Primary Languages Key Stage 2 Lesson Plan Sheet
Name of Teacher___________________
Year_3___________
Number in class ______ Boys ___ Girls ___
SEN_________________________ EAL ______________________
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2
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Learning Intention: To recognise and be able to ask for simple
classroom objects.
Linguistic Objectives: Formally introduce the concept of masculine
and feminine nouns.
Non Linguistic Objective:
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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.
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Key words and Structures:
As-tu?
J’ai …
Un stylo
Un bic
Un cahier
Un crayon
Un livre
Une règle
Une gomme
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Resources: Powerpoint
whiteboards
English:
Do you have?
I have
a pen
a biro
an exercise book
a pencil
a book
a ruler
a rubber
presentation
Teaching Sequence
7
8A
and
Worksheet,
Learning
styles.
V.A.K.
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
 Present objects using PowerPoint presentation. V.A
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Joanne Crease
mini
B
C
C/D
D
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Repeat objects with mimes. You will need a V.A.K.
separate mime for un and une.
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.
V.A.K.
 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.


Pupils complete worksheet
V
Plenary: with mini whiteboards complete the odd one V.A.K.
out exercise at the end of the end of the PowerPoint
presentation.
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Joanne Crease
(optional you may also want to remind pupils about
masculine and feminine nouns)
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Notes on activities and resources:
11A Framework
objectives
(oracy,
understanding): O3.4, L3.1, L3.3,
literacy,
intercultural
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
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Highlight opportunities for assessment for learning:
Modelling/self x assess/peer x assess/oral feedback/written
response x
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Differentiation: By outcome, by questioning.
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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.
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Lesson review:
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Joanne Crease