French, water theme Y3 and 4 Cross-curricular focus: Science
Learning objectives/ Language
Learning Strategies
Science
To know that seeds need water to
grow into a healthy green plant
Primary Languages
O3.2 Recognise and respond to
sound patterns and words.
O3.4 Listen attentively and
understand instructions
O4.2 Listen for specific words and
phrases
L3.1 Recognise some familiar words
in written form
L4.2 Follow a short familiar text,
listening and reading at the same
time
Language Learning Strategies
 Use actions
 Use the context of what they
see/read and previous
knowledge to determine
some of the meaning
 Look at the face of the
person speaking and listen
attentively
 Use gestures to show they
understand
 Use a dictionary to look up
spellings
Teaching Activities
Resources
Starter:
Dictionary race: give the children 3 words, ideally vegetable names
that you may include seeds of in the lesson eg. beans, lettuce,
radishes, tomatoes. Pairs use their dictionary to quickly find and
record the corresponding French word.
Main teaching:
1. Look at first slide of PPT – Comment faire germer une graine?
Ask children what they can deduce from the visual clues, to
decipher what the question might be about.
2. Use objects to teach the 5 key words: une graine, un pot, l’eau, la
terre and des cailloux. Give the children an action for each one
and call out words, children showing action. Do the action and
ask children to say the word.
3. Go through instructions PPT, children perform action when they
hear the words learnt.
4. Go back through powerpoint, asking children to try to decipher
each instruction. Model some of the instructions to aid children.
5. Use instruction cards and give separate children each of the
cards. Class try to re-order these, focusing on the key words and
the order these were mentioned.
6. Pairs go to tables and have access to the seeds, pots, water,
compost and stones.
7. Explain to children that you are going to read out an instruction. If
they think you have read out the correct instruction to begin, they
show thumbs up. If not they are to show thumbs down and you
read out an alternative. Continue until they agree that you have
read the correct first instruction, after which they can carry out
that task. Carry on in this way until each instruction has been
completed and each pair has planted their seeds.
Gaston la
goutte CD
ROM:
Comment faire
germer une
graine PPT.
Instruction
cards
laminated
Review:
Go back through PPT, children mime each instruction this time and
join in with the key words as you read.
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These materials have been designed to be reproduced for internal circulation, research and teaching or training purposes. They can be
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Seeds
Plant pots
Watering can
Compost
Stones
Core
Vocabulary
une graine
– seed
un pot –
pot
l’eau –
water
la terre –
soil
des
cailloux –
pebbles
French, water theme Y5 and 6 Cross-curricular focus: Science
Learning objectives/
Language Learning
Strategies
Science
SC3
To understand the parts
played by evaporation and
condensation in the water
cycle
To recognise reversible
changes in the water cycle
Teaching Activities
Resources
Core Vocabulary
Starter:
Use the 2 sets of solid, liquid and gas flashcards. Divide the class into 2 teams
and lay out the cards at the front of the class – one set on each side for the 2
separate teams. Ask a member of each team to go to the front and stand,
facing the class with their cards infront of them. Call out a word the children will
be familiar with eg. du lait. The children decide if this is a solid, liquid or gas
and hold up the relevant card as quickly as they can. The fastest child earns a
point for their team.
Laminated
flascards
la vapeur
vapour
Gaston la goutte
text Big Book or
PPT version
from CD ROM
la goutte
drop (of water)
Primary Languages
O5.3 Listen attentively and
understand more complex
phrases and sentences.
O6.1 Understand the main
points in a spoken story or
passage.
L5.1 Re-read frequently a
variety of short texts.
L6.1 Read and understand
the main points and some
detail from a short written
passage.
Main teaching:
1. Use Gaston la goutte PPT or Big Book to read story. Children use
knowledge of words known and noticing skills to follow story.
2. Give pairs cut up story strips from resources (the ones which include the
days of the week). Pairs use reading skills to order the 7 strips,
highlighting words they know or can work out which help them to deduce
the meaning.
3. Go through these.
4. Use flashcards to show core vocab. Begin by asking which ones look
like nouns and which ones like verbs? Then ask children which ones
they are able to understand out and why. Relate to story to decipher all
8.
5. Focus on each noun and ask C’est un solide, un liquide ou un gaz?
Divide the classroom or playground into 3 areas: un solide, un liquide,
un gaz. Tell the children you will call out a noun eg. Une goutte, and
children must decide which area of the room represents the state of that
noun – solid, liquid or gas. In this instance they would move to the liquid
area. Then call out a verb eg. s’évaporer and children think about what
state they would now be in and move to this area of the room – le gaz.
Continue in this way.
Language Learning
Strategies
 Use context and
previous knowledge to
help understanding.
 Look and listen for
visual and aural clues.
 Pronounce/read aloud
unknown words.
©
Review:
Give pairs cut up story strips from resources (the ones which DO NOT
include the days of the week). Pairs use reading skills to order the 7
strips, relying on their knowledge of the new vocabularly this time.
Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
Story strips for
re-ordering
s’évaporer
to evaporate
se refroidir
to cool down
se condenser
to condense
une gouttelette
a droplet
fondre
to melt
un flocon de neige
a snowflake
un solide
solid
un liquide
liquid
un gaz
gas
Gaston story – cut up for children to re-order, highlighting words they know or
can work out.
C’est lundi. Gaston la goutte est dans la mer. Il fait chaud, il fait très chaud. Gaston
commence à s’évaporer. Il change en vapeur sous l’action du soleil.
C’est mardi. Il fait froid et il y a des nuages. Gaston commence à se refroidir et se
condenser. Gaston est suspendu dans l’air avec beaucoup d’autres petites
gouttelettes. Les nuages sont formés de nombreuses gouttelettes d’eau.
C’est mercredi. Il y a du vent. Les nuages commencent à bouger.
C’est jeudi. Gaston voit les montagnes. Il fait froid et il neige. Gaston pousse et il
pousse et il se transforme en flocon de neige.
C’est venderdi. Gaston tombe par terre. Il y a du soleil. Il fait chaud. Il commence
à fondre.
C’est samedi. Il fait beau. Gaston la goutte coule dans une rivière.
C’est dimanche. Gaston la goutte retourne à la mer.
Gaston story 2 (without day prompts)– cut up for children to re-order,
highlighting words they know or can work out.
Gaston la goutte est dans la mer. Il fait chaud, il fait très chaud. Gaston commence
à s’évaporer. Il change en vapeur sous l’action du soleil.
Il fait froid et il y a des nuages. Gaston commence à se refroidir et se condenser.
Gaston est suspendu dans l’air avec beaucoup d’autres petites gouttelettes. Les
nuages sont formés de nombreuses gouttelettes d’eau.
Il y a du vent. Les nuages commencent à bouger.
Gaston voit les montagnes. Il fait froid et il neige. Gaston pousse et il pousse et il
se transforme en flocon de neige.
Gaston tombe par terre. Il y a du soleil. Il fait chaud. Il commence à fondre.
Il fait beau. Gaston la goutte coule dans une rivière.
Gaston la goutte retourne à la mer.
©
Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
la vapeur
une goutte
©
Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
se refroidir
une gouttelette
©
Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
un flocon de
neige
fondre
©
Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
un solide
un solide
©
Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
un liquide
un liquide
©
Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
un gaz
un gaz
©
Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
s’évaporer
se condenser
©
Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.