Module 4
Lesson Plans 16-20
Niveau rouge
Spring Term Second Half
Year 5
niveau rouge
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Niveau rouge – French Year 5 – Module 4
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Niveau rouge – French Year 5 – Module 4
Learning Objectives
Leçon 16
-
revise information about where I live
learn the number 40
learn 5 more feminine nouns: places in town
use strategies to look for patterns I words and to help memorise numbers
Leçon 17
-
learn about the time difference between Paris and Tokyo
revise the negative adverb ne…pas, and its elision before a vowel: pas…d’
learn about the function of a subordinating conjunction
create spoken sentences consisting of a main clause, and a subordinate clause introduced by a
subordinating conjunction, e.g. Quand il est trois heures à Paris, il est onze heures à Tokyo.
Leçon 18
-
learn to tell the time to five minutes
practise writing the time to five minutes, in number form
learn about ordinal and cardinal numbers
Leçon 19
-
revise the question Tu as quel âge ? and the answer J’ai xx ans.
create spoken sentences consisting of two main (independent) clauses, linked by a co-ordinating
conjunction, e.g. À Jolieville, il y a un grand parc et une petite gare, mais il n’y a pas de château.
understand the function of a co-ordinating conjunction.
Leçon 20
-
use what I have learnt in order to speak about the town or village where I live.
use what I have learnt in order to write about the town or village where I live.
be introduced to some words and phrases to include in a written letter.
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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Vocabulary
Numbers
Writing a letter
quarante
40
Nouns
une bibliothèque
une école une
église
une patinoire une
piscine
le deuxième
arrondissement
a library
a school
a church
an ice rink
a swimming pool
nd
the 2
arrondissement
Chère amie
Cher ami
c’est bien !
c’est super !
c’est très intéressant !
malheureusement
écris-moi pour me le dire
pour les touristes
Dear friend (to a girl)
Dear friend (to a boy)
it’s good/nice!
it’s super!
it’s very interesting!
unfortunately
write to me to tell me
for the tourists
Grammar and Pronunciation
Language Learning Strategies
learn new vocabulary by
Grammar Point – elision
(revision)
Grammar – compound
sentence
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. pas
d’école).
A compound sentence is formed
when we join two main clauses with
a connective.
Grammar Point – complex
sentence
A complex sentence is formed when
we join 2 clauses with a connective:
a main (or ‘independent’) clause,
and a subordinate (or ‘dependent’)
clause.
In a compound sentence the
clauses are linked by a coordinating
conjunction (and, but, so, or).
Grammar Point – co-ordinating
conjunction
A co-ordinating conjunction (and,
but, so, or) links two words or
phrases together as an equal pair
Grammar Point –
subordinating conjunction
Grammar Point – formation of
ordinal numbers
A subordinating conjunction (e.g.
when, if, because, since, although)
introduces a subordinate clause.
Ordinal numbers are usually formed
by adding the suffix –ième to the
cardinal number.
• saying words 10 times under
breath
• learn spellings by look-coverwrite-check
• do high-speed testing with a
partner.
Knowledge about France and
the UK – postal codes in Paris
and London
In Paris, the last 2 digits of the
postcode show the number of the
arrondissement; the first 2 digits
show the region of France, which for
Paris is 75. The post code for the
th
15 arrondissement is 75015,
In London, the first part of the
postcode is made up of a compass
point (N, S, E, W) plus a number
starting from 1. The post code for 10
Downing Street is SW1A 2AA.
Grammar Point – letter
salutations
In English, the usual letter salutation
is ‘Dear’. In French, it is Cher to a
male recipient, and Chère to a
female recipient.
Using the Internet
• BBC 30-100 www.bbc.co.uk/schools/primarylanguages/french/numbers/numbers_30_100/
• Time zones http://24timezones.com/
nd
• Paris 2 arrondissement https://www.youtube.com/watch?v=GZG2ipSELao
Resources
•
cuddly toy
•
soft ball
•
Speaking and writing frames (placemats) to print
off
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Niveau rouge – French Year 5 – Module 4
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 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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Leçon 16
Language content: quarante (forty) ; une bibliothèque (a library), une école (a school). une église (a church), une patinoire (an ice rink), une piscine (a
swimming pool).
Learning focus
Starter activity
Revise personal information
New vocabulary
quarante (40)
Counting from 1-40
Town vocabulary – feminine
nouns
une bibliothèque
une école
une église
une patinoire
une piscine
Knowledge about France
une pharmacie
Language Learning
Strategies
numbers in 10s
End of lesson
Teaching sequence
Teacher, children and cuddly toys exchange greetings.
Revise information about yourself and where you live. Using slide 3 as an aide-mémoire, This can be done as a whole-class
activity, as well as in pairs or small groups.
Slides 2 & 3
Using slide 4, model the new number quarante (40). Encourage the children to repeat it with accurate pronunciation and clear
diction.
Challenge the children to count up to 40. Use a variety of activities to help the children become familiar with the numbers.
Using their knowledge of the French number system, can any children work out how to say the numbers 41-49? There is a link on
the slide to BBC Primary French numbers if you wish to explore the number system a little further.
Slide 4
Using slides 5-9 or picture cards, introduce 5 more feminine nouns, all places that can often be found in town: une bibliothèque,
une école. une église, une patinoire, une piscine. Encourage the children to listen carefully to the model, then to repeat the new
words with careful attention to pronunciation.
Slide 10 can be used as a speaking frame, for some whole-class practice with the new words.
Allow the children some time to work in pairs or small groups, using the speaking frame to learn and memorise the new
vocabulary. Use a plenary session to check.
Slides 5-10; placemat leçon 16 slide 10
Une pharmacie is the equivalent of a chemist’s or pharmacy in the UK. A green cross is often displayed outside the shop,
sometimes with programmable flashing lights that create an interesting pattern. Pharmacies in France offer first aid and medical
advice. The staff are highly trained. When people feel under the weather, they usually visit the pharmacie first, rather than go
straight to the doctor.
Numbers in 10s. Practise saying these words 10 times under your breath. Try to learn the spellings using a technique such as
look-cover-write-check. Work with a partner to do high-speed testing: say the a number in English and ask for it in French, and
vice versa.
Slides 11-13
Teacher, children and cuddly toys exchange farewells with Au revoir !
Slide 14
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Leçon 17
Language content : No new vocabulary
Learning focus
Starter activity
Speaking practice : world
clocks, Paris et Moscou
World clocks
Paris-Tokyo
Spoken sentences: using a
subordinating conjunction to
introduce a subordinate
clause
Teaching sequence
Teacher, children and cuddly toy all exchange greetings.
Children can take turns to create sentences: one child starts a sentence – «Quand il est six heures à Paris, …», and throws the
soft ball to another child to complete the sentences - «…il est huit heures à Moscou.»
Slides 2-3
Using slides 4-7, introduce the children to the time difference between Paris and Tokyo. Use sentences such as Quand il est une
heure à Paris, il est neuf heures à Tokyo. Re-use slides 5, 6 and 7, to allow children to complete the sentences you begin. the
time in Tokyo is 8 hours ahead of Paris, so in terms of mathematics, the time difference will be harder for children to work out than
the Paris-Moscou time difference. If any children struggle with the concept, it might help to display the French numbers 1-12.
Using slide 8 as a speaking frame, challenge the children to create a variety of sentences about the time difference between Paris
and Tokyo. You could invite children to select a number card from 1-12 to be the time in Paris.
Children work in pairs or small groups, using slide 8 as a speaking frame, and number cards 1-12.
Slides 4–8; placemat leçon 17 slide 8, sets of number cards 1-12
Revision of negative adverb
pas…de
pas…d’
Slides 9-11 can be used to model the use of the negative adverb in a sentence. Model the question, and ask children to say the
answer. Slides 12-14 challenge the children to work out the answer for themselves, before checking. Slides 15 & 16 focus on a
noun that begins with a vowel sound, therefore elision occurs, e.g. il n’y a pas d’église.
Slide 17 can be used as a speaking frame that will challenge the children to think about pronunciation in respect of elision. Use
with the whole class, and also give practice as a pairwork activity.
Slides 9–17; placemat leçon 17 slide 17
Knowledge about France
les arrondissements
Slides 18-20 might be used throughout the week to practise speaking and memorisation of information about les arrondissements.
Slides 18–20
Revise the concept of elision, with a focus on pas de/pas d’
Grammar Point –
Discuss the function of a subordinating conjunction; it introduces a subordinate clause.
elision
subordinating conjunction Tokyo is the capital of Japan. It’s the largest city in Japan, with a population of more than 13 million. What else do the children
know about Tokyo? Use maps to help them see where it is.
Knowledge about the
Slides 21-26
world - Tokyo
End of lesson
Teacher, children and cuddly toy exchange farewells with Au revoir !
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Slide 27
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Niveau rouge – French Year 5 – Module 4
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Leçon 18
nd
Language content: le deuxième arrondissement (the 2 arrondissement)
Learning focus
Starter activity
Teacher, children and cuddly toy all exchange greetings.
Challenge the children to use mental maths skills, and to produce a complex sentence about the time. From a set of number cards,
World clocks – Paris,
1-12, children pick a card to show the time in Paris.
Moscou, Tokyo
Allow time for children to practise in pairs or small groups.
Slides 2-4
Using
a
large
clock
face,
or
slides
5-17,
model
the
phrases
that
tell
the
time
throughout
a
whole
hour,
in
five-minute
intervals.
Start
Telling the time – listening
with
minutes
past
the
hour,
then
move
into
minutes
to
the
hour.
The
only
numbers
needed
for
the
minutes
are
5,
10,
20
and
25.
and speaking
Re-use the slides as necessary, to ask children to tell you the time on display.
Times to five minutes
Slides 5-17
Using
slide
18,
look
again
at
how
clock
times
are
written
down
by
hand
in
French.
Telling the time – listening
Model a variety of clock times in spoken form, using slides 19-26. Invite the children to listen carefully, and to write down on mini
and writing
white boards the clock times they hear. The answers can be revealed on each slide.
Times to five minutes
Slide 27 can be used as a template, invite the children to work in pairs, using mini white boards.
Slides 18-27; mini white boards
Using
slides
28-30,
allow
the
children
to
practise
asking
and
answering
familiar
questions
about
the
arrondissements of Paris,
Knowledge about France
including le premier arrondissement.
le 2ème arrondissement
nd
Introduce the children to the 2 arrondissement. When you have modelled the sentence, encourage the children to read it aloud
with you. Can any children read it aloud by themselves? Can they change the order of the nouns in the sentence?
nd
Children might wish to find out more about the landmarks mentioned in the 2 arrondissement.
Slides 27-31; placemat 2 le 2ème arrondissement
In everyday speech, we usually tell the time to the nearest five minutes.
Grammar Points
rd
An ordinal number tells the position of something in a list, such as 1st, 2nd, 3 , whereas a cardinal number represents quantity.
times to 5 minutes
Remind the children that ordinal numbers may be written in English with numerals and letter suffixes: 1st, 2nd, 3rd, 4th, and in
formation of ordinal
French also with numerals and letter suffixes: 1er/1ère, 2ème, 3ème, 4ème etc.
numbers 1-20
In French, the first ordinal number is le premier or la première; all other ordinal numbers are formed by adding the suffix –ième to
the cardinal number. Sometimes, there is a slight change in the cardinal number, in order to make it sound correct before the suffix
– can the children see which numbers have been modified before the suffix is added?
Slides 32-39
Teacher, children and cuddly toy exchange farewells with Au revoir !
End of lesson
Slide 40
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Leçon 19
Language content: No new vocabulary.
Learning focus
Starter activity
Revision - age
Compound sentences speaking
Compound sentences writing
Grammar Points:
compound sentence
coordinating conjunction
main/independent
clause
Knowledge about France
& the UK
postcodes in Paris and
London
Teaching sequence
Teacher, children and cuddly toy all exchange greetings.
Revise the question Quel âge as-tu ?/Tu as quel âge ? and the answer J’ai xx ans. The children can say their real age, then a set
of number cards can be used to give the opportunity to say a variety of ages.
Slides 2 & 3
Using slide 4 as a speaking frame, invite children to create a variety of compound sentences that include a masculine and a
feminine noun, with an adjective, and any other noun with a verb and a negative adverb.
Allow children to practise in pairs or small groups.
In a plenary, allow the children to contribute some of the spoken sentences they have made.
Slide 4; placemat leçon 19 slide 4
Using slide 5 as a writing frame, invite children to create some written compound sentences, based on the spoken sentences they
have been practising.
Slide 5; miniframe for exercise books
A compound sentence is formed when we join two main clauses with a connective.
In a compound sentence the clauses are linked by coordinating conjunctions (and, but, so, or).
A co-ordinating conjunction (e.g. and, but) links two words or phrases together as an equal pair.
An independent (or main) clause can stand alone, it makes sense by itself.
Slides 6-8
Use slides 8 and 9 to encourage some speaking about arrondissements.
In Paris, the last 2 digits of the postcode are the number of the arrondissement. France uses five-digit numeric postal codes, the
first two digits representing the département in which the city is located. Information about departments can be found at
https://en.wikipedia.org/wiki/Departments_of_France.
In London, the first part of the postcode is made up of a compass point (N, S, E, W) plus a number starting from 1.
Slides 9-11
End of lesson.
Teacher, children and cuddly toy exchange farewells with Au revoir !
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Slide 12
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Niveau rouge – French Year 5 – Module 4
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Leçon 20
Language content: Chère amie/Cher ami (Dear friend); c’est bien ! (it’s good/nice), c’est super ! (it’s super!), c’est très intéressant ! (it’s very interesting!),
malheureusement (unfortunately), écris-moi pour me le dire (write to me to tell me); pour les touristes (for the tourists).
Learning focus
Starter activity:
Description of the town
Speaking activity
Teaching sequence
Teacher, children and cuddly toy all exchange greetings.
Revise the sentence structure and vocabulary from leçon 19, using the speaking frame on slide 3.
speaking about the town or
village where I live
revision of numeral as
determiner
Writing practice
Reading comprehension
understanding a letter –
coping with unknown
language
Writing a letter
Knowledge about France
letter salutations
End of lesson.
Slides 2&3
Using slides 4 and 5, show the children how Nora and Julien can describe the town or village where they live. Invite the children to
listen to each description, then to read it aloud. The fronted adverbial is slightly different: rather than À Jolieville, it is Dans la ville
où j’habite / Dans le village où j’habite (in the town/village where I live). Can the children identify the additional element in the
descriptions? The additional element is a plural noun with a numeral as determiner, e.g. trois restaurants, deux cafés.
Speaking activity: Choose either slide 4 or 5 as a speaking frame. Ask the question, and invite children to construct answers based
on the template. Use 2 packs of picture cards and a set of number cards – the first is masculine nouns, the second is feminine
nouns. Children choose 3 noun cards, one from one pile and 2 from the other, and also a number card. The cards are placed in
order from left to right, and the number card alongside the third noun. All children try to construct the sentence in their heads –
then you choose a child to give the spoken answer. The cards are put back, the packs are shuffled, and the activity is repeated.
Children stick a “sentence strip” into their exercise books, and write the sentence that describes it.
Slides 4 &5; picture cards (places in town); sentence strips leçon 20 PDF
Slide 6 shows a letter written by a school pupil to a penfriend. Invite the children to listen to the letter being read aloud. Ask
questions to check understanding. There are some new words and phrases that help to express opinions. Can the children still
understand the letter, even though they have not been taught some of the vocabulary? Can they guess at the meaning?
Discuss letter-writing conventions in English, particularly the type of letter that you might write to a child of your age in a partner
school. You might wish to see BBC Bitesize www.bbc.co.uk/bitesize/ks2/english/writing/letters/read/1/.
As this writing task will need extra time, it is suggested that it forms an end-of-term activity, possibly not during the usual
French lesson. The letters that the children write can be illustrated and put on display from the start of next term.
Invite the children to write a letter about the town or village where they live, using the letter on slide 6 as a template. Show them
how to address the letter to a girl using Chère amie, or Chère + a girl’s name; or to a boy using Cher ami, or Cher + a boy’s name.
Wikipedia boys’ and girls’ names: https://fr.wikipedia.org/wiki/Liste_de_pr%C3%A9noms_fran%C3%A7ais_et_de_la_francophonie
Slide 6
When writing a letter to a penfriend in English, the letter salutation is Dear + name, e.g. Dear James. In French, the salutation is
Cher for a boy, and Chère for a girl.
Slide 7
Teacher, children and cuddly toy exchange farewells with Au revoir !
Slide 8
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Assessment
Learning focus
I can...
st
Knowledge about France,
the UK and the world
I can give a description of the 1 arrondissement in Paris.
nd
I can give a description of the 2 arrondissement in Paris.
I know that in Paris, the last 2 digits of the postcode show the number of the arrondissement; the first 2 digits show the region of
France, which for Paris is 75. The post code for the 15th arrondissement is 75015,
I know that in London, the first part of the postcode is made up of a compass point (N, S, E, W) plus a number starting from 1. The
post code for 10 Downing Street is SW1A 2AA.
I know that Tokyo is the capital of Japan. It’s the largest city in Japan, with a population of more than 13 million.
I know that the time in Tokyo is 8 hours ahead of the time in Paris.
Language Learning
Strategies
I can practise saying words 10 times under my breath.
I try to learn spellings using the look-cover-write-check technique.
I can work with a partner to do high-speed testing.
Numbers and time
I can understand and tell the time to five minutes.
er
ère
ème
ème
ème
ème
ème
ème
I know that ordinal numbers may be written in French with numerals and letter suffixes: 1 or 1 , 2 , 3 , 4 , 5 , 6 , 7 ,
ème
ème
ème
ème
ème
8 , 9 , 10 , 11 , 12
In French, the first ordinal number is le premier or la première; all other ordinal numbers are formed by adding the suffix –ième to
the cardinal number. Sometimes, there is a slight change in the cardinal number, in order to make it sound correct before the suffix
is added, e.g. neuf → dix-neuvième.
Spelling skills
I know that when elision occurs in speaking, an apostrophe is used in writing to show that there is a missing letter, e.g. pas
d’école.
Knowledge about language
(Grammar)
Pronunciation - Phonics
Songs, rhymes, dances and
stories
I know that a compound sentence is formed when we join two main (or independent) clauses with a connective.
In a compound sentence the clauses are linked by coordinating conjunctions (and, but, so, or).
I know that a co-ordinating conjunction (and, but, so, or) links two words or phrases together as an equal pair.
I can open a spoken sentence with an adverbial phrase of place: À Jolieville,…Dans le premier arrondissement,…
I know that when writing a letter to a penfriend in English, the letter salutation is Dear + name, e.g. Dear James. In French, the
salutation is Cher + name for a boy, and Chère + name for a girl.
I know that elision is the omission of a sound or syllable when speaking.
I can join in singing an action song such as Quand trois poules vont aux champs.
I can recite a rhyme such as Crêpes à la vanille.
I have listened to a story such as P’tit Boule et Bill - La Partie de crêpes
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Lessons Page 11 of 11