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St Michael With St John Church of England Primary School

Nurture, Inspire, Achieve!

Year 6

Year 6 Rationale for French

 

Autumn 1 – Notre école (Our school)

 

In this unit, children learn to:

  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others.
  • 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.
  • Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
  • Describe people, places, things and actions orally and in writing.
  • 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 salle de classe                                 the classroom

l’entrée principale (f.)                           the main entrance

la cour                                                  the playground

le terrain de sport                                 the sports field

Je cherche ...                                       I’m looking for ...

Je cours.                                              I run/I’m running.

Je travaille.                                          I work/I’m working.

ici                                                         here

là                                                          there

Voici                                                     here it is

Voilà                                                     there it is

il est deux heures et quart                   it’s quarter past two

il est deux heures moins le quart         it’s quarter to two

il est deux heures cinq/                        it’s five/ten/twenty/

dix/vingt/vingt-cinq                               twenty-five past two

il est deux heures moins                      it’s five/ten/twenty/

cinq/dix/vingt/vingt-cinq                        twenty-five to two

le déjeuner                                           lunch(time)

le professeur                                        the teacher (general term)

le maître, la maîtresse                          primary school teacher

Il/Elle a ...                                              He/She has ...

 

 

Autumn 2 – Notre monde (The world around us)

 

In this unit, children learn to:

  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Explore the 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.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others.
  • 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:

 

l’Europe (f.)                                          Europe

l’Afrique (f.)                                          Africa

Où est ...?                                            Where is ...?

des ...                                                   some ... (indefinite plural)

le matin                                                the morning

l’après-midi (m. or f.)                            the afternoon

 

 

Spring 1 - Le passé et le present (Then and now)

 

In this unit, children learn to:

  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Explore the 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.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others.
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • Present ideas and information orally to a range of audiences.
  • 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:

 

un supermarché                                  a supermarket

une boulangerie                                  a baker’s (shop)

une boucherie                                     a butcher’s (shop)

une épicerie                                        a grocer’s (shop)

une pâtisserie                                     a cake shop

Il y avait ...                                          There was/were ...

maintenant                                          now

Qu’est-ce que c’est?                          What is it?

Il/Elle porte ...                                     He/She is wearing ...

Il/Elle s’appelle ...                               His/Her name is ...

 

 

Spring 2 - Ici et là (Out and about)

 

In this unit, children learn to:

  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Explore the 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.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others.
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • Present ideas and information orally to a range of audiences.
  • 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:

 

soixante-et-onze, soixante-douze,          71–79

soixante-treize, etc.,

soixante-dix-neuf

quatre-vingt-un, quatre-vingt-deux,         81–89

quatre-vingt-trois, etc.,

quatre-vingt-neuf

quatre-vingt-onze, quatre-vingt-douze,   91–99

quatre-vingt-treize, etc.,

quatre-vingt-dix-neuf

un homme                                                a man

une femme                                               a woman

Qu’est-ce que tu aimes/détestes?           What do you like/hate?

Tu veux jouer au rugby/                           Do you want to play rugby/

netball/ping-pong?                                   netball/table tennis?

Oui, je veux jouer.                                   Yes, I want to play.

Non, je ne veux pas jouer.                       No, I don’t want to play.

 

 

Summer 1 - Monter un café (Setting up a café)

 

In this unit, children learn to:

  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others.
  • 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.
  • Appreciate stories, songs, poems and rhymes in the language.
  • Present ideas and information orally to a range of audiences.
  • 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:

 

une limonade                                       a lemonade

une eau minérale                                 a mineral water

un jus d’orange                                    an orange juice

un verre de coca                                  a glass of cola

un chocolat chaud                                a hot chocolate

un café                                                 a (black) coffee

un café au lait                                      a coffee with milk

une tasse de thé                                  a cup of tea

un paquet de chips                              a packet of crisps

une portion de frites                             a portion of chips

une glace au chocolat                          a chocolate ice cream

une glace à la fraise/à la vanille           a strawberry/vanilla ice cream

Vous désirez?                                      What would you like?

C’est combien?                                    How much is it?

Bon appétit!                                         Enjoy your meal/food!

 

 

Summer 2 - Quoi de neuf? (What's in the news?)

 

In this unit, children learn to:

  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Engage in conversations; ask and answer questions; express opinions and respond to those of others.
  • 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.
  • Present ideas and information orally to a range of audiences.
  • Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material, including the use of a dictionary.
  • Describe people, places, things and actions orally* and in writing.
  • 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:

 

la météo                                             the weather forecast

la mode                                              fashion (fashion pages of a magazine)

la cuisine                                            cookery (cookery pages of a magazine)

C’est beau.                                         It’s beautiful.

C’est intéressant.                               It’s interesting.

C’est ennuyeux.                                 It’s boring.

C’est dégueulasse.                            It’s disgusting.

C’est trop long.                                   It’s too long.

car                                                      as, since, because

à mon/son avis                                   in my/his/her opinion