Primary Languages
Y5 French Scheme of Work
Written by
Joanne Lloyd Williams (Crease) AST MFL
Primary Languages Co-ordinator
Dane Court Grammar 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 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 Coordinators 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 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 Pronunciation:
Structures:
Parle-moi de ta ville/ton
village
Qu’est ce qu’il y a dans
ta ville/ton village?
Il y a ...
Voici ...
un parc
un musée
un supermarché
un marché
un école
une plage
une gare
une 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 ...
Resources: PowerPoint – Lesson 1-6
Suggested Teaching Sequence:
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
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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.
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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 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 Pronunciation:
Structures:
Comment voyages-tu?
Je voyage ...
English:
en voiture
en avion
en autobus
en fusée
en train
en bateau
By car
By plane
By bus
By rocket
By train
By boat
à pied
à vélo
On foot
By bicycle
How do you travel?
I travel ...
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 Year 5 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 Pronunciation:
Structures:
Pour aller à l’école/
au supermarché/en ville/
etc, comment voyagestu?
English:
Comment voyages-tu à
Broadstairs/Margate/
Londres/Douvres/etc
How do you travel to
Broadstairs/Margate/
London/Dover/etc
J’y voyage
voiture/etc
J’y vais ...
I travel there
foot/by car/ etc
I go there ...
à
pied/en
To get to school/to
the supermarket/to
town/etc, how do you
travel?
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’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.
on
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 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 Pronunciation:
Structures:
Comment
aimes-tu
voyager?
English:
J’aime ...
Je n’aime pas ...
Je déteste ...
J’adore ...
Je préfère ...
I
I
I
I
I
voyager à .../en ...
To travel on .../by ...
parce que c’est ...
vite
lente
confortable
bon pour la santé
Because it is
Quick
Slow
Comfortable
healthy
How do you like to
travel?
like ...
don’t like ...
hate ...
love ...
prefer
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.
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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 Year 5 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
Structures:
Où vas-tu aller?
and Pronunciation:
English:
Je vais aller ...
en France
en Espagne
en Italie
en Allemagne
en Angleterre
en Belgique
en Ecosse
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
au Portugal
au Japon
au Brésil
au Pays de Galles
To
To
To
To
aux États-Unis
aux Pays bas
To the USA
To the Netherlands
Portugal
Japan
Brazil
Wales
Resources: PowerPoint – Lesson 11
Suggested Teaching Sequence:
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
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(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 Year 5 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 Pronunciation:
Structures:
Comment vas-tu
voyager?
Je vais voyager en
France en train.
Etc
Pourquoi?
Parce que c’est ...
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
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
and 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
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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 Work
Lesson 15 - 17
Learning Intention: to revisit talking about your family and pets.
describe the personalities of your family and pets.
Linguistic Objectives:
Non Linguistic Objective:
Key
words
and Pronunciation:
Structures:
Parle-moi de ta famille
Ma 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 ...
To
English:
See Year 3 scheme
of work lessons
23-25 and lessons
26-28
and
accompanying
PowerPoints
for
lesson plans on
these topics
Il est ...
Elle est ...
Mon chien est ...
Mon chat est ...
Etc
Mon ami(e) est ...
Il/elle aime ...
Resources:
Suggested Teaching Sequence:
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Lesson 15
Using the Year 3 scheme of work and PowerPoint 23 to support you,
revisit pets with your class
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
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 Year 5 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 Pronunciation:
Structures:
Qu’est-ce que tu aimes
manger?
English:
J’aime manger ...
I like to eat ...
les
les
les
les
les
les
Strawberries
Apples
Pears
Oranges
Grapes
Raspberries
fraises
pommes
poires
oranges
raisins
framboises
What do you like to eat?
les carottes
les pommes de terre
les tomates
les petits pois
les champignons
la salade
Carrots
Potatoes
Tomatoes
Peas
Mushrooms
Salad
le poisson
le poulet
les saucisses
la viande
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
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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 Year 5 French Scheme of Work
Lesson 20
Learning Intention: To ask and say if you play a musical instrument.
Linguistic Objectives: de la/du + instrument
Non Linguistic Objective:
Key
words
Structures:
Tu
joues
instrument?
and Pronunciation:
English:
d’un
Do you play a musical
instrument?
Je joue ...
I play ...
de la guitar
de la flûte
de la trompette
de la batterie
du triangle
du xylophone
du tambourin
du saxophone
du piano
du violin
The
The
The
The
The
The
The
The
The
The
guitar
flute
trumpet
drums
triangle
xylophone
tambourine
saxophone
piano
violin
Resources: PowerPoint – Lesson 20
Suggested Teaching Sequence:
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 + morpion
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
Learning Intention:
Linguistic Objectives:
Non Linguistic Objective:
Key
words
Structures:
and Pronunciation:
English:
Resources:
Suggested Teaching Sequence:
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
Learning Intention:
Linguistic Objectives:
Non Linguistic Objective:
Key
words
Structures:
Comment es-tu?
Je suis ...
amusant
bavard(e)
content(e)
gentil(le)
idiot
impatient(e)
intelligent(e)
timide
and Pronunciation:
English:
What are you like?
I am ...
funny
chatty
happy
kind
daft
impatient
intelligent
shy
Resources:
Suggested Teaching Sequence:
Notes on activities and resources:
Framework objectives (oracy, literacy, intercultural understanding):
Knowledge about language/ Language learning strategies:
Follow up and consolidation: