National Curriculum Links

Languages Key Stage 2 (Years 3-4):

• Listening and Speaking: Pupils should be taught to listen attentively and engage in simple conversations, expressing preferences and opinions.
• Speaking: Develop accurate pronunciation and intonation so that others understand when reading aloud or using familiar words and phrases.
• Vocabulary and Grammar: Learn vocabulary relating to topics including likes and dislikes; begin to use simple sentences with basic adjectives.
• Intercultural Understanding: Recognise similarities and differences between places, people, and customs in different countries.

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WALT

• We Are Learning To talk about our favourite things and say what we don't like in French.
• We Are Learning To use simple phrases and adjectives to express likes and dislikes.
• We Are Learning To listen carefully and understand instructions and short sentences in French.

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Success Criteria

• I can say at least three things I like in French using simple sentences (e.g., J’aime les pommes.).
• I can say at least two things I don’t like in French using simple sentences (e.g., Je n’aime pas les épinards.).
• I can recognise and understand key vocabulary for favourite things and dislikes.
• I can listen and repeat with good pronunciation.

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Lesson Breakdown (20 minutes)

Time	Activity Description	Details & Differentiation
0-3m	Introduction & WALT	Show the WALT on the board. Explain the lesson focus in simple French and English. Use images of favourite items (foods, colours, toys).
3-8m	Vocabulary Introduction	Introduce key vocabulary: j’aime (I like), je n’aime pas (I don’t like), common nouns (pommes, chocolat, épinards, football, musique). Use flashcards with pictures and words.
8-12m	Choral Repetition and Practice	Pupils repeat vocabulary and simple sentences chorally and individually. Use a “thumbs up” or “smile” signal to encourage confidence. Dyslexia-friendly: use transparent coloured overlays with flashcards and enlarged, clear font.
12-16m	Speaking Pair Activity - “Find Someone Who...”	Pupils work in pairs to ask and answer questions about likes/dislikes using sentence starters: Tu aimes…? Oui, j’aime… / Non, je n’aime pas… Differentiation: Provide sentence cards or picture prompts for EAL or SEND learners. For advanced pupils, encourage addition of adjectives (e.g., J’aime le chocolat parce que c’est sucré.).
16-19m	Mini Quiz Game - “Raise Your Hand If…”	Teacher says a phrase in French, e.g., Tu aimes le football? Pupils raise their hand if they agree; say j’aime or je n’aime pas aloud. This checks understanding and pronunciation.
19-20m	Plenary and Review	Quick review by asking selected pupils to share one thing they like and one thing they don’t like in French. Display some positive feedback and revisit WALT.

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Differentiation Strategies

• For SEND & EAL:

  • Provide visual aids extensively: pictures, flashcards, and gestures.
  • Use sentence starters and simplified vocabulary cards.
  • Model answers and encourage peer support.
  • Reduce cognitive load by focusing on just two likes and dislikes if needed.
  • Use dyslexia-friendly fonts (e.g., OpenDyslexic or Comic Sans) and coloured overlays for reading materials.

• For Advanced Learners:

  • Encourage use of extended sentences, e.g., adding reasons: J’aime les pommes parce qu’elles sont sucrées.
  • Introduce a new adjective or phrase for liking something a lot or a little (e.g., J’adore, Je préfère).
  • Challenge them to ask follow-up questions to their partner or teach them to respond in full sentences rather than single words.

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Dyslexia-Friendly Reading Support

• Use clear, sans-serif fonts such as Comic Sans or Arial, size 18+.
• Present whole words rather than broken up phonemes.
• Use bullet points, short sentences, and lots of white space on slides and worksheets.
• Include images next to key vocabulary (e.g., a picture of ‘une pomme’ next to the word).
• Supply coloured overlays to reduce visual stress.
• Use reading aloud with choral repetition to reinforce learning without heavy reliance on text.

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Resources Needed

• Flashcards with images and French vocabulary words for favourite things and dislikes.
• Whiteboard and markers or digital presentation with WALT/results.
• Visual prompts/picture cards for pair activities.
• Coloured overlays for dyslexic learners.
• Optional: small reward stickers or “Merci!” cards for participation.

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Teacher’s Notes

• Keep energy high by incorporating lively repetition activities and gestures.
• Encourage pronunciation by modelling clearly before pupil repetition.
• Reinforce intercultural learning by briefly mentioning how French kids might have different favourite foods or hobbies.
• Make pairs mixed ability to support confidence building.
• Use formative assessment during the quiz game by noting pupils who need extra support or extension.

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This lesson utilises interactive speaking and listening skills, aligns tightly with the National Curriculum for Languages at KS2, and integrates differentiation and dyslexia-friendly strategies ensuring accessibility and engagement for all learners.