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Primary LanguagesY5 French Scheme of Work

Written by

Joanne Lloyd Williams (Crease) AST MFL

Primary Languages Co-ordinatorDane Court Grammar School

Broadstairs, Kent.

ForewordThe following lesson plans and accompanying PowerPoint presentations have been written to follow on from the work covered in my Y3 and Y4 schemes of work. Due to time constraints I have not included as much detail on the basics of delivering a primary language lesson, as I believe these have been covered in the Y3 and 4 schemes of work and other supporting information which is available on the Dane Court Primary Languages Website.

I have included plans and PowerPoints for 20 lessons mainly focussing on oracy, literacy, knowledge about language and language learning strategies as these appear to be the areas, most non specialist colleagues I have worked with have reported having the difficulty with. I have included some work on intercultural understanding, but would suggest that you cover the Year 5 objectives of this strand throughout the year slotting it in where you feel appropriate. This is likely to bring your lesson total up to about 30 lessons. Intercultural understanding lessons could involve;

Looking at celebrations throughout the year (Christmas etc) Looking at food and flags of francophone countries Looking at recipes from francophone countries Looking at menus Traditional songs/instruments Comparing and contrasting towns Finding out about currencies

I would also like to take this opportunity, to thank all the Primary Language Co-ordinators and class teachers I have worked with who supported me in producing this work.

Joanne Lloyd Williams

July 2011

KS2 Year 5 French Scheme of WorkLesson 1-6

Learning Intention: 1. To be able to ask and say what is in your town. 2. To ask and say if you like your town. 3. To be able to say what is near and far from your home.Linguistic Objectives: Il y a ... , voici, loin de, près de, assez, aussiNon Linguistic Objective:

Key words and Structures:Parle-moi de ta ville/ton villageQu’est ce qu’il y a dans ta ville/ton village?Il y a ...Voici ...un parcun muséeun supermarchéun marchéun écoleune plageune gareune bibliothèque

Près de ma maison il y a ...Loin de chez moi il y a ...Il y a aussi ...

Assez près de chez moi il y a ...

Pronunciation: English:

Tell me about your town/your villageWhat’s in your town/village?There’s ...Here is ...a parka museuma supermarketa marketa schoola beacha stationa library

Resources: PowerPoint – Lesson 1-6 Suggested Teaching Sequence:

Lesson 1. Share learning objective with class Starter 1 Show class question “Qu’est-ce qu’il y a dans ta ville?” Elicit

English, if class find it difficult you could give them a/b/c option e.g. Does it mean a) Where do you live? b) What is in your town? or c)I like chocolate.

Practise question with class Show class answer “Dans ma ville il y a ... “ Elicit English – class will have seen “dans”, “il y a” before and

will have just seen “ma ville” in the question. Practise answer with class Present one by one the places in the town and repeat them

with mimes e.g. remember mime for un – squashing hands together because it is a short sound and une – pulling hands

apart because it is a long sound. Mimes for the places could include pushing a trolley for a supermarket, reading a book for a library, sun bathing for a beach etc

Carry on repeating these enough times so that you are sure that class have got the pronunciation and are confident saying them.

Select a game (see section on practice activities for ideas) to allow class to practise this vocabulary in pairs or small groups while you monitor them individually and correct any errors in pronunciation.

Plenary check back with class to lesson objectives and get feedback from them as to what they believe they have learnt.

Play morpion (Os and Xs)Lesson 2-3

Share lesson objectives with class Starter 2 Show pupils next slide with question “Parle-moi de ta ville” –

elicit English and practice sentence. Draw pupil’s attention to “Voici ... “ and elicit English. You

could help pupils to work out meaning by going around the class pointing to pupils and saying “Voici ...”

Practise saying “Voici” with places in the town. Present slide asking pupils if they like/dislike their

town/village. Briefly practise and repeat this as this is vocabulary they should be familiar with.

Explain to class that they are going to design a simple map of a town imaginary or real and draw buildings/places on it and label in French and express their opinion if they like it or not.

Pupils will need to carry on this work into lesson 3. Pleanary pupils can take it in turns to present it to their

partner/table or class.Lesson 4

Share lesson objectives with class Starter 3 Present and repeat “pres de”, “loin de” etc with class with

mimes. Show class slides with sentences using “pres de” etc and

places in the town. Repeat with class Ask class to complete vrai/faux (true/false) slide Teacher reads out sentence to describe pictures on next slide

and class have to say which number it is. Class write their own sentences to describe which places are

near or far from their house/flat. Teacher models sentences with pupils first and leaves these on the board as visual support. Also last slide on presentation can be used as visual support.

Lesson 5-6 Intercultural Understanding Lesson(s)

You may choose to spend more lessons on this area. For more

ideas of how to extend this topic see the KS2 Framework for Languages, Year 5 Intercultural Understanding strand (IU5.2) page 54.

Teacher selects a francophone country and finds images of a town in this country to share with the class. Class discuss differences/similarities compared to where they live.

Notes on activities and resources:Framework objectives (oracy, literacy, intercultural understanding): Knowledge about language/ Language learning strategies: Follow up and consolidation:

KS2 Year 5 French Scheme of WorkLesson 7

Learning Intention: To be able to ask and say how you travel.Linguistic Objectives: en/à + mode of transportNon Linguistic Objective:

Key words and Structures:Comment voyages-tu?Je voyage ...

en voitureen avionen autobusen fuséeen trainen bateau

à piedà vélo


How do you travel?I travel ...

By carBy planeBy busBy rocketBy trainBy boat

On footBy bicycle

Resources: PowerPoint – Lesson 7Suggested Teaching Sequence:

Lesson 7 Share learning intention with class Starter Show class slide with the question “Comment voyages-tu?”

and ask class to speculate on meaning. Ask them what helped them to work out what it meant. If they are having difficulty, highlight the word “voyage” and ask them if there is another way we can say this in English.

Drill question with class, with mimes and when you are confident that they are able to say it well move on to next slide

Present and repeat all the different forms of transport in a sentence e.g. “Je voyage en avion”. Elicit from class why they think some take “en” and some take “à”. You can remind them in English that we say “on foot”. To help them remember if it is “en” or “à” you can tell them that if you physically get into the form of transport it is “en” otherwise it is “à”.

When the class are confident with the pronunciation of this vocabulary select a practise activity to allow them to practise while you monitor.

Plenary – en/à activity and Morpion (Os and Xs)Notes on activities and resources:Framework objectives (oracy, literacy, intercultural understanding): Knowledge about language/ Language learning strategies: Follow up and consolidation:


Learning Intention: To ask how you travel to different places and towns and to say how you get there.Linguistic Objectives: yNon Linguistic Objective:

Key words and Structures:Pour aller à l’école/au supermarché/en ville/etc, comment voyages-tu?

Comment voyages-tu à Broadstairs/Margate/Londres/Douvres/etc

J’y voyage à pied/en voiture/etcJ’y vais ...


To get to school/to the supermarket/to town/etc, how do you travel?

How do you travel to Broadstairs/Margate/London/Dover/etc

I travel there on foot/by car/ etcI go there ...


Lesson 8 Share learning intention with class Starter Go through slides asking and answering how you travel

places. Draw pupils’ attention to “y” and its position in the sentence

i.e. J’y voyage = I there travel. Also draw pupils’ attention to “J’” before the letter y as it is acting as a vowel.

Repeat these sentences Show pupils slide asking how they travel to school? With

answer “J’y vais ... “ – I go there. Elicit meaning and then repeat answers in a sentence.

Conduct a survey – pupils could ask each other in French how they travel to school and plot results

Plenary – question and answer around class.



Learning Intention: To be able ask and answer how you like to travel and justify your answer.Linguistic Objectives: Non Linguistic Objective:

Key words and Structures:Comment aimes-tu voyager?

J’aime ...Je n’aime pas ...Je déteste ...J’adore ...Je préfère ...

voyager à .../en ...

parce que c’est ...vitelenteconfortablebon pour la santé


How do you like to travel?

I like ...I don’t like ...I hate ...I love ...I prefer

To travel on .../by ...

Because it isQuickSlowComfortablehealthy

Resources: PowerPoint – Lesson 9-10Suggested Teaching Sequence:

Lesson 9 Share learning intention with class Starter Following starter briefly repeat and practise likes and dislikes

which pupils should already be familiar with Present and repeat slides asking and answering how you like

to travel Ask around the class how pupils like to travel Present slide with why/because – elicit English. Repeat with

mimes. Show pupils next slide. Teacher says a sentence which

describes one of the boxes and pupils have to note down the letter of the correct box. Mark this work.

Show pupils next slide and ask them to match up the French to the correct images. Mark this work.

Pleanary – show pupils final slide if needed they can use this to support them to say how they like/dislike to travel.

Lesson 10

Share lesson 9’s learning intention with class again Starter – with a partner see how many means of transport you

can remember in French. Using the final slide on Lesson 9’s PowerPoint for support

pupils write and illustrate sentences about how and why they

like/dislike to travel. Encourage pupils to extend this work further by brainstorming any other connectives they know which could help them e.g. mais = but, quelquefois = sometimes, etc.



Learning Intention: To ask and say which country you are going to go to.Linguistic Objectives: immediate future tense (going to ...), en/au/aux + countryNon Linguistic Objective:

Key words and Structures:Où vas-tu aller?

Je vais aller ...en Franceen Espagneen Italieen Allemagneen Angleterreen Belgiqueen Ecosse

au Portugalau Japonau Brésilau Pays de Galles

aux États-Unisaux Pays bas


Where are you going to go?I am going to go ...To FranceTo SpainTo ItalieTo GermanyTo EnglandTo BelgiumTo Scotland

To PortugalTo JapanTo BrazilTo Wales

To the USATo the Netherlands


Lesson 11 Share learning intention with class Starter Present question “Où vas-tu aller en vacances?” Elicit English.

Ask class if they think it is a past/present or future question. Repeat question and answer. Present, repeat and practise first slide with feminine countries. Present, repeat and practise second slide with masculine and

plural countries. Elicit from class why they think you use en/au/aux (masc/fem/plu).

Move to the next slide with all the countries. Select a practise activity to practise all this vocabulary.

Plenary – MorpionNotes on activities and resources:Framework objectives (oracy, literacy, intercultural understanding): Knowledge about language/ Language learning strategies: Follow up and consolidation:


Learning Intention: To ask and say how and why you are going to travelLinguistic Objectives: Non Linguistic Objective:

Key words and Structures:Comment vas-tu voyager?Je vais voyager en France en train.EtcPourquoi?Parce que c’est ...


How are you going to travel?I am going to travel to France by train.EtcWhy?Because it’s ...


Lesson 12 Share learning intention with class Starter Introduce slide saying which country you will travel to and

how. Repeat with class On the next slide ask pupils to match the French to the correct

images. Show pupils final slide. Model how to form a sentence. Allow

pupils to write and illustrate their own sentences using the table for support.

Plenary – ask pupils to model one of their sentences.Notes on activities and resources:Framework objectives (oracy, literacy, intercultural understanding): Knowledge about language/ Language learning strategies: Follow up and consolidation:


Learning Intention: To ask and say what sort of person you areLinguistic Objectives: adjectival agreement use of cognatesNon Linguistic Objective:

Key words and Structures:Comment es-tu?Je suis ...amusant(e)bavard(e)content(e)gentil(le)idiotimpatient(e)intelligent(e)timide

trèsun peuassezvraimentquelquefoismais


What are you like?I am ...funnychattyhappykinddaftimpatientintelligentshy

verya bitquitereallysometimesbut

Resources: PowerPoints - Lesson 13 and Lesson 14Suggested Teaching Sequence:

Lesson 13 Share learning intention with class Starter – explain to pupils that this will also affect how the

adjectives are pronounce. Get them to speculate on the pronunciation.

Present, practise and repeat question Present, practise and repeat answers highlighting the

difference in gender and pronunciation of the adjectives. Plenary – q and a around class + morpion

Lesson 14 Share learning intention with class Starter Correct starter using the next slide. Repeat and practise

vocabulary. Present sentences on Peppa Pig and George, drawing their

attention to the use of adjectives for masc/fem. Present final slide, model how to write a sentence about self

and someone (member of class/teacher etc) Pupils use final slide for support to write and illustrate

sentences about self and others. Plenary – Q and A around class

Notes on activities and resources:Framework objectives (oracy, literacy, intercultural understanding):

Knowledge about language/ Language learning strategies: Follow up and consolidation:

KS2 Year 5 French Scheme of WorkLesson 15 - 17

Learning Intention: to revisit talking about your family and pets. To describe the personalities of your family and pets.Linguistic Objectives: Non Linguistic Objective:

Key words and Structures:Parle-moi de ta familleMa mère est ...Mon père est ...Ma soeur est ...Mon frère est ...Ma tante est ...Mon oncle est ...Ma grand-mère est ...Mon grand-père est ...Ma cousine est ...Mon cousin est ...Ma demi-soeur est ...Mon demi-frère est ...

Il est ...Elle est ...

Mon chien est ...Mon chat est ...EtcMon ami(e) est ...

Il/elle aime ...


See Year 3 scheme of work lessons 23-25 and lessons 26-28 and accompanying PowerPoints for lesson plans on these topics

Resources: Suggested Teaching Sequence:

Lesson 15 Using the Year 3 scheme of work and PowerPoint 23 to

support you, revisit pets with your class

Lesson 16 Using the Year 3 scheme of work and PowerPoint 26 to

support you, revisit talking about family with your class.Lesson 17

Consolidate the work on family, pets and personalities and support class to write about themselves and others.



Learning Intention: To ask and say what you like/dislike to eatLinguistic Objectives: use of indefinite article with foodsNon Linguistic Objective:

Key words and Structures:Qu’est-ce que tu aimes manger?

J’aime manger ...

les fraisesles pommesles poiresles orangesles raisinsles framboises

les carottesles pommes de terreles tomatesles petits poisles champignonsla salade

le poissonle pouletles saucissesla viande


What do you like to eat?

I like to eat ...

StrawberriesApplesPearsOrangesGrapesRaspberries

CarrotsPotatoesTomatoesPeasMushroomsSalad

FishChickenSausagesMeat

Resources: PowerPoint – Lesson 18-19Suggested Teaching Sequence:

Lesson 18 Share learning intention with class Starter Present, repeat and practise fruits in q and a format. Draw

pupils attention to the fact that in French you say “I like the apples” “J’aime les pommes” etc.

Present, repeat and practise vegetables in q and a format Plenary – ask pupils to say and write a sentence for one fruit

and one vegetable expressing their like.Lesson 19

Share learning intention with class again Starter – ask class in pairs to see how many fruit and

vegetables they can remember in French. Present, repeat and practise meat and fish slide. Pupils write 4 sentences about the food they have learnt,

saying what they love/like/hate/dislike. Plenary – pupils present these sentences to their table.


Learning Intention: To ask and say if you play a musical instrument.Linguistic Objectives: de la/du + instrumentNon Linguistic Objective:

Key words and Structures:Tu joues d’un instrument?

Je joue ...

de la guitarde la flûtede la trompettede la batteriedu triangledu xylophonedu tambourindu saxophonedu pianodu violin


Do you play a musical instrument?

I play ...

The guitarThe fluteThe trumpetThe drumsThe triangleThe xylophoneThe tambourineThe saxophoneThe pianoThe violin


Lesson 20 Share learning intention Starter Present question, elicit English, practise question Present, practise, repeat next slide with instruments in q and

a format i.e. not just getting pupils to repeat du piano but rather je joue du piano. Draw pupils’ attention to du/de la (masc/fem)

Plenary q and a around class + morpionNotes on activities and resources:Framework objectives (oracy, literacy, intercultural understanding): Knowledge about language/ Language learning strategies: Follow up and consolidation:

KS2 Year 5 French Scheme of WorkLesson

Learning Intention: Linguistic Objectives: Non Linguistic Objective:

Key words and Structures:




KS2 Year 5 French Scheme of WorkLesson

Learning Intention: Linguistic Objectives: Non Linguistic Objective:

Key words and Structures:Comment es-tu?Je suis ...amusantbavard(e)content(e)gentil(le)idiotimpatient(e)intelligent(e)timide


What are you like?I am ...funnychattyhappykinddaftimpatientintelligentshy



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