Y4 French 30 minute Lesson Plans – Term 6
Medway
Lesson one
Resources/preparation: Days of Week flashcards, days of the week mini flash cards, IWB, Singing French CD.
Framework
refs
04.2 listen for
specific words
and phrases
04.4 ask and
answer
questions on
several topics
L4.3 read
some familiar
words and
phrases aloud
and
pronounce
them
accurately
Learning
Objective
To revise days
of the week
To ask and
answer
questions about
days of the week
Introduction/
Warm up
Pupils perform action
in response to teacher
saying day:
Eg lundi – hands in lap
mardi – hands on
shoulders
mercredi – hands on
earlobes
jeudi – hands on nose
vendredi – hands on
head
samedi – hands in air
dimanche – jump up
Plenary/
consolidation
Copy days of week cut the words
Teacher hold up
Lu-ndi, ma-rdi , mer-credi, jeu-di, venflashcard
dredi, sa-medi, di-manche and jumble on
C’est quel jour
the board (IWB or flashcard resource).
aujourd’hui?
Class sing to CD while pairs sort the
Then ask
words, timed challenge.
Et hier
Give each child a card with the day written (yesterday)
on it, T calls out day, pupils holding card
demain
stand up, - who can be first?
(tomorrow)?
Activities
Whisper chain – redistribute word cards to
pupils. Children walk round room
whispering their day and form a chain with
other pupils who have the same day.
Silent h in
hier
Days of the
week do not
have capital
letter in
French
New
Language
hier
demain
Use
question
forms
Ask
C’est quel jour aujourd’hui? (what day is it
today?)
Aujourd’hui, c’est? (today it is)
Children to circulate asking the question,
partner responds with their day.
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES
 Each morning/afternoon perform rhyme changing day as
appropriate
 Lundi matin, bonjour, ça va ? (shake hands) Lundi soir, au revoir !
(wave)
Evaluation
KAL
ICT Links
www.linguafun.eu Click on les jours de la semaine play hangman
activity
IWB activity – days of the week
Ppt les jours de la semaine
Activity – ‘Quel jour somme nous ?’
http://www.eduweb.vic.gov.au/languagesonline/french/sect26/index
.htm
Y4 French 30 minute Lesson Plans – Term 6
Medway
Lesson two
Resources/preparation:
Framework
refs
04.2 listen
for specific
words and
phrases
flashcards of food (inc. fruit and ice creams) , Singing French CD
Learning
Objective
To revise food
vocabulary
To write simple
phrases using
L4.4 write
a model and
simple words some words
and phrases from memory.
using a
model and
some words
from memory
Introduction/
Warm up
Activities
Practise playing ‘pingpong’ with key words.
Teacher calls word
aloud, children say it
back in pairs, say
different word every 10
sec.
All listen to song track 29
‘J’ai soif, j’ai faim’.
Identify any words they recognise.
Learn the song.
Invite four children to select a
different ice cream flavour for new
version of verse one.
Make a rhyme using
names of food items
Eg
Chocolat, chocolat,
Un, deux, trois,
Chocolat, chocolat,
Poire, poire, poire.
In pairs/groups or as a whole class
compose new versions of verses 2
and 4.
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES
 Ask ‘as-tu soif?’ when children ask for drink, ‘as-tu faim?’ before lunch
Children respond with ‘Oui, j’ai faim, j’ai soif, etc

Evaluation
Plenary/
consolidation
Sing new
versions
With the backing
track.
KAL
j’ai can
mean
‘I am’ in
some
contexts.
E.g j’ai
cinq ans
(I am five
years old)
New
Language
J’ai soif (I’m
thirsty)
J’ai faim (I’m
hungry)
J’ai chaud
(I’m hot)
J’ai froid
(I’m cold)
ICT Links
www.linguafun.eu Click on au café for activities revising
food and drink
Y4 French 30 minute Lesson Plans – Term 6
Medway
Lesson three
Resources/preparation: Story ‘La chenille qui fait des trous’, Food flashcards
Framework
refs
04.2 listen
for specific
words and
phrases
IU4.3
compare
traditional
stories
Learning
Objective
Use physical
response to
show
recognition of
specific words
and phrases.
Introduction/
Warm up
Use repetition
techniques with
flashcards of food
items from ‘La
chenille.’
Play pass the parcel
with a text card,
when music stops
child with the text
places it next to the
correct flashcard on
the board.
Activities
Using book ‘La chenille’ read the
story in full. Avoid providing
translations in English during first
reading.
Allow children to see pictures and
enjoy hearing language at text
level.
Encourage children to chorus
repeated phrases:
‘Elle croque dans…’
‘Mais elle a encore faim’
Read again, children to rub
tummies for ‘elle a encore faim’.
Pause before food items, can they
guess?
Add actions for caterpillar, small,
cocoon, big and butterfly.
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES

Evaluation
up
Plenary/
consolidation
Discuss new
words
KAL
New
Language
Une
Prune
La chenille
ICT Links
www.linguafun.eu click on les fruits for activities revising
fruits
Y4 French 30 minute Lesson Plans – Term 6
Medway
Lesson four
Resources/preparation:
sentences from ‘la chenille’, Story book.
Framework
refs
Learning
Objective
L4.2 follow a Follow a short
short familiar familiar
text, listening Text, listening
and reading at and reading at
the same time the same time.
L4.3 read
some familiar
words and
phrases aloud
and
pronounce
them
accurately
IU4.3
compare
traditional
stories
Compare
English and
French version
of a familiar
story.
Introduction/
Warm up
Reread the story and
teach mime actions.
Elle se lève (get up)
Elle part (fingers
walking)
Elle croque (biting
action with hand)
Elle a faim (rub
tummy)
Elle est devenue
grosse et grasse
(puff cheeks and
hunch shoulders)
Elle est devenue un
superb papillon
(butterfly wings)
Activities
Distribute amongst the children
individual sentences on card
from the story. On hearing the
text, children read their
sentences and listen carefully
for them.
Take six sentences from the text
cut up into individual words –
place around the room .
In groups children sort the
jumbled words into the correct
order.
Clap three times, groups jumble
text and move on to next
sentence.
(support – sentences on board
at first, gradually withdraw the
support)
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES
ICT Links

Evaluation
Plenary/
consolidation
Re read the
story children
predicting the
text.
Compare with
the English
version.
KAL
Elle se lève
Reflexive
verb
(she gets
herself up)
New
Language
Elle se
lève
Elle part
Elle croque
Elle est
devenue
grosse et
grasse
Elle est
devenue
un superb
papillon
Y4 French 30 minute Lesson Plans – Term 6
Medway
Lesson five
Resources/preparation: Food flash cards, music.
Framework
refs
04.4 ask and
answer
questions on
several
topics
Learning
Objective
To be able to
say whether
food is good or
bad for you.
Introduction/
Warm up
Introduce idea of
healthy eating. Can
ch. Suggest (in
English) any
foods/drinks they
know are good/bad
for you?
Can ch. Remember
any of the French
words.
Plenary/
consolidation
T. introduce ‘c’est bon pour la Play pass the
santé/c’est mauvais pour la
parcel with food
santé’ using thumbs up/down
cards in a bag
signals.
When the music
Agree new actions with ch.
stops
Eg
Child pulls out card
C’est bon (draw halo in the air) and responds with
C’est mauvais (wag finger)
opinion
Ch. Close ideas, respond with
action on hearing French food J’aime..Je n’aime
word.
pas
Activities
KAL
New
Language
Pour la santé
C’est bon/c’est
mauvais pour la
santé
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES

PSHE/science healthy eating
Evaluation
ICT Links
www.linguafun.eu Click on, au café and play the
hangman activity. Play in teams and get double points
for guessing a healthy option.
Y4 French 30 minute Lesson Plans – Term 6
Medway
Lesson six
Resources/preparation: food survey sheet, food flashcards and words.
Framework
refs
Learning
Objective
Introduction/
Warm up
04.4 ask and
answer
questions on
several topics
Carry out a
survey to
find out what
foods
children like.
Sing
‘c’est bon, c’est
bon, c’est bon
pour la santé,
C’est mauvais,
c’est mauvais,
C’est mauvais
pour la santé’
To tune of
‘One man went
to mow’
At end hold up
food flashcard,
Ch. Respond
with halo or
finger wag
action.
L4.3 read
some familiar
words and
phrases and
pronounce
them
accurately
L4.4 write
simple words
and phrases
using a model
and some
words from
memory
Activities
IWB activity. Sort the pictures into
Bon/mauvais
In pairs children survey their peers
about their likes and dislikes for a list of
foods.
They copy down the words for foods
selected by the whole class/teacher.
They ask ‘Tu aimes ..… ?’
Child responds
‘Oui, j’aime….. Non, je n’aime pas….
C’est bon,
C’est mauvais etc’
EMBEDDING OPPORTUNITIES AND ADDITIONAL ACTIVITIES ICT Links

Maths/ICT display results of data collection in graph form.
Evaluation
Plenary/
consolidation
In french children
feed back their
responses
Six enfants
aiment les
pommes,
Deux enfants
n’aiment pas les
pommes.
KAL
Use of ne
pas
Plural
aiment
(sounds
same as
‘aime’ when
spoken)
Use of
statement
as a
question tu
aimes?
IWB activity – sort food woods bon/mauvais
Create Excel spreadsheet
New
Language
bon
mauvais