Module 2
Lesson Plans 6-10
Niveau rouge
Autumn Term Second Half
Year 5
niveau rouge
niveau rouge
Niveau rouge – French Year 5 – Module 2
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niveau rouge
Niveau rouge – French Year 5 – Module 2
Learning Objectives
Leçon 6
-
revise numbers 1- 21
learn how to understand and tell the time on the half hour
understand agreement of adjective and nouns in time phrases
Leçon 7
-
revise clock times on the hour and half hour
learn 2 adjectives of size – petit and grand
learn that some adjectives precede the noun
create simple spoken sentences using the new adjectives
Leçon 8
-
be introduced to numbers 22 to 39
be introduced to five more places found in a town
learn about compound words
learn to look at patterns in words to help with memorisation
revise the circumflex accent and the phoneme [ɛ]̃
Leçon 9
-
revise the spoken question and answer Que vois-tu ? Je vois…
learn how to tell the time on quarter past the hour
learn how clock times are written using numbers, and compare this with English
Leçon 10
-
revise numbers 20-39
consolidate prior learning by creating spoken sentences incorporating a main and a subordinate
clause, adjectives of size, and a negative adverb
create some written sentences
Cultural Guidance
Additional guidance notes aimed at supporting the teacher, in
particular with aspects of cultural knowledge, or additional
information about the language, are sometimes hidden in the notes
section underneath a PowerPoint slide.
These notes sometimes contain links to external sites.
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Niveau rouge – French Year 5 – Module 2
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Vocabulary
Time phrases
et demi
et demie
et quart
Adjectives
petit
grand
Numbers 22-39
half past
half past
quarter past
small
big
Nouns
un café
un hôpital
un château
un théâtre
un hôtel
a café
a hospital
a castle
a theatre
a hotel
vingt-deux
vingt-trois
vingt-quatre
vingt-cinq
vingt-six
vingt-sept
vingt-huit
vingt-neuf
22
23
24
25
26
27
28
29
trente
trente et un
trente-deux
trente-trois
trente-quatre
trente-cinq
trente-six
trente-sept
trente-huit
trente-neuf
30
31
32
33
34
35
36
37
38
39
Grammar and Pronunciation
Grammar Point – negative
adverb ne…pas
Grammar – adjectives that
precede the noun
A negative adverb is used to change
a positive statement into a negative
statement. In English, the adverb
not is used. In French, the adverb
ne…pas is wrapped around the
verb, e.g. j’aime / je n’aime pas.
Most adjectives follow the noun (e.g.
adjectives of colour), but some (e.g.
petit and grand) precede the noun,
as English adjectives do.
Grammar Point – agreement of
noun and adjective
The word heure is a feminine noun
and midi and minuit are masculine
nouns. As demi is an adjective, it
must agree with the noun it follows.
Pronunciation Point - demi
demi and demie sound the same
Grammar and Pronunciation
Point – et quart
Quart is a masculine noun. It does
not change its spelling or
pronunciation in any clock time.
Grammar Point – a compound
word
These are words created by
combining one word with another.
Some compound words are joined
by a hyphen.
In English, some compound words
join together without a hyphen.
These are known as closed
compounds.
Grammar Point – a compound
sentence
This is formed by joining 2 clauses,
linked by a coordinating conjunction.
Grammar Point – a negative
adverb
Language Learning Strategies identify patterns in words to aid
memorisation
Pronunciation Point – the
phoneme [ɛ̃]
This phoneme can be represented
in writing by the graphemes ‘in’, ‘im’
and ‘aim’.
Spelling – the circumflex
accent
It can appear over any vowel – a, e,
i, o or u.
It can mean that there used to be a
letter ‘s’ in the word, that has now
fallen silent and vanished from the
spelling.
Knowledge about France and
the UK –writing the time in
number form
In France the format is 3 h 30; in the
UK it is 3:00. In both countries,
electronic devices use the format
3:00.
A negative adverb turns statements
into negative statements.
An indefinite article in a negative
construction changes to de. If the
next word begins with a vowel
sound, de becomes d’. This is
known as elision.
Using the Internet
• BBC 11-20 www.bbc.co.uk/schools/primaryfrench/numbers13_21/cartoon_flash.shtml
• BBC 13-21 www.bbc.co.uk/schools/primaryfrench/numbers13_21/cartoon_flash.shtml
Resources
•
cuddly toy
•
soft ball
•
Word cards to print off Speaking and writing
frames to print off
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Niveau rouge – French Year 5 – Module 2
Teacher Guidance
The Primary French Project
The aim of the Primary French Project materials is to provide training and support for teachers who are
teaching French to children in Key Stage 2, and to make links with the Programme of Study for Languages in
Key Stage 2.
The Primary French Project materials can be freely downloaded from the Culturethèque website at
www.culturetheque.com. It is necessary to register on the site, and to be logged in, on order to gain full
access to the materials.
Niveau bleu
Niveau bleu is the first stage of training for teachers. Teachers should have used the niveau bleu materials
to teach children for at least one year, and should feel confident that they have mastered the language
teaching points and teaching methodology at this level, before starting to use the niveau blanc training
materials. The children being taught with niveau bleu materials should ideally be in year 3, or in their first
year of learning French in Key Stage 2. Teachers may wish to download a self-accreditation certificate from
the Culturethèque website at www.culturetheque.com/EXPLOITATION/GBR/apprendre.aspx
Niveau blanc
Niveau blanc is the second stage of training for teachers. Teachers will need to have completed a year of
teaching with niveau bleu materials. Niveau blanc materials should be used to teach children who have
already been taught with niveau bleu materials for one year. The materials are particularly suitable for
children in year 4, or in their second year of learning French in Key Stage 2.
Niveau rouge
Niveau rouge is the third stage of training for teachers, who are already familiar with niveau bleu and niveau
blanc.
Mixed-age classes
Teachers working with a mixed-age year 3-4 class are able to use a two-year training programme produced
by expert consultant Joan Dickie, which is downloadable from the Culturethèque website. This is a
revisioning of niveau bleu and niveau blanc for mixed-age Y3/Y4 classes.
Aspects of Language Teaching at Niveau rouge level
Niveau rouge further develops the concepts, skills ad understanding introduced in niveau bleu and niveau
blanc. Children learn to count up to 50; the learn the names of 20 places that can be found in a town, and
learn how to create simple and compound sentences using them; they learn about adjectives that precede
the noun, and use petit and grand in their sentence-level work. They learn to tell the time to five minutes,
including time on the hour, the half hour and the quarter hour, and how to ask what time it is.
Opportunties have been included to revise and re-use some of what has been learnt in niveau bleu and
niveau blanc.
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Niveau rouge – French Year 5 – Module 2
Leçon 6
Language content: et demi (half past), et demie (half past)
Learning focus
Revision of numbers 1-21
Telling the time – half past
the hour
New vocabulary:
et demie, et demi
Writing the time in French
e.g. 2h00, 2h30
Teaching sequence
Teacher, children and cuddly toys exchange greetings.
Invite the children to practise counting up and down from 1 to 21. Can any children say the numbers from memory?
On slide 3 there are links to the BBC website, the first for vocabulary practice and the second for vocabulary, videos and songs –
when time allows.
Slides 2 & 3
Using slides 4 and 5, or a clock face, model the phrases that describe the time at half past the hour. Invite the children to echo
some of the phrases with you. We use the same phrases that describe time on the hour, but add the phrase et demie or et demi.
Some children might guess why demi/demie sometimes adds an ‘e’; when it follows the word heure or heures (a feminine noun), it
must add an ‘e’ to make a feminine agreement.
Using slide 6 as a speaking frame, invite children to take turn to ask and answer questions about times at half past the hour.
Slides 4-6
Using slide 7, show how the short form of the time is written in French, e.g. 2:30 is written as 2h30. In French, the hour and minute
are separated by h (for heure) where in English we use a colon : Can children match the times being spoken by Nora, to the times
noted down on each clipboard?
Listening and writing practice
Listening comprehension: using mini-whiteboards and pens, invite the children to note down the time that is being spoken, using
Times on the hour and
the French method. For example, if they hear Il est cinq heures et demie, they write down 5h30. The times can be modelled from
the half hour
slides 8-15. Invite children to show their mini whiteboards, then check the answer on the slide.
Slides 7-15
Grammar Point:
The word heure (hour) is a feminine noun. It is always included when we say what time it is, apart from when it is mid-day or
• agreement of adjective
midnight.
demi with nouns heure,
midi and minuit..
At half past the hour, we add et demi or et demie to the time on the hour. As demi is an adjective, it must show a feminine
agreement (by adding an ‘e’) when it follows the word heure. This does not change the pronunciation. It does not add an ‘e’ when
it
follows midi or minuit, as these are masculine nouns.
Pronunciation Point:
• demi and demie sound the Pronunciation: demi and demie sound exactly the same; the pronunciation does not change when the ‘e’ is added.
Slides 16-19
same
End of lesson
Teacher, children and cuddly toys exchange farewells with Au revoir !
Slide 20
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Lessons Page 6 of 11
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Niveau rouge – French Year 5 – Module 2
Leçon 7
Language content : petit (small), grand (big)
Learning focus
Teaching sequence
Greetiings
Teacher, children and cuddly toy all exchange greetings.
Revision : clock times on the
hour and half past the hour
Allow the children to take turns asking what the time is. The children can hold a mini clock face on which they have chosen the
time, or can come to the front and set the time on a larger clock face. Slide 3 can be used as support if necessary.
Slides 2 & 3; large clock face, or class set of mini clock faces
New vocabulary:
Adjectives that precede the
noun –
petit (small)
grand (big)
Speaking frame – using
adjectives petit and grand to
describe places in a town
Revision of numbers 1-21
Grammar:
•
adjectives that
precede the noun
Mime the meaning of petit (small) and grand (big), as you say the word, and invite the children to echo, e.g. petit – squeeze your
hands together to indicate something small, grand – open your arms wide to indicate something big.
Using slides 4 to 8, or printed flashcards, model some spoken phrases showing these adjectives with nouns, e.g. un petit parc, un
grand parc. Invite the children to echo your words. Do any children notice that these adjectives sit “in the English place”, i.e. they
precede the noun? This is unlike the colour adjectives, which were introduced in niveau blanc: colour adjectives follow the noun.
e.g. un chat noir.
After the modelling / echoing phase, re-use the slides or flashcards, and invite the children to read or create the spoken phrases.
You might ask questions such as Qu’est-ce que c’est ? C’est un petit parc ou un grand parc?
Slides 4–8
Using slide 9 as a template, invite the children to work in pairs or small groups, creating simple spoken sentences that include
some of the known nouns, and the adjectives petit and grand. They can create sentences about the fictional town of Jolieville, or
about their own town.
In a plenary, children pass or throw a soft ball around the class; when they receive the ball, they must create a spokensentence
before they throw the ball to someone else.
Slide 9; soft ball; placemat leçon 7 slide 9
If time permits, invite the children to revise the numbers 1-21.
Slide 10
Using slide 11 as a prompt, revise with the children the function of an adjective in relation to a noun. Discuss the syntax (word
order) of petit and grand in relation to the noun they are describing. Use the terminology “precede” – do the children know the
meaning of this word? (It means it comes first, it is the opposite of “follow”).
Slide 11
End of lesson
Teacher, children and cuddly toy exchange farewells with Au revoir !
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Slide 12
Lessons Page 7 of 11
niveau rouge
Niveau rouge – French Year 5 – Module 2
Leçon 8
Language content: trente (thirty), numbers 22-39; un café (a café), un hôpital (a hospital), un château (a castle), un théâtre (a theatre), un hôtel (a hotel).
Learning focus
Starter activity
Teacher, children and cuddly toy all exchange greetings.
Revise numbers 1-21 by counting forwards and backwards around the class.
Slides 2 & 3
Using
slide
4
as
a
visual
aid,
model
the
numbers
20
and
30,
encouraging
the
children
to
echo
the
words
in
chorus.
New vocabulary
Model the spoken numbers from 20 to 39. Invite the children to echo the numbers after you. N.B. The only new word introduced
numbers 22-39
here is 30. Can the children see how they can use this new word to create numbers 31 to 39?
Invite groups of children, and then individual children, to read the new words aloud from the slide.
If you blank out the slide, can any children count from 30 to 39 without the visual support?
Slide 4
Using slides 5 to 9, or flashcards, give a spoken model of the new vocabulary. Invite the children to echo the new words in chorus.
New vocabulary
These five words are all cognates or near-cognates of their English equivalents – can the children guess the meanings in English?
un café, un hôpital, un
château, un théâtre, un Using slide 10 as a template, ask questions of individual children, e.g. Le numéro un, qu’est-ce que c’est? This invites the
response C’est un café. When this Q&A format has been rehearsed in plenary, allow the children to work in pairs, taking turns to
hôtel.
ask and answer questions. How many correct Q&As can each pair produce within, say, one minute.
Slides 5-10; placemat leçon 8 slide 10
Using
slide
11
as
a
template,
throw
a
soft
ball
to
a
child
as
you
ask
a
question.
If
the
child
answers
correctly, he or she throws the
Speaking practice –
ball to another child, and asks another question, and the sequence is repeated around the class.
questions and answers
Slide 11; placemat leçon 8 slide 11
Display the numbers on slide 12 as you say the words; can the children see how the numbers 1-6 change their spelling and sound
Language Learning
only slightly, when we add 10? Invite the children to chant the numbers 1-11.2-12, etc.
Strategies:
On slide 13, show the children how 7, 8 and 9 change when we add 10; this is similar to the way in which 13-19 are formed in
using patterns in words to
English (we add the suffix –teen, meaning 10). The numbers dix and vingt are unique words, of Latin origin.
aid memorisation
Discuss with the children how this knowledge can help them to remember these numbers in French.
Slides 12-13
Discuss
how
compound
words
are
formed
in
English,
and
show
some
examples.
Show
the
role
played
by
the
hyphen,
especially
Grammar Points:
with
English
numbers.
In
French,
most
compound
numbers
use
a
hyphen
(dix-sept),
but
some
use
the
conjunction
et
(vingt
et un).
•
compound numbers
Revise
the
phoneme
[ɛ̃
]
and
practise
reading
it
aloud
in
certain
words
(e.g.
slide
17).
•
compound words
Revise the use of the circumflex accent. The 4 words displayed are all cognates, or semi-cognates, with English. The ‘s’ is no
•
the phoneme [ɛ̃]
longer in the English word theatre.
•
the circumflex accent
Slides 14-18
Teacher, children and cuddly toy exchange farewells with Au revoir !
End of lesson
Slide 19
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niveau rouge
Niveau rouge – French Year 5 – Module 2
Leçon 9
Language content: et quart (quarter past).
Learning focus
Teaching sequence
Starter activity
Q&A – Que vois-tu ?
Je vois…
Teacher, children and cuddly toy all exchange greetings.
Revise the question Que vois-tu ? (What can you see?) Je vois…. (I can see…) Children can take it in turns to ask and answer the
question.
Slides 2 & 3; placemat leçon 9 slide 3
Revise
the
words
petit
and
grand
as
you
say
them,
using
actions.
Using adjectives
Using slide 4, or flashcards, point to the images, and invite the children to echo your words, e.g. un petit café, un grand café. On
petit, grand
the slide, the top row (1-5) are small and the bottom row (6-10) are big.
Use the number labels to ask the children questions about the pictures, e.g. Le numéro neuf, qu’est que c’est ? C’est un grand
château. Then invite the children to take turns in asking and answering questions.
If time, allow children to practise in pairs or small groups.
Slide 4; soft ball; placemat leçon 9 slide 4
Using
slide
5,
revise
clock
times,
especially
half
past
the
hour.
Telling the time (speaking
Using slide 6, model the time on quarter past the hour. Encourage children to echo your words in chorus. Pay careful attention to
and reading)
the pronunciation of quart; recall other known words with the grapheme ‘qu’ such as quatre, quatorze and quiche.
quarter past the hour
Invite individual children to respond, as you ask what time it is, and point to a clock face.
Slides 5-6
Using
slide
7,
show
the
children
how
the
time
is
written
numerically
in
French,
and
how
this
differs
from
English,
Reading and writing the time
e.g. 3 h 30 = 3:30. This applies when the time is written by hand. The display on electronic devices uses the colon, e.g. 3:30
using numbers
Each child has a mini whiteboard. They write down, using the format 3 h 30, the times that you dictate. Slides 8-15 can be used
to model the times, and they can also be used to check the answers, by clicking on the “show answer” button.
Slides 7-15; mini whiteboards
Use slides 16 to 19 to help the children to understand that the time in France is one hour later than the time in all parts of the UK.
World clocks
As you say the first part of each sentence, invite the children to complete it.
the time in France and the
Use slide 20 as a speaking frame, invite the children to create questions and answers about the time in the capital cities of the UK,
UK
in relation to the time in Paris. If timer permits, allow the children to practise in pairs.
Slides 16-20; placemat leçon 9 slide 20 PDF
Revision - most French adjectives follow the noun, but some precede the noun, e.g. petit and grand. Compare with English.
Grammar Point:
et quart (quarter past) does not change its spelling or pronunciation in clock times.
position of adjectives
Clock times can be written using numbers: in French 3 h 15; in English 3:15. Electronic devices use the format 03:15.
et quart – invariable
Slides 21-23
clock times using numbers
End of lesson.
Teacher, children and cuddly toy exchange farewells with Au revoir !
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Slide 24
Lessons Page 9 of 11
niveau rouge
Niveau rouge – French Year 5 – Module 2
Leçon 10
Language content: No new vocabulary
Learning focus
Teaching sequence
Teacher, children and cuddly toy all exchange greetings.
Revise the numbers from 20 to 39. Use a variety of strategies. You could invite the children to count up or down in chorus; you
revision of numbers 20-39
could play a game of “Montrez-moi” (Show me) – call out any number, give the children time to write it on a mini whiteboard, or to
select number cards, then to respond by showing you the number they think you have called out.
Slides 2&3; number cards or mini whiteboards
Tell the children that you want them to ask you about the (fictional) town of Jolieville. Invite them to ask the question Qu’est-ce qu’il
Consolidation of prior
y a à Jolieville ? by speaking in chorus. Rehearse the question until the children are confident in asking it.
learning
In turn, use slides 4, 5 and 6 to help you to answer the children’s question. Using the images, model each answer slowly. Before
you reveal the written answer on each slide, can any children use the images to provide the correct answer?
Creating spoken sentences
N.B. The sentence structure being used incorporates a main and a subordinate clause, adjectives of size, and a negative adverb.
incorporating a main and a
For example: À Jolieville, il y a un petit parc et un grand cinéma, mais il n’y a pas d’hôpital. This structure allows children to extend
subordinate clause,
the range of spoken sentences they can create, and the model can be easily adapted for different vocabulary as the children move
adjectives of size, and a
on with their learning.
negative adverb.
Re-use slides 4, 5 and 6 to allow the children to gain confidence in asking and answering the question about Jolieville.
Slides 4-6
Using a speaking frame
Use slide 7 as a speaking frame. Invite individual children to take turns to ask the question, and to create their own answers using
the ideas displayed. You may wish to use a soft ball as a tool to help children take turns.
Allow the children time to practise in pairs or small groups. A placemat of the speaking frame is available if needed.
In a plenary, allow certain children to demonstrate what they have practised.
Slide 7; placemat leçon 10 slide 7 PDF
Starter activity:
Using a writing frame
Use slide 8 as a writing frame. Allow the children some time to create their own sentences, using the ideas displayed. If time
permits (possibly as an end-of-term activity), children could create a picture or a paper model, with accompanying written
sentences. The sentences could be about Jolieville, or about their own town, or another town that they know.
Slide 8; placemat leçon 10 slide 8 PDF
Grammar Point
• compound sentence
• negative adverb
• elision
Discuss how compound sentences can be formed using 2 or more independent clauses. Show or create examples in English. Can
the children name any coordinating conjunctions in English? In French, they can use et (and) and mais (but).
Revise the use of the negative adverb ne…pas. Remind the children about the concept of elision – when a sound is removed from
a word and replaced with an apostrophe, in order to make it easier to say; usually to avoid adjacent vowel sounds.
Slides 9-12
End of lesson.
Teacher, children and cuddly toy exchange farewells with Au revoir !
Slide 13
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niveau rouge
Niveau rouge – French Year 5 – Module 2
Assessment
Learning focus
Numbers and time
I can...
Spelling skills
Knowledge about language
(Grammar)
Language Learning Strategies
Pronunciation - (Phonics)
Songs, rhymes, dances and
stories
I can use the numbers 0-39.
I know that the word demi (half) is an adjective, and that when it follows the word heure or heures, it adds an ‘e’ – demie.
I know that the pronunciation of demi and demie is the same.
I know that quart (quarter) is a masculine noun, and that it does not change its spelling or pronunciation in any clock time.
I know that, when writing the time in numbers, the hour is shown by the symbol h. The symbol is written to the right of the number, separated by
a space, and without any punctuation within or at the end of the time phrase. For times on the hour, no minutes are written – e.g. 3 h
I know that on a digital clock face or any electronic device, the numbers are separated by a colon.
I know that the circumflex accent can appear over any vowel – a, e, i, o or u; it can mean that there used to be a letter ‘s’ in the word, that has
now fallen silent and vanished from the spelling. English cognates have usually kept the lost consonant, e.g. château/castle.
I know that elision is the omission of a sound or syllable when speaking. In writing, an apostrophe is used to show that there is a missing letter,
e.g. il n’y a pas d’ hotel.
I know that the adjectives petit and grand must precede the noun they describe.
I know that in English, adjectives usually precede the noun they describe.
I know that in French, most adjectives (such as adjectives of colour) follow the noun they describe.
I know that a compound word is made up of two or more root words joined together, e.g. farmyard, runner-up.
I know that, in English, some compound words join together without a hyphen; these are known as ‘closed compounds’.
I know that, in English, some compound words join together with a hyphen, e.g. commander-in-chief.
I know that in English, we use a hyphen with compound numbers from twenty-one to ninety-nine, e.g. sixty-six.
I know that the numbers dix-sept, dix-huit and dix-neuf are compound words, joined by a hyphen.
I know that some French numbers – 21, 32, 41, 51, 61 – are compound words joined by the conjunction et, e.g. vingt et un.
I know that a compound sentence consists of 2 main, or independent, clauses, linked by a coordinating conjunction such as mais.
I know that an adverb tells us more about the verb; a negative adverb turns statements into negative statements.
I know that in French, the negative adverb consists of two words, ne…pas, which wrap around the verb.
I know that an adverbial phrase of place, e.g. à Jolieville, can tell us where the action in the sentence is taking place.
I know that an indefinite article in a negative construction changes to de (which means not any), il n’y a pas de cinéma.
I can remember the numbers 11-16 by looking at numbers 1-6, and noticing similarities in sound and spelling.
I can remember the numbers 17, 18 and 19 by adding the words 7, 8 and 9 on to the word dix.
I can pronounce the phoneme [ɛ̃] as in vin, vingt, simple, point, moins and main.
I know that the phoneme [ɛ̃] can be represented in writing by the graphemes ‘in’, ‘im’ and ‘aim’.
I know that the phoneme [ɛ̃] is a nasal vowel and that nasal vowels do not exist in English.
I can join in singing a song such as Vive le vent.
I can recite a rhyme such as 1 2 3 Comptine de Noël.
I have listened to a story such as Chat chez Paris
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Lessons Page 11 of 11