À la maison - lt scotland

Glasgow 5-14 Modern Languages Program

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UNIT 3 LEVEL C FRENCH

À la maison

The verb être.Question forms using ‘où’

Understanding ‘where are you?’,‘where is he/she/it?’

and responding.Saying where people and items

of furniture are in the house.


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Lesson 1 AimRecognising names of rooms.(including the definite article)

StarterRevision of date.

Learning activityNames for certain rooms in the house. (including the definite article)

Consolidation activityWorking interactively with wordcards to label rooms on the board

Finisher 1Drawing own house in jotter and labelling rooms.

OR

Finisher 2Chanson de la maison. Song based on rooms in the house.

Lesson 2 AimRecognising and understanding ‘Où es-tu ?’Où est Tom/Pauline?Being able to say ‘Je suis dans....’ Il/elle est dans....

StarterRevisit song used as a ‘finisher’ for previous lesson. Revisit names of

rooms using où est ..? & voici

Learning activityJe suis dans.... Board presentation: different characters in different

rooms (as in song)

Children supply what they say.

Consolidation activity

• Writing activity. Gap fill.

Supply the definite article for rooms in the house.

• Practising parts of the verb être. (worksheet)

FinisherGuessing game ‘Où est le bracelet?’ (a variation on ‘hide the thimble’.)


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Lesson 3 AimRecognising names of items of furniture and saying where they are.Saying where people are using il/elle.

StarterOù est Elise?’ - Response. - Elle est dans.....

Learning activityInteractive use of flashcards to familiarise children with certain basic

items of furniture. Matching exercises.

Consolidation activityTeacher pupil interaction. ‘Where is the sofa?’

‘The sofa is in the sitting room’

FinisherFun activity placing people and items in odd places in the house and

saying where they are.

Lesson 4 AimListening to recorded conversation between familymembers and using recommended strategies forcomprehension.

Starter 1Revision of numbers.

Learning activityListening to recorded text and working with it.

Strategies for listening.

FinisherWall pelmanism with flashcards and wordcards.


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Lesson 5 AimAccessing a written text describing the rooms in the house, using recommended strategies for comprehension.

StarterRevision of il y a.

Learning activityUsing strategies to enable pupils to access text. Strategies for reading.

FinisherDice game.


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Teacher’s Notes

TimingThis unit consists of 5 lessons.

Materials/Resources which should be availableBoard/characters/items of furniture cut out and laminated/ word cards for rooms, garden, garage and house.

Taskmagic Mini-whiteboards.Computer/LCD/interactive white board would be ideal.

Teacher’s Language(in addition to pupils’ language at end of unit)

Mets!

Mettez!

C’est la famille Baron

C’est la maison de la famille Baron

Montrez-moi!

Montre-moi!

Trouvez!

Trouve!

The word cards for the rooms (and the furniture later in the unit) will be

written in black but the definite article will be in blue for masculine

words and pink for feminine words.

This is to emphasise that words are either masculine or feminine

in French.

There is a pupils’ worksheet to reinforce this teaching point. An

additional way of reinforcing this would be to use the wordcards and

cover up the ‘le’, ‘la’, or ‘les’ and ask the pupils to supply the word

for ‘the’.

Put (plural)

Put (singular)

This is the Baron family

This is the Barons’ house

Show me (plural)

Show me (singular)

Find (plural)

Find (singular)


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Knowing about LanguageThe - the definite article

• ‘le’ for masculine noun.

• ‘la’ for a feminine noun.

• ‘l’’ before a noun beginning with a vowel

or vowel sound

• ‘les’ for plural nouns.

Verb - être - to be

• je suis

• tu es Où es-tu?

• (il/elle) est Où est Tom?/où est Pauline?

Note: inversion when it is a question.

où est ....? where is......? (When asking about one person or thing)

où sont.....? where are.....? (when asking about more than one person

or thing)

possession - unlike the English apostrophe which denotes possession,

the French way is to say eg. la chambre de Papa (the bedroom of Dad)


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Lesson 1

Materials which should be available Word cards of rooms in the house.

Have to be printed in colour to discuss the definite articles.

CD + computer/projector

StarterRevision of date. Using board and flashcards for days of the week and

months of the year, display the date.

Revise: Quelle est la date aujourd’hui?

C’est vendredi ........... ...............

Learning ActivitySet up board to look like the outline of a house. Some furniture could be

allocated to identify rooms but it will not be named in this lesson.

• Introduce the names of the rooms via flaschcards/ wordcards. (The

word cards will be written in black but the definite article will be in

blue for masculine words and pink for feminine words.)

This is to emphasise that words are either masculine (le) or

feminine (la) in French and l’ if noun begins with a vowel or ‘h’.

There is a consolidation activity to reinforce this teaching point. An

additional way of reinforcing this would be to use the wordcards and

cover up the ‘le’, ‘la’, or ‘les’ and ask the pupils to supply the word

for ‘the’.

Teacher question eg: John, montre-moi le salon!

Answer: Ici

or

Voici le salon. (child points)

This can be practised as a whole class activity and individual children

can come out to the board to point out where the various rooms are.

Include the garage and the garden. When this is quite well known and

well practised, the written word for the rooms can be introduced.

Consolidation ActivityFilling in the blanks with the definite article (le, la, l’ or les)

Finisher 1:Children will be asked to draw and label the rooms in a house/

their house.

or

Finisher 2: Chanson. Song based on rooms in the house.

Later to be extended to include furniture.

AimsTo recognise names of rooms (including the definite article).


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Lesson 1Board Presentation


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Lesson 1Consolidation Activity

Nouns in French are either masculine or feminine. This is not the same in English. We only have one word for ‘the’ in English. In French they have four: le, la (l’ or l’) les

Activity

Can you remember which words you should use for ‘the’ in the following exercise?

1. ___ salle à manger 6. ___ chambre

2. ___ salon 7. __ jardin

3. ___ salle de bain 8. ___ maison

4. ___ garage 9. ___ cuisine

5. ___ entrée 10. ___ toilettes

les= ‘the’ when the noun is

plural

(l’ or l’)= ‘the’ when thenoun begins with

a vowel or ‘h’

= ‘the’ when thenoun is masculine

le

THE

la= ‘the’ when the noun is feminine


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Lesson 1Finisher - The Baron family have made up a song about their house.

Chanson de la Maison(to the tune of ’Head, shoulders, knees and toes’)

Pauline est dans le salon, le salon Tom est dans la salle de bain, salle de bain

Martin est dans le jardin Voici la famille à la maison, la maison Maman est dans le garage, le garage

Papa est dans la cuisine, la cuisine Élise est dans la salle à manger

Voici la famille à la maison, la maison!


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Lesson 2Starter - The Baron family song

Chanson de la Maison(to the tune of ’Head, shoulders, knees and toes’)

Pauline est dans le salon, le salon Tom est dans la salle de bain, salle de bain

Martin est dans le jardin Voici la famille à la maison, la maison Maman est dans le garage, le garage

Papa est dans la cuisine, la cuisine Élise est dans la salle à manger

Voici la famille à la maison, la maison!


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Lesson 2AimsRecognising and understanding ‘Où es-tu ?’Où est Tom/Pauline?Being able to say ‘Je suis dans....’ Il/elle est dans...

Materials which should be available Cut outs of the Barons

Word cards of rooms in the house.

Laminated cards of speech bubbles found in this lesson

Small picture of a bracelet (finisher)

Starter Chanson de la maison

Learning ActivityStep 1

Teacher displays Tom and the other children in various rooms in the

house with the dad asking each child where they are.

Teacher should ask ‘ What is the dad asking? and ‘What is Tom ‘s reply?’

If Tom, for example, is in the garage the pupils should respond: Je suis

dans le garage.

Characters do not say where they are. Pupils are to supply

this information.

Je suis

dans......

Où es-tu,

Tom?


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Lesson 2 continued...Step 2

Have two laminated cards on presentation board.

- Put character (Élise) in ‘le salon’

- Ask ‘Où est Élise?’

- Give model answer sticking card under the character.. . ‘elle est

dans....’ and add ‘le salon’.

- Ask the class ‘Où est Élise?’ to elicit the response ‘Elle est dans le salon’.

- Now do same with male character taking care to say ‘il est dans...’

- Do several examples with the class.

Consolidation Activity 1

Gap-fill activity. Pupils supply the missing definite article. Consolidation Activity 2 This could be a worksheet activity...

1. Writing a question.

2. Changing a proper name to il or elle.

3. Changing from the 1st person of the verb (je) to the 3rd person (il

or elle)

FinisherPauline borrowed Élise’s new bracelet for a dressing-up game and now

does not want to return it.

She has hidden it in a room in the house and asks the pupils to guess

where it is.

Teacher knows (decides) which room it is in and asks the pupils to

guess. e.g

Teacher: ‘Où est le bracelet?’

Pupils: Le bracelet est dans le salon/dans la cuisine etc.

NB: Teacher should use praising language to the pupils to

encourage them.

Devinez ! Bravo ! Super !

Excellent ! Dix points !

Elle est dans ....Il est dans ......


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Lesson 2Learning Activity - Step 1

Ask where each of the children are. Pupils supply the answers.


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Lesson 2Learning Activity - Step 2

Move Tom and Élise between the rooms and say where they are.

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Où es-tu ?


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Je suis dans..... .....


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Où est Tom?


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Il est dans.... .......


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Où estPauline?


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Elle est dans.... .......


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Lesson 2 Consolidation Activity 1

Fill in the gaps with the correct word. (le or la)

1. Je suis dans ____ jardin. 2. Je suis dans ___ salle à manger.

3. Je suis dans ___ salon. 4. Je suis dans ___ salle de bain.

5. Je suis dans ___ chambre. 6. Je suis dans ___ garage.

7. Je suis dans ___ cuisine. Bon travail !

Bravo !

la salle de bain la cuisine

le jardinla chambre.

la salle à mangerle salon

le garage

Pauline has been playing with paints and has messed up some of her brothers’ letters. Can you tell which ones are missing?


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Lesson 2 Consolidation Activity 2

Où est Sylvie? Elle est dans le salon.

Où est Patrick? Il............

Sylvie

Je suis dansle salon.

Mathilde

Je suis dansle jardin.

Patrick

Je suis dans lasalle à manger.

Marianne

Je suis dansla chambre.

Marc

Je suis dansle garage.

Taz (male alien)

Je suis dansla cuisine.


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Lesson 2 Finisher

Élise has lost her bracelet. Guess which room it is in displaying Flashcards/Word cards of the rooms on the wall/board.


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Lesson 3AimsRecognising the words for items of furniture andsaying where they are. Saying where people are using il/elle.

Materials which should be available Word cards of rooms in the house.

Flashcards/ word cards/ cut outs of furniture

Cut outs of the Barons

StarterTeacher puts characters on board in different rooms.

Asks six questions: Où est Papa? (and other five characters)

...expecting answer

‘Il est dans le garage.’ etc

Learning Activity

• Interactive lesson using flashcards of pieces of furniture until

children are familiar with them.

(At this stage we do not expect pupils to reproduce this vocabulary,

merely recognise most of it. It would be useful to label some of the

classroom furniture at this stage and leave the labels on.)

• Match the item to the word exercise.

• Mets la lampe dans le salon/Mettez la lampe dans le salon

Children go out to the board and put the lamp in the lounge. etc.

Consolidation ActivityHouse will be on the board as above. Items of furniture will be placed

at random around the house. Teacher asks e.g. ‘Où est le sofa?’ and

pupil answers ‘le sofa est dans le salon’.

Do lots of examples with this. Pupils come out to board and stick on

people or items of furniture in the appropriate rooms. (when

teacher says)

This could then be displayed on the board in written form. (wordcards)

FinisherIndividual pupils select picture of an item of furniture and/or a

character and say where they are as they put them on the board. (This

time it does not have to be sensible answers.

e.g. Elise est dans le garage et le lavabo est dans le garage. They build

up quite an amusing picture of the contents of a house in this way.

This exercise can be done until all the items of furniture have

been allocated.


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Lesson 3 Learning Activity 1

Fill in the table of items using the correct words from the list below.

le frigo le micro-ondes le sofa le fauteuil l’évier le lavabo la fenêtre la télévision

la porte la cuisinière la table la chaise la lampe l’armoire la douche la baignoire le lit


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Lesson 3 Learning Activity 2

Move the correct item of furniture to the correct location as per instruction from the teacher/another pupil.

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Lesson 3 Consolidation Activity

Move the furniture between the rooms and say where they are. Q: Où est le/la/l’....? A: Le/la/l’.... est dans le/la/l’/les....

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Lesson 3 Finisher

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Move the family and furniture between the rooms and say where they are.


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Lesson 4AimsListening to recorded conversation betweenfamily members using strategies recommendedfor comprehension.

Materials which should be available CD + computer/projector

Cut out cards for sequencing activity (one set per group of pupils)

StarterRevision of numbers.

Flashcard game with large dots on one side with the corresponding

word on the other side. e.g. ‘cinq’ (card with five dots)

Step 1: Teacher shows the dots and says ‘C’est quel nombre?

Step 2: Pupils give answer. e.g ‘cinq’

Step 3:. Teacher shows pupils the word.

Step 4: Pupils repeat number after teacher.

(Or any appropriate number game providing the same outcome.)

Learning Activity (Recorded text)Maman and Papa are called by their first names. Catherine and

Jean-Pierre. Let the children know who these people are and give

information about the recorded text they are going to hear.

Teacher to support the pupils as much as is necessary, using steps 1-5

of the recommended strategies

Step 1: Children listen to/look at the text all the way through.

Step 2: Children listen to/look at the text all the way through. The

teacher can pause as often as he/she feels necessary, with as much

explanation as is required.

Consolidation activity (Reading)

Step 3: Children listen to the text only and complete the

gap-fill activity.

Step 4: Children listen to the text only and complete the

sequencing activity.

Step 5: Children listen to the text only and answer the

comprehension questions.

Finisher

Wall Pelmanism with the flashcards and wordcards.


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Lesson 4 Learning Activity

Recorded TextThe family is scattered all around the house. It is lunchtime and

Maman (elle s’appelle Catherine) wonders where all her family is. She

calls to her husband, Jean Pierre, but he does not answer.

She calls again..........

Step 1: Pupils listen to the text

Catherine: Jean-Pierre ! Jean-Pierre !

Jean-Pierre: (silence)......

Catherine: Tom. Où est Papa ?

Tom: Papa? Il est dans le garage. Où es-tu, Maman?

Catherine: Je suis dans le salon. Et, où est Élise ?

Tom: Elle est dans le jardin avec moi. Je suis dans le jardin.

Catherine: Et Martin, il est dans le jardin ?

Tom: Non, il est dans la salle à manger.

Catherine: Et Pauline ? Où est Pauline ?

Tom: Elle est dans la salle......

Catherine: Dans la salle de bain ! ?

Tom: Non, dans la salle à manger...... elle danse!

Step 2: Pupils listen to the text with the Presentation Board


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Lesson 4 Steps 1 and 2 Presentation Board 1


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Lesson 4 Step 3 Listening and gap-fill

Catherine: Jean-Pierre ! Jean-Pierre !

Jean-Pierre: (silence)......

Catherine: Tom. Où _____Papa ?

Tom: Papa? Il est ______le garage. ____es-tu, Maman?

Catherine: Je _____ dans le salon. Et, où est Élise ?

Tom: Elle est dans le jardin _____ _____. Je suis dans le jardin.

Catherine: Et Martin, __ est dans le jardin ?

Tom: Non, il est dans __ salle à manger.

Catherine: Et Pauline ? Où est Pauline ?

Tom: E____ est dans la salle......

Catherine: Dans la salle de _____ ! ?

Tom: Non, dans la ____ _ _______..... elle danse!

Elle

salle à manger

est

suis

avec moi

il

dans

Où

la

bain


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Lesson 4 Step 4 Listening and sequencing %

Tom. Où est Papa ?

Jean-Pierre ! Jean-Pierre !

(silence)......


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%

Elle est dans le jardin avec moi. Je suis dans le jardin.

Papa? Il est dans le garage. Où es-tu, Maman?

Je suis dans le salon. Et, où est Élise ?


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%

Et Pauline ? Où est Pauline ?

Et Martin, il est dans le jardin ?

Non, il est dans la salle à manger.


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%

Non, dans la salle à manger...... elle danse!

Elle est dans la salle......

Dans la salle de bain ! ?


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Lesson 4 Step 5 Comprehension

Listen to the conversation between Mme Baron and her children again and answer the questions.

1. Who does Mme Baron call to first?

2. Does M. Baron (the Dad) answer his wife?

3. Who does she then talk to?

4. What is Pauline doing?

5. Match up the following family members to where they are in the house.

Papa sitting room

Maman dining room

Élise dining room

Tom garage

Martin garden

Pauline garden


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Lesson 4 Step 5 Comprehension - Answers

1. Her husband, Jean-Pierre.

2. No, he doesn’t answer.

3. She then talks to Tom.

4.

5. Pauline is dancing.

Papa garage

Maman sitting room

Élise garden

Tom garden

Martin dining room

Pauline dining room


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Lesson 5AimsMatching sound with text. Accessing a written text describing the rooms in a house.

Materials which should be available CD + computer/projector

StarterPut up the word card of il y a - there is/there are. Children are asked to

answer the question ‘Qu’est-ce qu’il y a dans la salle de classe?

They are to say which items of furniture they can say in French e.g. Il y

a une chaise dans la salle de classe.

Learning ActivityReading/ConsolidationUse reading strategies to enable pupils to access text.

Consolidation Activity: Strategies for Reading

• Listening to the text being read.

• Reading aloud. Repetition in groups, whole class 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...........

• The comprehension questions with supported questioning.

FinisherDice game - InstructionsThrow the dice. If you get ‘le salon’ you have to say as many things as

you can that you would find in the sitting room e.g. ‘Dans le salon il y a

un sofa, une table et une lampe’.

Three points are awarded if you mention 3 things, two points for two

things etc. Work in groups.


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Lesson 5 Consolidation

Dans ma maison il y a une cuisine, deux salles de bain,

quatre chambres, une salle à manger, un salon, un jardin

et un garage.

Dans la cuisine il y a le frigo, l’évier et le

micro-ondes. Dans le salon il y a le sofa, la télévision, la table, les

chaises et la lampe.

1. Write down how many of the following rooms are in Tom’s house:

2. Élise mentions three things that are in the kitchen. Find the French words for these.

the sink the fridge the microwave

3. She says that these items of furniture are in which room?

le sofa les chaises la télévision la lampe

kitchen dining room

bathroom sitting room

bedroom

Tom has been asked to describe his house. Here is what he says.........

Elise then goes on to talk about the kitchen and the sitting room..........


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Lesson 5 Consolidation

4. Pauline talks about the furniture in the bedrooms. Can you match up the numbers with the furniture?

5. Pauline only mentions one thing in the bathroom. What is it? (in English)

6. The dining room would be easy to draw since Martin only mentions three things.

Can you draw the dining room as he describes it?

chairs fourbeds twolamps fivewardrobes four

Martin talks about the dining room...

Pauline talks about the bedrooms and the bathroom(s). Here is what she says...

Dans la salle à manger il y a une table, six

chaises et une lampe. C’est tout !

Dans les chambres il y a quatre lits, deux chaises, cinq armoires et quatre lampes. Il

y a une baignoire dans la salle de bain.


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Lesson 5 Finisher

1. Le salon

2. La salle à manger

3. La cuisine

4. La chambre de Maman

5. La salle de bain

6. La chambre de Tom

Throw the dice. If you get ‘le salon’ you have to say as many things as you can that you would find in the sitting room. e.g. ‘Dans le salon il y a un sofa, une table et une lampe’.

Three points are awarded if you mention 3 things, two points for two things etc. Work in groups.


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%

le salon

la chambrede

Tom

la salleà

manger

la chambrede

Pauline

la sallede

bain

lacuisine

le salon

la chambrede

Tom

la salleà

manger

la chambrede

Pauline

la sallede

bain

lacuisine

Note: Fold along

solid line


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Chez moi At home

Où es-tu ? Where are you?je suis dans.. I am in......où est ...? where is.....?où sont ...? where are.....?...... est dans... .... is in ............ sont dans... .... are in ......il y a there is/there arec’est it isvoici here isici hereil est he iselle est she is

La maison The house

le salon the sitting roomle garage the garagele jardin the gardenla cuisine the kitchenla salle à manger the dining roomla salle de bain the bathroomla chambre the bedroomles toilettes the toiletl’entrée the hall (entrance)les toilettes the W.C.

Pupil LanguageLes meubles The furniture

le frigo the fridgel’évier the sinkle micro-ondes the microwavele sofa the setteele fauteuil the armchairle lit the bedle lavabo the washhand basinla fenêtre the windowla porte the doorla cuisinière the cookerla télévision the televisionla table the tablela chaise the chairla lampe the lampl’armoire the wardrobela baignoire the bathla douche the shower


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5-14 Modern Languages - Short-Term Plan

Speaking Saying names of rooms in house

Saying names of certain common items of furniture

Saying C’est… (names of rooms/items of furniture)

Asking Où est…

Saying Je suis dans… and N est dans…

Singing songs

Knowing about language

Definite article

Dans

Où

Je suis, tu es, il est, elle est, c’est

Question forms

Replacing proper names with il/elle

Voici

Listening Listening to presented language

Listening to names of room on plan

Listening to names of items of furniture

Listening to characters saying where they are in the house

Listening to basic instructions

Listening to a dialogue and responding with cut-out characters, sticking them in the place where they say they are

Key Strands Knowing about language

Listening for information and instructions

Speaking to convey information

Reading for information and instructions

Reading aloud

Writing to exchange information

Reading Reading labels (names of rooms, names of items of furniture)

Reading statements (Je suis dans...; Martin es dans...; Où est Martin/ papa?)

Reading a longer text in which Martin writes some things about his house (with supportive questions)

Assessment Opportunities

Say who is in what room

Ask where a certain person is

Copy/write names of rooms in house

Copy/write names of items of furniture

Listen to characters saying where they are

Writing Writing words learned

Writing some phrases

Gap-filling

Completing words (where one letter is missing)

Completing a text of three sentences (one word per sentence to be supplied)

Skills Progression

Understanding new words

Understanding and using voici, c’est

Understanding and using suis dans/est dans

Creating sentences saying who is where and what is where in house

Writing sentences (gap filling)

Writing a paragraph (gap filling)(for folio work)


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5-14 Modern Languages - Planning - Unit 3, Lesson 1

Focus Outcome Strand Skill targeted

Starter The date Recall day, date, month Speaking to exchange information Recap previously learned vocabulary

Learning activity

The house Understand names of rooms in the house (definite article)

Listening for information Speaking to give information

Extending vocabulary


The house Understanding the definite article K a L Consolidation of teaching point

Finisher 1 The house Draw and label rooms in a/their house

Writing/drawing to exchange information

Consolidation of vocabulary of Unit

Finisher 2 The house Learn and sing song based on vocabulary of Unit

Speaking (singing) to exchange information


singing as an aid to memorisation – and for fun!


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Starter The date Recap on song learned in Lesson 1 Speaking (singing) to exchange information


singing as an aid to memorisation – and for fun!

Learning activity

The house Listen and understand where people are in the house

Listening/reading for information Familiarisation of rooms in house through matching written and heard word


The house Filling in definite article Filling in missing letters

Changing ‘je suis…’ to il/elle est…..’

K a L

Writing to give information



Finisher Rooms in the house To practice saying which room in the house something is in

Listening for information Speaking to give information

Recall of birthday gifts from Unit 2 Consolidation of vocabulary of Unit


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Starter Rooms in house Being able to ask and say which room people are in

Speaking to exchange information Recalling language from previous lessons

Learning activity

Furniture in house Learning vocabulary for furniture by means of FC/WC Activities

Listening/reading for information Extending vocabulary Familiarisation of vocab. For furniture through matching written and heard word


Rooms/ furniture Being able to place furniture in appropriate room and say it in French

Speaking to give information Recall skills

Finisher Rooms/ furniture Being able to place furniture in appropriate room and say it in French

Speaking to give information Recall skills


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Starter Numbers Recalling numbers already learned Speaking to give information Recall skills

Learning activity

Rooms in house/where people are Listening/reading and understanding recorded text/tape-script

Listening and Reading for information

Listening now to more extended sentences/paragraphs


Listening/Gap-filling Listening/Sequencing Listening/Comprehension questions

Understanding of Listening passage Listening/Reading for information Comprehension skills

Finisher Rooms in house Matching FC to WC Listening/Reading for information Consolidation of vocabulary of Unit


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Starter Qu’est-ce qu’il y a…?’ and ‘il y a……’

Being able to say what there is in a room in the house

K a L (definite/indefinite article) Recall of vocabulary already taught

Learning activity

The house/rooms Strategies for Reading : Listening to the text/reading text aloud/accessing the text via cognates, known vocab etc.Recall skills K a L/Comprehension questions

Being able to access a Reading text using suggested strategies

Reading for information Extending reading skills

Finisher House/rooms Being able to name 2 or 3 things in a given room in the house

Speaking to give information Recall of vocabulary already taught


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Il est dans...

Elle est dans...


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C’est...

Voici...


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il y a= there is


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il y a= there are


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me

63



me

64



me

65



me

66



me

67



me

68



me

69



me

70



me

71



me

72



me

73



me

74



me

75



me

76



me

77


%


me

78


%


me

79


lamaison


me

80


lacuisine


me

81


la salle à manger


me

82


la salle de bain


me

83


lachambre


me

84


le salon


me

85


lestoilettes


me

86


l’entrée


me

87


legarage


me

88


lejardin


me

89


le lit


me

90


l’armoire


me

91


lalampe


me

92


la douche


me

93


labaignoire


me

94


le lavabo


me

95


latélévision


me

96


le sofa


me

97


le fauteuil


me

98


lacuisinière


me

99


le frigo


me

100


l’évier


me

101


la table


me

102


la chaise


me

103


la porte


me

104


la fenêtre


me

105


lemicro-ondes

À la maison - lt scotland

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