French Unit Eleven – Les vêtements et le shopping

11.1 – Les vêtements

Learning Outcomes Topic Vocabulary
• Learn 10 items of clothing Clothes • des vêtements
• des sous-vêtements
Teaching and Learning Activities Time
• des chaussettes
Grammar
• un t-shirt
1. Starter: Students greet the other students around Nouns
• une robe
them and ask how they are, as part of the usual
5 mins Plurals
• une jupe
routine (see lesson 1.3). Teacher displays the
• un pantalon
flashcards from this unit’s Learn section on the IWB,
• un short
with all text removed, as well as the following
• un jean
sentences:
• un pull
Les chaussettes sont rouges.
Le pantalon est marron.
Extension, Support and Variations
Le jean est bleu.
Le t-shirt est vert et orange.
Le short est jaune. • This topic would be particularly good for a flipped
classroom lesson. Students would use the Learn and
Practise sections of the Languagenut website to learn
Students discuss in pairs which clothing words they
can deduce, using their prior knowledge of colours. the clothes before the lesson, so that more time could
be spent practising during the lesson. In this case,
replace the presentation section of the lesson with the
2. Presentation. Teacher displays the flashcards from 5 mins
this unit’s Learn section on the IWB, with the support Languagenut Multiple Choice game, with students
raising their hands to vote for their answer, in order to
French Unit Eleven – Les vêtements et le shopping

language removed, and elicits any vocabulary that assess student understanding.
students already know. Choral repetition. How many
did they get right in Activity 1? • As an extension, students could move on to the other
reading games after completing Activity 4.
3. Practice (listening). Teacher leaves the Learn
5 mins
flashcards on the board but freezes the screen so the • If students do not have access to individual devices,
class cannot see the mouse moving, and divides the Activity 4 could be done on the IWB at the front of the
class into two teams. Each team sends up a class, with individual students coming to the front one
representative. Teacher clicks on a clothing item at at a time to play, perhaps representing a team.
random and the two students at the front touch the
correct image (if you have cheap, unused flyswatters, • If you are able to bring in real clothing to use when
this is even better). The first student to get the right presenting the vocabulary, and also for Activity 5, this is
job wins a point. We suggest a ‘winner stays on’ a fun, more hands-on alternative.
gameplay with a maximum of 3 turns per student.
• At the end of the lesson, students could stick a printout
4. Practice (reading). Students work alone or in pairs of the vocabulary into their books.
on a device, practising reading using the game Word 10 mins

Pop. A school reward (e.g. credit/house point) could be • Homework : Students could complete Languagenut
given to the students who score the most points. tests in all four skills.
Unit 11.1  Tests
5. Plenary (writing). Memory. Teacher refreshes the
5 mins
Learn screen to change the order of the clothes, then Resources
presses play, stopping after 5 or 6 items and switching Languagenut Unit 11.1
off the board. Students note down which clothes items • Activity 1, 2 & 5: Unit 11.1  Learn
French Unit Eleven – Les vêtements et le shopping

they saw, then the board is switched on again so they • Activity 4: Unit 11.1  Practise  Reading  Word Pop

can check their answers. You could offer bonus points

for the colours or getting the correct order. Interactive White Board

Student Devices (tablet/laptop)

Grammar
Clothes:

• In French, the words for ‘trousers’, ‘jeans’ and ‘shorts’ are singular rather than plural.
French Unit Eleven – Les vêtements et le shopping

11.2 – Plus de vêtements

Learning Outcomes Topic Vocabulary
• Learn 10 more clothes items Clothes • un chemisier
• une chemise
Teaching and Learning Activities Time
• un débardeur
1. Starter: Students greet the other students around Grammar
• des chaussures
them and ask how they are, as part of the usual 5 mins Nouns
• un manteau
routine (see lesson 1.3). Teacher displays the following Plurals
• une veste
anagrams on the board and students work alone or in
• un chapeau
pairs to unscramble and translate them, revising last
• une écharpe
lesson’s vocabulary.
• un survêtement
CEUSTHTSESA (chaussettes) RSTOH (short)
• un uniforme scolaire
PNATALNO (pantalon) ULPL (pull)
PJEU (jupe)
Extension, Support and Variations
2. Presentation. Teacher displays the flashcards from
5 mins • At the end of the lesson, students could stick a printout
this unit’s Learn section on the IWB, with the support
language removed, and elicits any vocabulary that of the vocabulary into their books.
students already know. Choral repetition followed by a
game of Beat The Teacher – teacher hides the target • More able students should be given the picture cards in
language from the screen, points to a flashcard and Activity 5, as this requires them to translate the word
says one of the phrases. If it is the right phrase for that into the target language.
French Unit Eleven – Les vêtements et le shopping

image, students repeat; if incorrect, they stay silent. • An extra activity using the cards in Activity 5 is for the
Every time the class responds correctly, they get a teacher to call out a grouping type (e.g. clothes for
point, otherwise the teacher gets a point. We suggest upper/lower body or school clothes vs other clothes)
teachers don’t penalise the class if only one or two and students get into groups based on that.
students get it wrong.
• Another extra activity using the grid in Activity 5 could
5 mins
3. Practice (listening). Teacher says one of the be a Memory game, with the squares being cut out and
clothing items from this lesson or Unit 11.1 and placed face down, and students turning over two cards
students mime putting it on. to try to match them.

4. Practice (listening). Bingo. Teacher displays all the • Activity 4 could be done with the teacher saying the
clothing items from this lesson and the previous one, 10 mins words in the target language (to practise sound-
and students note down 6 choices on scrap paper or spelling links) or in the students’ language (to practise
mini-whiteboards. Teacher says an item of clothing at translation)
random and students cross off that item if they have
it. The winner is the first student to cross off all their • Homework : Students could complete Languagenut
items. tests in all four skills.
Unit 11.2  Tests
5. Plenary (speaking). Cards are handed out to the 5 mins
students (see next page), who move around the room Resources
and say their word to the students they meet. How Languagenut Unit 11.2
quickly can they find their partner? • Activity 2: Unit 11.2  Learn

Interactive White Board

French Unit Eleven – Les vêtements et le shopping

Student Devices (tablet/laptop)

Clothes Cards (see next page)

French Unit Eleven – Les vêtements et le shopping

des chausettes un t-shirt une robe une jupe un pantalon

des chaussures un short un jean un survêtement un manteau

French Unit Eleven – Les vêtements et le shopping

11.3 – S’habiller
Learning Outcomes Topic Vocabulary
• Be able to describe what you wear Clothes • s’habiller
• se changer
Teaching and Learning Activities Time
• porter
1. Starter: Students greet the other students around Grammar
• des boutons
them and ask how they are, as part of the usual Present tense
• une fermeture éclair
routine (see lesson 1.3). Teacher displays the 5 mins Nouns
• des lacets
Wordsearch game from Unit 11.2 and students try to Reflexive verbs
• une ceinture
find as many clothes as possible.
• Je porte un manteau
• Je porte un short
2. Presentation. Teacher displays the flashcards from
• Je préfère les jupes
this unit’s Learn section on the IWB, with the support
5 mins
language removed, and elicits any vocabulary that
students already know. Choral repetition. Extension, Support and Variations

3. Practice (speaking). Students stand in a circle and • At the end of the lesson, students could stick a printout
teacher throws a ball to a student. The student who of the vocabulary into their books.
5 mins
catches it says “Je porte …” and names an item of
clothing they are wearing. They then throw the ball to • Activity 4 can be done as a speaking exercise, with
students feeding their answers back to the class.
French Unit Eleven – Les vêtements et le shopping

another student and so on. • Homework : Students could complete Languagenut

tests in all four skills.
4. Practice (writing). Teacher displays the following 10 mins
Unit 11.3  Tests
situations on the board in the students’ language.
Students work together in pairs to write what they
wear in these situations. Resources
At school At a party In winter Languagenut Unit 11.3
At the weekend On holiday
• Activity 1: Unit 11.2  Practise  Reading  Wordsearch
• Activity 2: Unit 11.3  Learn
5. Plenary (speaking). Place a dressing-up box with
5 mins
clothes at the front of the classroom. A volunteer
student has 30 seconds to put on as many items of
Interactive White Board
clothing as possible over the top of his/her clothes.
The rest of the class then says what clothes he/she is
Student Devices (tablet/laptop)
wearing (using ‘il porte’ or ‘elle porte’).

Books/paper

Ball

Dressing-up box with clothes

French Unit Eleven – Les vêtements et le shopping

11.4 – Parler des vêtements

Learning Outcomes Topic Vocabulary
• Describe clothes Clothes, fashion • ample
• large
Teaching and Learning Activities Time
• serré
Grammar
• élégant
1. Starter: Students greet the other students around Adjectives
5 mins
• décontracté
them and ask how they are, as part of the usual
• débraillé
routine (see lesson 1.3). Teacher displays the code
• chic
activity on the IWB (see next page) or gives students
• démodé
printed copies. Students use the key to decode the 5
• confortable
sentences. Answers are:
• inconfortable
1) Je porte une jupe.
2) Je porte un jean.
Extension, Support and Variations
3) Je porte des chaussettes blanches.
4) Je n’aime pas les shorts.
5) J’adore le pull. • More able students should be encouraged to give more
information during the starter introduction, such as
describing what they are wearing.
2. Presentation. Teacher displays the flashcards from
5 mins
this unit’s Learn section on the IWB, with the support
language removed, and elicits any vocabulary that • As an extension, students could translate the sentences
from Activity 1 into their own language.
students already know. Choral repetition.
French Unit Eleven – Les vêtements et le shopping

• If students do not have access to individual devices,

3. Practice (listening). Students work alone or in pairs Activity 3 could also be done whole-class, with students
5 mins
on a device, practising listening using the game Word coming up to the board to represent their team.
Pop. A school reward (e.g. credit/house point) could be
given to the students with the most points at the end • Students who need extra support could be given a
of the activity. printout of the vocabulary for Activity 5.

4. Practice (speaking). Trapdoor activity. Teacher • At the end of the lesson, students could stick a printout
displays the trapdoor sentences on the IWB (see next of the vocabulary into their books.
5 mins
page) or gives printed copies to the students. Teacher
chooses an option from each of the four purple boxes • Homework : Students could complete Languagenut
and secretly notes down their choice on a mini- tests in all four skills.
whiteboard. One student begins to read aloud and Unit 11.4  Tests
when they reach the first purple box, they choose one
option. If correct, they can continue, otherwise another • An alternative homework could be to find a picture of
student takes over but must start from the beginning an outfit in a magazine or online, stick it into their
again (this is for repetition and memory skills). The books and label the clothes along with their opinions.
first student to get all the way through could perhaps
be given a school reward, such as a credit or house • A fun follow-up to this lesson would be to plan a fashion
point. Once students are confident with the gameplay, show in the target language. Students could work in
they could practise in pairs or small groups, taking it pairs or small groups to first plan (or even make) an
in turns to play the teacher’s role and secretly note outfit that one of them will wear. They can then also
down their choices. write the speech for the compere (e.g. Il porte un
pantalon bleu. J’aime le pantalon parce que c’est chic.).
French Unit Eleven – Les vêtements et le shopping

If you can, create a catwalk in the school hall, with

5. Plenary (speaking). Group Talk. Teacher displays a chairs along the side, play some music and have the
10 mins
model structure on the board or as a handout, for models strut their stuff in their outfits while the
example: comperes describe what they are wearing. As a bonus,
you could also ‘interview’ some keen spectators to give
J’aime parce que c’est chic their opinions on the models’ outfits too.
Je n’aime pas démodé
J’adore élégant Resources
Je déteste débraillé Languagenut Unit 11.4
Je préfère confortable • Activity 2 : Unit 11.4  Learn
• Activity 3: Unit 11.4  Practise  Listening  Word Pop
Teacher then displays a series of pictures of clothes,
either on the board (easily found online) or from Interactive White Board
magazines etc. There should be a good mix of styles,
including some strange ones! Students discuss their Mini Whiteboards
opinions of the clothes in small groups, trying to use
only target language. Codebreaker activity (see next page)

Trapdoor activity (see next page)

French Unit Eleven – Les vêtements et le shopping

1. .

2. .

3. .

4. .

5. .

a b c d e f g h i j k l m n o p q r s t
                  

u v w x y z
 ❖    
French Unit Eleven – Les vêtements et le shopping

Je porte un pantalon à l’école et le un jean weekend. J’aime les

une jupe un pull

un un t-shirt
chemisier

robes élégantes inconfortables

parce qu’elles sont mais les chapeaux sont débraillés

chemises amples
démodés
écharpes confortables
French Unit Eleven – Les vêtements et le shopping

11.5 – Faire du shopping

Learning Outcomes Topic Vocabulary
• Learn useful phrases for clothes shopping Clothes, shopping • essayer
• petit
Teaching and Learning Activities Time
• large
Grammar
• moyen
1. Starter: Students greet the other students around Opinions
• la cabine d’essayage
them and ask how they are, as part of the usual
5 mins Conditional + infinitive
• Ma taille est
routine (see lesson 1.3). Teacher displays the Demonstrative pronouns
• J’aime cette robe
following vocabulary jumbled up on the board and
• J’aime cette jupe
students discuss with a partner which are singular
• J’aime ce pantalon
and which are plural in French. (Some may be
• J’aime ces chaussures
different in the students’ own language so be sure to
Extension, Support and Variations
point these out when feeding back)
Singular: t-shirt, robe, jupe, pull, chemise, jean,
• More able students should be encouraged to give more
pantalon, short
information during the starter introduction, such as
Plural: chaussettes, chaussures, sous-vêtements
describing what they are wearing.

2. Presentation. Teacher displays the flashcards from 5 mins

• If students do not have access to individual devices,
this unit’s Learn section on the IWB, with the support
Activity 4 could be done on the IWB at the front of the
language removed, and elicits any vocabulary that
class, with students volunteering answers.
students already know. Choral repetition. Draw
French Unit Eleven – Les vêtements et le shopping

students’ attention to the difference between the • As an extension activity to Activity 5, students could
demonstrative pronouns: replace the underlined phrases with their own ideas.
ce – singular, masculine
cette – singular, feminine • At the end of the lesson, students could stick a printout
ces –plural of the vocabulary into their books.

If you have physical flashcards or even real items of • Homework : Students could complete Languagenut
clothing to use, you could practise this by holding an tests in all four skills.
item and having the students say whether it is ‘ce’, Unit 11.5  Tests
‘cette’ etc.
• An alternative homework could be for students to learn
3. Practice (listening). Three parts of the room are 5 mins their altered dialogue from Activity 5 ready to perform
designated ‘ce’, ‘cette’, or ‘ces’. Using a similar mime to next lesson.
Activity 2, teacher says an item of clothing. Students
move to the correct area. Resources
Languagenut Unit 11.5
4. Practice (reading). Students work alone or in • Activity 2: Unit 11.5  Learn
pairs on a device, practising reading using the game • Activity 4: Unit 11.5  Practise  Reading  Matching Pairs
Matching Pairs. A school reward (e.g. credit/house 5 mins
point) could be given to the student who scores the Interactive White Board
most points. Student Devices (tablet/laptop)

5. Plenary (speaking). Moods. Students practise the Books/Paper / Mini Whiteboards

following dialogue in pairs (the dialogue revisits some
French Unit Eleven – Les vêtements et le shopping

language used in previous units too, as well as some 10 mins

new questions to put into context):

A: Bonjour. J’aimerais essayer cette chemise.

B: Quelle est ta taille?
A: Ma taille est petite.
B: Voici la cabine d’essayage.
A: J’aime cette chemise mais je n’aime pas ce
pantalon.
B: Aimes-tu cette veste?
A: Oui, j’aime cette veste parce que c’est élégante.

Teacher displays the following moods on the board:

happy sad angry scared

confused shy silly in love

Students take it in turns to perform their dialogue in a

chosen mood, while the rest of the class guess the
mood.
French Unit Eleven – Les vêtements et le shopping

11.6 – Mon armoire

Learning Outcomes Topic Vocabulary
• Describe how you put away your clothes Clothes, furniture, household • accrocher
chores • plier
Teaching and Learning Activities Time
• ranger
• la lessive
1. Starter: Students greet the other students around Grammar
• une armoire
them and ask how they are, as part of the usual
5 mins Present tense
• un tiroir
routine (see lesson 1.3). Teacher displays the following
• un cintre
sentence beginner on the board:
• Je plie mon pantalon
Dans mon armoire il y a…
• Je range mes
Students discuss in pairs how they could complete the
chaussettes
sentence.
• Je mets mes
vêtements dans
2. Presentation. Teacher displays the flashcards from
5 mins
this unit’s Learn section on the IWB, with the support
Extension, Support and Variations
language removed, and elicits any vocabulary that
students already know. Choral repetition. It would be
• More able students should be encouraged to give more
useful to introduce mimes for the actions at this stage.
information during the starter introduction, such as
describing what they are wearing.
5 mins
French Unit Eleven – Les vêtements et le shopping

3. Practice (listening). Students work alone or in pairs • If students do not have access to individual devices,
on a device, practising reading using the game Activity 3 could be done on the IWB at the front of the
Noughts & Crosses. A school reward (e.g. credit/house class, with students representing a team.
point) could be given to the student who scores the • Activity 4 could also be done in small groups, either as
most points. a guessing game or as a practised roleplay with
narration.
5mins
4. Practice (speaking). Teacher or a volunteer student
mimes putting away, folding or hanging up an item of • At the end of the lesson, students could stick a printout
clothing. Students guess the appropriate sentence. of the vocabulary into their books.

10 mins
5. Plenary (writing). Psychic game. Students work in • Activity 5 could be made slightly easier by offering a
small groups, with a mini whiteboard per group. reduction in points instead of zero for misspelled
Teacher thinks of a sentence based on this unit’s sentences.
vocabulary (e.g. “Je plie mon jean” or “Je mets mes
chaussettes dans le tiroir”) and gives a series of clues, • Homework : Students could complete Languagenut
as follows: tests in all four skills.
a) Number of words – 5 points (e.g. 4) Unit 11.6  Tests
b) First letter of each word – 3 points (e.g. “J p m j”)
c) Translation in the students’ language – 2 points Resources
Languagenut Unit 11.6
When a group thinks they know the sentence, they • Activity 2: Unit 11.6  Learn
write it on their mini whiteboard in the target • Activity 3: Unit 11.6  Practise  Listening  Noughts & Crosses

language and show it to the teacher. If they are

correct, they get that level’s number of points.
French Unit Eleven – Les vêtements et le shopping

However, if they are wrong or have spelt it incorrectly, Interactive White Board
they get zero points for that sentence. The sooner
students guess, the more points they can earn but Books/Paper
there is a higher risk of getting it wrong.
Mini Whiteboards
French Unit Eleven – Les vêtements et le shopping

Unit Eleven – Revision and Sentence Building

Learning Outcomes Topic Vocabulary
• Revise vocabulary from this unit Clothes, shopping, fashion, • Je m’habille.
• Form sentences of your own based on the structures household chores • Je préfère ce short
and vocabulary you know bleu.
Teaching and Learning Activities Time • Est-ce que tu aimes
Grammar
cette jupe-là ?
Present tense
• J’accroche mes
1. Starter: Students greet the other students around Opinions
vêtements.
them and ask how they are, as part of the usual Questions
5 mins • Je range mes t-shirts.
routine (see lesson 1.3). As a class, students Prepositions
• Ces vêtements larges
brainstorm the topics they have covered so far and try Demonstrative pronouns
sont inconfortables.
to remember a few items of vocabulary from each. Reflexive verbs
• Sa taille est M.
• Il met ses vêtements
2. Presentation. Teacher displays the flashcards from
dans l’armoire.
this unit’s Learn section for sentence building on the
• Tu aimes ce pantalon.
IWB, with the support language removed. Think-Pair-
5 mins • Elle porte une ceinture
Share activity: students first think about which
noire.
sentences they understand, then discuss it with a
partner, then feed back to the class. Discussion of the
translations (revealing the support language for each Extension, Support and Variations
one) and raising of any questions.
French Unit Eleven – Les vêtements et le shopping

• More able students should be encouraged to give more

3. Practice (sentence building). Students work alone information in their speech from the previous unit, such
5 min
or in pairs on a device, practising the two sentence as describing their school.
building games. A school reward (e.g. credit/house
point) could be given to the students with the highest • At the end of the lesson, students could stick a printout
scores. of the vocabulary into their books.

4. Practice (translation). Teacher models how students • If students do not have access to individual devices,
can reuse structures they already know and make 10 mins Activity 3 could be done on the IWB at the front of the
new sentences – he/she writes “J’aime cette jupe” on class, with students writing their answers on mini-
the board and elicits how this could be changed to whiteboards and the teacher inputting the most
reflect another item of clothing, such as, “J’aime cette popular guess.
robe”. Teacher displays the following sentences on the
board in the students’ language, which all use • Homework : Students could make a poster about work
previously learnt vocabulary but require manipulation and money, using as much language from this unit as
of language: possible, including descriptions of what clothing they
1) J’aime ce pantalon. like to wear. Alternatively, they could practise and learn
2) Je préfère ces chaussures rouges. their speech from Activity 5, ready to perform it next
3) Je plie mon jean bleu. lesson,
4) Je mets mon pantalon dans l’armoire.
5) Sa taille est P. Resources
6) Elle aime les jupes. Languagenut Unit 11
7) Il porte un manteau chic. • Activity 2 : Unit 11  Sentence Building  Learn
8) Cette veste est élégante. • Activity 3 : Unit 11  Sentence Building  Practise
French Unit Eleven – Les vêtements et le shopping

9) Tu porte un grand chapeau.

10) Est-ce que tu portes un uniforme scolaire?
Interactive White Board
Students work alone or in pairs to translate the
sentences, using the printouts of vocabulary from Student Devices (tablet/laptop)
previous lessons, or the Learn section of each section
on Languagenut to help them. Books/Paper

5. Plenary (speaking). Students prepare a short 10 mins

(35 min
speech to introduce themselves and give information
lesson
about clothes and shopping. They could refer to notes in
but should be encouraged to use visual prompts total)
rather than writing out a speech and reading it.
Students deliver their speech to a partner or small
group, and some volunteers could show theirs to the
class.
Grammar – For grammar points introduced in each unit, see the relevant lesson plan
This/that:

• Unlike in English, French does not automatically distinguish between how close an item is with ‘this’ and ‘that’ –
generally ‘ce’, ‘cette’ and ‘ces’ are used, regardless of distance.

• However, in this sentence-building unit, the suffix -là is introduced, which is used to emphasise distance (in other words,
‘that’). More able students could use this when they want to emphasise the difference between items (“Tu préfères ce
pantalon ou ce jean-là?”)
French Unit Eleven – Les vêtements et le shopping