Everyday Noun Start

Overview

This lesson is the first of three in Exploring Everyday French. Students are introduced to common everyday French nouns (e.g., maison, école, pomme) and practise recognising and pronouncing them through hands-on games, picture/flashcard matching, and short class routines. They also connect selected nouns to Te Reo Māori equivalents to strengthen cultural understanding and language diversity.

Learning intentions

WALT: Identify and use basic French nouns.

• WALT: Learn at least 10 everyday French nouns linked to familiar contexts (home, school, food).
• WALT: Pronounce French noun vocabulary with support (choral repetition and partner practice).
• WALT: Match French nouns to Te Reo Māori equivalents using visual and word supports.
• WALT: Use new vocabulary in simple spoken responses (e.g., “C’est un(e) …”).

Success criteria

• I can accurately name at least 10 French nouns.
• I can match French nouns to their Te Reo Māori equivalents using picture/word cues.
• I can say the nouns clearly enough for a partner to understand.

Curriculum links

• Learning Languages (French Emergent/During Emergent): building vocabulary for everyday life and engaging in interactive language learning.
• Te Mātaiaho Learning Languages: “Plans for immediate future” and vocabulary for communicating about familiar topics, including pronunciation and recognition through activities.
• Key competencies: using language, symbols, and texts (word-picture matching), participating and contributing (pair/group games), and managing self (staying engaged with prompts and routines).

Lesson structure (60 minutes)

1. 0–5 min · Welcome + goal. Teacher greets students and shows a “mystery object” (or photo) from home/school/food; writes WALT on the board. Students share in English what they think the object is, then listen for the first French word.

2. 5–15 min · Pronunciation warm-up (sounds + choral). Teacher displays 8–10 picture/word flashcards (French nouns) and models pronunciation (slow then normal). Students repeat chorally, then in table groups, focusing on clear endings and matching the rhythm.

3. 15–25 min · Noun scavenger hunt (hands-on). Teacher places picture cards around the room (or on desks) and gives each group a “collector sheet” with the same pictures and blanks for French + Te Reo Māori. Students move to collect 5–7 cards, say the French noun to a partner, and place it into the correct spot on their sheet.

4. 25–35 min · Match with Te Reo Māori (paired sorting). Teacher reveals a matching set: French noun word + Te Reo Māori word + picture cue. Students work in pairs to sort cards into correct French–Te Reo Māori pairs, using a “check” routine: one student reads/says French; the partner finds the Te Reo Māori equivalent; they confirm with teacher once per pair.

Suggested noun set (choose 10 for your class):

• maison / whare (house)
• école / kura (school)
• pomme / aporo (apple)
• chaise / tūru (chair)
• livre / pukapuka (book)
• fenêtre / matapihi (window)
• porte / tatau (door)
• eau / wai (water)
• pain / taro (bread)
• stylo / pene (pen)

5. 35–45 min · Game: “Quel est l’objet?” (quick practice). Teacher holds up a picture card and models the question: “Qu’est-ce que c’est? / C’est …” Students practise in pairs: Student A shows a picture; Student B responds with “C’est un(e) …” (French noun). Rotate cards so everyone tries multiple nouns.

6. 45–55 min · Mini speaking check (teacher listens). Teacher uses a simple observation checklist with 10 target nouns. Students do a short “line share”: each student points to 2 pictures and says the French noun; then one Te Reo Māori match when cued by the teacher.

7. 55–60 min · Exit ticket (formative). Students complete a quick sheet:

• Part A: write or trace 5 French nouns from a picture row (or circle the correct word).
• Part B: match 5 French nouns to Te Reo Māori equivalents by drawing a line.

Resources

• Picture + word flashcards for 10 French nouns (large print and regular print versions)
• Te Reo Māori word cards (paired with the matching French picture/word)
• Collector scavenger hunt sheets (French + Te Reo Māori blank sections)
• “Quel est l’objet?” game cards (pictures only or pictures + French word)
• Observation checklist for teacher (class roster with target noun list)
• Exit ticket sheets (simple matching/circle/tracing options)
• Markers/colour pencils, glue or tape (for sorting sheets)

Assessment

• Formative: teacher observation during partner “C’est …” responses (pronunciation + correct noun choice).
• Formative: teacher checks during scavenger hunt sorting (French–picture accuracy and participation).
• Exit ticket: accuracy matching French nouns to Te Reo Māori equivalents and identifying at least 5 nouns.

Differentiation

• Visual support: provide all students with picture cues; for ELL and dyslexic learners, use large print vocabulary cards and fewer words per card.
• Scaffolded language: include sentence starters on worksheets: “C’est un(e) ___.” “Je pense que ___.” (students choose from word bank).
• Structured pairings: pair advanced learners with struggling peers to support collaborative practice (one leads reading/speaking, the other confirms with matching).
• Reduced load: dyslexic readers can complete exit ticket by circling/connecting lines only (no spelling required).
• Extension support for ELL: allow responses with a partner first, then a confident “whole class repeat” if needed.

Extension (for advanced learners)

• Illustrated mini dictionary: students choose 8–10 nouns and create a simple page per noun (picture + French word + Te Reo Māori word). Include one example sentence using “C’est …”.
• Add a “mystery noun” challenge: after the unit vocab list, students add one extra everyday noun they can find in class materials and teach it to the group with a partner.

Dyslexia-friendly reading options

• Provide large print cards with consistent spacing and minimal text per card.
• Offer an “audio buddy” approach: students can practise by listening to teacher/peer model chorally before attempting to read independently.
• Use picture-first tasks (matching and speaking) so students can demonstrate learning without heavy reading/spelling demands.