Topic Experiences and Activities Success Criteria Assessment Outcomes
1. Greetings, Listening and Talking Deux petits oiseaux rhyme Personal Language I explore simple songs and I can sing a song Observation of the children during singing activities (Name, how are rhymes and I enjoy Greetings – chorus with mimes learning with others as we Beat the Teacher game – only repeat if correct Are they interacting, joining in, you), talk and listen together Trains game – go round class whispering a greeting – responding to one another? Basic Classroom MLAN 2-05a join in a train to anyone saying same greeting Instructions Lolly sticks to pick children at Listening for Information Teach ‘je m’appelle’ ’ Throw ball round class and say I can say my name random I explore the patterns and name or give card with picture of famous person. sounds of language Send one pupil out, hide cuddly toy with French A,B,C,D cards through songs and rhymes name, e.g. Pierre. Pupil comes back in and asks and show understanding ‘Comment tu t’appelles?’ and pupils answer ‘je Traffic lights from children for and enjoyment by m’appelle’ and own name, unless hiding toy in which understanding. listening, joining in and case they say ‘Je m’appelle Pierre’. Winner is responding. whoever finds Pierre in least number of goes. MLAN 2-01a I can take part in daily Exit card Mexican wave in groups routines using German Listening for Information to practise question ‘Comment t’appelles-tu?’ Break phrases I can listen to and show into 3 parts – comment, t’appelles and tu – each understanding of familiar group has one word – shows that there are 3 ways instructions and language of making question. from familiar voices and I can follow instructions Phonic Focus sources. List of French names – children listen and put in correctly MLAN 2-01c order. ‘u’ in ‘tu’. Practise sound – Each pupil chooses name and goes round asking question ‘Comment t’appelles-tu?’ and ticking which say ee and oo together - look Listening and Talking names they hear. in mirror. I take an active part in Highlight sound in homework daily routines, responding Class register – greetings – How are you? – whole jotter. to instructions which are class/with a partner – check in Make own phonic fans – add accompanied by gesture Ça va? Très bien, Fantastique, Pas mal, comme ci sound and expression. comme ça, pas bien. MLAN 2-01b Introduce with mimes, play ‘répétez si c’est ‘j’ sound in je correct’ – only repeat if correct Have phrases on card – go over, then play game – first to slap or stand on flashcard gets point for group.
Follow instructions – classroom commands – Mimes and Simon Says (Jacques a dit) to practice
Topic Experiences and Activities Success Criteria Assessment Outcomes
2. Personal Language: Listening & Talking Introduce Q & A Où habites-tu? J’habite à + I can say where I live True/False cards to check they Countries, where I explore the patterns town. know countries you live and come and sounds of Throw ball to practise I can ask where someone lives language through from. songs and rhymes and Listening – list of French towns – read in I can say where I come from Listening sheet – teacher can see show understanding different order and pupils number. and enjoyment by Pupils choose town – do survey if they are recognising the towns listening, joining in and I can ask where someone else that you read out. responding. Countries – flashcards – loud, soft, whisper, lip- comes from MLAN 2-01a read, sing-song Put flashcard above head – teacher guesses – pupils say ‘oui/non’ or True /False cards Give pupil option – France ou Allemagne? Phonic Focus
Hide flashcard – pupil has to find – class ‘au’ sound in ‘au Maroc’ etc. chorus and get louder as pupil gets near to card When listening and ‘ui’ sound talking with others, I Corner Game Found in ‘Suisse’ am developing an Highlight in homework jotters awareness of when to J’habite en + country except masculine and listen and when to plural countries – Also highlight ‘r’ talk. I am learning Au Portugal, au Royaume Uni, au Maroc, au new words which I use ‘bonjour, France, Grande Canada, au Pays de Galles to share information Bretagne, Irlande, Portugal Aux Pays Bas, aux Etats-Unis about myself and Practise saying ‘r’ at the back of others MLAN 2- Cards with names and countries the throat, exaggeratedly 03a Do as inside/outside circle sounding French
Throw ball round class asking ‘Où habites- tu?’ Pupils make up answer. Second round they get extra points if they can remember what other pupils said – to train memory and listening skills
Turn taking established paired activities using prompt cards to find out information about others
Topic Experiences and Activities Success Criteria Assessment Outcomes
3. Numbers 1 – 20 Listening & Talking Introduce 1-12 with mimes first. I can count to 12 Whiteboards – call out number, they I can participate in Draw number on partner’s back write and show you familiar collaborative Stand in huddles of the number activities including Musical numbers – stand in shape of number games, paired when music stops Pupils put numbers in order – words speaking an short role Play ‘12’ – say one,two or three numbers in on card plays MLAN 2-05b sequence –sit down on 12 Can pupils see pattern in 13 – 19 – work some Teacher listening to inside/outside Numbers 12 – 20 out by themselves? circle I can make Number tennis to practise comparisons and Lotto – like noughts and crosses I can count to 20 explore connections Inverse lotto Lolly sticks to pick children at between spelling Group lotto random patterns in English Number songs and the language I am Reading Sheets A,B,C,D cards learning Sums MLAN 2-11b Number envelopes – put in order I can read the numbers Age Teach ‘Quel âge as-tu?’ and ‘J’ai……….….ans.’ Traffic lights from children for understanding. I work on my own and Practise Q as Mexican wave with others to Throw ball to practise I say my age understand text using Cue cards with names and ages - survey Phonic Focus appropriate Loop cards I can ask someone else’s age Inside/outside circle resources, ‘eu’ demonstrating my Deux, neuf understanding by matching written Revise ‘ui’ from last time ‘huit’ words to pictures and Display numbers in classroom – by reconstructing the always refer children to numbers text in a logical when the same sounds come up. sequence, for example. MLAN 2- 08a Topic Experiences and Activities Success Criteria Assessment Outcomes
4. Pencil Case objects I can listen to and show Introduce with flashcards/objects. Repeat I can name objects found in Pupils hold up object as you call it understanding of loud/soft/mouth words. school bag in French. out. familiar instructions Gender – and language from Get 5 pupils to come out to front – give flashcard I know that there are 3 which they hide; if audience guesses they get to kinds of words in French – Pupils point to correct wall according masc/fem/neut - familiar voices and sources. come out. masculine, feminine and to gender. introduce words in MLAN 2-01c neuter. phrase: ich habe Grid with pictures – call out object, pupils say einen/eine/ein number (link with previous unit), then say number I can ask what people have in Pupils colour in words according to and pupil says word. their schoolbag. ( Qu’est-ce correct gender Plurals I can participate in They can do this as partner work, or do x and os. que tu as dans ton sac?) familiar collaborative Pupils hold up correct number of activities including Partnerwork – close eyes, hand partner item and items as you call them out. games, paired speaking they guess what it is. an short role plays Observation of children during MLAN 2-05b Play ‘donnez-moi’ as whole class or in groups using partnerwork activities cards with French and English. First to give object gets the card. Can incorporate plurals too. I can make comparisons Phonic Focus and explore connections Introduce plurals with actual classroom objects – between spelling chorus, then ask ‘combien de crayons..? etc. ‘ou’ sound in ‘trousse’ and ‘bonjour’ patterns in English and Hide objects and play Kim’s game. and ‘où’ the language I am Can pupils notice that the plural sounds the same Colour in focus sounds on homework learning as the singular in French? sheet. MLAN 2-11b Introduce ‘j’ai….’. Can pupils hear the difference. Introduce them to concept of gender for inanimate objects. Label walls with ‘un’, ‘une’ and ‘des’. Pupils point to wall as you say object. Then play corner game to consolidate. Choose corner, randomly pick object, the corresponding gender corner goes out. Topic Experiences and Activities Success Criteria Assessment Outcomes
5. Alphabet I can ask for help Introduce alphabet in French. Chorus letters. I can sing the Alphabet song in Whiteboards confidently using Elicit from children which letters have French. learned phrases same name in English, and which Asking For Help and familiar completely different. Which will be most Observation of pupils while singing language confusing? Link letter names to sounds I can write down names as they and doing paired activities. MLAN 2-04a they make – how do they differ from are spelled out in French English? Teacher spells out word in French’ - I can spell out some words using pupil writes it down I explore simple songs French letters and rhymes and I Learn Alphabet Song enjoy learning with If I don’t understand I can ask others as we talk and Draw letter on partner’s back; they guess. someone to repeat what they said. listen together MLAN 2-05a Make shape of letter with body as you call it out – musical statues? Phonic Focus I can participate in familiar collaborative Whiteboards to practise E activities including Point out that ‘e’ is often like ‘euh’ games, paired Hangman – whole class or in groups. and very short – e.g.’ melon’ and ‘le’ speaking an short role unless it has an accent on it. plays MLAN 2-05b Variations of Lotto as with numbers. Eg. Allemagne. – first ‘e’ And ‘e’ at end – hardly sounded but I explore comparisons Spelling sparkle – can make it difficult with there – in ‘France, Allemagne, and connections French words, or use names of people in class, Espagne. Irlande.’ between sound but have to say letters in French. patterns in different languages through Teacher spells out name of person in class, or Play phonic bingo – have boards with play, discussion and famous person – pupils guess who. Then get all sounds covered so far. When you experimentation. pupils to do it. call word they can cross off if that MLAN 2-07a Teach ‘Comment?’ (Pardon) and Pouvez-vous sound is in the word. repeater? (Can you repeat?) Encourage pupils to use while playing games.
Alphabet Brain Gym
Topic Experiences and Activities Success Criteria Assessment Outcomes
6. Days of Introduce days and months with flashcards – usual activities I can say the days of Whiteboards Listening and Talking to practise – loud/soft/silly voices. Hide card above the week in French Week, I explore simple songs teacher’s head and teacher guesses – pupils say ‘oui’ or Putting days/ months / numbers in Months of and rhymes and I ‘non’. I can say the months of correct order Year, enjoy learning with the year in French others as we talk and Pupils come out to front and hide card – audience guesses Lotto – understanding numbers called Seasons, listen together MLAN then swaps. I can count in 10s up to Numbers to 2-05a Pass the Bomb – say months etc in Sequence – whoever 100 Observation of the children during 100, holding bomb when it goes off is out or winner. singing activities I can recognise Birthdays I can use my PPT – Different action for each day of week. Play Simon birthdays said in Are they interacting, joining in, knowledge about Says to practise (Jacques a dit) German responding to one another language and pronunciation to Chorus months or sing months song– stand up when it’s your I can understand ensure that others birthday. numbers from 20 – 100 Listening to the responses made by can understand me if they are said slowly the children when I read aloud or Put months/days/ numbers in order in groups say familiar words, I can tell someone when phrases and short Teach 10s up to 100 using mimes as in 1 – 12. my birthday is. Observing the children’s responses texts Whiteboards to practise. to commands/reaction to songs, MLAN 2-07b Do all numbers from 1 – 100, again using mimes to practise I can ask someone else games, DVDs and making them aware of the fact that after 60 you have to when their birthday is. I can make be able to count up to 20 again - discuss strategies to cope Phonic Focus comparisons and with this. I can sing a song and do explore connections Round the world with numbers to practise. actions. ‘é’ sound in ‘février’ ‘répétez’ between spelling Number tennis – Teacher says ‘un’ pupils hit back make- patterns in English believe ball and say ‘deux’ – see how far they can get. I can ask someone to ‘ai’ sound – in mai, and j’ai and the language I am Fizz, buzz. repeat if they are learning Draw number on partner’s back. speaking too slowly Highlight in Homework and play MLAN 2-11b Line up in order of months of birthdays using only French, (from previous unit) phonic bingo then line up in order of dates of birthday – 1 – 31. Survey on birthdays – use spies I can spot which months Pupils write down birthday on paper – teacher reads out and are the same as in they guess who it is. English and which are slightly different. Topic Experiences and Activities Success Criteria Assessment Outcomes
7.Weather I can deliver a brief Flashcards or PPT to introduce weather phrases. Can pupils I can say what the Listen to children clapping out presentation on a familiar spot which weather start ‘il fait……’ and which start ‘il weather is each rhythm topic using familiar language ………………..’ Explain why – first it is + adj, second it + verb day and phrases MLAN 2-06a in French. I can sing a song in Observation of children Time Clap out rhythm with weather phrases – this helps children French with actions playing games in groups I can read and demonstrate diffentiate between phrases with’ il fait’‘ and just ‘il’. Teacher understanding of words, signs, then claps rhythm – which phrases could it be –often more I can ask what the Hold up flashcards – can phrases and simple texts than one. weather is like containing mainly familiar pupils say words back? language Weather grid – Teacher says phrase – pupil says number, then MLAN 2-08b teacher says number, pupil says phrase. I can read a postcard Postcards Os and Xs with grid. in French I can use my knowledge about Swamp game – pupils have to cross classroom in groups Video of weather forecast language and pronunciation to stepping on flashcards – if correct they are safe, if wrong I can write a short that children have produced – ensure that others can eaten by crocodile. postcard in French pupils give feedback – two understand me when I read stars and a wish. aloud or say familiar words, To practise question – have in groups and say one part each and I can ask what is the phrases and short texts do Mexican wave. Clearest group gets point – rotate round. time. MLAN 2-07b Or do in voice as prescribed by teacher – whole question. Pupils show times on clocks
I use the support of others Pictionary or Charades in groups – have English and French on I can understand Lolly sticks to pick children at and access appropriate cards, if pupil gets right they keep the card. some times – o’clock random reference materials of my and possibly quarter choice to help me plan my Languagesonline Australia – online weather games. to and past A,B,C,D cards writing in ways that engage my reader, using ICT when Teacher calls weather phrase – pupil has to find prop – could Traffic lights from children appropriate. MLAN 2-12a be done in groups. for understanding.
I have opportunities to PPT – weather forecast. Practise reading out towns in France express myself in writing, using knowledge of phonics so far. Exit card exploring and experimenting with words and phrases using French rhyming towns and weather – Sunderland resources PPT resources, to ensure my and accompanying worksheets Phonic Focus writing makes sense. MLAN 2-13a Pupils work in groups to make own weather forecast – film on flip cameras, then watch. ‘oi’ as in ‘froid’ and ‘trois’
Read postcards about weather in different countries – link ‘ch’ sound as in ‘chaud’ with prior learning. Write own postcard saying where you are ‘Dimanche’ and what weather is like.
Clock with movable hands to introduce time – o’clock – possibly quarter past and to – at teacher’s discretion
Pupils have mini clocks to show time teacher calls out.
Human clock – numbers in circle on floor – call out a time and pairs of pupils make the time – could be done in two groups.
Show time with arms
Quelle heure est-il?, Monsieur Loup? Il est l’heure du diner!’ - play outside or in gym hall. Topic Experiences and Activities Success Criteria Assessment Outcomes
Colours I can participate in Introduce colours using felts and usual activities for repetition. Display I can name ……… Observation of children laying familiar collaborative all colours on board or shelf. Get pupils to close eyes, take one colours in French down correct cards in activities including away, and say ‘Qu’est-ce qui manque?’ Give pupils cards with colours sequence – if they are all mixed up pupils have to go round class and ask in games, paired I can say what my German for colour that is missing – e.g. ‘bleu, s’il te plaît’. They can speaking an short role favourite colour is say ‘voilà’ as they hand over colour. Observation of children plays MLAN 2-05b I can ask someone holding up correct colour Play ‘Apportez-moi!’ First pupil to bring sth of colour you call out gets what their favourite cards point. colour is. Listening and Talking Pupils sit in circle – Pass colour to pupil next to teacher and say ‘Voici Mini Whiteboards I explore simple songs rouge’ – Pupil says ‘Comment?’ and you repeat ‘rouge’ –then they pass I can spell out some and rhymes and I enjoy on to next pupil, but the ‘comment has to get passed pack to of the colours in Phonic Focus learning with others as teacher who says ‘rouge’ then passes to next, who passes to next French we talk and listen pupil. When they get the hang of it you can introduce a second ‘an’ in ‘blanc’ and ‘ans’ and together MLAN 2-05a colour coming the other way. I can work in a ‘France’ group Revise eu in bleu, oi in noir, Play colour listening game. Teacher calls out series of colours – pupils put coloured card in same order – could link up with flags too and name of I can ask for help countries. I can listen to confidently using Poisoned apple game instructions in learned phrases Stroop – brain training powerpoint – say colour of ink, not word written. French and familiar Smarties game – if guess smartie, they get to eat it. language I can remember a MLAN 2-04 Encourage pupils to learn to spell colours. Play stepping stones game. On short sequence of board draw stepping stones and river with sharks. Pupil who goes first French words has to spell colour suggested by other pupil. If spells correctly proceeds to next stone, if not out and eaten by shark. Second pupil can take over where first left off – so gets easier.
Chorus ‘Quelle est ta couleur préférée’ – play games in groups to practise question. Survey – then do pie chart with results Play ‘follow my leader’ with list of colours – pupils chorus and move on to next colour when see secret signal. Pupil who has gone outside has to guess who is leader.
Topic Experiences and Activities Success Criteria Assessment Outcomes
Family I work on my own and Introduce family members with flashcards – Simpsons flashcards or any other I know the names of with others to famous family. Give out flashcards, say word and pupils point to correct person family members Observation of understand text using before person stands up. in French Family children appropriate resources, during members demonstrating my Hide flashcard behind keyhole – pupils guess. I can ask if people chorusing, , understanding by Different amount of points on back of flashcards. Class divided in two – take it in have brothers and matching written turns to name family member, then they get points on back. whole class I have + sisters words to pictures and games. brothers by reconstructing the Fantasy family tree on board – Teacher reads out information and pupils identify I know how to take text in a logical member – e.g. ‘Je suis la mère’ or ‘J’ai dix-neuf ans’ , sisters turns in paired sequence, for Pupils make up own fantasy family tree. Questions with Description example. MLAN 2- Teach pupils ‘il s’appelle, elle s’appelle, ils s’appellent’ – go round class saying ‘il activities by using big ball round of family 08a s’appelle Max’ etc and get pupils to chorus. eye contact. class members Famous people ppt – ask ‘comment s’appelle-t-il?’ I can read and Also ‘er/sie ist….. Jahre alt/ sie sind…………..Jahre alt I can say what . Lolly sticks to demonstrate brothers and pick name at understanding of In pairs using template if necessary ask about partner’s family tree. sisters I have random to check words, signs, phrases and simple texts PPT to introduce talking about brothers and sisters. for understanding I can take part in a containing mainly Song – Est-ce que tu as une grande famille? to tune of Happy and you Know it. short role play familiar language Survey about brothers and sisters – do as two interlocking circles? Entrance card MLAN 2-08b Bits of paper – pupils write down name and brothers and sisters and their names. about family Teacher reads them out and pupils guess who. Exit card I use the support of I am learning new Description – revise colours first, then power point for hair and eyes. others and access words about myself A, B, C, D cards appropriate Guess who game on Smartboard – or in pairs/groups and others reference materials Adjectives for describing personality – mignon, intelligent, bavard, méchant’ etc – Feedback from of my choice to help use PPT with smiley faces or Mr Men to introduce. writing about me plan my writing Sort into positive and negative, spot the cognates, think up ways family – two stars in ways that engage to remember words which are not similar. and wish my reader, using ICT when Family role play – first do as reading. Chorus – one half of class one role, other does appropriate. the other. MLAN 2-12a Pass mobile phone round – when music stops you read out one line, whoever has phone reads reply. Adapt role play to make own version. Film with flip camera.
Write about own family or fantasy family with support. Present to class as solo talk – make up powerpoint to accompany. Email penfriend about self and family Topic Experiences and Activities Success Criteria Assessment Outcomes
Pets I can deliver a brief Introduce pets with flashcards/powerpoint/cuddly toys. Chorus in I can understand the words Observation of children presentation on a loud, soft, lip-read, robot, silly voices. Beat the teacher – only for pets during chorusing, familiar topic using repeat if correct. Hold up flashcard and guess – if correct whole class games. familiar language children shout ‘ja’ if wrong they shout ‘nein’. and phrases MLAN I can say the words for 2-06a Think of mimes to link word with meaning to aid kinesthaetic pets Questions with big ball learners. round class I explore comparisons Hide flashcard from pupils. In groups they guess – they get 10 I can tell someone about and connections points if they get it right first time, 9 points if second time etc. my pet Lolly sticks to pick between sound Practise question in groups – Hast du ein Haustier – do in patterns in name at random to different different voices – high/low/loud/soft etc. Point for best group. I can take part in a check for languages through Pets grid – as whole class or in pairs. Say pet, pupils say short role play about understanding play, discussion number, then say number and pupils say pet. Play xs and 0s. pets and Entrance card experimentation. Introduce ich habe and einen/eine/ ein. Have einen/eine/ein on I can read a short text different wall. Point or walk to correct wall as you say word. about pets – I can work Exit card MLAN 2-07a Play corner game to practise. Practise with gender colouring in out how to pronounce sheet. words I don’t know from I can use my knowledge thinking about how other about language and Speaking – do survey of pets. words I know well are pronunciation to Listening – pupils write pets and names and ages on paper. spelled. ensure that others You read out information and other pupils guess who the owner can understand me is. I can understand when when I read aloud other children talk or say familiar Revise how to describe pet using colours and ‘es ist’ which used about their pets words, phrases and in family. Revise ‘er/sie heisst’ Pupils write description of own short texts or ideal pet and then present to class as speaking. Video. I can unjumble MLAN 2-07b sentences and put them Pictionary or charades. in the correct order
Unjumble sentences of pets then join with connectives. I can join sentences together with Role-play – practise in parts then adapt to make own version. connectives Read aloud – pass mobile phone around class, when music stops person reads reply to question in role play. Topic Experiences and Activities Success Criteria Assessment Outcomes
Food and Drink I work on my own and Introduce drinks first using flashcards or realia. Chorus, sing- I can understand some Observation of children during with others to song voice, say a few drinks then pause, then class says them foods and drinks in whole class activities. Cafe understand text back in same order. Only repeat word if correct – beat the German using appropriate teacher. Show class drink and teacher guesses – they say ‘ja’ Check for understanding – resources, or ‘nein’. Give out flashcards – say drink and pupils have to I can say what I like to thumbs up/ down. demonstrating my point to pupil with flashcard before they stand up. drink and eat in understanding by German Any phrases they are having matching written Introduce phrase ‘ich trinke gern/ ich trinke nicht gern’ – trouble with – isolate and words to pictures chorus with drinks. Pupils stand up if they agree. I can listen to a list of drill more thoroughly using and by Throw ball round class – pupil says ‘ich trinke gern + drink’ – drinks in German and ‘hot/cold flashcard’ game. reconstructing the after you have asked about 8, then ask ‘Qu’est-ce que Sean text in a logical identify which image a dit?’ If pupils can remember and say exact phrase that sequence, for they are referring to. Checking writing – get Sean said, they get two points. example. partner to check spelling MLAN 2-08a I can remember the Listening practice – from Auf die Plätze. gender of some foods and drinks. Two stars and a wish for Reading sheet (from ‘Specials!’ – match drink pictures with pupils role plays – from I can read and words. You can also use this to practise gender. Allocate I understand that teacher and peers. demonstrate one wall for ‘einen’ one for ‘eine’ and one for ‘ein’. As you understanding of there are three say the word, get pupil to stand at correct wall. Next time words, signs, different genders in pupils all sitting and point to correct wall as you say it. phrases and simple German texts containing Then corner game to practise. Finally, colour words on mainly familiar sheet according to gender and put key on sheet. I can read aloud in language German, usually making Writing: Pupils divide page into two – write ‘ich trinke gern’ myself understood. MLAN 2-08b at top, and ‘ich trinke nicht gern’ at bottom, then draw and label drinks that they like. I can make up a powerpoint Food – introduce in same way as drinks. presentation about I have worked with foods in Germany ‘Ich gehe zum Markt und ich kaufe’ – I go to the market others, using a and I buy – do list round class getting bigger by one each variety of media I can put a role-play time – easier if there are visuals on board, or if pupils do including ICT where into the correct order appropriate, and can mime as they say their food. when it has been contribute jumbled. successfully to a Reading Text – available from pen drive, about Simpsons presentation in and likes and dislikes. Get class to practise reading aloud I can take part in a English, supported by first, possibly in different ‘mood’, then class guesses. café role-play in use of the language I German. am learning, on an Food tasting – bring in German foods for pupils to try –they aspect of life in a fill in German questionnaire about how much they liked country where the them. language I am learning is spoken. Paired dictation MLAN 2-06b German whispers – teacher whispers phrase into ear of I can use my pupil from each team, they run back to team and the phrase knowledge about gets passed down – winning team are whichever team’s last language and person shouts out phrase correctly. pronunciation to ensure that others Pupils could do investigation into German foods, report to can understand me class and make up powerpoint, even compare with Scottish when I read aloud or food. say familiar words, phrases and short Café role-play – first do as reading. Chorus together with texts one half of class being one part, and other doing second. MLAN 2-07b Then pass round mobile phone, when you say ‘Stop!’ pupil holding phone has to respond to teacher’s question from role-play.
In groups or pairs, unjumble role-play.
Work in groups to make up own role-play – using basic template with blanks if needed. Practise, then film or perform to class.
Topic Experiences and Outcomes Activities Success Criteria Assessment
Body Introduce using powerpoint . Say part of body and pupils point to it. Repeat if correct.
How many cognates can children recognise?
Play ‘Simon sagt’ to practise. ‘Simon sagt, berührt den Arm’ etc.
Teach ‘Head, Shoulders, Knees and Toes in German.
Beetle drive – use with outline of person instead of beetle.
Label skeleton in German
Make up fantasy alien and describe to partner, who then draws
Topic Experiences and Outcomes Activities Assessment
Clothes Topic Experiences and Outcomes Activities Assessment
Hobbies I can understand how a bilingual Hobbies reading sheet with more I can use a bilingual dictionary Dictionary task cards dictionary works and use it difficult language. Use (monitor/support children) with support dictionary or helpsheet to help I can find out if a word is understand. masculine, feminine or neuter MLAN 2-11a using the dictionary
Go over dictionary entries on I can find out how to make a smartboard. Give list of words, word plural by using the I experiment with new get pupils to find out plurals and dictionary language, working out the genders. meaning of words and phrases using vocabulary I have learned so far.
MLAN 2-11c
I can recognise and comment on other features of my own language which help to make sense of words in the language I am learning
MLAN 2-11d
Topic Experiences and Outcomes Activities Success Criteria Assessment
Revision: All about I use the support of others Writing short scripts in a pair/trio using dictionaries and I can use resources to plan The written content of me and access wordbanks/ computer- internet interesting writing and I can children’s work in appropriate reference use ICT to help me jotters Writing a letter materials of my choice Simpsons family to help me plan my Writing in writing in ways that jotters/worksheets engage my reader, using ICT when appropriate. MLAN I can express myself in Two stars and a wish – 2-12a ‘All about Me’ paragraph or ‘My family’ – wordbanks with writing and use resources to from teacher or peers banks of feelings ensure my writing makes sense checking understanding Word games – match beginning, middle and ends of I have opportunities to sentences Personal solo talk I can complete information express myself in assessment checklist writing, exploring and booklets filling in missing experimenting with information words and phrases using resources, to I can describe myself using ensure my writing Use German checklists familiar German phrases makes sense. Partner checks – copying vocabulary MLAN 2-13a fill out information I can use resources to plan interesting writing and I can use ICT to help me.
I can use familiar language to describe myself and to exchange straightforward information.
MLAN 2-13a Topic Experiences and Outcomes Activities Success Criteria Assessment
Culture: German I have worked with others, Fast fact challenge – find out about various aspects of I can read and understand Speaking using a variety of German life simple texts Country media including ICT where appropriate, German fact file I understand basic aspects of and can contribute life in Germany successfully to a Make up powerpoint about aspect of life in German – presentation in pupils choose which aspect in groups or individually. English, supported by use of the language I am learning, on an aspect of life in a Children exploring a variety of styles of writing in German – country where the borrow Lesekiste from Goethe Institut. Write a book language I am learning review in English about choice. is spoken.
MLAN 2-06b Choose from a variety of leaflets from tourist attractions and choose favourite I work on my own and with others to read and discuss simple texts in the language I am learning. I can share simple facts about features of life in some of the countries where the language I am learning is spoken MLAN 2-09a
I can choose and can read, on my own and with others, a variety of straightforward texts of different types, including non-fiction, short imaginative accounts, prose and poetry, which may have been adapted MLAN 2-10a
Topic Experiences and Outcomes Activities Assessment
Festivals: Easter, Christmas etc.