KS2 Year 5 French Scheme of Work

Lessons 20 Revise days of the week and learn about word origins

Framework Objectives:
O5.1 Reuse familiar vocabulary in a new context
L5.3 Write words, phrases and short sentences, using a reference.
KAL Word origins and root words
Vocabulary and Structures to revise from Year 3:
Quel jour sommes-nous?
Aujourd’hui c’est…
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche / Pronunciation:
kell jhoor somm noo
oh jhor dwee say
lun dee
mar dee
mer cruh dee
jurh dee
von dr dee
sam dee
dee monsh / English:
What day is it?
Today it’s …
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Resources: Early Start French DVD 1.
Smart notebook for lessons 20
Word origins for week days:
http://www.altalang.com/beyond-words/2009/10/08/days-of-the-week-word-origins/
http://www.aerospaceweb.org/question/astronomy/q0128.shtml
http://en.wikipedia.org/wiki/Etymology
French names for planets (Le club français, babelzone –subscription needed):
http://www.lcfclubs.com/babelzoneNEW/flashFR/18earth-moon.asp
http://www.lcfclubs.com/babelzoneNEW/flashFR/18planets.asp
BBc Website (free) - http://www.bbc.co.uk/schools/primaryfrench/today/en_france_flash1.shtml?nav
Flash cards can be found in the Y3 scheme of work.
Suggested Teaching Sequence:
Lesson 20 – Oracy/IU focus
·  Using Smart Notebook for lesson 20, share the learning objective.
·  Using slides 2-10 or use Early Start 1 DVD, revise days of the week orally.
·  With flash cards on display or slide 11, sing the days of the week to the tune of the Macarena to consolidate the order.
·  Play Mexican wave game. Children sit in a circle and as each person says the next day of the week they stand up. See how quickly they can do it. Alternatively play it in groups around a table. Who can get to ‘dimanche’ first?
·  Using slide 12, ask children why they think the days of the week have been represented by planets on the Smart Notebook?
·  Use slide 13 to introduce their independent task.
·  If you have class laptops or an ICT suite you could direct the children to the first two websites above (also saved as hyperlinks on the Smart Notebook, slide 14) to do some research to find out how the days of the week got their names both in French and English. Alternatively you could print off the relevant information from those pages and give it to the children to achieve the same goal.
·  The third website, listed above in the resources section, has interesting information about Etymology for those in the class who are very keen!
·  Plenary: Take feedback focusing on how language changes over time and from country to country even when it has a common route.
·  Make links to work on root words in literacy.
·  Discuss the idea of the ‘Latin’ languages and emphasise how learning French can aid learning Spanish, Portugese and Italian.
·  For a fun last activitiy, children have to unscramble the words on slide 15 to spell out the days of the week (make sure flash cards are on display with the correct spellings for refernce).
Follow up and consolidation:
If you’d like to take this further, children could create a photo diary or picture diary for a Moroccan/French school to show what we do each day of the week. They could write very simple sentences using known and new verbs e.g. Je mange, Je marche, Je nage, Je chante…
Alternatively, on the BBC website (which is free) there are examples of how we can describe what we do on different days of the week. They have taken the model of:
Lundi, on a sport. – Monday, we have sport.
Mardi, on a football. - Tuesday, we have football.
N.B. ‘On a’ literally means ‘one has’ and therefore the verb is conjugated in the third person singular for just like Il/elle a (he/ she has) which the children will have encountered when describing his/her age. However the French use it much more often than we do to mean ‘we have.’
To follow this model you will also need to revise the topic of school lessons which children would have learnt in Year 4 if you have been following the Camden scheme or Early Start 2 (see the Camden website for relevant support material.)
Alternatively, you could focus on developing their intercultural understanding and ask the class to investigate the Moroccan school week. Points of interest might be that as an inheritance from the French system they have Wednesday afternoon off. Due to it being an Islamic country their weekend is on Friday and Saturday and people go back to school and work on Sunday.
Encourage the children to write the day of the week on the board each day and ask the children on their table Quel jour sommes-nous?