C'est de quelle couleur? - C'est bleu - Glow Blogs
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UNIT 7 LEVEL C FRENCH
C’est de quelle couleur?
Describing the colour of masculine,
feminine, singular and plural objects.
Understanding adjectival agreement.
C’est bleu C’est rouge
Glasgow 5-14 Modern Languages Programme
C’est blanc
1UNIT 7 LEVEL C FRENCH
Lesson 1 Aim Lesson 2 Aim
Recognising 11 colours. To enable pupils to use colours with masculine nouns.
Starter: Starter:
Matching activity. Spelling classroom objects. Revise colours + listening.
Learning activity: Learning activity:
Colours + flashcards/wordcards. Asking the colour of masculine objects and describing them.
C’est de quelle couleur? C’est un ……… de quelle couleur?
C’est un ……… + colour.
Consolidation activity:
Smarties™ game. Consolidation activity:
Describe in writing or orally the colours of masculine objects in the
Finisher: garden. (Presentation Board 2)
Glasgow 5-14 Modern Languages Programme
Write out the colours.
Finisher:
Song.
2UNIT 7 LEVEL C FRENCH
Lesson 3 Aim Lesson 4 Aim
To make pupils aware that the endings for To make pupils aware of structure of singular and
adjectives of colour change when used with a plural words and to encourage them to notice the
feminine noun. differences in adjectival agreements. (receptive only)
Starter: Starter:
Song or Qu’est-ce qu’il manque? game with classroom objects or Revise presents from Unit 2 and describe their colours.
colours.
Learning activity:
Learning activity: Reading Pauline’s list of presents. Focus on plural endings.
Looking at feminine items in the garden and their colour, focusing on
adjectival endings. Consolidation activity:
Practising use of numbers up to 60, involving some listening activities.
Consolidation activity:
Reading. (Tick the correct answer in a grid). Finisher:
Glasgow 5-14 Modern Languages Programme
Reading/writing. Select appropriate sentences to describe the house.
Finisher:
Listening/writing activity.
3UNIT 7 LEVEL C FRENCH
Lesson 5 Aim Lesson 7 Aim
To enable pupils via teacher support and strategies, To enable pupils via teacher support and strategies,
to understand fairly lengthy pieces of reading text. to listen for key pieces of information.
Learning activity: Learning activity:
Pupils learn to access texts and extract information using suggested Pupils learn to access spoken texts and extract information
strategies. using suggested strategie s.
Lesson 6 Aim Lesson 8 Aim
To support pupils so that they can produce a piece To support pupils so that they can produce
of guided writing, supported by a writing frame. questions and answers about classtoom items +
their colours with the help of a speaking frame,
Glasgow 5-14 Modern Languages Programme
Learning activity: supported by a model dialogue.
Pupils learn to produce a piece of guided writing.
Learning activity:
Pupils learn to hold a conversation in French with the assistance of a
model dialogue and speaking frame.
4UNIT 7 LEVEL C FRENCH
Teacher’s Notes
Timing
This unit consists of 8 lessons. Teacher’s Language
Materials/Resources which should be available Passe-moi/passez-moi pass me (singular/plural)
Flashcards of colours doubling up as Wordcards. Donne-moi/donnez-moi give me (singular/plural)
Visuals of objects from units 2, 5, 6 (un livre, un jean, etc) + matching S’il te plaît/s’il vous plaît please (singular/plural)
name cards.
C’est de quelle couleur? what colour is it?
Six tubes of Smarties™
Ferme/fermez les yeux close your eyes (singular/plural)
Visuals and word cards from unit 3 (le sofa, la chaise, etc)
Ouvre/ouvrez les yeux open your eyes (singular/plural)
Pupils will need some coloured pencils/felt tip pens.
Ne triche/trichez pas do not cheat (singular/plural)
Recorded texts for lesson 4 + consolidation lesson.
Qu’est-ce qu’il manque? what is missing?
Il manque (une gomme rouge) (a red rubber is missing)
Glasgow 5-14 Modern Languages Programme
Un objet an object
5UNIT 7 LEVEL C FRENCH
Knowing about Language
Position of adjectives of colour Summary
Adjectives of colour come after the noun they refer to.
e.g. c’est un livre bleu; il y a une poubelle rouge. • rouge, rose, jaune: just add s for plural
e.g. un lit jaune, des lits jaunes.
Adjectives agree with the noun they refer to
•
•
in gender (masculine or feminine)
in number (singular or plural)
• bleu, noir, gris, vert: just add s for plural
e for feminine, es for feminine plural.
e.g. un sofa bleu, des sofas bleus,
Agreements
une lampe bleue, des lampes bleues.
In the written form, agreements take the form of letters added to the
end of the masculine form of the adjective.
• violet, blanc: same rule as above but watch spelling.
Une lampe violette, des lampes violettes
• an added e when referring to a feminine noun
Une lampe blanche, des lampes blanches.
(unless the adjective already ends with an e)
Glasgow 5-14 Modern Languages Programme
e.g. une chaise bleue, une table verte.
Watch spelling: violette/blanche. • marron, orange: invariable
un fauteuil marron, des fauteuils marron
• an added s when referring to a plural noun (unless the adjective
une règle orange, des règles orange
ends with an s.
e.g. des crayons noirs.
• an added es when referring to a feminine plural noun.
e.g. des chaises bleues, des gommes blanches.
Exception to Agreement Rule
No agreement to adjectives of colour named after a fruit
e.g. orange, marron (chestnut)
6UNIT 7 LEVEL C FRENCH
Lesson 1
Learning activity 2:
1 Teacher introduces question: c’est de quelle couleur?
2 Class answers (teacher gives 50/50, shows part of flashcard/
wordcard, True/False, c’est de quelle couleur?) pointing to
objects around the class.
Aims
Learning 11 colours. Consolidation activity - Smarties™ game
• Divide children in groups of six.
Starter: • Give each group a tube of Smarties™.
• Teacher asks pupils to come to display and match visuals and • Spread out the Smarties™on the desk/a plate.
name cards, perhaps against the clock. • One pupil from each group covers eyes/leaves the room.
• Teacher could spell a few objects and pupils say what objects • Rest of group chooses a colour that is ‘bad’ (c’est mauvais).
have just been spelt. • Pupils open eyes/return and name one colour at a time.
• Teacher asks how a few objects are spelt, e.g un crayon, • If group says c’est bon, they are allowed to eat one Smartie™ of the
comment ça s’écrit? and class spells them. named colour and carry on with the next colour.
• If the group says c’est mauvais (the chosen “bad” colour) they sit
down and somebody else goes out.
Learning activity 1: FC/WCs are displayed on wall/board to support children during the
Glasgow 5-14 Modern Languages Programme
1 Teacher introduces the colours: c’est + colour… with activity
flashcards doubling up as wordcards
C’est orange, rouge, vert, gris, bleu, noir, blanc, jaune, marron,
violet, rose. Finisher
2 Quick discussion: what colours did pupils recognise easily? When the written word has been practised thoroughly, this activity
Was it the sound or/and the spelling? can be prepared with the pupils and then set as a task for them to do.
3 Class repeat colours. Pauline has a new book and is learning her colours. She knows how
4 Teacher asks pupils to display the colours on the wall to say them but does not know how to write them. Martin has been
(accroche bleu, etc). learning how to write the colours and helps her with the activity. Write
5 Teacher points out spelling and carefully orchestrates out the words for these colours with help from the word box at the
reading/repeating as he/she points at colours on wall. bottom of the page.
7UNIT 7 LEVEL C FRENCH
Finisher
Pauline has a new book and is learning her colours. She knows how to say them but does not know how to write them. Martin has been learning how to
write the colours and helps her with the activity. Write out the words for these colours with help from the word box at the bottom of the page.
Colours
C’est bleu C’est …………………… C’est ……………………
C’est …………………… C’est …………………… C’est …………………… C’est ……………………
Glasgow 5-14 Modern Languages Programme
C’est …………………… C’est …………………… C’est …………………… C’est ……………………
Word Box vert rose violet
orange bleu rouge jaune
noir gris marron blanc
8UNIT 7 LEVEL C FRENCH
Lesson 2
Pauline: Rouge!
Élise: Devant la fenêtre, le ballon est de quelle couleur?
Pauline: Le ballon est vert. Super!
Aims Teacher can use Presentation Board 1 to ask pupils the colour of
various balloons around the garden.
To enable pupils to use colours with masculine
nouns. Learning Activity
• Using board presentation 1 teacher points at various balloons
Material which should be available giving the model ‘C’est un ballon + colour’. Then practise with the
CD + computer and projector class.
cut out cards of garden items (masculine nouns only) Teacher: Qu’est-ce que c’est?
cut out cards of colours (masculine/singular spelling only) Pupils: C’est un ballon.
cut out card “c’est” Teacher: C’est un ballon de quelle couleur?
Pupils: C’est un ballon orange… etc.
Starter
It is Pauline’s birthday. Élise takes her into the garden which has • Extend to garden items…
Glasgow 5-14 Modern Languages Programme
been decorated with coloured balloons. Teacher: Qu’est-ce que c’est?
Pupils: C’est un banc.
Teacher: C’est un banc de quelle couleur?
Listening Text
Pupils: C’est un banc marron… etc.
Élise: Joyeux anniversaire, Pauline!
(Use masculine items only at this stage)
Pauline: Oh! Des ballons sur le banc, des ballons dans
l’arbre et aussi derrière la balançoire! C’est super!
Élise: (pointing to them in turn) Regarde, c’est de quelle
couleur?
Pauline: C’est rose!
Élise: Derrière la poubelle, regarde!. Le ballon est de quelle
couleur?
9UNIT 7 LEVEL C FRENCH
Lesson 2
Finisher
Song to the tune of ‘If you’re happy and you know it’
La chanson des couleurs
• Teacher displays wordcards as description goes on… eg. Je voudrais un stylo bleu, s’il te plaît (s’il te plaît)
To reinforce the position of adjectives after the noun. Je voudrais un stylo vert, s’il te plaît (s’il te plaît)
Passe-moi, donne-moi,
Passe-moi, donne-moi
c’est un banc marron Donne-moi un stylo, vite vite vite (vite vite vite)!
un mur gris Je voudrais un crayon rouge, s’il te plaît (s’il te plaît)
un ballon bleu Je voudrais un crayon jaune, s’il te plaît (s’il te plaît)
un arbre vert Donne-moi, passe-moi
Donne-moi, passe-moi
Consolidation Activity Passe-moi un crayon, vite vite vite (vite vite vite)!
Qu’est-ce qu’il y a dans le jardin? Class could be encouraged to change the objects and the colours (as
long as masculine/singular objects only are used and that words fit…)
Glasgow 5-14 Modern Languages Programme
Looking at Presentation Board 2, pupils can complete:
‘Dans le jardin il y a…’
This activity can be written or spoken.
10UNIT 7 LEVEL C FRENCH
Lesson 2
Presentation Board 1 - Listening Text
Glasgow 5-14 Modern Languages Programme
11UNIT 7 LEVEL C FRENCH
Lesson 2
Presentation Board 2
Glasgow 5-14 Modern Languages Programme
12UNIT 7 LEVEL C FRENCH
La chanson des couleurs
(to the tune of ‘If you’re happy and you know it’)
Je voudrais un stylo bleu, s’il te plaît (s’il te plaît)
Je voudrais un stylo vert, s’il te plaît (s’il te plaît)
Passe-moi, donne-moi,
Passe-moi, donne-moi
Donne-moi un stylo, vite vite vite (vite vite vite)!
Glasgow 5-14 Modern Languages Programme
Je voudrais un crayon rouge, s’il te plaît (s’il te plaît)
Je voudrais un crayon jaune, s’il te plaît (s’il te plaît)
Donne-moi, passe-moi
Donne-moi, passe-moi
Passe-moi un crayon, vite vite vite (vite vite vite)!
13UNIT 7 LEVEL C FRENCH
Lesson 3
Learning activity
1. Teacher points out that there are also feminine
items in the garden: une balançoire, une fleur, une fenêtre, une
poubelle, une table, une porte.
Aims
2. Teacher asks if anyone can suggest what happens to feminine
endings (suggesting/reminding about présent/présente, absent/
To make pupils aware that the endings for absente).
3. In the same way we need to add an ‘e’ to colours when they follow
adjectives of colour change when used with a a feminine noun: noire, bleue, verte, grise.
feminine noun. 4. Luckily, jaune, rouge and rose already have an ‘e’; so nothing will
change.
5. Orange is taken from the name of a fruit, like marron, so they do
Materials which should be available not change.
CD + computer and projector 6. This only leaves blanc and violet. These two actually take on two
Cut out cards of garden items (feminine nouns only) new letters: blanche/violette.
Cut out cards of colours (feminine/singular spelling only) 7. Teacher uses Presentation Board 1 from lesson 2 to ask ‘Qu’est-ce
Cut out card “c’est” que c’est?’ pointing to feminine items.
8. Pupils answer: ‘C’est une… e.g.balançoire
Starter 1
Glasgow 5-14 Modern Languages Programme
9. Teacher asks: ‘C’est une balançoire de quelle couleur?
Song: Finisher of Lesson 2. 10. Pupils come to board to select correct wordcard for colour
(feminine) and whole class repeats with teacher.
Starter 2 ‘C’est une balançoire verte’ etc.
1. Teacher shows 3 pens of different colours.
2. Then removes one of them saying: Qu’est-ce qu’il manque?
3. Pupils say: Un stylo vert.
4. Do the same with crayon, livre, cahier or any other readily available
classroom item, provided it is a masculine noun.
14UNIT 7 LEVEL C FRENCH
Lesson 3
Presentation Board
Glasgow 5-14 Modern Languages Programme
15UNIT 7 LEVEL C FRENCH
Lesson 3
Recorded Text
Consolidation Activity
1 Dans la cuisine il y a une carte verte.
Pupils are to tick the correct colour to describe each noun. Teacher
2 Dans la salle à manger il y a une carte orange sur la table.
should ask them to justify their choice.
3 Dans le salon il y a une carte violette à gauche du sofa.
4 Dans la chambre numéro 2 il y a une carte grise devant l’armoire.
une carte rose bleu 5 Dans la chambre numéro 3 il y a une carte blanche sous le lit.
une balançoire blanche noir
une plante violet orange
une poubelle noire vert
une table grise blanc
Finisher
Pauline has received a lot of cards (des cartes) from friends and
relatives who live too far away to come to her party. She has ‘arranged’
Glasgow 5-14 Modern Languages Programme
them around the house.
Pupils should:
• Listen to the text and draw the items appropriately in the relevant colour.
• Then pupils should fill in the sentences.
16UNIT 7 LEVEL C FRENCH
Lesson 3
Consolidation Activity
Tick the correct colour to describe each item. Then tell your teacher the reason for your choice?
une carte rose bleu
une balançoire blanche noir
une plante violet orange
Glasgow 5-14 Modern Languages Programme
une poubelle noire vert
une table grise blanc
If you have time, you can draw the item plus its colour.
17UNIT 7 LEVEL C FRENCH
Lesson 3 A Pauline got a lot of cards (des cartes) from relatives and friends. She
has ‘arranged’ them around the house. Listen to where she has put
the cards then fill in the sentences by choosing the correct colour.
Finisher
1 Dans la cuisine il y a une carte ………
2 Dans la salle à manger il y a une carte ………
sur la table.
3 Dans le salon il y a une carte ……… à gauche
du sofa.
4 Dans la chambre numéro deux il y a une carte
……… devant l’armoire.
5 Dans la chambre numéro trois il y a une carte
……… sous le lit.
Glasgow 5-14 Modern Languages Programme
violette
grise
blanche
B Now draw the cards in the correct colour and position in the house.
verte
orange
18UNIT 7 LEVEL C FRENCH
Lesson 3
Answers
A
1 Dans la cuisine il y a une carte verte.
2 Dans la salle à manger il y a une carte orange
sur la table.
3 Dans le salon il y a une carte violette à gauche
du sofa. B
4 Dans la chambre numéro deux il y a une carte grise
devant l’armoire.
5 Dans la chambre numéro trois il y a une carte
Glasgow 5-14 Modern Languages Programme
blanche sous le lit.
19UNIT 7 LEVEL C FRENCH
Lesson 4
Learning activity
Pauline got lots of presents. Read what she writes/says to her teacher:
1 Aujourd’hui c’est mon anniversaire. J’ai cinq cartes et voici mes
Aims cadeaux…
…un vélo bleu et deux livres bleus...
To make pupils aware of structure of singular and …un ballon vert, une balançoire verte, deux maillots verts et deux
plural words and to encourage them to notice the trousses vertes…
…deux poupées rouges et des bracelets rouges…
differences in adjective agreements.
…et aussi un sac blanc avec des règles blanches et des crayons
(receptive only). noirs.
Point 1: Teacher should point out that, as in English, plural nouns get
Materials which should be available an ‘s’ added to them in most cases (cadeaux being an unusual
CD + computer and projector one) Unlike English, the final ‘s’ or ‘x’ is silent.
cut out cards of colours (plural spelling)
Point 2: This shows that, in French, pupils have to remember the
Glasgow 5-14 Modern Languages Programme
gender of nouns also.
Starter The usual rules for colours ending in ‘e’ or with an irregular
• Revise vocabulary for presents from Unit 2. ending still apply as shown in last parts of the dialogue.
Qu’est-ce que c’est? C’est un/une…
• Teacher suggests colours: Point 3: Names of colours are describing words i.e. ‘adjectives’ and in
C’est un vélo marron ou rouge? French adejctives are ‘copycats’!
C’est une poupée verte ou rose? They want to be everything the noun is!
This helps avoids pupils having to work out endings themselves. (except when they are invariable like marron)
• Keep vêtements till last example. This leads to the learning activity.
20UNIT 7 LEVEL C FRENCH
i.e:
• If the noun is masculine and singular, the adjective has to be
masculine and singular too!
• If the noun is masculine plural, the adjective has to be masculine
plural too!
The same applies to feminine nouns also:
• If the noun is feminine and singular, the adjective has to be
feminine and singular too!
• If the noun is feminine plural, the adjective has to be
feminine plural too!
Learning activity 2
Teacher demonstrates this using Presentation boards 1-3.
Consolidation activity
Glasgow 5-14 Modern Languages Programme
Fill in the blanks exercise
Finisher
Reading and copying exercise
21UNIT 7 LEVEL C FRENCH
Lesson 4 Aujourd’hui
Board Presentation
c’est mon anniversaire.
J’ai cinq cartes et voici mes
Pauline got lots of presents. Read what she writes/says to her teacher:
cadeaux…
Glasgow 5-14 Modern Languages Programme
22UNIT 7 LEVEL C FRENCH
Lesson 4 ...un vélo
bleu et deux livres bleus...
Board Presentation
...un ballon vert, une balançoire verte,
deux maillots verts et deux trousses vertes...
...deux poupées rouges et des bracelets rouges..
... et aussi un sac blanc avec des règles
blanches et des crayons noirs.
Glasgow 5-14 Modern Languages Programme
23UNIT 7 LEVEL C FRENCH
Lesson 4
Plurals presentation board 1
un maillot des maillots
masculine masculine
singular plural
Glasgow 5-14 Modern Languages Programme
un maillot vert des maillots verts
24UNIT 7 LEVEL C FRENCH
Lesson 4
Plurals presentation board 2
une poupée des poupées
feminine feminine
singular plural
Glasgow 5-14 Modern Languages Programme
une poupée rouge des poupées rouges
25UNIT 7 LEVEL C FRENCH
Lesson 4
Plurals presentation board 3
une règle des règles
feminine feminine
singular plural
Glasgow 5-14 Modern Languages Programme
une règle blanche des règles blanches
26UNIT 7 LEVEL C FRENCH
Lesson 4
Consolidation activity
Make the following items plural.
a Add an ‘s’ to the noun.
b Choose the correct plural colour for each phrase. masculine feminine
(See word bank)
e.g. une chaise rouge des chaises rouges
verts vertes
1 une trousse bleue des t ……………… b ………………
2 un vélo bleu des v ……………… b ………………
bleus bleues
Glasgow 5-14 Modern Languages Programme
3 une lampe noire des l ……………… n ………………
4 un crayon noir des c ……………… n ………………
5 un ballon rouge des b ……………… r ………………
rouges rouges
6 une poupée rouge des p ……………… r ………………
7 une balançoire verte des b ……………… v ……………… noirs noires
8 un maillot vert des m ……………… v ………………
27UNIT 7 LEVEL C FRENCH
Lesson 4 Finisher Copy the sentences which describe the house accurately.
1 La baignoire est verte. 5 Le sofa est marron. 7 Le lit dans la chambre numéro 3 est vert.
La baignoire est rose. Le sofa est gris. Le lit dans la chambre numéro 3 est rose.
2 Il y a deux lits orange dans la chambre numéro 1. 6 La table dans la salle à manger est violette. 8 La carte dans la cuisine est verte.
Il y a deux lits jaunes dans la chambre numéro 1. La table dans la salle à manger est noire. La carte dans la cuisine est blanche.
3 Le lavabo dans les toilettes est blanc.
Le lavabo dans les toilettes est vert.
4 Il y a deux lampes bleues dans la maison.
Il y a une lampe bleue et une lampe jaune
dans la maison.
Glasgow 5-14 Modern Languages Programme
28UNIT 7 LEVEL C FRENCH
Lesson 5
Opportunity for formative assessment
Strategies for Reading
• Listening to text. (either recorded or delivered by classroom
teacher)
• Reading aloud. Repetition in groups or paired activity.
• Teacher leads through passage asking for words and expressions
already taught, groups of words taught in this unit and words they
could guess at because of their similarity to English. (cognates)
• This should then be followed by teacher leading pupils through
passages to enable comprehension and pointing pupils to glossary
where necessary.
• Points for Knowing about Language should then be made and
memories refreshed about selected structures before the pupils do
Glasgow 5-14 Modern Languages Programme
the final part… the comprehension questions.
Drawing activities are optional activities and may be used to suit the
individual class or groups within the class.
29UNIT 7 LEVEL C FRENCH
Lesson 5
1 What age will Nuria be on Monday?
2 Nuria’s walls are orange. What colour would she like her walls to be?
3 Match the colours with items in her room.
L’anniversaire de Nuria cream lamp
pink bedside table
Nuria’s bedroom is going to be redecorated for her birthday. She explains green walls
how she hopes it will look… ‘
orange table
pink walls
1 ‘J’ai dix ans lundi. Mon anniversaire, c’est le 1er
février. Youpi! 4 Where does she say her desk is?:
Comme cadeau d’anniversaire je voudrais une left of the door right of the door
4 nouvelle chambre! 5 Name the two items under the bed.
6 What does she keep on the shelves?:
Maintenant les murs sont orange. Berk! Je voudrais
her doll collection her CDs
des murs roses.
her CD player her books
Glasgow 5-14 Modern Languages Programme
7 La table de nuit est verte mais je voudrais une table her posters her games console
crème avec une lampe rose. Le bureau est à gauche 7 What will her Dad not let her have?
de la porte. Sous le lit, j’ai une console de jeux et Glossaire
comme as
10 des jeux vidéo. J’ai deux étagères pour des livres, le nouvelle new
lecteur de CD, et ma collection de poupées. Je voudrais I’de like
maintenant now
C’est super! une console de jeux a games console
une étagère a shelf
13 Mais je n’ai pas de télé. Papa refuse… Pour le pour for
l’année prochaine next year
moment !… L’année prochaine?’ une table de nuit a bedside table
30UNIT 7 LEVEL C FRENCH
Lesson 5
Answers
1 Nuria will be 10 years old.
2 Nuria’s bed is orange. She would like it to be pink.
3 Match the colours with items in her room.
cream lamp
pink bedside table
green walls
orange table
pink walls
4 Where does she say her desk is?:
left of the door
Glasgow 5-14 Modern Languages Programme
right of the door
5 Name the two items under the bed.
Video games under the bed.
6 What does she keep on the shelves?:
her doll collection her CDs
her CD player her books
her posters her games console
7 What will her Dad not let her have?
a television
31UNIT 7 LEVEL C FRENCH
Lesson 5
Can you draw, as accurately as possible, Nuria’s room?
Glasgow 5-14 Modern Languages Programme
32Glasgow 5-14 Modern Languages Programme
33
FRENCH
Lesson 5
LEVEL C
UNIT 7UNIT 7 LEVEL C FRENCH
Lesson 6
Opportunity for formative assessment
Writing frame
This writing frame arises from the reading activity ‘L’anniversaire de Nuria’. • There are 2 points to be exploited in No. 5:
It is suggested that the class teacher should: a Explain/remind pupils that je n’ai pas de means ‘I haven’t got (a)’
e. g je n’ai pas de poupée… would be equivalent to ‘I haven’t got a
• Explain to the pupils that they are going to write to a cousin/friend doll’
about their bedrooms. b ‘de’ before a word beginning with a vowel or vowel sound changes
• Show the pupils the list of the five things they are going to write about, to d’
after having some help from their teacher. e.g je n’ai pas d’ordinateur.
• Work through each item of writing interactively with the class pointing je n’ai pas d’argent.
out how Nuria said some things. (I haven’t any money)
• Point out that they have to use the masculine plural adjective with je n’ai pas d’armoire dans ma chambre.
question no. 1 (because the noun it describes is masculine) and the (I haven’t got a wardrobe in my bedroom)‑
Glasgow 5-14 Modern Languages Programme
feminine adjectives with question no.2 (because the nouns they
describe are feminine) Once these procedures have been followed the pupils can be referred back
• Remind pupils when working with no. 3 of what they learned in Unit 5: to the original 5 things they were to write about and point out that they
namely à droite de and à gauche de. will now find it easier to write about them.
• Three things to remind pupils about in no.4:
a prepositions
b j’ai - how to say I have.
c plural of un or une is des and should not be left out in the way we
leave out ‘some’ in English.
34UNIT 7 LEVEL C FRENCH
Lesson 6
Opportunity for formative assessment
Writing frame
You are being asked to write to your cousin/friend giving a brief description of your bedroom:
1 Write down what colour your bedroom walls are.
2 Write down what colour your bedside table is (or something else in your room).
3 Write down what is on the left/right hand side of your door.
4 Write down what is usually under your bed.
5 Write down something you haven’t got.
Glasgow 5-14 Modern Languages Programme
35UNIT 7 LEVEL C FRENCH
Lesson 6
Writing Frame
Nuria describes her bedroom. Now you can describe yours.
What Nuria writes Help! What you can say…
1 The walls in my bedroom are orange. Les murs sont blancs/bleus/roses/ jaunes/
rouges/verts/…
Les murs sont orange.
2 The bedside table is green. La table de nuit/la lampe/la chaise/la table est
blanche/jaune/bleue/rouge/violette.
La table de nuit est verte.
3 The desk is to the left of the door. La chaise/la télé/l’ordinateur est à gauche de/à
droite de…
Glasgow 5-14 Modern Languages Programme
Le bureau est à gauche de la porte. la fenêtre/la porte.
4 Under the bed, I have my games console and sous/derrière/sur/dans …le bureau/la table/la
video games. chaise/le sofa, j’ai…
un ordinateur/des livres/un ballon/des bracelets/
les affaires pour l’école.
Sous le lit, j’ai une console de jeux et des jeux
vidéo.
5 But I haven’t got a TV Malheureusement (unfortunately)
Mais je n’ai pas de télé. je n’ai pas de …console de jeux/lecteur de CD/télé/
DVD.
Je n’ai pas d’ordinateur.
36UNIT 7 LEVEL C FRENCH
Lesson 7
Opportunity for formative assessment
Aims
To enable pupils to listen to pieces of text and
support them in extracting information from the text.
Listening Strategies (for this activity)
• Listening to text Part 1.
• Listening whilst looking at the text.
• Listening again without, this time explaining to pupils that they are
to listen for two pieces of information in each piece of dialogue:
a items
Glasgow 5-14 Modern Languages Programme
b where these items are.
• Filling in the answer grid.
• Drawing the items spoken about in appropriate position and
colour.
The same strategies should then be followed for Part 2, only this
time the pupils are to listen for:
a item
b colour
c position
37UNIT 7 LEVEL C FRENCH
Lesson 7
Step 2 Listening with text
Rangez Pierre,
vos affaires, les mets les cahiers
enfants! dans le placard!
Mathilde,
mets les règles à côté
Adil,
de l’ordinateur!
mets les livres sur
le bureau!
Glasgow 5-14 Modern Languages Programme
38UNIT 7 LEVEL C FRENCH
Lesson 7 Rangez
vos affaires, les
enfants!
Pierre,
mets les cahiers
dans le placard!
Step 2 Comprehension questions
Mathilde,
mets les règles à
côté de l’ordinateur! Adil, mets
les livres sur le
bureau!
Glasgow 5-14 Modern Languages Programme
Part 1 Where are the following items to be placed?
jotters
rulers
books
39UNIT 7 LEVEL C FRENCH
Lesson 7
Step 2 Listening with text
Rangez Alice,
vos affaires, les mets les taille-
enfants! crayons verts sur l’étagère
bleue!
Robert,
Jean, mets les gommes
mets les stylos jaunes devant le
rouges à droite de la projecteur!
fenêtre.
Glasgow 5-14 Modern Languages Programme
40UNIT 7 LEVEL C FRENCH
Lesson 7 Rangez
vos affaires, les
enfants!
Alice, mets
les taille-crayons
verts sur l’étagère bleue!
Step 2 Comprehension questions Robert,
Jean, mets mets les gommes
les stylos rouges à jaunes devant le
droite de la fenêtre. projecteur!
Part 1 Where are the following items to be placed?
jotters
rulers
books
Part 2 Which items should be in the following places?
Glasgow 5-14 Modern Languages Programme
item colour
in front of the projector
on the blue shelf
to the right of the window
41UNIT 7 LEVEL C FRENCH
Lesson 7
Step 2 Comprehension answers
Part 1 Where are the following items to be placed?
jotters in the cupboard
rulers beside the computer
books on the desk
Part 2 Which items should be in the following places?
Glasgow 5-14 Modern Languages Programme
item colour
in front of the projector yellow rubbers
on the blue shelf sharpeners green
to the right of the window pens red
42UNIT 7 LEVEL C FRENCH
Lesson 8
Speaking
Opportunity for formative assessment
Aims
To enable pupils to develop a brief conversation
based on asking what a friend has and does not
have in his/her schoolbag.
Speaking Strategies (for this activity)
• Listening to model dialogue.
Glasgow 5-14 Modern Languages Programme
• Listening whilst looking at the text.
• Working with the speaking frame and colour- coded adjectives and nouns.
• Practising with a partner.
• Peer assessment of how each other managed with the dialogue.
43UNIT 7 LEVEL C FRENCH
Lesson 8
Qu’est-ce que tu as dans le sac?
Élise thinks she knows her best friend Nuria so well that she can tell
Speaking what is in her bag.
Tu
as un stylo rose?
Non,
je n’ai pas de
stylo rose.
Tu
as un stylo vert?
Oui,
j’ai un stylo vert.
Tu
as une gomme
Glasgow 5-14 Modern Languages Programme
blanche? Non,
je n’ai pas de
gomme blanche.
Tu
as une gomme
bleue? Oui,
j’ai une gomme
bleue. Félicitations!
44UNIT 7 LEVEL C FRENCH
Lesson 8
Speaking (With Support)
Qu’est-ce que tu as dans le sac?
Write down, in English, the 9 items below (+ the colour of your choice) that you have in your bag (e.g. a red book, a blue pen and a yellow jotter). Do not let
your partner see this. Your partner will then try to find ways of guessing what colour they are. You are to find at least three of these items, using the help below.
Partner A Help Partner B Items Colour
Masculine Feminine
”Suggest the Tu as …… …………? ”Say whether you un stylo jaune jaune
(add in colour)
un crayon rouge rouge
Glasgow 5-14 Modern Languages Programme
colour of one have the item
une règle rose rose
of the items Oui, j’ai …… ……… in that colour or
un livre orange orange
…………
you think your not.” un sac marron marron
or Non, je n’ai pas de
friend may …… ……… une trousse violet violette
une calculette blanc blanche
have.”
bleu bleue
Keep guessing until you guess at least three items and their noir noire
colours correctly. Then change roles and repeat the exercise. vert verte
gris grise
45Glasgow 5-14 Modern Languages Programme
Nuria
46
FRENCH
LEVEL C
UNIT 7UNIT 7 LEVEL C FRENCH
Agreement of adjectives of colour
colour Masculine Singular Feminine Singular Masculine Plural Feminine Plural
red rouge rouge rouges rouges
yellow jaune jaune jaunes jaunes
pink rose rose roses roses
blue bleu bleue bleus bleues
black noir noire noirs noires
grey gris grise gris grises
green vert verte verts vertes
Glasgow 5-14 Modern Languages Programme
brown marron marron marron marron
orange orange orange orange orange
white blanc blanche blancs blanches
purple violet violette violets violettes
47UNIT 7 LEVEL C FRENCH
Pupil language
Agreement of adjectives of colour
Les couleurs (feminine) C’est une chaise blanche/violette
Colours This is a white/purple chair
C’est de quelle couleur? Ce sont des crayons blancs/violets/jaunes
What colour is it? These are white/purple/yellow pencils
C’est marron/orange Ce sont des lampes bleues/noires/grises/vertes
It is brown/orange These are blue/black/grey/green lamps
C’est rouge/jaune/rose Ce sont des lampes blanches/violettes
It is red/yellow/pink These are white/purple lamps
C’est bleu/noir/gris/vert Je voudrais un stylo/une règle
Glasgow 5-14 Modern Languages Programme
It is blue/black/grey/green I would like a pen/a ruler
C’est blanc/violet S’il te plaît
It is white/purple Please (singular)
C’est un crayon de quelle couleur? S’il vous plaît
What colour is the pencil ? Please (plural)
C’est un crayon blanc/violet Donne-moi/donnez-moi
This is a white/purple pencil Give me (singular/plural)
C’est une lampe bleue/noire/grise/verte
This is a blue/black/grey/green lamp
48UNIT 7 LEVEL C FRENCH
5-14 Modern Languages - Short-Term Plan
Speaking Naming 11 colours.
Writing Selecting and reproducing accurate spelling of colours.
Describing the colour of a masculine / feminine / plural Gap-fill sentences choosing the correct colour.
object(s).
Filling in a phrase by adding/choosing the correct plural form of
Asking someone what colour an object is. the noun/adjective of colour.
Asking if/saying that someone has an object in a particular Select and copy sentences that describe the house accurately.
colour.
Writing a brief description of your bedroom (supportive writing
Saying something is good/bad. frame).
Listening Identifying colours named.
Reading Recognising adjectives of colour with their agreements in texts
of varying lengths.
Recognising number and gender of adjectives of colours in a
range of contexts. Reading a longer text on which writing frame is based.
Listening to a set of instructions involving classroom objects Reading instructions involving classroom objects, colours and
Glasgow 5-14 Modern Languages Programme
colours and prepositions. prepositions.
Listening to a model dialogue on which speaking frame is Reading aloud a model dialogue on which speaking frame is
based. based.
Listening for enjoyment (song). Reading aloud colours with their agreements.
Reading aloud a text on which writing frame is based.
49UNIT 7 LEVEL C FRENCH
5-14 Modern Languages - Short-Term Plan
Skills Consolidating known language.
Knowing Position of adjectives of colour.
Progression Comparing word order in French and English (position of about Agreements (in gender and in number) of the adjectives of
adjectives of colour). Language colour with the noun they refer to.
Developing a working knowledge of written agreements of Exceptions to the agreements rule.
adjectives (in gender and in number).
Developing a working knowledge of the relationship between
written agreements and their pronunciation.
Developing awareness of sound patterns.
Increasing awareness of the relationship between the spoken Assessment Reading a longer text and answering comprehension
questions.
and the written word. Opportunities
Listening to pieces of text and filling in an answer grid.
Developing skimming and scanning skills.
Writing frame arising from reading.
Developing writing skills with a supportive frame.
Speaking frame arising from listening to model dialogue.
Developing speaking skills with a supportive frame .
Glasgow 5-14 Modern Languages Programme
Key Knowing about language. Reading aloud.
Strands Speaking to convey information. Reading for enjoyment.
Speaking and interacting with others. Reading for information and instructions.
Listening for information and instructions. Writing to exchange information.
Listening and reacting to others.
Listening for enjoyment.
50UNIT 7 LEVEL C FRENCH
5-14 Modern Languages - Planning - Unit 7, Lesson 1
Focus Outcome Strand Skill Targeted
Starter Matching activity Revising vocabulary Speaking to convey
information
Consolidating previous oral
knowledge
Spelling classroom objects
Learning Introducing 11 colours Listening/reading/repeating new
vocabulary
Listening and Reading for
information
Understanding key language
Activity C’est de quelle couleur? Building up new vocabulary
Consolidation Smarties™ Game Oral practice of new vocabulary Speaking and interacting
with others
Oral practice of new language in
Activities a fun way
Glasgow 5-14 Modern Languages Programme
Finisher Write out the colours Consolidating relationship
between sound and spelling
Writing to exchange
information
Write labels
51UNIT 7 LEVEL C FRENCH
5-14 Modern Languages - Planning - Unit 7, Lesson 2
Focus Outcome Strand Skill Targeted
Starter Listening to revise colours Identifying colours of balloons Listening for information Consolidating knowledge of new
vocabulary
Learning Describing the colour of masculine
objects.
Saying/asking what colour some
masculine objects are (c’est un ...
Speaking to convey
information.
Readily ask and answer questions
Activity (C’est un…de quelle couleur?) + colour) Speaking and interacting
with others
Consolidation Describe in writing or orally the colour of
masculine objects
Describing the colour of
masculine items in the garden
Writing to exchange
information.
Use new language to create
descriptive sentences
Activities
Glasgow 5-14 Modern Languages Programme
Speaking to convey
information.
Listening and reacting to
others
Finisher Song Building up a song to a familiar
tune using new vocabulary
Reading aloud/Reading for
enjoyment/Listening for
Demonstrate awareness of,
pronunciation and intonation
enjoyment Aid to memorise language
52UNIT 7 LEVEL C FRENCH
5-14 Modern Languages - Planning - Unit 7, Lesson 3
Focus Outcome Strand Skill Targeted
Starter Song/Display coloured items hide one,
pupils name it
Revisit orally language introduced
so far
Reading for enjoyment/
speaking to convey
Produce language orally
information/and interacting
with others
Learning Emphasise the different endings of
colours when describing feminine nouns
Be aware of the change of
endings when colours describe
Listening for information Recognise there are different
genders which imply different
Activity the feminine items in the garden endings
Consolidation Reading colours Choosing the correct written form
of the adjectives and justifying
Reading for information Identify colours in their feminine
form
Activities
Glasgow 5-14 Modern Languages Programme
choice
Finisher Listen to the description of the house Identify colours of cards around
the house. Fill in blanks with
Listening for information.
Writing to exchange
Show awareness of feminine
endings
appropriate feminine colour information
53UNIT 7 LEVEL C FRENCH
5-14 Modern Languages - Planning - Unit 7, Lesson 4
Focus Outcome Strand Skill Targeted
Starter Revise vocabulary for presents and their
colours
Matching visuals to written words Listening/reading for
information
Produce vocabulary orally
Learning Describing colour of presents using the
plural (masc. and fem.)
Introduce the notion that number
agreement is shown by adding an
Reading/speaking for
information
Recognition of pattern
Activity “s” to nouns and adjectives
Consolidation Writing plural adjectives of colour Sorting adjectives according to
their endings
Knowing about language Choose and spell the right words
from word bank
Activities
Glasgow 5-14 Modern Languages Programme
Finisher Reading the description of the house Identify correct statement relating
to the house described
Reading for information/
writing imaginatively
Select phrases to construct
imaginative (descriptive) text
Focus on agreements of
adjectives
54UNIT 7 LEVEL C FRENCH
5-14 Modern Languages - Planning - Unit 7, Lesson 5 - Opportunity for formative assessment
Focus Outcome Strand Skill Targeted
Opportunity Colours and how adjectives of colour
agree with the noun they describe.
Improved reading skills.
Ability to develop a range of
Reading for information.
Reading aloud.
Skim and scan the text to look for
contextual clues. Draw inferences
for developing strategies that will help them
to approach reading with
Reading for pleasure. and predict meaning. Looking for
grammatical clues (gender and
and assessing confidence, competence and word endings)
enjoyment. Increased strategies leading
reading skills Increasing accuracy in to success in pronunciation of
pronunciation. French.
Applying knowledge to derive
enjoyment and success in
accessing a variety of texts.
This should Pupils should check the work achieved
against their own learning goals. They
Strengthening of image of self as
a learner.
Reading for information.
Reading aloud.
As above
include should use the answer card following the
comprehension questions.
Peer assessment can be applied to
reading aloud.
Reading for pleasure.
pupil self- Achieving success and pleasure
from reading interesting texts.
assessment
and/or peer
Glasgow 5-14 Modern Languages Programme
assessment
Evidence Reference: 5-14 National Guidelines.
Modern Languages. ‘Guide for teachers
gathering by and managers’ P. 39
teacher
55UNIT 7 LEVEL C FRENCH
5-14 Modern Languages - Planning - Unit 7, Lesson 6 - Opportunity for formative assessment
Focus Outcome Strand Skill Targeted
Opportunity Colours and how adjectives of colour
agree with the noun they describe.
Improved writing skills.
Ability to develop a range of
Writing to convey
information.
Select words and phrases
from a supportive framework
for developing Consolidating and practising use
of adjectives of colour with known
strategies that will help them to
approach writing with confidence,
Writing to establish and
maintain personal contact.
to construct a simple but
imaginative text.
and assessing vocabulary and with some new competence and enjoyment. Writing imaginatively. Use word/phrase bank to support
vocabulary. Ability to produce an individual imaginative writing and copying
writing skills piece of writing based on a skills.
guided resource.
This should Pupils should check the work achieved
against their own learning goals.
Strengthening of image of self as
a learner.
Writing to convey
information.
As above
include Peers can check and give feedback and
questions when draft of writing frame
Peer assessment can be applied to
redrafting and checking final draft
Writing to establish and
maintain personal contact.
pupil self- has been completed. against first draft. Writing imaginatively.
Peer evaluation can involve shared Achieving success and pleasure
assessment editing and redrafting of text. from communicating effectively
and/or peer in written form.
assessment
Glasgow 5-14 Modern Languages Programme
Evidence Reference: 5-14 National Guidelines.
Modern Languages. ‘Guide for teachers
gathering by and managers’ P. 39
teacher
56UNIT 7 LEVEL C FRENCH
5-14 Modern Languages - Planning - Unit 7, Lesson 7 - Opportunity for formative assessment
Focus Outcome Strand Skill Targeted
Opportunity Listen and respond to a range of
commands and instructions from the
Improved listening skills.
Distinguish in most cases when
Listening for information and
instructions.
Interpret basic classroom
instructions.
for developing teacher. the teacher is talking to the whole
class or to one person.
Listening and reacting to
others.
Understanding a range of key
vocabulary in the language area.
and assessing Identify the colours of various Focus on relevant language in
items. React readily to someone search for information required.
Listening giving instructions in the target
skills language.
This should Pupils should check the work achieved
against their own learning goals.
Strengthening of image of self as
a learner.
Strengthening of image of
self as a learner.
As above
include Peers can measure each other’s
understanding by comparing
Peer assessment can be applied to
redrafting and checking final draft
Peer assessment can be
applied to evaluate level of
pupil self- interpretations. against first draft. understanding of spoken
Peer evaluation can involve collaborative Achieving success and pleasure information.
assessment listening to combine understanding. from communicating effectively Achieving success and
and/or peer in written form. pleasure from decoding
spoken information in the
assessment foreign language.
Glasgow 5-14 Modern Languages Programme
Evidence Reference: 5-14 National Guidelines.
Modern Languages. ‘Guide for teachers
gathering by and managers’ P. 39
teacher
57UNIT 7 LEVEL C FRENCH
5-14 Modern Languages - Planning - Unit 7, Lesson 8 - Opportunity for formative assessment
Focus Outcome Strand Skill Targeted
Opportunity Know that there are different genders.
Know that it is appropriate to take turns
Improved speaking skills.
Be able to identify some parts of
Speaking to convey
information.
Readily ask and answer questions
in familiar contexts with a peer.
for developing in conversations.
Begin to see pattern and structure (tu
speech in the foreign language as
well as English e.g. verbs, nouns,
Speaking and interacting
with others.
Understand a range of key
vocabulary in the language area.
and assessing questions answered by je) subject pronouns. Know that there are different Listen to questions and react
Imitate model utterances. genders. readily to a range of questions
Speaking in familiar contexts and respond
skills appropriately.
This should Pupils should check the work achieved
against their own learning goals.
Strengthening of image of self as
a learner.
Speaking to convey
information.
As above
include Peers can measure each other’s
performance via peer feedback and
Peer assessment can be applied to
evaluate level of understanding of
Speaking and interacting
with others.
pupil self- questions after performance. spoken information. Know that there are different
Achieving success and pleasure genders.
assessment from decoding spoken
and/or peer information in the foreign
language and responding
assessment appropriately.
Glasgow 5-14 Modern Languages Programme
Evidence Reference: 5-14 National Guidelines.
Modern Languages. ‘Guide for teachers
gathering by and managers’ P. 39
teacher
58UNIT 7 LEVEL C FRENCH
C’est de quelle
coleur?
Glasgow 5-14 Modern Languages Programme
59Glasgow 5-14 Modern Languages Programme
C’est ..... .....
60
FRENCH
LEVEL C
UNIT 7Glasgow 5-14 Modern Languages Programme
marron 61
FRENCH
LEVEL C
UNIT 7Glasgow 5-14 Modern Languages Programme
noir 62
FRENCH
LEVEL C
UNIT 7Glasgow 5-14 Modern Languages Programme
blanc 63
FRENCH
LEVEL C
UNIT 7Glasgow 5-14 Modern Languages Programme
bleu 64
FRENCH
LEVEL C
UNIT 7Glasgow 5-14 Modern Languages Programme
jaune
65
FRENCH
LEVEL C
UNIT 7Glasgow 5-14 Modern Languages Programme
rouge
66
FRENCH
LEVEL C
UNIT 7Glasgow 5-14 Modern Languages Programme
rose 67
FRENCH
LEVEL C
UNIT 7Glasgow 5-14 Modern Languages Programme
gris
68
FRENCH
LEVEL C
UNIT 7Glasgow 5-14 Modern Languages Programme
violet 69
FRENCH
LEVEL C
UNIT 7Glasgow 5-14 Modern Languages Programme
orange
70
FRENCH
LEVEL C
UNIT 7Glasgow 5-14 Modern Languages Programme
vert 71
FRENCH
LEVEL C
UNIT 7UNIT 7 LEVEL C FRENCH
Qu’est-ce que
c’est?
Glasgow 5-14 Modern Languages Programme
72UNIT 7 LEVEL C FRENCH
C’est .... ..... ...
de quelle coleur?
Glasgow 5-14 Modern Languages Programme
73UNIT 7 LEVEL C FRENCH
un ballon
une balançoire
Glasgow 5-14 Modern Languages Programme
une poubelle
74UNIT 7 LEVEL C FRENCH
un arbre
un banc
Glasgow 5-14 Modern Languages Programme
un mur
75UNIT 7 LEVEL C FRENCH
C’est
Ce sont
Glasgow 5-14 Modern Languages Programme
des fleurs
76UNIT 7 LEVEL C FRENCH
Masculine Singular
marron bleu
jaune rose
Glasgow 5-14 Modern Languages Programme
violet blanc
77UNIT 7 LEVEL C FRENCH
Masculine Singular
rouge vert
orange gris
Glasgow 5-14 Modern Languages Programme
noir
78UNIT 7 LEVEL C FRENCH
Feminine Singular
bleue verte
blanche noire
Glasgow 5-14 Modern Languages Programme
grise violette
79UNIT 7 LEVEL C FRENCH
Feminine Singular
rouge rose
orange jaune
Glasgow 5-14 Modern Languages Programme
marron
80UNIT 7 LEVEL C FRENCH
Masculine Plural
marron bleus
jaunes roses
Glasgow 5-14 Modern Languages Programme
violets blancs
81UNIT 7 LEVEL C FRENCH
Masculine Plural
rouges verts
orange gris
Glasgow 5-14 Modern Languages Programme
noirs
82UNIT 7 LEVEL C FRENCH
Feminine Plural
bleues vertes
blanches noires
Glasgow 5-14 Modern Languages Programme
grises violettes
83UNIT 7 LEVEL C FRENCH
Feminine Plural
rouges roses
orange jaunes
Glasgow 5-14 Modern Languages Programme
marron
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