KS2 Year 3 French Scheme of Work Lessons 7-8 Colours

Learning Objectives: O3.3 Perform simple communicative tasks using single words, phrases and short sentences L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words

Vocabulary and Pronunciation: English: Structures: C’est de quelle couleur? Say duh kell coo ler What colour is it? C’est … Say … It’s … Rouge Rooj red Noir n-war black Bleu Bler blue Blanc Blon white Jaune jawn yellow Vert vair green Marron ma rro brown

Resources: Early Start French “Salut, ça va” (DVD and audio CD if help required with pronunciation/presentation of vocabulary). Powerpoint lessons 7 & 8 Flashcards lessons 7 & 8 Suggested Teaching Sequence:

Lesson 7 – oracy focus

 Share learning objectives with the class  Present the colours using the PowerPoint presentation and the relevant mimes.  Run through repetition of all colours and mimes again using different volumes and tones of voice.  Teach the key question: C’est de quelle couleur? And the answer “C’est… “  Teacher does a mime for one of the colours and asks the key question. Class calls out “C’est…” followed by the name of the corresponding colour.  In pairs, pupils take it in turns to replicate this activity: one of the pupils does a mime for one of the colours and their partner states which colour it represents.  Sing song using new vocabulary and tune of Head, Shoulders, Knees and Toes by simply using the colour vocabulary in the order it appears in the table above: Rouge, noir, bleu et blanc, bleu et blanc Rouge, noir, bleu et blanc, bleu et blanc Et jaune et vert et marron Rouge, noir, bleu et blanc, bleu et blanc (N.B. et means and and is pronounced with a silent letter t)  Teacher to do the sequence of mimes for the colours in the order in which they appear on the board and miss one out before asking the key question. Class identifies the missing mime/colour.  Pupils replicate this activity in pairs.  Whole class activity “Jacques a dit”. When teacher says “Jacques a dit + colour, class repeat and point/touch to an object in the colour said. For example, teacher says “Jacques a dit bleu” and pupils point to or touch something blue. If teacher just says the name of a colour and pupils repeat or touch the colour they are out.  Pupils replicate this activity in pairs.  You could repeat this activity, providing pupils with multilink cubes and asking them to build up a tower using the colours you call in the sequence they hear them.  Whole class – repeat the colours with the Powerpoint presentation.  Plenary: Sing song “Head, Shoulders, Knees and Toes” using the actions and visual support of the written word on the board. Sing song again a further seven times. The second time, remove the last word on the board so that pupils can read all of the colours except marron. The third time, remove a second word from the bottom of the list and continue to remove an extra word from the board each time the song is sung until, on the eighth time, pupils are singing the song from memory alone. Make the song an assessment opportunity to see how well pupils have retained vocabulary and how much consolidation will need to be done during the week in an incidental or cross-curricular context to enable them to move on to the next lesson. Lesson 8 -literacy focus

 Introduce learning objective.  Revise the key question by clapping out each syllable as follows: C’est / de / quelle / cou / leur? Repeat the question by clapping it out several times.  Next revise the colours using the Powerpoint and clap out the syllables in each word as you say them. Ask pupils to join in with this: rouge / noir / bleu / blanc / jaune / vert / marr / on. All should be said with one clap apart from marron which has two.  Teacher says a colour and pupils have to repeat and clap out the correct number of syllables.  With help of PowerPoint presentation run through all colours again + mimes. Each time you move on to a different colour, ask the children “C’est de quelle couleur?” and ask them to respond with “C’est…” and do the mime at the same time. .  Present vocabulary again using Powerpoint but this time instead of saying whole words say only the key sounds in each word. Note that the sounds have been highlighted in different colours in the table above e.g. ou in rouge. Teach pupils mimes to accompany each of the key sounds in the words. Read out the names of the colours one at a time. Pupils identify the key sounds looked at and call these out whilst also doing the mime for that sound.  Pupils work in pairs to complete a writing activity. One person does the action for one of the colours and their partner has to identify the relevant colour and then copy down the spelling of the complete word from the board using a mini whiteboard. They should then underline the key sound in the word and do the mime for that sound before swapping roles.  Next, children work in pairs and practise writing the vocabulary in a different way. This time, one person writes each letter individually with their finger either on their partner’s back or on the palm of their hand. Their partner has to identify each letter in turn before stating the whole word and then the key sound in the word. Insist that pupils allow their partners to finish writing each letter before they guess the word. Also insist that they identify the key sound in the word as well since this forms an important part of the lesson.  Plenary: teacher to call out the name of a colour and pupils attempt to write the spelling (or at least the sound) on their mini white boards for teacher to check. This can be differentiated by giving some pupils a word bank for support. Follow up and consolidation: Teacher does an action and pupils call and clap out the name of the colour. Teacher mouths the word for one of the colours to the volunteer, the volunteer has to guess what it is and say it aloud. Bingo O and Xs Snap- Early Start worksheet matching colours to written word