1 of 34

Differentiation within the French SoW

Supporting lower proficiency learners:

by support
by task
by outcome

Activity Selection:

Year 7 French

Term 1.2 - Weeks 3 - 7

30/05/21

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

2 of 34

French Y7 Term 1.2 weeks 3-7

Regular –er verbs
Progression:

Week 3 – lesson 1 ‘je’ & ‘tu’; ‘tu’ & ‘il’ , ‘elle’

Week 4 – lesson 2 ‘je’ & ‘tu’; ‘tu’ & ‘il’, ‘elle’

Week 5 – lesson 1 ‘je’ & ‘nous’ ; lesson 2 ‘il’, ‘elle’ & ‘nous’

Week 6 – lesson 1 ‘il’, ‘elle’ & ‘ils’, ‘elles’ ; lesson 2 ‘il’, ‘elle’ & ‘ils’, ‘elles’

Week 7 – lesson 1 ‘tu’ & ‘vous’ ; lesson 2 ‘tu’ & ‘vous’; ‘je’ and ‘nous’

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

3 of 34

French Y7 Term 1.2 weeks 3-7

1.2	Wk 1	Text exploitation 1- Sept couleurs magiques
	Wk 2	faire with English equivalents other than 'do/make' (je, tu, il/elle)
	Wk 3	-ER verbs (je, tu, il/elle); present simple used with its continuous meaning�à with certain verbs (at); two-verb structures: aimer + infinitive
	Wk 4	-ER verbs (je, tu, il/elle); present simple used with its continuous meaning; à with certain verbs (at vs to); two-verb structures: aimer + infinitive
	Wk 5	-ER verbs (je, tu, il/elle, nous); present simple used with its continuous meaning; intonation questions
	Wk 6	-ER verbs (je, tu, il/elle, nous,ils/elles)
	Wk 7	-ER verbs (je, tu, il/elle, nous, vous, ils/elles)

Lesson 1&2:

‘je & tu’

‘tu & il,elle’

Lesson 1&2:

‘je & tu’

‘tu’ &’ il,elle’

Lesson 1:

‘je’ & ‘nous’

Lesson 2: ‘il,elle’ & ‘nous’

Lesson 1: ‘il,elle’ & ‘ils,elles’

Lesson 2:

‘il,elle’ & ‘ils,elles’

Lesson 1: ‘tu’ & ‘vous’

Lesson 2:

‘tu & ‘vous’

‘je’ & ‘nous’

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

This is the excerpt from the Scheme of Work.

Initially, we list three subparts (je, tu, il/elle) because resources and activities will use these three over the course of these lessons.

Note also that je and il/elle use the same verb form, i.e., the 'short' form given on NCELP verb slides, and all three subparts sound the same (the oral forms are indistinguishable). So, written comprehension and written production will contrast, in pairs, 'je' with 'tu' and 'il / elle' with 'tu', to provide ample practice in the 's' agreement for 2nd person singular (tu).

Re-visiting intonation questions allows various combinations of practice in interactions, with both 2nd and 3rd person singular forms.

From week 5 we move on to plural persons, pairing these with the more familiar singular forms in each case, all the while using the high frequency regular –er verbs.

4 of 34

Differentiation by: support

Example Y7 T1.2 W6
Productive and receptive modes/ written and oral modalities: �speaking, listening, reading and writing
Grammatical focus: �3^rd person singular & 3^rd person plural of regular –er verbs

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Now that we have seen how progression is built in across a series of weeks, let’s now look in detail at differentiation to support lower proficiency learners within the resources themselves, in particular starting with week 6 of T1.2

Across the series of lessons on –er verbs, we not only practise each time the –er verbs from each week’s specific vocab set, but also recycle the verbs from the previous lessons.

As we have said, this is to ensure that students acquire a good verb lexicon, in particular focussing on highly frequent verbs.

Where students’ retention of these verbs is poor from week to week, providing visual support can be valuable to allow students to access the tasks, without comprehension of the key verbs becoming a barrier.

This allows focus to be maintained on the learning points, in this case, understanding and producing third person singular and plural verb endings.

Let’s look at one way to do that.

5 of 34

Supporting lower proficiency learners

Term 1.2 Week 3 (p22)

Term 1.2 Week 4 (p23)

Term 1.2 Week 5 (p24)

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

The pair of lessons we will look at in detail is pair 4 out of 5, where the focus is regular –er verbs and features use of additional infinitives, other than the three which are newly introduced this week.

To further support students’ understanding of the –er verbs used in this activity, where retention is weak, teachers could make use of the Y7 Language Guides in class.

If students are not able to readily recall the meanings of the verbs used, they can be directed to pages 22-24.

This supports the reading, listening and production activities across the two lessons.

Students could be asked to highlight the infinitives in a particular colour.

To promote recall, rather than having the sheet on the desk for constant referral and in order to maintain a degree of challenge, ask students to have this help sheet face down on their desks and that they try to remember vocab items and grammar rules before they check the sheet. �Once checked, they should turn the sheet back over. �Another way to make use of this sheet would be to ask students to read the sheet for 2 minutes ahead of the activity as a quick refresh, either asking students to make no further reference to it, or limiting the number of times the sheet could be referred to (‘lifeline’ style).

These methods could be particularly useful for mixed ability groups where various levels of challenge are required to meet the span of ability across the group.

Where students’ retention is very poor, then allowing the sheet to be referred to throughout may be of benefit. �Remember though that some ‘attempt to recall’ is needed to strengthen memory, so it may be better to reduce the number of items students are required to produce, and instruct them to repeat tasks, with less support each time. i.e. whilst others produce 5/6 items, they produce 2 or 3, several times, referring to the sheet initially, then reducing their own reference to it.�

6 of 34

Regular –ER verbs

To say ‘s/he’ + verb in French, the verb is in the short form, often ending in -e.

Il joue.

He plays.

Elle joue.

She plays.

NB! These endings all sound the same!

To say ‘they’ + verb, the verb ends with -ent.

For either a group of boys or a mixed group.

Ils jouent.

They play.

For a group of girls only.

Elles jouent.

They play.

Supporting lower proficiency learners

Lesson 1 ahead of the listening transcription activity, students’ attention is drawn again to the verb endings to reinforce the point on pronunciation.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

7 of 34

Grammaire

parler

ils

elles

mangent

étudient

jouent

écoutent

chantent

Supporting lower proficiency learners

Lesson 1 in this pre-listening support activity, students experience the pronunciation of third person singular through modelling from the teacher and repetition.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

This is the pre-task scaffold activity. Here, students experience the pronunciation of third person plural through modelling from the teacher and repetition, firstly with ils+ verb, then with elles+verb, using various combinations of custom animation.

The original teacher notes are included in the notes field for your reference.

Original teacher notes

Timing: 2 minutes

Aim: to reinforce the specific pronunciation of third person plural, along with the subject pronouns ils and elles.

Procedure:

Click to bring up the verb form, model its pronunciation and elicit the pronunciation from students.
Elicit choral responses from students of the third person plural from by clicking to disappear the five verbs at random.
Repeat but this time have students practise with ‘ils’ + verb
Repeat to practise with ‘elles’ + verb

NB – liaison between the ‘s’ on the end of ’ils/elles’ and the initial vowel of the next word is not addressed here. Therefore students are not asked to produces ils + étudient / écoutent and elles + étudient / écoutent in this round of practice.

8 of 34

écouter / écrire

C’est qui ?

il ou ils ?

elle ou elles ?

Écoute, regarde et écris en français.

Exemple

Supporting lower proficiency learners

Lesson 1 students concentrate on the difference between third person singular and plural with the verbs only, indicated by the visual clue.

Supporting lower proficiency learners

Use of a worked example aids students’ understanding of the task requirements.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Here is the listening activity from lesson 1 so you can see the activity itself.

It is also included for reference so you can see how the listening tasks gradually progress in difficulty from lesson 1 to 2 of this sequence.

The original teacher notes are again included for reference here.

This is an example of a bimodal task which connects the spoken form with the written form simultaneously, as in this case listening alone does not indicate singular or plural.

Read these if you wish to find out more on bimodal tasks and see the task procedure in full.

Now click to bring up the example.

Original teacher notes

Timing: 5 minutes for the next six slides

Aim: This is an example of a bimodal task which connects the spoken form with the written form simultaneously, as in this case listening alone does not indicate singular or plural. It is useful to practise bimodal tasks in this case because students practise the idea that you can only tell which verb ending to use in writing when you know whether the person is singular or plural – so, here the students get a visual cue (the picture) and this tells them what the written verb ending would be (the oral verb ending doesn’t help!). This teaches students about ‘ambiguity’ in language, and how sentences fit together. In this case, to know ‘who did the verb’ for 3^rd person verbs (il and ils), you usually need other prompts to know whether singular or plural is being referred to.

Procedure:

1. Use this slide to model the task instructions.

2. Click to bring up the image and again for the audio. Students will hear a verb (e.g., ils regardent). At the same time a circle will appear around the picture to indicate whether it is 3^rd person singular or 3^rd person plural.

3. Once they have heard the audio and seen whether it is singular or plural, students write the correct form.

4. Click to reveal the correct written form.

Transcript:

ils regardent

Note: Teachers need to mouse click on the ‘Exemple’ box, which triggers the audio to play the word ‘exemple’

If this step is missed, the first verb may not play in full.

9 of 34

écouter / écrire

C’est qui ?

écouter / écrire

il ou ils ?

elle ou elles ?

Écoute, regarde et écris en français.

Exemple

ils regardent

Supporting lower proficiency learners

Lesson 1 students concentrate on the difference between third person singular and plural with the verbs only, indicated by the visual clue.

Supporting lower proficiency learners

Use of a worked example aids students’ understanding of the task requirements.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

10 of 34

écouter / écrire

C’est qui ?

il ou ils ?

elle ou elles ?

Écoute, regarde et écris en français.

Exemple

Supporting lower proficiency learners

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

11 of 34

écouter / écrire

C’est qui ?

il ou ils ?

elle ou elles ?

Écoute, regarde et écris en français.

Exemple

___ regard____

il / ils ?

-e / -ent ?

ils regardent

Supporting lower proficiency learners

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

12 of 34

Regular –ER verbs

Jouer

To play, playing.

Il joue.

He plays.

Elle joue.

She plays.

Ils jouent.

They play.

Elles jouent.

They play.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

13 of 34

Differentiation by: task type

Example Y7 T1.2 W6 (lesson 2)
Receptive modes/ written and oral modalities: �reading and listening
Grammatical focus: �3^rd person singular & 3^rd person plural of regular –er verbs

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

14 of 34

Exemple :

parler

Listen to the

sentence. Use the start of the sentence to work out how to complete the end of the sentence.


Le garçon	aim_____	le sport;	au foot.
Les garçons

Tick the correct one

Write the correct ending

Write the correct subject pronoun

Write the correct verb

E.G.

e

il

joue


La fille	rest_____	à la maison;	la télé.
Les filles

E.G.

ent

elles

regardent

écouter / écrire

Now the progression to the listening activity in lesson 2.

Before we look at differentiation here, if you are not already familiar with this activity, spend a minute looking at how it works.

The original teacher notes are included for reference.

Original teacher notes

Timing: 8 minutes (for this and the next two slides)

Aim: to focus on verb form by having to choose between 3^rd person singular or plural, depending on the subject of the verb by using full nouns when listening.

Procedure:

1. Use this slide to model the requirements of the task. Really emphasise the importance of listening carefully to the subject of the verb – is it singular or plural? Elicit from students what will be heard when the subject is singular and what is heard when it is plural – the subtle difference between ’le’ and ‘les’ (or ‘la’ and ‘les’) really makes a difference to meaning. This is key to students succeeding in the task

2. Click the E.G. trigger to play the audio.

3. Students tick the subject of the verb then use this to help write the correct verb ending (3^rd person singular or third person plural).

4. Students continue to transcribe the verb from the second part of the sentence, focusing on the achieving the correct subject pronoun and verb form.

5. On completion of the task, teachers could take the opportunity to do some further sentence level comprehension by asking students to give the meanings in English of the complete sentences.

Transcript:

E.G

Le garçon aime le sport; il joue au foot.

E.G

Les filles restent à la maison; elles regardent la télé.

Note: The two part nature of the task sets up differentiation. All students should be able to complete the first part of the sentence at least – hearing the difference between ‘le’ and ‘les’; and the difference between ‘la’ and ‘les’ and then writing the verb ending accordingly: ‘e’ or ‘ent’.

The second part offers a greater level of challenge. Teachers could consider asking students to mark their work in two sets, to allow students to feel successful and give the teacher an indication of how students did with the two aspects of the task.

15 of 34

Grammaire

écouter / écrire


Le garçon	aim_____	la télé;	des films.
Les garçons
La fille	aim_____	la musique;	avec la radio.
Les filles
Les médecins	travaill____	en Angleterre;	anglais.
Le médecin
Le chanteur	aim_____	la musique;	la radio.
Les chanteurs

Tick the correct one

Write the ending

Write the pronoun

Write the correct verb

1

2

3

4

e

il

regarde

ent

elles

chantent

ent

ils

parlent

e

il

écoute

Supporting lower proficiency learners

Lesson 2 have students concentrate on the first part of the task only.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

16 of 34

Grammaire

écouter / écrire


Le garçon	aim_____	la télé.
Les garçons
La fille	aim_____	la musique.
Les filles
Les médecins	travaill____	en Angleterre.
Le médecin
Le chanteur	aim_____	la musique.
Les chanteurs

Tick the correct one

Write the ending

1

2

3

4

e

ent

e

The boy likes tv.

The girls like music.

The doctors work in England.

The singer likes music.

Supporting lower proficiency learners

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Here is one example of what a simplified version might look like.

We are not losing the focus on the learning points -but in a more supported way that will allow lower proficiency learners a greater chance of success with these quite tricky learning points.

To facilitate the students not having to listen to the second part of the recording, I would simply press escape after the first part of the sentence and click back into slide show using the shortcut key at the bottom of the screen for the next sentence.

Again, although we have altered the task, the learning point still offers progression from lesson 1 to 2.

In lesson one, students wrote the correct verb with corresponding subject pronoun only.

The added element here is that students work at sentence level, writing the correct verb ending, informed this time by their hearing of ‘le or les’ or ‘la or les’ and then translate the whole sentence.

17 of 34

Grammaire


Le garçon	aim_____	la télé;	ils	regard____	des films.
Les garçons			il
La fille	aim_____	la musique;	elle	chant____	avec la radio.
Les filles			elles
Les médecins	travaill____	en Angleterre;	il	parl____	anglais.
Le médecin			ils
Le chanteur	aim_____	la musique;	ils	écout____	la radio.
Les chanteurs			il

Tick the correct one

Write the ending

Tick the correct one

Write the ending

1

2

3

4

e

ent

e

écouter / écrire

Supporting lower proficiency learners

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

18 of 34

Differentiation by: outcome

Example Y7 T1.2 W4 (lesson 2)
Productive mode/ written modality: �writing
Grammatical focus: �1st & 2nd person singular of regular –er verbs (primary focus); correct use of preposition ‘à’

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

19 of 34

Regular –ER verbs

écrire

Écris en français ! Write full sentences using the words and pictures below.

Examples might be: ‘Tu parles à un(e) ami(e)’ or ‘Je donne un cadeau à un(e) ami(e)’.

I YOU

b) rester – l’école

a) parler – une amie

c) montrer – un exemple – Amir

d) aimer – le ciel – aujourd’hui

e) donner – un cadeau – Léa

f) trouver – la solution

g) porter – un uniforme

h) demander – la raison

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Here students have the opportunity to come up with their own sentences, based on prompts in French.

The primary focus is the correct subject pronoun with corresponding verb ending whilst also offering practice with the a secondary learning point of correct use of the preposition ‘à’.

Teachers could set differentiated expectations for task completion. �For example, all students attempt 2 in the ‘je’ form and 2 in the ‘tu’ form (for example), most attempt 3 of each and some attempt all 4 of each. �

Original teacher notes

Timing: 8 minutes

Aim: This writing activity requires learners to write sentences in French using the first and second person singular form of the verb with or without a preposition as appropriate.

Procedure:

1. Students write a-h and a short sentence, thinking carefully about whether they need to use the article only, or article plus a preposition. They may need some guidance with this.

2. Suggested answers appear on the next slide.

All vocabulary has been taken from this week’s lists (new and re-visited).

20 of 34

Regular –ER verbs

écrire

Écris en français ! Write full sentences using the words and pictures below.

Examples might be: ‘Tu parles à un(e) ami(e)’ or ‘Je donne un cadeau à un(e) ami(e)’.

I YOU

b) Tu restes à l’école

a) Je parle à une amie.

c) Tu montres un exemple à Amir.

d) J’aime le ciel aujourd’hui.

e) Tu donnes un cadeau à Léa.

f) Je trouve la solution.

g) Tu portes un uniforme.

h) Je demande la raison.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

21 of 34

Differentiation by: support, task and outcome

Example Y7 T1.2 W5 (lesson 2)
Productive and receptive modes/ written and oral modalities: �speaking, listening, reading and writing
Grammatical focus: �1^st person singular & 1^st person plural of regular –er verbs

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

22 of 34

Dictogloss

écouter / écrire

�Stephen Owen

You are going to hear Élodie talking about her exchange trip to London. Make notes in French (or English if you need to). It will be too fast for you to write every word!

Then, work with a partner to write it up in good French, as if you were Élodie. Keep the meaning the same as what you heard.

Supporting lower proficiency learners

The audio play button allows for pausing, to give students thinking time and time to write.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

This dictogloss activity combines receptive and productive modes in both oral and written modalities, to consolidate students’ knowledge of this suite of high frequency –er verbs.

The speed of the audio is quite slow, to maximize students’ understanding, given that comes in the first term of Year 7.

The audio can also be paused to give students additional thinking time and the time to make any necessary notes.

Original teacher notes

Timing: 5 minutes

Aim: Reformulate auditory information into a text. The focus is regular verbs in 1^st person singular and plural. All verbs and associated items of vocab are taken from the SoW and as such, should be known by the students. This activity does, however, represent a greater level of challenge and teachers may wish to scaffold this with the help tool (provided on the next slide). This then doubles as a scaffold for the write-up.

Procedure:

1. Click audio button to play passage.

2. Students listen to the passage and write notes in French/English.

3. They should then pair up to write a text that matches the information they heard.

Transcript:

Je passe une semaine à Londres. Je reste avec un ami, Peter. À la maison nous parlons français. C’est intéressant ! Nous regardons la télé, nous aimons les films. À l’école, je parle anglais. Nous portons un uniforme. C’est drôle ! Aujourd’hui, je prépare le déjeuner. Il fait beau et je fais une promenade dehors. Je donne un cadeau à Peter.

23 of 34

Dictogloss

lire / écrire

�Stephen Owen

		I	We	Additional info (in French or English)
to spend a week	passer une semaine
to stay with a friend	rester avec un ami
to speak French	parler français
to watch tv	regarder la télé
to like films	aimer les films
to speak English	parler anglais
to wear a uniform	porter un uniforme
to prepare lunch	préparer le déjeuner
to give a present to	donner un cadeau à

Supporting lower proficiency learners

Support grid: for use during the listening or as a standalone vocab sheet.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Teachers could use this as a scaffold during the listening activity to structure students’ listening.

Notice that the verbs listed appear in the order they are heard within the audio.

During the listening, students tick whether it is je or nous they hear associated with the activity, plus, if they can, write any additional information that they hear such as ‘in the house’ or ‘at school’.

This then helps students with the write up, as a record of which person to put the infinitive into.

Alternatively it could be used as a stand alone vocab list during the listening if teachers remove the final three columns.

Do bear in mind the ways the vocab sheet could be used to support recall as discussed on slide 5 and the importance of providing some attempt to recall, given it is needed to strengthen memory.

�

24 of 34

Dictogloss

écouter / écrire

�Stephen Owen

Je passe une semaine à Londres. Je reste avec un ami, Peter. À la maison nous parlons français. C’est intéressant ! Nous regardons la télé, nous aimons les films. À l’école, je parle anglais. Nous portons un uniforme. C’est drôle ! Aujourd’hui, je prépare le déjeuner. Il fait beau et je fais une promenade dehors. Je donne un cadeau à Peter.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

25 of 34

Dictogloss

écrire / parler

Je passe une semaine à Londres.

Je reste avec un ami, Peter.

À la maison nous parlons français.

C’est intéressant !

Nous regardons la télé,

nous aimons les films.

À l’école, je parle anglais.

Nous portons un uniforme. C’est drôle!

Aujourd’hui, je prépare le déjeuner.

Il fait beau et je fais une promenade

dehors.

Je donne un cadeau à Peter.

I’m spending a week in London.

I’m staying with a friend, Peter.

In the house we speak French.

It’s interesting!

We watch tv,

we like films.

At school I speak English.

We wear a uniform. It’s funny!

Today, I’m preparing lunch.

The weather is nice and I’m going for a walk outside.

I’m giving a present to Peter.

Supporting lower proficiency learners

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

In order to bring the activity to a close and ensure students’ comprehension of the text in its entirety, written sentences are proposed for translation.

This step may not be needed if the pairs have managed fairly accurate representations of the text.

Teachers could simply take some quick feedback then collect the work in for marking for individualised feedback.

If, however, students have only managed a partial understanding of the text through listening, and teachers wish to ensure learning is fully exploited, this could be used.

Here, in order to gain a full understanding of the text, students have a go at translating the individual sentences, making use of the vocab sheet if necessary.

Here differentiation would be by outcome.

Teachers would see successful translations of certainly the regular high frequency -er verbs in the ‘je’ or ‘nous’ form, with the extra detail being successfully translated by some students.

Conducting whole class feedback once all students had attempted the translations would then bring this activity to its close and ensure understanding for all.

Original activity notes

Timing: 8 minutes

Aim: L2 – L1 translation activity that allows teachers to check students’ understanding of the whole text.

Procedure:

1. Students could attempt this is pairs or groups of four. Remind students of the two English present tenses and encourage them to think about which they are using in their translations and why.

2. Suggested translations are provided, but appropriate alternatives should be encouraged and praised (e.g. at home rather than in the house, translations in the present simple rather than continuous, etc)

26 of 34

Dictogloss

écrire / parler

Je passe une semaine à Londres. I’m spending a week in London.

Je reste avec un ami, Peter. I’m staying with a friend, Peter.

À la maison nous parlons français. At home we speak French.

C’est intéressant ! It’s interesting!

Nous regardons la télé, We watch tv,

nous aimons les films. we like films.

À l’école, je parle anglais. At school, I speak English.

Nous portons un uniforme. C’est drôle ! We wear a uniform. It’s funny!

Aujourd’hui, je prépare le déjeuner. Today, I’m preparing lunch.

Il fait beau et je fais une promenade The weather is nice and I’m going

dehors. for a walk outside.

Je donne un cadeau à Peter. I’m giving a present to Peter.

Supporting lower proficiency learners

______________

__________

________

__________

______________

___________

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

27 of 34

Examples from teachers using the NCELP SoW

Example Y7 T1.2 W7 (lesson 2)
Productive and receptive modes/ written modality: �reading and writing
Grammatical focus: �1^st & 2^nd person singular and 1^st & 2^ndperson plural of regular –er verbs

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

28 of 34

Answering others: je and nous

Tu regardes la télé ?

Oui, je regarde un film.

__

Non, j’ écoute la radio.

__

Vous jouez à la maison ?

Oui, nous jouons à la maison.

____

_____

Non, nous jouons dehors.

____

_____

lire / écrire

This is the activity as it stands – for reference. The school use this with their higher proficiency learners.

Original teacher notes

Timing: 2 minutes

Aim: to recap first person singular and first person plural forms of regular –ER verbs, ahead of the final written production activity.

Procedure:

1. Click to bring up the first question (in second person singular).

2. Click to bring up the first model answer. Elicit responses from students (subject of the verb with correct ending).

3. Click to reveal the answers.

4. Click to bring up a second model answer, again eliciting responses from students to highlight correct subject and verb form. This examples models a negative response to the question, without the need to use ne…pas, which students are yet to learn.

5. Repeat as above to model questions and answers using ‘vous’ and ‘nous’.

29 of 34

Answering others: je and nous

lire / écrire

Write an answer to each question below. You can choose what other vocabulary to use!

	Question	Réponse
1	Vous travaillez à l’école ?	No, outside
2	Vous demandez la raison ?	No, the question
3	Tu trouves la solution ?	Yes
4	Tu marches dehors ?	No, to school
5	Tu portes un uniforme ?	Yes
6	Vous restez à la maison ?	Yes
7	Tu prépares le déjeuner ?	No, sentence

30 of 34

Answering others: je and nous

lire / écrire

Write an answer to each question below. You can choose what other vocabulary to use!

	Question	Réponse
1	Vous travaillez à l’école ?	Non, nous travaillons dehors
2	Vous demandez la raison ?	Non, nous demandons la question
3	Tu trouves la solution ?	Oui, je trouve la solution
4	Tu marches dehors ?	Non, je marche à l’école
5	Tu portes un uniforme ?	Oui, je porte un uniforme
6	Vous restez à la maison ?	Oui, nous restons à la maison
7	Tu prépares le déjeuner ?	Non, je prépare une phrase

31 of 34

Answering others: je and nous

lire / écrire

Tu regardes la télé ?

Je regarde la télé.

__

Are you watching the TV?

I’m watching the TV

Supporting lower proficiency learners

Differentiation by support

We can see here how the school have adapted this task to support lower proficiency learners.

They have taken the models for singular and plural over two slides. Firstly here with the singular.

Original teacher notes

Timing: 2 minutes

Aim: to recap first person singular and first person plural forms of regular –ER verbs, ahead of the final written production activity.

Procedure:

1. Click to bring up the first question (in second person singular).

2. Click to bring up the first model answer. Elicit responses from students (subject of the verb with correct ending).

3. Click to reveal the answers.

4. Click to bring up a second model answer, again eliciting responses from students to highlight correct subject and verb form. This examples models a negative response to the question, without the need to use ne…pas, which students are yet to learn.

5. Repeat as above to model questions and answers using ‘vous’ and ‘nous’.

32 of 34

Answering others: je and nous

lire / écrire

Vous jouez à la maison ?

Nous jouons à la maison.

____

_____

Are you playing in the house?

We are playing in the house

Supporting lower proficiency learners

Differentiation by support

And now in the plural plus provided the English translations in case to offer for visual support.

Also in this adapted version of the task, answers are only required in the affirmative.

Original teacher notes

Timing: 2 minutes

Aim: to recap first person singular and first person plural forms of regular –ER verbs, ahead of the final written production activity.

Procedure:

1. Click to bring up the first question (in second person singular).

2. Click to bring up the first model answer. Elicit responses from students (subject of the verb with correct ending).

3. Click to reveal the answers.

4. Click to bring up a second model answer, again eliciting responses from students to highlight correct subject and verb form. This examples models a negative response to the question, without the need to use ne…pas, which students are yet to learn.

5. Repeat as above to model questions and answers using ‘vous’ and ‘nous’.

33 of 34

Answering others: je and nous

lire / écrire

Copy and complete the sentences. Add ‘e’ or ‘ons’.

	Question	Réponse
1	Vous travaillez à l’école ?	Nous travaill___ à l’école.
2	Vous demandez la raison ?	Nous demand___ la raison.
3	Tu trouves la solution ?	Je trouv___ la solution
4	Tu marches dehors ?	Je march___ dehors
5	Tu portes un uniforme ?	Je port___ un uniforme
6	Vous restez à la maison ?	Nous rest___ à la maison
7	Tu prépares les fruits?	Je prépar___ les fruits

ons

Supporting lower proficiency learners

Differentiation by task

34 of 34

Answering others: je and nous

lire / écrire

	Question	Réponse
1	Vous travaillez à l’école ?	Nous travaillons à l’école
2	Vous demandez la raison ?	Nous demandons la raison
3	Tu trouves la solution ?	Je trouve la solution
4	Tu marches dehors ?	Je marche dehors
5	Tu portes un uniforme ?	Je porte un uniforme
6	Vous restez à la maison ?	Nous restons à la maison
7	Tu prépares le déjeuner ?	Je prépare les fruits

Solution

Supporting lower proficiency learners

Differentiation by task