Week+11+Guess+Who

Objective:[[image:autumn_tree.jpg width="118" height="144" align="right"]]

 * To practise the core structures //il/elle a// (he/she has) & //il/elle est// (he/she is)
 * To investigate further what happens to adjectives describing singular & plural nouns using familiar vocabulary: //la tête//  (head), // les yeux // (eyes), // les oreilles // ( ears) //la bouche // (mouth), //le nez // (nose),// les cheveux // (hair)

Resources:
Selection of coloured wigs / masks / face crayons. Copies of writing template if required. Pictures of French peaople/characters and/or Christmas characters. //Teachers note: The children are just starting to learn about adjectival agreement and it will be a recurring theme throughout the year. If you feel your class might be too confused, stick to EITHER il/elle est + agreeing adjective OR il/elle a + noun + adjective that agrees with the noun. The other can then be introduced later in the year when you feel the class are ready.// || Useful template for teacher to refer to ||
 * ~  ||~ Description ||~ Resources ||
 * ~ Starter || * Choose one boy and one girl to come to the front. Using colourful wigs, demonstrate //il/elle a les cheveux bleus// (he/she has blue hair), for example. Describe another feature in the same way. What, if anything, do they notice about the spelling of the adjective 'bleus'? (masculine plural) || * Selection of coloured wigs / masks / face crayons. ||
 * ~ Main Activity || * Ask the children to compare and discuss the use of //il/elle a...// (he/she has..) Which means he and which means she?
 * Ask the children to complete sentences started by you, eg //elle a …// (the children select one facial feature to complete the sentence eg //<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 14.67px;">elle a deux yeux //).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.67px;">Select two boys and two girls to come to the front. Describe the hair and eye colour of a child with brown or black hair, using <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 14.67px;">//il/elle a les cheveux marron/noirs, il/elle a les yeux bruns/bleus/verts/gris…//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.67px;">Then describe a child who has blonde hair <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 14.67px;">//il/elle a les cheveux blondes.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.67px;"> How did the class work out which child was being described? Elicit recognition of the unfamiliar cognate blonds.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.67px;">Play <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 14.67px;">Guess Who? by inviting six to eight children to the front of the class and describing one of them. Using gesture, bring in some additional language such as //<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 14.67px;">il/elle **est** grand(e)/petit(e). // The children guess the identity of the child being described.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.67px;">Model this a few times and then ask confident children to lead the game. Allow children to use prompt cards for support. Links to O4.2 and L4.3.
 * ~ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.4px;">Plenary || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.67px;">Use pictures/portraits of famous French people (past and present) to reinforce describing physical features. Alternatively, as we near the end of the autumn term, describe Christmas figures. ||  ||