KS2 French Unit 2: Je me présente
Section 1 - Ages
Section 2 - Where you live
Section 3 – Numbers to 21
Section 4 - Days of the week
Section 5 - Some phrases about weather
Section 6 - The alphabet in French.
Unit 2 core vocabulary and structures
Quel âge as-tu?
J’ai … ans
How old are you?
I’m … years old
Où habites-tu?
J’habite à (+ city/town)
J’habite en (+most countries)
Where do you live?
I live in (+ city / town)
I live in (+ most countries)
C’est combien?
treize
quatorze
quinze
seize
dix-sept
dix-huit
How much is it?
13
14
15
16
17
18
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dix-neuf
vingt
vingt et un
(no hyphens are used in numbers
with ‘et’ thus, trente et un etc)
19
20
21
l’alphabet français
Comment ça s’écrit?
The French Alphabet
How do you spell it?
Quel temps fait-il?
Il pleut
Il neige
Il y a
Il y a du soleil
Il y a du vent
What’s the weather like?
It’s raining
It’s snowing
There is
It’s sunny / there is sunshine
It’s windy
Il y a de l ‘ orage
Il fait beau
Il fait mauvais
Il fait chaud
Il fait froid
It’s stormy
It’s fine/ nice
It’s dull / horrible
It’s warm
It’s cold
French days (and months) are
written with a small letter
Les jours de la semaine
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche
The days of the week
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Section 1: Ages
Objectives
 say their age and ask
others how old they
are
Activities
Outcomes
Points to Note


Revise numbers 1 to 12.


Introduce the question Quel âge as-tu?
giving plenty of repetition. Use number
flashcards to elicit answers from
children, eg moi, j’ai dix ans.

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Say how old they are and
ask others their age, j’ai
neuf ans, et toi?
Show understanding of
others’ responses by
saying or writing correct
ages


Present new language using mime,
gesture, actions or objects.
Statements can be changed to
questions
in
French
using
intonation, eg Tu as dix ans? Tu
t’appelles Loulou?
Compare the use of intonation in

Teacher could introduce question Quel
âge as-tu by using puppets.

Give each child a card with a name and
age, eg Loulou – 2, and a grid
containing the names, but without the
ages. Children circulate and ask each
other names and ages, entering the
information on the grid. At the end of the
task children must say the correct
answers so that sheets can be checked.
There are several possible responses
depending on what children have learnt
and their confidence with the language,
eg Loulou – deux ans or Loulou a deux
ans or Je m’appelle Loulou. J’ai deux
ans or Elle s’appelle Loulou. Elle a deux
ans. See sheets WORKSHEET 1& 2
(Quel âge as-tu? A1, A2)

Children carry out a survey or sondage
to ascertain the average age in the
class. Insist that they are to use only the
target language for the duration of the
exercise.

Children can prepare a simple chart or
spreadsheet to present the data they
have collected if this coincides with ICT

Reinforce the structure of the question
using word cards. See Powerpoint Unit
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

Ask and answer
questions about name
and age
Use the target language to
collect and present
information

English and French to signal a
question.
Encourage children to choose the
appropriate form of graph to
represent the information.
2 labels.

Use WORKSHEET 3 (Quel âge as-tu?)
to fill in written information about
birthdays.
Use WORKSHEET 4 (Quel âge as-tu?
On écoute) for listening practice. If
recording not available teacher could read
transcript for WORKSHEET 4 out to
class.

Section 2 : Where you live
Objectives
 to say where
they live and
ask others
where they
live
Activities

Introduce the phrase J’habite à (+
town), using a map on the overhead
projector (OHP) or digital projector.
Encourage children to respond to the
question Où habites-tu? as you point to
various localities. See WORKSHEET
14 (Soundmap for map of France)

Use unit 2 labels (ppt) for language
cards.

Teacher could place small pictures of
people on map if printed out as a
poster or OHT or use it on interactive
board.
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Outcomes




Use set phrase to
respond to the
question, eg J’habite
à Salford
Substitute items of
the model phrase to
vary the statement
Take part in brief
prepared task, using
visual cues to help
them initiate and
respond
Show understanding of
short word-processed
dialogue, made up of
Points to Note



A French-speaking episode
could be incorporated into
role-play work in English to
develop speaking and
listening in both languages.
Performances can be video
recorded, allowing children to
evaluate their performances.
If the written form of habite is
presented, highlight the silent
h and insist on good
pronunciation when reading
aloud.
Some children will need to
refer to scripts, bullet points or



Encourage children to apply the
question and answer using other world
cities they have learnt about in other
curriculum subjects.
Encourage further progression by
combining the name of the town or city
with the country, eg J’habite à
Nottingham, en Angleterre. Remember
to stress the difference between
J’habite à Londres, en Angleterre.
As a reading activity, children work on
jumbled conversations or phrases in a
word-processed text to form a model
dialogue. Activities might include
reordering the phrases so that they read
consecutively and using cut-and-paste
techniques, see WORKSHEET 5
(Ecrivez la conversation dans le bon
ordre).
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familiar language



kernel phrases (phrases set
out with only the first letter of
every word) on the board.
You may wish to encourage
children to evaluate their own
performance and progress
against given criteria, such as
those in the European
Language Portfolio or the
national curriculum.
Some children will be familiar
with the techniques
mentioned. They can be
encouraged to create their
own examples of text files.
Children will be familiar with
structuring dialogue in English
(from writing dialogue in
narrative and from play scripts,
NLS years 4 and 5.
Section 3 : Numbers to 21
Objectives
 to understand
and use
numbers to 21
Activities
• Revise the numbers previously met.
• Introduce 13 to 21, using games, songs
and rhymes. Stress the lexical link of the
early ‘teens’ with numbers 1 to 6 and the
regularity of the late ‘teens’. See Chiffres
Bingo where number in figures and words
are available so that teacher can create
flashcards and games. See Chiffres
Match.
• Introduce C’est combien?
• Play a ‘guess the number’ game: Je pense
à un nombre entre dix et quinze. Qu’est-ce
que c’est? The child who guesses the
number correctly then takes over the
teacher’s role and says: Je pense à un
nombre entre …
• The teacher could use the numbers in the
resource pack. Give one in word form to
each child. The children create a Mexican
wave as they say their number. Some
children could be given numbers in the
word form and need to find their matching
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Outcomes
• understand and use
vocabulary for numbers 0
to 21, both in and out of
sequence
• respond to C’est
combien? by correctly
identifying a given
number
Points to Note
• Encourage children to consider
the word root of the Arabic
number system, comparing
number words in their own
language with French and other
languages known by members of
the class.
• Work in this area reinforces
aspects of literacy, eg reciting
poetry by heart, recognising
rhyme and other patterns of
sound (NLS year 3).
partner who has the number in figure form.
• Number grids could be used for bingo.
• Worksheets for counting could also be
used here, see WORKSHEET 6
(Comptons). This sheet also introduces
plural forms. Most are made by adding “s”.
However note that gâteau takes an “x” in
plural form.
• Noughts and crosses using sums as on
the worksheet could be played.
• Worksheets to match number with word
and do sums could also be used here, see
WORKSHEET 7 (Encore les Chiffres).
• Foam dice could be used to do mental
arithmetic.
• Children could create a song for number
13-21 using a tune of their choice.
• For more able children WORKSHEET 8
(Mets les Phrases dans le bon ordre)
could be used to unjumble conversation
and introduce “et toi?”
• To reinforce Où habites-tu? Comment tu
t’appelles? Quel âge as-tu? Children
could be given an identity using
WORKSHEET 9B (Posez la question
answer B) and fill in grids using
WORKSHEET 9A (Posez la question A).
• Use WORKSHEET 10 (wordsearchchiffres) to reinforce spellings of numbers.
• Teacher can spread this section over a
number of weeks using small parts each
lesson so that new numbers are reinforced
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regularly.
• Mental arithmetic with the foam dice and
noughts and crosses game can be used as
part of the warm up in each lesson.
Section 4 : Days of the week
Objectives
• to understand
and say the
days of the
week
Activities
• Present the days in rhyme or song and ask
the class to chant with you. This can be
practised every day.
• Give each child a card with the name of a
day of the week on it. Call out the days at
random. When children hear the day
written on their card they must hold it up.
Use Les jours de la semaine labels ppt.
• Say the days in sequence, missing out one
day. Children must tell you which day is
missing.
• Write the first letter of each day on the
board as a prompt. Point to the letters at
random to see if children can remember
the days.
• Use word cards when children can
remember how to pronounce the days
properly.
• When days are recognised in written form
children could do the wordsearch to
increase spelling accuracy. See
WORKSHEET 11 (Les jours match avec
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Outcomes
• understand and use the
vocabulary for days of
the week
Points to Note
• Talk about the derivation of some of
the names of days of the week, eg
lundi – lune – moon – Monday, and
compare the words with the names
of the days in other languages.
• Make deliberate mistakes to
provoke a reaction. See if the
children can spot the mistakes and
correct them.
• Remind children of their work with
sounds and rhythms of poetry and
of reading poetry aloud in English
(NLS year 4).
day) and WORKSHEET 12 ( Wordsearch
jours).
Section 5 : Some phrases about the Weather
Objectives
Activities
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Outcomes
Points to Note
• to describe the
weather using a
few simple
phrases
• Introduce phrases to describe weather,
using objects such as an umbrella,
sunglasses or flashcards, with plenty of
facial and vocal expression. See Quel
temps fait-il flashcards and Le temps
labels.
• The resource pack has smaller images of
the weather for playing various games with
i.e. children are given the cards and must
find a partner with the matching card by
asking “Quel temps fait-il?” or children
could be given the card randomly and
teacher could play the fruit salad game i.e.
children sit in a circle and call out the
weather from their card. When a child
calls out the weather that has already been
called out the two children swap places.
See Temps small flashcards ppt.
• To encourage writing children could stand
in a line of four. The child at the head of
the line faces the board. The child at the
back of the line is given a small weather
card. He then draws the weather symbol
with his finger on the next child’s back.
This drawing process carries on like
Chinese whispers until they reach the child
near the board. This child then writes the
weather that was drawn on his back and
sticks the correct weather symbol next to
his writing.
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• respond to the question
using short phrases, eg il
fait beau/mauvais,
chaud/froid
• name and describe the
weather in various
places, eg à Birmingham,
il fait beau
• write correctly the
phrases to describe
weather
• pronounce sounds made
by “au” in chaud
“oi” in froid
“eu” in
pleut “ai” in mauvais.
• Weather phrases could be used
every day for speaking and writing
reinforcement.
• Using gestures or actions will help
children remember.
• Encourage children to find weather
reports from newspapers read at
home. Ask them to compare the
different temperatures around the
world and encourage them to notice
universal weather symbols.
• Encourage children to be creative in
their performance. Remind them of
their work in English and drama.
Encourage them to use the names
of well known weather presenters
and TV theme tunes to accompany
their presentation. Children could
use ICT to improve the quality of
their presentation.
• Some children will need scripts or
other visual support, others will use
phrases from memory.
• If more weather phrases are
introduced, children could produce
a world weather chart using
information gathered from the
internet, CD-ROMs or newspapers.
This work reinforces aspects of the
geography curriculum and KS2
scheme of work and work on
explanatory texts in English (NLS
• Elicit a response using the question Quel
temps fait-il? while holding up the
flashcard. Gradually introduce the notion of
where, using places they are familiar with,
eg Quel temps fait-il à Leeds?
 If more phrases to describe weather are
introduced, children can work individually
or in pairs to present a weather forecast (la
météo), eg il pleut, il neige, il fait du
brouillard, il gèle, using a map of the UK,
France or a country of their choice.
 Children make their own symbols and use
their own weather phrases. They could
use an OHP or projector to show their
map. Performances can be videorecorded so that children listen to and
assess the quality of their performance.
• Children could match weather label to
weather symbol using WORKSHEET 13
(Quel temps fait-il?)
• Teacher could use map and introduce
phonemes that match weather and places;
e.g. il fait froid à Blois. See WORKSHEET
14 (soundmap.)
• Children could devise a chant using the
WORKSHEET 14
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year 5).
• Calendars are now readily
available to describe dates and
weather. These could become part
of each day once months are
covered in next unit.
Section 6 : Using the alphabet
Objectives
• the alphabet
• accurate
pronunciatio
n and simple
spellings
• about
sounds and
the spellings
of certain
words
Activities
Outcomes
Points to note
• Sing l’alphabet to the tune of ‘Twinkle, twinkle little star’.
• Use word cards of the letters for flashcard games. See
Alphabet.
• Spell out your and others’ names, ask children to write
the letters as you say them. Ask the children to spell
them back to you.
• Spell out specific words from this unit, eg bonjour, salut,
au revoir, asking children to write down the letters as
they hear them. Ask them to spell the words back to you.
• Ask the children to trace letters in the air for others to
guess.
• Ask the children to play teacher, dictate letters to the
class and spell words for others to guess.
• Ask the children their names and then how to spell them.
• Revise the sound work from the previous unit and
consolidate learning by drawing out specific sounds of
new words met in this unit, eg tu, une, salut; trois, toi,
moi; feutre, deux, jeudi; dix, six; and add joyeux, voeux,
onze, garçon, bonjour, crayon; je, jeudi; and treize,
seize, chaise.
• Consolidate knowledge of sounds and spelling, using the
classroom items presented in unit 1, by adding more
familiar words, eg une table, une gomme, un sac.
• Teacher could play hangman “l’homme pendu” using
familiar words.
• Teacher could devise memory game using the cards
from alphabet.
• understand and
use the alphabet
to spell names
and simple words
• write letters and
simple words as
they are spelt out
• recognise sounds
when heard
• produce the
written form of
certain sounds
and words
• recognise familiar
words when spelt
out, writing them
down for
reinforcement,
using written
support, matching
or linking
activities
• learn more about
how sounds are
represented in
writing
• Children quickly learn most of the letters
Give special attention to E, I, G, J.
• The alphabet can be used at any time
for effective reinforcement.
• The teaching activities are best not
taught as discrete items but integrated
with other areas as appropriate.
• Use of a multi-sensory approach will
help children remember.
• Use different voice techniques, saying
the sounds softer then louder or use low
and high pitch to vary the repetition
exercises.
• Children can be encouraged to work
independently to learn more sounds,
e.g. how to spell longer words, ask the
question Comment ça s’écrit? frequently
in class.
• Some primary schools in France publish
pupil versions of the alphabet with
sound on the internet.
• Take this opportunity to talk about silent
letters. To build up children’s awareness
of spelling and pronunciation, show a
word, say the word, then ask children to
identify the letter or cluster of letters
which are not pronounced.
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