Learning objective

  • To read and say amounts of money in French.

Success criteria

  • I can add up in French.
  • I understand how
Lock

This content is for subscribers only. Join for access today.

National curriculum

Languages

Pupils should be taught to:

  • Listen
Lock

This content is for subscribers only. Join for access today.

Before the lesson

Lock

This content is for subscribers only. Join for access today.

Lesson plan

Recap and recall

In this lesson, the children will use their knowledge of numbers in French and apply it to money sums.  The following activity is intended to refresh the children’s memory of the numbers 1-30. Divide the class into five or six groups that you can easily point to and distinguish. The class is going to count…

Lock

This content is for subscribers only. Join for access today.

Adaptive teaching

Pupils needing extra support

Should ensure that they are confident with French numbers and then they can work in a focus group to answer the calculations in the activity together.

 

Pupils working at greater depth

Could challenge the children to use the exchange rate to calculate prices in British pounds sterling.

 

Lock

This content is for subscribers only. Join for access today.

Assessing progress and understanding

Pupils with secure understanding indicated by: completing mathematical calculations in French, writing

Lock

This content is for subscribers only. Join for access today.

Vocabulary and translations

  • de l'argent

    some money

  • un billet

    a bill, note or paper money

Lock

This content is for subscribers only. Join for access today.

Simone Haughey

French specialist

Image Specialists 11
Previously a generalist Primary teacher for 12 years, Simone now specialises in Languages. She is MFL Consultant and Languages Teacher at Robin Hood Primary. Her work with Mandarin Chinese resulted in the IoE Confucius Institute for Schools awarding her school with Confucius Classroom…
Find out more
Image Specialists 11

Maintained by: Kapow Primary team

_
For copyright reasons, you may not screenshot this page.
Press esc to exit