KS2 – Year 3 Term 1 Resource Pack for Teaching MFL Recommended Reads & Resources CILT Young Pathfinder Series (www.cilt.co.uk) Collins French Starter Pack (www.collinseducation.com) Joyeux Noel (Christmas stories/songs and activities in French) La Jolie Ronde (www.lajolieronde.co.uk) LCP Language Games Pack (www.lcpuk.co.uk) Mini flash cards – Language Games MLG Publishing (0208 567 1076) Mi Album/Mon album a moi (http://4learning.co.uk) Ecole Alouette French book one and two skoldo (01843 843447/ingo @ skoldo.com) Fetes et festivals Merryman Primary Resources (www.merryman.co.uk) Learning Starts in French/Spanish (www.learningstart.co.uk) 2 Useful Websites nacell.org.uk cilt.org.uk primaryresources.co.uk/mfl bbc.co.uk/schools.primaryspanish standards.dfes.gov.uk/schemes./primary-mfl puzzlemaker.com momes.net Quia.com/web Lespetitesmains.com 4learning.co.uk 3 Year 3 – Year 6 Long Term Plan Using the QCA scheme of work as a basis. Year 3 - Term 1 Term 2 Term 3 Units 1 Units 2 Units 3 Year 4 - Term 1 Term 2 Term 3 Units 4 Units 5 Units 6 Year 5 - Term 1 Term 2 Term 3 Units 7 Units 8 Units 9 Year 6 - Term 1 Term 2 Term 3 Units 10 Units 11 Units 12 4 Term 1 – Year 3 Week Topic/Unit 1 Cultural Understanding and Introduction 2 Classroom Instructions 3 Greetings 4 My name is 5 Numbers 1 – 6 6 Numbers 1 – 12 7 Recap Week 8 Alphabet and sounds 9 Alphabet and sounds 10 Classroom objects – In my schoolbag 11 Classroom objects – In class 12 Cultural awareness – Winter Festivities ICT Session 5 Term 2 – Year 3 Week Topic/Unit 1 Recap of term 1’s work 2 Numbers 13 – 21 3 Ages 4 Days of week 5 Days of week + Happy Birthday 6 Recap week 7 Weather 8 Weather 9 Where you live? + Nationality 10 Identity Cards + talking about myself and others 11 Classroom Objects and plurals 12 ICT session and Cultural Understanding – Spring festivals 6 Term 3 – Year 3 Week Topic/Unit 1 Refresher Week 2 Family Members 3 Talking about family 4 Numbers 22 – 31 5 Months Jan – June 6 Months July – Dec 7 Dates and Birthdays 8 Refresher Week 9 Colour 10 Expressing Preference 11 Expressing Preference 12 CT/Year Refresher Session 7 Term 1 – Year 3 Week 1 Cultural Understanding This session provides the context for learning the language and pupils will learn and be encouraged to learn more about the country and other countries where foreign language is spoken. Start with a general conversation about Country. Show pictures Activities could include; Pupils could be encouraged to bring in any material relating to country (pictures/postcards/photos/souvenirs) to make a display about country. Or research could be done on internet during lesson. labelling a map Guessing country from picture clues Multiple-choice questions to further knowledge about Country. Answers on cards – pupils work in groups to show correct answer when a question is given. Resources Map of Country. Photos of famous landmarks/people. Holiday brochures about Country. Information from tourists office/embassy of Country. A fairy story/famous story of the TL Country could be read to class. 8 Term 1 – Year 3 Week 2 Classroom Instructions Pupils will learn to understand and respond to classroom instructions. All the language can be used in future lessons. Possible Language Quiet Sit down Repeat could be Put up your head Listen } An appropriate mime or hand signal could be added Students can be introduced to the vocab by repetition and miming. When students seem to have grasped the phrases some games can be played. For example Simon says (students only copy action if you say Simon says) or they have to guess from lip reading which command you are saying. Students can then be introduced to the written commands on flashcards and flashcard games can be played. For further consideration students could make signs for the classroom wall or do a matching worksheet or play hangman. Resources Flashcards of written instructions. 9 Term 1 – Year 3 Week 3 Greetings In this session pupils will learn to say hello and goodbye ask how others are, reply and say please and thank you. Possible Language Hello Goodbye Good morning Good day Good night See you soon Bye How are you? Good Fine OK Not so well Bad Thank you Please Phrases can be introduced with mime, flashcards of words or representative pictures (eg a moon for Goodnight). Pupils should be encouraged to repeat phrases lots of times and whenever possible outside lesson. Pupils could be encouraged to devise a small roleplay* where they greet each other, ask how they are and say Goodbye. They could perform this at front of class.*In pairs Learning could be reinforced by a song or rap. Point out any cultural differences eg French people greet each other by kissing on cheeks, Germans shake hands. Encourage students to answer register with Hello/Good day. Play the game ‘Nine’ – a student comes to front and stands with back back to class. Another student in a silly voice is chosen to say ‘Good day’. The student at front must guess who it is by saying ‘Hello X’. If they are right they win, if wrong student X wins and comes to front. Future lessons can always be started by asking some children how they are and then asking why. They enjoy learning some common reasons in the TL eg because I’m hungry, we lost at football, we won at football, its my birthday. 10 Term 1 – Year 3 Week 4 My name is …… In this session pupils will learn how to say their name and ask others their name. They many enjoy being given a traditional name of the Country about which they are learning which could be used in each subsequent lesson. Possible Language My name is …… I am …… Who is this? This is ……? What is your name? And you? Teacher could introduce him/herself and hold up pictures of famous people – pretending to be them. Encourage students to volunteer to give their name once they are confident. Try some class repetition. Let them listen to a recording of people greeting each other and giving their names (it could be made using other teachers in school or recordings of pupils from other previous years, if native speakers cannot be found). Hold up pictures of famous people/or give cards to students and ask ‘What is your name?’ – They answer the name of person on the card – Encourage students to use and repeat the question. Go around the class (when they’re all standing). The first student has to give his name and ask someone else their name, then he can sit and so on. To give the game a competitive edge, time the whole class. In future attempts they can try and beat this time or compete against another class. Students could make/use finger puppets to create longer role plays now which incorporate asking for names or could include several characters. For display students could draw cartoons of 2 characters meeting and greeting each other in the TL – Before this is attempted a worksheet practising the writing and reading of the vocabulary should be worked through. The worksheet could consist of matching TL phrases to English, anagrams, gap fill activities or re-ordering a conversation. Game: Find your partner. Each pupil is given a secret identity (which is half of a famous pair) someone else has their partner. Using only TL they must find their partner and sit down. Students have to go around class asking names and giving theirs. Possible pairs: Charles/Camilla Victoria/David Beckham Game: Play the game ‘Nine’ again. 11 Sooty/Sweep Mickey/Minnie etc This time using a fake name. Child with back to the class asks ‘whats your name?’. Child X replies ‘I am call Y’. Child at front should say ‘No, you are called X.’ 12 Term 1 – Year 3 Week 5 – Numbers 1 – 6 In this session, pupils will learn how to count up to 6 and will be able to recognise numbers when they hear them or see them spelt. Resources needed: cards with numbers and words, dice, bingo cards or mini whiteboards, number fans. 1. Introduce the numbers one by one 1 – 3 and make pupils repeat the words = All class/individual pupils – you can use different tones of voice or whisper the words to make it more interesting. 2. Show a number card to the pupils who will have to put their hand up and give the right answer. 3. Play the guessing game: Hide the cards behind your back and the pupils need to guess which one you have. 4. Introduce numbers 4 – 6 the same way you did 1 – 3 with lots of repetitions – you can use the same game (guessing game) to practise these numbers. 5. Once the pupils are familiar with 4, 5 6 you need to revise all the numbers again 1 – 6. Show a card and ask the pupils: - is it 4 yes or no? is it 4 or is it 3? What number is it? 6. Roll a dice and pupils guess the number, they can also do this in pairs. 7. Guess the number – Give clue “higher” “lower”. 8. Bingo – you can have ready made cards or you can ask the pupils to write 4 numbers on a piece of paper or on a mini whiteboard. 9. Show me – Pupils have cards with numbers – ask the pupils to show you a particular number. Pupils will have to hold and show you the correct number. 10. Introduce the written words – (this can be done at an earlier stage in the lesson). Show the cards with the words and say the word – Pupils should focus on the spellings. 11. Match up digits and words – put the cards with numbers 1 – 6 on the board. Give at random word cards. Call a number – The pupil who has the matching word card can stick it by the number card on the board and says the word. 12. Pelmanism in groups of 4 or pairs. 13 Term 1 – Year 3 Week 6 – Numbers 7 – 12 In these sessions, pupils will learn to count up to 12. 1. Start the lesson by revising the numbers from 1 – 6. Count with the pupils, show a card and guess, show a word and say the number, lip reading, show me, put the words in the correct order starting with the smallest one. 2. Introduce numbers 7 to 9 as previously – repetitions, guessing game, silly voices….. 3. Do the same for 10 – 12 then practise all the numbers 7 – 12. Show the word cards as in previous lesson. 4. You can use the same game as in the previous lesson. 5. Mexican Waves – pupils are in a circle say a number each and stand up at the same time then sit down – If they do this quickly it will form a Mexican Wave. To make the activity fun you can decide what tone of voice they have to use to say the numbers (tired, angry, happy, sad, slowly, fast …). Alternative: clap in your hands and the wave will have to change way (backward/forward). 6. Once the pupils are familiar with numbers 7 to 12 you can play games with all the numbers 1 – 12. You might need to have some type of visual support on the board. 7. OXO – Choose 9 numbers or ask the pupils to choose them and write them in your OXO grid – Organise the class into 2 teams O, X – In turn the teams choose a number and try to get 3 O or X in a row. 8. Fruit salad (circle game) (Refer to activity file). 9. Slamming/Wackattack – All the numbers (1 – 12) are on the board spread out – organise 2 teams – 1 pupil from each time stand in front of the board. Call a number – the first pupil who touches the correct number gets a point for his/her team. 10. Dominoes – (in pairs or small groups) 11. 8 Six 6 Onze 11 trois Sums:- Call out some sums, pupils write the answer on mini whiteboards and show you eg six add two? Pupils write 8 on their board. 14 12. Song or Poem with numbers: you can create your own song or use on existing one. 13. Plenary: Show the cards and ask pupils to say the number. Who can count up to …..? Who can sing the song? 15 Term 1 – Year 3 Week 7 Recap Week (Ideally placed after a half term holiday) In this session students will revisit and consolidate their knowledge of TL Country and language so far. Session could start with discussion about country/countries what has been learnt, did students find out anything new during the holiday. Recap week 2 with a game of Simon says. See if students can spell the words (using English alphabet – this will start preparing way for next 2 weeks) or play Hangman. Recap any songs learnt during past half term. Tables or groups could prepare and perform them in a Eurovision style song contest. Teacher/Students could devise a board game to practise language like snakes and ladders with squares that require you to give language/answer questions in TL. Or questions could be a separate cards. Class team game of blockbusters b gn hay b = bye gn = goodnight hay = how are you? 16 Etc Term 1 – Year 3 Week 8 – Alphabet In this session, the pupils will learn how to say the alphabet in the foreign language and how to spell familiar or unfamiliar words. Resources Alphabet on the board or OHP. Individual letters Song Picture dictionaries Mini whiteboard 1. If you teach Spanish, you can ask the children to tell you what letters do not exist in the English alphabet. They should have seen these letters in previous lessons (greetings (ch), n espanol, ll llamas….). 2. You can start by asking the pupils to guess what sound is for each letter then say the letter and they can repeat. (Have the alphabet on the board or on an OHP). Do lots of repetitions – pupils can volunteer to say one letter or a whole line or the whole alphabet. 3. Say one line of the alphabet and miss out some letters – The children can tell you which letters you forgot to say. 4. Say the alphabet forward/backwards, clapping in your hands each time you want the direction to change. To help the children remember how to say the letters you can have the phonetics under each letter eg A: ah B: bay 5. Song: you can create your own alphabet song or use an existing one. 6. Picture alphabet = pupils can use picture dictionaries and can create their own picture alphabet – for each letter they find a word and draw a picture. 7. Put words in alphabetical order. 8. Spell out words (familiar or unfamiliar/in the language learnt or English words) pupils write the words on mini whiteboards. Spell out their names. 9. Hangman. 10. Pupils trace letters in the air for others to guess. 11. Plenary: who can say the alphabet/line 1. Who can spell his/her name. Who can spell ….. word. 17 Term 1 – Year 3 Week 9 – Alphabet and Sounds In this session pupils will learn about how sounds are represented in writing – they will focus on particular sounds or letters (eg silent letters in French). Resources – word cards, a song, a story or poem. 1. Start the lesson by revising the alphabet and spelling of names and other words. 2. In pairs, children can group words with similar sounds (words printed on cards). 3. Read a poem or story or play a song – The children put their hands up or pass a toy around every time they hear a particular sound. 4. Practise tongue twisters. 5. Learn a poem or song. 6. Make lists of words with some sounds and use them for display (add pictures to illustrate). 7. Read a poem/story or play a song – the children have a list of words in front of them. They need to tick or circle the words they hear. 8. Plenary = who can say the poem? Tongue twister? Who can read the words on the list? 18 Term 1 – Year 3 Week 10 Classroom Objects In this session students will learn the names of items in their school bag. Possible Language Pencil Case Pen Pencil Sharpener Book Bag Calculator Ruler Rubber I have I have (not) }Resources needed Language can be introduced by using real objects. Teacher holds them up and class repeat after teacher. Box knocking game – put all the items in a big box. Pick one up and tap it on inside of box. Students have to guess which item it was. Winner can come to front and choose next item. Kims game – can be played in 2 teams with OHT pictures and a set amount of time (eg 20 secs) given to name the missing items). Listening activity : Teacher describes what is in their school bag and can introduce plurals. Pupils draw what they hear eg schoolbag could contain: 1 pencil case, 2 pens and a rubber. Memory game: in my schoolbag I have a pencil. Person 2 - in my school bag I have a pencil, and a pen and so on. Students should be made aware that in other languages feminine and masculine (and neuter) forms exist. This could probably just be explained. Yes/no – Show item and say ‘ Is this a rubber?’ If it is they say yes, if not ‘no’ – get a student to tell you correct answer. Pass the parcel – play music and gradually pass out more and more items, when music stops any student holding an item must stand and tell class what they have eg I have the ruler. Introduce idea of I have/I have not by holding items and repeating I have the pen. I (don’t) have the ruler. See if students can also make sentences. Beetle drive: Each student gathers six items from this (school bag!). Sessions vocab and puts it in the centre of the table*. They throw a dice, when they throw a 1, they may take their item out of box 1. The first to get all 6 items back * on a number square like so shouts ‘school bag’. 19 1 4 2 5 3 6 - A 3 sheet Guess and touch – put all the items in a bag and students have to feel item and name it. They then pull it out of bag to see if they were night. 20 Term 1 – Year 3 Week 11 Classroom Objects In this session students will learn the names of items in the classroom. Possible language Window Door Bin Computer Boy Girl Teacher Board Table Chair Chewing Gum Items can be introduced by picture flashcards – lots of repetition and flashcard games (guess the flash, true/false). Charades – students come up and mime the words. If it is too easy the class can be limited to just 3 guesses or the mimer can be limited to just using his arm(s) leg(s) face – (can be funny when they try to do this). Introduce the written word – see if they can guess from written word which object it is (this exercise can include objects from last week). Challenge students to stand up and name 4 random items, gradually build up to all the items. Wipeout – show flashcard and whoever guesses it correctly comes to the front and holds the flashcard (picture hidden). Once all the flashcards are gone and there is a line of students at front of class, see if any of the remaining students can remember who is holding which card. This could be played in teams, going back and forth. Students create labels for items in the classroom and the objects can all be labelled for future reference. 21 Term 1 – Year 3 Week 12 Cultural Understanding – Winter festivals In this session students will learn about what festival is celebrated in the TL Country and how they celebrate. They will also learn about any traditional stories and local customs. Possible language Happy Christmas Happy New Year Father Christmas Baby King Stable Star Angel Snow Tree Students could research an internet about Christmas in TL Country and compare differences with Britain. Students could make TL Christmas/New Year cards (to send a partner school in TL Country). They could follow TL instructions to produce card. Learn a familiar English carol in the TL. Colour in a picture of nativity scene and label in TL. Hear a traditional story (in English or bilingually). Learn finger rhymes. Perform a simplified version of nativity story in TL. Taste some traditional xmas foods from TL (eg Lebkucken in Germany). 22 Activity File Index of Games 1. Memory Games 2. Hangman 3. Fruit Salad 4. OXO (noughts and crosses) 5. Wackattack (slamming) 6. Bingo 7. Pairs 8. Heads down, thumbs up 9. Flashcard Games Hold up Guess the flash Beat the teacher Wipeout 10. OHP Game Hungry cat Keyhole Kims Game Generation Game 11. Mexican Wave 12. Lamb darts 13. Nine 14. Lipreading 15. Mime 16. Twelve 17. Forbidden Numbers 23 Games Ideas to aid motivation in any topic 1. Memory Game How to play: The teacher says one word relating to the topic, pupil one repeats teachers word and adds another, pupil two repeats the previous two and adds one more can be done in teams to see which group has most words. Eg Topic Teacher Pupil one Pupil two - animals - chien - chien, chat - chien, chat, lapin 2. Hangman As in English : _____ chi en 3. Fruit Salad How to play; when topic has been presented, arrange pupils on chairs in a circle – one pupil stands in the centre. Each pupil has a word relating to the topic – the teacher chooses a word. Then those with that word change places whilst the pupil in the centre attempts to ‘steal’ a place. Eg. Colours red white blue X blue white red 4. Os and Xs Variations each square has the word in English – pupils translate – or/and change – TL/Eng. To gain a O or X, the teacher asks the questions. 5. Wackattack Flashcards of the topic are on the board, two pupils stand in front, teacher says one of the words in TL. Winner is first to touch flash card. 6. Bingo Can be numbers of words. 7. Pairs 24 Simple card game. Pelmanism – drawings or words to match up. 8. Heads down, thumbs up 5 people at front represent 5 pieces of vocabulary, rest of class put heads down, thumbs up. The 5 people go into class and squeeze 5 sets of thumbs. If touched have to say correct person and item of vocab – but not name rather the flashcard they are holding. 9. Flashcard Games for Presenting Vocab Hold flashcards to your chest, so no-one can see top card. Pupils have to guess top card. Winner comes up and chooses a card. Guess the flash – Hold flashcards to your chest, so no-one can see top card. Pupils have to guess top card. Winner comes up and chooses a card. Beat the teacher – Hold pile of flashcards to chest again – this time neither teacher or pupil knows what top card is. Pupils guess a card, if they are correct they win, if they’re wrong teacher wins. Wipeout – Hold up flashcard, whoever says is correctly stands in front with card hiding it from view. Keep going two pile of flashcards until there is a row of pupils at front of class with hidden cards. Split rest of class into teams to try and name as many people plus the correct items of vocab as they can. 10. OHP Games Pictures of the items of vocab should be produced an OH Transparency. Hungry Cat – Have the items all piled up on the top of a cat outline. All the students can see is a cat outline. Gradually reveal bits of pictures – how soon can students guess the vocab. Keyhole – Have a couple of pieces of card/paper with different shaped holes (getting gradually larger). Start with smallest and put it over the OHT. Can students guess the picture? If not move on to the next biggest hole? And so on. Can be played in teams with different point values for the different sized holes. Kims Game – Put half the items on the OHT. Keep others in your hand. Once the light has been switched on students have a certain amount of time to name the items in your hand. Can be played in team. One point for each item named (can also be played with flashcards). Generation Game - Draw items of vocab onto strip of OHT. This is then pulled across the screen in the form of the conveyer belt and prizes on the generation game. Without making notes, pupils have to name which items they saw on the ‘conveyer belt’. 25 11. Mexican Wave (To practise pronunciation of new words). Pupils are sitting on chairs in a circle – on the board, the words to practise are in a certain order. In turns, the pupils will have to stand up and say a word from the board following the order. As soon as they have said their word, they can sit down. If the pupils do this rapidly they create a ‘Mexican Wave’. To make is more fun you can ask them to use a certain tone; eg angry, happy, tired, shy…. You can also clap in your hands everytime you want the wave to change direction. 12. Lamb Darts On the board place pictures of the words learnt in the lesson. Organise 2 teams – in turns, a child from each team comes to the front of the room leaving about 1 metre or more between him/her and the board. The child uses a fluffy toy (a lamb) as a dart and aims at one of the pictures on the board. The team gets 1 point if the word is said properly, 1 pint if the right picture is hit. You can give additional points if the pupil says the word with a funny voice or is wearing a wig or hat etc. 13. Nine 1 pupil stands at the front of the classroom facing the board/wall. 1 pupil in the class says a word with a funny voice (number, greeting ….). The pupil standing at the front turns round and guesses who has said the word. 14. Lip Reading Pupils have to read your lips and guess the word you have whispered. You can ask a pupil to do it as well. Pupils can also do it in pairs or small groups. 15. Mime Teacher versus the class or pupil versus the class. Pupils guess the words or phrases mimed by the teacher or pupil. You can give a time limit (eg guess as many ass possible in 30 seconds). You can organise 2 teams. 16. Twelve All students stand. Each student can say in TL up to 3 numbers eg 1, 12 or 123. Then the next student follows on the sequence, also allowed to say a maximum of 32 numbers. Number 12 must sit down. The winner is the last man standing. Game becomes very strategic as pupils try to bet their friends out and stay in the game. 17. Forbidden Numbers 26 This is an alternative to the previous game twelve. All students stand, each student can say 1 or 2 numbers. You can choose your forbidden numbers. If you count up to 12 the forbidden numbers could be 4,8, 12. Numbers 4,8,12 sit down – again the winner is the last pupil standing. 27