KS2 Year 3 French Scheme of Work
Lessons 5-6 What’s your name?
Framework Learning Objectives:Lesson 5: O3.3 Perform simple communicative tasks using single words, phrases and short sentences
Lesson 6: L3.1 Recognise some familiar words in written form.
Pronunciation/phonic focus: silent letter s at the end of most words ending in s in French
Vocabulary and structures:
Comment t’appelles-tu?
Je m’appelle …
Comment s’appelle-t-il?
Il s’appelle …
Comment s’appelle-t-elle?
Elle s’appelle… / Pronunciation:
Kommon tapell too
Juh map ell
Kommon sapell teel?
Eel sappell…
Kommon sappell tell
Ell sappell / English:
What are you called?
I am called…
What is he called?
He is called…
What is she called?
She is called…
Resources: Early Start French “Salut, ça va?”
Accompanying Camden SoW resources:
PowerPoint presentation
Video clips with mimes
Flashcards
Suggested Teaching Sequence:
Lesson Five – oracy focus
· Share learning intention with the class
· Revisit Greetings/Goodbyes as a whole class. You could do this by doing the mimes and pointing to the flashcards from last lesson and asking the children to copy the mimes and say the French (and English).
· Encourage children to greet/say goodbye to each other in small groups moving around the room. Join specific pairs to listen for pronunciation and fluency. Remind pupils of silent letter t at the end of «salut», «bonne nuit» and «à bientôt» . Model prononciation where necessary.
· This part of the lesson should only take five minutes or so. If you don’t feel the children are secure yet it is probably because they have not had enough opportunities to practise since their last French lesson. Regular follow up in registration time and lining up time/as brain gym between lessons can help children gain confidence.
· If you feel the class need more practice of the greetings/goodbyes, build it into the coming week in between other lessons.
· Introduce new lesson theme and objective.
· Use PowerPoint presentation to introduce the written form of the first question and answer. Point out the silent letter t and s at the end of: “comment” and “t’appelles”.
· Repeat the question first of all and ask the class to join in. Use a variety of tones and pitches of voice - quietly, loudly, angrily- to do this.
· Repeat this process to introduce and practise the answer. You can use the Camden video clips to support this part of the lesson for help with pronunciation and mimes.
· Pose the question “Comment t’appelles-tu?”to a few confident members of the class and ask them to attempt to reply. In the first instance, if pupils only give you their name, accept it and continue to remodel the full response: “Je m’appelle…”. Point to yourself for “je “and for “m’appelle” use index and middle fingers of right hand, start at forehead and move outwards and forwards as shown in the Camden clips.
· Repeat with more volunteers, ensuring that children around the class can see the shape of your mouth as this will help them with pronunciation. Pupils respond and complete the sentence by saying their own names.
· Invite the children to repeat in chorus, again using a variety of voices: cross, sad, laughing.
· With written support available at all times, children work with a partner and take it in turns to ask and then answer the first question.
· Children repeat this paired practice but this time change their name and pretend that they are a celebrity or fictitious/cartoon character. For example, child 1 asks his/her partner: Comment t’appelles-tu? And child 2 responds: Je m’appelle Harry Potter before swapping roles.
· With the children sat in groups of six, pupils pass the question around their circle i.e. each child asks the question and the person next to them replies before asking the question to the next person.
· Mini plenary: as a whole class repeat the question using mimes and invite children to copy and respond– do several times. Next, throw a soft ball or toy to a selection of individuals one at a time. You start by saying the first word from the question and each pupil says the next word in the question/answer i.e. you say «comment», child 1 says «t’appelles», child 2 says «tu», child 3 says «je», child 4 says m’appelle» and child 5 finishes by stating their name e.g. Mohammed. This gives the teacher the opportunity to assess individuals. Make sure that children feel supported and are allowed to pass if they are not confident
· Using the Powerpoint, show the class slides featuring David Beckham and then Princess Fiona. Teacher points to a child and poses question “Comment s’appelle-t-il?» Explain that this is how to ask what a third person (someone we are not talking to directly) is called. Child responds with name of celebrity only.
· Repeat the question and model the answer as a full sentence “Il s’appelle David Beckham.”
· Repeat this for Princess Fiona slide so that pupils are aware of how to ask about and introduce both males and females.
· Repeat both questions again and encourage pupils to respond in a full sentence, using the two celebrities’ names as you point to them on the board.
· Practise the two new questions and answers in a song. Using the tune of Three blind mice. The Powerpoint will help you to do this and it can also be sung as a round. The aim here is to get children to listen to and repeat the questions and answers as much as possible.
· In small groups give the children the opportunity to practise finding out each other’s names and the names of other members of the class (using all three questions and answers). To make this more engaging, they can use made up names, French names or celebrity/fictitious names. Written support should be available at all times to help children to practise ad repeat all three questions and responses accurately.
· Plenary – Sing song again from Powerpoint but this time using the first question and answer. Ask two volunteers to stand at the front. Whole class sing the question and the individual volunteers at the front reply using their name (instead of Jacques and Sophie) with the help of the teacher.
· Ask pupils to try to remember with a partner what they would need to change in order to sing the song in the third person. Sing the song again, this time using the original version on the Powerpoint. Whole class sings question again, but this they sing about the celebrities on the board ” Il s’appelle David” and “Elle s’appelle Princess Fiona”. Observe the class to see who appears confident/who does not. Ensure that plenty of practice is built in to the coming week in registration time etc. The use of a display with the relevant flashcards will provide a useful reference for children in between lessons.
Lesson Six – literacy focus
· Start the lesson by greeting the children: “Salut” etc.
· Invite the children to turn to others around them and practise the greetings and then saying goodbye “Au revoir” etc.
· Watch Early Start DVD section 4.
· Revisit «Comment t’appelles- tu?» Ask them what it means, and how they might know that it is a question (punctuation and use of voice).
· Clearly enunciate «Comment t’appelles-tu?» and «Je m’appelle» to reinforce the rising of the voice when you ask a question. You can make use of the Camden video clips to support you with pronunciation if this helps.
· Using the second version of the song on the Powerpoint, revise the song from last lesson and encourage pupils to look carefully at the spelling of each word as they sing.
· Invite the children to sing the song as a round.
· Ask the children to discuss what they notice about the language in the song. Draw attention to the ‘silent t’ on “ Comment”. Can they think of any greetings/ways of saying goodbye that end with a silent t? What is the other silent letter in the question (letter s)?
· Using flashcards of famous people that are pairs i.e. Victoria and David, Homer and Marge. Give out to children but tell them to keep their identity hidden. The children then have to go around the class and introduce themselves, ‘Salut! Je m’appelle Homer. Comment t’appelles-tu? The other child then says his or her name. If it is not their partner they say ‘Au revoir!’ and move on to another child. The children have to find their partner and when they do, they sit down and rehearse their mini conversation again. Move around the class to informally asses how the children are doing and support those that need it. Visual support should be available during this activity.
· Mini plenary: use the Powerpoint slides showing missing parts of the question and answer, invite children to verbally finish the incomplete sentences.
· Using the first version of the song on the Powerpoint, revise the song from last lesson and encourage pupils to look carefully at the spelling of each word as they sing Ask the rest of the class what question can be asked to find out somebody’s name if we are not addressing them directly (“Comment s’appelle-t-il?”/ “Comment s’appelle t-elle?”) Pose both of these questions to pupils to check that they are able to answer it correctly and that they can reply using the identity of each of the characters in their conversation.
· Plenary. Play ‘Build the sentence. Children sit in a circle and a bag is passed from child to child. Each child takes out part of a sentence from the three key questions and corresponding answers learnt over last two lessons. As soon as a child/children see(s) that there are all the parts of a sentence s/he/they shout it out and, if correct, lays the sentence in the middle of the circle. The game continues until all the cards are used up. Play some French music in the background (you can access this from the Early Start CD if you have one).
Notes on activities and resources: You may wish to make pupils aware of the names of famous French people e.g. Thierry Henry, Claude Monet (1840-1926), Jeanne d'Arc (1412-1431 approx.), Napoléon Bonaparte (1769-1821), Gustave Eiffel (1832-1923).
Follow-up and consolidation
· Pupils should be encouraged to use this vocabulary as much as possible and visual support should be displayed in the classroom. For the register instead of saying “Good morning” pupils could say what their name is in French.