Medium Term Plan
School: Hampton Junior School
Teacher: SK
Subject: Year 3 French
Focus: To use drama to generate spontaneous interaction
Topic: Classroom talk
Aim: To develop pupils’ skills, confidence and independence when speaking
Prior learning: The children had very little previous knowledge of French. They could say and ask their name and ask and respond to the question ‘Comment ça va?
Future learning: Playground talk
Overview
Children will:
learn about school life in France and identify similarities and differences
listen and respond to everyday classroom language
read simple words aloud
perform simple communicative tasks using simple words, phrases and short sentences
take part in process drama , create their own scenario and produce a story board
KS2 Framework
Oracy
O3.1 Listen and respond to simple stories, finger rhymes and songs
O3.2 Recognise and respond to sound patterns and words
O3.3 Perform simple communicative tasks using single words, phrases and short sentences
O3.4 Listen attentively and understand instructions, everyday classroom language and praise words
Literacy
L3.1 Recognise some familiar words in written form (days of the week, action verbs: compter, chanter)
L 3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words
L3.3 Experiment with the writing of simple words
Intercultural understanding
IU 4.2 To know about aspects of everyday culture and compare them to their own
LLS : Play games and sing songs to help remember words
KAL : Recognise some basic aspects of agreement : colour adjective with nouns
Links with other subjects
Primary Framework for Literacy: Strand 4 Drama:
Use some drama strategies to explore stories and issue
© Crown copyright 2011, Department for Education
These materials have been designed to be reproduced for internal circulation, research and teaching or training purposes. They can be
reproduced for free provided that this material is acknowledged as Crown copyright, reproduced accurately and not used in a misleading
context. Adaptation of these materials for other languages is permissible, providing the original source is acknowledged.
Expectations:
At the end of this project
Most children will: understand a range of familiar spoken phrases; identify some similarities and differences between English and French schools; answer simple
questions and give basic information; recognise and read out a few familiar phrases; write or copy simple words or symbols; start to interact spontaneously while
working in role
Some children will not have made as much progress, but will be able to: understand a few familiar spoken words and phrases; identify a few similarities and
differences between English and French schools; say/repeat a few words and simple phrases; can recognise and read out a few familiar words; write or copy simple
words with support; join in process drama with the support of teacher and peers
Some children will have exceeded expectations and will also be able to: Understand the main points from a short spoken passage; identify similarities and
differences between English and French schools as well as other cultural aspects; ask and answer simple questions; understand familiar written phrases; write one or
two short sentences to a model and fill in words on a simple form; interact spontaneously while working in role
Key words
Key structures
Days of the week
On va
Clothes + school items (une robe, une jupe, un pantalon, un t-shirt, des
Faire l’appel
chaussures, un cartable)
Dessiner
School objects
Compter
Individual + whole class commands
Chanter
Vocab appropriate to scenario
Qu’est-ce que tu portes?
Numbers to 20
Je porte…
Est-ce que je peux…
Aller aux toilettes
Boire de l’eau
S’il vous plaît?
Resources:
Photos of French children at school
Video clips : French children at school: http://www.bbc.co.uk/learningzone/clips/marseille-l-cole-primaire/5710.html
Flashcards: items of clothing, days of the week, key structures: on va…, faire l’appel, Est-ce que je peux… aller aux toilettes, boire de l’eau; verbs : dessiner,
compter, chanter, je suis triste, je suis content(e)
CD: Singing French
Props: beret, scarf; items of clothing + cartable
Worksheets: Moi, à l’école, French ID card, French survey, storyboard
Powerpoint : Moi à l’école
2
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
Week 1
LO: To learn about school life in France
Success criteria: I can join in; I can say a few words and phrases
Children look at a photograph of French children at school and watch BBC video clip
Children identify similarities and differences
Practise following instructions by playing Jacques a dit
Revise numbers to 12 and introduce the verb ‘compter.’
Teacher introduce ‘process drama’ and key language on IWB (on va…, faire l’appel, compter)
Children and teacher working in role: Faire l’appel, compter jusqu’à 12.
Children assess their performance and share ideas on uniform to inform next week planning
Resource : photo, IWB flipchart
Week 2
LO To say/ repeat simple words ( clothing)
Success criteria: I can join in, I can say a few words and phrases, I can answer a
question.
Children work in role: Faire l’appel, compter jusqu’à 12 (child being the ‘teacher).
Teacher introduces key structure + words
Children play games to memorise vocabulary.
Children mime getting dressed for school. Teacher chooses good examples of mime to be
performed in front of the class. Children guess items of clothing.
Children draw their French school outfit and label items of clothing.
Introduce song, Frère Jacques and practise together, saying ‘on va chanter.’
Resources: flash cards, props, work sheet 1
Week 3
LO To listen and respond to everyday classroom language
Success criteria: I can join in, I can say a few words and phrases, I can answer a
question.
Children work in role: Faire l’appel, compter jusqu’à 12 (child being the ‘teacher)
Children recall key language through a mime game. ( Jacques a dit, getting dressed up)
Teacher introduces key structure words (chanter, compter) and numbers 11-20.
Children and teacher take part in drama
Children assess their performance and share ideas on the most frequent questions asked in the
classroom to inform next week’s planning.
Resources : flashcards, props
Lesson notes:
Introduced instructional language and talked about how children
in a French school behave. The class suggested their own ideas
after looking at photos of a French classroom. They decided they
would sit up straight, hands on the table and behave very
sensibly.
The children suggested ideas for the first drama role play
including games lessons, assembly and ICT lessons. They
decided it would be easiest to be French children in a classroom
learning maths and practising singing!
I introduced the ‘assieds-toi comme il faut’ rhyme for children to
repeat and said next week someone would try being ‘le
professeur.’
Lesson notes:
We first practised a child being ‘teacher in role’ and the class
gave them feedback. The child needed a lot of support –
reminders about the phrase that came next and actions.
However, they really enjoyed being ‘le professeur.’
I introduced names for clothing in French and the class mimed
getting ready, repeating each word. We then discussed the verb
‘chanter’ and they learnt Frère Jacques with actions.
Short drama session: The children did the register as French
children and were asked to sing a song. They also counted to 12.
Lesson notes:
Intro: Child as teacher giving instructions. I also introduced the
Violette song to add to the teacher in role drama.
We revisited numbers to 12 and discussed how French children
behave when singing in school (very sensibly!). We revisited
clothing vocab by doing a role play – children asked each other,
tu portes un pull? Oui/Non. Etc. We then reinforced vocab by
playing Jacques a dit. The children completed ‘Moi à l’école.’ We
discussed what we would do in the drama today – register,
counting and singing.
Drama: The children were in role as French children and French
teacher.
3
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
Week 4
LO Perform simple communicative tasks
Success criteria: I can join in, I can say a few words and phrases, I can answer a
question, and I can ask a question.
Children work in role: Faire l’appel, compter jusqu’à 20 (child being the ‘teacher)
Teacher introduces key language: est-ce que je peux….aller aux toilettes; boire de l’eau; s’il
vous plaît
Children play games to memorise new language using flash cards
Children and teacher plan their scenario and take part in drama
Children assess their performance and share ideas on how to make their scenario more exciting.
Teacher introduces the idea of an unexpected event. Children and teacher chose an event to
inform next week planning
Resource: props, flash cards
Half-term
Week 5
LO to take part in process drama
Success criteria: I can join in, I can say a few words and phrases, I can answer a
question, I can ask a question
Start: children practise key language and teacher introduces new language
Think: children recall main events of their scenario
Play: children and teacher work in role
Reflect: children assess progress
Plan: children and teacher plan the next step of the scenario and identify key language.
Resources: Les sept jours de la semaine, Singing French song – La semaine. Days of the week
flashcards
Week 6: 08-11-10
LO to take part in process drama
Start: children practise key language and teacher introduces new language
Think: children recall main events of their scenario
Play: children and teacher work in role
Reflect: children assess progress
Plan: children and teacher plan the next step of the scenario and identify key language
The children decided they would like to know how to ask ‘can I go
to the toilet/get a drink,’ in French.
Lesson notes:
Child in role as starter to lesson. They added the Violette song to
the drama as well as instructions to the class – on va compter or
on va chanter.
We discussed the plan for the drama – to ask questions. We
introduced and discussed flashcards for aller au toilette/boire de
l’eau. The children practised this and we chose children to hold
the cards during the drama.
We then looked at numbers 11-20 and sang 11 à 20 (singing
French CD). We played lotto to practise number skills.
Drama: The children did the register, counting to 20 and two
children held cards asking for a drink/to go to the toilet. The
teacher was very cross about this and the children enjoyed it!
The class decided they would like an unexpected visitor to come
to the class after half term.
Lesson notes:
Child in role as ‘le professeur.’ We then recapped on learning
from before half term.
We practised numbers to 20 by singing songs and then
introduced days of the week using flash cards and focusing on ‘di’
sound. The children learnt a song about the days of the week.
(Singing French CD). They completed ‘Les sept jours de la
semaine.’
We discussed plan for drama and chose children to hold question
cards.
Drama: The children’s attention was drawn to a wand in the
classroom. We suggested what it could be? Qu’est-ce que c’est?
At the end of the session we discussed what might happen next –
a wizard visits the class.
Lesson notes:
Child in role as teacher.
We discussed what we could ask the wizard – his name, age and
how he is. We could also ask him about what he is wearing. The
children practised these questions by doing a role play in pairs
and showed the class their work. We chose children to ask the
specific drink/toilet questions but I encouraged the others to ask
4
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
Resources: PowerPoint
questions spontaneously.
Drama: The children did the register, counting, singing, discussed
c’est quel jour aujourd’hui and asked to go to the toilet/have a
drink. The French teacher introduced the visitor and the children
tried to ask him questions. He also asked them questions.
Week 7
LO To take part in process drama
Start: children practise key language and teacher introduces new language
Lesson notes:
Child in role as teacher.
We looked at the vocab; aujourd’hui, hier, demain and practised
the question and answer ‘c’est quel jour aujourd’hui?’
We discussed plans for drama: Children to ask the visitor
questions.
Drama: As previous week.
Evaluation: We discussed if the children had enjoyed having a
visitor and asking questions. They said they had and could we
have another visitor next week.
Think: children recall main events of their scenario
Play: children and teacher work in role
Reflect: children assess progress
Plan: children and teacher plan the next step of the scenario and identify key language
Resources: PowerPoint
Week 8
LO To take part in process drama
Start: children practise key language and teacher introduces new language
Think: children recall main events of their scenario
Play: children and teacher work in role
Reflect: children assess progress
Plan: children and teacher plan the next step of the scenario and identify key language
Resources: PowerPoint, French survey
Lesson notes:
Child in role as teacher.
We introduced new language – Qu’est ce qu’il y a? and je suis
triste/content/contente. The children practised asking and
answering questions, miming how they were feeling. They then
completed a survey asking each other their name, age and how
they were feeling.
We discussed what the new visitor might be like. Would they
have a problem? The children did a vote and decided the visitor
would be sad as they had no friends.
Drama: We introduced our new visitor ‘Amélie,’ who said she was
sad. The children tried to ask Qu’est-ce qu’il y a – they need more
support with the question.
Evaluation: They decided they would ask Amélie if she would
like to play with them in the next lesson.
5
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
Week 9
LO To take part in process drama
Start: children practise key language and teacher introduces new language
Think: children recall main events of their scenario
Play: children and teacher work in role
Reflect: children assess progress
Plan: children and teacher plan the next step of the scenario and identify key language
Lesson notes:
Child in role as teacher.
We revisited language learnt last week and the children
completed an ID card all about them including how they were
feeling.
We introduced new language – Tu veux jouer avec moi ? Tu veux
jouer au foot ? The children practised asking each other during
role play and showed the class.
Drama: The children asked Amélie questions.
Evaluation: They decided they would ask Amélie if she was
feeling better.
Resources: PowerPoint, French ID card
Week 10
LO To create a story board
Play: children and teacher work in role
Lesson notes: Child in role as teacher. The children practised
new language during role play. We created a story board of the
scenario with Amélie and then discussed how to ask her if she is
feeling better – Tu es contente? The children practised asking
each other. Final drama: Questions with Amélie.
Evaluation: The class completed an assessment of their language
learning this term.
Reflect: children assess their overall progress
Read and write: children create their own storyboard
6
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.