1. Quelle est la date aujourd’hui?
mardi,
le vingt-sept septembre
Pupils were introduced to this routine in the summer term of Y3 and in Y4 but may need reminding.
This will help remind them of the days of the week, keep working the numbers and help them remember some essential vocabulary e.g. day / month etc. This slide can be adapted obviously to fit the day of the week / month.
mois = ?
jour = ?
aujourd’hui = ?
date = ?

2. Je mange le petit déj à… Je mange le déjeuner à… Je mange le dîner à…
Pupils have met the first two verbs for meal times. They will guess the 3rd from the context, the time and the picture.
This introduces the theme of the lesson and revises a few more clock times.
Je mange
le dîner à…

3. À quelle heure manges-tu le petit déj ? Je mange le petit déj à …
À quelle heure manges-tu le déjeuner ?
Je mange le déjeuner à…
Slide to model the dialogue. When pupils do the dialogue use the next slide so that pupils are not reading. This language is mostly known already.
À quelle heure manges-tu le dîner ?
Je mange le dîner à …

4. À q__ h___ m_____ tu le ___? Je_____ l___ ____ à…
Support slide for dialogue.
À q__ h___ m____tu le ___?
Je m____ l______ à…

5. Au petit déj … Au déjeuner… Au dîner … le poisson un yaourt
un sandwich
le poulet
une banane
les oeufs
le pain grillé
un jus de fruit
les céréales
les frites
un orange
les carottes
This is pronunciation/reading aloud practice, as well as comprehension. Pupils choose a meal verb and complete the sentence with an appropriate item from the list. There is obviously some crossover possible. This could be a pairwork or whole classwork but the teacher needs to check pronunciation carefully.

6. toujours d’habitude quelquefois toujours d’habitude quelquefois
Present the 3 expressions of frequency once, then use gestures. I do as follows: toujours (always) = arm held out in front of body with palm down, moves left to right with fingers wiggling (like when a cricket umpire gives four runs) – word said 4 times altogether during one action d’habitude (usually) = arm bent held out in front of body, hand traces a wave movement in the air from left to right (like a norm reference curve or radio wave pattern) – word said 3 times altogether
parfois (sometimes) = right hand starts in raised position and does repeated ‘karate-type’ chopping movements down /up with the down movement coinciding with the first syllable of ‘veces’ – phrase said 4 times altogether

7. Mastermind quelquefois je mange….. au petit déj un sandwich d’habitude
je bois
un jus de fruit
toujours
je mange…
au déjeuner
une salade
This slide / game can be used in a variety of different ways but initially I would ask pupils to generate as many logical sentences as they can, using verbs that fit with both the frequency expression and the food/drink options.
They could do this in pairs, with their partner translating the phrases they make orally (avoiding writing things down at this stage as the activity is well supported by the slide)
As a feedback / extension activity, the teacher can elicit Spanish sentences by asking the English. E.g. Sometimes I drink water. I always have a sandwich for lunch. I usually drink fruit juice.

8. Game of battleships. I would suggest playing this whole class
Game of battleships. I would suggest playing this whole class. There is a grid for pupils to play by themselves later in the pupil booklet, as a follow up activity. The pupils need to uncover each square by saying a sentence beginning with an expression of frequency. E.g. Je mange toujours un sandwich = the first square If they uncover a battleship they get a point.
If they uncover the Mario mushroom they get another go. If they uncover a blank square it is someone else’s go.
They should use je mange