KS2 Year 3 French Scheme of Work
Lessons 11-12 Quel âge as-tu?
Framework Objectives: O3.4 Listen attentively and understand
instructions, everyday classroom languages and praise words
L3.2 Make links between some phonemes, rhymes and spellings, and read
aloud familiar words
Vocabulary and
structures:
Quel âge as-tu?
Pronunciation:
English:
Kell arj a too
How old are you?
J’ai … ans
J’ai un an
J’ai deux ans
J’ai trois ans
J’ai quatre ans
J’ai cinq ans
J’ai six ans
J’ai sept ans
J’ai huit ans
J’ai neuf ans
J’ai dix ans
J’ai onze ans
J’ai douze ans
(revisit numbers 1-12)
Jay
Jay
Jay
Jay
Jay
Jay
Jay
Jay
Jay
Jay
Jay
Jay
Jay
I
I
I
I
I
I
I
I
I
I
I
I
I
… onn
un-onn
ders-onn
trwaz-onn
cat-ronn
sank onn
seez-onn
sett-onn
weet-onn
nurf-onn
deez-onn
onz-onn
dooz-onn
Resources: Early Start French “ Salut, ça va?”
Early Start DVD
Teddy or doll
www.bbc.co.uk
Powerpoint Lessons 11-12
Worksheet Lessons 11-12
am
am
am
am
am
am
am
am
am
am
am
am
am
… years old
one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
Suggested Teaching Sequence:
Lesson 11- oracy focus
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Share learning intention with the class
Play find the flashcard game to recap numbers from 1 to 12: one
child leaves the room and the rest of the class stand in a circle
with their hands behind their backs. One of these children has
a flashcards hidden behind their back. The child outside reenters the classroom and walks around the circle trying to find
the flashcard. As s/he approach each child in the circle in turn,
the rest of the group chant the numbers from 1 –12 in sequence,
raising or lowering their voices as the child gets closer or
further away from the flashcard.
Draw a birthday cake with 2 candles on the board. Teacher says
“J’ai deux ans”. Pupils echo the phrase. Add another candle and
say “J’ai trois ans”. Repeat for “J’ai quatre ans”. Allow pupils to
practise in pairs and to predict/discuss how to formulate this
sentence using remaining numbers to twelve and feedback. Show
how the sentence changes for “J’ai un an”.
Introduce the key question (see above) and repeat in different
voices and volumes. Pass the sentence around the circle, so that
each child in the circle says one of the words in the question.
In table groups, give each child a flashcard featuring a number
between 1–12. Nominate a leader on each table who will pose the
key question to each child in their group and listen to their
response, checking that each answer corresponds to the number
on the respective cards.
Play musical ages. Everyone moves around the room with French
music or tunes from the Early Start CD playing in the
background. When the music stops, the pupils turn to the
nearest person and ask each other their ages. Children can
choose their own age and the questioner has to demonstrate
understanding by repeating the answer s/he has heard back in
English. As the class gains confidence, the conversations could
be extended. Pupils now greet each other and swap names.
Plenary: watch DVD for reinforcement.
Lesson 12 – literacy focus
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Remind class of learning intention.
Ask pupils to invent a character name and to work with a partner to
greet each other and find out each other’s names and ages. Pupils
circulate and move on to work with a different partner each time
the teacher rings a bell/strikes a gong.
Each child creates his/her own Lotto/bingo card with six numbers
between 1-12 in the numeric form (not written form). Teacher
randomly calls out a number word and children have to write that
number in written form under the corresponding number (if they
have it) on their lotto card. As soon as someone cries “lotto”,
children have to check with their partner to see whether they have
written down numbers/spellings correctly.
In pairs pupils share a mini whiteboard. Using the key question as
the first phrase that they will practise reading aloud and writing,
pupils take it in turns to read aloud and then write one word at a
time on their board, by passing it back and forth between each
other and copying down spellings from the model at the front of
the class. For example, child 1 writes “Quel” on his/her board and
passes the board to his/her partner. Child 2 then writes the next
word in the question, “âge“ before handing it back to Child 1 so
that he/she can write the next word « as » and so on until they
complete the phrase. They then repeat this but the child who came
second last time, begins to write the first word.
Repeat this activity for the various responses (each of the twelve
possibilities).
Repeat again but by writing alternative letters in a selection of the
key phrases.
Plenary: Can the children guess which phrase you have written up on
the board with letters missing? For example, display the phrase
“Jai quatre ans” with a few or all of the letters missing and blank
spaces to replace the missing letters- can they remember the
spellings and read the words aloud?
Notes on activities and resources:
 You can hand out pretend ages and names cards to children
Follow-up and consolidation
When the register is called pupils could answer by saying what their age
is.