Medway Y4 French 30 Minute Lesson Plans Term 6

Medway Y4 French 30 minute Lesson Plans – Term 6

Lesson one

Resources/preparation: Days of Week flashcards, days of the week mini flash cards, IWB, Singing French CD.

Framework Learning Introduction/ Plenary/ New Activities KAL refs Objective Warm up consolidation Language 04.2 listen for To revise days Pupils perform action Copy days of week cut the words Teacher hold up Silent h in hier specific words of the week in response to teacher Lu-ndi, ma-rdi , mer-credi, jeu-di, ven- flashcard hier demain and phrases saying day: dredi, sa-medi, di-manche and jumble on the board (IWB or flashcard resource). C’est quel jour Days of the To ask and Eg lundi – hands in lap aujourd’hui? week do not 04.4 ask and mardi – hands on Class sing to CD while pairs sort the answer words, timed challenge. Then ask have capital answer shoulders questions about Et hier letter in questions on mercredi – hands on days of the week Give each child a card with the day written (yesterday) French several topics earlobes on it, T calls out day, pupils holding card jeudi – hands on nose stand up, - who can be first? demain L4.3 read vendredi – hands on (tomorrow)? Use some familiar head Whisper chain – redistribute word cards to question words and samedi – hands in air pupils. Children walk round room forms phrases aloud dimanche – jump up whispering their day and form a chain with and other pupils who have the same day. pronounce Ask them C’est quel jour aujourd’hui? (what day is it accurately today?) Aujourd’hui, c’est? (today it is) Children to circulate asking the question, partner responds with their day. EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES ICT Links  Each morning/afternoon perform rhyme changing day as www.linguafun.eu Click on les jours de la semaine play hangman appropriate activity  Lundi matin, bonjour, ça va ? (shake hands) Lundi soir, au revoir ! IWB activity – days of the week (wave) Ppt les jours de la semaine Activity – ‘Quel jour somme nous ?’ http://www.eduweb.vic.gov.au/languagesonline/french/sect26/index .htm Evaluation Medway Y4 French 30 minute Lesson Plans – Term 6 Lesson two

Resources/preparation: flashcards of food (inc. fruit and ice creams) , Singing French CD

Framework Learning Introduction/ Plenary/ Activities KAL New Language refs Objective Warm up consolidation 04.2 listen To revise food Practise playing ‘ping- All listen to song track 29 Sing new j’ai can J’ai soif (I’m for specific vocabulary pong’ with key words. ‘J’ai soif, j’ai faim’. versions mean thirsty) words and Teacher calls word Identify any words they recognise. With the backing ‘I am’ in J’ai faim (I’m phrases To write simple aloud, children say it Learn the song. track. some hungry) phrases using back in pairs, say Invite four children to select a contexts. J’ai chaud different word every 10 E.g j’ai L4.4 write a model and different ice cream flavour for new (I’m hot) sec. cinq ans simple words some words version of verse one. (I am five J’ai froid and phrases from memory. Make a rhyme using years old) (I’m cold) using a names of food items In pairs/groups or as a whole class model and Eg compose new versions of verses 2 some words Chocolat, chocolat, and 4. from memory Un, deux, trois, Chocolat, chocolat, Poire, poire, poire.

EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES ICT Links  Ask ‘as-tu soif?’ when children ask for drink, ‘as-tu faim?’ before lunch www.linguafun.eu Click on au café for activities revising Children respond with ‘Oui, j’ai faim, j’ai soif, etc food and drink  Evaluation Medway Y4 French 30 minute Lesson Plans – Term 6 Lesson three

Resources/preparation: Story ‘La chenille qui fait des trous’, Food flashcards

Framework Learning Introduction/ Plenary/ New Activities KAL refs Objective Warm up consolidation Language 04.2 listen Use physical Use repetition Using book ‘La chenille’ read the Discuss new Une for specific response to techniques with story in full. Avoid providing words Prune words and show flashcards of food translations in English during first La chenille phrases recognition of items from ‘La reading. specific words chenille.’ Allow children to see pictures and IU4.3 and phrases. enjoy hearing language at text compare Play pass the parcel level. traditional with a text card, Encourage children to chorus stories when music stops repeated phrases: child with the text ‘Elle croque dans…’ places it next to the ‘Mais elle a encore faim’ correct flashcard on Read again, children to rub the board. tummies for ‘elle a encore faim’. Pause before food items, can they guess? Add actions for caterpillar, small, cocoon, big and butterfly. EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES ICT Links  www.linguafun.eu click on les fruits for activities revising fruits

Evaluation up Medway Y4 French 30 minute Lesson Plans – Term 6 Lesson four

Resources/preparation: sentences from ‘la chenille’, Story book.

Framework Learning Introduction/ Plenary/ New Activities KAL refs Objective Warm up consolidation Language L4.2 follow a Follow a short Reread the story and Distribute amongst the children Re read the Elle se lève Elle se short familiar familiar teach mime actions. individual sentences on card story children Reflexive lève text, listening Text, listening Elle se lève (get up) from the story. On hearing the predicting the verb Elle part and reading at and reading at Elle part (fingers text, children read their text. (she gets Elle croque the same time the same time. walking) sentences and listen carefully Compare with herself up) Elle est Elle croque (biting for them. the English devenue L4.3 read some familiar Compare action with hand) version. grosse et words and English and Elle a faim (rub Take six sentences from the text grasse phrases aloud French version tummy) cut up into individual words – Elle est and of a familiar Elle est devenue place around the room . devenue pronounce story. grosse et grasse In groups children sort the un superb them (puff cheeks and jumbled words into the correct papillon accurately hunch shoulders) order. Elle est devenue un Clap three times, groups jumble IU4.3 superb papillon text and move on to next compare (butterfly wings) sentence. traditional stories (support – sentences on board at first, gradually withdraw the support) EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES ICT Links  Evaluation Medway Y4 French 30 minute Lesson Plans – Term 6 Lesson five

Resources/preparation: Food flash cards, music.

Framework Learning Introduction/ Plenary/ New Activities KAL refs Objective Warm up consolidation Language 04.4 ask and To be able to Introduce idea of T. introduce ‘c’est bon pour la Play pass the Pour la santé answer say whether healthy eating. Can santé/c’est mauvais pour la parcel with food questions on food is good or ch. Suggest (in santé’ using thumbs up/down cards in a bag several bad for you. English) any signals. When the music topics foods/drinks they Agree new actions with ch. stops know are good/bad Eg Child pulls out card for you? C’est bon (draw halo in the air) and responds with Can ch. Remember C’est mauvais (wag finger) opinion any of the French Ch. Close ideas, respond with words. action on hearing French food J’aime..Je n’aime word. pas

C’est bon/c’est mauvais pour la santé

EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES ICT Links www.linguafun.eu Click on, au café and play the  PSHE/science healthy eating hangman activity. Play in teams and get double points for guessing a healthy option.

Evaluation Medway Y4 French 30 minute Lesson Plans – Term 6 Lesson six

Resources/preparation: food survey sheet, food flashcards and words.

Framework Learning Introduction/ Plenary/ New Activities KAL refs Objective Warm up consolidation Language 04.4 ask and Carry out a Sing IWB activity. Sort the pictures into In french children Use of ne bon answer survey to ‘c’est bon, c’est Bon/mauvais feed back their pas mauvais questions on bon, c’est bon responses several topics find out what pour la santé, In pairs children survey their peers Plural C’est mauvais, L4.3 read foods about their likes and dislikes for a list of Six enfants aiment c’est mauvais, some familiar children like. foods. aiment les (sounds C’est mauvais words and They copy down the words for foods pommes, same as phrases and pour la santé’ pronounce To tune of selected by the whole class/teacher. Deux enfants ‘aime’ when them ‘One man went They ask ‘Tu aimes ..… ?’ n’aiment pas les spoken) accurately to mow’ Child responds pommes. At end hold up ‘Oui, j’aime….. Non, je n’aime pas…. Use of L4.4 write food flashcard, C’est bon, statement simple words Ch. Respond C’est mauvais etc’ as a and phrases with halo or using a model question tu and some finger wag aimes? words from action. memory EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES ICT Links  Maths/ICT display results of data collection in graph form. IWB activity – sort food woods bon/mauvais Create Excel spreadsheet

Evaluation