Wk Fwk
Refs
O5.1
Subject: French: Lesson 1 - Where I live – J’habite à (town/country)
Learning
Language
Activities
Resources
Objectives
Prepare and practise a
simple conversation,
reusing familiar
vocabulary and structures
in a new context
Où habites-tu ? – Where do
you live?
J’habite à – I live in
1. Revise the question/answer Où habitestu?/j’habite à by asking around class – use action
of a pointed roof over head as a prompt if needed.
J’habite en ville – I live in a
town
J’habite à la campagne – I
live in the country
2. Introduce phrases J’habite en ville/à la
campagne with flashcards/pictures on Interactive
whiteboard (IWB). Children repeat.
J’habite au bord de la mer –
I live at the seaside
J’habite à la montagne – I
live in the mountains
O5.2
Understand and express
simple opinions (agree &
disagree with statements)
L5.3
Write words, phrases and
short sentences using a
reference
3. Watch Earlystart 2 DVD chapter 1 (Où habitestu?)
4. Listen to the song from Earlystart 2. How many
times do they hear j’habite à?
5. Play ‘Find my partner’. Give a card to each child
with a FRENCH town on it (there must be two of
each town). Children walk round room asking the
question Où habites-tu? Children respond with
J’habite en ville à plus name of town on their card.
Continue asking/answering until they find the child
with same town.
6. Introduce two more phrases (using
PowerPoint/flashcards) au bord de la mer/à la
montagne. Ensure children have exposure to
written phrases. Show a picture (flashcard or
Powerpoint) of town, country, mountain, coastal
pictures. Teacher tries to catch children out by
sometimes saying the incorrect phrase. Children
must agree/disagree with what teacher says.
7. Children complete a worksheet showing several
pictures and write the correct phrase underneath.
© Crown copyright 2011, Department for Education
These materials have been designed to be reproduced for internal circulation, research and teaching or training purposes. They can be
reproduced for free provided that this material is acknowledged as Crown copyright, reproduced accurately and not used in a misleading
context. Adaptation of these materials for other languages is permissible, providing the original source is acknowledged.
Contrasting
town/country
scenes on
flashcards/PP
Support
/Extension
Extend by including country
(e.g. en Angleterre) or près de
(near to)
Earlystart 2 DVD
Earlystart 2 CD
Cards showing
French town
names
Phrases on
cards/PowerPoint
Establish pronunciation of town
names first
Collaborative task: children are
given in pairs or groups the
name of a French town/city.
They then need to find out
some information about that
town to present to the class
(e.g. as a poster, booklet or
spoken presentation). (Can use
towns marked in Earlystart 2,
pp. 24-25) (IU 5.2)
Worksheet 1
Y6/more able children: produce
a postcard picture of a scene
and write as much information
about themselves (pretending
they are a French child
introducing themselves to the
class). Prompts may be
displayed e.g. name, age,
where they live, date, favourite
animal, etc.) (L6.4)
Wk Fwk
Refs
Subject: French: Lesson 1 - Where I live – J’habite à (town/country)
Learning
Language
Activities
Resources
Objectives
Support
/Extension
Opportunities for reinforcement / cross-curricular work: KAL:



Geography: Map work. Children label maps of France showing major cities. (see Earlystart 2

p.24) Choose two or three other cities of their choice and mark on map

Art: Chidren research and sketch different styles of French houses in town, country,
mountain and coastal locations. Create watercolour paintings for display with French captions (e.g.
J’habite en ville etc.)
Develop accuracy in pronunciation & intonation
Recognise typical conventions of word order in the foreign language
Recognise patterns in the foreign language (question forms)
LLS:

Integrate new language into previously learnt language

Practise new language with a friend

Use a dictionary or a word list
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
2


Wk Fwk
Refs
IU6.2
O4.2
Learning
Objectives
Recognise and
understand some of the
differences between
people (discuss
similarities/differences
between cultures they
have learned about)
Listen for specific words
and phrases (use physical
response to show
understanding)
Subject: French: Lesson 2 - En Ville – in town
Language
Activities
Resources
Où habites-tu ?
J’habite à
1. Revise question/answer from last session (see
left).
La pharmacie - chemist
La boulangerie - bakers
La fruiterie – greengrocer
La pâtisserie – cake shop
La charcuterie delicatessen
La boucherie - butcher
La chocolaterie – chocolate
shop
Le fleuriste - florist
Le café - café
Le supermarché supermarket
Le marché - market
2. Introduce new topic of places in town. Discuss
with children life in their nearest town. Explain
that towns in France are much the same –
facilities, shops etc. although buildings / shop
fronts may look different. Watch Earlystart 2
section 2 ‘En Ville’.
Earlystart 2
3. Display some shops (if possible pictures of
shops in France) on flashcards or PowerPoint.
Say word (with correct gender), children repeat,
putting an agreed action to each one.
Flashcards/PowerPoint
of places in town, with
words
Le musée - museum
Le cinéma - cinema
Le théâtre - theatre
Le stade – sports stadium
Le parc - park
L’hôpital - hopsital
La poste – post office
O4.3
Listen for sounds, rhyme
and rhythm
4. Add a few others, sticking to cognates due to
large amount of vocabulary already introduced.
As each one is introduced, show the written word
before the picture– can children guess what each
one is?
5. In a bag, put pictures etc. of various items
that can be bought/seen in the various
shops/places. As each one is pulled out, children
say the place where it can be bought/seen.
If using pictures of places in
France, ask children to say how
they think places are similar /
different to places in a British
town.
Play various flashcard/miming
games as a class or in
pairs/groups, to practise saying
and remembering the new
vocabulary (see ‘Introducing
New Vocabulary’ leaflet).
Pictures of various
items that can be
bought/seen in places
mentioned
6. Get used to sounds. Many of the words end in
–erie. Play ‘Repeat if the word ends in –erie’.
Call out a word.Iif it ends in the focus sound,
children repeat, if it does not, children remain
silent. Play for points.
Opportunities for reinforcement / cross-curricular work:
KAL:
ICT/DT: Children design and make a simple card game using words and pictures to
Recognise patterns in the foreign language
LLS:
reinforce vocabulary
Art: create a display of various shop windows, with shop signs in French
Support
/Extension

Use context & previous knowledge to help understanding & reading skills

Make predictions based on existing knowledge

Compare & reflect on techniques for memorising language

Use actions and rhymes to aid memorisation

Look & listen for visual and aural clues

Pronounce/read aloud unknown words
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
3
Wk Fwk
Refs
Learning
Objectives
Subject: French: Lesson 3 - En Ville – In Town
Language
Activities
Resources
Nouns for places in town
from last lesson
O5.3
Listen attentively and
understand more
complex phrases and
sentences
Also mention:
Le magasin – shop
Les grands magasins –
large stores
Il y a – there is
Il n’y a pas DE – there isn’t
(a negative is followed by
DE in French)
L5.3
O6.2
O6.3
L5.2
1. Revise new vocabulary from last lesson (see
‘Introducing New Vocabulary’ booklet for
suggestions).
2. Introduce phrases Il y a (there is)/Il n’y a
pas. Give children some examples of sentences
(on board) about their village/town e.g. À Wells
il y a un cinéma. /À Glastonbury il n’y a pas
de cinéma. Children repeat, using different
voices for variety. Ask the class if someone can
say another sentence about their town (remind
about un/une).
3. Give a word or picture card to each child. On
their tables, they practise saying sentences
according to what is shown on their card.
Write words, phrases and
short sentences using a
reference
4. Provide children with a sheet on which they
can write some sentences about their chosen
town/village.
Perform to an audience
(read aloud from text)
5. When work is complete, volunteers read out
one or two sentences from their sheet. Check
individual pronunciation and understanding of
rest of class.
Understand longer and
more complex phrases or
sentences
Make simple sentences
and short texts
et - and
aussi – also
beaucoup de – lots of
mais - but
grand/e – big
petit/e – small
superbe -
Support
/Extension
Flashcards/PowerPoint
of places in town
Examples of
sentences displayed
on board (see
‘Sentences’ resource)
Word/picture cards
Recording sheet
More confident children can
also practice making the
sentence in the negative.
Encourage children to use a
bilingual dictionary to look up
other nouns they may wish to
include.
6. Discuss how these simple sentences could be
enhanced by adding connectives/adjectives etc.
See left for suggestions. Demonstrate on board
with some of the children’s sentences e.g. À
Wells il y un cinéma could become A Wells il y
a un cinéma et aussi un petit théâtre.
7. With the class, practise making some extended
sentences. Play a game – one child starts by
saying the first word of a sentence, second child
provides second word etc. Record words on the
board as they are said. How long can the
sentence become?
8. Play jumbled sentences. In groups, children
are given sentences cut up into individual words.
They must arrange the words so that the
sentence makes sense. This can be a timed
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
Envelopes containing
Y6/more able children are
given more complex sentences.
4

Wk Fwk
Refs
Learning
Objectives
Subject: French: Lesson 3 - En Ville – In Town
Language
Activities
Resources
activity for extra excitement!
Opportunities for reinforcement / cross-curricular
work:
In pairs children work to create a presentation about their town/village – include
pictures/photographs etc. (L6.4 – write sentences on a range of topics using a model)
Support
/Extension
sentences cut up into
individual words
KAL:



Notice and match agreements
Use knowledge of words, text & structure to build simple spoken and written
passages
Use knowledge of word/text conventions to build sentences & short texts
LLS:

Plan & prepare

Apply a range of linguistic knowledge to create simple, written production

Use a dictionary
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
5