KS2 Year 3 French Scheme of Work s2

KS2 Year 3 French Scheme of Work Lessons 23 - 24 Brothers and Sisters

Framework objectives: O3.3 Ask and answer questions L3.1 Identify and read simple words

Vocabulary and Pronunciation: English: Structures: As-tu des frères et des Ah–too day fr-air ay Have you got any soeurs? day s-uhr? brothers or sisters? Oui, j’ai … We, jh-ay… Yes, I have … Non, je n’ai pas … No, juh nay pah…. No, I don’t have … Un fils unique (male) Uh fis un-ee-k I’m an only child Une fille unique (female) Oon feel un-ee-k I’m an only child Un frère Uh fr-air A brother Deux frères Der fr-air Two brothers Une soeur Oon s-uhr A sister Deux soeurs Der s-uhr Two sisters Un frère jumeau Uh fr-air jh-oo-mow A twin brother Une soeur jumelle Oon s-uhr jh-oo-mel A twin sister

Je suis … Juh swee I am … Tu es … Too ay You are … Il est… Eel ay He is … Elle est… El ay She is …

Resources: Early Start DVD Early Start activity sheet PowerPoint Mini flashcards

Suggested Teaching Sequence: Lesson 27 – oracy focus

 Share learning intention with class – to ask and say if you have any brothers or sisters.  Starter or warm up to remind pupils of all the key words they know for talking about themselves and finding out about others. Play dice game with children. Throw a dice to children with a question on each face (Comment t’appelles-tu? Quelle est la date de ton anniversaire ? Quel âge as-tu? As-tu un animal?…)  Introduce “As-tu des frères et des soeurs?” with the support of the PowerPoint presentation.  Present and repeat the slides with mimes. Use the same mimes you used to talk about pets for “Oui, j’ai un/une …” . After you have presented and repeated “Yes, I have a brother/sister” before you get to the next slides try to elicit from the pupils what the French for “Yes, I have 2 brothers/sisters” etc. Remind pupils about silent “s” at end of the words in French.  Give each child a card showing one, two, three, four, five or no brothers or sisters. Move around the room asking different pupils “As-tu des frères?” Children to reply according to the pictures they hold.  Introduce twins ‘frère jumeau/soeur jumelle’, and repeat the activity including these terms.  With aid of PowerPoint presentation present “Non, je n’ai pas de soeur/frère.”  Present “Je suis fils/fille unique”. Elicit from pupils why there are 2 forms (masculine and feminine). Make class aware of word “unique” in English and help them to make the link.  Paired activity: Children to prepare a little drama with puppets. Puppets to ask each other about the number of brothers and sisters they have got.  Class perform paired activity  Plenary: listening exercise. Play Early Start DVD clip. Children to recognise some of the expressions they have learnt during the lesson.

Lesson 28 – literacy focus

 Share learning intention with the class.  Teacher models presenting class with image on whiteboard of the number of brothers and sisters in the family. The children have to write on their boards either the key vocabulary on its own or attempt to put it in a sentence starting ‘Oui,j’ai…’ or ‘Non, je suis…’ depending on what is on the teacher’s whiteboard.  In pairs the children then work together taking turns to draw and write, making sure that they agree on the written form as far as possible. Ensure that there are models of the language displayed in the classroom for pupils to refer to.  Children to be seated on a circle. Put some picture and phrase cards in a feely bag. The bag is passed around and on a signal the child takes out a card and places on the floor. As pairs of written phrases and the pictures come out children have to ensure that they are correctly matched. Encourage the children to say what is on the cards as they come out of the feely bag – whether it is in written or pictorial form.  Plenary: every child has written phrase on their back – use post- its. The child then has to find out how many brother or sisters he/she has, if she/he is a twin or only child by asking ‘As-tu des frères et des soeurs?’ When they have discovered how many brothers/sisters they have they then have to search for other children with the same brother/sister relationship written on their backs. Teacher supports children in their speaking and listening, focusing of pronunciation etc.

Follow up and consolidation: Early Start French Create display work on self/brothers and sisters and descriptions. Make finger puppets to represent self/brothers and sisters and present them.