KS2 Year 6 French Scheme of Work

Lesson 23-24

Revision topic: ‘Quel temps fait-il?’

Framework objectives:
Lesson 23: O6.1 Understand the main points and simple opinions in a spoken story, song or passage.
Lesson 24: L6.1 Read and understand the main points and some detail from a short written passage
New Vocabulary and structures:
fort
un homme
l’homme
dit
son
plus (fort) que…
un concours
souffle
brille
je gagne
le narrateur
la narratrice / forr
uh nomm
lomm
dee
soN
ploo (for) kuh…
uh con-coorr
soo-fluh
brree-yuh
juh gan-yuh
luh narr-a-turr
la narr-a-trreece / strong
a man
the man
says
his
(strong)er than…
a competition
blows
shines
I win
the narrator(m)
the narrator(f)
Key vocabulary to revise from Year 4:
le vent
le soleil
je suis
manteau
il fait froid
il fait chaud
fâché / luh voN
luh sollay
juh swee
montoh
eel fay fwa
eel fay shoh
fash-ay / the wind
the sun
I am
coat
it’s cold
it’s hot
angry
Extra Resources:
‘Le vent et le soleil’ from school will need to subscribe to this website)
Lesson 23 and 24 Notebook Slides
Flashcards
A coat
Mini whiteboards
Class set of French dictionaries (optional)
Cards cut out from Le vent et le soleil script level 2. Enough for each pair of children to have a set.
Optional extras as props for their plays:
Coats, trophies, ‘Wind and Sun’ flashcards attached to sticks/made into masks. You can be as creative as you want with making props.
Suggested Teaching Sequence:
Lesson Twenty Three – oracy focus
  • Introduce learning objective using Slide 1 - ‘I can understand a fictional text using weather vocabulary’.
  • Use Slide 2 for the ‘starter activity’. Put on a coat and say un manteau.Ask the children to repeat the phrase and remind them that this means ‘a coat’.
  • Use Slide 3 - Point to the wind on the slide, say ‘le vent’ (the wind) and do the mime for ‘wind’. Pretend that you’re cold by buttoning up your coat tightly. Say ‘Brrr... il fait froid’.
  • Point to the sun on the slide,say ‘le soleil’ (the sun) and do the mime for ‘sun’. Pretend that you’re hot by unbuttoning the coat. Say ‘Il fait chaud’. Can the children translate what you have just said be recalling previous vocabulary? Repeat the vocab if necessary.
  • Then repeat the process,but this time get the children to join in with the phrases and mimes andfinish by taking off their coats!
  • Look at Slide 4. Tell the children that they are going to listen to a story about a competition between the sun and the wind. Use the link to the Growstorygrow website, log on and play the story ‘Le vent et le soleil’ at level 2 (Niveau 2). Explain to them that they will know most of this vocabulary but can use context and pictures cues to help them to translate it aswell. You might like to watch it again and ask them to make a list of vocabulary they are unsure of. They can then discuss possible translations that would make sense. Either correct them using the vocabulary box above, or ask them to correct their work in pairs using a French dictionary.
  • Your can use the flashcards to display the new vocabulary at the front of the class for support.
  • Ask the children to discuss with a partner what they think the story is about. Share ideas as a class. Discuss the idea that kindness and persuasion win where force fails. Tell them aboutAesop’s fables and make cross curricular references to any work they have done on these in Literacy lessons.
  • Play the story again. This time the children repeat the words and do mimes. Use the slow speed option to help them if necessary.
  • Divide the children into four groups: the sun, the wind, the man and the narrator(see vocabulary box above).
  • Play the story again but this time ask them to mime, repeat and join in only when their character appears or speaks.
  • Plenary – depending on how much time you have left at the end of the lesson, choose from a variety of games from the by clicking on the games tab.
These could include:
* Multiple choice 2.3 – match sentence from four pictures – class could use mini whiteboards to give their answer
* Spelling 2.1- spell words after they have been displayed. These can be typed onto board by one pupil while rest of class use mini whiteboards.
* Matching 2.3 - match the sounds to the pictures
* Pairs 2.3- Match sound with picture in memory game. Ask for volunteers to choose squares.
Lesson Twenty Four – Literacy and Oracy focus
  • Introduce learning objective using Slide 1. Recap on the work covered in the previous session. Put up the flashcards at the front of the room and recap on the vocabulary. What can they remember about the story?
  • Look at Slide 2. There arethe first three pictures from the story and the first three sentences of text. As a class, match the text to the correct picture.
  • Now use the matching resources described in the ‘Extra Resources’ box above. (Cut out the pictures and Level 2 text -middle column of text- from the script provided. NB, you can differentiate the level as the script also has Level 1 in the first column and Level 3 in the second column, but Level 2 should be appropriate for most of the class).Ask the children to work in pairs or small groups to match the sentences with the pictures.
  • To check their work, use the link to the Grow Story Grow website and watch the Level 2 story to check their matching. How did they get on? Where there any that they found more tricky? Why?
  • Divide the children into groups of 4-6. They each chose a part to play, eitherthe sun, the wind, the man and 1-3 narrators.
  • Give them time to practise reading through their scripts at Level 2(or differentiate the level as appropriate). They may need some help in distinguishing who is speaking, so if necessary go through the story as a class and identify when a character/narrator needs to talk – or they could do this in mixed ability groups.
  • Play the story again so that they can double-check pronunciation and intonation.
  • The children practise performing their plays in groups. The sun and wind flashcards could be stuck onto sticks or made into masks (and coats might need to be provided if it’s a very hot part of the summer term!). A trophy would also be a good prop. Can anyone remember his/her part without a script?!
  • Plenary – the children perform their plays to the rest of the class. This would be an ideal opportunity for some peer assessment and there is a rough template for this on Slide 3.You can use any format for this that is appropriate for your class.
They could also perform to the school as part of an assembly, if appropriate.
Follow-up and consolidation:
Ask a pupil to write the weather in French on the board at the start of each day.
Ask pupils to answer with a phrase from the story when answering the register.
The class could research more of Aesop’s fables. Perhaps they could find out some titles in French and design a cover for Le vent et le soleil or another fable.
The best group could perform their version of the fable in assembly.
Individual ICT work using the games tab on
Print out black and white versions of the script for children to colour in, make into mini-books and take home.