KS2 Year 5 French Scheme of Work
Lessons 7 –8 Revision based topics: Have you got any brothers or
sisters? What’s your name? How old are you?
Framework Learning Objectives:
Lesson 7: O5.3 Listen attentively and understand more complex phrases
and sentences
Lesson 8: L5.2 Make simple sentences and short texts
Pronunciation/phonic focus: silent letters – silent ‘s’ at the end of
‘ils/elles’ and ‘ans’; silent ‘ent’ at the end of ‘appellent’ and silent ‘t’ at the
end of ‘ont’
Pronunciation of these silent letters when followed by a vowel – e.g. the
‘s’ IS pronounced in ‘ils/elles ont’ and the silent ‘t’ at the end of ‘ont’ is
pronounced in the question ‘quel âge ont-ils?
New vocabulary and
structures:
Comment s’appellent-ils?
Ils s’appellent…
Comment s’appellentelles?
Elles s’appellent…
Quel âge ont-ils?
Ils ont… ans
Quel âge ont-elles?
Elles ont … ans
Pronunciation:
English:
Kommon sapell t-eel?
Eel sapell…
Kommon sapell t-el?
What are they called?
They are called…
What are they
called?
They are called…
How old are they?
They are … years old
How old are they?
They are … years old
El sapell…
Kel ahj on-teel?
Eels on…on (nasal n)
Kel ahj on-tel?
Els on…on (nasal n)
Vocabulary and
structures to revise
from Year 3:
As-tu des frères ou des
soeurs?
Pronunciation:
English:
Ah–too day frair oo
day suhr?
Have you got any
brothers or sisters?
Oui, j’ai …
Non, je n’ai pas …
Je suis enfant unique
Wee, jh-ay…
Yes, I have …
No, nay pah….
No, I don’t have …
Juh swee onfon ooo I’m an only child
neek
Un frère
Deux frères
Une soeur
Deux soeurs
Uhn frair
Duh frair
Ooon suhr
Duh suhr
A brother
Two brothers
A sister
Two sisters
Tu es …
Il est…
Elle est…
Too ay
Eel ay
El ay
You are …
He is …
She is …
Extra Resources:
Early Start French ‘Salut! Ça va?’
Resources relating to above topics from Camden Y3 SoW
Smart Notebooks for lessons 7 (oracy focus) and 8 (literacy focus).
Work sheets for Bart, Lisa and Maggie with relevant vocabulary at the
bottom.
Closed procedure for lower attainers.
Optional Homework.
Suggested Teaching Sequence:
Lesson Seven – Oracy focus
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Using the Smart Notebook for lesson 7, slide1, share the learning
objective.
Using slides 2-8 revise key vocabulary relating to Brothers and
Sisters topic from Year 3 SoW.
If children are rusty play ‘Le chef d’orchestre’ (the orchestra
conductor) to revise. Before you begin the game you chose one
person to leave the class. This person is ‘the detective’. Then you
chose one person to be ‘the leader’. They chose a secret signal and
show the class e.g. a wink or hair flick. Once this is agreed the
detective then returns to the classroom. The class start by
repetitively chanting the first phrase on slide 9 and can only
change what they are chanting when they see the secret signal
from the leader. The class win if they get to the bottom phrase.
The detective has to try to work out who is giving the secret
signals before the class chant all the phrases on slide 9.
Pupils then work in pairs to find out information about how many
brothers and sisters their partner has by using the key question.
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Remind children of how to use plurals (J’ai trois soeurs/frères –
add a silent ‘s’ ) and connectives (J’ai un frère et une soeur. ‘et’ =
and ). If some pupils are only children, remind them of the correct
phrase for this “Je suis enfant unique” but also ask them to
pretend that they are either Bart or Lisa Simpson and to answer
the key question accordingly.
Invite a few confident pupils to share their responses with the
class and write these up on the board.
Using slides 10 and 11, revise how to ask and reply to the question
Comment il/elle s’appelle?
Pupils are now ready for new learning. Using slide 13 show pupils
how to ask this question about more than one person at a time i.e.
Comment s’appellent-ils? (What are they called?) when asking about
more than one male. Using slide 14, show the question for two or
more females (with no males in the group) Comment s’appellentelles? Using slide 15 explain that in a mixed group even if heavily
outweighed by women we use Comment s’appellent-ils?
Point out that although the spelling changes from singular to plural
the answers to these questions sound exactly the same as for a
single male/female with a silent ‘s’ on the ‘ils/elles’ and a silent ‘ent’
on the ‘s’appellent.’
Using slide 16 with pictures of celebrities, ask pupils to pretend
that they are their brother(s)/sister(s). Point to at least two of
them at a time whilst asking the question As-tu des frères ou des
soeurs? (use a mixture of female only, male only and mixed groups).
Ask pupils to whisper the response they think is correct by
referring to flash cards on display in the classroom and then
feedback. Next, ask Comment s’appellent-ils/elles? again class
whisper response and then feedback.
Provide each pupil with two mini copies of the celebrity flashcards
and ask them to replicate this activity in pairs/groups. Check on
progress before moving on.
Using slide 17, briefly revise the question “Quel âge as-tu?” and
the key response and the third person forms of the question: “Quel
âge a-t-il?”, “Quel âge a-t-elle?” (Note pronunciation t-il > ‘teel’
t-elle > ‘tel.’ The children will have met liaison like this before in
parce qu’il/qu’elle = pass keel/kel).
Ask pupils to speculate about which words would need to change in
order to make this question plural (the verb in this case avoir and
the subject, in this case il/elle ). Pull down the screen shade to
reveal the correct questions and answers reflecting these changes
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Quel âge ont-ils? Ils ont… ans and Quel âge ont-elles? Elles ont …
ans. (Again the pronunciation features liaison: ont-ils > ‘onteel’ and
ont-elles > ‘ontel’)
Using slide 18, ask pupils the question « Quel âge ont-ils? » and
elicit the response « Ils ont douze ans ».
Using slide 19, ask the question « Quel âge ont-elles? » and elicit
the response « Elles ont dix ans ».
Using slide 20, ask the question again in the male, plural form and
ensure they reply using this form. (Why do we use the male form
for a mixed group, even when there are more women than men?
Just a matter of convention.)
To practice this new plural form of the question ‘How old are they?’
and the response, ‘They are …years old,’ sing along to the tune
heads, shoulders, knees and toes (see slide 21 for order).
In pairs, pupils refer to slide 22, to practise conveying information
about their brothers and sisters. They should now be able to string
together how many siblings they have and their name(s) and age(s).
Remind only children to pretend to be a Simpson so that they can
meet the learning objective.
Plenary: Listening activity. Teacher to read out a mini paragraph of
information about his/her family (make up or use script below).
Pupils draw pictures/write key words and numbers on their mini
whiteboards. Ask the pupils to relay back the information they
have found out about your family using whole sentences in the third
person singular and plural forms.
Script:
Je m’appelle Stephanie.
J’ai un frère et deux soeurs.
Ils s’appellent James, Sarah et Suzy.
Ils ont dix ans, douze ans et huit ans.
Lesson Eight - Literacy focus
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Using the Smart Notebook for lesson 8, slide 1, share the learning
objective.
Using slide 2, find out what children can remember from last week.
Using slide 3, children revise last week’s new language structures
orally by introducing themselves. Focus is on using plurals so if they
have no siblings or only one they should make up the answers.
Expect them to try to say the following in French:
Hello!/Hi!
I am called… ,
I have … brothers/ sisters….
They are called…,
They are xxx yrs old.
 Give the children mini white boards and pens to play the next two
games:
1. Choose it! (slide 4)
Children chose the correct words to complete the sentences.
2. Unscramble! (slide 5)
Children put the words in the correct order to form a sentence. N.B.
This is a good opportunity to remind them that plurals take the
masculine even if there are more sisters than brothers.
 Independent activity (slide 6): Allow children to choose a picture
of one of the Simpson children. In mixed attainment pairs,
underneath the picture, they write an introduction based on the
one modelled orally at the start of the lesson. Refer to columns of
written support on the IWB that are colour coded for gender/
plurals and grouped by word class and sentence structures at the
base of their sheet. You will need the numbers 1-12 on display for
the correct spelling of their ages.
 To support lower attainers you may prefer to give them the closed
procedure. If higher achievers finish early, you may wish to ask
them to use bilingual dictionaries to look up some new vocabulary in
preparation for the plenary game: mon, petit. (You can use any
bilingual dictionaries but Collins First Time French Dictionary is
very supportive of the KS2 learner).
 Plenary (slide 7): Finally, give the children mini white boards and
pens and play Break it up! Children separate the words and
punctuate to create a simple text. The final line has some new
vocabulary: Mon (my – singular masculine) petit (little –singular
masculine) – if the higher attainers have looked these up ask them
to tell the class what they mean - if not challenge children to work
out what their meaning based on the context.
 Use slide 8 to see if they were correct.
Follow up and consolidation:
Play some spelling games so that children remember the silent letters in
words like ‘appellent’ ‘ont’ ‘ils’ and ‘elles’
e.g. Chinese whispers. Give first child in row or on a table the written
word you wish the group to practise e.g. ‘appellent’.
They orally pass the word along their row or around their table letter by
letter. The final child should write down the word letter by letter on a
mini white board as it is whispered to them and show you when they’re
finished. If the groups or tables race against each other, it can be a fun
and competitive game.