Subject: French Term: Autumn · Subject @ SAA Subject: French Scheme of Work: Term: Autumn Topic /...
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Subject @ SAA Subject: French Scheme of Work: Term: Autumn Topic / Unit(s) Introduction to French basic / common topics using Accès Studio Overview / Context Students will learn: Greetings, Alphabet, Numbers (age, birthday), school bag, hobbies, colours, pets. Grammar recap for final 4 lessons of term 1. Assessment/ Success criteria No knowledge or understanding of French. No prior learning at KS2 • Demonstrate understanding of familiar words and phrases, spoken clearly and repeated if necessary. • Say single words and short phrases with support. Imitate a model of correct pronunciation and intonation. • Demonstrate understanding of familiar written words and phrases. Read them aloud. • Write or copy simple words correctly. Label items. Complete short phrases or sentences. • Demonstrate understanding of a range of familiar phrases and opinions, spoken clearly. • Answer simple questions. Give basic information and opinions, using familiar vocabulary. Begin to show awareness of sound patterns. • Demonstrate understanding of a range of familiar written phrases and opinions. Match sound to print by reading aloud words and phrases. • Write a few short sentences with support, giving basic information and using the present tense of frequently-used verbs. Write some familiar words from memory. Spelling and accents may not be accurate, but the meaning is clear. Demonstrate understanding of main points and opinions from short passages using familiar vocabulary, short phrases and common verbs in the present tense, spoken clearly. Ask and answer simple questions. Exchange simple opinions. Demonstrate understanding of main points and opinions in short texts using familiar language.
Transcript of Subject: French Term: Autumn · Subject @ SAA Subject: French Scheme of Work: Term: Autumn Topic /...
Subject @ SAA
Subject:
French
Scheme of Work:
Term: Autumn
Topic / Unit(s) Introduction to French basic / common topics using Accès Studio
Overview / Context Students will learn: Greetings, Alphabet, Numbers (age, birthday), school bag, hobbies, colours, pets. Grammar recap for final 4 lessons of term 1.
Assessment/
Success criteria
No knowledge or understanding of French. No prior learning at KS2
• Demonstrate understanding of familiar words and phrases, spoken clearly and repeated if necessary.
• Say single words and short phrases with support. Imitate a model of correct pronunciation and intonation.
• Demonstrate understanding of familiar written words and phrases. Read them aloud.
• Write or copy simple words correctly. Label items. Complete short phrases or sentences.
• Demonstrate understanding of a range of familiar phrases and opinions, spoken clearly.
• Answer simple questions. Give basic information and opinions, using familiar vocabulary. Begin to show awareness of sound patterns.
• Demonstrate understanding of a range of familiar written phrases and opinions. Match sound to print by reading aloud words and phrases.
• Write a few short sentences with support, giving basic information and using the present tense of frequently-used verbs. Write some familiar words from memory. Spelling and accents may not be accurate, but the meaning is clear.
Demonstrate understanding of main points and opinions from short passages using familiar vocabulary, short phrases and common verbs in the present tense, spoken clearly.
Ask and answer simple questions.
Exchange simple opinions.
Demonstrate understanding of main points and opinions in short texts using familiar language.
Subject @ SAA
Write several short sentences with support to give information and express simple opinions.
Translate familiar words and short phrases into the target language.
Curriculum Opportunities SPAG will be assessed in all written work; however capital letters are used differently in French and new rules will need to be introduced.
SMSC Spiritual Moral Social
Assessment Opportunities
PAIR Marking to be completed:
Lesson 3: PAIR task: write out the conversation and insert the missing words. SILVER: change the names and how the person feels
Lesson 9 Translation into English PAIR task – description of a classroom in French. Lesson 13-14 listening and reading assessments.
Assessment Cycle:
1 2 3
Key Vocabulary There are numerous keywords which are given in detail per lesson. The students will be provided with a complete vocabulary list for each of the units and will record specific keywords in their journal to learn for homework.
An example of the keywords for unit 1:
Bonjour!/Salut!
Au revoir!/À plus!
Comment t’appelles-tu?
Je m’appelle …
Ça va?
(Oui), ça va bien, merci.
Pas mal, merci.
(Non), ça ne va pas.
Ça s’écrit comment?
Ça s’écrit …
Cultural Social
Subject @ SAA
the alphabet in French
Wider Reading Students can visit www.linguascope.com to practise new vocabulary and extend their vocabulary through presentations and games. Staff should familiarise themselves with the GCSE specification and the mastery steps These are skill-based not topic-based. They should read up on differentiation methods to add ideas to own lesson plans.
Teacher Notes
Some students may know a limited number of words already such as numbers, but indications from the year 6 transition week show that very few students have any prior knowledge.
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 1-2
1. Gathering.
Match French and English greetings
2. Processing
Compare and contrast positive and negative feelings.
3. Applying Imagine you are meeting a French person for the first time.
Bell task
True or false culture questions
Learning toolbox
Thinking caps: White cap, red cap Bubble map: How much French do you already know? Listening, speaking and reading tasks: students
- Greetings, salutations and introductions. - Presentation of vocab and pronunciation.
- Comic strip/role play of introduction conversations.
- recognise the meaning of key vocabulary.
- ask and answer questions.
- attempt authentic pronunciation.
- build a conversation in French.
Plenary
Guess how people feel according to the photos of eyes.
Pronunciation throughout the lesson
Listening tasks x 2
Plenary questions
Resources:
PPT lesson 1 Greetings and asking how people are
Song : https://www.youtube.com/watch?v=9BgyvEXTZbk
Key Vocabulary/Literacy opportunities
Bonjour!/Salut!
Au revoir!/À plus!
Comment t’appelles-tu?
Je m’appelle …
Ça va?
(Oui), ça va bien, merci.
Pas mal, merci.
(Non), ça ne va pas.
Marking Opportunity: red pen marking throughout the lesson
Recall/Homework:
Subject @ SAA
SMSC: social – interacting with others and making introductions.
Misconceptions: students often read the words using English pronunciation of the letters. Sound
/ spelling links must be highlighted e.g. ‘ça’.
Subject @ SAA
Lesson 3-4
1. Gathering.
Match cognates and near-cognates
2. Processing
Compare and contrast English and French sound patterns.
3. Applying
Judge your partner’s pronunciation and judge your own progress with your pronunciation.
Bell task
True or false general knowledge questions
Learning toolbox
Thinking caps: Yellow and black
Students listen to key sounds and watch a video with sign language actions to copy.
- spot patterns with sounds. - apply sound patterns and phonics.
Pairs work on practicing the sounds and testing one another.
Independent research of new French words and further practice of pronunciation.
Plenary:
Recall at least 6 new key sounds.
Teacher assessment of pronunciation.
Show of traffic light pages to ascertain understanding.
Resources
Video of key sound p4 Activeteach Acces studio
Bronze/silver/gold phonics worksheet
Key Vocabulary/literacy opportunities
Voiture
Oui
Douche
Lunettes
Oiseau
Jeu-vidéo
violon
éléphant
plus more key sounds
Marking Opportunity:
Verbal feedback throughout the lesson.
Recall/Homework: learn to say the first 8 words from the sheet of key sounds:
Voiture
Oui
Douche
Lunettes
Oiseau
Jeu-vidéo
violon
Subject @ SAA
éléphant
SMSC: social
Misconceptions: Students read the words the English way especially cognates.
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 5-6
1. Gathering.
Recall the French alphabet and greetings.
Bell task
Separate and punctuate (greetings)
Learning toolbox
- spot patterns with sounds.
Resources: PPT lesson 2
Listening song from p4 Acces Studio
Own names to spell out according to student ability.
Subject @ SAA
2. Processing
Link the sounds of letters to the French alphabet.
3. Applying Imagine you are a spy piecing together a conversation in French.
- apply sound patterns and phonics. - use the alphabet to give details in conversations. - Introduction of French alphabet. - Presentation of French phonics – games to practice and help memorisation. - Activities to reinforce use of alphabet: spelling bee challenge, listening tasks, paired games to ask and give spellings. - Addition of spellings to longer conversations. PAIR task: write out the conversation and insert the missing words. SILVER: change the names and how the person feels Thinking caps: white Habits of mind: Think before acting
Plenary
Matching French greetings and feelings to the English phrases.
PAIR task: B1-B2
Key Vocabulary/Literacy opportunities
Ça s’écrit comment?
Ça s’écrit …
the alphabet in French
Marking Opportunity:
PAIR Students write out the conversation and insert the missing words. SILVER: change the names and how the person feels
Recall/Homework:
www.linguascope.com alphabet practice.
SMSC:
social
Misconceptions:
Students read the letters the English way especially cognates.
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Subject @ SAA
Lesson 7-8 1. Gathering.
Count from 1-21 in French.
2. Processing
Link numbers to ages.
3. Applying
Imagine you are someone else and introduce yourself including saying your age
Bell task
Write out 7 words in English or French. Work out how to spell them in the French alphabet.
Learning toolbox
Thinking caps: white
- recognise and remember numbers up to 21. - counting games - Games and activities to drill and practice numbers 1-10/1-21, sequencing, spelling games, 21s, bingo, fizz-buzz, sums etc.
- understand details from written and spoken text.
Habits of mind: think before acting
Plenary
copy and complete the maths questions with the correct number written as a word.
Listening tasks will be marked by students. Show of traffic light pages to ascertain understanding.
Plenary questions
Resources : PPT lesson 4
Bingo games boards and counters.
Key Vocabulary/literacy opportunities
un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix,
onze, douze, treize, quatorze, quinze, seize, dix-sept,
dix-huit, dix-neuf, vingt, vingt-et-un,
Marking Opportunity:
Red pen marking of Plenary questions
Recall/Homework: learn numbers 1-21
SMSC: social
Misconceptions: cognates are often mis-pronounced as they are read as though they are English words.
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 9-10
1. Gathering.
Count from 1-21 in French.
Bell task
Sequencing numeracy challenge
Learning toolbox
Numeracy challenge answers
Teacher checks pronunciation during survey.
Resources: PPT lesson 5
Song on greetings: https://www.youtube.com/watch?v=atNkI6QFZ50 by alain le lait
Homework sheets
Survey grids for low-ability
Subject @ SAA
2. Processing
Link numbers to ages.
3. Applying Imagine you are at a party and introduce yourself including saying your age and how you are feeling
songhttps://www.youtube.com/watch?v=atNkI6QFZ50
- reading for information
- quiz using numeracy
- Mini survey – names and ages.
Thinking caps: white and red
Habits of mind: striving for accuracy
Plenary
Write out at least 10 numbers in French.
Key Vocabulary/Literacy opportunities
un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix,
onze, douze, treize, quatorze, quinze, seize, dix-sept,
dix-huit, dix-neuf, vingt, vingt-et-un,
Bonjour!/Salut!
Au revoir!/À plus!
Comment t’appelles-tu?
Je m’appelle …
Ça va?
(Oui), ça va bien, merci.
Pas mal, merci.
(Non), ça ne va pas.
Marking Opportunity:
Red pen marking of numeracy sequencing challenge
Plenary questions
Recall/Homework:
B/S/G numeracy challenges mini worksheets according to ability.
SMSC: social
Misconceptions: cognates are often mis-pronounced as they are read as though they are English words.
Subject @ SAA
Lesson 11-12 1. Gathering.
Recite the French days of the week. Recite the months
2. Processing
Link numbers to dates and birthdays
3. Applying
Imagine you are in an interview and state your name, age and birthday
Bell task
Writing out numbers in French
Learning toolbox
- Sequencing of months in French, highlighting similarities and differences. - Introduce construction for giving dates – pupils adapt and explain an example. - Activities to practice dates in French: survey, quiz, listening, reading.
-sequencing of days of the week in French
Thinking caps: white Habits of mind: striving for accuracy
Plenary
Working out the ages and birthdays of 4 people from short paragraphs.
Listening ex. 1,3&5
Speaking – throughout the lesson
Reading ex. 7&8
Writing – key words accuratley
Resources
Key Vocabulary/literacy opportunities
Quelle est la date?
Quelle est la date de
ton anniversaire ?
mon anniversaire
c’est le…
janvier
février
mars
avril
mai
juin
juillet
août
septembre
octobre
novembre
décembre
lundi
mardi
Subject @ SAA
mercredi
jeudi
vendredi
samedi
dimanche
Marking Opportunity:
Red pen marking of reading exercises.
Recall/Homework:
Learn the days of the week for a spelling test next lesson.
SMSC:
social
Misconceptions:
All days and months have capital letters because they do in English.
Word order i.e. months come before dates in English but not in French.
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 13-14
1. Gathering.
Name items you would have in your school bag.
2. Processing Link genders and numbers to items in your schoolbag.
3. Applying Imagine you are emptying your schoolbag and showing your friends what you have.
Bell task
Test on days of the week
Learning toolbox
Circle map. Speaking work – schoolbag items Listening tasks – identifying equipment
- Drill new vocab to memorise with correct genders. - Practice forming plural forms. - Activities to build extended sentences using school item and connectives.
Thinking caps: Blue, green, red, white Habits of mind: striving for accuracy
Plenary: crack the code (schoolbag items)
Check for correct pronunciation
Listening tasks – identifying items and quantities
Checking for accuracy of written plurals
Resources: PPt lesson 7
Printed off labelling / drawing task
Key Vocabulary/Literacy opportunities:
Mon Sac à dos
Dans mon sac
il y a
j'ai
un agenda
un sac
un stylo
un livre
un cahier
un crayon
un classeur
un portable
Subject @ SAA
un porte-monnaie
une trousse
une gomme
une calculatrice
une règle
Marking Opportunity:
Red pen marking of accurate pictures to go with labelled worksheet.
Recall/Homework: Devise own secret messages using the secret code!
SMSC:
Misconceptions:
Subject @ SAA
Lesson 15
1. Gathering.
Recall items you would have in your school bag.
2. Processing
Explain how to form plurals and how to say ‘there is not’.
3. Applying
• Bell task : circle map - Things you will have ONE of in your school bag / more than one of.
Learning toolbox
Circle map
Sand timer
Thinking caps: white
Habits of mind: think before acting
- Drill new vocab to memorise with correct genders. - Practice forming plural forms. - Activities to build extended sentences using school item and connectives.
Plenary
Name 5 things you would find in the classroom. 2. Explain how you would say there isn’t a pen in your bag.
Resources PPt lesson 8
Printed off classroom picture to label
Key Vocabulary/literacy opportunities
La Salle de Classe
la chaise
la fenêtre
le bureau
la porte
le professeur
la table
le tableau
l’ordinateur
les élèves
Marking Opportunity:
Red pen marking of gap-filling task
Recall/Homework: Learn the classroom items
SMSC: social
Misconceptions:
All plurals simply add an ‘s’
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 16
1. Gathering.
2. Processing
Explain what the definite article is.
3. Applying
Imagine you are Thomas describing your classroom.
Bell task : Name the classroom items in French
Learning toolbox
Grammar information Translation into English PAIR task – description of a classroom in French.
Thinking caps: white
Habits of mind: striving for accuracy
Plenary : separate and add the correct definite article
PAIR task: B1-B2
Resources:
PPT and Activeteach
Key Vocabulary/Literacy opportunities
La Salle de Classe
la chaise
la fenêtre
le bureau
la porte
le professeur
la table
le tableau
l’ordinateur
les élèves
Marking Opportunity: PAIR marking of translation
Recall/Homework:
SMSC: cultural
Misconceptions: there is only 1 word for ‘the’ in English; therefore there should only be 1 French word for ‘the’
Subject @ SAA
Lesson 17 1. Gathering.
2. Processing
3. Applying
Green pen responses to PAIR task
Bell task : Work out what the classroom instructions are.
Learning toolbox
Green pen responses to PAIR task
Thinking caps: green and white
Habits of mind: striving for accuracy
Plenary which would you look at and which would you open and close?
Resources: lesson 10 PPT blue books with green pen questions written in
Key Vocabulary/literacy opportunities:
Ouvrez
Fermez
Regardez
écoutez
Marking Opportunity: responding to green pen responses
Recall/Homework:
SMSC: social
Misconceptions:
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 18-19 Bell task Resources:
Subject @ SAA
1. Gathering.
Name different hobbies in French
2. Processing
Compare hobbies that you like to those you dislike.
3. Applying
Circle map of different hobbies
Learning toolbox
Thinking caps: White cap, red cap Circle map:
Habits of mind: striving for accuracy
Listening, speaking, reading and writing tasks:
- categorisation of hobby vocabulary – use of cognates to work out meaning. - Presentation of opinions phrases: like, don’t like, love, hate.(GOLD: prefer) - Games to practice sentences building: opinion+noun. - Scoffolding tasks to build up longer texts in French.
Plenary
Write 4 sentences in French using 4 opinions and 4 hobbies.
Pronunciation throughout the lesson
Listening tasks x 2
Plenary questions
PPT lesson 11 J’adore le judo!
Homework sheets
Key Vocabulary/Literacy opportunities
Les Opinions
j’adore
j’aime
je n’aime pas
je déteste
je préfère
c’est
super
intéressant
nul
ennuyeux
Les Sports
Qu’est-ce que tu
aimes?
le foot
le rugby
le tennis
le vélo
le skate
le judo
les jeux vidéo
la danse
la musique
la gymnastique
Marking Opportunity: red pen marking throughout the lesson
Recall/Homework: worksheet on hobbies BSG
Subject @ SAA
SMSC: social – interacting with others and comparing likes and dislikes.
Misconceptions: students
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 20-21
4. Gathering.
5. Processing
6. Applying
Bell task
Matching French and English hobbies and basic opinions.
Learning toolbox
Thinking caps: red and white
Habits of mind: striving for accuracy
Pronunciation throughout the lesson
3 way dialogues
Reading activity (Anthony)
Resources:
PPT lesson 12
Key Vocabulary/Literacy opportunities
Les Opinions
j’adore
j’aime
je n’aime pas
je déteste
Subject @ SAA
Evaluate your opinions of hobbies by giving reasons
Speaking, reading and writing tasks: students creating dialogues by interviewing one another and feeding back to the class.
Plenary : Follow the lines and create sentences about opinions of hobbes.
Plenary questions
je préfère
c’est
super
intéressant
nul
ennuyeux
Les Sports
Qu’est-ce que tu
aimes?
le foot
le rugby
le tennis
le vélo
le skate
le judo
les jeux vidéo
la danse
la musique
la gymnastique
Marking Opportunity: red pen marking throughout the lesson
Recall/Homework: revision for assessments
SMSC: social – interacting with others and making introductions.
Misconceptions: students confuse word order when using colours.
Subject @ SAA
ASSESSMENTS
4. Gathering.
Recall all vocabulary learnt this term.
5. Processing
6. Applying
Lesson following assessment Green pen responses and retake questions
Bell task Quiz on greetings, numbers and hobbies
Learning toolbox
Habits of mind: striving for accuracy
Listening and speaking assessments
Plenary Quiz on classroom equipment
Marking of assessments
Resources
Key Vocabulary/literacy opportunities
Marking Opportunity: marking of assessments
Recall/Homework:
SMSC:
Misconceptions:
Subject @ SAA
Lesson 22
1. Gathering.
Name French colours
2. Processing Explain the difference between ‘un’ and ‘une’.
3. Applying Imagine you are conducting a survey on pets asking and answering questions.
Bell task
True or false – Sarah and Lucas paragraphs to read.
Higher ability have to complete 2 charts of information from the texts.
Learning toolbox
Thinking caps: White cap
Habits of mind: striving for accuracy
Listening, speaking and reading tasks: students
- Gauge pupil prior knowledge of colours. - Activities to drill colour vocabulary: matching, what’s missing, splat,
- Pupils to identify rules for position of adjectives in French.
- Pupils to identify rules for adjective agreements.
- Activities to apply grammar rules for position and agreement of adjectives.
- Opinion sentences using colours. Introduction to pets
Plenary : Describe the pets including a colour and correct adjectival endings.
Pronunciation throughout the lesson
Plenary questions
Resources: PPt lesson 15
PPT lesson 13
Key Vocabulary/Literacy opportunities
As-tu un animal ?
oui, j’ai…
non, je n’ai pas
d’animal
j'avais
je voudrais…
un chien
un chat
un cheval
un rat
un cochon d’Inde
un poisson
un lapin
un hamster
un oiseau
un serpent
une araignée
une tortue
une souris
rose
bleu
vert
gris
noir
Quelle couleur
Subject @ SAA
est-il ?
blanc
jaune
orange
marron
rouge
Marking Opportunity: red pen marking throughout the lesson
Recall/Homework:
SMSC: social – interacting with others
Misconceptions: students often read the words using English pronunciation of the letters. Sound
/ speling lnks must be highlighted e.g. ‘ça’.
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 23-24
1. Gathering.
Recall pets. Recall colours
2. Processing Explain word order rules when you use colours in French. Explain how to say you have and have not got certain pets.
3. Applying
Imagine you are writing an article for a French school magazine on which pets you have and have not got.
4.
Bell task : match the beginnings and ends of pets
Learning toolbox :
Habits of mind: striving for accuracy
White cap
Introduction of pet/animal vocabulary.
- Activities to drill new vocab:
- Practice using colours to add detail, activities to apply previously learnt grammar rules.
- creative writing challenge:
Plenary : Plenary squares challenge
PAIR marking of imaginary pet written task
Resources:
PPT lesson 16
Key Vocabulary/Literacy opportunities
Les Animaux
As-tu un animal ?
oui, j’ai…
non, je n’ai pas
d’animal
j'avais
je voudrais…
un chien
un chat
un cheval
un rat
un cochon d’Inde
un poisson
un lapin
un hamster
un oiseau
un serpent
une araignée
une tortue
une souris
rose
bleu
vert
gris
noir
Quelle couleur
est-il ?
Subject @ SAA
blanc
jaune
orange
marron
rouge
Marking Opportunity:
PAIR marking of imaginary pet written task
Recall/Homework:
Revise from helpsheets / vocabulary lists and journal for assessment
SMSC: social
Misconceptions: word order is the same in both French and English. Je n’ai pas DE often confusing as students expect to use ‘un’ or ‘une’ not ‘de’
The Three Peaks
Objectives
Teaching and Learning Activities Assessment
Lesson 24-Christmas
4. Gathering.
Recall grammatical concepts.
5. Processing
Explain how to apply grammatical concepts.
6. Applying
Evaluate your own ability to use different grammatical concepts in your French work.
Bell task : key questions asking students to explain what a noun is and give examples etc…
1 = Explain what ‘gender’ means when we are learning French and give 4 examples.
2 = Explain what ‘definite articles’ and ‘indefinite articles’ are when we are learning French and give 4 examples of each.
3 = Explain which adjectives we have looked at and how you use them in French sentences.
4 = Name 3 words for ‘my’ in French with some examples of family members.
5 = Describe when we would use the ‘present tense’ and give 2 examples in sentences.
Learning toolbox
Recapping grammar learnt in term 1 using a variety of grammar exercises in a booklet for students. Teacher will revisit each aspect using previously-used slides and then students will complete the tasks.
Thinking caps: White cap
Habits of mind – striving for accuracy Plenary : quizes related to the specific aspect of grammar revisited / Write for 90 seconds about what has been learned in this lesson.
Red pen marking of grammar exercises
Self-assessment of shorter right or wrong answers throughout the lesson.
