Les Animaux de Compagnie

Overview

In this first lesson of the unit “French Fun with Pets”, students learn key pet words in French using clear visuals, gestures, and short, guided play. They locate information in a familiar, image-supported text and respond with words and formulaic phrases during games.

Learning intentions

Students will:

• recognise and respond to modelled classroom language and routine cues for activities
• locate key information (pet names) in an image-based text and respond using gestures and simple phrases
• participate in guided, play-based activities using modelled pet vocabulary and formulaic responses
• create a simple multimodal response by pointing, matching, or sorting pictures to show understanding

Success criteria

• I can match a pet picture to its French word with support.
• I can point and say the pet word or a modelled phrase (e.g., “C’est …!”) with correct intonation.
• I can follow game instructions and respond during turn-taking using visual cues.

Curriculum links

• AC9LF2C01 (greetings, instructions and routines; personal introductions as needed for classroom start)
• AC9LF2C03 (locate key information in familiar texts; respond with gestures, images, words and formulaic phrases)
• AC9LF2C02 (participate in guided, play-based language activities using formulaic expressions, visual and spoken cues)
• AC9LF2C05 (use words and modelled language to create multimodal responses with pictures)

Lesson structure (60 minutes)

1. 0–5 min · Warm-up greeting routine. Teacher greets students in French with a consistent gesture cue (e.g., “Bonjour!” wave), and sets up the lesson rhythm. Students copy the gesture, respond to the greeting, and settle for the language routine.

2. 5–15 min · Visual introduction: “De quel animal s’agit-il?” Teacher displays 6–8 large flashcards with pet pictures (e.g., un chien, un chat, un poisson, un oiseau, un lapin, un hamster) and models each word with a gesture (pointing to the correct card, then to a student). Students repeat chorally, then in small groups, using gestures to support meaning.

3. 15–25 min · Key information in a familiar text (image-only). Teacher uses a simple, familiar “pet chart” (a single poster page with pet images and spaces for pointing) and models: “Regardez! C’est un …” while pointing to specific pets. Students locate the pet named by the teacher (by pointing and saying the word) using intonation and visual cues.

4. 25–40 min · Game 1: “Où est …?” (Find and respond). Teacher places picture cards around the room (or in the corners) and models the question with gesture: “Où est le chat?” Students respond by moving to the matching picture, pointing, and saying “Le chat!” (or “C’est le chat!”) as a modelled phrase.

5. 40–50 min · Game 2: “Mémoire des animaux” (turn-taking match). Teacher demonstrates the turn-taking structure using simple modelled phrases: “C’est ton tour.” “Voilà!” and “Encore!” Students play in pairs or groups using face-down matching picture cards; each correct match requires the student to point and say the pet word.

6. 50–57 min · Quick multimodal check: “Mon mini-tableau des animaux”. Teacher provides each student a worksheet page with a 2x3 grid of blank boxes and a word bank with French word labels supported by small images. Students choose 4 pets, draw or colour the boxes, then copy/point to the correct label and say each chosen pet word.

7. 57–60 min · Exit ticket: point-and-say. Teacher shows two flashcards one at a time and asks students to respond. Students point to the correct card and say the French word (or the modelled phrase) for each.

Resources

• Large flashcards/poster images of common pets (6–8)
• Class “pet chart” poster or board visuals
• Picture cards placed around the room for the “Où est …?” game
• Face-down matching cards for “Mémoire des animaux”
• Student mini-tableau worksheet (2x3 grid) with image-supported word bank
• Coloured pencils/crayons or stickers
• Timer and teacher gesture prompts (optional cue cards)

Assessment

• Teacher observation during “Où est …?”: correct pointing and ability to say the pet word with support.
• Listening check during chorals and turn-taking: whether students respond with the modelled phrase and appropriate intonation.
• Worksheet/mini-tableau check: students select the correct label-image pair for at least 3 pets.
• Exit ticket: correct responses for two pet images.

Differentiation

• Support: provide sentence starter cards and a labelled word bank with images; allow students to start with pointing only, then adding the spoken word.
• Scaffolds: use consistent gestures (point to picture, touch chest, then say the word) and repeat modelled phrases before each game.
• Extension: for students ready, ask a simple preference response with gesture: “Tu aimes …?” “Oui/Non” (teacher models first); students answer using the pet word.
• SEN/EAL considerations: reduce the number of required pets in the mini-tableau (e.g., 2–3) while keeping the same participation expectations; pair supported learners with a confident peer and allow extra rehearsal in chorals.