Y3 French 30 minute Lesson Plans – Term 5
Medway
Lesson one
Resources/preparation: Alphabet sound file, Singing French CD
Framework
refs
L3.2
Pronounce
accurately
the most
commonly
used
characters,
letters and
letter strings.
Learning
Objective
Introduction/
Warm up
To learn the Display days of
sounds in the week and read
through taking
French
one off each
alphabet
time.
Plenary/
consolidation
Go through the #sounds of the alphabet
Say the
pausing to let the pupils repeat each one alphabet
until you are happy that they can repeat
through or play
each sound confidently.
the alphabet
Point out key features such as the French sound file from
i sounding like our e and French u being
the Medway
like our oo. (Link to days of week) Make pronunciation
sure they elongate their jaws to make the guide and ask
correct oo sound.
the pupils in
pairs to identify
Listen to track 15 of Singing French
which 7 letters
several times joining in when ready. Write end in an ‘eh’
the letters up on the board in the groups
sound.
they are sung in the song.
(b,c,d,p,t,v,w)
also point out
Ext -Sing to the tune of ‘twinkle twinkle
similarity of g
little star’.
(jjay) sound.
Activities
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES

Ask pupils to answer the register with the first letter of their name
instead of yes build this up to 2 or 3 letters during week.
Evaluation
KAL
New
Language
Imitate
sounds
accurately
ON-LINE ACTIVITIES
www.linguafun.eu click on l’alphabet > Presentation 1
Activities 1 and 2 – match sound to letter
http://www.skoldo.com/en/products/alphabet_download
s.asp
For free downloads of alphabet activities
http://people.ucls.uchicago.edu/~mzemil/6thfrench/frenc
habc.mp3 on-line alphabet song
Y3 French 30 minute Lesson Plans – Term 5
Medway
Lesson two
Resources/preparation:
Framework
refs
L3.2
Pronounce
accurately
the most
commonly
used letter
strings
letter cards, Singing French track 15
Learning
Objective
Introduction/
Warm up
To reinforce Sing track 15 from
the sounds in singing French.
the French
alphabet
Activities
Divide the class into 2 halves. Sing
the alphabet to the tune of the
American army marching song
using call and response.
e.g ABCDEFG (1) abcdefg (2)
HIJKLMN (1) hijklmn (2)
OPQRSTU (1) opqrstu (2)
VWXYZ (1) vwxyz (2)
(See on-line activities)
Plenary/
consolidation
In pairs spell
their names.
Share with class
if confident.
KAL
New
Language
Identify
specific
sounds,
phonemes
and words
Ask a child to choose a letter card
& trace a large letter in the air for
the others to guess.
Repeat this activity in small groups
using letter tiles or mini cards or in
pairs tracing the letters onto each
other’s backs.
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES
 REGISTER: answer by spelling a simple French word or their name.
 Bingo using letters
Evaluation
ON-LINE ACTIVITIES
www.linguafun.eu click on l’alphabet > Presentation 1
Activities 1 and 2 – match sound to letter
Y3 French 30 minute Lesson Plans – Term 5
Medway
Lesson three
Resources/preparation:
Framework
refs
L3.1
Understand
words
displayed
around the
classroom,
indentify and
read simple
words
L3.2
Pronounce
accurately
the most
commonly
used letter
strings
Class set of phonetic alphabet cards
Learning
Objective
To revise
French letter
sounds.
To be able to
spell simple
words in
French.
Introduction/
Warm up
Display the
#alphabet with the
sound prompts for
the whole class to
see.
Call out the name of
a pupil and get the
whole class to slowly
spell the name out,
using the alphabet
prompt. Slowly
cover up letters
(starting with letters
ending with simple
‘eh’ sound) until only
the most difficult to
remember remain.
Activities
Play ‘Hangman’ le pendu using
names or classroom vocabulary on
display. Children MUST say letter
names in French
Introduce
minuscule– small letters
majuscule– capital letters
e.g. C’est ‘a’ minuscule ou ‘a’
majuscule? This is useful for
spelling names!
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES
 As previous week + Hangman
Evaluation
Plenary/
consolidation
No plenary or
rap alphabet
using on-line
activity.
KAL
New
Language
Active
Note that
some
words
Minuscule
have a
Majuscule
capital
letter in
English but
not in
French e.g
days,
months etc
ON-LINE ACTIVITIES
www.linguafun.eu click on en Classe Activity 11 for le
pendu hangman activity with classroom objects
Y3 French 30 minute Lesson Plans – Term 5
Medway
Lesson four
Resources/preparation:
Framework
refs
O3.3 recall,
retain and
use
vocabulary
O3.4
Remember a
sequence of
spoken
words
L3.1 Identify
and read
simple words
L3.2 read
aloud a
familiar
sentence
Book - L’ours Brun Dis-moi, IWB files,
Learning
Objective
To be able to
say the names
for animals in
‘L’ours Brun
Dis-moi’
To be able to
read colours
To understand
noun adjective
word order.
Introduction/
Warm up
Revise colours using
any games/
strategies. Display
colour text cards and
read them through.
Activities
Read book several times pointing
to animals. Get pupils to join in.
Ask ‘c’est de quelle couleur’ for
each animal.
Model correct word order a few
times, ask pupils what they notice
about the order of the words.
The colour comes after the animal.
Highlight the fact that the vert is
written verte because it is une
grenouille not un grenouille.
They do not need to understand
the rule but must be clear that
verte and vert are the same word
and have the same meaning.
(To know that
some
adjectives
change if they
are put with
feminine
nouns).
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES

Give each group of pupils a name from the book e.g Les ours bruns,
les chevals bleus and dismiss them using these names.
Evaluation
Plenary/
consolidation
Read through
again getting
pupils to repeat
all animals +
colours clearly.
Leave gaps for
them to fill if
they have
picked it up
quickly.
KAL
The colour
comes
after the
noun in
French.
Some
French
adjectives
agree with
the noun
e.g une
grenouille
verte
This
makes us
sound the t
New
Language
Active
l’ours
un canard
un cheval
une
grenouille
un mouton
des
enfants
une
institutrice
violet
verte
ON-LINE ACTIVITIES
IWB files
www.linguafun.eu Click on les couleurs > 2ème partie >
presentation 2 classroom objects and colours showing
that adjective comes after the noun
Y3 French 30 minute Lesson Plans – Term 5
Medway
Lesson five
Resources/preparation:
Framework
refs
O3.1 identify
rhyming
words, join in
with story
telling
O3.4
Remember a
sequence of
spoken
words
L3.1 Identify
and read
simple words
L3.2 read
aloud a
familiar
sentence
L’ours Brun Dis-moi, IWB files, text cards, W/sheet ‘Les Animaux – L’ours Brun.
Learning
Objective
To be able to
read aloud
the names
and colours
of animals in
‘L’ours Brun
Dis-moi’
To be able to
recognise
the sound ‘oi’
Introduction/
Warm up
Display text cards
and read them
through several
times.
Activities
~Hand out text cards to pairs.
Read story through, asking pupils
to join in for the animals & colours
and order their cards.
~Make the oi sound (think moi
without the m) ask the pupils to
flash their hands open like duck
quacking every time they hear the
sound as you read the story again.
~Ask pupils to identify the rhyming
words vois moi
Write them on the board.
What can they say about the
spelling what does this tell us
about the s at the end of a word
(it’s mostly silent)
Make links to trois and mois.
Plenary/
consolidation
W/sheet activity
‘Les Animaux L’ours Brun’.
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES ON-LINE ACTIVITIES

Register – ask qu’est ce que tu vois? They should reply je vois un/une
…. . any object with a colour e.g stylo rouge, crayon bleu
Evaluation
IWB files
KAL
S at the
end of a
word is
mostly
silent in
French.
New
Language
Passive active
Qu’est ceque tu
vois?
Je vois ….
Qui
regarde
moi.
Y3 French 30 minute Lesson Plans – Term 5
Medway
Lesson six
Resources/preparation:
Framework
refs
O3.1
Join in with
story telling
L3.3
To write
simple,
familiar
words using
a model.
To write
some single
words from
memory.
Book – L’ours Brun Dis moi, IWB files, Writing frame/Cloze procedure, text cards
Learning
Objective
To be able
to create
new
sentences
using known
vocabulary.
To be able
to copy-write
accurately
colour and
animal
vocabulary.
Introduction/
Warm up
Read book
through once
together
Put up text
cards and a
writing frame on
the board and
get pupils to
suggest
different
combinations of
animals and
colours to
create a new
class version of
the book.
Activities
Ask pupils to repeat the activity in pairs.
Provide a differentiated writing frame/cloze
procedure and all vocabulary either on the
board or as text cards. They can use the
pet vocabulary from term 4 if they wish.
Plenary/
consolidation
Listen to a
sentence from
each pair.
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES ON-LINE ACTIVITIES


Use opportunities in other subjects to work to produce mini books, art,
literacy (format)
Share one or two stories in an assembly/for display
Evaluation
IWB files
KAL
New
Language
Passive
Active