KS2 Year 5 French Scheme of Work
Lessons 11 - 12 Reading and writing based unit to consolidate lessons 310.
Framework Learning Objectives:
Lesson 11: L5.1 Re-read frequently a variety of short texts.
Lesson 12: L5.2 Make simple sentences and short texts
New vocabulary and
structures:
Pronunciation:
English:
Grenouille
Gros (m)
Grosse (f)
Joli (m)
Jolie (f)
Laid (m)
Laide (f)
Tu es
Vorace
Quel…?
Ce
Gre nooh-ee
Groh
Gross
Joh-lee
Johlee
Lay
Led
Too eh
Vorass
Kel
Suh
Frog
Fat
Félicitations
Pretty
Ugly
You are
Voracious
Which…?
This
Congratulations
Extra Resources:
Smart Notebook for lessons 11 and 12
Comic: Les deux grenouilles (on the Camden website as a word document)
with thanks to Babelzone (www.lcfclubs.com)
Differentiated empty comic strips for children
You will need 15 bilingual dictionaries e.g. Collins First time French.
Suggested Teaching Sequence:
Lesson Eleven – independent reading focus
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Using the Smart Notebook for lesson 11, slide 1, share the learning
objective with the class.
Explain that by the end of the lesson they will have read their first
comic in French all by themselves, with very little need for teacher
support. Dole out the praise! This is a marker of just how far they
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have come this term thanks to all their hard work in French
lessons!
Using slide 2, introduce children to bilingual dictionaries. Make sure
you show them how they work. e.g. French to English one end,
English to French the other. Test their alphabetical skills by asking
them to look up a few words e.g. ballon (ball), mince (thin) and
partager (to share). Give them the French and ask them to tell you
the English. Discuss what the letters adj, vb, nf and nm stand for
(adjective, verb, noun feminine, noun masculine).
Give each child a copy of the French comic strip provided: Les deux
grenouilles. Tell them that they are now in a position to read it
independently. There will be very few words that they do not know.
They should circle these words, then look them up in the dictionary
and write the translation underneath. Slide 3 has instructions that
you can leave up for the children to refer to.
Note: the word ‘vorace’ may not be in a junior dictionary but the
others should.
The adjectives ‘grosse’, ‘jolie’ and ‘laide’ will appear in the masculine
form in the dictionaries (gros, joli and laid). When the first child
questions you about this. Stop the class and invite comments from
the children about why they think the spelling differs.
Those who finish early could practise reading the text in French,
putting in lots of expression.
After the class has had time to work through the text in pairs,
invite them to read and translate it as a class.
Using the Smart Notebook, slides 4 – 8, go through the text
section by section, asking one child to read the French and another
to translate (English is hidden under coloured rectangles).
Celebrate the fact that, with very little adult support, the class
were able to read a French comic!
Lesson Two – independent writing focus
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Using Smart Notebook for lesson 12, slide 1, share the learning
objective.
Using slide 2, ask the class to remind you how a bilingual dictionary
works. Ask them to practise their skills again. This time give them
English words and ask them to look up the French. e.g. a whale (la
baleine), silver (en argent) and kind (gentil/le). Ask the children to
tell you whether the words given are nouns, adjectives or verbs.
Discuss how they can tell from the dictionary whether they are
masculine or feminine. If I wanted to use the words ‘silver’ and
‘kind’ to describe the whale, which spelling would I need to choose?
(feminine adjectival = une gentille balaine en argent). Remind
children that adjectives may need to change their spellings to
agree with a feminine noun. Does the dictionary help them with
this?
 Explain that the class are going to make their own version of the
comic through a system of substitutions. Practise together e.g.
take the first box: Je suis une grosse grenouille. (slide 3)
 Using slide 4, ask the class ‘How could we change this to make our
own comic?’
 Class could substitute with a known animal or a known adjective or
class could use bilingual dictionaries to look up new
animals/adjectives to use as substitutes.
 Give children two minutes to make substitutions on mini white
boards.
 Take examples from class. This should throw up the following
issues:
1) The need to retain word order.
2) The need to make articles (le/la/un/une) and adjectives agree with
the noun.
 Using slides 5 and 6, repeat process with sentence from second
box: Je suis une grenouille verte. Remind class of word order
(colour adjectives go after the noun in French).
 Allow them a further two minutes to practise on mini white boards.
 When confident that children understand their task, hand out
empty comic strips provided.
 Using the empty comic strip provided, allow higher attainers the
freedom to make many substitutions and use dictionaries.
 Using the differentiated comic strip provided, direct middle
attainers by telling them which substitutions you wish them to
make e.g. just animals or just adjectives. Also point out to them
that there are animal and colour word banks in the centre of the
dictionaries – if using Collins.
 Lower attainers should use the simple comic strip provided which
includes a comprehensive word bank. They should draw animals and
focus on describing them with words of the right gender in the
right order.
 Plenary, slide 8: A few children read out sections or the whole of
their new comic in French. If there is time to scan their comics
into the computer, the class can use the pictures to help them work
out the meaning of new words or have a race to find their meanings
in the dictionaries.
Notes on activities and resources:
 It is helpful to most children to have the animal, colours and size
adjectives flash cards on display during the literacy lesson. It gives
them a quick point of reference and the colour coding will support
noun/adjectival agreement – if you don’t have flash cards the key
vocabulary is grouped together in overview slide number 7, Smart
Notebook 12.
 If your school has Kar2ouche this would be a good programme to
build the comic strips on.
Follow-up and consolidation
Children could work up their comics into dramatic performance for an
assembly.