Joanne Lloyd Williams (Crease) AST MFL

Primary Languages

Y5 French Scheme of Work

Written by

Joanne Lloyd Williams (Crease) AST MFL

Primary Languages Co-ordinator

DaneCourtGrammar School

Broadstairs, Kent.

Foreword

The 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 PowerPointsfor 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 Year5 French Scheme of Work

Lesson 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, aussi
Non Linguistic Objective:
Key words and Structures:
Parle-moi de taville/ton village
Qu’estcequ’il y a danstaville/ton village?
Il y a ...
Voici ...
un parc
un musée
un supermarché
un marché
un école
uneplage
unegare
unebibliothèque
Près de ma maisonil y a ...
Loin de chez moiil y a ...
Il y a aussi ...
Assezprès de chez moiil y a ... / Pronunciation: / English:
Tell me about your town/your village
What’s in your town/village?
There’s ...
Here is ...
a park
a museum
a supermarket
a market
a school
a beach
a station
a library
Resources: PowerPoint– Lesson 1-6
Suggested Teaching Sequence:
Lesson 1.

Share learning objective with class
Starter 1
Show class question “Qu’est-cequ’il y a danstaville?” 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 villeil 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 taville” – 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 Year5 French Scheme of Work

Lesson 7

Learning Intention: To be able to ask and say how you travel.
Linguistic Objectives: en/à + mode of transport
Non Linguistic Objective:
Key words and Structures:
Comment voyages-tu?
Je voyage ...
en voiture
en avion
en autobus
en fusée
en train
en bateau
à pied
à vélo / Pronunciation: / English:
How do you travel?
I travel ...
By car
By plane
By bus
By rocket
By train
By boat
On foot
By bicycle
Resources: PowerPoint – Lesson 7
Suggested 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:

KS2 Year5 French Scheme of Work

Lesson 8

Learning Intention: To ask how you travel to different places and towns and to say how you get there.
Linguistic Objectives: y
Non 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/etc
J’yvais ... / Pronunciation: / English:
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/ etc
I go there ...
Resources: PowerPoint – Lesson 8
Suggested Teaching Sequence:
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’yvais ... “ – 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.

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

KS2 Year5 French Scheme of Work

Lesson 9-10

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 ...
parcequec’est ...
vite
lente
confortable
bon pour la santé / Pronunciation: / English:
How do you like to travel?
I like ...
I don’t like ...
I hate ...
I love ...
I prefer
To travel on .../by ...
Because it is
Quick
Slow
Comfortable
healthy
Resources: PowerPoint – Lesson 9-10
Suggested 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.

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

KS2 Year5 French Scheme of Work

Lesson 11

Learning Intention: To ask and say which country you are going to go to.
Linguistic Objectives: immediate future tense (going to ...), en/au/aux + country
Non Linguistic Objective:
Key words and Structures:
Où vas-tualler?
Je vaisaller ...
en France
en Espagne
en Italie
en Allemagne
en Angleterre
en Belgique
en Ecosse
au Portugal
au Japon
au Brésil
au Pays de Galles
aux États-Unis
aux Pays bas / Pronunciation: / English:
Where are you going to go?
I am going to go ...
To France
To Spain
To Italie
To Germany
To England
To Belgium
To Scotland
To Portugal
To Japan
To Brazil
To Wales
To the USA
To the Netherlands
Resources: PowerPoint – Lesson 11
Suggested Teaching Sequence:
Lesson 11

Share learning intention with class
Starter
Present question “Où vas-tualler 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 – Morpion

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

KS2 Year5 French Scheme of Work

Lesson 12

Learning Intention: To ask and say how and why you are going to travel
Linguistic Objectives:
Non Linguistic Objective:
Key words and Structures:
Comment vas-tu voyager?
Je vais voyager en France en train.
Etc
Pourquoi?
Parcequec’est ... / Pronunciation: / English:
How are you going to travel?
I am going to travel to France by train.
Etc
Why?
Because it’s ...
Resources: PowerPoint – Lesson 12
Suggested Teaching Sequence:
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:

KS2 Year 5 French Scheme of Work

Lesson 13

Learning Intention: To ask and say what sort of person you are
Linguistic Objectives: adjectival agreement use of cognates
Non Linguistic Objective:
Key words and Structures:
Comment es-tu?
Je suis ...
amusant(e)
bavard(e)
content(e)
gentil(le)
idiot
impatient(e)
intelligent(e)
timide
très
un peu
assez
vraiment
quelquefois
mais / Pronunciation: / English:
What are you like?
I am ...
funny
chatty
happy
kind
daft
impatient
intelligent
shy
very
a bit
quite
really
sometimes
but
Resources: PowerPoints - Lesson 13 and Lesson 14
Suggested 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 Year5 French Scheme of Work

Lesson 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 tafamille
Ma mèreest ...
Mon pèreest ...
Ma soeurest ...
Mon frère est ...
Ma tanteest ...
Mon oncleest ...
Ma grand-mèreest ...
Mon grand-pèreest ...
Ma cousineest ...
Mon cousin est ...
Ma demi-soeurest ...
Mon demi-frère est ...
Il est ...
Elle est ...
Mon chienest ...
Mon chat est ...
Etc
Mon ami(e) est ...
Il/elleaime ... / Pronunciation: / English:
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.

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

KS2 Year5 French Scheme of Work

Lesson 18-19

Learning Intention: To ask and say what you like/dislike to eat
Linguistic Objectives: use of indefinite article with foods
Non Linguistic Objective:
Key words and Structures:
Qu’est-cequetuaimes manger?
J’aime manger ...
les fraises
les pommes
les poires
les oranges
les raisins
les framboises
les carottes
les pommes de terre
les tomates
les petitspois
les champignons
la salade
le poisson
le poulet
les saucisses
la viande / Pronunciation: / English:
What do you like to eat?
I like to eat ...
Strawberries
Apples
Pears
Oranges
Grapes
Raspberries
Carrots
Potatoes
Tomatoes
Peas
Mushrooms
Salad
Fish
Chicken
Sausages
Meat
Resources: PowerPoint – Lesson 18-19
Suggested 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.

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

KS2 Year5 French Scheme of Work