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