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to forming their own lines, pupils need to block their partner from completing theirs. Mixed-ability pairs work best, as more confident pupils can model accurate pronunciation. End the lesson with writing practice, using Devinez le mot (Guess the word). The teacher and each pupil write a colour on a mini whiteboard, keeping it secret. On the count of three, all reveal their boards. Pupils earn a point if their answer matches the teacher’s. Assessment Check which pupils are consistently choosing the correct colours during the ‘Show me’ activity. Check spellings on mini whiteboards in the final activity. WEEK 5 Learning objective l To give extended opinions orally in French Recap the names of the fruits that pupils learned at the beginning of the unit. Begin by modelling some opinion sentences on the board and asking the children to read these aloud and translate them into English. Explain that pupils are going to start extending these sentences by adding in the colour names that they learned in the previous lesson. Model writing some sentences that give an opinion of a particular fruit as well as describing its colour, for example j’aime la mangue jaune (I like the yellowmango). Translate the sentence for pupils and then ask themwhat they notice about the position of the adjective (the colour) in relation to the noun (the fruit). Pupils should start to recognise that the adjective comes after the noun, which is not the same as in English. Model with some additional sentences, ensuring that the colour vert (green) is not used with any feminine nouns ,as this will bring up the issue of adjectival agreement, which pupils have not yet been taught. Use La phrase colorée (Colour the phrase) activity to read aloud some simple sentences. Pupils colour-code the sentences that they hear, and read them aloud at the end of the activity so you can check pronounciation. See the teacher explanation sheet in the associated download for further information on how to run the activity. children to use their sentence builder to support them to spot the errors and correct them on mini whiteboards. Now is a good time to encourage pupils to begin turning the scaffolds over to make corrections frommemory, too. Take feedback on the board and see if the children have managed to spot all the errors. Model using the sentence builder to create a range of sentences. Allow children time to create their own sentences in their books or, if you have time, by creating a mini book. A range of excellent ideas for how to make and use a range of mini books for writing can be found on MFL teacher Clare Seccombe’s blog ( tinyurl.com/tp- MFLminibooks ). These make excellent pieces for display. Assessment Circulate to check written and oral accuracy during La trappe . Review final writing for sentence structure understanding. Ask pupils to mark on their written work if they used a scaffold. TP F EATURE S P L ANN I NG Finally, use the speaking and writing frame in the download to scaffold pupils to be begin writing and saying their own sentences, extending with et (and) and mais (but) if they are feeling confident. Play La trappe (Trapdoor), asking pupils to use the sentence builder to write a sentence secretly on their whiteboard. Children then work together to guess each other’s sentences one column at a time. If they make an error, they must go back to the beginning and try again, until they have guessed the whole sentence. Assessment Do children understand adjective noun order? Listen for accurate pronunciation in La phrase colorée and circulate to check accuracy of written and oral output during La trappe . WEEK 6 Learning objective l To give extended written opinions in French Use La trappe to recap the learning from last lesson, discussing the position of the adjective after the noun and reviewing how to extend a sentence using et (and) or mais (but). Explain that pupils are now going to put together everything they have learned to express their opinions about fruits, in writing. Demonstrate some incorrect sentences on the board and ask the @ECCMFL Ellie Chettle Cully is a French teacher and languages and international lead at a Leicester primary. www.teachwire.net | 23