KS2 Year 4 French Scheme of Work
Lesson 9-10 Topic: classroom objects
Framework Objectives:
O4.4 Ask and answer questions on several topics
L4.3 Read some familiar words and phrases aloud and pronounce them
accurately
Vocabulary
and Pronunciation:
structures :
un stylo (m)
Un stee-loh
un cahier (m)
Un cigh-yeh
une gomme (f)
Oon gomm
un livre (m)
Un livrh
une règle (f)
Oon reg le
un crayon (m)
Un cray-on
un crayon de couleur
Un cray-on duh coo-lur
Extension :
des crayons de couleur
Day cray-on duh coo-lur
des ciseaux (m)
la colle (f)
un feutre (m)
des feutres (m)
Day seez-oh
La coll
Un fur-tr
Day fur-tr
As-tu….(une gomme)?
A tooh oon gomm
Oui, j’ai un/e...
Wee, jeay un/oon…
Prenez tous un/une/des… Prenay toos un/oon/day
English:
A ballpoint pen
An exercise book
A rubber
A book
A ruler
A pencil
A crayon/coloured
a pencil
Some coloured
pencils
Some scissors (m)
glue
a felt tip pen
some felt tip pens
Have you got a
rubber?
Yes, I have a …
Everyone get out
a/some…
Extra Resources: Early Start French p. 53-61 Chapter 5 ‘Les
objects de la classe’ – Early Start DVD & Audio CD
http://www.lbrut.org.uk/prilang/resources/documents/classroomvocabularylabels.doc
Suggested Teaching Sequence:
Lesson nine- oracy focus
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Share learning intention with class
Show flashcards/PowerPoint for objects. Class listen and repeat as
you name each object.
Revise and practise the pronunciation of As-tu*, oui*, j’ai…*Link
with other phrases in which As-tu is used e.g As-tu un animal? Astu des frères? Quel âge as-tu?
Repeat all objects again but this time the class asks the teacher
the key question and s/he replies using the structure “Oui
j’ai…”followed by the name of each object as it appears on the
Powerpoint.
Repeat this activity again but reverse the roles.
Ask pupils to practise this in pairs. To add variety, you could give
each child a small selection of the objects/mini flashcards each to
swap with their partner each time they ask/reply to the key
question.
Introduce Prenez tous and get the children to respond by holding
up either real objects or mini flashcards to show they have
understood your instruction e.g. if the teacher says “Prenez tous
(un crayon)”, everyone gets out a pencil to hold up or a mini
flashcard of a pencil.
Pupils replicate this activity in small groups with a confident child
taking on the role of the teacher/caller at each table.
Plenary: Play the above game again as a whole class by this time
using “Jacques a dit” (the equivalent of Simon Says) e.g. “Jacques
a dit, prenez tous un crayon” “Jack says get out your pencil” so
whole class must get out their pencils. If the command is “Prenez
tous un crayon” then the class ignore the command. ) This will allow
the teacher to informally assess how well the children know the
new vocabulary and also to assess listening skills in general.
Lesson Ten- literacy focus
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Remind pupils of learning intention from last lesson.
Go through the vocabulary covered in lesson one using the
Powerpoint.
Play “True or False”. As you show the slides featuring illustrations
objects in a grid as well as the written word, read out the French
at the top of the slides as you point to each of the four pictures in
the grid below. The class echo it if it’s true and stay silent if it’s
false.
 Repeat this activity but, this time, remove the picture cues and
showing flashcards with the written word only.
 Pupils replicate this activity in small groups with one person taking
the role of the teacher or caller and the others responding or
staying quiet as appropriate. Ensure that groups that need the
support of a visual image are given them for this activity.
 Play “Le chef d’orchestre”: write up the list of vocabulary on the
board and seat everybody in a circle. Nominate somebody to go
outside the classroom to be a “guesser”. Once he/she has left the
room, nominate a leader and agree on a secret signal (e.g. starting
your nose, winking etc). Ask the volunteer to return to the
classroom and begin chanting the first word on the board. The
leader joins in with the chant and everybody else continues
chanting the word until the leader gives the agreed signal and
everybody begins chanting 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.
 Revisit the idea of making nouns plural (in most cases this will
involve adding a silent s to the end of the noun- see Y3 SoW
Brothers and Sisters or Early Start or further information).
 Now show final slides featuring the objects with the “x” sign next
to them. As you show each slide ask the children “As-tu…?” They
respond by saying how many of each thing they have e.g. “As- tu un
livre?” “Oui, j’ai deux livres”.
 For consolidation pupils draw and label pictures showing different
classroom objects
Notes on activities and resources:
 Make pupils aware of difference between feminine/masculine
objects. Link to previous work on animals in Y3.
Follow-up and consolidation
At every opportunity these phrase and vocabulary should be practised –
ask children to get out equipment using French commands and phrases.
Ask children to be the ‘teacher’ and call commands to the class during
lessons.
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The vocabulary should be displayed in French in appropriate places in the
classroom for pupils to be able to refer to.