PLAN FOR LESSON SEQUENCE
Class:
Language: French
Topic: Classrooms in France and England
Date:
Duration:
Resources: Photos of classrooms in France
2 x 30 min whole class lessons
and England to project and to distribute;
1 webcommunication session in
texts describing classroom
pairs
Objectives/Learning Outcomes:
Lesson 1: To be able to describe (in French)a photograph of their partner
French classroom, noting similarities and differences;
Lesson 2: To be able to pose questions to their French partners(in French)about
their partner French classroom ; to be able to pose questions to their French
partners (in English) about a photograph of their own classroom in England
to give French children opportunity to listen and respond in English.
Lesson 3: To be able to conduct a short conversation with a French pupil,
comparing their classrooms, using French and English as appropriate
Follow-up work: blog
Literacy
Read an understand main points
from a short written text
Oracy
Prepare and practise a
conversation
Intercultural understanding
Recognise
similarities
differences between places
short
and
Communication strategies
Turntaking, interacting, repair,
NV and paralinguistics: beginner
level
Technology
Blog
Webcam (pupil-pupil)
Learning platform
Recently introduced language (structures,
vocabulary):
Communication Strategies : beginner level
language
Colours, numbers 1-10, size (grand(e),
petit(e))
Classroom objects eg une chaise
une table
un stylo
un crayon
une trousse
un tableau blanc interactif
un tableau noir
une fenêtre
un évier
un livre
un cahier
il y a
New language for this lesson (structures,
vocabulary):
Je vois…
En France,….
En Angleterre…..
La salle de classe
Est-ce que tu aimes….?
Est-ce qu’il y a ….?
C’est de quelle couleur, le/la x ,?
Il y a combien de x ?
Quoi d’autre?
© J. Clark & G.Macrory 2009
Lesson 1
Starter
Teacher greets class in French as appropriate
and class respond; Teacher on LP flashes
photograph of French classroom up briefly;
qu’est-ce que c’est? (une salle de classe); c’est
où? En France ou en Angleterre?
Main
Display photo of French classroom on IWB. In
pairs, pupils brainstorm French words that
they know and compile a list to feed back (5
mins) ;
teacher provides correct spelling during
feedback, eg
une chaise
une table
un stylo
un crayon
une trousse
un tableau blanc interactif
un tableau noir
une fenêtre
un évier
un livre
un cahier
Opportunities For
Assessment
Teacher monitors
already known
vocabulary,
pronunciation,
and overall pupil
participation
Teacher
monitors
understanding
of
text
Pupils in pairs compose sentences beginning
with ‘en France, il y a….’ and ‘dans la salle
de classe, je vois….’, ‘moi, je vois…’.
Teacher takes oral feedback.
Teacher gives out short written text
identifying 3 things in the French classroom
(photo with text underneath, available on
LP). Pupils spot the 3 things in the text and
circle on photograph.
Teacher displays photo on IWB and reads
text; pupils come up and circle relevant part
of photo.
Plenary
Teacher says sentences based on photo (je
vois x, il y a x) – pupils repeat if true.
Teachers close session as appropriate (au
revoir, merci , bon appétit, à bientôt, etc)
© J. Clark & G.Macrory 2009
Monitor
understanding of
spoken TL
Lesson 2
Starter
Teacher greets class in French as appropriate
and class respond;
Recap of previous lesson – how much about
the photo can they remember without seeing
it (in French)? OR: teach plays true/ false
game eg ‘les murs sont bleus – oui ou non?’
Main
Display photo on IWB; teacher displays
questions and models 4 examples of
questions, one of each type; class in groups
are given one question starter per group from
the following so that all are covered:
Est-ce que tu aimes….?
Est-ce qu’il y a ….?
C’est de quelle couleur, le/la x ,?
Il y a combien de x ?
Monitor
understanding of
spoken TL
Monitor number of
different questions
produced based on
example
How many questions can you make?
Group of pupils ask the rest of the class their
questions ; pupils answer where possible,
incorporating ‘je ne sais pas’ where
appropriate and any relevant
communication strategies phrases eg ‘je ne
comprends pas’ ‘répète, s’il te plaît’…
Teacher displays photograph of classroom in
England; in English, pupils in groups decide
upon question s to pose to French partners on
blog. Teacher takes suggestions and class
agree on set of questions to post on blog – do
as whole group.
Plenary
Teacher asks questions based on English
picture to elicit comparisons.
© J. Clark & G.Macrory 2009
Monitor
pronunciation and
use of
communication
strategies
Monitor /guide
pupils to posing
questions at
appropriate
linguistic level
Lesson 3
Independent pupil-pupil communication session (2
countries)
Prior to communication session, pupils in
pairs to draw picture of their own classroom
or an ideal classroom or fantasy-based
classroom, based upon a picture template
that they add detail and colour to (eg draw/
colour desks, chairs, bags).
Communication session:
Pupils to initiate communication and
respond as appropriate (using taught
communication strategies);
Pupils in TL to ask partner in other country
about drawing of classroom, using questions
practised as set out above:
Est-ce que tu aimes….?
Est-ce qu’il y a ….?
C’est de quelle couleur, le/la x ,?
Il y a combien de x ?
Quoi d’autre?
Pupils to listen to answers, indicating
whether they are following or not and
requesting repetition where needed; pupils
draw a picture based on the information
understood on a blank template. Hold
picture up to camera to compare.
Pupils swop over and describe their picture
in L1in response to questions ; comparison as
above.
Pupils close conversation eg by thanking and
say good-bye.
© J. Clark & G.Macrory 2009
Pupil self-assessment
after session, using
checklist
Follow-up
work
Blogging
Class work in groups : on alternate weeks,
each class checks blog and in groups seek to
understand responses in TL and pose further
questions and comments in L1.
Evaluation of lesson sequence:
© J. Clark & G.Macrory 2009