ai ___ ans (I am ___ years Play Early Start clip about age. Teach “j’ai ____ ans”, then ask chn in turn “Quel âge as‐tu?” for them to respond. old) Chn pair up with different pairs and have a conversation including all vocab learnt so far. Final conversation example (they can do this in any order): Bonjour/salut ! Bonjour salut ! Comment tu t’appelles ? Je m’appelle _________. Comment t’appelles‐tu ? Je m’appelle __________. Quel âge as‐tu ? J’ai _______ ans. Et toi, quel âge as‐tu ? J’ai _______ans. Comment ça va ? Ça va bien, merci. Et toi ? Comme ci comme ça. Au revoir/à bientôt ! Au revoir/à bientôt ! La Jolie Ronde Y3 Lesson 4 Early Start : Salut ! Ça va ? Clip 4 (comment t’appelles‐tu?) La Jolie Ronde Y3 Lesson 5 Early Start : Salut ! Ça va ? Clip 7 (Quel age as‐tu?) Medium Term Plan: Term 2 Learning Outcomes New Vocab Activities Resources Lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche C’est quel jour aujourd’hui ? (what day is it today?) •
Early Start : Salut ! Ça va ? Clip 11 (Les jours de la semaine) La Jolie Ronde Y3 Lesson 10 Chante En Francais 1 Track 14. By the end of this lesson I will be able to…
Understand and say the days of the week in French •
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Understand and say the janvier, février, mars, avril, mai, juin, juillet, août, septembre, months of the year in octobre, novembre, décembre. French C’est quelle mois ? (what month •
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Have a conversation about birthdays C’est quand, ton anniversaire? (when is your birthday ?) Mon anniversaire c’est (my birthday is) •
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Watch Early Start Clip 11 (les jours de la semaine). Ask children what they think the French words might mean. i.e. the days of the week. Watch again with children repeating the days of the week after the French is spoken. Use IWB resource from La Jolie Ronde Resources CD Rom, lesson 10, days of the week. This has the days in French and English and a Pelmanism style matching game to practice. Practice chanting the days of the week. Hold up cards with English words on and children have to call out French. Introduce language: C’est quel jour aujourd’hui ? (What day is it today?) – see if they can guess what it means. Answer the question yourself if they can’t work it out (aujourd’hui c’est ____). They practice asking and answering in pairs. Repeat this daily if possible. Use Chante En Français for days of the week song to help them learn. Watch Early Start Clip 8: Les mois de l’année – to start with, just watch and listen. Play again, this time children repeat the French word for each month aloud, then confirm what month it is in English. Use La Jolie Ronde Y3 Lesson 11 Resources CD Rom : Flash Resources ; Months of the Year; show pictures of each month, children have to match pictures with words. Then play “memory” style card matching game on this same resource on IWB. Practise chanting months. Relay race game: teams of 12 standing in adjacent rows. They have to say the months of the year in order, one month each, as quickly as they can. Either play as a race with multiple teams going at once, or use a stop watch to time, and compare times. Further game: child to front, mimes a month (e.g. opening presents at Christmas), class has to guess the month by calling out in French. Revise the months of the year by watching Clip 10 from Early Start again, with children repeating the months out loud after they are said. Introduce language « C’est quand, ton anniversaire ? » (when is your birthday ?) All practise asking the question to a neighbour. Teacher asks a child this question, the child replies with just the month. That child then asks another child « C’est quand, ton anniversaire ? » and this Chante En Francais 1 CD, Track 16 Early Start : Salut ! Ça va ? Clip 8 (Les mois de l’année) La Jolie Ronde Y3 Lesson 11 La Jolie Ronde Y3 Lesson 11 Resources CD Rom : Flash Resources ; Months of the Year Early Start : Salut ! Ça va ? Clip 10 (Quelle est la date de ton anniversaire) •
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Talk about my family Ma mère (my mother) Mon père (my father) Ma sœur (my sister) Mon frère (my brother) As‐tu des frères et des sœurs ? (have you got any brothers and sisters?) J’ai un/deux sœurs/frères (I have one/two sisters/brothers) Je n’ai pas de sœur/ frère. •
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Talk about my pets Un chien (a dog) Un chat (a cat) Un lapin (a rabbit) Un cochon d’inde (a guinea pig) Un hamster (a hamster) Un oiseau (a bird) Un poisson (a fish) Une souris (a mouse) J’ai un…. (I have a…) Je n’ai pas d’animal (I don’t have any animals) •
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pattern passes the question round the whole class. To extend, teach a fuller response (Mon anniversaire, c’est …) To extend further, recap numbers to 10, teach numbers to 31, so they can give the exact date (only if time/ability of the children allows). Revise numbers 0‐10 using any games from last term. Watch Early Start clip 14 As‐tu des frères et des sœurs?) – ask children « what are they talking about/ Qu’est‐ce c’est un frère? » Talk partners to briefly discuss what the clip was about. Watch parts again with children repeating words. Point out the difference between un and une (masculine and feminine). Point out “as‐tu des frères et des sœurs” vocab, repeat it to children. What does it mean? Children repeat this phrase out loud. Ask a child to ask you as teacher in French. Respond in French, e.g. J’ai deux sœurs. What does this mean? Repeat so they can put together their own answers. In pairs, children have brief conversation asking and answering about brothers/sister. To extend, teach ma mere and mon père. Use flash cards. Ask « As‐tu un animal ? » What does that mean ? Watch Early Start Clip 13 (As‐tu un animal) Ask children if they can remember any animals from the clip in French. Compile a list on the board. Watch again, with children repeating words to practice language. Use soft toys or picture cards – hold one up and call out the name, children repeat in French. Now hold up animal and children call out the name of the animal in French. Repeat but this time, hold up an animal and sometimes call out the wrong name – children repeat if correct and have to stay silent if incorrect. Alternatively, teach “vrai (true)” and “faux (false)”, and they call out depending on whether you said the right word or not. Say “J’ai un chien . As‐tu un animal?” See if any child can respond. Recap oui/non for yes/no. If a child answers in English, model how to turn this into French. If they have more than one, recap numbers. Pass the conversation around the class – teacher asks a child “As‐tu un animal?” That child answers “Oui, j’ai deux cochons d’inde. As‐tu un animal, Joe?” and so on. Teach Je n’ai pas d’animal (I don’t have any animals) for those who don’t. Early Start : Salut ! Ça va ? Clip 14 (As‐
tu des frères et des sœurs?) La Jolie Ronde Y4 Lesson 9 Early Start : Salut ! Ça va ? Clip 13 (As‐
tu un animal?) Medium Term Plan: Term 3 Learning Outcomes New Vocab By the end of this lesson I will be able to… Say the colours in Rouge French Bleu Blanc Noir Vert Jaune Orange Rose Gris Violet Marron Activities Resources •
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Early Start : Salut ! Ça va ? Clip 5 (les couleurs) La Jolie Ronde Y3 Lesson 6 •
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Name parts of the body La tête (the head) L’épaule (shoulder) Les genoux (knees) Les pieds (feet) Les yeux (eyes) Le nez (nose) La bouche (mouth) Les oreilles (ears) •
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Watch Early Start clip about colours. Can they remember any colours after? Start with 3 coloured building blocks/ anything clearly coloured; hold up and say colour, children repeat. Keep practising until they can say it without you. Play “vrai ou faux” (true or false) where you hold up colour, say a French colour and they respond appropriately. Hide one colour behind back; “quelle couleur?” they guess based on the ones left. Add more colours, building up language. Hold up a cube, give a choice or two e.g. “c’est bleu ou jaune?” (is it blue or yellow). Children have one of each colour e.g. multilink. Teacher calls out French colour, the children hold up the correct cube. Build this up, saying 2 or 3 colours in a row, they have to remember the sequence and hold up the correct ones accordingly. Children in pairs with cubes. One holds a cube behind his/her back. The other guesses in French which colour they have hidden. Swap and repeat. Point to objects in classroom, saying “c’est bleu/c’est vert” etc. The children shout vrai or faux depending on whether you’ve said the right colour or not. Loads of other activities in La Jolie Ronde Y3 Lesson 6 ! Teach the vocab, pointing to each part of the body in turn and displaying vocab, with children repeating. Play “vrai ou faux” where you sometimes say the wrong word whilst touching a body part. Then you point without saying anything and they provide the vocab. Sing the following words to the tune of « heads, shoulders, knees and toes », with actions ! NB there is a slightly different (but fine) version of this on Chante En Français 1, track 21. Tête, épaules, genoux et pieds, genoux et pieds x2 Les yeux, le nez, la bouche et les oreilles, Tête, épaules, genoux et pieds, genoux et pieds. Play « Jacques a dit… », French version of Simon Says… If you say « Jacques a dit... touchez le nez » they have to touch their nose, but if you miss out “Jacque a dit” they don’t do it. Useful matching flashcard resource on La Jolie Ronde CD Rom for Lesson 1. Chante En Français 1, track 21. La Jolie Ronde Y4 Lesson 1 and 2. Lesson resources from CD Rom for lesson 1 : “parts of the head” Describe a person Je suis (I am) J’ai (I have) Il est (he is) Elle est (she is) Il/Elle a (he/she has) Adjectives Grand/e (big) – add “e” for girl Petit/e (small) Colours again Long (long) Court (short) Extra features: Les cheveux (hair) Les oranges (oranges) Know the names of fruits and talk about my Les poires (pears) Les prunes (plums) opinion of them Les fraises (strawberries) Les pommes (apples) Les tomates (tomatoes) Les bananes (bananas) Je n’aime pas (I don’t like) J’aime (I like) Je déteste (I hate) J’adore (I adore) Tu aimes…? (do you like) •
Recap body parts by singing “head, shoulders, knees and toes” or using flashcard IWB resources from previous lesson. • Use CD Rom resource “adjectives for facial features” to begin to introduce adjectives to describe features. • Show pictures of famous cartoon characters, and make a statement e.g. il a les yeux bleus. Children have to say “vrai” or “faux” (true or false). Point out difference between il and elle (he and she). • Describe yourself: je suis petit/grand. J’ai un petit nez et les yeux verts. See how much they can understand. Repeat slowly. Display some vocab on the board in 2 columns: facial features, and adjectives. • Children draw themselves, either accurately or as caricature. They label their features in French using the vocab on the board. • In pairs, they describe themselves using their labelled pictures. You will have to give them the vocab for I am/I have. • Some children to come to front of class and describe (politely!) someone else. Others have to guess who they are describing. E.g. Elle a les yeux bleus et les cheveux longs. http://www.bbc.co.uk/learningzone/clips/le‐fruit/1710.html Watch this video clip about fruit/veg with lots of French. Afterwards ask if children picked up any words for fruit/veg. Teach les oranges, les bananes, les tomates first as these are in the video and are the easiest. Hold up pictures or actual/plastic fruits, saying words, with children repeating. Hide one behind back, children have to guess in French which you’ve got. Add more fruits in. Play vrai/faux. Put array of fruits on a tray, remove one. Children have to say which is missing. Use CD Rom from La Jolie Ronde resources (lesson 8) and play the Ladybird game (which fruit will it land on next) and other games e.g. fruit matching cards, Begin to introduce opinion vocab by saying “j’aime les pommes” while rubbing tummy/sounding enthusiastic. Say “je n’aime pas les tomates” with frown/negative voice. Ask children what you meant. Ask children “tu aimes les orange?” /”tu aimes les bananes?” etc. they answer « oui/non » accordingly. Extend to get them to say « oui, j’aime les bananes » etc. Display vocab for “do you like/I like/I don’t like”, and let children have their own conversations in pairs. Extend with stronger opinions – je déteste/j’adore. La Jolie Ronde Y4 Lesson 1 and 2. Lesson resources from CD Rom for lesson 1 : “Adjectives for facial features” La Jolie Ronde Y3 Lesson 8, including resources CD rom with flashcards of fruits. Have a conversation in French No new vocab Bonjour/salut Ça va? Ça va…. merci. Comment t’appelles tu? Je m’appelle… Quel âge as‐tu ? J’ai…. ans. Ton anniversaire, c’est quand? Mon anniversaire c’est … As‐tu des frères ou des sœurs ? J’ai… As‐tu un animal ? J’ai… Tu aimes… ? J’aime…/je n’aime pas Au revoir Revise any topics that your class enjoyed/need more practice on. Display conversation openings. Ideally, make up some prompt cards with conversation openers. Recap what they mean. Ask an able child to come out and try to have a short conversation with them. Children in pairs/threes, have as much conversation as they can.