Year 5
Year 5 Rationale for French
Autumn 1 – Bon appétit, bonne santé (Healthy eating)
In this unit, children learn to:
- Listen attentively to spoken language and show understanding by joining in and responding.
- Explore patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
- Speak in sentences, using familiar vocabulary, phrases and basic language structures.
- Read carefully and show understanding of words, phrases and simple writing.
- Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material, including the use of a dictionary.
- Understand basic grammar appropriate to the language being studied, including (where relevant) feminine and masculine forms and how these differ from or are similar to English.
Core language:
Dans le sac, il y a ... In the bag, there is ...
et and
aussi also
mais but
Il est bon/mauvais. It is good/bad. (m.)
Elle est bonne/mauvaise It is good/bad
pour la santé. for your health. (f.)
Ils sont bons/mauvais. They are good/bad. (m. pl.)
Elles sont bonnes/mauvaises. They are good/bad. (f. pl.)
Autumn 2 - Je suis le musician (I am the music man)
In this unit, children learn to:
- Listen attentively to spoken language and show understanding by joining in and responding.
- Explore patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
- Speak in sentences, using familiar vocabulary, phrases and basic language structures.
- Ask and answer questions.
- Read carefully and show understanding of words, phrases and simple writing.
- Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material, including the use of a dictionary.
- Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
Core language:
Tu joues ...? Do you play ...?
Je joue du saxophone/ I play the saxophone/
piano/violon. piano/violin.
Je joue de la guitare/ I play the guitar/
clarinette/batterie. clarinet/drums.
Je ne joue pas de/d’ I don’t play
Il/elle joue He/she plays
C’est génial! It’s brilliant!
C’est nul! It’s rubbish!
Spring 1 - En route pour l'école (On the way to school)
In this unit, children learn to:
- Listen attentively to spoken language and show understanding by joining in and responding.
- Explore patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
- Speak in sentences, using familiar vocabulary, phrases and basic language structures.
- Present ideas and information orally to a range of audiences.
- Engage in conversations; ask and answer questions; seek clarification and help.
- Read carefully and show understanding of words, phrases and simple writing.
- Develop accurate pronunciation and intonation.
Core language:
Quand je vais à l’école, ... When I go to school, ...
Je passe devant ... I pass in front of ...
Je traverse la rue I cross the road
Je tourne I turn
Je vais … I go
cinq minutes plus tard five minutes later
finalement finally
vrai, faux true, false
il est une heure et demie, it’s half past one,
deux heures et demie, etc. half past two, etc.
Je vais à l’école à huit I go to school at
heures et demie. half past eight.
à droite to/on the right
à gauche to/on the left
tout droit straight ahead
Je ne comprends pas. I don’t understand.
Répétez, s’il vous plaît. Repeat, please. (formal or plural)
Spring 2 - Scène de plage (Beach scene)
In this unit, children learn to:
- Explore patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
- Speak in sentences, using familiar vocabulary, phrases and basic language structures.
- Read carefully and show understanding of words, phrases and simple writing.
- Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material, including the use of a dictionary.
- Present ideas and information orally to a range of audiences.
- Appreciate stories, songs, poems and rhymes in the language.
- Understand basic grammar appropriate to the language being studied, including (where relevant) feminine and masculine forms; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
Core language:
(Le chien) regarde (le chat). (The dog) is watching/looking at (the cat).
(Le bateau) glisse sur la mer. (The boat) is gliding over the sea.
(La petite fille) dort. (The little girl) is sleeping.
(La dame) brosse (The lady) is brushing
(les cheveux de la petite fille). (the little girl’s hair).
Les gens marchent, The people are walking,
parlent et jouent. talking and playing.
C’est ... It is .../It’s ...
Ce n’est pas ... It isn’t ...
Summer 1 - Le retour du printemps (The return of spring)
In this unit, children learn to:
- Explore patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
- Speak in sentences, using familiar vocabulary, phrases and basic language structures.
- Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
- Read carefully and show understanding of words, phrases and simple writing.
- Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material, including the use of a dictionary.
- Present ideas and information orally to a range of audiences.
- Appreciate stories, songs, poems and rhymes in the language.
- Understand basic grammar appropriate to the language being studied, including (where relevant) feminine and masculine forms; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
Core language:
au printemps in the spring
en été/automne/hiver in the summer/autumn/winter
clair bright, light
sombre dark
heureux happy
triste sad
Viens/Reste (chez moi). Come/Stay (with me). (informal singular)
Les couleurs sont ... The colours are ...
la fille the girl
trop too
très very
Summer 2 - Les planets (The planets)
In this unit, children learn to:
- Explore patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
- Speak in sentences, using familiar vocabulary, phrases and basic language structures.
- Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
- Read carefully and show understanding of words, phrases and simple writing.
- Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material, including the use of a dictionary.
- Present ideas and information orally to a range of audiences.
- Appreciate stories, songs, poems and rhymes in the language.
- Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
- Understand basic grammar appropriate to the language being studied, including (where relevant) feminine and masculine forms; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
Core language:
la Terre the Earth
la Lune the Moon
près de near
loin de far
près du Soleil near the Sun
loin du Soleil far from the Sun
un nom (propre) a (proper) noun
un adjectif an adjective
parce que because
elle it (f.)
assez quite, fairly
très very