Hello and Favourite Colours

Overview

A three-day oral-language sequence for Year 1 learners, using songs, movement and playful repetition. Students learn and use simple greetings and colour phrases in the class target language, then express a basic preference. Replace the model language below with the language being taught; examples are given in French.

Learning intentions

Tuesday

• WALT greet someone and say goodbye in French.
• WALT listen for and copy simple spoken phrases.

Wednesday

• WALT ask and answer, “How are you?”
• WALT use gesture, voice and eye contact in a short exchange.

Thursday

• WALT name familiar colours.
• WALT say which colour I like and give a simple reason.

Success criteria

• I can say “Bonjour” and “Au revoir” at the right time.
• I can ask and answer “Ça va?” using a rehearsed response.
• I can name at least three colours.
• I can say “J’aime…” or “Je n’aime pas…” to share an opinion.

Curriculum links

• European Languages introduction — Speaking: describing and presenting matters of immediate personal relevance, including opinions and simple reasons.
• During Emergent 1 — Speaking: expressing simple information and opinions about familiar activities and routines.
• During Emergent 1 — Interacting: using formulaic language to begin and sustain short conversations about familiar matters.
• Emergent 1 teaching sequence — leisure activities and familiar routines.

Lesson structure (15 minutes each day)

Tuesday — Greetings

1. 0–3 min · Welcome hook. Display a picture of two children meeting and open with the greeting picture and question slide: “What might these children say?” Students greet a partner in English, then listen to the teacher model “Bonjour” and “Au revoir”.
2. 3–6 min · Echo and actions. Use the greeting phrase slides to model each phrase with a clear action: wave for “Bonjour” and sweeping hand for “Au revoir”. Students repeat as a whole class, then with quieter and louder voices.
3. 6–11 min · Greeting train. Students stand in two lines facing a partner. On the teacher’s signal, each pair says “Bonjour”, waves, takes one step along, then says “Au revoir” before moving to the next partner. The teacher circulates and gently recasts pronunciation.
4. 11–15 min · Circle finish. Return to the greeting game and closing slide. Students pass a soft toy around the circle; the holder greets the next person and the receiver replies, then both say “Au revoir”.

Wednesday — How are you?

1. 0–3 min · Recall routine. Revisit the greeting picture and question slide. Students respond to the teacher’s “Bonjour” and practise “Au revoir” with the matching actions.
2. 3–6 min · Teach the exchange. Show the feelings picture slide and model “Ça va?” with two responses: “Ça va bien” and “Comme ci, comme ça”. Students copy the accompanying thumbs-up or sideways-hand gesture.
3. 6–11 min · Feelings statues. Students move safely around the room while music plays. When it stops, they face the nearest person, say “Bonjour”, ask “Ça va?”, choose a gesture and answer. Repeat with new partners; students may point to the visual prompt if needed.
4. 11–15 min · Puppet conversation. Use the puppet conversation and closing slide. The teacher performs a two-line exchange with a puppet, deliberately pausing for students to supply the response. Pairs perform the exchange once for each other.

Thursday — Favourite colours

1. 0–3 min · Colour reveal. Open the colour mystery slide and reveal coloured shapes one at a time. Students point to something in the room that matches each colour while hearing and repeating the French word.
2. 3–6 min · Colour movement. Display the colour phrase slides. Call a colour; students touch, point to or stand beside an object of that colour. Practise “J’aime…” by placing a hand on the heart and “Je n’aime pas…” by gently crossing arms.
3. 6–11 min · Colour corners. Place the Colours Flashcards in visible places around the room. Say a colour and students travel to its card. At the card, partners take turns saying “J’aime…” followed by the colour, or “Je n’aime pas…”. Keep the focus on speaking rather than writing.
4. 11–15 min · Mini-presentations and exit check. Use the favourite-colour prompt and closing slide. Each student tells a partner one sentence: “J’aime [colour].” Invite three volunteers to share with the class. For a quick individual check, ask each child to name one colour as they leave.

Resources

• the three-day oral-language slide deck
• the Colours Flashcards
• Soft toy or puppet
• Colourful classroom objects
• Music and a device or speaker
• Open floor space
• Teacher pronunciation model or agreed target-language reference
• Optional small mirror for practising mouth movements

Assessment

• Listen during partner exchanges for willingness to speak, accurate use of the model phrase and an appropriate response.
• Use a simple class list to note whether each student can greet, respond to “Ça va?” and name a colour.
• On Thursday, complete an individual exit check: each student says one colour or repeats “J’aime…” plus a colour. Accept pointing followed by teacher modelling for learners still developing confidence.

Differentiation

• Provide constant visual support through gestures, pictures and the Colours Flashcards; accept pointing, gesture and repetition before expecting independent speech.
• Keep a consistent sentence frame: “Bonjour”, “Ça va?”, “Ça va bien”, “J’aime [colour].” Rehearse with the whole class before pair work.
• Pair students strategically and allow hesitant speakers to practise first with the teacher, puppet or a trusted partner.
• Extend confident speakers by adding “parce que c’est joli” after “J’aime…”, or by asking and answering the complete greeting and colour exchange without visual prompts.