Download File - Bonjour les amis

TEACHER’S LESSON PLAN -‐ 2 x 2 lesson per week http://www.bbc.co.uk/schools/primaryfrench/games_all.shtml -‐ BBC WEB FOR USE http://learning.bucksgfl.org.uk/mod/page/view.php?id=791 Week 1 –
GREETINGS/ NAME / HOW ARE YOU/FORMAL/INFORMAL /
GESTURES
LESSON 1 -‐ Introduction -‐ Gesture Objectives: Speaking/Reading • Students will be able to greet & introduce themselves & ask for their friend’s name • Students will be able to see the cultural differences in the use of toi / vous ((p. 23 student’s book) RESOURCES: Student’s book & workbook / ball BONJOUR MES AMIS SONG http://www.youtube.com/watch?v=NXkJ88ygPY0 LANGUAGE GRAMMAR : je/tu/vous/et/toi/moi LANGUAGE VOCAB: (gesture) Bonjour / salut / au revoir / à bientôt / tout le monde (SBK p. 10) Monsieur / Madame / Mademoiselle Je m’appelle ……. / et toi/ et vous Enchanté Before the start of gestures: Student’s book p. 11 – Greeting people Student’s book p.21 Vous & tu Vous / tu -‐ Student’s workbook p.18 / 6 (greetings) Proceed with Introducing Gesture method SPEAKING ACTIVITY 1: teacher throw ball to a few students – greet & ask name SPEAKING ACTIVITY 2: speed dating / students say their name (model activity) CULTURAL : Anything you know about France workbook homework (p1) DUE BEG. OF WEEK 2 / part of workbook p. 4 (Qu’est-‐ce que ça veut dire) due WEEK 6 or start class work END CLASS ACTIVITY : quiz with all words learnt / points / reward LESSON 2 -‐ Saying how you feel Objectives: / speaking Listening & Reading • Students will be able to ask questions “comment tu t’appelles?” / comment ça va/ ça va? • Students will be able to ask and say how they are going • Students will be able to say je suis ici / je suis là (gestures) • Cultural – tone of voice in saying & asking how we are At the start: Introduce je suis ici /là – before the roll Put on the board – J’ai les cheveux blonds I have blond hair (students to work out the linguistic difference Read p.2 student’s book – talk about cultural differences and others Student’s book p.23 Talking about yourself Proceed with introducing new language vocab with gestures RESOURCES: Student’s book & workbook / ball / worksheet on-‐line/ JULIE POWERS YOUTUBE – BONJOUR COMMENT ÇA VA / LANGUAGE grammar -‐ Je suis VOCAB Gestures: Comment tu t’appelles / comment ça va / bien / mal / très / comme çi comme ça / pas mal / ça va? Et toi / et vous? / merci SPEAKING ACTIVITY 1: teacher throw ball to a students – greet & ask them how they feel. READING ACTIVITY : worksheet available on-‐line http://www.youtube.com/watch?v=NXkJ88ygPY0 -‐ BONJOUR MES AMIS SONG LISTENING ACTIVITY : comment ça va? Workbook exercise L p. 22 Comment ca va? Students to continue working on p.4 due WEEK 6 (PROGRESS SHEET) Week 2
LEARNING JOURNEY 1 & FRENCH IDIOMS & WORD
ACCENTS
LESSON 1-‐ Reading, Listening & Speaking (Learning Journey 1) Objectives: • Students will read greeting/feeling & match English/images to French • Students will listen to greetings & respond • Students will work in pairs to start their Learning Journey 1 Taking the Roll using: je suis ici /là -‐ CHECK HOMEWORK P.1 WORKBOOK RESOURCES: Student’s workbook / QUOI DE NEUF CD / MATCHING STRIPS / IPAD READING ACTIVITY -‐Matching activity -‐ LISTENING ACTIVITY -‐ workbook exercise D part A &B p.6 salutations SPEAKING ACTIVITY -‐ Students work in pairs to start their Learning Journey 1 on sock puppet JULIE POWERS SONG http://www.youtube.com/watch?v=nhEHGcWa1dk Student’s workbook p. 1 “Before you start” -‐ DUE WEEK 2 LESSON 2-‐ French Idioms & accents Objectives: Listening & reading & speaking • Students will be able to say/listen and respond to French idioms • Students will be able to read the French idioms and respond • Use Cultural expressions/tone in their conversation LANGUAGE GRAMMAR Accents & silent words LANGUAGE VOCAB Je suis désolé / oh la la / Mince / Aïe / oh pardon / ah bon? RESOURCES : Student’s book / workbook / fly swat Recap prior knowledge – SBK P.12 -‐ give some situations to check understanding Activity in pair using greetings Students complete activity on WB P. 4&5 Talk about the importance of accents SBK P.12 & WB p. 9 READING ACTIVITY Student’s book – p.10 – for new vocab on French expressions/useful words GAME ACTIVITY: GUESS / FLY SWAT READING ACTIVITY /ACCENT : useful expression workbook exercise B p. 4&5 Qu’est-‐ce que ça veut dire & pg. 9 H (Les accents) Week 3
PRONOUNCIATION
LESSON 1-‐ pronounciation Objectives: Listening & reading • Students will be able to listen & recognise the sound A ‘a’ / OI ‘wa’ • Students learn about silent letters • Students will read and respond / write about Meeting someone Taking the Roll using: je suis ici /là -‐ RESOURCES: Student’s workbook / QUOI DE NEUF CD READING ACTIVITY -‐ workbook exercise E p.7 Reponse et reaction Advanced students can go on the writing activity: workbook exercise I pg. 9 Conversation incomplète LISTENING ACTIVITY -‐ workbook exercise C part A p.6 Soyez tout oreilles ‘a’ or ‘oi’ Workbook exercise c part B p.6 silent letters LESSON 2-‐ I live /BD Objectives: Listening & reading • Use BD • Use Cultural expressions in their conversation / rue LANGUAGE GRAMMAR J’habite à / en / Australie LANGUAGE VOCAB rue/alors/ tu habites où? RESOURCES : Student’s book / workbook / Asterix /Tintin /flyswat Talk about definition of BD -‐ Asterix & Obelix -‐ Refer to Teacher’s book p. 6 & 7 – Group work to elicit knowledge of BD with questions & answers in English Listening ACTIVITY Student’s book – p.6 & 7– GAME ACTIVITY: GUESS / FLY SWAT vocab learnt Week 4 / 5
I LIVE & WHERE DO YOU LIVE
LESSON 1 & 2 -‐ I live /BD Objectives: Listening & reading & writing • Students will be able to say where they live (street city & country they live) Advanced students can add numbers • Students will be able to ask someone where they live • Students will be able to listen and respond about prior /new knowledge (wb pg8) • Use Cultural expressions in their conversation / • To say where they live • To write & complete a small comic strip in French http://learning.bucksgfl.org.uk/mod/page/view.php?id=580 - LISTENING
FOR STUDENTS (I LIVE) & BBC WEBSITE
LANGUAGE GRAMMAR J’habite à (city) en New vocab learnt RESOURCES : Student’s book / workbook / CD / ON-‐LINE WORKSHEET Recap prior knowledge – SBK P.10 -‐ LISTENING ACTIVITY Student’s book – p. 6&7 – BD LISTENING ACTIVITY -‐ Student’s workbook – p. 8 exercise G (Tu comprends?) WRITING ACTIVITY -‐ Student’s workbook – p. 9 -‐ I (conversations incompletes) Student’s workboo – p. 21 J (questions & reponses) K (Textos) WORKSHEET ON LINE FOR ADV STUDENTS (I LIVE…) / BBC WEBSITE GAME ACTIVITY: GUESS / FLY SWAT HOMEWORK TO DO WITH PARENTS -‐ Read Student’s book p.4 (map) Do workbook exercises A & B p. 2 & 3 (la belle France) & 10 J Quiz– DUE END OF WEEK 4 Look at Progress Sheet with students LEARNING JOURNEY 1 -‐ Bonjour mon ami/e – DUE WEEK WK 5 Week 6
Listening
LEARNING JOURNEY 2 – CREATE BD / GESTURES
LESSON 1 & 2 -‐ gestures – GIVING INSTRUCTIONS Objectives: Listening & speak & writing • Students will be able to give / listen to instructions • Use Cultural expressions in their conversation / • To write their comic strip in French using LANGUAGE GRAMMAR C’est LANGUAGE GRAMMAR Lève-‐toi / assieds-‐toi / marche / cours/ arrête / tombe / vite /lentement/ c’est fantastique/viens ici/va la-‐bas. RESOURCES : ON-‐LINE WORKSHEET on instructions LISTENING ACTIVITY – students listen to each other and does the action WRITING ACTIVITY – work on their comic strip GAME ACTIVITY: GUESS / FLY SWAT Workbook – p 4 & 5 Qu’est-‐ce que ça veut dire? -‐ DUE WEEK 6 Fill in Survey sheet in workbook p. 11 -‐ K (Maintenant je peux) DUE WEEK 6 WEEK 7 – SPEAKING TEST
workbook p. 12 & 13 -‐ Reflections DUE WEEK 7 Week 8 & 9
LEARNING JOURNEY 3 – TALKING ABOUT OTHERS
LESSON 1 & 2 – verbe to be in singular/ talking about others/ description of self & others Objectives: Listening & speaking • Students will be able to give / listen to instructions • Use Cultural expressions in their conversation / • Create a movie about giving and receiving instruction & French expressions. • Able to say/ask their friend’s name / someone is away • Intelligent / gourmand / sympa /amusant • LANGUAGE GRAMMAR • Je suis Il / elle s’appelle / il /elle est absent/e • Masculine / feminine • LANGUAGE vocab • Intelligent / gourmand / sympa / amusant /mechant/super RESOURCES : ON-‐LINE WORKSHEET (il s’appelle) / student’s book & workbook / Asterix & Obelix / on-‐line worksheet il s’’appelle / Minivol video & worksheet (to be put on-‐line) Introduce – question Comment s’appelle t-‐il /t-‐elle Use Asterix BD – il s’appelle / elle s’appelle / Il / elle habite Recap p.23 SBK Je suis etc… before introducing adjectives LISTENING & SPEAKING ACTIVITY – place students in a circle (leve-‐toi / viens ici / fais un cercle) go around / il /elle s’appelle WRITING ACTIVITY – work on their comic strip Next lesson – worksheet on il s’appelle on-‐line WEEK 8 LISTENING Workbook exercise pg.19 H – part A & B Masculin & feminine READING/SPEAKING Workbook exercise pg. 20 I – Part I & J (extension) Descriptions & questions et reponses Student’s book pg. 22 , 23 , 24 (READING & P.24 SPEAKING) LEARNING JOURNEY 2 -‐ Bande dessinée – DUE WEEK WK 8 LEARNING JOURNEY 3 -‐ Film -‐ DUE WEEK 9 WEEK 10 (COMPLETE ALL WORK)
Reflections student workbook p. 24 & 25
LEARNING JOURNEY 3 -‐ Film on gestures/French expressions DUE WEEK 10

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