World Cup Introduction

Overview

In this first lesson of “Kickoff to French Football”, students explore the significance of the World Cup and how it brings people together around the world. They learn key French football vocabulary and use it to share simple, accurate facts about the tournament.

Learning intentions

• Students will understand why the World Cup is a major international event and how it connects cultures.
• Students will learn and use beginner French football vocabulary in short spoken and written phrases.
• Students will read and respond to simple French sentences using mostly familiar language.
• Students will demonstrate pronunciation and intonation when presenting facts in French.

Success criteria

• I can recognise and use key French football words (e.g., match, équipe, joueur, but, entraîneur) with correct basic agreement.
• I can say a simple phrase about the World Cup using a model (e.g., “Le World Cup, c’est…”).
• I can answer a short question in French using a rehearsed sentence starter.
• I can present 2–3 facts confidently to the class, with mostly correct pronunciation.

Curriculum links

• English oracy and communication: speaking and listening to organise ideas clearly for a purpose.
• Literacy: reading for meaning and writing short, structured sentences.
• Welsh/UK Languages: develop knowledge of vocabulary and grammar to communicate with increasing accuracy.
• Cross-curricular competence: relate language learning to real contexts (sport, global events, culture).

Lesson structure (60 minutes)

1. 0–5 min | Starter—World Cup quickfire Students discuss in pairs (English) what they know about the World Cup and why it is important. Teacher captures key ideas on the board (global fans, countries, celebration, sport).

2. 5–12 min | Launch—World Cup in brief Teacher shows a short, teacher-made summary (no video needed) using simple images or a one-page slide of tournament facts. Students listen for meaning and identify 2–3 facts in English (e.g., “teams from many countries”, “football tournament”).

3. 12–22 min | Vocabulary focus (French football) Teacher explicitly teaches 8–10 target words with gestures and examples. Students practise in chorus, then in pairs: say the word, match it to an image/card, and repeat with a model sentence pattern.

4. 22–30 min | Pronunciation practice—“Sound check” Focus on 2–3 tricky sounds for Year 8 (teacher modelling): e.g., liaison/flow in short phrases, and clear ending sounds. Students complete a “listen and repeat” routine, then perform “word to sentence” (teacher gives the noun; students add “C’est…” or a verb from the model).

5. 30–42 min | Reading for meaning—mini French facts Teacher provides 4 short French sentences on a worksheet, each with a clear image support (e.g., “Une équipe joue un match.” “Un but est marqué.”). Students underline familiar words and then match each sentence to the correct picture. Follow with quick teacher checks.

6. 42–52 min | Speaking task—Fact cards (pair work) Students receive 6 fact cards with sentence starters (e.g., “Le World Cup, c’est…”, “Dans un match, il y a…”, “Une équipe a…”, “Un joueur marque…”). In pairs, they choose 2 cards and rehearse a 20–30 second spoken mini-presentation using the same structure.

7. 52–60 min | Plenary—Exit ticket (write + speak) Students complete a short exit ticket: write 2 French sentences from the starters and add 1 question they could ask about football (in French using a stem the teacher provides). A few volunteers deliver one sentence aloud; teacher notes accuracy and next-lesson targets.

Resources

• Teacher-made slide or handout: “World Cup facts” (simple, image-supported)
• Vocabulary word cards with pictures (match, équipe, joueur, but, entraîneur, stade, fan/supporter, tournoi, gagner/perdre if appropriate)
• Student vocabulary sheet with blanks for repetition practice
• Mini French reading worksheet with 4 short sentences and matching pictures
• Fact cards for pair speaking task with sentence starters
• Pronunciation cue sheet (teacher notes for “sound check”)
• Exit ticket slips (two sentence starters + one question stem)
• Timer for pair rehearsals and speaking

Assessment

• Formative checks during chorus/pronunciation and pair speaking using a simple “mostly accurate / needs support” teacher rubric.
• Reading task results: correct sentence-to-picture matching to gauge comprehension.
• Exit ticket: written accuracy of vocabulary use and ability to form short, correct sentences using starters.

Differentiation

• Support: provide sentence starters with word banks, plus colour-coded cards for gender/accuracy where needed; allow choral rehearsal before independent speaking.
• Support for SEN: reduce the number of required sentences (e.g., 1–2 only) and allow a template with underlined word prompts.
• Extension: ask students to add one extra detail (e.g., “J’aime…” or “Je pense que…”) using a teacher model; include an extra match action verb if secure.
• EAL: encourage use of cognates where possible, add bilingual picture glosses for key nouns, and permit first rehearsal in English before French speaking.