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Thinking and

Learning
Through
Fairy Tales
In
Modern Foreign
Languages
2
Contents
Card Sorting Phonics . 3 5
Story Boarding . !
Card Sorting "ouns #$% . & #'
Ma( )ro* Me*ory+,isual . ## + #5
Ma( )ro* Me*ory+-uditory . # + #!
Character .escri(tions . #& + %'
/i*0s 1a*e . %# + %#
2dd 2ne 2ut . %% + %3
.o*inoes . %5 + %!
Pass the Parcel . %& + 3'
Snakes and Ladders . 3# + 33
-ction Charades . 33 + 3
4a((y Fa*ilies . 3! + 3#
Block5usters . 3% + 33
"arrati6e For*at Scri(t . 35 + 3!
Songs . 3& + 37
Board ga*e language . 5' + 5'
MFL /S% Fra*e8ork 93 $ 3 . 5# + 5%
Card Sorting + Phonics
Pur(ose to sort: classi)y and grou( 8ords
to *ake connections
to de6elo( listening skills
Links to /S%
)ra*e8ork
23.# Listen and res(ond to si*(le rhy*es: stories and songs
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings:
and read aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
23.3 Listen )or sounds: rhy*e and rhyth*
L3.% Follo8 a short )a*iliar te<t: listening and reading at the
sa*e ti*e
Pre(aration Pu(ils 8ork in grou(s o) % or 3. =ach grou( 8ill need>
# (honic grid
# set o) (honic cards
It is ad6isa5le to use no *ore than #' (honic 8ords in any one session and
to concentrate on ?ust a )e8 sounds at a ti*e.
-cti6ity .is(lay (honic grid on (o8er (oint or S*art5oard and (ractise
sounds. It is a good idea to introduce a 5eat or rhyth* to assist
recall. @Ae 8ill rock youB 5y Cueen is a good one.
1i6e out set o) #' 8ords. Say each 8ord and ask grou(s to (lace
in order in 8hich you say the*.
1i6e out (honic grids.
"o8 ask grou(s to sort the 8ords 5y sound endings (lacing each
8ord in correct colu*n o) the grid.
-sk grou(s to co*(are notes.
In6ite grou(s to )eed 5ack to 8hole class 5y listing 8ords in one
o) the colu*ns.
In6ite co**ent )ro* other grou(s. -ny uncertainties should 5e
6eri)ied 5y listening to the ani*ated 6ersion o) the story.
4
a e D i oi on
5
a e D i oi
E deu< Dtait (etit )ois
la (aresseu< ha5itaient (orcherie trois
*a ?e cochonnet ?oli 5ois
(as Fue 6ais gentil Fuoi
sa (ratiFue des y
ta de asseG oui
lE chaude )ra((D (uis
carotte entrer dit
Story Boarding
Pur(ose to de6elo( seFuencing skills
to *ake deductions
to *ake ?udge*ents in)or*ed 5y reasons and e6idence
to de6elo( language learning strategies and kno8ledge a5out language
Links to /S%
)ra*e8ork
23.# Listen and res(ond to si*(le rhy*es: stories and songs
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
23.% Listen )or s(eci)ic 8ords and (hrases
23.3 Listen )or sounds: rhy*e and rhyth*
L3.% Follo8 a short )a*iliar te<t: listening and reading at the sa*e ti*e
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) (icture cards
-cti6ity -sk (u(ils to seFuence the cards in the order in 8hich they a((ear in the story.
Hsing the ani*ated on screen 6ersion ask class to )ind the French 8ords )or the
(ictures that a((ear on the )irst (age. -sk the* to e<(lain their choice. ;ight or
8rong: the reasons they gi6e are 6ery i*(ortant as they are articulating language
learning strategies. I) 8ord selected is incorrect ask class i) there could 5e another
8ord )or the (icture. -sk )or reasons. Continue until correct 8ord is identi)ied.
2nce they ha6e identi)ied the 8ords )or the (ictures that a((ear on the )irst (age o)
the story: ask the* to re(eat the 8ords a)ter you. -sk the* to co**ent on the sound
and the s(elling o) the 8ords *ake links to (honic grid.
"o8 ask the* to listen to that (age 5eing read and to (oint to the (ictures 8hen they
hear the 8ords.
"o8 re*o6e the te<t and ask the* to listen again to see i) they can identi)y the 8ords.
;e(lay the )irst (age 8ith the te<t and ask the* to try and ?oin in 8hen the 8ord is
said. Tell the* that you intend to re*o6e the te<t and 8ould like the* to still ?oin in.
-sk 8hat they need to )ocus on to 5e a5le to do this.
;e(eat )or ne<t )e8 (ages.
.e5rie) -sk (u(ils 8hat they disco6ered a5out language through the (rocess and ho8 they disco6ered
it. Ahat skills did they useI I.e. discussing: e<(laining: reasoning: ?usti)ying: *aking
?udge*ents etc.
6
7
8
Card Sorting "ouns #
Pur(ose to sort: classi)y and grou( 8ords
to articulate (recisely reasoning (rocess
to de6elo( language learning strategies and kno8ledge a5out language
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.3 =<(eri*ent 8ith the 8riting o) si*(le 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) noun cards
-cti6ity 1i6e out the cards to each grou(. Say the 8ords on each card and ask (u(ils to
(ut the* into the seFuence as you say the*. .iscuss any that 8ere di))icult to
identi)y.
-sk (u(ils to sort the cards into grou(s.
-)ter 5 *inutes ask each grou( ho8 they chose to sort.
Ahate6er 8ay grou(s ha6e sorted the 8ords go in that direction. For e<a*(le
i) a grou( has sorted into 8ords they kno8 and don0t kno8: check the *eaning o)
the 8ords that they think they kno8 in the story. Listen to the (ronunciation o)
the 8ords and (ractice re(eating the*.
"o8 look in the story to 8ork out the *eaning o) the grou( o) 8ords they didn0t
kno8. Listen to the sounds o) the ne8 8ords and (ractice the (ronunciation.
;elate to (honic grid.
I) they still can0t 8ork out the *eaning 8hat other strategies do they think
they could e*(loyI
-sk the* to choose a )a6ourite 8ord and to dra8 it in the air on the 5ack o)
their (artner. In (airs or grou(s try and guess each other0s )a6ourite 8ord.
.e5rie) -sk (u(ils 8hat they disco6ered a5out language through the (rocess and ho8 they
disco6ered it. Ahat skills did they useI I.e. discussing: e<(laining: reasoning: deducing:
?usti)ying etc.
Card Sorting "ouns %
Pur(ose to sort: classi)y and grou( 8ords
to articulate (recisely reasoning (rocess
to *ake links 5et8een 8ords
to de6elo( language learning strategies and kno8ledge a5out language
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.3 =<(eri*ent 8ith the 8riting o) si*(le 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) noun cards
-cti6ity
1i6e out the cards to each grou(. Say the 8ords on each card and ask the* to
(ut the* into the seFuence as you say the*. .iscuss any that 8ere di))icult to
identi)y.
-sk (u(ils to sort the cards into grou(s.
-)ter 5 *inutes ask each grou( ho8 they chose to sort.
Ahate6er 8ay grou(s ha6e sorted the 8ords go in that direction.
So*e grou(s 8ill (ro5a5ly sort 5y @leB: @laB and @lesB. -sk (u(ils to e<(lain 8hat
the @leB: @laB and @lesB could *ean and conseFuently to articulate (recisely ho8
they ha6e sorted i.e. 5y gender.
Con)ir* their understanding 5y checking in the story. 1ender is a di))icult
conce(t )or =nglish s(eakers: gi6e (u(ils ti*e to re)lect on the conce(t.
-sk other grou(s to co**ent.
.e5rie) -sk (u(ils 8hat they disco6ered a5out language through the (rocess and ho8 they
disco6ered it. Ahat skills did they useI I.e. discussing: e<(laining: reasoning: deducing:
?usti)ying etc.
9
le cochon la ferme la porcherie la maison en
paille
le loup la maison en
bois
la maison en
brique
la chemine
la marmite les carottes les oignons le feu
10
Ma( )ro* Me*ory ,isual
Pur(ose to inter(ret and organise in)or*ation
to *ake links 5et8een 8ords
to look )or (atterns
to de6elo( *e*ory strategies
Links to /S%
)ra*e8ork
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.3 =<(eri*ent 8ith the 8riting o) si*(le 8ords
L3.# ;ead and understand a range o) )a*iliar 8ritten (hrases
L3.3 Arite si*(le 8ords and (hrases using a *odel and so*e 8ords )ro*
*e*ory
Pre(aration Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
- 5lank *a(
2ne set o) la5els )or the 5ackground o5?ects
2ne set o) (icture cards to (lace in the )oreground
.ry8i(e (ens.
J2lder children could ?ust 5e gi6en a 5lank sheet o) -3K
-cti6ity Tell (u(ils that there is one co(y o) the @*a(B and that they ha6e to re(roduce
it: as a grou(: as accurately as (ossi5le.
1rou(s could start 5y discussing and (lacing the la5els they ha6e 5een gi6en.
2ne *e*5er o) each grou( co*es to look at the *a( one at a ti*e )or #5
seconds.
Pu(ils then go 5ack to their grou(s and record 8hat they can re*e*5er onto
their 5lank *a(.
They can 8rite )urther la5els they re*e*5er on their *a(.
;e(eat a5o6e t8o stages )or each *e*5er o) the grou( and )or as *any ti*es
as you dee* necessary.
Ahen the ti*e is u( ask grou(s to 8ander around and look at the *a(s
(roduced 5y other grou(s.
;e6eal original *a( on (o8er (oint. -sk )or )eed5ack on the acti6ity.
.e5rie) -sk (u(ils 8hat strategies they e*(loyed to carry out the task. -sk the*
#. 8hat they did 8ell
%. 8hat they could do 5etter
3. 8hat they 8ould do di))erently i) they 8ere to do the acti6ity again
Ahat skills did they useI I.e. discussing: colla5oration: listening: (lanning: e<(laining:
reasoning: ?usti)ying etc.
11
une poule
un cheval
une vache
un cochon
le grand tracteur rouge
le fermier
un toit rouge
un gros nuage gris
la grange
la mare aux canards
un canard
Une grande ferme
la porcherie
12
13
14
Une grande ferme Une grande ferme Une grande ferme Une grande ferme
la mare aux canards la mare aux canards la mare aux canards la mare aux canards
la grange la grange la grange la grange
un gros nuage gris un gros nuage gris un gros nuage gris un gros nuage gris
un toit rouge un toit rouge un toit rouge un toit rouge
la porcherie la porcherie la porcherie la porcherie
un canard un canard un canard un canard
15
Ma( )ro* Me*ory -uditory
Pur(ose
to inter(ret and organise in)or*ation
to de6elo( *e*ory strategies
to de6elo( listening skills
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
23.3 Listen attenti6ely and understand instructions: e6eryday classroo* language
and (raise 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings: and read aloud
)a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
23.3 Listen )or sounds: rhy*e and rhyth*
L3.# ;ead and understand a range o) )a*iliar 8ritten (hrases
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the* accurately
Pre(aration
Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) (hrase cards
-cti6ity 1i6e one set o) cards to each grou( o) (u(ils. ;ead the (hrases aloud and ask
(u(ils to seFuence in the order in 8hich they hear the*.
"o8 ask (u(ils to set cards u(side do8n on the ta5le.
=ach (u(il takes it in turns to turn u( a card and to read it aloud in French.
-sk the grou(s to look at the (honics in the 8ords on the cards.
=<(lain that one (erson )ro* each grou( 8ill co*e and hear the (hrases 5eing
read through once.
They 8ill return to their grou( and 5egin the (rocess o) seFuencing the (hrases
in the order in 8hich they 8ere read.
=ach *e*5er o) the grou( has an o((ortunity to co*e out and listen to the
(hrases.
J -ny (age )ro* the story can 5e used )or this acti6ityK
.e5rie)
-sk (u(ils 8hat strategies they e*(loyed to carry out the task. -sk the*
3. 8hat they did 8ell
5. 8hat they could do 5etter
. 8hat they 8ould do di))erently i) they 8ere to do the acti6ity again
Ahat skills did they useI I.e. discussing: colla5oration: listening: (lanning: e<(laining:
reasoning: ?usti)ying etc.
16
Le loup a frapp durement
! la porte" #$entil %etit &ochon'
est(ce )ue *e peux entrer + ,
# -ais non' mais non
par les poils de mon petit menton
tu ne peux pas entrer',
a rpondu le &ochonnet .unuche"
17
Character .escri(tions
Pur(ose
to de6elo( listening skills
to inter(ret in)or*ation and organise it
to *ake links 5et8een (ieces o) in)or*ation
to articulate (recisely the reasoning (rocess
to de6elo( language learning and kno8ledge a5out language strategies.
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
23.3 Listen attenti6ely and understand instructions: e6eryday classroo*
language and (raise 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings and read
aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
L3.# ;ead and understand a range o) )a*iliar 8ritten (hrases
L3.% Follo8 a short )a*iliar te<t: listening and reading at the sa*e ti*e
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) (hrase cards
- large s(eech 5u55le: )or each o) the 3 characters: *ay 5e hel()ul )or
the sorting acti6ity.
-cti6ity
1i6e out the (hrase cards.
-sk (u(ils to seFuence (hrases in the order in 8hich you say the*: and
re(eat the* a)ter you.
-sk (u(ils to sort the cards into grou(s.
-)ter 5 *inutes ask each grou( ho8 they chose to sort.
Ahate6er 8ays the grou(s ha6e sorted go in that direction. 1rou(s *ay
ha6e sorted 5y (hrases they kno8 and don0t kno8 or L?e suis0: houses:
s(eech or characters etc.
Check the *eaning o) the 8ords and (hrases they think they kno8. Listen
to the (ronunciation o) the 8ords and (ractice re(eating the*.
Ahat other strategies do they think they could e*(loy to 8ork out
(hrases they don0t kno8I
-sk each grou( to sort the cards to *atch the characters in the story.
-sk each grou( to )eed 5ack 5y descri5ing a character and e<(laining its
decisions.
Phrases could also 5e sorted into characteristics: s(eech: and actions: and
also could 5e used )or role (layM(u((et dialogues.
.e5rie) -sk (u(ils ho8 they ca*e to an agree*ent on ho8 to sort their cards. Ahat skills
did they useI I.e. listening: discussing: e<(laining: reasoning: ?usti)ying etc.
18
N0ha5ite une 5elle
(orcherie.
N0ai construit *a
*aison en (aille.
N0ai (ensD: O Ne
6ais construire *a
*aison en (aille. P
N0Dtais
succulente.
N0ai )ait
construire *a
*aison en 5ois.
N0ai dit: O Mais
non: *ais non (ar
les (oils de *on
(etit *enton. P
Ne suis
(aresseu<.
N0ai construit *a
*aison en 5riFue.
Ne suis grand et
*Dchant.
Ne suis coFuette.
Hn *atin: de
5onne heure: ?0ai
FuittD la )er*e
5io.
O Ne ne sais (as
a6ec Fuoi ?e 6ais
construire *a
*aison I P
Ne suis nunuche.
N0ai une 5onne
idDe.
N0ai sou))lD
encore et encore.
Ne suis (etit.
N0ai )ait un 5on
ragoQt (our *on
dRner.
Ne suis to*5D
dans l0eau chaude.
19
Ne suis (etite.
Ma *aison s0est
en6olDe.
N0ai dit: O Sors de
lE: 6ite: 6ite S P
N0ai une ?olie
(etite *aison.
Le lou( a adorD
*on ragoQt.
N0ai dit: O 1entil
(etit cochon: est+
ce Fue ?e (eu<
entrer I P
N0ai une *aison
DlDgante.
N0ai *is la
*ar*ite E 5ouillir.
N0ai (ensD: O Ne le
sa6ais. P
N0ai une grande
*aison solide.
Ne (orte les
lunettes de soleil.
N0ai )ra((D
dure*ent E la
(orte.
N0Dtais dDlicieu<.
N0ai adorD le
ragoQt.
N0ai hurlD: O Ne
6ais sou))ler:
encore et
encore.P
Ma *aison Dtait
*agni)iFue.
Ne suis descendu
(ar la che*inDe.
N0ai dD6orD deu<
cochons.
20
/i*0s 1a*e
Pur(ose to identi)y strategies )or *e*orising
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
23.3 Listen )or s(eci)ic 8ords and (hrases
Pre(aration - 5asket containing a5out #' ite*s relating to the )airy tale. These could 5e>
- (ig - ra55it - 5rick
- 8ol) - *ouse - snail
- carrot - s(ider - house
-n onion - sFuirrel
-cti6ity Tell (u(ils that you are going to (lace so*e ite*s on the ta5le and then
co6er the* u(.
Tell the class that you 8ould like the* to try and re*e*5er the
o5?ects.
Take out the o5?ects one at a ti*e. It can 5e use)ul to say the na*e
o) the o5?ect: and add an a((ro(riate action 5e)ore (lacing it on the
ta5le. This o)ten 5eco*es (art o) the *e*orisation (rocess )or
di))erent ty(es o) learners.
1i6e a5out 3' seconds )or looking at all the o5?ects together on the
ta5le: then co6er u( or (ut a8ay.
1i6e (u(ils a5out a *inute to recall as *any o5?ects as (ossi5le. "ote>
do not tell the* ho8 this should 5e done. They o)ten assu*e that it
*ust 5e done alone i) they choose to 8ork 8ith so*eone else do not
sto( the*.
.e5rie) -sk (u(ils 8hat strategies they used to re*e*5er the o5?ects. Arite the
6arious strategies on the 5oard. .iscuss the nature o) the di))erent
strategies and 8hat it 8ould 5e like to ado(t a di))erent one.
21
2dd 2ne 2ut
Pur(ose to identi)y si*ilarities and di))erences
to (ro*ote understanding o) (ro(erties and attri5utes o) 8ords
to de6elo( reasoning skills and kno8ledge a5out language
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings: and
read aloud )a*iliar 8ords
L3.% =<(eri*ent 8ith the 8riting o) si*(le 8ords
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration Pu(ils 8ork in grou(s o) % or 3. =ach grou( 8ill need>
# odd one out grid
-cti6ity ;ead out the 8ords in each colu*n )or nu*5er #. -sk (u(ils to re(eat.
-sk (u(ils to choose an odd one out and to e<(lain their choice Jsay
8hyK. =*(hasise that there are no right or 8rong ans8ers: 5ut that
all ans8ers *ust 5e e<(lained.
-sk the* to 8rite do8n their e<(lanation in =nglish.
;e(eat )or each nu*5ered line.
-sk one grou( to read out 8ords in one o) the lines )ro* the (o8er
(oint. -sk the* to )eed 5ack on their choice o) 2dd 2ne 2ut.
-sk other grou(s )or co**ents.
;e(eat the (rocess )or the other lines.
Ahen all the lines are co*(leted ask grou(s to *ake u( their o8n odd
one outs using 8ords or (hrases )ro* the story.
.e5rie) -sk (u(ils 8hat kno8ledge a5out language they disco6ered during the acti6ity.
-sk the* ho8 they disco6ered it. Ahat skills did they useI I.e. discussing:
e<(laining: reasoning: ?usti)ying etc.
22
Trouvez lintrus
Choisis l0intrus sur chaFue ligne et e<(liFue ton choi<.
A B C D POURQUOI?
1 sa maison mon menton ta maison ma maison
2 une ferme bio une belle
porcherie
un bon ragot la campagne
3 gentil magnifique lgante mchant
4 le lapin le loup ce cochon le ragot
5 je ne sais pas tu veux je ne peux pas nest!ce pas
" venir forcer entrer manger
# ils sappelaient je vais je sais mais
23
toi!
A B C D POURQUOI?
#
%
3
3
24
.o*inoes
Pur(ose to sort 8ords
to *ake connections
to de6elo( *e*ory skills
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
23.3 Per)or* si*(le co**unicati6e tasks using single 8ords:
(hrases and short sentences
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings:
and read aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
23.3 Listen )or sounds: rhy*e and rhyth*
L3.% Follo8 a short )a*iliar te<t: listening and reading at the
sa*e ti*e
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce
the* accurately
Pre(aration Pu(ils 8ork in grou(s o) 3. =ach grou( 8ill need>
# set o) do*inoes
-cti6ity ask the class to distri5ute the do*inoes eFually a*ong grou(
*e*5ers
(u(il 8ith T T T (laces his card on the ta5le saying the French
8ord aloud
continue as a ga*e o) do*inoes ensuring that the French 8ords
are said aloud.
Continue until )inal T T T card is laid
.e5rie) -sk (u(ils 8hat skills they e*(loyed during the ga*e i.e. listening:
*e*orising: reasoning. -sk i) they learned any ne8 8ords. 4o8 did they
learn the*I
25
Le Grand
!"#ant
Lou$ %%%
isnt it? nest&"e
$as?
stra' la $aille one (ornin)
un (atin
idea une id!e ste' un ra)o*t +etter t#an
(eilleur ,ue
'ater leau earl-
de
+onne #eure
+ri".
une +ri,ue
or)ani" +io .ind )entil /ar(
la /er(e
laz- $aresseu0 "ountr-side la "a($a)ne 1#at lu".!
26
27
Quelle
"#an"e!
dinner le d2ner eas- /a"ile #airs
les $oils
)entl- dou"e(ent "#in le (enton onions
les oi)nons
outside de#ors $i) le "o"#on $ra"ti"al
$rati,ue
I dont .no' 3e ne sais
$as
/riend un a(i ,ui".
vite
'ooden en +ois (a)ni/i"ent (a)ni/i,ue
%%%
Cest /ini
28
29
Pass the Parcel
Pur(ose to sort: classi)y and seFuence 8ords
to *ake connections
to *ake (redictions
Links to /S%
)ra*e8ork
23.# Listen and res(ond to si*(le rhy*es: stories and songs
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings:
and read aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
23.3 Listen )or sounds: rhy*e and rhyth*
L3.% Follo8 a short )a*iliar te<t: listening and reading at the
sa*e ti*e
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce
the* accurately
Pre(aration Children sit in grou(s o) si< J*a<i*u*K
=ach grou( has one 5ag o) 8ord or (hrase cards
Music
The 5ag contains either single 8ords 8hich *ake u( a sentence )ro* the
story: 2; sentences )ro* one (age o) the story.
-cti6ity Ahen *usic starts (u(ils (ass round the 5ag
Ahen the *usic sto(s: the child holding the 5ag (icks out a 8ord
or (hrase and (laces it in the *iddle o) the circle
The child or the grou( then says the 8ord or (hrase aloud
Ahen all o) the 8ords or (hrases ha6e 5een re*o6ed )ro* the
5ag: the grou( 8orks together to (lace the* in the correct order.
The grou( then reads the sentence or (aragra(h to the rest o)
the class.
I) you ha6e a large class 8ith lots o) grou(s: you could ai* to (iece
together all o) the 8ords in a (age: or all o) the sentences in the
story and )inally 8ork out the o6erall order as a classS
.e5rie) -sk (u(ils 8hat skills and dis(ositions they used during the acti6ity. i.e.
taking turns: 5eing )air: reasoning
30
43ai 43ai 43ai 43ai
une une une une
+onne +onne +onne +onne
id!e5 id!e5 id!e5 id!e5
3e 3e 3e 3e
vais vais vais vais
/aire /aire /aire /aire
un un un un
+on +on +on +on
ra)o*t ra)o*t ra)o*t ra)o*t
$our $our $our $our
(on (on (on (on
d2ner56 d2ner56 d2ner56 d2ner56
31
4Alors 4Alors 4Alors 4Alors
7e 7e 7e 7e
vais vais vais vais
sou//ler8 sou//ler8 sou//ler8 sou//ler8
en"ore en"ore en"ore en"ore
et et et et
en"ore8 en"ore8 en"ore8 en"ore8
$our $our $our $our
te te te te
/or"er /or"er /or"er /or"er
9 9 9 9
venir venir venir venir
de#ors56 de#ors56 de#ors56 de#ors56
32
33
Snakes and Ladders
Pur(ose to *ake connections
to take turns
to *ake decisions
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings:
and read aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce
the* accurately
Pre(aration Children sit in grou(s o) 3. =ach grou( has
2ne snakes and ladders 5oard
2ne set o) counters and dice
2ne set o) Fuestions
-cti6ity
Pu(ils take it in turns to thro8 the dice.
I) (u(ils land on a red sFuare: they cli*5 u( the ladder: i) they
land on a 5lue sFuare: they slide do8n the snake.
=ach ti*e the (u(il rolls the dice: they *o6e that nu*5er o)
(laces and ans8er a Fuestion a5out the story.
The Fuestions can 5e altered de(ending on class a5ility.
.e5rie) -sk (u(ils 8hat skills and dis(ositions they used during the acti6ity. i.e.
taking turns: 5eing )air: reasoning
34
25 26 27 28 29 30
24 23 22 21 20 19
13 14 15 16 17 18
12 11 10 9 8 7
1 2 3 4 5 6
35
4o8 do you say
L(ig0 in FrenchI
Ahere did the 3
(igs li6eI
Ahy did
Cochonnet
Paresseu< 8ant to
use stra8I
Ahy did the 3
(igs lea6e the
)ar*I
The 8ol) 8as
@grand et
IB
4o8 do you say
Lsolid enough0 in
FrenchI
Ahich (ig 5uilt a
8ooden house I
Ahat *aterial did
Cochonnet
"unuche useI
4o8 8as the 8ol)
going to get the
(igsI
Ahat ha((ened
to the stra8
houseI
Ahat did the
8ol) say each
ti*e he knocked
on the doorI
Ahat did the (igs
say 8hen the 8ol)
knocked on the
doorI
The house o)
Cochonnet
"unuche 8as
Lgrande et UUUUI
Ahy did the 8ol)
8ant to get into
each houseI
Ahat ha((ened
to the 8ol) a)ter
he )ell into the
hot 8aterI
Ahat 8as the
8ol)0s L5onne
idDe0I
4o8 do you say La
stra8 house0 in
FrenchI
4o8 did the 8ol)
descri5e the
ste8I
36
-ction Charades
Pur(ose to *ake connections
to *ake decisions
to de6elo( listening skills
to de6elo( *e*ory skills
Links to /S%
)ra*e8ork 23.% ;ecognise and res(ond to sound (atterns and 8ords
23.3 Hse (hysical res(onse: *i*e and gesture to con6ey *eaning
and sho8 understanding
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings:
and read aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases using (hysical
res(onse to sho8 recognition and understanding
23.3 Listen )or sounds: rhy*e and rhyth*
Pre(aration Pu(ils 8ork in grou(s o) 3 or 3. =ach grou( 8ill need>
# set o) charade cards
It is ad6isa5le to de*onstrate acti6ity 8ith 8hole class initially
-cti6ity .e*onstrate the )irst sentence 5y reading it out and asking (u(ils
to suggest an a((ro(riate *i*e. Practise re(etition o) (hrase.
Continue to read out the other sentences allo8ing the children to
de*onstrate their understanding 5y *i*ing.
1i6e each grou( a set o) charade cards and ask the* to (lace
the* )ace do8n on the ta5le.
=ach (u(il takes one card in turn and reads the (hrase. The grou(
*i*e accordingly.
-)ter each (hrase has 5een *i*ed: re(eat the (re6ious acti6ity
5ut this ti*e the (u(il 8ith the card *i*es the action 8hile the
rest o) the grou( guess the co*(lete (hrase.
They also need to esta5lish the character 5y asking @Tu es un
lou(IB etc
.e5rie) -sk (u(ils 8hat they learned a5out the language through the (rocess.
Ahat skills and dis(ositions did they useI I.e. listening: turn taking etc.
Les trois (etits cochons Fuittent la )er*e 5io.
Cochonnet Paresseu< construit une *aison en (aille.
Le lou( s0a((roche de la *aison en (aille.
Le lou( )ra((e douce*ent E la (orte.
Le lou( sou))le encore et encore .
La *aison en (aille s0en6ole.
Le lou( dD6ore Cochonnet Paresseu<.
Cochonnet CoFuette construit une *aison en 5ois.
Le lou( )ra((e )er*e*ent E la (orte.
L0DlDgante *aison en 5ois s0en6ole.
Le lou( dD6ore Cochonnette CoFuette.
37
Le lou( )ra((e dure*ent E la (orte.
Cochonnet "unuche construit sa *aison en 5riFue.
Le lou( descend (ar la che*inDe.
Cochonnet "unuche )ait un 5on ragoQt.
Mada*e Bricolage 6end des 5riFues.
Le lou( to*5e dans la *ar*ite.
Cochonnet "unuche *et la *ar*ite E 5ouillir.
Cochonnet "unuche cou(e des carottes et des oignons.
Le lou( *ange du ragoQt. Il ai*e Va S
Le lou( saute hors de l0eau chaude.
Le lou( s0Dcha((e de la *aison.
38
4a((y Fa*ilies
Pur(ose to *ake connections
to take turns
to de6elo( s(ontaneous talk
Links to /S%
)ra*e8ork
23.% ;ecognise and res(ond to sound (atterns and 8ords
L3.# ;ecognise so*e )a*iliar 8ords in 8ritten )or*
L3.% Make links 5et8een so*e (hone*es: rhy*es and s(ellings: and read
aloud )a*iliar 8ords
23.% Listen )or s(eci)ic 8ords and (hrases
L3.% Follo8 a short )a*iliar te<t: listening and reading at the sa*e ti*e
L3.3 ;ead so*e )a*iliar 8ords and (hrases aloud and (ronounce the*
accurately
Pre(aration Children sit in grou(s o) 3 or 3. =ach grou( has
2ne set o) cards
-cti6ity
Cards are distri5uted e6enly a*ong the grou( they count out cards in
French as they are distri5uted. The ai* o) the ga*e is to collect )a*ilies
5y colour.
Taking turns one (u(il asks the (erson ne<t to hi*Mher )or a card that they
8ant e.g. @Tu as le (lus (etit 5leuIB I) their neigh5our has the card he has to
hand it o6er saying @2ui: le 6oilEB i) not @"on: ?e ne l0ai (asB. This ga*e is a
good o((ortunity to get children to use Lle0 and Lla0 s(ontaneously.
=ach grou( *e*5er takes it in turn to ask )or a card.
This is a good o((ortunity )or (u(ils to (ractice a 6ariety o) Fuestion
techniFues>
o Tu as la souris ?auneI
o -s+tu la souris ?auneI
o =st+ce Fue tu as la souris ?auneI
Create a si*(le incenti6e to encourage a 6ariety o) Fuestion ty(es>
"o* Cuestion # Cuestion % Cuestion 3
-da*
=*ily
Ben
Ahen a 8hole )a*ily has 5een collected they say @N0ai la )a*ille 5leue.B
.e5rie) -sk (u(ils 8hat skills and dis(ositions they used during the acti6ity i.e. taking turns:
5eing )air and reasoning.
$ochonnet
%aresseux
la vache le cheval
la maison en
brique
la maison en
bois
la maison en paille
$ochonette
$oquette
$ochonnet
&unuche
l/escargot
39
$ochonnet
%aresseux
la vache le cheval
la maison en
brique
la maison en
bois
la maison en paille
$ochonette
$oquette
$ochonnet
&unuche
l/escargot
40
$ochonnet
%aresseux
la vache le cheval
la maison en
brique
la maison en
bois
la maison en paille
$ochonette
$oquette
$ochonnet
&unuche
l/escargot
41
$ochonnet
%aresseux
la vache le cheval
la maison en
brique
la maison en
bois
la maison en paille
$ochonette
$oquette
$ochonnet
&unuche
l/escargot
42
Block5usters
Pur(ose to *ake connections
to sol6e (ro5le*s
Links to /S%
)ra*e8ork
23.3 Per)or* si*(le co**unicati6e tasks using single 8ords:
(hrases and short sentences
23.3 -sk and ans8er Fuestions on se6eral to(ics

Pre(aration Pu(ils 8ork in grou(s o) 3.
2ne grou( *e*5er asks the Fuestions: the other t8o (lay against each
other. =ach grou( 8ill need>
# 5lock5usters 5oard
# set o) Fuestions
Pu(ils *ust try to get )ro* the le)t to the right side o) the ga*e 5oard:
5y *atching the re6ealed initials to 6oca5ulary )ro* the story o) Les
Trois Petits Cochons: *arking their route 8ith counters.
-cti6ity
The ;ules>
Pu(ils *ust then choose a he<agon )ro* the le)t side o) the
5oard: taking turns to (lay.
-)ter the )irst go: (u(ils can only choose he<agons that touch an
ans8ered sha(e.
-s the ca(ital letters are re6ealed in each he<agon: the (u(il *ust
ans8er a *atching Fuestion )ro* the Fuestion sheet.
I) the Fuestion is ans8ered correctly: the child can clai* the
sha(e as theirs: 5y (utting one o) their coloured counters on the
sha(e.
I) the Fuestion is incorrectly ans8ered the sha(e is le)t 5lank.
The other (u(il *ay not use that s(ace either.
.e5rie) -sk (u(ils 8hat they learned and ho8 they learned it. Ahat skills did they
B C : L B
P
D
;

C
<
= P
: >
D > < C 3 R
D
P B A C
43
44
A 1#at A (eans 4enou)#6?
B 1#at B des"ri+es t#e /ar(?
B 1#at B des"ri+es t#e $i)st-?
B 1#at B 'as Co"#onnette Co,uettes #ouse (ade o/?
C 1#at C did t#e 'ol/ "li(+ do'n?
C 1#at C tells -ou '#ere t#e /ar( 'as?
C 1#at C (eans ?to +uild?
C 1#at C 'as Co"#onnet @unu"#e )oin) to $ut in #is ste'?
D 1#at D des"ri+es t#e 'a- t#e 'ol/ eats?
D 1#at D (eans ?outside?
D 1#at D des"ri+es t#e 'a- t#e 'ol/ .no".ed?
< 1#at < (eans ?a)ain?
< 1#at < des"ri+es t#e #ouse o/ Co"#onnette Co,uette?
: 1#at : did t#e 'ol/ do '#en #e arrived at ea"# #ouse?
: 1#at : (eans ?eas-?
; 1#at ; des"ri+es #o' t#e 'ol/ s$o.e?
3 1#at 3 (eans $rett-?
L 1#at L said ?3e le savais?
1#at did t#e 'ol/ /all into?
1#at des"ri+es t#e 'ol/?
P 1#at P did Co"#onnet Paresseu0 use to +uild #is #ouse?
P 1#at P did t#e $i)s #ave on t#eir "#ins?
P 1#at P did t#e $i)s live in at /irst?
R 1#at R did Co"#onnet @unu"#e de"ide to (a.e /or dinner?
> 1#at > (eans to 7u($?
> 1#at > did t#e 'ol/ t#reaten to do to ea"# #ouse?
= 1#at = (eans ?,ui".?
45
@arrative :or(at >"ri$t
Les trois $etits "o"#ons
Tea"#er and "lass stand in a "ir"le5 T#e tea"#er leads t#e "lass t#rou)# t#e stor- +- sa-in)
ea"# $art in s#ort se"tions 'it# t#e "lass e"#oin) and $er/or(in) t#e a""o($an-in) a"tions5 In
t#is 'a- all t#e "lass are en)a)ed in a"tivit- t#rou)#out and are a+le to $er/or( to t#eir
individual a+ilities 'it#out /eelin) $ressurised5
@arrator (ointing 5ack
o6er shoulder: then hold u(
one )inger: sho8 3 )ingers:
snorting action
Il Dtait une )ois trois (etits cochons.
Hn: deu<: trois.
@5 hold u( one )inger and
then 8alk )ingers a8ay into
distance.
*ake a roo) sha(e )or
house
8a6e
Hn *atin ils ont FuittD la )er*e 5io (our construire chacun
une *aison.
Tralala: tralala: tralalalala
-u re6oirS - 5ientWtS
snort
Co"#onnet (oint at sel)
Paresseu0 then a8ay:
5right idea action.
Ne suis Cochonnet Paresseu<.
2hS ;egardeG lES
Ne 6ais construire *a *aison en (aille. Facile: n0est+ce (asS
@. s*iley )ace action.
8ol) stance
knock so)tly: o(en *outh
action 8ith hand
.onc Cochonnet Paresseu< a construit sa ?olie (etite
*aison en (aille.
Mais tout d0un cou( s0est a((rochD le 1rand MDchant Lou(.
Il a )ra((D douce*ent E la (orte et a dit>
Le lou$
1entil Petit Cochon: est+ce Fue ?e (eu< entrerI
Co"#onnet
Paresseu0
shaking )inger
Mais non: *ais non S
Par les (oils de *on (etit *enton
tu ne (eu< (as entrer.
Le lou$ hu))ing and
(u))ing
-lors ?e 6ais sou))ler: encore et encore:
(our te )orcer E 6enir dehors.
46
@arrator hu))ing and
(u))ing: )ling ar*s o(en
8ide: eat (ig and lick li(s
8ra( ar*s around sel)
.onc le lou( a sou))lD encore et encore et la ?olie
(etite *aison s0est en6olDe.
Puis le lou( a dD6orD Cochonnet Paresseu<. Il Dtait
dDlicieu<S
Pau6re (etit Cochonnet Paresseu<S
snort
Co"#onnette Co,uette
(oint at sel): 5uilding
house: ha**ering 8ood etc
Ne suis Cochonnette CoFuette.
Ne 6ais construire *a *aison en 5ois. PratiFueS
@arrator
looking (roud
8ol) stance: knock loudly:
o(en *outh action 8ith
hand
.onc Cochonnette CoFuette a construit sa ?olie (etite
*aison en 5ois.
Malheureuse*ent le 1rand MDchant Lou( s0est
a((rochD encore.
Cette )ois il a )ra((D )er*e*ent E la (orte.
Puis il a dit >
Le lou$ 1entil Petit Cochon: est+ce Fue ?e (eu< entrerI
Co"#onnette
Co,uette shaking )inger
Mais non: *ais non S
Par les (oils de *on (etit *enton
tu ne (eu< (as entrer.
Le lou$ hu))ing and
(u))ing
-lors ?e 6ais sou))ler: encore et encore: (our te
)orcer E 6enir dehors.
@arrator hu))ing and
(u))ing: )ling ar*s o(en
8ide:
eat (ig and lick li(s
8ra( ar*s around sel)
.onc le lou( a sou))lD encore et encore et la ?olie
(etite *aison s0est en6olDe.
Cochonnette CoFuette a DtD *angD aussi (ar le lou(.
=lle Dtait succulente 0
Pau6re (etite Cochonnette CoFuetteS
47
snort
Co"#onnet @unu"#e
(oint at sel).
scratching head then
(enny dro((ing: dra8 5rick
sha(e in air
Ne suis Cochonnet "unuche.
Ne ne sais (as a6ec Fuoi ?e 6ais construire *a *aison"
-ille: *ais oui: des 5riFuesS
@arrator
thu*5s u(
8ol) stance
knock 6ery loudly: o(en
*outh action 8ith hand
.onc Cochonnet "unuche a construit sa *aison en
5riFue. C0Dtait une grande *aison solide.
Magni)iFue: n0est+ce (as I
-lors s0est a((rochD le 1rand MDchant Lou(.
Maintenant il a )ra((D dure*ent E la (orte.
Puis il a dit >
Le lou$
1entil Petit Cochon: est+ce Fue ?e (eu< entrerI
Co"#onnet @unu"#e
shaking )inger
Mais non: *ais non S
Par les (oils de *on (etit *enton
tu ne (eu< (as entrer.
Le lou$ hu))ing and
(u))ing
-lors ?e 6ais sou))ler: encore et encore: (our te
)orcer E 6enir dehors.
@arrator hu))ing and
(u))ing re(eatedly
.onc le lou( a sou))lD encore et encore: en"ore et
en"ore et ="C2;= et ="C2;=. Mais la grande
*aison solide en 5riFue ne s0est (as en6olDe.
Le lou$ 5right idea look N0ai une 5onne idDeS
@arrator idea action:
cli*5ing: ?u*(ing: s(lash
Le lou( a eu une 5onne idDe. Il est descendu (ar la
che*inDe: et est to*5D dans l0eau chaude. Plou)S
Le lou$ ?u*(ing u( and
do8n holding 5otto*
-ille: Va 5rQle S
Xa su))it de ce cochon+lES
@arrator ?u*( out o)
(ot and run on s(ot. Aa6e
good5ye
Le lou( a sautD hors de la *ar*ite et s0est Dcha((D de
la *aison.
Salut: Monsieur Lou(S
48
Les trois $etits "o"#ons8
Les trois $etits "o"#ons8
O#!! O#!! O#!! O#!!
Les trois $etits "o"#ons5
Ils #a+itent une $or"#erie8
Ils #a+itent une $or"#erie8
O#!! O#!! O#!! O#!!
Ils #a+itent une $or"#erie5
Ils ,uittent la /er(e +io8
Ils ,uittent la /er(e +io8
O#!! O#!! O#!! O#!!
Ils ,uittent la /er(e +io5
Ils "onstruisent trois (aisons8
'((
La $aille est /a"ile8
B55
Le +ois est $rati,ue8
'((
Le lou$ est (!"#ant8
BB5
Alors8 ilva sou//ler8
BB
Deu0 (aisons senvolent8
BB5
Les +ri,ues sont solides8
BB
Cest un +on ra)o*t8
B55
>alut onsieur Lou$8
>alut onsieur Lou$8
O#!! O#!! O#!! O#!!
>alut onsieur Lou$!
Les Trois Petits Co"#ons
C(sing to tune o)> BLe )er*ier dans son (rD.B
i.e. The )ar*er0s in his den.K
49
CUse t#e tune o/ ;o.e- ;o.e-D
3e (ets la $aille en #aut8
3e (ets la $aille en +as8
3e (ets la $aille en #aut8
<t $uis8 "o((e&"i8 "o((e&Ea5
Alors8 le lou$ va sou//ler8
Pour te /or"er 9 venir
De#ors B en"ore8 en"ore5
3e (ets le +ois en #aut8
3e (ets le +ois en +as8
3e (ets le +ois en #aut8
<t $uis8 "o((e&"i8 "o((e&Ea5
Alors8 le lou$ va sou//ler8
Pour te /or"er 9 venir
De#ors B en"ore8 en"ore5
3e (ets des +ri,ues en #aut8
3e (ets des +ri,ues en +as8
3e (ets des +ri,ues en #aut8
<t $uis8 "o((e&"i8 "o((e&Ea5
Alors8 le lou$ va sou//ler8
ais la (aison est solide5
Il doit sou//ler en"ore8 en"ore !
50
)oard game language
1ules of the game La r2gle du *eu
3 game 4n *eu
5oard game 4n *eu de socit
6tart 7s)uare8 Le dpart
9inish 7s)uare8 L/arrive
3 counter 7etc8 4n pion:un *eton
%ut ;our counter at the start" %ose< votre pion sur la case de
dpart"
=hro> the dice" Lance le d"
=he one 7pla;er8 >ith the highest
num?er starts"
&elui )ui lance le plus grand nom?re
commence"
=he one >ho thro>s a 6 starts" &elui )ui fait six commence"
@hose turn+ &/est ! )ui+
-ine 7&/est8 ! moi
Aours 7&Best8 ! toi
Cis 7&Best8 ! lui
Cers 7&Best8 ! elle
3n extra turn re*oue
-iss a turn man)ue un tour
$o for>ard 5 3vance de 5
$o for>ard 2 s)uares 3vance de deux cases
$o ?acD 1 s)uare 1ecule d/une case
$o ?acD to the start 1ecule ! l/arrive
Era> 7i"e" no >inner8 -atch nul
Ce:6he is cheating il:elle triche
Ce:6he/s >inning il:elle gagne
@ho/s >inning+ Fui gagne+
Aou/ve >on =u as gagn"
G/ve >on H/ai gagn
G/m the >inner He gagne
%icD up ;our cards Leve< les cartes
G >ill teach ;ou ho> to pla; He vous enseigne au *eu de socit"
3 reserve 7pile8 of cards :%acD of
cards
une pioche
%icD a card %ioche une carte:&hoisis une carte
6huffle the cards -lange les cartes"
G pass 7i"e" G/m stucD: G can/t pla;8 He passe :toc toc
G give in He passe0 He donne ma langue au
chat0
$et in teams of 2' or 3 etc -ette<(vous en )uipes de 2 ou 3
Let/s pla; again" Houons encore
51
M*+ ,-2 *rame.or/ for 0ear 4
1rac0 +iterac0 2ntercultural Understanding ,no.ledge about
+anguage
+anguage +earning
-trategies
I4"1 =o memorise and recite a
short text
o Learn finger rh;mes'
poems or short stories
or a non(fiction text
L4"1 =o read and understand a
range of familiar >ritten
phrases
o -atch phrases and short
sentences to picture or
topics
G44"1 =o learn a?out festivals and
cele?rations in different cultures
o Learn ho> children of different
cultures cele?rate special da;s
o Gdentif; similarities and
differences
o Learn simple phrases to
cele?rate festivals
1einforce and extend
recognition of >ord
classes and understand
their function
1ecognise and appl;
simple agreements'
singular and plural
3ppl; )uestion forms
Eevelop a>areness of
communication
strategies
1ecognise that texts in
different languages >ill
often have the same
conventions of st;le and
la;out
3ppl; phonic Dno>ledge
of the foreign language
to support reading and
>riting
Gdentif; a different
>riting s;stem
3iscuss language learning
and reflect and share
ideas and experiences
Use actions and rh0mes to
aid memorisation
4s/ for repetition and
clarification
Use context and previous
/no.ledge to help
understanding
%ractice ne. language 5
spea/ing aloud or silentl06
spea/ing .ith a friend
%ractice ne. language
outside the classroom
%lan and prepare for a
language activit;
1ead and memorise >ords
4se a mental association to
help remem?er >ords
6ort >ords into categories
I4"2 =o listen for specific >ords
and phrases in a song'
poem or stor;
o Listen >ith care
o 4se ph;sical response
to sho> recognition and
understanding of De;
>ords and phrases
o LooD carefull; at the
person >ho is speaDing
L4"2 =o follo> a short familiar text'
listening and reading at the
same time and them read part
of the text aloud
o -aDe linDs ?et>een the
spoDen and >ritten >ords
o Gdentif; common spelling
patterns in letter strings
o %ronounce letter strings'
>ords and phrases
accuratel; >ith good
accent
G&4"2 =o Dno> a?out some aspects of
ever;da; culture and compare them
to their o>nJ
o =o learn and compare pastimes
of children of different cultures
I4"3 =o listen for sounds' rh;me
and rh;thm
L4"3 =o read some familiar >ords
and phrases aloud and
pronounce them accuratel;
o 4se >ords >hich the;
practice on a regular
?asis' e"g" num?ers' da;s'
>eather
G44"3 =o compare traditional stories
o &ompare characteristics of
simple stories ?et>een cultures
o Learn a?out aspects of the
>riting s;stem of a different
language
52
3ppl; Dno>ledge a?out
letters and simple
grammatical Dno>ledge to
experiment
4se context and previous
Dno>ledge to determine
meaning and pronunciation
I4"4 =o asD and ans>er
)uestions on several topics
o 3sD ho> to sa;
something in the target
language
o 3sD someone to clarif;
or repeat
o 6peaD clearl; and
confidentl;
L4"4 =o >rite simple >ords and
phrases using a model and
some >ords from memor;
G44"4 =o learn a?out >a;s of travelling to
the target countr; : countries
o 1evise location of countr; :
countries >here target language
is spoDen
o Gdentif; route from o>n localit; to
specified destination
53
7*+ ,-2 *rame.or/ for 0ear 3
1rac0 +iterac0 2ntercultural Understanding ,no.ledge about
+anguage
+anguage +earning
-trategies
I3
"1
=o listen and respond to simple stories' finger
rh;mes and songs
o Gdentif; rh;ming >ords
o %erform finger rh;mes and sing songs
o Listen to stories
o Hoin in >ith stor;telling
L
3"
1
=o recognise some familiar
>ords in >ritten form
o 4nderstand >ords
displa;ed in the classroom
o Gdentif; and read short
simple >ords >hen
listening to familiar
rh;mes or stories or songs
o 1ead short messages
G43
"1
=o learn a?out the different
languages spoDen ?; children
in the school
o 5e a>are of linguistic and
cultural diversit;
Gdentif; specific
sounds' phonemes
and >ords' linDing
sounds to
meanings

Gmitate
pronunciation of
sounds
Cear main >ord
classes
1ecognise
)uestions and
negatives
1ecognise ho>
sounds are
represented in
>ritten form
.otice the spelling
of familiar >ords
1ecognise that
languages descri?e
familiar things
differentl;
1ecognise the
centralit; of
language in
communication
1ecognise different
language
conventions to
express politeness
Eiscuss language
learning and reflect and
share ideas and
experiences
4se actions and rh;mes
to aid memorisation
3sD for repetition and
clarification
4se context and
previous Dno>ledge to
help understanding
%ractise ne> language
K speaDing aloud or
silentl;' speaDing >ith a
friend
%ractise ne> language
outside the classroom
LooD at the face of the
person speaDing and
listen attentivel;
4se gestures and mime
to sho> understanding
%la; games to help
memorisation
1ecognise >ords >hich
the teacher mouths
silentl;
I3
"2
=o recognise and respond to sound patterns and
>ords
o Listen >ith care
o Gdentif; sounds >hich are the same as or
different from Lnglish
o 6peaD clearl; and confidentl;
L
3"
2
=o maDe linDs ?et>een some
sounds' rh;mes and spellings
and read aloud familiar >ords
o Gdentif; characters and
letter strings >hich are the
same as or different to
Lnglish
o %ronounce accuratel; the
most commonl; used
characters and letter
strings
o 1ead aloud a familiar
sentence' rh;me or poem
G&3
"2
=o locate countr; : countries
>here the language to ?e
studied is spoDenJ
o Gdentif; some of the
countries >here the
language is spoDen
o Mno> some facts a?out
one countr; >here the
target language is spoDen'
e"g" climate' main to>ns'
famous landmarDs'
produce
I3
"3
=o perform simple communicative tasDs using
single >ords' phrases and short sentences
o 1emem?er' retain and recall voca?ular;
o 3sD and ans>er )uestions
L
3"
3
=o experiment >ith the >riting
of short >ords
o &op; simple' familiar
>ords using a model
o @rite some single >ords
from memor;
G43
"3
=o identif; social conventions
at home and in other cultures
o Learn a?out polite forms
of address
o Mno> ho> to greet native
speaDers
o Mno> some t;pical names
I3
"4
=o listen attentivel; and understand instructions'
ever;da; classroom language and praise >ords
o 1epeat >ords and phrases spoDen ?; the
teacher
o Eevelop speaDing strategies such as mime
and gesture to conve; meaning"
o remem?er a se)uence of spoDen >ords
o 4se ph;sical response to sho> understanding
G43
"4
=o maDe indirect or direct
contact >ith countr; : countries
of target language
54
55