Numbers in French

Overview

Lesson 1 of 2 introduces French number vocabulary (1–10) through short, practical talk, a recognition game, and a counting song. It builds communication skills for familiar, routine matters by linking listening, speaking, and simple responses.

Learning intentions

• WALT identify and pronounce numbers 1–10 in French.
• Students will recognise spoken numbers 1–10 and respond appropriately.
• Students will ask and answer simple questions using “Quel âge…?” / “C’est… (1–10)” style support (teacher-led).

Success criteria

• I can say numbers 1–10 in French with understandable pronunciation.
• I can recognise numbers 1–10 when the teacher says them.
• I can match a spoken number to the correct written/visual card.
• I can join in the class counting song confidently.

Curriculum links

• Languages (KS2) — practical communication: understand and communicate ideas, facts and feelings in speech and writing focused on familiar and routine matters.
• Languages (KS2) — engage in conversations: ask and answer questions and respond to others.
• Languages (KS2) — use phonology and vocabulary to build correct pronunciation and meaning.
• Languages (KS2) — writing at varying length is supported in the wider unit; today focuses on speech and recognition to prepare for next lesson’s writing.

Lesson structure (30 minutes)

1. 0–5 min · Welcome & PSHE check (weather/feelings). Teacher leads a quick routine: “Bonjour! Comment ça va?” with 1–2 options (e.g., “J’ai faim / Je suis content(e)”) using visuals; then transitions: “Aujourd’hui, on apprend les nombres 1 à 10.” Students respond using agreed gestures and repeat the transition phrase.

2. 5–10 min · Number flash pronunciation. Teacher displays number cards 1–10 with big numerals and French words (e.g., un, deux, trois… dix), models sound-by-sound choral repetition, and checks two or three students’ pronunciation. Students repeat chorally, then in pairs practise saying 1–10, pointing to each card as they speak.

3. 10–18 min · Direct teach + recognition focus. Teacher teaches a clear routine for the game: teacher says a number; students pick the matching card; then together they say the number once more. Teacher models 3 examples slowly, then at normal speed. Students practise as a whole class with mini-rounds (teacher says “trois”, students show “3/les trois”), using “Yes/No” feedback from the teacher.

4. 18–26 min · Number recognition game (pairs). Teacher sets up “Pick & Say”: each pair receives a shuffled set of number cards (1–10). Teacher (or audio/voice recording) calls out 1 number at a time; pairs find the card, hold it up, and say it. Students play in pairs; after each correct answer, they repeat the number as a quick confidence boost.

5. 26–30 min · Counting song & quick check-out. Teacher plays/sings a simple class counting song up to 10 (teacher voice if no audio), stopping at 3 points to let pupils supply the next number. Students join in; final 30-second check: teacher holds up 1–2 cards randomly and pupils say the matching French number.

Resources

• Number cards 1–10 with French words and large numerals
• Visual support sheet (class “1–10” display)
• Pair game card sets (shuffled)
• Coloured number overlays or coloured transparencies (dyslexia-friendly option)
• Small whiteboards or mini signal cards (“uno/yes” alternatives not needed—use “show card”)
• Teacher pronunciation script for consistency
• Optional: simple timer for game rounds

Assessment

• Teacher listens for pronunciation during choral and pair repetition (quick, targeted checks).
• During the game, teacher records anecdotal notes: which numbers students match correctly and which are confused.
• Exit check: teacher randomly shows 1–2 number cards; students respond orally in unison or individually (choose 3–5 students for evidence).

Differentiation

• Support: Provide number cards with visuals (e.g., matching picture hints) and fewer distractions; use coloured overlays on cards for learners who benefit from visual stress reduction.
• Support: Sentence starters in the form of “C’est …” (teacher provides model; students repeat) to ensure learners can respond confidently during the question routine.
• Scaffold: Offer a “sound catcher” strategy: students trace the first letter/phoneme while repeating, then point to the card.
• Challenge/extension for advanced learners (as requested): after the main game round, give a “Math in French” micro-task—students create two simple problems using numbers (e.g., “Deux et trois, c’est cinq”) with support cards and then read them aloud to another pair.

Dyslexia-friendly reading options

• Use coloured overlays on all number-word cards and display the same colours on the student sets.
• Provide a “look and say” card where French word is large, single line, and accompanied by a clear numeral.
• Allow students to demonstrate recognition by holding up the card without reading the word aloud if needed (teacher still models pronunciation next to them).