Overview

Series of 3 beginner French lessons (Year 5–6, mixed ability) focusing on WALT-aligned communication: introducing yourself and classroom phrases, using numbers 0–20 and colours, then asking/answering simple questions with a short listening/speaking role-play. Each lesson includes hands-on, easy-to-make materials, Te Reo Māori integration into routines, formative assessment (exit ticket), and dyslexia-friendly reading supports.

Learning intentions

• WALT: Use French to greet, say my name, and use simple classroom phrases.
• WALT: Count in French from 0–20 and name colours.
• WALT: Ask and answer a simple question about someone’s name and age; understand and respond in a short role-play.

Success criteria

• I can greet someone in French and say my name.
• I can use a few classroom phrases (e.g., please, thank you, I don’t understand).
• I can count to 20 and name common colours.
• I can answer simple questions with short French sentences (with support).

Curriculum links

• Languages: French emergent communication through speaking, listening, and responding with familiar language.
• Learning languages: developing vocabulary and using time- and topic-relevant language to communicate in everyday contexts.
• Key competencies: communicating ideas (spoken/supported), thinking (pattern-making with language), participating and contributing (pair role-play).

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Lesson 1: Greetings & Classroom Phrases

Overview

Students learn greetings, name phrases, and everyday classroom language. They model short exchanges and complete a “find your match” speaking task.

Learning intentions

• WALT: Greet people in French and say my name (Je m’appelle…).
• WALT: Use simple classroom phrases in French during routines.
• WALT: Understand short teacher instructions and respond with a gesture or short phrase.

Success criteria

• I can say “Bonjour” / “Salut” and “Je m’appelle …”
• I can use 3 classroom phrases (e.g., s’il te plaît, merci, je ne comprends pas)
• I can participate in a short greeting exchange with a partner

Lesson structure (60 minutes)

1. 0–5 min · Do Now/Hook. Teacher says greetings around the room and models “Bonjour, je m’appelle…” Students whisper their name phrase into a voice bubble (paper circle). Te Reo Māori cue: “Kia ora” to set respectful tone before switching to French greetings.
2. 5–15 min · Teach/Model. Teach 4 key lines with actions:

• Bonjour / Salut (wave)
• Je m’appelle… (point to self)
• S’il te plaît (open palms)
• Merci (nod and smile) Teacher script: “Regardez. Écoutez. Répétez.” Students repeat chorally, then in rows.

3. 15–25 min · Guided Practice. “Trot trot phrases”: teacher calls a phrase, students respond with the action + one spoken line. Add: “Je ne comprends pas” (hands on head) for comprehension breaks.
4. 25–40 min · Hands-on Activity. Make a “Name Badge Flip” (easy materials): card strip, fold, yarn/clip. One side shows name in French letters template (“Je m’appelle ____”), other side shows a simple picture icon. Students decorate and practise reading slowly with a finger underlining words.
5. 40–52 min · Independent/Pair Practice. “Find someone who…” Students move and greet 3 peers using badges. They record initials on a class sheet (teacher provides simple sentence frame). Dyslexia-friendly option: students use colour-coded word cards (Je / m’appelle / …) instead of reading the full sentence.
6. 52–58 min · Wrap-up Exit Ticket. Students choose and write/draw:

• Draw a speech bubble: “Bonjour, je m’appelle …” (fill in name)
• Circle which classroom phrase to use (teacher reads choices).

7. 58–60 min · Teacher check + tidy. Quick observation notes (see checklist below).

Resources

• Name badge card strips, markers/coloured pencils, yarn/clip
• Word/action cards (Bonjour, Salut, Je m’appelle…, Merci, S’il te plaît, Je ne comprends pas)
• Class “Find someone who…” sheet with initials grid
• Audio-free option: teacher models; no devices required

Assessment

• Exit ticket (name phrase + one classroom phrase choice)
• Teacher observation checklist (ticks during pair task): greeting used, name spoken clearly, responds to classroom cue with correct action.

Differentiation

• Support: sentence starters with picture prompts; word banks; partner matching (strong + developing).
• Support for dyslexia: colour-coded word cards; reduced text on badges; allow pointing to images and oral response only.
• Challenge/extension for advanced learners: add one extra line: “Enchanté(e)!” (nod + smile) and include it in greeting exchange.
• Mixed ability group roles: caller (stronger), responder (developing), recorder (drawing initials).

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Lesson 2: Numbers 0–20 + Colours

Overview

Students count 0–20 and match colours using fast, hands-on games. They practise “C’est quelle couleur?” with model responses.

Learning intentions

• WALT: Count from 0 to 20 in French.
• WALT: Name common colours in French.
• WALT: Ask and answer a simple colour question with support.

Success criteria

• I can count to 20 with a rhythm (choral or partner support)
• I can name at least 5 colours
• I can respond to “Quelle couleur?” with “C’est …”

Lesson structure (60 minutes)

1. 0–7 min · Do Now/Hook. “Colour check”: teacher holds up 5 coloured cards; students say the colour or point and respond “C’est …” (with teacher echo). Te Reo Māori routine cue: include “Ngā mihi” (as a respectful start) before beginning counting.
2. 7–18 min · Teach/Model. Teach number set in chunks: 0–10 then 11–20. Use a counting chant with finger taps (one tap per number). Teach colours: rouge, bleu, vert, jaune, noir, blanc. Teacher script: “D’accord, ensemble… Un, deux, trois…”
3. 18–28 min · Guided Practice. Whole-class “Number line”: put 0–20 on the floor with sticky notes. Teacher calls a number; students jump/stand on it and say it aloud.
4. 28–40 min · Hands-on Activity. Easy craft: “Colour Spinner”. Materials: paper plate/circle, split into 6 colour sections, moveable pointer (paper fastener), labels under each colour in large print + icons. Students spin and say: “C’est rouge/bleu…”
5. 40–52 min · Independent/Pair Practice. “Find the colour item” around the room (NZ context: pencils, uniforms, books). Prompt cards:

• “C’est quelle couleur?”
• “C’est …” Dyslexia-friendly option: students keep a small colour word card and only speak the colour word (no full question required).

6. 52–58 min · Wrap-up Exit Ticket. Two parts:

• Count 5 numbers aloud to the teacher (quick 20–30 seconds) or circle the missing number on a 0–20 strip.
• Match 4 colour words to coloured squares.

7. 58–60 min · Teacher check. Record ticks on checklist: counting accuracy, colour naming.

Resources

• Floor number line (sticky notes 0–20) or printed strip
• Coloured cards with labels + icons
• Paper plates/circles, scissors, paper fasteners, markers
• Colour item basket (pencils, erasers, book covers), prompt cards

Assessment

• Exit ticket: colour matching + quick counting check
• Observation checklist: uses number sequence, pronunciation effort, matches colour correctly.

Differentiation

• Support: provide 0–20 number strip with only one blank per line; allow clapping rhythm instead of full speaking for emerging learners.
• Support for dyslexia: big font; icons; reduce to 3 colours for some students (tiered targets).
• Challenge/extension for advanced learners: add “J’aime …” (I like …) and choose one colour, e.g., “J’aime le bleu.”
• EAL newcomers: allow gesture response first (“point to the colour”), then add spoken word.

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Lesson 3: Simple Questions + Short Role-play

Overview

Students use “Quel est ton/ta…?” to ask a partner’s name and respond with short answers. They also complete a brief listening/speaking role-play for assessment.

Learning intentions

• WALT: Ask a simple question to find someone’s name (Quel est ton/ta…?).
• WALT: Answer with “Mon/ Ma … s’appelle …” (with teacher modelling and support).
• WALT: Understand and respond in a short role-play.

Success criteria

• I can ask “Quel est ton nom?” (or with support: choose from question cards)
• I can answer “Je m’appelle …”
• I can take part in a 20–30 second role-play confidently with a partner

Lesson structure (60 minutes)

1. 0–10 min · Do Now/Hook. “Echo question”: teacher says question cards one at a time; students echo and point to the correct word card. Te Reo Māori respectful integration: use “E pai ana” as an encouragement phrase before French practice.
2. 10–22 min · Teach/Model. Model mini dialogue (simplified for beginners):

• Question: “Quel est ton nom?”
• Answer: “Je m’appelle …” Teacher script: “Qui? Moi. Nom? Je m’appelle…” (gesture to self). Add optional age question if students are ready: “Tu as quel âge?” (teacher models short answers like “J’ai 10 ans.”)

3. 22–32 min · Guided Practice. “Question carousel”: pairs rotate every minute. Each student must ask once and answer once. Provide cue cards with large print and icons.
4. 32–45 min · Hands-on Activity. Make “Question Cards” (easy-to-make): fold paper in half; one side shows picture + “Quel est ton nom?”; other side shows “Je m’appelle …” Students practise holding up the correct side when it’s their turn.
5. 45–55 min · Independent/Pair Practice (role-play rehearsal). Teacher runs a rehearsal with prompts: Person A asks, Person B answers, then swap. Dyslexia-friendly reading: students may use picture-only cues and speak from their own name badge.
6. 55–58 min · Wrap-up Mini speaking assessment (exit ticket). In pairs, students do a 20–30 second role-play while teacher listens. Exit ticket prompt (teacher checklist): “Quel est ton nom? Je m’appelle …”
7. 58–60 min · Feedback + tidy. Teacher gives one “next step” for each group: louder / clearer / better turn-taking.

Resources

• Question/answer cue cards with icons
• Name badges from Lesson 1
• Paper for foldable cards, markers, fasteners optional
• Simple age cards (optional) with “J’ai __ ans”

Assessment

• Formative: teacher mini speaking assessment during role-play
• Observation checklist: asks question with correct words (or card use), answers with name phrase, responds promptly.

Differentiation

• Support: allow students to select from two question card choices; reduce to only “Je m’appelle …” for those not ready to ask.
• Support for dyslexia: picture prompts only; no copying required; allow oral-only response.
• Challenge/extension for advanced learners: add age question (“Tu as quel âge? J’ai … ans”) and include “Enchanté(e)!”
• For mixed ability: partner roles (Speaker 1 / Speaker 2) to ensure every student speaks.

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Quick teacher observation checklist (use across all lessons)

• Greeting/classroom phrase used appropriately (tick + brief note)
• Target vocabulary spoken clearly (tick + note on intelligibility)
• Participates in partner exchange (tick; level: independent/with cues)
• Exit ticket completed or orally demonstrated (tick)

Dyslexia-friendly reading options (apply each lesson)

• Large print word cards with consistent colours
• Icons next to each key phrase/number
• Reduce written load: highlight only the words students must say
• Allow “point and speak” instead of reading full sentences
• Provide audio-free modelling from teacher; students repeat chorally then in pairs