French Scheme of Work Year 3

Wakefield LEA
Primary MFL
Scheme of Work
Year 3 French
© Copyright Wakefield Metropolitan District Council

Primary Modern Foreign Languages
Wakefield LEA
Scheme of Work
Year 3
Introductory Notes
Welcome to the Year 3 Scheme of Work!
This scheme of work has been written in accordance with the recently published Key
Stage 2 Framework.
Each unit of work consists of:
 Identified framework objectives taken from the strands: Oracy, Literacy,

Intercultural Understanding
 A topic area and suggested core vocabulary
 Suggested resources
 Detailed lesson notes
Please note the following key points:
 The units are divided into 4x15 minute sessions to give maximum flexibility.
Some schools may opt to deliver the programme in one 30 minute session per
week; others may identify 4x15 minute sessions over a two-week period. Some
schools may choose to devote more time to foreign language learning and allow
for one hour a week, extending and consolidating core vocabulary, structures and
language learning skills.
 The lesson notes are very detailed and are presented as a guide only. They have
been written to support teachers with no prior experience of teaching foreign
languages. Teachers may wish to follow the lesson plans as presented or adapt
them to suit the particular need of their class.
I hope that you and your Y3 children enjoy working with this scheme and that you
gain much satisfaction from their enthusiasm and progress.
Rachel Redfearn
MFL Adviser
Wakefield LEA
1
Resources
Each unit of work lists resources required. These include published resources and
resources supplied by Wakefield on CD.
The published resources which you will need to purchase are as follows:
 Early Start French resource file: Salut! Ça va?

Ilsa Rowe and Ian Killberry
Video edition - £75.20
DVD edition - £88.03
Early Start Languages Tel / fax: 01304 362569
www.earlystart.co.uk
 Chante en français CD with transcript

La Jolie Ronde
£9.75
Tel: 01949 839715
www.lajolieronde.co.uk
 The Hungry Caterpillar – La chenille qui fait des trous, Eric Carle
Young Europeans Bookstore
£11.25
ISBN: 2871421366
Tel: 020 7836 6667
www.younglinguists.com
 Joyeux Noël: activity book - Christmas stories, songs and activities in French
La Jolie Ronde (as above)
£29.50 – book and CD
 Poésies, comptines et chansons pour tous les jours – Gallimard Jeunesse, Eveil
Musical. ISBN: 2-07-053548-7
£17.00 (approx)
Please note that resources marked # in the scheme are included on the resource CD
2
Lesson one: 4 x 15 minutes
Learning Outcomes: * Understand and say numbers 1-10 with correct

pronunciation
* Meet and establish common letter strings
Framework Objectives
Oracy
03.2: To recognise and respond to sound patterns and words
Literacy
L3.2: To make links between some sounds, rhymes and spellings and read aloud
familiar words
Core Vocabulary Resources:

zéro zero oui yes Number cards #
un one non no OHT of numbers #
deux two Early Start French: video clip 6
trois three Soft ball / Cuddly toy
quatre four Pelmanism number cards #
cinq five Number worksheet #
six six Bingo cards #
sept seven
huit eight
neuf nine
dix ten
Knowledge about language
 Imitate pronunciation of sounds

 Recognise how sounds are presented in written form.
3
Lesson 1
Part 1: 15 minutes
Teaching Sequence Pupil Activity
Hold up one finger and say ‘un’ several Children copy hand gesture and echo the
times. Emphasise the nasal sound. matching word (in chorus)
Continue to repeat the word varying the Children copy the gesture, vocal and
dynamics of the voice from a whisper to a facial expressions and echo the word.
loud call
Repeat activities for 2,3,4 and fold arms Children copy the gestures and echo the
for 0 words
Count from 0-4 forwards and backwards Children count forwards and backwards
in time with you, match hand gestures
and echo your words
Bounce a soft ball on the floor. On each Children count forwards and backwards
bounce say the numbers in sequence in time with the bouncing of the ball
Attach flashcards with numbers 0-4 on Volunteer places written word alongside
board on one side. Hold up flashcard number flashcard. Rest of class respond
with written word with thumbs up ‘Oui’ if correct or ‘Non’
if incorrect
Play ‘number statues’ if room allows or if Children listen carefully and respond
access to playground or large hall is with the appropriate physical action
available. When you call ‘0’ children
stand in isolation with arms folded, ‘1’
children stand in isolation arms unfolded,
‘2’ children stand in groups of two etc.
4
Part 2: 15 minutes
Play ‘Only repeat if it’s true’ Hold up a Children watch and listen and echo the
number flashcard 0-4 and state a number number if it matches the flashcard. If
0-4 there is not a match they remain silent
Introduce numbers 5,6,7, counting with Children listen to you counting and then
classroom objects (eg 5 pens) repeat the new numbers
OHP – display figures Volunteer comes to OHP and points to

numbers as you say them.
Pelmanism – Attach number flashcards to Children come in turn to the board to

the board face down, figures on left hand select one card from the right and one
side and written card on right from the left. If they match, child keeps
them. Repeat until all the cards have
been ‘won’
Give small number cards out to each Children listen to the French number and
child. As you say a number aloud, hold up the corresponding number card.
children must hold up the corresponding
card. ‘Montrez-moi le numéro cinq’…
Pelmanism in pairs Children use individual number card sets

to play pelmanism
5
Part 3: 15 minutes
Repeat some of the previous activities to Children speak in chorus and individually
recap numbers 0-7
Work on pronunciation by throwing a Children listen attentively and echo your

softball or beanbag to individual children. word individually
As you throw the ball say a number. The
child who catches the ball repeats what
you have said and throws the ball back to
you
Extend with numbers 8,9,10. Allow Children practise counting with peers
children to practise counting forwards in Children count in pairs from 0-10
pairs or small groups. Ask for volunteers
to present their work to the class
Show a number flashcard and ask the Children read the numbers on the
children to clap the number of syllables flashcard and clap the number syllables
Early Start French: number song/video Children join in singing

clip 6
Worksheet with numbers and letter Children complete worksheet matching

strings highlighted numbers to written word.
Discuss with children the letters Children’s attention is drawn to key letter
highlighted on the worksheets. Can they strings: deux, trois, quatre, cinq, huit
remember how to pronounce the sounds?
6
Part 4: 15 minutes
Repeat some of the previous activities to Children speak in chorus and individually
allow children to recall numbers 0 – 10
Divide the children into groups and give Children listen attentively and identify
a set of small number cards (in figures) to the corresponding card. They take turns
each group. Then play ‘Apportez- to bring the card to the front of the class.
moi…’ (Bring me….) As you ask for a
number the group must take it in turns to
bring forward and hand to you the correct
card.
Attach number cards 4,5,6,7,8,9,10 to Children guess the number on each card
board face down. Point to a card and ask (taking individual turns)
‘ Qu’est-ce que c’est?’ (What is it?)
using facial and body language to suggest
the meaning of the question. Say
‘quatre, cinq, six, sept, huit, neuf ou
dix?’ Children guess the number on the
card. With each guess, turn over the card
to show the number. If the guess is
correct, leave the card with the number
showing, but if the guess is incorrect turn
the card back
Using a large softball, bounce the ball on Children say numbers in chorus
the floor. Encourage the children to join
in by speaking in chorus 0-10. The speed
at which you bounce the ball controls the
speed at which the children need to
respond.
Mime a number 0-10 (Do not vocalise the Children have to guess the number you
word but shape your mouth as if you are are miming
articulating the sound).
Display the words in text form on white Children practise letter strings and enjoy
board, OHT or interactive white board. practising new sounds
Show key letter strings in different
colours. Allow children to practise how
to say the letter strings in pairs and report
back
7
Using a finger write a word either in the Children watch carefully and say the
air or on a board or flipchart word they think you are ‘writing’
If considered appropriate, invite Individual children attempt to write the

individual children to write words on the word
board (visibly)
Play bingo using cards with numbers. Children listen and cover the number
with a counter.
8
There are many other activities for practising number work. Some of the following
activities may be more appropriate for your children than the suggestions above, or
they may be useful for additional reinforcement during the week.
 Birthdays. The children can count the age of the “Birthday Girl / Boy” in
French and the child celebrating a birthday can take a tin of sweets around the
class. The children should be encouraged to say “Merci” as they take a sweet.
You may choose to introduce some work on colours here.
 The following song has the same tune as “Six currant buns in the baker’s
shop…”
Cinq tartelettes dans la pâtisserie
Cinq tartelettes, des tartelettes aux fruits.
Voici Sophie; Sophie dit:
“Une tartelette, s’il vous plaît. Merci.”
Quatre tartelettes…..etc.
(Entre dans la Ronde – La Jolie Ronde. (See www.lajoieronde.co.uk)
Make five little pies out of plasticine or card and put them on a paper plate. One child
can pretend to be the baker in the pâtisserie. Five children in turn can come and ask
for a pie saying “Please” and “Thank you”.
 “Six au lit” song – Chante en français CD. You can use cuddly toys for this
song. It is the equivalent of “Ten in a bed”. The smallest toy can begin the
pushing until one falls off the table.
 Team game. Cover the board in numbers. Each team has a different coloured
pen. Bring two children, one from each team to the board. The first to circle
the correct number wins a point. This activity is popular with children but
does not fully involve all of them, and you may decide to adapt it and use mini
white boards instead.
 Ladders. If you have access to a large space you can play this game calling the
numbers in French.
9
Lesson two: 4 x 15 minutes
Learning Outcomes: * Participate in a short exchange greeting someone

* Identify rhyming words in a poem
Oracy
03.3: To perform simple communicative tasks using single words, phrases and
short sentences
03.1: To listen and respond to simple stories, finger rhymes and songs.
Intercultural understanding
IU3.3: To identify social conventions at home and in other cultures
Core Vocabulary Resources

Bonjour Hello Flashcard: Ça va? #
Au revoir Goodbye Smiley face flash cards #
Ça va? How are you? Washing line, blu-tac
Ça va…bien, super, mal, comme ci Toy telephone/mobile
comme ça - I’m fine, great, poorly, so Ça va? rhyming poem on OHT #
so/ok Early Start French: video and song
tape – units 1 and 2
Recognise praise words
Excellent Excellent
Super Great
Très bien Very good
 Recognise questions and negatives

 Recognise different language conventions to express politeness
10
Lesson 2
Part 1: 15 minutes
Use two puppets to model greetings. It is Children ‘meet’ the puppets, find out
worth having one or two ‘French’ their names and listen to a short
puppets and their personalities can be conversation – ‘Bonjour’ / ‘Au revoir’.
developed as the term progresses. One
could be very shy (très timide) and the
other very boisterous (très bruyant).
They can be introduced at this point.
They will be useful in speaking French to
the class, modelling conversations and
encouraging responses from children.
Introduce: ‘Bonjour!’ as you shake Children respond to and say ‘Bonjour!’

children’s hands around the room.
Encourage them to go around the room
greeting others
Introduce ‘Au revoir!’ by waving and

turning. Encourage children to join in.
Use lots of praise – ‘Excellent! Super!
Très bien!’
Explain French custom of kissing and

explain that the number of kisses (2 or 4)
varies from region to region!
Explain that ‘Allô’ is used when Children practise saying ‘Allô’ as they
telephoning. Use a toy telephone to pass pick up imaginary telephone
around the room. Make a ringing sound.
Child holding it must answer it and say
‘Allô!’
Write Bonjour/Au revoir on the white Children’s attention is drawn to common

board for visual support. Underline oi in letter string oi. Children practise greeting
‘revoir’ and ask children if they can in pairs
recall a number between 0 and 10 with
the same sound. Children then practise
‘Bonjour/Au revoir’ in pairs
11
Finger rhyme: Children participate by copying the

‘Deux petits escargots gestures and chorusing the French. More
dans le jardin able children will be able to identify the
Bonjour. Bonjour.’ missing word as you say the sentence.
Children make snails by forming a fist
with each hand and then raising little
finger and forefinger. As they say the
first line they bring their snails together
and then trace a circle in their hands for
‘dans le jardin’. Snails then greet each
other to say hello.
When rehearsing the finger rhyme, you

could say a line and miss a word out and
see if the children can identify the
missing word.
You may prefer to use the following

finger rhyme:
‘Toc! Toc! Toc! Knock! Knock!
Knock!
C’est qui? Who’s there?
Bonjour! Hello
Bonjour, c’est moi!’ Hello, it’s me!
Children form a fist with one hand. With

the other hand they ‘knock’ on the fist as
they say ‘Toc, toc, toc’. Mime a gesture
for the question: ‘C’est qui?’ Then the
thumb can pop out of the closed fist in
response to ‘Bonjour, c’est moi!’.
12
Part 2: 15 minutes
Introduce the text ‘Ça va?’ using a Pupils listen attentively and practise
flashcard. Ask children if they notice drawing the accent in the air
anything special about the phrase. Draw
children’s attention to the accent and
explain how it makes the C a soft sound.
Demonstrate how the accent alters the
pronunciation. Draw the accent on the
board and ask a volunteer to come and
practise drawing the shape.
Use flashcards of smiley faces to show Children listen attentively to new words.
possible responses to ‘Ça va?’ They watch and copy gestures repeating
Ça va………. bien words in chorus
Ça va………..super
Ça va………..mal
Comme ci comme ça
Ask children to stand to give a physical
response as they repeat with you – one
thumb up for ‘Ça va super’; thumbs
down for ‘Ça va mal’ and a waving of
the hand for ‘Comme ci comme ça’. To
add challenge, speed up the activity and
see if children can keep up
Pin the flashcards onto a washing line.

Then show children the text for each
flashcard. Using blu tack place the text
onto the flashcard incorrectly. Ask
children to discuss in pairs where the
words should go, and then invite a child
to rearrange the text cards to match the
flashcards.
Use paper plates and smiley faces. Ask Children listen attentively to the children
four children to the front of the room. presenting at the front of the class, and
They must respond to your question: ‘Ça then they work in groups / pairs asking
va?’ according to the face on the paper and answering the question.
plate they are holding. Then children can
work in groups with paper plates. Three
children in the group ask the question; the
other three in the group respond
according to the plate they are holding.
The plates can be frequently swapped
around before the children change roles.
13
Part 3: 15 minutes
Revise ‘Bonjour!’ and ‘Au Revoir!’ Children repeat and clap with you
repeating each of the words and clapping
the syllables. (You could revise a finger
rhyme here.)
Revise responses to ‘Ça va?’ using Children answer individually in response

flashcards. Elicit responses from to the image on the flashcard
individuals. Use lots of praise and
encouragement in the target language
Draw attention to the question form: ‘Ça Children practise using a question form
va?’ Ask children what they notice about
your voice as you ask the question.
Emphasise that French speakers make
their voice ‘go up’ when they ask
questions. Children can practise this for a
few seconds.
Early Start French: video clips and Children watch the video clips, and
resources: units 1 and 2 complete the activities from units 1 and 2,
as selected by you.
14
Part 4: 15 minutes
Demonstrate a short dialogue with one

child or with a finger puppet:
Bonjour Bonjour
Ça va? Ça va bien, merci
Au revoir Au revoir
If necessary use words on the white board

for support. Children practise the
dialogue in pairs using finger puppets,
substituting a different response if they
choose and then present their work to the
group.
Rhyming poem: ‘Ça va?’ Display the Children listen to the poem and try to
rhyming poem ‘Ça va?’ on the OHP. follow it as it is read slowly several
This will be the first time that the times. They attempt to find the next
children have seen continuous text. Read word in the sequence when you suddenly
the poem several times. Then read it stop
aloud again and suddenly stop. Can any
child come out and touch the next word?
Get the children used to the orientation of
words.
Allow children one minute to look at the Children look at the poem again and scan
poem. Say a word slowly in French eg the text to find the word given by the
Pascale. See if children can find the teacher.
word. You could ask the children what
type of word they think this is. How
could they guess it was a name?
More able children may be able to

identify a few rhyming words in the
poem.
Practise reading the poem again

providing actions and facial expressions.
15
Lesson three: 4 x 15 minutes
Learning Outcomes: * Answer the register appropriately

* Auditory discrimination between un / une
* Enjoy making French sounds and copying intonation
patterns
* Revise ‘Ça va?’ and responses
* Follow simple classroom commands
Literacy
familiar words
Oracy

03.4: To listen attentively and understand instructions, everyday classroom
language and praise words

un(e) a Cuddly toys
Ecoutez Listen Smiley face flashcards #
Early Start video
Regardez Look Early Start song tape
Asseyez-vous Sit down Classroom instructions #
Levez-vous Stand up Beanbag
Softball
Répétez Repeat
Poster (taken from flashcard
Silence! Quiet! images) #
Venez ici Come here Egg timers
 Imitate pronunciation of words

 Recognise how sounds are presented in written form
 Recognise the centrality of language in communication
16
Lesson 3
Part 1: 15 minutes
Give the children a taste of French Children listen to the music as they play
culture by playing a CD of French music. pass the parcel with the pillowcase. They
Then play a warm up activity by passing revise a simple greeting and meet the
around a pillowcase containing a cuddly word for ‘teddy bear.’
toy. As the music stops, the child holding
the pillowcase must take out the cuddly
toy and say ‘Salut nounours!’ The
music can then begin again.
Following this activity, spend some time Children meet the word ‘Salut.’ They
practising ‘Salut!’ Explain that this is are reminded of its informal nature. They
informal language. To allow children to begin to practise a few letters of the
recognise that letters of the alphabet are alphabet and enjoy joining in repetition
pronounced differently in French, play games. More able children could devise
with the word ‘SALUT’. Lead the their own rap / chant to practise the letters
children in choral repetition of each letter. in French.
You could chant all the letters but stop
before saying T. Can the children guess
which letter comes next? Then play a
game passing around a cuddly toy or
throwing a ball. As the child receives the
toy or the ball, he / she says the next
letter of the word: S – A – L - U –T. You
could make up a rap with the letters
which children can enjoy chanting.
(As you take the register, encourage (Children respond to their name with a
children to respond in French by this greeting. ‘Bonjour Mme Smith.’)
stage. Explain that they should use
‘Bonjour’ for the register as opposed to
‘Salut!’ The cuddly toys you use can be
added to the list of names and they must
respond too!)
17
Introduce the notion of gender subtly by Children watch you and listen to the
organising a picnic for a collection of French words as the cuddly toys are taken
different animals. These can be out of the bag. They repeat un / une and
represented by cuddly toys – select about imitate your repetition techniques.
five – eg. Un lapin (rabbit), une souris
(mouse), un chien (dog), une tortue
(tortoise), un lion (lion). Then take the
animals slowly out of the bag, stating the
French and emphasising un / une.
Position them at the picnic table
according to gender ie. three on one side
of the table cloth and two on the other
side. You can play repetition games to
practise the new vocabulary if desired,
but the key here is that pupils hear the
difference between un / une and practise
pronouncing these words. You could ask
questions to see if the children have
noticed the different sound.
18
Part 2: 15 minutes
Show ‘Ça va?’ smiley face flashcards Children recall:

and encourage children to supply the Ça va bien
French phrases for each super
mal
comme ci comme ça
Attach the flashcards to the board and ask Children watch and listen
a volunteer to place the right text card
under each
Play the game of throwing the beanbag Children join in the game and enjoy
around the class. You say ‘Ça va?’ to answering and asking the question
start the game and the child who catches
must respond appropriately and then ask
the question before throwing to another
child. Re-emphasise the correct
intonation as children ask the question
Early Start French: video clip 3: Ça va?
Early Start French: song: Salut! Ça va?
19
Part 3: 15 minutes
Place your hand behind your ear and state Children listen attentively
‘ Ecoutez’ and then point to your eye and
state ‘Regardez’. Repeat several times.
Ask what the words mean
Encourage children to repeat the key

words and copy your action
Say the words again without the actions

and check that children can give the
correct gesture
Provide the gesture without the words Children echo the words with gestures
and check children can apply the French.
Vary the speed of your actions to provide
challenge and enjoyment
Encourage all of the children to stand and Children stand/sit and echo the French
sit as you state ‘Levez-vous’ and phrase
‘Asseyez –vous’
Challenge the children to be able to Children echo the French with

provide all the right actions according to appropriate gestures
the four instructions you give
Place your finger on your lips and Children chorus the word with the action
whisper – ‘Silence’
Add ‘Venez-ici’ to the list of instructions Children chorus the word with the action
by beckoning to children
Repeat all six new instruction phrases

with the actions slowly/quickly/slowly
Affix the instruction poster to the board. Children follow the words as you say
Encourage children to say the word as them.
you point to it.
Ask a volunteer to come to the front of

the class to give instructions. As the
child says the French, lead the others in
performing the gesture and repeating the
French.
20
Teaching Sequence Pupil activity
Pairwork: one child gives the French Children work in pairs practising the
phrase and the other must provide the instruction words. They have the poster
action. Allow 30 seconds and then swap on the board if necessary for visual
over. Ask for two children to present support.
their work to the class
21
Part 4: 15 minutes
Write the word ‘Répétez’ on the board. Children’s attention is drawn to the ez
Explain to children that it is another sound. They also compare the verb to the
instruction word/command. Ask them to English equivalent and may note that the
guess what it means. Then ask if any number of syllables is different.
children can guess how you will say the
ending, refer children to the instruction
poster and the other phrases used.
Emphasise the ‘a’ sound of ‘ez’.
Practise again the commands and the Children chorus the commands and
gestures. Speed this up if children are perform the actions keeping pace with
confident with the phrases and their you.
meaning. Then vary the speed by
slowing down before quickening the pace
again.
Use the commands to play Children enjoy playing the game as they
‘Jacques a dit’ or, ‘Simon says.’ As you follow the French instructions.
give the French, children must give the
appropriate action.
Eg. Jacques a dit ‘Levez-vous’
22
Lesson four: 4 x 15 minutes
Learning Outcomes * Introduce oneself by understanding, asking and

answering the question: ‘What’s your name?’ Speak
confidently with good intonation and pronunciation.
* Understand and use the forms of address for adults –
Monsieur, Madame, Mademoiselle
* Perform a short role play
* Meet typical French first names and surnames.
Framework Objectives:
Oracy
03.3: To perform simple communicative tasks using single words, phrases and
short sentences
Intercultural understanding and contact
IU3.3: To identify social conventions at home and in other cultures

Comment t’appelles-tu? What’s your Finger puppets
name? Pin figure flashcards
Text cards – Je m’appelle/Comment
Je m’appelle I’m called
t’appelles-tu? #
Monsieur Mr. Pictures of famous characters
Madame Mrs. Name cards for cuddly toys #
Mademoiselle Miss Materials for display work
Early Start French: video clip 4

 Recognise different language conventions to express politeness
 Recognise the centrality of language in communication
23
Lesson 4
Part 1: 15 minutes
State your name to the class eg ‘Je Children listen attentively. Individuals
m’appelle Mme Smith.’ Repeat and then respond by repeating the phrase and
ask the question: ‘Comment t’appelles – giving their name.
tu?’ to a child. Prompt by repeating ‘Je
m’appelle….’ Repeat with several
children.
Practise ‘Je’ orally with the children. Children echo the rhythm.
Repeat the word rhythmically five times
and encourage children to repeat your
chant.
Extend with ‘m’appelle’ and repeat the Children echo the phrase in chorus
whole phrase rhythmically.
Ask individual children again.
Focus now on the question form: Children join in singing and clap to the
Comment t’appelles – tu? Sing the rhythm
following:
Bonjour, Salut!
Comment t’appelles – tu?
Encourage children to clap to the ‘song’

as you repeat it several times
Give children one minute in pairs to

practise asking and answering the
question. Pairs can then present a short
conversation. You may choose to use
finger puppets for this activity.
‘Bonjour’
‘Salut’
‘Comment t’appelles-tu?’
‘Je m’appelle….’
(‘Et toi?’) (More able children can extend the
(‘Je m’appelle……) conversation)
24
Children choose a cuddly toy or finger Children have the freedom to move
puppet and decide on a name for it. They around the room, practising the question
then walk around the room asking and and answer form.
answering the question: “Comment
t’appelles-tu?” and respond by giving the
name of their cuddly friend.
Play Pass the Parcel. When the music Children again practise giving their name
stops, the child holding the ball must state and asking others using a new question
their name or the name of their toy: ‘Je form: ‘Et toi?
m’appelle….’ And ask the question to
the next person: “Et toi? Comment
t’appelles-tu?” who must in turn respond
before the music begins again.
25
Part 2: 15 minutes
Collect pictures of some famous Children listen attentively. Some will

characters. Children can be ‘interviewed‘ speak in front of the class.
at the front of the class. They hold the
picture card so that the rest of the class
can see it and respond to the teacher:
-Bonjour
-Bonjour
-Comment t’appelles tu?
-Je m’appelle Bugs Bunny.
Encourage children to speak loudly and
clearly and ensure correct pronunciation
of ‘Je m’appelle’
Attach large text cards on the board for Children focus on the written word and
‘Je m’appelle…’. Allow children a few work out which word is hidden by
seconds to practise saying the phrase with subvocalising the phrases they have been
the written words as you trace a line practising orally.
under each. Then obscure one word with
a cuddly toy. Can children guess which
word is hidden?
Repeat this activity using large text cards
for the question form: ‘Comment
t’appelles-tu?’
Spend some time practising the phrases

again as children focus on the written
word. Try to ensure that seeing the
words written down does not become a
barrier to correct pronunciation.
Make pin figure flashcards of teachers in Children look at the drawings and guess
school. Introduce the titles Monsieur, the teacher: ‘C’est Monsieur Jones?’
Madame, Mademoiselle and allow They learn the abbreviations for each
children to guess which teacher is on title.
each card. This could be played as a
team game with points allocated. Show
children the abbreviations for each title –
M. / Mme. / Mlle.
26
To introduce children to French names, Children contribute any names they

have a line of cuddly toys at the front of already know. They will all be keen to
the class with name cards on string know their name in French! This can
around their necks: Jean, Marie, prove difficult, so be prepared. Children
Philippe etc. Ask children what they will have a research homework – and can
think the English equivalents are. begin thinking of the names of famous
Explain that most, but not all, French French people – footballers’ names will
names have an English equivalent. You help them make a start.
could ask children to find out one boys’
name and one girls’ name for homework.
More able children could also research
typical French surnames. This will be
useful for display work to follow.
Early Start French: video clip 4 – What’s

your name?
27
Parts 3+4: 30 minutes
Brainstorm with the class three groups of Children contribute names they have
names:- Girls’ names, Boys’ names, collected for homework.
Surnames and collect a list on the board
Then tell the children that you have done Children enjoy practising the names of
your own research and collected the the pets.
names of pets. Show common pet names:
Minou, Cou-cou etc
Explain to the children that they can Children work on their own imaginary
create their own family for display. The family. They are encouraged to copy
family may comprise adults, children and correctly when writing the short phrases.
pets and each figure in the drawing will
have a speech bubble stating: ‘Bonjour!
Je m’appelle + name’ (You may wish to
take some time over this task and link to
cross curricular work in history or R.E.
You could also use this work to form a
wall frieze which can be extended as
children learn new language.
28
Lesson 5
Lesson five: 4 x 15 minutes
Learning Outcomes * Read and revise 0-10, and extend with numbers 11-15
* Participate in chorusing a finger rhyme ‘Deux petits
oiseaux’
* Understand and respond to the question: How old are
you?
Oracy
03.1: To listen and respond to simple stories, finger rhymes and songs.
Literacy
L3.1: To recognise some familiar words in written form.

familiar words.

Numbers 0-10 Soft ball
Quel âge as-tu? How old are you? Number flashcards # (see lesson
1)
J’ai - ans I’m ….. years old
Number poster on display # (use
materials from lesson 1)
Mini white boards
Finger puppets
OHT of rhyming poem #
Text cards – 4 ans etc. #

 Notice the spelling of familiar words.
29
Lesson 5
Part 1 : 15 minutes
Using a soft ball, practise counting 0-10 Children throw the ball to one another
around the class counting in French.
In pairs children count 0-10. They have
one minute to practise and then present
their work to the class audibly and clearly
Divide the class into three groups of ten. Children focus on the number flashcard
Then give each child a number between held by the teacher and work out how to
1-10 ie: there will be three number ones, say it in French. They join in the game
three number twos etc. Then hold a by calling out their own number when it
number flashcard in figures at the front of matches the number card held by the
the class. The children who have been teacher.
allocated that number must stand as
quickly as possible and shout the number
in French. You can make this as
competitive as you wish, awarding points
to teams etc
This activity can be extended if Children quickly work out the calculation
appropriate. You could write simple and stand and shout their number if it
sums on the board eg 2+1=3. On reading matches the answer to the sum.
the sums, (which could be presented in
figures or written using French words),
the three children whose individual
number is the answer to the sum, must
stand and call out their number. If
children are adept at this, remove the
visual support from the board and simply
say the sums aloud. Subtractions can also
be practised.
Alternatively, any child may stand and

call out the answer in French, regardless
of whether it is his/her number!
30
Refer children to the figures and the Children refer to the number chart on the
written words displayed in the classroom: wall. They practise reading the words in
0 – Zéro French and match the phoneme to the
1 – Un etc grapheme. More able children spell the
To encourage children to read and copy written words accurately when writing on
the words correctly, play a game using mini white boards
mini white boards. As you call a number
in French, children must write it out on
their white boards and hold above their
heads. This could be played individually
or in pairs.
If children have mastered 0 – 10 and can

easily recall the numbers, then extend
with numbers 11- 15 using the techniques
from lesson 1.
Early Start French – Video Clip 6
31
Part 2: 15 minutes
Use two finger puppets – (Resembling Children listen to the rhyme and notice
birds!) at the front of the class. the rhythm. They will recognise some
Demonstrate the following finger rhyme: words and phrases that they have already
Deux petits oiseaux met. They learn the actions to the rhyme
Assis sur un banc before they attempt the words.
Je m’appelle Sophie
Je m’appelle Franc
Bonjour Sophie
Bonjour Franc
Au revoir Sophie
Au revoir Franc
Give appropriate actions to the words and

end by placing Sophie behind your back
and then Franc!
Repeat the rhyme with the same actions Children repeat words rhythmically and
use gesture and mime to show they
understand.
Repeat the rhyme and encourage children

to join in, holding up fingers to represent
the two birds
Display the rhyme on the OHP and read Children recognise some familiar words
aloud with the class. Ask the children in written form. Demonstrate the
which words they recognise. See if they meaning of ‘assis’ ‘oiseaux’ ‘petits’
are able to guess the meaning of ‘banc’ using actions
Children can either make or use finger Children enjoy the rhythm of the poem
puppets to practise the rhyme in pairs. and read familiar words. They use mime
They chorus the first two lines together to show they understand the words. They
and then one takes the role of Sophie and practise reading aloud with a friend
one takes Franc. Leave the rhyme on the
OHP for reference
Children can perform their rhyme to the
rest of the class
32
Part 3: 15 minutes
Begin this section by revising greetings Children revise familiar greetings

and introductions: Bonjour! Salut! Ça vocabulary and phrases
va?
Use warm up activities to start the

session. You may need to use smiley face
flashcards or paper plates again to prompt
answers to ‘Ça va?’
Place cuddly toys in a row at the front of

the class. In front of each place a
flashcard with a birthday cake and
candles. Stand behind each toy in turn
and ask: ‘Quel âge as-tu + name?’
Respond for the toy by stating: ‘J’ai …
ans.’
Ask children to have a guess at what you
are asking. Then attach text cards to the
board with the name and age of each toy
eg. Luc – 4 ans.
Practise reading 4 ans – and emphasise Children deduce meaning of 4 ans and
that the ‘s’ is not pronounced practise pronouncing the new word.
Repeat the phrase ‘J’ai 4 ans’ and then Children chorus the new phrase and then
add the text card ‘J’ai’ in front of ‘4 ans’ attempt to say it individually.
Practise asking the question ‘Quel âge

as-tu?’ to individual children and
encourage a full sentence answer: ‘J’ai 8
ans.’
Spend some time practising the question Children chorus the phrase rhythmically.
form to prepare children for the next
activity. You could encourage children
to clap rhythmically as you chorus the
phrase together. Remember to emphasise
the correct intonation for the question
form.
33
Distribute paper plates with birthday Children ask and answer the question
cakes and candles to all the children. form as they move around the classroom.
They must then walk around the class
asking the question: ‘Quel âge as-tu?’ to
each other and respond according to the
number of candles on the birthday cake
on their paper plate. After 30 seconds,
you can instruct them to swap plates by
stating: ‘Changez d’assiette.’
Play Chinese whispers. Divide the class Children whisper the phrase to one
into two halves. Place a piece of paper another and enjoy participating in a team
face down on the desk of the first child in game.
each half. When you give the signal, the
children must turn over the paper, read
the phrase (eg J’ai 7 ans) and then begin
the whisper chain. The last child to hear
it must raise their hand and give the
phrase or write it on a white board. The
two halves compete to be first to finish.
34
Part 4:15 minutes
Play team games to revise asking and Children ask and answer questions giving
answering key questions: either information about themselves. They take
‘Comment t’appelles-tu?’ or ‘Quel âge- turns to respond, and enjoy competing
as tu?’ with other children.
Relay races. The children line up in four
teams. On your direction, the child at the
front of each line has to turn to the child
behind and ask: ‘Comment t’appelles-
tu?’ The child behind must respond
appropriately and then turn around and
ask the question to the child standing
behind. This continues down the line
until the child at the back runs to the front
of the line and asks the question to the
child behind. The winning team is the
team which is the first one back in the
original order. This game can be
repeated to practise the question and
answer sequence: ‘Quel âge as-tu?’
Open ended conversation work. Children Children ask and answer questions and
can now practise a role play in pairs. prepare an open-ended conversation with
This will involve children using a partner. They recall prior learning to
techniques from drama. They should be prepare the conversation, and use the
encouraged to make the conversation as examples modelled by the teacher as a
long as possible, although some may starting point. This activity gives very
limit themselves to just one question and able children the chance to show what
answer sequence. Demonstrate the they have learned. Some children will
possibilities to children before they begin present their work to the rest of the class
work and show them where they can find and will express a mood through their
visual prompts around the room: presentation.
Eg. Bonjour!
Salut!
Ça va?
Oui, merci. Ça va?
Oui, ça va.
Comment t’appelles-tu?
Je m’appelle Marc.
Comment t’appelles-tu?
Je m’appelle Paul.
Quel âge as-tu?
J’ai 8 ans etc.
35
You will know what to expect of your

children and how to present this task.
You may feel it appropriate to limit the
content of the exchange.
Encourage children to take on a ‘mood’
as they prepare the conversation eg.
happy, sad, timid, bored etc. As the
conversation is presented to others, the
rest of the class have to guess which
emotion is being portrayed.
36
Lesson six : 4 x 15 minutes
Learning Outcomes * Warm up for a PE lesson by performing the actions to

French song
* Understand and say the names of some colours in
French
* Practise the sound of the letter strings oi and eu by
responding to the sounds as they occur in a song.
Oracy
03.2:To recognise and respond to sound patterns and words

03.1: To listen and respond to simple stories, finger rhymes and songs
03.4: To listen attentively and understand instructions, everyday classroom language
and praise words
Literacy
L3.2: To make links between some sounds, rhymes and spelling and read aloud
familiar words

rouge red Chante en français CD – Bonjour!
bleu blue Coloured cubes
blanc white Snails’ pace race grid on OHT # and
noir black snails
jaune yellow Mini white boards
vert green Song – CD - De beaux yeux bleus
orange orange (Poésies, comptines et chansons pour
rose pink tous les jours – Gallimard Jeunesse
violet purple Eveil Musical ISBN 2-07-053548-7)
marron brown OHT of words of song #
gris grey

 Identify specific sounds, phonemes and words, linking sounds to meanings
37
Lesson 6
Part 1: 15 minutes
As an introduction to French after the

Easter holidays, give children the
opportunity to perform a ‘warm up’
routine to a song. This could be done as
an introduction to a PE lesson.
Begin without the music and encourage Children listen to the instructions and
children to walk on the spot as you state respond with an appropriate action. They
the French: move slowly/quickly in response to
‘Lentement’ and ‘Plus vite’
-‘Marchez, marchez, marchez’. Slow
this down by adding ‘Lentement’ and
speed up again with ‘Plus vite, plus vite’
Practise this for a couple of minutes.
Then encourage children to turn on the
spot in response to ‘Tournez, tournez.’
This can again be done slowly and
quickly
Add ‘Sautez, sautez’ (Jump jump) and

Frappez, frappez (Clap clap)
Play the first song from the CD ‘Chante Children listen to the song and perform
en français’: Bonjour! the actions. They join in singing as they
become familiar with the words and the
If you are using the song at the start of a tune.
PE lesson you may choose to extend the
warm-up by adding – ‘Touchez la tête,
touchez les pieds’ (touching head and
toes) – slowly, quickly etc
The song can again be played at the end

of the lesson or at the end of the day to
reinforce the tune and new vocabulary.
38
Part 2: 15 minutes
Using coloured cubes or other objects Children look at the objects, listen to the
introduce the names of colours in French: French and chorus the new vocabulary
rouge (red)
bleu (blue)
jaune (yellow)
Play repetition games with the three
colours. Repeat slowly / quickly/ in
different sequences. Hide one colour
behind your back and ask the children
‘C’est bleu ou jaune?’ Encourage a
response and correct any errors in
pronunciation. Add ‘vert’ (green) to the
other objects and practise the
pronunciation of this word.
To emphasise the sound of the key letter Children watch your activities and repeat
string in each of these words ‘fly’ the the words with you or with a volunteer
object across the room in your hand so
that you are saying the word very slowly
from start to finish. Encourage a child to
volunteer to lead the class in chorusing
the words by copying this technique.
Place multi link cubes or Lego pieces on

the tables. The children can work in pairs
or groups of three.
Sing a sequence of colours just once The children listen to the sequence of
initially: colours and arrange the cubes into the
E.g. Rouge, bleu, jaune, vert. correct order, according to the sequence
Pause to allow children time to hold the they hear.
sequence in their heads and then repeat
the sequence aloud.
This activity can be repeated several

times to reinforce the vocabulary
Add ‘rose’ (pink) and ‘orange’ (orange) Children practise three new colours
and ‘noir’ (black) to the list of colours
learned
Play ‘Only repeat if it’s True’ by holding The children look at the object and repeat
up the coloured objects and stating the the French colour if it matches the object.
French. If not they remain silent.
39
Part 3: 15 minutes
Brainstorm with the children any colours Children recall colours from the previous
they can recall from the previous session. session. They are introduced to the
As they offer colours, show them an written words for colours and practise the
object of the same colour and write the letter strings oi and eu.
colour on the board/flip chart. Allow
children some time to practise saying the
word aloud as they focus on the written
word. Underline eu in bleu and oi in noir
and practise the sounds of the letter
strings.
Play Pass the Parcel with a bag Children play the game and speak
containing coloured items. This could be individually to the rest of the group.
done as a Circle Time activity. When the More able children should be encouraged
music stops, the child holding the bag to imitate French intonation and raise
pulls out a coloured item and says aloud their voice as they ask the question –
to the group ‘C’est bleu?’ If correct, the ‘C’est bleu?’
others chorus ‘Oui, c’est bleu’. If
incorrect, they state ‘Non, c’est rouge.’ It
will probably be helpful to leave the
written words on the board for reference.
Encourage children to pronounce the
colours correctly.
Play ‘Snails’ Pace Race’ with the six new Children watch the snails moving across
colours. This can be done using an OHT the grid. They revise the six new colour
grid and six cut out coloured snails or an words and state a colour individually as
interactive white board. Six snails are they pull an object from the bag.
placed on a grid and race each other to
the finish line. Each snail is a different
colour. Children record on their white
board or on paper the colours of the two
snails they think will win the race. Then
a bag is passed around the room
containing six coloured objects. As a
colour is pulled from the bag, the child
states the colour aloud and the snail on
the grid moves forward one square.
Children ‘win’ the race if they have on
their boards the colour of the first snail to
reach the winning post.
40
Part 4: 15 minutes
Play the song: ‘De beaux yeux bleus’ to Children listen to the song.
the class
Play the song again and ask children to Children listen for the two colour words
stand each time they hear the colours learned in previous sessions. They stand
bleu and noir as they hear the two words.
Ask children to recall the meaning in

English of the words bleu and noir.
Explain that the song has lots of words Children focus on letter strings.
that have the same sound as eu in bleu They listen for the oi sound in the song
and oi in noir. Give each group a teddy and respond with a physical action.
bear. When they hear the song the child
holding the bear must pass it on each time
he/she hears the oi sound. As you play
the tune help them with this by
emphasising the words with this sound.
Repeat this activity and write the words Children see the written words as they
as they occur on the board for the occur in the song.
children to see.
Now focus the children’s attention on the Children listen for another key sound.
words with the eu sound. Give the
children multi link cubes. Children work
in pairs. Each time they hear a word with
the sound eu, they add a cube to their
tower.
Again repeat this activity and write the

words as they occur on the board for the
children to see.
Finish this session by displaying the Children join in singing or chanting the
words of the song on OHT and singing words – whichever you feel is more
the song altogether. appropriate.
41
Lesson seven 4 x 15 minutes
Learning Outcomes * Understand and be able to say 11 colours in French

* Write a short sentence in French to accompany
display work
Oracy

03.3: To perform simple communicative tasks using single words, phrases and short
sentences
Literacy
L3.1 To recognise some familiar words in written form

L3.3 To experiment with the writing of short words

As for lesson 1 + Early Start French: Unit 5
marron brown Cuddly toy / poster / picture of Elmer
gris grey Coloured cards for ‘Jump to the colour’
violet purple activity #
est is Cards for jumbled up sentences activity #
Materials for display work
 Hear main word classes

 Notice the spelling of familiar words
42
Lesson 7
Part 1: 15 minutes
Starter activity – give children three Children brainstorm the colours they
minutes in pairs to note all the colours remember in French
they can remember on mini white boards
or paper. Spellings may be approximate
Play a form of Chinese whispers with the Children work out the word that is
words for colours. Divide the class into written on their backs through
five teams. They then form five lines recognising the spelling. They can refer
facing the front of the room. The five to the word if it is displayed. The activity
children at the back of each line are then encourages them to copy write correctly
given a word (a colour) on a piece of
paper. They must all read it at the same
time and then trace the word on the back
of the child in front of them in the line. It
is passed on down the line to the person at
the front who must then write the colour
on the board. (You may decide that the
names of colours need to be displayed for
reference during this activity so that
children can copy write.)
Teach three new colours using repetition Children chorus the new vocabulary
techniques, marron (brown) gris (grey)
violet (purple)
Introduce the question: ‘Quelle est ta Children practise saying a short phrase in
couleur préférée?’ Encourage children to French
respond in a full sentence saying ‘Orange,
c’est ma couleur préférée.’ Throw a
beanbag to individuals to encourage a
response.
Arrange children into small groups to play Children practise asking and answering
‘Pass it on’. One must ask the question the question. Some children will present
while the next in the group answers before their work to the rest of the class.
asking the question to the next child in
turn. Allow two minutes practice, and
then invite one group to present their work
to the rest of the class.
43
Part 2: 15 minutes
Use Early Start French Unit 5: Colours. Children can watch and hear native
Give children the opportunity to watch the French speakers saying the words for
video sequence colours. This will reinforce the
vocabulary and helps children make the
sound/spelling link.
Play ‘Jump to the colour’ – see page 47 of Children revise colours and demonstrate
Early Start file. Divide children into their understanding of the French.
groups and give each group the same set
of coloured cards. As you call a colour,
the groups compete to be the first to hold
the corresponding coloured card in the air.
Then invite a child in each group to call
the colours as members of the group
compete to be the first to touch the right
colour card.
44
Parts 3 + 4: 30 minutes
Teaching sequence Pupil Activity
Introduce Elmer to the children. Most Children focus on the visual image of
children will be very familiar with Elmer Elmer. They demonstrate understanding to
from stories they have met. Either show a the questions you ask, and respond in
cuddly toy of Elmer, or a poster or French.
picture. Ask the children: ‘Elmer est de
quelle couleur?’ Encourage the children
to give you the names of all the colours
they can see. Ask the children:
‘Normalement, les elephants sont de
quelle couleur?’ Encourage answers in
French.
Jumbled sentences game. Give out cards Children read the words on each card.
each with a word describing Elmer’s Some will be physically involved in the
colour: ‘Elmer est rouge et bleu et jaune activity.
et rose et orange et vert et blanc et noir
et violet.’ Then read the line aloud. Each
child holding a card must come to the
front when his/her word is read, and stand
in the line. When all the children are at
the front re-read the sentence. The
children must hold their card high as it is
read.
Draw children’s attention to ‘Elmer est’– Children focus on the verb ‘is’ and
Elmer is. encounter some adjectives.
Add other words, using cognates
Elmer est différent
Elmer est multicolore
Elmer est fantastique
Record these sentences on the board, in

addition to the sentence describing
Elmer’s colours
The children can now complete display Children produce a short sentence in
work. They invent their own bizarre multi French describing the animal they choose
coloured animal, colour it appropriately, to create. They practise copying
give it a name and write a short sentence correctly.
to describe it eg. Cou-cou est rouge et
bleu et jaune.
45
Lesson eight 4 x 15 minutes
Learning Outcomes * Recognise how to pronounce ‘on’ in French

* Understand and say the names of six fruits in French
* Understand and respond to the question ‘C’est bon
pour la santé?’
Oracy

03.3: To perform simple communicative tasks using single words phrases and short
sentences
03.4: To listen attentively and understand instructions, everyday classroom language
and praise words
Literacy
familiar words

les oranges oranges Chante en français CD: ‘C’est bon’
les poires pears OHT of words of song #
les prunes plums Lines of the song in strips for
les fraises strawberries reordering #
Flashcards of food items #
les pommes apples
Flashcards of fruit or meal items #
les tomates tomatoes Pelmanism cards – fruit #
les bananes bananas
C’est bon / c’est mauvais – it’s
good / bad
les chips crisps

le coca coca cola
les sucettes lollipops
le chocolat chocolate
les bonbons sweets

 Recognise that languages describe familiar things differently
46
Lesson 8
Part 1: 15 minutes
Play the song ‘C’est bon’ from ‘Chante Children listen to a new song in French.
en français’ CD. Write the letter string on Their attention is drawn to the letter
on the board and practise pronouncing the string ‘on’ and they practise pronouncing
sound with the children. Ask the children the sound.
to touch their head each time they hear
the sound, and play the song again
Play the song again and hold up the food Children listen again and make
items (real items or flashcards) as the connections between the French word in
French word occurs in the song… the song and the image they see. They
(gâteaux, chocolat, sucettes, bonbons, will begin to understand what the song is
tomates, pommes, poisson, carottes, about.
fromage blanc)
Give children a card with the name of a Children listen carefully for key words.
French food or phrase from the song. They match phoneme to grapheme and
Play the song again. As children hear respond with a physical action.
their word/phrase they must wave the
card in the air.
Children listen carefully to the song and
Children work in pairs. Give out the attempt to read the phrases and sequence
lines from the song cut up (8 in total). As them. Some children will need to hear
children listen to the song, they put the the song a few times to complete this
lines into the right order activity
47
Part 2: 15 minutes
Ask children if they can recall any food Children work in pairs to recall previous
items mentioned in the song. Collect vocabulary.
their ideas on the white board.
Listen to the song again. Encourage Children listen to the song for specific
children to count how many foods are details. They count food items as they
mentioned in the song. Some children occur in the song.
will be able to add to the list on the board
after hearing the song again
Display the words of the song on OHT. Children focus on the written word.
Children will now join in singing. Pause Some will use this support as they join in
the CD occasionally and see if they can singing.
continue singing
Ask the children to close their eyes. Children try to recall specific words from
Cover up one word on the OHT. Can the song. Some will be able to volunteer
children guess/recall the missing word? an answer orally.
You could give clues by writing the word
in the air etc
Introduce ‘C’est bon/C’est mauvais Children listen to two phrases:

pour la santé?’ Is it good / bad for your C’est bon
health? C’est mauvais
Using the real items or flashcards, ask They consider whether foods are
children collectively whether the food healthy/unhealthy and respond to teacher
items are healthy/unhealthy prompts by stating ‘C’est bon ou c’est
E.g. ‘Le chocolat, c’est bon ou mauvais mauvais’
pour la santé?’ You can use thumbs
up/thumbs down to convey meaning or
explain the phrase in English if necessary
48
Part 3: 15 minutes
Explain to the children that they should

be able to say the names of six items of
fruit by the end of the session
Introduce the fruits two at a time, with Children chorus the new vocabulary
lots of repetition and reinforcement
Do a Mexican wave activity with the new Children listen to the sequence and
vocabulary. Use four of the words to respond by saying a word aloud. This
begin with. In a sequence children must reinforces turn taking and allows children
say the name of the fruit aloud. You time to hear the words several times.
could do this in groups around the class
or complete as a whole class activity
adding challenge by timing the activity
and seeing if children can ‘ beat the
clock’
Say a sequence of the words e.g. Children listen to the sequence and
‘pommes, fraises, bananes’ pause and respond by saying a word aloud. This
then ask children to chant it back to you. reinforces turn taking and allows children
Repeat using different moods e.g. angry, time to hear the words several times.
sad, happy, timid etc. Extend the list of
words as appropriate
Revise colours by asking the children Children recall colour vocabulary and
‘C’est quelle couleur?’, as you hold up offer answers individually
an item of fruit
49
Part 4: 15 minutes
Play fruit salad as a class. Give each Children listen carefully to hear ‘their’
child in the class the name of a fruit. As fruit called and then respond by quickly
you say ‘pomme’ everyone allocated this changing places with other children
fruit must change places. Occasionally
call ‘salade de fruits.’ This means that
all the children must swap places
Play pelmanism with the names of the Children work in pairs and read the
fruits. This again provides the words of the key vocabulary
opportunity for children to see the written
word. Children play in pairs matching
the word and picture. They place cards
face down on the table and take it in turns
to select a matching pair
Reinforce the notion of healthy eating by

writing the six names of the fruit
scattered on the board and the name of
other food items amongst them:
les bonbons
les chips
le coca cola
les sucettes
le chocolat
Give children two minutes to discuss Children consider healthy eating and
which foods are healthy/unhealthy and respond to teacher prompts with a short
then point to each food in turn asking: phrase:
‘C’est bon ou c’est mauvais?’ ‘C’est bon/ c’est mauvais’
50
Lesson nine: 4 x 15 minutes
Learning Outcomes * Make up a rhythm and chant a list of food items in

French / poem in French
* Consolidate numbers 0-12 and revise letter strings oi
and eu
* Listen and respond to an authentic nursery rhyme
* Listen and respond to an extended text
Framework objectives
Oracy
03.1: To listen and respond to simple stories finger rhymes and songs
Literacy
familiar words
Intercultural understanding
IU3.3: To identify social conventions at home and in other cultures.

IU3.4: To make indirect contact with country of the target languages

Revision of names of food items CD: Poésies, comptines et chansons
Revision of numbers 0-12 – Un deux trois
CD: Poésies comptines et chansons –
Il était une fois
Story –Hungry caterpillar – big
book (see resources list)
Flashcards and text cards for fruit and
food items #
Lines of Un deux trois, cut up on
card and in envelopes #
OHT of Un, deux, trois #
OHT of Il était une fois #

 Hear main word classes
 Recognise how sounds are represented in written form
51
Lesson 9
Part 1: 15 minutes
Attach flashcards of fruit and other food Children recall familiar vocabulary.
items to the board. Hold up text card to They read the written word and match it
accompany each and invite volunteer to to the illustration
place correctly alongside flashcard.
Children practise playing ‘ping pong’ Children repeat the key words in pairs.
with the key words. You call a word They imitate the teacher’s pronunciation
aloud and children say it back to each and speak clearly and confidently
other in pairs. Call a different word
every ten seconds. Demonstrate the
activity first with two children
Explain that the children will now work Children listen attentively to the
in pairs/groups to make a rhythm using examples you give. They work in pairs
the names of food items. They can use as clapping a rhythm to the list of food
many or as few as they like, but they items. They use the written word for
should try to make a ‘rap’ with a support as necessary
distinctive beat. Demonstrate some
possibilities and emphasise the creative
nature of the task – there are many ways
of using the words.
Chocolat, chocolat
Un, deux, trois
Chocolat, chocolat
Poire, poire, poire
Or
Pommes fraises
Tomates bananes
Oranges, fraises
Pommes, pommes, pommes
Ask some children to present their work Children speak clearly and audibly and
to the class perform confidently in front of others.
52
Part 2: 15 minutes
Count numbers 0-10 by bouncing a soft Children recall numbers 0-12

ball on the floor. Stop occasionally and
see if children are able to provide the next
number in the sequence
Repeat the activity counting backwards.
Add on two new numbers, onze, douze. Children learn two new words: onze,
Practise the pronunciation of the two new douze and learn the correct pronunciation
words of each
Ask two children to count in pairs from

0-12
Show the two new words on the board:

onze, douze and practise their
pronunciation.
Play the song from the CD Poésies, Children listen to the French song and
comptines et chansons recognise numbers 1-12 as they occur in
-Un, deux, trois the song.
Play the song again and encourage

children to join in with the numbers
Give each pair of children an envelope Children match sound to the written
containing each line of the song. word. They read the lines of the song and
Children listen to the song again and try to place them in the correct order.
place the lines in the correct order
Show OHT of the song so that pupils can Children focus on the words of the song
check the order they have against the and check their own work. They attempt
OHT. Play the song again and pause the to follow the words of the song as they
tape. Can children provide the next listen to the CD
word?
Discuss the meaning of the song:

Nous irons au bois – we will go to the
woods
Cueillir des cerises – to pick cherries
Dans mon panier neuf – in my new
basket.
Elles seront toutes rouges – they will be
all red.
53
Ask children if they can spot any Children study the words of the song and
rhyming words or words with the same spot the key letter strings/sound patterns.
letter strings
Finally, devise some actions to Children perform a physical action as

accompany the words and all join in they join in singing.
singing the song with actions
54
Part 3: 15 minutes
This section of the lesson gives children

the opportunity once again to focus on
the letter string oi and to enjoy the
rhythm of an authentic French nursery
rhyme. Their attention is drawn to the
pronunciation of words which are spelt
differently but pronounced the same in
French: Fois, foi, foie, foix
The English translation of the nursery

rhyme is secondary to the rhyming
patterns and can be overlooked.
Begin by playing the CD of the poem. Children listen to an authentic nursery

Ask children to listen out for one word, rhyme. They listen carefully to identify a
which is repeated several times. recurring word.
On second hearing, ask several volunteers

to the front and give each of them a
percussion instrument, which they must
sound when they hear the key word.
On third hearing, encourage children to

call the word loudly as it is said, or to
perform an action.
Show the words of the poem on the OHT. Children focus on the written text. They
Ask a child to come forward and see the word they have been listening for
underline all the words pronounced the in its written form and note the various
same – foi spellings
Lead the class in a discussion about Children’s attention is drawn to

words spelt differently but pronounced pronunciation patterns and how they
the same (also you may emphasise how differ in French/English
the final consonant in French is not
pronounced.)
Re-read the poem allowing children to Children enjoy chanting the nursery
shout/whisper the word foi etc at the end rhyme. They place particular emphasis
of each line. This could be repeated with on the words foi, foie, fois, foix and
children standing each time they hear a respond with a physical action each time
word with this sound they hear it. They appreciate that in all
cultures young children learn nursery
rhymes by heart and enjoy reciting them.
55
Part 4: 15 minutes
Using the book: The Hungry Caterpillar – Children are introduced to the story in
and French overlay translation – read the French.
story in full. Try to avoid providing They work at text level by listening to
translations in English during the first continuous French and they spot key
reading of the text. Allow children to see vocabulary they have recently learned as
the pictures and to enjoy hearing the it occurs. They begin to chorus phrases
language at text level. Some children that are repeated in the text and respond
will spontaneously join in chorusing with a physical action. They join in
phrases that are repeated throughout the counting food items as they occur.
text: As they hear the story for a second time
 Elle croque dans…. they listen out for key words and
 Mais elle a encore faim contribute items of vocabulary. Some
As the food items occur encourage the pupils will respond to questions about the
children to join in counting as you point meaning of specific words: big, small,
to the illustrations. cocoon, caterpillar.
Read the story for a second time. This

time actively encourage the children to
join in the two repeated phrases with an
action e.g. rubbing their tummies for ‘elle
a encore faim.’
Also, for the second reading, pause
before supplying the word for the food
items the children have already met and
see if they can give the French word.
Then supply the French word. (You may
choose to add actions for caterpillar,
small, cocoon, big and butterfly)
56
Lesson ten: 4 x 15 minutes
Learning Outcomes * Participate in reading a story in French and give a

physical response to phrase / words
* Match sound to the written word and re-order
sentences from the text
* Copy-write individual words correctly
* Know the days of the week in French
Oracy
03.1: To listen and respond to simple stories, finger rhymes and songs
sentences
Literacy
L3.1: To recognise some familiar words in written form

familiar words.
L3.3: To experiment with the writing of short words.

lundi Flashcards and text cards of food
mardi items #
mercredi Individual sentences from the story on
jeudi card #
vendredi Jumbled up sentences game #
samedi Flashcards of days of the week #
dimanche OHT of days of the week #
Early Start French Unit 8 materials

 Notice the spelling of familiar words.
57
Lesson 10
Part 1: 15 minutes
Distribute flashcards of food items from Children listen to the story again. They
‘The Hungry Caterpillar’ amongst the listen for key words and respond by
children. Display the corresponding text bringing forward a flashcard
cards on the board. The vocabulary
children have formally learned in
previous lessons is intended as productive
vocabulary; they should simply recognise
and understand the additional food items.
Read the story. As each food item is
mentioned, the child holding the card
must come to the front and stick the
flashcard onto the board.
Next, play Pass the parcel. Use authentic Children read the text card and match it
French music as background music if to the illustration on the board.
possible. When the music stops the child
with the ‘parcel’ comes to the front,
selects a text card and places it under the
corresponding flashcard.
Instruct children to close their eyes – Children recall vocabulary.

‘Fermez les yeux’. Choose two text
cards and turn them over. Encourage
children to recall the words from
memory.
Play Lotto. Children study the images on Children practise copying single words
the board and select four to write down correctly. They listen carefully to the
on paper. Encourage them to copy teacher and respond to individual words
correctly. You call out names of food
items and as soon as they have all their
words crossed out they call ‘Lotto!’
58
Part 2: 15 minutes
Distribute amongst the children Children’s attention is focused on key

individual sentences on card from the sentences from the text. They read the
story. Several children should hold the sentences and listen carefully to hear
same sentence and each child should have them in the text. They demonstrate their
two or three sentences. On hearing the ability to match sound to written word
text, children read their sentences and with a physical response.
listen carefully for them. On hearing
their sentence read aloud, they wave the
corresponding card vigorously in the air!
Take six sentences from the text with Children recall key sentences from the
which the children will now be very text. They work in groups to re-order the
familiar (cards for this are provided). sentences (some may need visual support
The children now play a jumbled up for this activity and you may choose to
sentence game. The six sentences are provide the sentences on the board at
placed around the room. Children are first, and then gradually withdraw the
divided into 6 groups of 4. Each group support)
stands with a pile of jumbled up cards.
On your instruction children must
rearrange the sentence into the correct
order. When you clap three times they
must reshuffle the sentence for the next
group and move onto the next sentence.
This is repeated until each group has
attempted to re-order each sentence.
59
Part 3: 15 minutes
Read the days of the week in a list. Ask Some children may be able to recall the
the children if they can guess what the days of the week from the story
words mean. Do they recognise any of
them?
Show the children the words in a list on Children practise pronouncing the new
acetate or using PowerPoint and practise words as they read them from the list.
pronouncing each word.
Sing the following sequence, lundi,

mardi, mercredi, jeudi, vendredi, samedi,
(clap) dimanche.
Children join in a finger rhyme with Children chorus the new words and learn
actions. Thumb touches each finger in actions for each word.
turn for Monday-Thursday, thumbs up for
Friday, wave arms in the air for Saturday,
head resting on hands for Sunday
Children work in groups. They pass Children work in groups taking turns to
around a cuddly toy as they say the days say new vocabulary in French.
of the week in sequence
Next, children must continue to pass the

cuddly toy around but must change
direction when you give the signal
Next, children pass the toy around and Children revise the days of the week.
continue to say the days of the week in They say the miming words in their heads
sequence. However every second person as the toy is passed around the group.
in the group must stay silent when they
have the toy and not say their word aloud
e.g. Lundi__________
mercredi________
vendredi__________ dimanche_______
Finally, play Hide the Flashcard. Children read the words for the days of
Arrange the flashcards, each with the the week and spontaneously call hot/cold
name of a day of the week on a desk at in French.
the front. Then select a child to leave the
room. Decide on a card to hide. The
child re-enters the room, identifies the
missing card and races the clock to try to
find it. The rest of the class chorus
‘chaud’ and ‘froid’.
60
Part 4: 15 minutes
Early Start French, Unit11. Children Children hear the names of days of the
watch the video, join in singing the song week once again and practise key sounds
for the days of the week and complete the in each word. They play some games to
activities you select. See page 88 and 89 embed the new vocabulary.
of the file for ideas for different activities.
61
Lesson eleven: 4 x 15 minutes
Learning Outcomes * Understand the twelve months of the year in French

* Say the months of the year with accurate
pronunciation
* Recognise the months of the year in written form
Oracy
sentences
Literacy
familiar words.
Intercultural understanding and contact
IU.3: To identify social conventions at home and in other cultures

janvier January Early Start French: Unit 8 – ‘Les mois de
février February l’année’ video/song
mars March Flashcards of months of the year #
avril April Pairwork cards of months of the year #
mai May
juin June
juillet July
août August
septembre September
octobre October
novembre November
décembre December

62
Lesson 11
Part 1 : 15 minutes
Do a ‘warm up’ question and answer Individual children offer responses in

sequence with children asking how they French
are etc.
Chant the months of the year in French. Children listen to the new vocabulary and
Encourage children to guess what you are recognise the months of the year.
doing/saying
Show the video sequence from Early Children watch the video and chorus the
Start French: Unit 8 – ‘Les mois de months as directed.
l’année.’ Pause the tape when the
written words are shown and read aloud.
Use flashcards showing pictures for the Children practise pronouncing the words
months of the year to practise the first six for the first six months. They chorus the
months. Play flashcard games introduced new vocabulary and imitate your
in previous lessons. pronunciation.
Perform a Mexican wave activity around Children say a month in turn and perform
the class using the first six months. an action.
Divide the class into two halves to see
which half completes the sequence first.
63
Part 2: 15 minutes
Revise the six months of the year Children chorus the months of the year
practised last session using picture and clap to the rhythm.
flashcards. Begin by chanting the
months and clapping rhythmically,
encouraging children to join in. Then
repeat the sequence but pause suddenly
and see if children can provide the next
word in the sequence.
Place the six flashcards and the text cards Children see the written word and match
on the board and invite a volunteer to the phoneme to the grapheme.
match up the picture and word.
In pairs children can practise saying the Children work in pairs and practise
months of the year with written words for saying individual words.
support.
Draw children’s attention to the –er Children focus on the written word and
sound at the end of janvier and février, note the pronunciation of the letter string
the accent on février and the spelling of – er. Attention is drawn to accents.
mai. Ensure children are aware that
lower case is used in French for months
of the year.
64
Part 3: 15 minutes
Extend work on months of the year by Children chorus vocabulary

teaching the next six months
Play the ‘Birthday Months’ game. You Children listen to the French and respond
state a month of the year and all the with a physical action. They repeat words
children with a birthday in that month imitating pronunciation.
must stand and call out the month in
French.
Play track 17 from the CD – Unit 8 Early Children listen to the native speakers
Start French. Listen to the native stating the months in French and imitate
speakers and then encourage children to their pronunciation of key sounds.
copy the typically French sounds they
hear. See page 69 Early Start French.
Pair work card game. Children have Children play in pairs. They practise
pictures of the months and corresponding saying the months in French as they turn
written word on small cards. They must over the cards.
place all 24 cards face down and one
child must pick up 2. If they match the
cards are kept. The winner has the most
pairs of cards at the end of the game.
Play ‘Les mois de l’année’ from CD Children listen to the song.

‘Chante en français.’ Encourage
children to join in singing the months.
Distribute the flashcards amongst the Children listen to the song, join in singing
children. On hearing ‘their’ month and respond with a physical action to key
children must hold the card in the air. words.
65
Part 4: 15 minutes
Drama: Miming game
Ask two children to come to the front of Children mime activities to the rest of the
the room. Show them a card representing class. Individuals recall key vocabulary
a month of the year. They must present a and offer responses in French.
short mime to represent the month whilst
other children guess the month in French.
For the remainder of this section take Children have time to reflect on the
time to discuss how special events occur changing seasons and the months of the
in all countries at different times of the year. They recognise how months of the
year. Begin the discussion by asking the year are associated with key events and
children what they associate with traditions (e.g. Bonfire Night). They
November, for example. There are begin to consider how traditions differ in
detailed notes provided on pages 72 and other countries.
73 of the Early Start French file
explaining what is seen month by month
on the video of Northern France. You
may feel it is appropriate to share some of
the key points from this section with
children to give them the opportunity to
consider customs and traditions in their
own country and how these compare with
events in France as depicted in the video.
As the summer holidays approach, time
could be spent researching typical
summer holiday activities in France.
66

French Scheme of Work Year 3

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French Scheme of Work Year 3

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Wakefield LEA

© Copyright Wakefield Metropolitan District Council

Welcome to the Year 3 Scheme of Work!

Each unit of work consists of:

 Identified framework objectives taken from the strands: Oracy, Literacy,

Please note the following key points:

 Early Start French resource file: Salut! Ça va?

 Chante en français CD with transcript

Learning Outcomes: * Understand and say numbers 1-10 with correct

03.2: To recognise and respond to sound patterns and words

Core Vocabulary Resources:

Knowledge about language

 Imitate pronunciation of sounds

Teaching Sequence Pupil Activity

Teaching Sequence Pupil Activity

OHP – display figures Volunteer comes to OHP and points to

Pelmanism – Attach number flashcards to Children come in turn to the board to

Pelmanism in pairs Children use individual number card sets

Teaching Sequence Pupil Activity

Work on pronunciation by throwing a Children listen attentively and echo your

Early Start French: number song/video Children join in singing

Worksheet with numbers and letter Children complete worksheet matching

Teaching Sequence Pupil Activity

If considered appropriate, invite Individual children attempt to write the

(Entre dans la Ronde – La Jolie Ronde. (See www.lajoieronde.co.uk)

Learning Outcomes: * Participate in a short exchange greeting someone

IU3.3: To identify social conventions at home and in other cultures

Core Vocabulary Resources

Knowledge about language

 Recognise questions and negatives

Teaching Sequence Pupil Activity

Introduce: ‘Bonjour!’ as you shake Children respond to and say ‘Bonjour!’

Introduce ‘Au revoir!’ by waving and

Explain French custom of kissing and

Write Bonjour/Au revoir on the white Children’s attention is drawn to common

Finger rhyme: Children participate by copying the

When rehearsing the finger rhyme, you

You may prefer to use the following

Children form a fist with one hand. With

Teaching Sequence Pupil Activity

Pin the flashcards onto a washing line.

Teaching Sequence Pupil Activity

Revise responses to ‘Ça va?’ using Children answer individually in response

Teaching Sequence Pupil Activity

Demonstrate a short dialogue with one

If necessary use words on the white board

More able children may be able to

Practise reading the poem again

Learning Outcomes: * Answer the register appropriately

03.2: To recognise and respond to sound patterns and words

Core Vocabulary Resources

Knowledge about language

 Imitate pronunciation of words

Teaching Sequence Pupil Activity

Teaching Sequence Pupil Activity

Show ‘Ça va?’ smiley face flashcards Children recall:

Early Start French: video clip 3: Ça va?

Early Start French: song: Salut! Ça va?

Teaching Sequence Pupil Activity

Encourage children to repeat the key