LESSON PLAN THREE
Quelle Heure est-il, Monsieur Loup?…
What’s the Time, Mister Wolf?
Note: Lesson Plan Three relates directly to the
above title, and provides sufficient content to cover
at least 5 or 6 sessions/lessons based on this book.
It is suitable for reception/key stage one/complete
beginners in French. However, year 3 might also
find it useful and enjoyable.
LEARNING OBJECTIVES
-
-
-
to acquire a love of French
for children to gain confidence in repeating phrases in
French
to begin to recognize high frequency words, and for this to
be consolidated over several sessions
to consolidate learning of numbers up to twelve (both
through the worded page numbering and through time
telling)
to ask and to tell the time in French (facilitated by simple
but striking clock graphics) on the hour and the half hour
to support less able pupils in achieving the above
for more able children to use the extension
vocabulary/clock faces in the lesson plan in order to
extend knowledge obtained from the book about timetelling
for children to gain confidence to perform this ‘mini play’ in
French, supported by the teacher
SUGGESTED CLASSROOM USE & EXTENSION ACTIVITIES
[ You may wish to take a look at our Teacher Resources Page on
the Bramhall Books website where we can supply a very
reasonably priced plush WOLF HAND PUPPET as well as
laminated 4” card clocks with movable hands which we feel are
valuable accompanying teaching tools.]
The following approach is suggested:
1.
The teacher should first explain to the pupils that
the book is in the form of a short play, that the
teacher will be taking the part of Mr. Wolf (M. Loup)
and the pupils, the part of the children (enfants).
2.
Explain that the text in grey is a stage
direction/prompt, and that the words to be read out
therefore are the sentences next to it.
3.
Go through the book to familiarize the pupils with
the French text, reading out both French and
English to the class, whilst getting the class to
follow the words in their held or shared copy. The
teacher may hold up their bigger book version if
they possess one. At this stage the class is looking
and listening only.
4.
On the next reading (or after several such readings
if the pupils need more support/are less able) the
teacher can now read out the part of the Wolf in
French only, in a loud voice, whilst the class reads
out the part of the children in French only, with the
class teacher accompanying them in a quiet voice
to encourage good pronunciation and fluency (until
they have gained enough confidence to read it out
independently).
[n.b. whilst reading out the French words, as the English
words are very close by, the pupils will be able to follow,
and slowly, by force of repetition, understand the meaning;
this ‘parallel text’ goes in almost subliminally. In addition,
the clearly depicted graphics and illustrative drawings help
to convey meaning and reinforce understanding of the
text .]
5.
In subsequent lessons, there can be a rôle reversal,
with the pupils now reading the part of the wolf and
the teacher, the part of the children.
6.
Assuming that two to three sessions have been
spent on the book, pupils will by now be able to
recognize certain high frequency words or phrases.
So they can be asked, for example:
“What does ‘la récréation’ mean?”
“What does ‘à la maison’ mean?”
“What is the French word for ‘time’ ?”
“How do you say ‘enjoy your meal’ in French?”
and so on.
7.
Reading sessions in French can be interspersed
with other activities. There are many that can be
based around this book; here are a few examples:
(i) Counting in French
If the children have already studied Where are you, Little
Wolf?/Où es-tu, Petit Loup? they should be familiar with
numbers up to 10 / 12. The page numbering in What’s the
Time, Mister Wolf? can be used as revision for counting
up to twelve, whilst more able pupils can use the
extension vocabulary in this lesson plan to continue up to
twenty.
(ii) Familiarization with numbers in French
As previously, the teacher can ask the children which
page specific things are on, and encourage them to repeat
the correct answer in French, including as an extension to
the activity, the word “page” in French.
Eg. Teacher: “On which page are the children in the
playground?”
Children: “ Page quatre”
…
and so on.
(iii) Telling the time
Pupils can repeat some of the times used in the book,
prompted by the teacher:
Teacher:
Children:
What time is lunch?
à midi (at midday/twelve o’clock)
Teacher:
Children:
What time do the children go home?
à trois heures (at three o’clock)
Teacher:
Children:
What time do the children go out to play?
à dix heures et demie (at half past ten)
and so on.
The teacher can show the relevant clock page and ask
what time it is, and the class can answer together:
Children: il est neuf heures… etc.
As one of the main aims of this book is time telling, we
have included a special extension section which may be
used in subsequent lessons/sessions, depending on pupil
ability at the end of this lesson plan (see forward to end
of lesson plan)
(iv) Chercher Petit Loup! (Find Little Wolf!)
Little Wolf (Petit Loup,) the character introduced in the first
book, Where are you,Little Wolf?/Où es-tu, Petit Loup? is
hiding on two of the pages in this book! (page seven,
under the table, and page twelve behind the railings!)
Younger children accessing this book will be particularly
delighted to have to look for him: of course they have to
say the page number in French! (‘page douze et page
sept’)
As a further extension of this activity, some of the more
able/advanced pupils could be shown how to reply with a
more precise location:
E.g. Teacher: “Où est Petit Loup?” [where is Little Wolf?]
Pupil: “ Petit Loup est sous la table” [Little Wolf is
under the table]
French Corner (creative application of French)
A study of What’s the Time, Mister Wolf? would not be
complete without a creative display for the French corner!
A wall display is always exciting to work on, and has the
benefit, when completed, of reinforcing the ideas outside
the dedicated French sessions, as it will be noticed during
the course of the day. Of course there must be a big clock,
preferably with moveable hands so that the time can be
adjusted as desired.
Perhaps the setting could be the school dinner
hall/canteen, with speech bubbles attached to portraits the
children have made of themselves or of the children from
the book, using vocabulary from the book such as ‘Quelle
heure est-il, Monsieur Loup?’ ‘Il est midi’ ‘C’est l’heure du
déjeuner’ ‘est-ce que les loups mangent les enfants?’ ‘Je
suis végétarien’ etc. The best artist of all could be set the
challenge of drawing M. Loup - or email us here at
Bramhall for a good likeness of Mister Wolf for your wolf
portrait and we will be happy to email or send you one
(any reasonable requests we are always happy to fulfil
where we can!)
(iv) All the clocks
Another activity could be to look through the book to spot
all the various time-pieces which are subtly positioned
within the illustrations: on the church tower, Mr. Wolf’s
pocket watch, the grandfather clock…The children can say
what the time is on all of the clocks in French, and the
numbering theme can even stretch to roman numerals, as
displayed on the old grandfather clock. A list could be
drawn up and placed on the wall next to the French corner,
or inside the pupil’s workbooks: why not copy and enlarge
the numbers extension vocabulary here-below which
includes roman numerals for this purpose.
(vi) What’s the Time, Mister Wolf?
Last, but not least, on a fine summer’s day, or even a crisp
autumn afternoon or frosty winter morning, would it not be
fun to take the class out onto the playground and play the
game, What’s the Time, Mister Wolf? using their newfound
confidence in being able to say in French Quelle heure
est-il, Monsieur Loup?
Extension Vocabulary:
1
2
3
4
5
6
7
8
9
10
un
deux
trois
quatre
cinq
six
sept
huit
neuf
dix
one
two
three
four
five
six
seven
eight
nine
ten
i
ii
iii
iv
v
vi
vii
viii
ix
x
11
12
13
14
15
16
17
18
19
20
onze
douze
treize
quatorze
quinze
seize
dix-sept
dix-huit
dix-neuf
vingt
eleven
xi
twelve
xii
thirteen
xiii
fourteen
xiv
fifteen
xv
sixteen
xvi
seventeen xvii
eighteen xviii
nineteen xix
twenty
xx
TELLING THE TIME extension:
[When using the time extension vocabulary in conjunction
with the book or separately, it would be useful to have one
or more simple learning clocks with movable hands which
can be used by the teacher and/or pupils. Please click on
our Teacher Resources page if you need to order one of
our laminated card clocks with movable hands.]
Time By the Clock:
(i)
Full and Half Hours
Quelle heure est-il?
What is the time?
Il est une heure,deux heures, trois heures, etc. midi,
minuit…
It is one o’clock, two o’clock, three o’clock, etc. twelve
o’clock (midday), twelve o’clock (midnight)
Il est trois heures et demie / dix heures et demie, etc.
It is half past three / half past ten, etc.
But: N.B.
Le Bon usage dit d'une bataille :
Demi, selon les dictionnaires et les grammaires, reste au masculin dans midi et
demi, minuit et demi. Cet usage n’a pas disparu, mais il est battu en brèche
depuis la fin du XVIIIe s, [...], et on trouve de plus en plus souvent midi et demie,
minuit et demie.
As can be seen from the above excerpt from Le Bon
Usage (Grévisse) – for reasons best known to
themselves - midi and minuit are followed by ‘et demi’
and not ‘et demie’ with the ‘demi’ agreeing with the
masculine midi/minuit rather than the feminine ‘heure’;
however, it is becoming acceptable to use either.
For our purposes we will continue in the French tradition,
thus:
Il est midi ( / minuit) et demi - It is half past twelve
(ii) Quarter hours and minutes
Il est quatre heures et quart (or et un quart)
It is quarter past four
Il est cinq heures moins le quart
It is quarter to five
Il est six heures vingt - It is twenty past six
Il est huit heures dix -
It is ten past eight
A sept heures moins trois
At three minutes to seven
(iii) A.M and P.M.
A deux heures du matin
At two o’ clock in the morning
A cinq heures de l’aprės-midi
At five o’clock in the afternoon
Neuf heures du soir
Nine o’ clock in the evening
Note: the 24-hour clock is frequently used in France, as
the terms a.m and p.m do not exist.
The abbreviation for ‘heure’ is h
E.g. 3h = trois heures =
two o’clock
14h = quatorze heures = 2p.m