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Year 5 French Scheme of Work
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WeekObjectiveLanguage (core content)Resource(s)NC PoSIntercultural UnderstandingFollow up
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Autumn
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1To recap the most necessary language needed for the classroom and get pupils to think about why French is an important language to learn.Classroom language
Introduce question words (with gestures)
Comment Quand Qui Pourquoi Quel/s quelle/s Où etc		Lesson 1 Question wordsL1, S1(a), S1 (c)
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2To revise and extend knowledge of the numbers needed to tell the timeLearning the 5 x table + song
Lesson 2 5 x tableL1, L2, R3Booklet p.6
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3To learn how to ask for and give the time (hour, half and quarter)Asking for & giving the time
What time is it? Quelle heure est-il?
It's one o'clock, It's five o'clock
Il est une heure, il est cinq heures		Lesson 3 Telling the timeL1, L2, S1(a), S2, R3Booklet p.7
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4To consolidate and extend the ability to ask for / give the timeAsking for & giving the time
What time is it? Quelle heure est-il?
It's ten past five. Il es cinq heures dix.
It's twenty to five.Il est cinq heures moins vingt.		Lesson 4 Telling the time practiceL1, L2, S1(a), S2, R1, R3Booklet p.8-9Time dominoes
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5To say 'at … o'clock.'
To describe what you usually have for breakfast.		What time do you have breakfast?
A quelle heure manges-tu le petit déjeuner?
What do you have for breakfast?
Qu'est-ce que tu manges au petit déjeuner?
Je mange....
un yaourt, des céreales, du pain, du pain grillé, des fruits, de la confiture...
Je bois...
du thé, du café, du jus d'orange, du chocolat chaud
(Key grammar: de + definite article - de+le --> du, de la, de+les --> des)		Lesson 5 BreakfastL1, L2, S1(a), S2, R1, R3, G1Look at typical breakfast foods in French-speaking countries.
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6To learn how to communicate likes and dislikes.Recycle familiar foods & introduce opinions
I like - J'aime
I don't like - Je n'aime pas

(Key grammar: use the definite article (le / la) after verbs of like/dislike)		Lesson 6 Likes & dislikesL1, L2, S1(b), S2, G1
Booklet p.10-14
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7To consolidate and embed the new language.More food & opinions Lesson 7 More food & opinionsL1, S1(b)Booklet 15-19
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8To learn to use different persons of the regular -ER verb MANGER
To write short sentences about what different people eat for breakfast.		What do you have for breakfast?
Using different parts of the -ER verb manger 		Lesson 8 MangerW1, W2, G4
Booklet p.20-21
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9To learn how to say you prefer.
To practise saying what you eat and drink for lunch on different days.		What time is lunch? À quelle heure manges-tu au collège ?
Packed lunch or school dinners? Qu’est-ce que tu manges? La nourriture du collège ou un panier repas?
Qu’est-ce que tu préfères?
Je préfère...
What do you drink? Qu'est-ce que tu bois?		Lesson 9 School lunchL1, S1(a), S1(b), S2, R1, Pairwork speaking - Qu'est-ce que tu bois?
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10To practise looking up new nouns in a dictionary.Developing dictionary skills with nouns
Dictionary lesson 1
Using alphabetical order, working out when to use a dictionary and when not to
Combining new language with verbs of like and dislike to create new sentences.		Lesson 10 Dictionary lesson 1R5Booklet p. 22-3Supermarket memory game
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11To use the three verbs associated with eating different meals to say what you have for breakfast, lunch and dinner, and times you have them.
To use expressions of frequency to add detail.		Mealtimes and expressions of frequency
always) toujours
(usually) d'habitude
(sometimes) parfois
À quelle heure manges-tu le petit déj / le déjeuner / le dîner?

Lesson 11 Mealtimes & frequencyW2, W3, G1, G4Compare different typical mealtimes in the class with each other, and with traditional mealtimes in France.
Booklet pp.24-28.		Phonics pronunciation practice
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12To practise the use of -ER regular verbs in different persons.
To build sentences using verbs, time expressions and food items.		Eating habits
Language from this module.		Lesson 12 sentence buildingW2, W3, G1, G4Booklet pp.29, 30, 32-34Keep a food diary for a week
Food dominoes
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Spring
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1To develop use of a dictionary for nouns.
To apply phonics knowledge to new language.		Sports & dictionary skills lesson 2 - alphabet of sportsLesson 13R3, R5Introduce a few sports that are popular / traditional in French-speaking countries.
Booklet p.35
Worksheet
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2To ask for and give opinions about sportsSports & likes/dislikes plus survey (Do you like (rugby)? Tu aimes (le rugby)
le football (football), le cyclisme (cycling), le tennis (tennis), le ski (skiing), l'atletisme (athletics), la natation (swimming), la gymnastique (gymnastics) 		Lesson 14
Sports Survey		L1, L2, S1(a), S1(b), S2Booklet p.36
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3To talk about the sports you know how to do
To use two key verbs in the present tense		Saying what sports you play/do
What sports do you do? Quels sports fais-du?
Je joue au / Je fais de
Key grammar: use of a + definite article for playing sports and de+definite article for sports you do		Lesson 15L1, S1(a), S2, G1, G4Booklet p.37
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4To talk about the sports you do. Saying what sports you know how to play/do
Je sais faire du ski / Je sais jouer au foot
Je ne sais pas faire de la musculation / Je ne sais pas jouer au golf		Lesson 16
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5To learn expressions of frequency to say how often you do different sports.
To write and adapt sentences to describe the sports you do and when you do them.		Saying how often you do something
(On Mondays) le lundi je joue au tennis
etc with rest of the days of the week
(every day) tous les jours
(once a week) une fois par semaine
(twice a week)deux fois par semaine
(sometimes) parfois
(never) jamais (not to use in a sentence)		Lesson 17L1, L2, S2, S3, G4, G5, W1, W2, W3Booklet p.38
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6To learn the pronouns.
To learn the 6 verb endings and see the formal layout of a verb table.		VERB faire - to do (sports)
je fais /tu fais/il fait/elle fait/ nous faisons/vous faites/ils font/elles font		Lesson 18G4
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7To use the different parts of faire to talk about the actions of others.ER-verb paradigm practice - talking about the sports others doLesson 19S2, S3, R1, R3, R4, W3, G4
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8To use verbs to give instructions.Using the command form to give simple movement instructions
(Turn around), (Jump!), (Take a step to the right), (Touch your feet), (Put your hands up), (Take a step to the left), (Put your hands down)		Lesson 20L1, L2, S1(c)
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9To use verbs to give instructions.Creating a simple exercise/dance routine (and dance Hokey Cokey in French)Lesson 21L1, L2, S1(c)
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Summer
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1To extend the range of language to give levels of like / dislike.
Revision of likes / dislikes
J'aime, Je n'aime pas, J'adore, Je déteste
Focus on using verbs of opinion with nouns/accurate gender		Lesson 22
Lesson 23		S1(b), S2, G2
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2To identify different types of music and give likes / dislikesDifferent types of music
Giving opinions of different types of music

in my opinion
(I think that)		Lesson 24L1, S1(b)Booklet p.40
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3To look up new nouns to check for meaning using an online dictionary.Saying what instruments you hear
Identifying French words for instruments
un clavier, un saxophone, une guitare (classique/électrique), une trompette, une flûte (à bec), une batterie
Referring to a dictionary (3)
Lesson 25L1, R3, L5Booklet p.41
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4To practise decoding by matching animals and instruments.L'orchestre des animaux

Lesson 26S1(b), S2,
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5To ask and answer 'Do you know how to play…?'Asking & saying which instrument you play
Tu sais jouer du / de la…?
Oui, je sais jouer / Non, je ne sais pas jouer...
Lesson 27
Lesson 27 Survey		L1, L2, S1(b), S2, R1, R2, R3, R4
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6To revise the pronouns.
To learn the 6 verb endings for JOUER, a regular -ER verb.		To learn to use the verb 'JOUER' [to play]
Je joue, tu joues, il/elle joue, nous jouons, vous jouez, ils/elles jouent		Lesson 28
Snap cards activity
Booklet p.39 & p.42
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7To learn some new adjectivesLearning to give reasons with 'parce que'
(quiet / noisy)
(exciting / boring)
(fun / serious)
(traditional / modern)		Lesson 29
Lesson 29 adjectives cards		L1, L2, R1, R3
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8To use adjectives to give reasons for liking / disliking music or instrumentsLearning to give reasons with 'parce que'
(Do you like?)
(Why do you like..?)
Parce que c'est + adjective (masc. / fem. ending)		Lesson 30L1, L2, S1(a), S1 (b), S2, S3Booklet p.43
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9To practise dialogues asking / answers questions about music and instrumentsInterviews about musicLesson 31
Lesson 31 Dominoes		L1, L2, S1(a), S1 (b), S2, S3
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10To use language learnt for a new purposeCreating own song/rapLesson 32W2, W3, R5
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11Creating own song/rapW2, W3, R5
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12To develop confidence in performance and develop memory skills.PerformingLesson 33S1 (b), S3
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13To practise evaluating own and others' performances and giving feedback.PerformingS1 (b), S3
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