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