St John Fisher Catholic High School
MFL:Short Term Plan
Class:
Term: MAR-APR
Week:
Teacher: ALL
Framework sub-strands:
L&S:
R&W:
ICU CHARLIE ET LA CHOCOLATERIE – BOOKLET BY N. FAULKES
KAL
LLS: FLA – WHICH CHARACTER AM I – POST-ITS, FORMING QUESTIONS AND PICKING A
CHOCOLATE BAR OUT OF A BAG AND DESCRIBING IT/ADVERTISING IT
Language: French
Lesson
Lesson Structure
Objectives
Lesson 1
Charlie et la
Chocolaterie – le livre
Lesson 2
Charlie et la
Chocolaterie – les
personnages
Page 1 of 8
To identify
details in
written texts
Starter:
Watch Bande Annonce on Youtube – what words do students recognise? What
do students remember about the story?
Video link: http://www.youtube.com/watch?v=xjZihSC42HI
To use prior
Main:
knowledge as Show students cover of book, Charlie et la chocolaterie 1 and 2 pdf and work
an aid to
through page 2 of Charlie et la Chocolaterie booklet.
understanding Plenary:
Students compare translation of back cover with a partner, then ask some
students to share with whole class.
To use a
Starter:
variety of
Watch best bits video: http://www.youtube.com/watch?v=CZWUT3SZrf0 (find
adjectives to
cues for end of each character’s tour in chocolate factory). What can students
describe
remember about each character?
character and Main:
express
Card sort – character descriptions
opinions
Page 3 of booklet – find meaning of adjectives. Which adjective(s) would
students use to describe the different characters? Remind students about
adjectival agreement.
Page 4 of booklet – give your opinion about characters, some students justify.
Homework
Remind

yourself
of

story for
Charlie et la
Chocolaterie
AFL:
□ Objective
setting
□ Peer
Assessment
□ Self
Assessment
□ Questioning
Notes
Lesson
Objectives
Lesson 3
Charlie et la
Chocolaterie personnages
To describe
physical
appearance
Lesson 4
La Galerie de Gagnants
To write
detailed
descriptions
Lesson 5
Une Interview –
comment poser les
questions?
Page 2 of 8
Plenary:
Show picture of Willy Wonka and/or Oompa Loompa. Students write a brief
description of one of these characters using card sort and adjectives work as
model.
Lesson Structure
Starter: Hot potato activity – students have a set amount of time that reduces
each time to annotate the pictures of the characters from the film (encourage
French sentences if possible).
Main:
Introduce vocabulary for describing physical appearance – hair, eye colour and
height etc.
In pairs, students could play guess who with characters from film.
In groups, students use vocabulary to write a description of the character from
the hot potato activity.
Plenary:
Peer assess another pair’s description using MFL marking for literacy codes then
return to other pair for green penning.
Starter: Profile of Willy Wonka to translate
Main: Highlight words that you could change in Willy Wonka description to
write about somebody else.
Students complete pages 5 and 6 of booklet (gallery of the winners of the Golden
Tickets).
Plenary:
Peer assess galleries, vote on class favourite and award good comment.
Starter: Card sort – questions French and English translation.
Main:
Encourage students to look at how questions are formed; is there anything they
notice?
Introduce question words vocabulary. Give students some questions in English
and ask them to translate into French – mini-wb competition?
Students write three more questions that they would like to ask the golden ticket
winners and translate into French. (page 7 of booklet)
Plenary: Compare questions with a partner and green pen.
Homework
Complete
Gallery
Notes
Lesson 6
Une Interview –
comment répondre?
Lesson
Objectives
Lesson Structure
Homework
To provide
detailed
responses to
questions.
Starter: Places in the Chocolaterie card sort.
Complete
preparation for
interview.
Main: Give each student a card that says which character they are going to be
playing in the newspapers interviews.
Prepare model responses to questions that students can alter to say something new
if necessary.
Students prepare their answers to the newspaper questions.
Lesson 7
Une Interview
Lesson 8
Un Rapportage
Page 3 of 8
To ask and
respond to
questions
To plan
writing in
detail
Plenary: Review bande annonce video, to inspire pupils’ answers:
http://www.youtube.com/watch?v=xjZihSC42HI
Starter:
Questioning – students to remain standing until they have answered a question in
French/translated a word. First student to answer/translate sits down. This is to
encourage spontaneous speech.
Main:
Students spend half of the lesson as an interviewer, asking questions and taking
notes for newspaper article, then other half of lesson being interviewed. (pages 8
and 9 of booklet)
Plenary:
Check that students have understood the answers that they have given to each other.
Starter:
Brainstorm the main elements of a newspaper article and how they are structured.
Main:
Give students planning sheet (page 10 of booklet). Students to spend lesson
planning their newspaper article in detail.
Plenary:
Compare plans – have students got something to say for each element.
Notes
Lesson 9
Le Monde de Chocolat
Lesson 10
Le Chocolat – de la
plante à la tablette
Lesson 11
Les Délices de Willy
Wonka
Lesson
Objectives
Lesson Structure
Homework
To construct
an
informative
newspaper
article
Starter:
Establish class success criteria for newspaper article.
Write display version of
article using page 11 of
booklet.
To
conjugate
ER verbs in
the present
tense
To describe
the
chocolatemaking
process.
To use a
variety of
strategies to
understand
text
To describe
sweets
Page 4 of 8
Main:
Students to write newspaper article in exercise book.
Plenary:
Peer assess articles – do they meet class success criteria?
Starter:
Review ER verb endings using www.languagesonline.org.uk
Main:
If you wish to go through ER verb endings in more detail, you
could show students the Willy Harcourt Cooze chocolate: 2Willys
chocolate adapted
Students complete page 12 of chocolate booklet.
Plenary:
Peer mark page 12 of booklet and green pen.
Starter:
Card sort – sweet titles
Main:
Complete page 13 of booklet, including students’ own descriptions
of sweets.
Worksheet also available – Charlie et la Chocolaterie à la salle des
inventions. This helps students to describe sweets.
Plenary:
Some students to read their descriptions of sweets aloud.
Find the names of 5
French chocolate bars
Notes
Lesson 12
La Publicité
Lesson
Objectives
Lesson Structure
To identify
meaning in
aural texts.
Starter:
What chocolate adverts do students remember? Why do they
remember these particular adverts?
Main:
Watch adverts:
http://www.youtube.com/watch?v=ZK4gryJrpdw Snickers Gremlin
http://www.youtube.com/watch?v=nitYAxXxoRw Lindor
http://www.youtube.com/watch?v=HlnbT056_9o Nestlé Android
http://www.youtube.com/watch?v=5O3DLyERnYY Kit Kat
And students complete page 14 of booklet. They could also write
down any words that they recognise.
Put students into groups for own adverts. They could then begin
working on page 15 of booklet.
Lesson 13
La Publicité
To use
French to
advertise a
chocolate
bar.
Plenary:
Challenge 21 – students count to 21 in French as a class, but only
one student at a time can stand up to say the next number in the
sequence. If two students stand up together, they must go back to
one.
Starter:
Students review chocolate adverts they remember and why. You
could also show some of last year’s chocolate adverts by year 7,
which are in the 2012-13 archive.
Main:
Students work in groups to plan and rehearse their advert – pages
15 and 16 of booklet.
Plenary:
Produce a list of who needs to bring what for next lesson when
students will be filming adverts.
Lesson 14
La Publicité
To use
persuasive
Starter:
Rehearsal time.
Page 5 of 8
Homework
Notes
language
effectively.
Main:
Students perform and film chocolate adverts, with those who aren’t
filming completing peer assessment.
Plenary:
Vote on which advert was best and why.
Lesson
Objectives
Lesson Structure
Homework
Lesson 15
Ma Propre Barre de
Chocolat
To structure
an advert
Starter:
What are the key elements in a bar of chocolate? Brainstorm.
Revise for assessment
Lesson 16
Ma Propre Barre de
Chocolat - Assessment
To promote
a chocolate
bar
Notes
Main:
Students use page 17 of booklet to plan own chocolate bar for
assessment.
Plenary:
Peer assess and green pen plan.
Starter:
Students complete assessment – drawing chocolate bar advert
on A3, using planning sheet from last lesson as an aid.
Main:
Plenary:
Lesson 17
Les Chansons des
Oompas Loompas
To identify
meaning in
texts and
use as a
model for
own writing
Starter:
Watch video – Music from Charlie et la Chocolaterie
http://www.youtube.com/watch?v=bPdqKt0LfvU
Main:
Analyse Oompa Loompa song lyrics.
Students work in groups to write own Oompa Loompa song (page
Page 6 of 8
For the lessons
after the
assessment, choose
between Oompa
Loompa songs,
chocolate tasting,
watching the film
18 booklet).
Chocolat and
doing Easter in
France.
Plenary:
Students perform songs in groups.
Lesson 18
C’est bon le chocolat
Lesson 19-20
Chocolat
Page 7 of 8
Lesson
Objectives
Lesson Structure
To express
opinions
Starter:
Chocolate cards – match the answers to the questions. Verify
using chocolate introduction PowerPoint.
Main:
To use
1. Each student makes a note of their answers to the card
comparatives
sort questions.
2. Each student chooses three questions from the card sort
to ask other students. They must try to find someone in
the class who has given the same answer as them.
3. Vocabulary brainstorm – what words could we use to
describe chocolate e.g. j’aime, je n’aime pas, adjectives
etc.
4. Chocolate tasting – each student tries 3 types of
chocolate and gives a score for the sections noted on
Chocolate Sondage worksheet.
Students tell a partner their opinion of each type of chocolate in
French.
Plenary:
Students write an opinion for each chocolate tasted in their
exercise book.
G&T could use comparison modelling slide from PowerPoint.
To identify
Starter:
key elements FILM - CHOCOLAT
of French
Main:
culture in
moving
Homework
Notes
You’ll need to buy
chocolate for
students to taste.
Check all in class
can eat chocolate.
image.
Plenary:
Lesson 21
Pâques
To compare
Easter in
France and
UK
Starter:
Put pupils into teams and give each team a question sheet.
Tell pupils that the answers to their questions are displayed around the room, in
French. Ask pupils what strategies they will use to work out the answers to the
questions. They should be able to tell you that they will think about cognates,
prior knowledge, use their exercise books, look at any images etc.
Resources: Traditions de Pâques wall cards, Ppoint & Easter
traditions quiz
Main:
Only one pupil at a time may stand up to find a wall card for their team and
attempt to work out the meaning. Points will be deducted for groups that have
more than one person away from their table, as well as for taking the questions
paper with you, removing wall cards from the wall.
Give pupils a set time limit to work out the answers, then go through.
Plenary:
Ask pupils to write a short essay explaining what they have learnt about Easter in
France including any differences and similarities they identify.
Page 8 of 8