KS2 Year 6 French Scheme of Work
Lesson 5-6
Revision topics: ‘A l’école’ and ‘Quelle heure est-il?’
Framework objectives:Lesson 5: O6.3 Understand longer and more complex sentences.
Lesson 6: L6.4 Write sentences using a model. Apply most words correctly.
New vocabulary and structures:
À … heure(s) je suis dans ….
L’emploi du temps
Je mange
Je joue
Je lis
J’écris
J’apprends / Pronunciation:
Ah … uhr juh swee don … (nasal n)
Lom-pwa doo tom (nasal m)
juh monjh
juh jhoo
juh lee
jhay kree
jha pron (nasal n) / English:
At … o’clock I am in the ….
Timetable
I am eating
I am playing
I am reading
I am writing
I am learning
Key vocabulary to revise from Y4 and Y5:
la salle de classe
la salle d’informatique
la bibliothèque
la cantine
la cour de récréation / Pronunciation:
lah sall duh klass
lah sall dan for mat eek
lah beeb-lee-oh-tek
lah kon-teen
lah kour duh ray-cray-ah-see-on (nasal n) / English:
the classroom
the ICT room
the library
the canteen
the playground
il est… heures
je suis
parce que / eel ay… uhr
juh swee
par suh kuh / it is…o’clock
I am
because
Extra Resources:
Early Start French DVD “Où habites-tu?”
Smart Notebook slides
Flashcards for ‘A l’école’ vocabulary
Copies of timetables
Timetable worksheet
French dictionary (optional)
Suggested Teaching Sequence:
Lesson Five- Oracy focus
· Share Learning Objective with the class and explain that they are going to be revising their previous work on ‘À l’école’ and ‘Quelle heure est-il?’ (‘places in school’ and ‘what’s the time?’) and combining them to make more complex sentences.
· Use Smart Notebook slide 3 to recap on numbers 1-12 and the vocabulary for telling the time e.g. ‘il est une heure’, ‘il est deux heures’ etc. In pairs, children ask and answer the question ‘Quelle heure est-il?’ with the questioner holding up fingers to show what time they want their partner to say.
· Show the vocabulary for ‘A l’école’, using flashcards and/or Smart Notebook slides 4-8. Remind them the fact that a word is masculine or feminine is shown by using the appropriate form of the word ‘the’: (la is feminine and le is masculine. We use l’ in front of any nouns that start with a vowel).
· Play “Qu’est-ce qui manque?” (What is missing)? Place some of the places around school flashcards at the front of the room. Give the instruction ‘Fermez les yeux’) and, whilst the children have their eyes closed, remove one of the cards. Ask the children to open their eyes (‘Ouvrez les yeux’) and work out which card is missing. Reinforce key language and pronunciation.
· Once you feel they are secure with this revision, explain that they will now combine the two topics.
· Show the class daily timetable on Smart Notebook slide 10. Explain how to read it. Hand each child (or pair of children) a mini version of the timetable so they can refer to it in the following activities.
· Using Smart Notebook page 11, model how to say sentences using the time that they might be at a given place in school. Use the reveal tool to look at one sentence at a time. With the first one: ‘À neuf heures, je suis dans la salle de classe’ (At nine o/clock I am in the classroom) – point out the use of the plural ‘heures’, the meaning of je suis ‘I am’ (with the verb coloured purple), the feminine noun ‘la salle de classe’ (coloured red). The teacher reads the sentence and the class repeat.
· Reveal one sentence at a time. Each one has a bit missing. With a partner, children discuss what is missing. They should use the colour coding, their copy of the timetable and the previous example(s) to help them. Fill in the missing parts of the sentence on the board. The class chant each sentence together with the gap filled before moving on to the next sentence.
· With the final written sentence, ask if they can spot a clue that tells them what the time must be (the lack of an ‘s’ at the end means it must be one o/clock ‘une heure’).
· With their partner, can they work out how to say a sentence to describe the final box in the timetable? (‘A deux heures je suis dans la salle de classe’).
· Now explain that they will be extending the sentences further by adding some new vocabulary.
· Use Smart Notebook pages 12-16 to teach the new verbs je lis, je mange, je joue, j’écris, j’apprends. (N.B. They learnt ‘mange’ in Year 5). Create a class mime for each verb.
· Ask if the children can use their previous knowledge to tell you why j’écris and j’apprends have j’ as opposed to je (it is because they are followed by a vowel).
· Discuss which verbs could apply to which place around school.
· Using slide 17 remind them that parce que means because.
· Return to Smart Notebook slide 11. Re-read the sentences created earlier and ask a volunteer to add ‘...parce que’ plus the correct new verb to extend the sentence e.g. ‘A neuf heures je suis dans la salle de classe parce que j’écris’ (this is displayed on slide 18 if you feel they need to see the written sentence as consolidation). Ask the class to practice this activity with their partner, making new extended sentences for each example and using the verb flashcards for support if necessary
· Plenary: Ask the children to plan two sentences with their partner. One that makes sense e.g. A midi je suis dans la cantine parce que je mange and one that doesn’t e.g. A neuf heures je suis dans la bibliothèque parce que je joue. Volunteers say their sentence to the class, who show whether they think the sentence makes sense or not by showing ‘thumbs up’ or ‘thumbs down’. The teacher can use this as an opportunity to assess understanding so far.
Lesson Six – Literacy focus
· Recap on the vocabulary (i.e. time, places around school and verbs) and the relevant mimes from the last lesson.· Introduce the new Learning Objective on Smart Notebook page 1.
· Show the class the word snakes on the next IWB page. Ask the children to copy the sentences onto a mini whiteboard, putting the gaps in the correct places.
· As a class discuss the correct answers and write them on the board under each word snake.
· Now ask the class to extend each sentence by adding ‘…parce que je/j’…..’ and then adding a verb. Go round the room as they are doing this and check that they have understood this. If not you can do a few more examples on the board to support the less confident
· Leave the completed sentences on display when the children do the worksheet so they can use the model for their own sentences.
· Give each child a worksheet (there are two versions, one for the less able and one for the more able).
· LA worksheet has a blank timetable and a simple word bank containing the vocabulary for time and the places around school. Ask the children to fill in the times and the places on their timetable. On the lines underneath they write sentences describing what is happening in each section of their timetable. Remind them to use the word bank and sentences on the board as a model if they need to.
· MA worksheet is as above but the word bank is less structured and contains extra vocabulary (parce que and verbs). They need to write more complex sentences. If you think they can be stretched even further, give them a French dictionary and ask them to find other verbs to describe what they might be doing.
· Plenary: On Smart Notebook page 4 there are images relating to the topic. Chose 3 images – one time, one place and one verb and move them below the line on the page. Ask the children to turn their sheets over and attempt writing a sentence that includes as much of the information relating to the three images as possible, using the sentence structure that they have been learning for the past fortnight. Repeat this using three new images each time. You will be able to use this unaided writing to assess how much of the topic they have understood
Follow-up and consolidation:
There should be plenty of opportunity for consolidation of the phrases learnt. When referring to any of the relevant rooms in school or the times of day that things happen, they can now be named in French.