Overview

This sequence of four 30-minute lessons is designed for Year 1 students learning French as a modern foreign language (MFL), focusing on transport vocabulary and expressing preferences using "j’aime", "j’adore", and "je n’aime pas", plus "Je vais à l’école en...". The lessons are progressive and aligned with the National Curriculum for England (Key Stage 1, Languages). They encourage listening, speaking, vocabulary acquisition, and confidence in using simple sentences.

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National Curriculum Links (Key Stage 1 - Languages)

• Understand and respond to spoken and written language from familiar sources.
• Speak with increasing confidence, fluency and spontaneity, showing understanding when words are used in different contexts.
• Develop pronunciation and intonation to be understood by a reader or listener.
• Appreciate stories, songs and rhymes in the language.
• Explore and experiment with language through play, role-play and songs.

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Lesson 1: Transport Vocabulary Introduction

Learning Objectives

• Recognise and name 6 basic modes of transport in French: le bus, la voiture, le vélo, le train, le bateau, l’avion.
• Respond to simple spoken vocabulary and show understanding.
• Begin to drill and practise pronunciation of vocabulary.

Success Criteria

• Pupils can correctly name all six transport modes when prompted.
• Pupils can repeat the words with correct pronunciation.

Resources

• Flashcards with pictures and French words for transport.
• A colourful poster with transport images.
• Interactive whiteboard or audio clips saying the words.

Activities

1. Warm-up (5 mins):

   • Use flashcards to introduce transport vocabulary. Show the picture, say the word slowly, pupils repeat chorally, then individually.

2. Listening Game “Which Transport?” (10 mins):

   • Say the name of a transport mode aloud; pupils point to the correct flashcard/poster image quickly.
   • Reverse roles: pupils say the word while teacher guesses or points.

3. Song and Movement (10 mins):

   • Teach a simple French transport song (e.g. “Je prends le bus” tune) incorporating gestures/movements for each transport mode to deepen memorisation.

4. Plenary (5 mins):

   • Quick oral quiz: Teacher holds up flashcards with words covered, pupils shout the name.

Assessment

• Informal observation of pronunciation and recognition during games and oral responses.
• Note pupils struggling with specific vocab for small group support.

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Lesson 2: Expressing Likes and Dislikes

Learning Objectives

• Use simple sentences to express preferences: “J’aime…”, “J’adore…”, “Je n’aime pas…” with transport vocabulary from Lesson 1.
• Understand the meaning and practise the short phrases.
• Begin to orally construct simple opinions using known transport words.

Success Criteria

• Pupils can accurately say “J’aime le train”, “J’adore la voiture”, or “Je n’aime pas le bateau”, with support.
• Pupils recognise “j’aime”, “j’adore”, “je n’aime pas” when heard and use them in speaking with correct pronunciation.

Resources

• Flashcards from Lesson 1.
• Sentence pattern cards with “J’aime…”, “J’adore…”, “Je n’aime pas…”.
• Emotion faces (happy, love heart, dislike/thumbs down) to link phrases and feelings.

Activities

1. Warm-up (5 mins):

   • Recap transport vocabulary with flashcards and song from Lesson 1.

2. Introducing Opinions (10 mins):

   • Teacher models “J’aime le train”, “J’adore la voiture”, “Je n’aime pas le bateau” using flashcards and emotion faces.
   • Pupils repeat chorally and in pairs with flashcards.

3. Matching Game (10 mins):

   • Pupils match emotion faces to transport flashcards and say the full sentence: e.g. “J’adore le vélo” with thumbs up or heart card.
   • In pairs, pupils quiz each other by showing flashcards and prompting opinion sentences.

4. Plenary (5 mins):

   • Quickfire round: Pupils say one sentence expressing their likes or dislikes about any transport mode with teacher support.

Assessment

• Monitor individual use of opinion sentences during paired activities.
• Identify pupils who need more practice with the structures.

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Lesson 3: How I Go to School

Learning Objectives

• Use “Je vais à l’école en…” with a transport mode to describe how they travel to school.
• Consolidate transport vocabulary and preferences structures.
• Develop speaking confidence in simple sentences.

Success Criteria

• Pupils confidently say “Je vais à l’école en bus”, “en voiture”, “à vélo”, etc.
• Pupils understand the sentence structure and can respond to “Comment vas-tu à l’école ?”

Resources

• Flashcards / posters with transport images.
• Sentence cards showing “Je vais à l’école en…”.
• Role-play props: hats, toy steering wheels, pretend bikes.

Activities

1. Warm-up (5 mins):

   • Review “J’aime…” phrases briefly with flashcards and emotion faces.

2. Introducing “Je vais à l’école en…” (10 mins):

   • Teach the sentence: “Je vais à l’école en…” + transport mode.
   • Model pronunciation and meaning, with gestures for travel.
   • Pupils repeat chorally and individually.

3. Role-Play Preparation (10 mins):

   • Pupils choose their favourite transport & how they go to school.
   • Use props to role-play travelling to school using the sentence “Je vais à l’école en …”.
   • Teacher supports with sentence frames as needed.

4. Plenary (5 mins):

   • Volunteers share their role-play sentences with the class.

Assessment

• Teacher listens for correct sentence use and pronunciation during role-plays.
• Feedback given to improve intonation and clarity.

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Lesson 4: Full Role-Play Presentation and Game

Learning Objectives

• Combine opinion and travel sentences in a short role-play presentation:
  “J’aime/j’adore/je n’aime pas …” + transport mode + “Je vais à l’école en …”.
• Demonstrate confidence in speaking simple French sentences.
• Encourage peer listening and respectful feedback.

Success Criteria

• Pupils speak fluently, using the opinion + transport + school travel sentences.
• Pupils correctly use vocabulary and sentence structures previously learned.
• Pupils engage in a classroom game that reinforces language.

Resources

• Flashcards and props from previous lessons.
• Simple “pass the parcel” or “ball toss” game adapted for speaking turns.

Activities

1. Warm-up (5 mins):

   • Quick group chant of all transport vocab and opinion phrases.

2. Role-Play Practice (10 mins):

   • In pairs or small groups, pupils rehearse sentences combining opinion + how they go to school.
   • Teacher models an example role-play.

3. Role-Play Presentations & Game (10 mins):

   • Organise pupils in a circle. Use ball toss or pass-the-parcel to choose who presents their sentence first.
   • After each presentation, peers say “Bravo!” or “Très bien!” to encourage positive feedback.

4. Wrap-up Game “Transport Bingo” (5 mins):

   • Pupils have bingo cards with transport pictures; teacher calls out sentences like “J’aime le bus” or “Je vais à l’école en vélo”.
   • Pupils cover correct pictures and shout “Bingo!” when they complete a row.

Assessment

• Use a simple checklist to note individual pupil confidence, accuracy, and vocabulary recall during presentations.
• End-of-sequence verbal feedback highlights progress.

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Differentiation & Inclusion

• Provide additional visual supports (pictures, gestures) for EAL or SEN pupils.
• Challenge more able pupils to use full sentences independently or add “parce que” + simple reason (e.g. “parce que c’est rapide”).
• Use peer support pairing to scaffold learning.

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Summary of Progression Across Lessons

Lesson	Skills Developed	Vocabulary / Grammar	Speaking Focus	Assessment Focus
1	Vocabulary recognition and pronunciation	Transport modes	Naming transport modes	Recognition & pronunciation accuracy
2	Expressing likes/dislikes	J’aime, j’adore, je n’aime pas + transport	Opinions on transport	Use of opinion phrases
3	Sentence structure “Je vais à l’école en…”	Travel to school + transport	Simple statements about travel	Sentence construction & speaking confidence
4	Combining opinions + travel sentences	Full sentences with opinions and travel	Role-play presentations & listening	Fluency, accuracy, peer feedback

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This four-lesson sequence supports progressive language acquisition through engaging activities and games, ensures alignment with the National Curriculum, and builds confidence in Year 1 pupils to speak and express preferences in French about transport and travelling to school. The role-play culminates in a fun, interactive way that encourages collaboration and celebrates pupils’ achievements.