KS2 French Unit 4 : Les animaux Section 1 –Pets Section 2 – Numbers to 40 Section 3 – Festivals (eg Easter) Unit 5 core vocabulary and structures As-tu un animal? Oui, j’ai … Non, je n’ai pas d’animal Je n’ai pas de chien/cheval/poisson Have you got a pet? Yes, I have … No, I haven’t got a pet I have no dog/horse/ fish un animal/des animaux un chat/des chats un chien/des chiens un oiseau/des oiseaux un cheval/des chevaux un poisson/des poissons un lapin/des lapins une souris/des souris un hamster/des hamsters Section 1: Pets A pet/some pets A cat/some cats A dog/some dogs A bird/some birds A horse/some horses A fish/some fish A rabbit/some rabbits A mouse/some mice A hamster/some hamsters Objectives to understand and answer questions about pets Activities Introduce one or two names of pets, using drawings, soft toys, flashcards, posters or on an overhead projector (OHP), allowing plenty of repetition before introducing more Bucks KS2 SoW French (Unit 4, Page 1 of 5) un cochon d’Inde/des cochons d’Inde A guinea pig/some guinea pigs un oeuf (singular) des oeufs (plural) An egg Some eggs Joyeuses Pâques Happy Easter les numéros trente-deux à quarante The numbers Thirty two to forty Outcomes give details of pets in reply to the question, eg As-tu un animal? Oui, j’ai Points to Note Presentation of new language: • Handling objects, finger puppets, toys and cards will help children to remember nouns. Introduce with a verb, eg As-tu un animal? Oui, j’ai un chien. Ask children if they have a particular pet. Play a guessing game, eg Je pense à un animal qui commence par C. Un chien? Un chat? As the children gain confidence, build in the questions Comment il s’appelle? and Il a quel âge? Allow one-word responses but encourage use of the set phrases, eg il s’appelle … .il a trois ans As pupils complete the labelling worksheet emphasise the pronunciation of oi and eau phonemes e.g. poisson, oiseau, you can then ask them to discriminate these sounds, e.g. by putting their hands up when they hear them in a list of words. Children could work in pairs or groups with animal playing cards, using games such as ‘Matching pairs’ or ‘Snap’. They score only if they pronounce the word correctly and clearly. As a reading activity, children read aloud and match short sentences about animals to the appropriate picture, eg Je m’appelle Céline. J’ai deux chats. As a listening activity, read out short statements or use suitable audio/video, asking children to identify the main points. Elicit how plurals are usually formed in English, compare to the French. Draw Bucks KS2 SoW French (Unit 4, Page 2 of 5) un chat or Non, je n’ai pas d’animal. As-tu un chien? Non, je n’ai pas de chien • pronounce words clearly and correctly • develop their response to the question, eg J’ai un chat. Elle s’appelle Mini. Elle a deux ans. • show understanding of short phrases presented in a familiar context by matching sound to print and by reading aloud • listen carefully to identify meaning and show their understanding of familiar statements • ask others if they have any pets, eg As-tu un animal? and respond appropriately develop listening skills by picking out keywords the words. • If introducing a large number of new words, introduce the different genders separately. Place the flashcards on separate parts of the board or use two colours of card to highlight the difference visually. • Vary the presentation of new words by using high and low pitch, increasing and decreasing volume, by varying the pace, and by multiple repetition of the same word. • Children may enjoy saying the words in a voice that suits the character of the animal. Practice of new language: Additional games include taking away a card which pupils have to recall, Simon says... (Jacques a dit) and bingo (Loto). • Provide extra support, if necessary, in the form of visual clues to the animals mentioned, displayed in the correct order. Survey: • The survey might be a timed activity in order to provide a challenge and ensure children complete the task in a similar time. Some children may need support when initiating conversation, others can fold over the example on the sheet. Children who are more confident can volunteer further information. • Children could use block graph attention to the irregular plurals animaux, chevaux, and remind children of the sound/spelling rule of the ‘silent final consonant’ for plurals met in unit 2. Children show understanding by picking the appropriate flashcard when the singular and plural are used together. Children take part in a survey to find out the most usual pet owned in their class. They ask and answer the question with other children. If they have a Frenchspeaking partner school, exchange information by e-mail. Use songs and/or ‘Big Books’ which refer to animals. Children listen out for keywords and respond with an action or sound. techniques to present their findings, and could produce their results using ICT. Section 2: Numbers up to 40 Objectives • to understand and use numbers to 40. Activities • Revise numbers 0-30 using techniques introduced in work in numeracy, eg number dice, number fans. • Encourage children to explain how numbers 20-30 are made up and to predict what the French will be for numbers 30-39. Encourage them to take risks as they work. Teach them quarante. • Count backwards. Say the numbers out of sequence. • Perform a ‘Mexican wave’ using numbers Bucks KS2 SoW French (Unit 4, Page 3 of 5) Outcomes • understand and use numbers 1 to 40, both in and out of sequence Points to Note Practice of new language: Children could practise using numbers and letters together to read out car number plates. If possible, use pictures of international car number plates from Frenchspeaking countries or copy them. Additional games include covering the board with numbers, getting players from 2 teams to stand with forwards and backwards, and in steps of one, two, three, four and five, starting from a random number. • Play ‘Bingo’ with numbers 20 to 40 to give practice in listening and understanding. • Reinforce number patterns in French, using techniques from children’s work in numeracy. • Do times tables in French at a level suited to the class, eg une fois quatre fait quatre; deux fois quatre font huit. For written practice, two differentiated worksheets are provided. • Sing a song that incorporates numbers. Section 3: How others celebrate festivals Bucks KS2 SoW French (Unit 4, Page 4 of 5) their backs to the board, then saying one of the numbers and giving a point to the first person to touch the correct number. You could also play fizz buzz in French, or get pupils to work in pairs, writing a number on one another’s back for their partner to guess. Objectives how others celebrate festivals Activities Discuss ways in which festivals are celebrated in different countries, eg Easter, if using this unit at that time of year. Children could consider the differences and similarities between festivals, eg common features would include food and drink, family get-together, closure of businesses, religious traditions. Encourage children to exchange greetings cards with their French-speaking partner school, card to colour in available. Teach seasonal greetings using visuals or objects. End of unit activity Children create a wall display featuring the different animals they have come across in French. They write a profile in French of an animal, including details like name, age, where they live, what they eat and other family members. They label the colours of the animal. Children could use ICT to create their display work. Bucks KS2 SoW French (Unit 4, Page 5 of 5) Outcomes • consider their own culture and compare it with others • work with English language materials to research other countries and cultures • use the foreign language for real purposes Points to Note • Festivals taking place at springtime include Passover, Easter, Holi, Mardi Gras. Children could research the celebration of festivals in other countries using appropriate books or CD-ROMs. • Children could use ICT to produce their greetings cards. They select and import appropriate images and combine them with text. They use skills of centring, aligning and resizing graphics. Some will choose effects to match their purpose, ensuring that the text and graphics complement each other. • If children use ICT to produce the card, they may be able to send their greetings by e-mail. This activity helps reinforce work in art, ICT and music.