Primary Languages Key Stage 2 Lesson Plan Sheet
Primary Languages Key Stage 2 Lesson Plan Sheet
Name of Teacher___________________ Year_3___________
Number in class ______ Boys ___ Girls ___
SEN_________________________ EAL ______________________
|1 |Learning Intention: To recognise and be able to ask for simple classroom objects. |
|2 |Linguistic Objectives: Formally introduce the concept of masculine and feminine nouns. |
|3 |Non Linguistic Objective: |
|4 |Success criteria: By the end of the lesson all pupils should be able to recognise the most common classroom objects and|
| |have some understanding of masculine and feminine nouns in French. |
|5 |Key words and Structures: |English: |
| |As-tu? |Do you have? |
| |J’ai … |I have |
| |Un stylo |a pen |
| |Un bic |a biro |
| |Un cahier |an exercise book |
| |Un crayon |a pencil |
| |Un livre |a book |
| |Une règle |a ruler |
| |Une gomme |a rubber |
|6 |Resources: Powerpoint presentation and Worksheet, mini whiteboards |
| |Teaching Sequence |Learning styles. |
| | |V.A.K. |
|7 |Starter: Ask pupils if they can think of any nouns which are masculine or feminine in English. | |
| |Lead the discussion and start them off with a few examples such as prince/princess, brother/sister| |
| |etc | |
| |Episodes: | |
| |Share learning intention with the class | |
|8A |Present objects using PowerPoint presentation. |V.A |
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|B |Repeat objects with mimes. You will need a separate mime for un and une. |V.A.K. |
| |Un – clap hands (as it is a short sound) | |
| |Une – pulling hands apart (as it is a longer sound) | |
| |You can either mime the objects or get pupils to touch/hold them up | |
| |Repeat objects. When you get to the feminine objects which have been colour coded in red, ask | |
| |pupils why they think “un” has changed to “une”. You may need to lead the conversation and remind| |
| |them of the starter. Explain that in French all nouns are either masculine or feminine. If they | |
| |do not grasp this at this stage do not worry and continue with the lesson. | |
| |You may also want to draw pupils’ attention to “un” and where have they seen it before, therefore | |
| |in French there are 2 ways of saying one and it also means “a”. Draw pupils attention to the | |
| |peculiarities of English – one a/an. | |
| |Repeat all objects until pupils are confident with pronunciation. | |
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| |Teacher asks for a volunteer from the class “Je voudrais un volontaire”. With a pupil, teacher | |
| |models pairwork. Teacher asks pupil As-tu? while miming one of the objects pupil responds Oui, | |
| |j’ai + the object the teacher mimed. Swap roles. | |
| |Class perform pairwork as above. Ensure you have left visual back up and support for pupils. | |
| |Teacher monitors to help with problems with pronunciation and comprehension. | |
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| |Pupils complete worksheet | |
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|C | |V.A.K. |
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|C/D | | |
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|D | |V |
|9 |Plenary: with mini whiteboards complete the odd one out exercise at the end of the end of the |V.A.K. |
| |PowerPoint presentation. | |
| |(optional you may also want to remind pupils about masculine and feminine nouns) | |
|10 |Notes on activities and resources: |
|11A |Framework objectives (oracy, literacy, intercultural understanding): O3.4, L3.1, L3.3, |
|11B |Knowledge about language |
| |Imitate pronunciation of sounds |
| |Notice spelling of familiar words |
| |Language learning strategies |
| |Discuss language learning and share ideas and experiences |
| |Use actions and rhymes and play games to aid memorisation |
| |Look at the face of the person speaking and listen attentively |
| |Write new words |
| |Compare the language with English |
|11C |Use of ICT: PowerPoint presentation |
|11D |Cross curricular links: literacy |
|12 |Highlight opportunities for assessment for learning: |
| |Modelling/self x assess/peer x assess/oral feedback/written response x |
|13 |Differentiation: By outcome, by questioning. |
|14 |Follow up and consolidation: During register all pupils must say which objects they have e.g. J’ai un stylo et une |
| |gomme. Categorising lists of words into masculine and feminine lists. Labelling objects around the classroom. |
| |Dictionary work – looking up other classroom objects and working out if they are masculine or feminine. |
|15 |Lesson review: |
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