KS2 Year 5 French Scheme of Work
Lessons 14-15 Topics: Introducing parts of the body, revision colour
agreement and introducing plurals for colour adjectives
Framework Learning Objectives: 05.3 listen attentively and understand
more complex phrases and sentences.
L5.2 make simple sentences and short texts
New Vocabulary
and
structures:
Le corps
la tête
les yeux (m)
les oreilles (f)
la bouche
les cheveux
les bras (m)
le nez
les jambes (f)
le dos
Qu’est-ce que c’est?
C’est
Ce sont
Qu’est-ce qui manqué?
Il a
Voici
Pronunciation:
English:
Luh cor
La tet
Lay zyh
Lez oaray
La boosh
Lay shvuh
Leh bra
Luh nay
Lay jomb
Luh doh
Kesk kuh say
Say…
Suh son
Kesk kee monk
Eel ah
Vwasee
The body
The head
The eyes
The ears
The mouth
The hair
The arms
The nose
The legs
The back
What is it?
It is…
They are
What is missing?
He has…
Here is…
Extra Resources: Early Start French ‘Salut, Ça va?’
Flashcards for parts of the body – cards should be mounted on red to
denote feminine nouns and blue for masculine nouns. Double mounted
for plurals. Red on green for feminine plural, blue on green for
masculine plural.
Smart notebooks for lessons 14 and 15
Powerpoint to revise vocabulary at the start of lesson 15.
Suggested Teaching Sequence:
Lesson 14 –oracy focus
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If schools have been following the Camden Years 3 and 4 schemes,
body parts will be a brand new topic.
Using the Smart notebook for lesson 14, slide 1, share learning
objective with the class
Using slide 3, introduce the term ‘le corps’ meaning the body.
Using either the smart notebook slides 4-12 or flash cards to
present the parts of the body using mimes (point to each
appropriate body part).
Run through repetition of all words and mimes again using different
volumes and tones of voice. Look out for children remembering
generic rules such as silent ‘s’ at the end of many words.
Draw children’s attention to ‘le, la, les’. What do they mean? (the)
Why are they colour coded red, blue and green? (fem, masc, plural)
How are they different from ‘un, une’? (the = definite article and a
= indefinite article).
N.B. children will have met the definite article before in the Year 4
scheme of work when learning about places around town and school
and when learning about hobbies and lessons.
With all the body parts on display (either flash cards or slide 13 of
the smart notebook) Teacher does a mime for one of the parts of
the body and asks the question “Qu’est-ce que c’est?” (What is it?)
Class calls out “C’est…” (It is…) followed by the name of the
corresponding part of the body or “Ce sont” (They are…) for plural
body parts.
In pairs, pupils take it in turns to replicate this activity: one of the
pupils does a mime for one of the parts of the body and their
partner states which part of the body it represents.
N.B. if children are struggling with c’est/ce sont praise correct
naming of body parts.
Using slide 14, sing a song using the new vocabulary and tune of
Head, Shoulders, Knees and Toes by simply using the part of the
body vocabulary in the order it appears below:
la tête
les yeux
les oreilles
et la bouche
les cheveux
les bras
les jambes
le dos
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et le nez
Using slide 13 or all the flash cards on display, do the sequence of
mimes for the parts of the body in the order in which they appear
on the board and miss one out before asking the key question. Class
identifies the missing mime/part of the body.
Pupils replicate this activity in pairs.
Using slide 15, consolidate whole class learning by playing “Jacques
a dit” (Simon says). When the teacher says “Jacques a dit + part of
the body, class repeat and point/touch the part of the body said.
e.g
1. Touchez les cheveux
2. Touchez les jambes
3. Touchez le dos
4. Touchez la tête
5. Touchez la bouche
6. Touchez les yeux
7. Touchez les bras
8. Touchez les oreilles
Pupils replicate this activity in pairs.
Using slides 16, 17 revise colour agreements covered in Year 5,
lessons 9-10 and 11-12.
Using slide 18, revise numbers to 12.
Using slide 19, introduce the final task. Working in pairs, pupils
describe a monster to each other that they have imagined with
different numbers of the relevant body parts in different colours.
For example, they might describe a monster with three green
heads, four yellow eyes, six blue legs etc. ‘Their partner has to
demonstrate their understanding by using coloured pencils to draw
what they hear.
The phrase ‘Il a’ (It has) is a useful sentence starter. Remind them
that colour adjectives come after the noun. e.g. ‘Il a trois têtes
vertes’ (He has three green heads.)
Slide 20 has all the relevant vocabulary in the correct order for
sentence building. The ‘s’ are in brackets as they are only needed if
describing plural body parts. They are not heard as ‘s’ on the end of
French words is generally silent. Also point out that when they give
the exact number of body parts they no longer need to use
le/la/les (the). e.g. Il a deux bouches rouges.
Plenary: Pupils show and describe their monsters to the class using
the known vocabulary “Il/Elle a….” plus the body parts and colours.
Lesson 15 – literacy focus
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Revise body parts using the PowerPoint for lesson 15 (slides 110).
In order to focus on literacy skills, use the PowerPoint (slides
11-16) to play ‘Qu’est-ce qui manque?’ (What’s missing?).
Children look carefully at Mr Men and decide which body part is
missing. Look at flash cards on display in classroom and quickly
write down missing body part on mini whiteboard. Check spelling
when answer flashes up and discuss any new or familiar phonics.
Play Chinese Whispers in groups of 6. Give child 1 a body part
written down and ask them to relay the word letter by letter.
Child 6 should write the word on their mini white board. For a
competitive element you could see which group finishes first.
Using the Smart notebook for lesson 15, split the tables/groups
of six children into two groups of 3. Give one child a blue
crayon/white board pen, another red and the third green. Using
slide 2, use the reveal tool to display body vocabulary one by
one. They are missing their articles (le, la, les). As you name the
revealed body part, the children have to decide who will write it
down based on whether it’s feminine or masculine or plural word
(the child with the red crayon will write down all the feminine
words, the child with the blue all the masculine and the child
with green all the plurals). They should add le/la/les at the
start as appropriate (the child with blue writing ‘le’ as it is
masculine, the child with red writing ‘la’ as it is feminine and the
child with green writing ‘les’ as it is plural). Children swap
boards/paper with the other three children on their table and
mark answers at the end. Reveal correct articles to help them
mark each other’s work. (Hidden under the orange ‘Were you
correct box’).
Next, using slide 3, focus on the plural body parts. See if the
children can remember whether they were they feminine or
masculine plurals? Why is it important to know before we start
writing? (need for colour adjectives to agree e.g. ‘les jambes’ is
feminine plural so if you want to describe them as green you will
need to say ‘les jambes vertes’ choosing the feminine plural
version of the colour adjective green).
In the plural most colour adjectives add an ‘s’ (except orange
and brown as they are also nouns – orange and chesnut). The
plural ‘s’ is silent and does not affect the pronunciation (see
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slide 4).
Using slide 5, return to last week’s oral activity. Model drawing
a monster and describing it but this time add a written
description underneath. Use opening phrase ‘voici’ (here is).
Draw attention to adjective/noun agreement.
Independent work: Children create a monster and describe it in
writing. They must refer to written support e.g. colour flash
cards, number flash cards, body parts flash cards or use the
worksheet provided and a print off of slide 20 from the smart
notebook to accompany lesson 14. Higher attainers could use a
French dictionary to look up alternative colours and body parts
or even some new adjectives to describe the monster! Lower
attainers should focus on knowing whether the body part is
masculine or feminine and making the colour adjective agree.
Plenary: share work and celebrate.
Follow-up and consolidation
At every opportunity new vocabulary should be practised. Once nouns
have been introduced, you could call them out as brain gym activities. You
could also use the body parts in the hall during a PE warm up, with the
verb touchez or adding in some new command verbs*.
Pupils could answer the register by naming and pointing to a body part if
your flash cards are left up on display.
*Remember, that regular verbs ending in “er” would need to end in “ez” to
become instructions used to the whole class. This spelling change does
not, however, change the sound.
http://www.tout-le-monde.co.uk/
Has a fun song that revises body parts and will give you some new
commands (not that it also includes weather and temperature)
Sample resources> Continue> Pupil> Level 1> Module 2> Chanson
The dictionary will help you translate any unknown vocabulary and give you
plural versions of all the commands. The other activities in module 2
relate to body parts as well.
Ed Emberly, Va-t’en, Grand Monstre Vert! is a lovely French story that
describes a horrible monster!