KS2 Year 4 French Scheme of Work
Lessons 15-16 Numbers 40-200
Framework Objectives:
O4.2 Listen for specific words and phrases.
L4.1 apply phonic and whole word knowledge of foreign language in order
to decode text
Vocabulary and
structures :
quarante
cinquante
soixante
soixante-dix
quartre-vingts*
quatre-vingt-dix*
cent
deux cents
Divisé par…
Plus (or ‘et’)
Moins
Multiplié par
C’est combien ?
Pronunciation:
English:
karont
sankont
swasont
swasont dees
katr van
katr van dix
son (soft nasal n)
der son (soft nasal n)
deevee say par
ploos
mwan (soft nasal n)
mooltee plee ay par
say com beeyan (soft
nasal n)
40
50
60
70
80
90
100
200
Divided by
Plus (and)
Minus, take away
Times
How much is it?
Extra Resources:
Early Start French DVD
Flashcards 1-200
Powerpoint
Suggested Teaching Sequence:
Lesson Fifteen- oracy focus
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Share learning intention with class
Revise known numbers by playing whole class game such as “Change
direction”: all children stand in a circle and take turns to say
numbers in ascending order from 1-39. Each time somebody in the
circle hesitates for more than a second or two, or if somebody gets
a number wrong, then the direction changes and it is the last
person’s turn again before moving back around the circle the other
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way.
Using flashcards or a Powerpoint from the Y3 SoW for numbers 131, focus the children’s attention on the written forms of these
numbers and ask them to talk in pairs about what they notice and
how certain numbers are linked/connected e.g. numbers 17-19 are
connected to the number ten, numbers 1-19, and single unit
numbers are added to “vingt” and “trente” to make 21-31. Ask them
to speculate about how numbers 32-39 might be formed.
Watch Early Start French DVD section 8 introducing the round
numbers 40, 50, 60…to 100. Discuss the fact that after this there
are no new words to learn, only new combinations. Ask the children
what they notice about how some of the numbers are linked.
Use flashcards for multiples of ten from 40-100. Say each number
as you show it and pupils echo number.
Play game in circle with teacher in centre. Teacher (and later pupil
when teacher has modelled) stands in circle. Throw soft ball to
child and say ‘quarante’, class echo. Repeat counting up in tens to
100. Increase the pace to make the game harder.
Repeat the game but this time the child who catches the ball has
to count up to the next ten and throw the ball back to the teacher.
Repeat counting backwards in tens as you throw the ball.
Give out flashcards with numbers 10, 20, 30, 40, 50, 60, 70, 80, 90.
100. When you call out a number the children that have that
number stand up with their card so all can see and echo the
number. Start by counting up in 10s then, when class is confident
begin to say numbers randomly. Use this to assess readiness to
move on to the next stage.
Play ‘cross it out’. Draw straight line down board and write (as
words) numbers moving up in denominations of ten on one side and
list a selection of the interim numbers on the other. Divide class
into two teams. Choose child from the first team to identify and
cross out a number called out by the teacher from the tens column
before asking a child from the second team to identify and cross
out a corresponding number on the other side as the teacher calls
it out. For example, you might call out “quarante” for team A and
any number from the other column that is on the forties (you
should just have one or two of these listed for each denomination
of ten). Teams win points for crossing out the correct numbers as
they are called. After each turn, ensure your stimulate discussion
around which strategies they used to deduce the correct numbers
to cross out from the second column before moving on to the next
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number for each team. Ensure that each team has the chance to
cross out the easier (tens) and harder (tens plus units) numbers.
Children to play ‘cross it out’ in groups of three on white boards
(one calling number and other two crossing out – keep swapping)
Finish the lesson by showing the class a complete set of numbers
40-100 (using Powerpoint). Class discussion about what strategies
would be useful in verbally recalling the numbers and also in spelling
them in preparation for next lesson.
Lesson Sixteen- literacy focus
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Remind pupils of learning intention from last lesson.
Revise numbers 1-31 and tens numbers learnt last lesson.
Show PowerPoint with complete set of numbers 40-60.
Model pronunciation and ask class to repeat in different voices.
Model playing ‘guess the number’ (a volunteer stands up, teacher
says the tens number and draws the units on the child’s back. Child
then guesses number).
Replicate this activity in pairs.
Next, show the Powerpoint for numbers 70-100. Play a game of “Le
chef orchestre” : write up a list of these numbers (in words) on the
board and seat everybody in a circle. Nominate somebody to go
outside the classroom to be a “guesser” or “detective”. Once
he/she has left the room, nominate a leader and agree on a secret
signal for the leader to do (e.g. scratching nose, winking etc). Ask
the volunteer to return to the classroom and ask the rest of the
class to begin chanting the first word on the board. Everybody
continues chanting the word until the leader gives the agreed signal
to move on to the next word from the board. Continue down the list
of words on the board, changing only on the leader’s signal. The
“guesser” has to identify the leader. If the class manage to chant
all the words without the leader being correctly identified, they
have beaten the guesser.
Show the class the Early Start DVD again used initially last lesson
and ask them to join in by saying the numbers as they appear on
the screen. Observe the class to see how confident they are in
doing this before moving on to the next stage of the lesson. If
most children seem unconfident, ask them to play bingo in pairs for
further consolidation.
Run through all numbers from 40-100 again orally with the class
using the Powerpoint.
Revisit discussion from the end of last lesson regarding strategies
to help remember the words and their spellings.
 Model a game of “Unscramble” for the class: teacher writes up one
of the numbers words between 40-100 on the board but with the
letters jumbled up. Pupils record the jumbled letters on a mini
whiteboard and have a few moments to discuss what they think the
word is with their partner and to cross out each letter as they use
it and write it again underneath on their boards in the correct
order (encouraging children to cross out letters as they use them
will ensure they are cross-checking their work). When ready,
children hold up their board and show teacher the word they have
made using the jumbled letters.
 With visual support showing the correct spellings still available,
pupils replicate their activity in pairs, drawing on their phonic and
whole word knowledge to help them identify words from the
scrambled up letters.
 Plenary: teacher to call out various numbers. Children to write
spellings on their boards.
Notes on activities and resources:
 Note that the spelling of “quatre-vingts” with an ‘s’ if used on its own
but drop the ‘s’ if something else follows e.g. “quatre-vingt-dix”. The ‘s’
(when used) is silent.
 There are fun matching games, some free flashcards and word
searches available on www.quia.com – French numbers 0-100
 On http://home.freeuk.com/mflgames/frenchgamesindex.htm there
are a range of games. Hangman is good for telephone numbers
Follow-up and consolidation
Other number games you could play include: “Swap the numbers” (children
in circle, all with number cards 10, 20…100 swap places when teacher calls
out number), “Hide the number”: have numbers written up on whiteboard,
children look away and teacher ‘hides’ or rubs one out. Children have to
say which is hidden.
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