French Curriculum

Vocabulary

• Ask someone’s name and give our name

Pronunciation, phonics and spelling

• Be able to ask someone’s name with a rising tone

Sentence building

• Introduce je suis as alternative to je m’appelle

Knowledge about language

• Date written in lower case

Vocabulary

• To be able to say greetings and ask/give info about how someone is feeling

Pronunciation, phonics and spelling

• Say ç in ça va and français

Sentence building

• Be able to say name and how I am feeling

Knowledge about language

• French has accents on some letters

Vocabulary

• List numbers 1-10 from memory and state our age

Pronunciation, phonics and spelling

• Pronounce numbers correctly

Sentence building

• Introduce ourselves, say how we feel and/or how old we are

Knowledge about language

• Be aware that most words have silent letters at the end

Vocabulary

• Learn days of the week

Pronunciation, phonics and spelling

• Focus on vowels

Sentence building

• Say my favourite day and guess the teacher’s

Knowledge about language

• Notice that French vowels are shorter in comparison to English ones

Vocabulary

• Name months of the year

Pronunciation, phonics and spelling

• Pronounce months correctly

Sentence building

• Say which month my birthday is in

Knowledge about language

• Months are written in lower case (like days)

Vocabulary

• Be able to say our birthday

Pronunciation, phonics and spelling

• Focus on vowels contained in names of months

Sentence building

• Choose your birthday number from Knowledge Organiser

Knowledge about language

• Focus on é in two of the months (‘accent’)

Vocabulary

• Recap knowledge about months and birthdays
• Introduce idea of ‘third person’

Pronunciation, phonics and spelling

• Correct pronunciation of mon anniversaireand son anniversaire

Sentence building

• Use the connective mais = but

Knowledge about language

• French uses pronouns for he and she (il/elle)

Vocabulary

• Sing along to a birthday song and ask someone when their birthday is

Pronunciation, phonics and spelling

• Be able to follow/copy model accent in song

Sentence building

• Try to add another line to the song

Knowledge about language

• Observe that ordinal numbers can be the same as cardinal ones

Vocabulary

• Revise for End of Term assessment

Pronunciation, phonics and spelling

• Review vowel sounds

Sentence building

• Create sentences using the KO

Knowledge about language

• Pupils volunteer what they have learned so far

Vocabulary

• Autumn Test

Pronunciation, phonics and spelling

• Assessment via outcome

Sentence building

• Assessment via outcome

Knowledge about language

• Go through self-assessment sheet together

Vocabulary

• Feedback and Self-assessment
• Learn Christmas carol Vive le Vent

Pronunciation, phonics and spelling

• Pupils reflect on own progress

Sentence building

• Going through test together for diagnostic purposes

Knowledge about language

• French Christmas customs

Vocabulary

• Name 8 parts of the body

Pronunciation, phonics and spelling

• Identify a new accent over tête

Sentence building

• Introduce a body part using c’est = this is

Knowledge about language

• Recognise there are different determiners le / la / l’ / les

Vocabulary

• Recall parts of the body and introduce ailments

Pronunciation, phonics and spelling

• Dramatise ailments with body language

Sentence building

• Sing Heads, shoulders, knees and toes in French

Knowledge about language

• Be aware that music and song can help us learn a language

Vocabulary

• Name up to 9 colours and 6 objects in our pencil case

Pronunciation, phonics and spelling

• The adjective sometimes changes its spelling

Sentence building

• Challenge each other to say up to 3 objects with their colour

Knowledge about language

• When describing an object’s colour, the adjective comes AFTER the noun

Vocabulary

• State what I have / don’t have in my pencil case

Pronunciation, phonics and spelling

• Recall the correct determiners when writing

Sentence building

• In writing, be able to list a series of objects in my pencil case + a colour

Knowledge about language

• Differentiate between a positive and negative statement

Vocabulary

• Practise saying the French alphabet

Pronunciation, phonics and spelling

• Focus on vowel sounds and correct articulation

Sentence building

• Spell out our names (and others’) using the alphabet

Knowledge about language

• Compare vowels in English and French and notice which consonants are similar

Vocabulary

• Become more familiar with the alphabet

Pronunciation, phonics and spelling

• Repeat sounds of more than one letter correctly (eu / au)

Sentence building

• Participate in word games for pronunciation such as le pendu (hangman)

Knowledge about language

• Letters can sound different when they are alone compared to inside a word

Vocabulary

• Respond to classroom instructions

Pronunciation, phonics and spelling

• -ez (ay sound) can indicate an instruction or command

Sentence building

• K.O used to construct sentences and recap

Knowledge about language

• We practise listening before speaking before reading before writing (WHY?)

Vocabulary

• Describe certain objects in my classroom

Pronunciation, phonics and spelling

• Pronounce il y a = there is /are correctly

Sentence building

• We use et = and to join phrases and sentences

Knowledge about language

• The plural of un / une is des = some
• There is a negative version of il y a = il n’y a pas de (extension)

Vocabulary

• Compare school in France and the UK

Pronunciation, phonics and spelling

• Listen out for words you might know in the film about a Marseilles primary school

Sentence building

• Prepare to list up to five things you heard j’ai entendu…

Knowledge about language

• Identify any new words you heard in the video which you might be able to guess the meaning of

Vocabulary

• Describe how many things there are in my classroom (State numbers up to 12)

Pronunciation, phonics and spelling

• Recall the rule of silent last letters (especially plural -s)

Sentence building

• Complete a piece of writing (using a writing frame)

Knowledge about language

• Be able to use the correct determiners for masculine, feminine or singular / plural nouns

Vocabulary

• Revise / Review Language

Pronunciation, phonics and spelling

• Recall alphabet sounds and vowels

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Vocabulary

• Spring Test

Pronunciation, phonics and spelling

• Assessment via outcome

Sentence building

• Correcting together

Knowledge about language

• Self-assessment

Vocabulary

• Say what household pets I have / don’t have

Pronunciation, phonics and spelling

• Say animal words with the correct determiner

Sentence building

• Recall the connectives et = and; mais = but

Knowledge about language

• The negative form of j’ai (I have) = je n’ai pas de (I don’t have)

Vocabulary

• Describe the colour of animals

Pronunciation, phonics and spelling

• Remember that plural nouns must go with a plural adjective (often adding an -s)

Sentence building

• Describe an imaginary animal with unusual features (extra body parts and colours)

Knowledge about language

• Recall that adjectives of colour come AFTER the noun they describe

Vocabulary

• Collect information about how many pets we have

Pronunciation, phonics and spelling

• State the numbers of pupils’ pets together with a silent plural -s

Sentence building

• Be able to introduce lists using various openers: il y a / j’ai / nous avons

Knowledge about language

• Recognise that we do not need to use an article when we are using a number before a noun (e.g. trois chiens)

Vocabulary

• Be able to follow a French fairy tale (Bookbox : La Princesse Fermière)

Pronunciation, phonics and spelling

• Re-introduce the feature of accents and highlight the accent going up / down over the letter e

Sentence building

• List up to five animals / objects you have seen in the video (+ colours)

Knowledge about language

• Identify word classes from language found in the story noun / adjective / verb

Vocabulary

• Consolidate numbers 1-12 and extend to 20

Pronunciation, phonics and spelling

• Practise our numbers by playing  cocorico

Sentence building

• Make comparisons to mathematical functions in English: + (plus), – (moins), ÷ (divisé par), x (multiplié par)

Knowledge about language

• Examine how numbers 17-19 are formed (10 + 7; 10 + 8; 10 + 9)

Vocabulary

• Carousel to practise speaking, reading and writing

Pronunciation, phonics and spelling

• Miming / Drama games to stimulate oracy on the subject of pets and numbers

Sentence building

• Construct sentences using K.O to fix knowledge from this half-term

Knowledge about language

• Pool our knowledge (pupil-led with support from T)

Vocabulary

• Be able to order snacks in a café

Pronunciation, phonics and spelling

• Use tone of voice to convey politeness

Sentence building

• Complete a short café dialogue using a frame

Knowledge about language

• Recognise the importance of using correct forms of address to those serving

Vocabulary

• Identify prices in a café and work with French money

Pronunciation, phonics and spelling

• Focus on the expression s’il vous plaît and its abbreviation svp

Sentence building

• Use K.O for support with higher numbers

Knowledge about language

• Be aware of what a currency is; how prices in France are expressed in euros and cents

Vocabulary

• Consolidate language of the café

Pronunciation, phonics and spelling

• Act out dialogues in small groups with or without peer feedback

Sentence building

• Re-order/re-construct simple café dialogue in pairs

Knowledge about language

• Observe how we use tone of voice to express meaning when we do not know the exact words

Vocabulary

• Sing a song about being hungry Jai faim

Pronunciation, phonics and spelling

• Be able to repeat phrases sung by a native French speaker

Sentence building

• Devise an extra line / verse to the song

Knowledge about language

• Appreciate how music can help us remember new words better

Vocabulary

• Revise / Review Language

Pronunciation, phonics and spelling

• Recall key sounds from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Vocabulary

• End of Year Test

Pronunciation, phonics and spelling

• Assessment via outcome

Sentence building

• Correcting together

Knowledge about language

• Self Assessment

Vocabulary

• Rules and expectations
• Sing song of introductions Bonjour, salut’

Pronunciation, phonics and spelling

• Sing verses with good pronunciation

Sentence building

• Add extra verse with info about self

Knowledge about language

• Elicit 3 facts about French or France to tell a Year 3 pupil

Revision

• Basic greetings, say how you are, give name incl. je suis

Vocabulary

• Name siblings and up to 6 members of the family

Pronunciation, phonics and spelling

• /è/ found in mère, frère, père

Sentence building

• List immediate members of our family, linked by et

Knowledge about language

• Pay attention to rising tone when asking a question

Revision

• J’ai / je n’ai pas de = I have / don’t have

Vocabulary

• Give detail when describing family members

Pronunciation, phonics and spelling

• Continue focus on /è/ grave accent

Sentence building

• Use a  linking word to lengthen sentences qui…

Knowledge about language

• Be aware if 1^st and 3^rd  person: je > il / elle

Revision

• Recall 5 vowel sounds

Vocabulary

• Describe physical appearance

Pronunciation, phonics and spelling

• Remember how adjectives can change spelling according to masculine or feminine nouns

Sentence building

• Use linking words qui / et to extend sentences

Knowledge about language

• Be aware of 1^st, 2^nd, 3^rd parts of verb ‘to be’ Je suis / tu es/ il (elle) est

Revision

• Review what accents are: é and è

French residential

Vocabulary

• Practise the reading skill

Pronunciation, phonics and spelling

• Read finished re-ordered text aloud with a  partner

Sentence building

• Show comprehension by re-ordering text about families

Knowledge about language

• Be aware of many silent letters in written language

Revision

• Revise how we say our age : j’ai _ ans

Vocabulary

• Say what belongs to us (possession)

Pronunciation, phonics and spelling

• Use correct pronunciation when playing Happy Families

Sentence building

• Introduce family members from cue cards

Knowledge about language

• French do not use Saxon genitive with apostrophe

Revision

• Re-introduce il y a = there is / are

Vocabulary

• Describe some inhabitants of the rain forest

Pronunciation, phonics and spelling

• Pronounce the sounds -in / –on / –â

Sentence building

• List as many animals as you can

Knowledge about language

• We can use des as a plural determiner to mean ‘some’

Revision

• Revise the soft sound ç (cedilla)

Vocabulary

• Describe our eyes and hair

Pronunciation, phonics and spelling

• Focus on –eux and elision: les yeux

Sentence building

• Challenge each other to describe both eyes and hair

Knowledge about language

• Remind ourselves that colours must agree with nouns

Revision

• Revise colours

Vocabulary

• Give info about a family member in the 3^rd person

Pronunciation, phonics and spelling

• Explain why we sometimes hear last letter: Il a les yeux bleus

Sentence building

• Be able to personalise model sentences in 3^rd person

Knowledge about language

• If we use a proper name we don’t need pronouns as well: Jake a les yeux bruns

Revision

• Review parts of the Body

Vocabulary

• Say what the weather is like

Pronunciation, phonics and spelling

• Be able to pronounce key question: Quel temps fait-il? with a rising tone

Sentence building

• Use key adverbs of time : en ce moment = at the moment, aujourd’hui = today

Knowledge about language

• Be aware of the meaning of the key verb fait = makes

Revision

• Recall days of the week

Vocabulary

• Describe the four seasons

Pronunciation, phonics and spelling

• Focus on rhyming letters in order to find the correct endings to sentences

Sentence building

• Complete an exercise of rhyming words

Knowledge about language

• Same sounds are not always made up of the same letters

Revision

• Who can remember the months in each season?

Vocabulary

• Revise / Review Language

Pronunciation, phonics and spelling

• Recall key sounds from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Revision

• Numbers 1-20

Vocabulary

• Autumn Term Test

Pronunciation, phonics and spelling

• Assessment via outcome

Sentence building

• Correcting together

Knowledge about language

• Self Assessment

Revision

• Revision

Vocabulary

• Christmas customs

Pronunciation, phonics and spelling

• Pronounce festive greetings and and vocab correctly

Sentence building

• Write appropriate greetings in festive cards

Knowledge about language

• Compare festival days in UK and Francewith nouns

Revision

• Xmas quiz

Vocabulary

• Find out what French call modes of transport

Pronunciation, phonics and spelling

• Focus on en sound

Sentence building

• Play morpion answering in full sentences, opening with je vais = I go

Knowledge about language

• Cultural awareness: view first ever cinema film: arrival of train at La Ciotat

Revision

• Revise sounds of the alphabet

Vocabulary

• Say with whom I am travelling

Pronunciation, phonics and spelling

• Pronounce the key word ‘avec’ = with, noting that words ending in -c have a hard sound at the end

Sentence building

• Be able to say HOW you are travelling AND with whom

Knowledge about language

• We use the possessive pronoun ‘mon / ma / mes’ to show possession

Revision

• Recall at least 5 family members

Vocabulary

• Name countries and ask how we travel there

Pronunciation, phonics and spelling

• Focus on the key destination words: à (to a city), en and au / aux

Sentence building

• Use dice game and model sentences to generate sentences

Knowledge about language

• Elicit from pupils how many home languages are spoken

Revision

• What are pronouns? (je, tu, il / elle, nous)

Vocabulary

• Describe languages spoken in other countries

Pronunciation, phonics and spelling

• Pronounce the pronoun on correctly

Sentence building

• Use balance in sentence structure: à la maison, on parle urdu, au collège on parle anglais et français

Knowledge about language

• We use on (a personal pronoun) to mean ‘people’ or ‘we’ (alternative to nous)

Revision

• French map of the world starter – for colours and spellings

Vocabulary

• Say how we feel depending on the weather

Pronunciation, phonics and spelling

• Notice that final -d sounds like a -t in the phrase quand il fait du soleil

Sentence building

• Use a conjunction quand = when joining 2 parts of a sentence together

Knowledge about language

• The adjective must agree with its noun, depending on masculine or feminine gender e.g. je suis heureuse

Revision

• Revise the verb ‘to be’
  Je suis = I am

Vocabulary

• Follow a short story about feelings Homme de couleur

Pronunciation, phonics and spelling

• Be able to read aloud short phrases or sentences from the PPT story

Sentence building

• Pupils retell story slide by slide, in shorter sentences

Knowledge about language

• Reflect on useful reading skills in a language, using context and awareness of cognates

Revision

• Review colours

Vocabulary

• Follow a fairy tale (Bookbox: le Prix le plus beau)

Pronunciation, phonics and spelling

• Pronounce key words correctly which are pre-taught

Sentence building

• Pupils re-tell story slide by slide giving key words or phrases

Knowledge about language

• Notice that accents change the sound of letters (é / è / ç )

Revision

• Revise sounds of French vowels

Vocabulary

• Express opinions about transport

Pronunciation, phonics and spelling

• Focus on letter string –er at the end of voyager and aller

Sentence building

• Differentiate two ways of giving an opinion: aimer + noun (short) and aimer + second vb (long)

Knowledge about language

• We can add a second verb (voyager) after aime / n’aime pas

Revision

• Determiners: le / la / l’ / and / les /; also des

Vocabulary

• Appreciate reading for pleasure: Il y a un cauchemar dans mon placard

Pronunciation, phonics and spelling

• Pronounce pre-taught words correctly

Sentence building

• Suggest ideas for adding an extra page / story line (discussion in English)

Knowledge about language

• Improve ability at finding meaning from context and cognates

Revision

• Revise objects and furniture in the classroom

Vocabulary

• To become more confident at writing

Pronunciation, phonics and spelling

• Read aloud to each other after completing mini gap-fill on transport

Sentence building

• Use a writing frame to help extend our sentences

Knowledge about language

• Importance of good spelling but less than 100% accuracy can still convey meaning

Revision

• Revise numbers 1 – 20

Vocabulary

• Revise / Review Language

Pronunciation, phonics and spelling

• Recall key sounds from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Revision

• Go through self-assessment checklist

Vocabulary

• Spring Term Test

Pronunciation, phonics and spelling

• Assessment via outcome

Sentence building

• Correcting together

Knowledge about language

• Self Assessment

Revision

• Revision

Vocabulary

• Give a simple opinion about sporting activities

Pronunciation, phonics and spelling

• Pronounce vocab of sports, paying attention to determiner

Sentence building

• Be able to list three sports you like / 2 sports you dislike

Knowledge about language

• Be aware of cognates and how they can help with understanding

Revision

• Revise basic opinions (positive / negative)

Vocabulary

• Be able to tell when to use jouer* / faire* (to play / to do)

Pronunciation, phonics and spelling

• Conduct a class survey / interview each other about sport preferences

Sentence building

• Use a second verb* to extend a sentence

Knowledge about language

• Recognise the difference between sports we play* (ball / racquet) and sports we do* (using other equipment)

Revision

• Definite article and indefinite article (un / une)

Vocabulary

• State reasons why we like / dislike a sport

Pronunciation, phonics and spelling

• Focus on marrant, énervant / ennuyeux  dangereux

Sentence building

• Use the connective parce que = because to give a reason

Knowledge about language

• View BBC Bitesize film about Marseille sports festival Les Jours de Festival

Revision

• Revise conjunctions and what they co (quand = when)

Vocabulary

• Follow a factual text: biography of sportsman / sportswoman

Pronunciation, phonics and spelling

• Use questions with correct intonation when asking for information

Sentence building

• Use a gap-fill exercise to ask for missing information

Knowledge about language

• Be able to ask simple questions in the 3^rd  person; revise 1^st and 2^nd person subjects

Revision

• Recall how we describe months + birthdays

Vocabulary

• Focus on Les Jeux Olympiques #1

Pronunciation, phonics and spelling

• Use elision to pronounce
• Les jeux olympiques and explore why it happens

Sentence building

• Re-order timeline of the Olympic movement

Knowledge about language

• Be aware of the importance of French in  Olympic / international events

Revision

• Remember some names of (participating) countries

Vocabulary

• Focus on Les Jeux Olympiques #2

Pronunciation, phonics and spelling

• Letter c is soft before I and e but hard before o, a or u

Sentence building

• Challenge each other to create 5 sentences about France / Les J.O.

Knowledge about language

• Identify any cognates seen in this mini topic

Revision

• Spelling of athletes’ names (using French alphabet)

Vocabulary

• Name 10 farmyard animals

Pronunciation, phonics and spelling

• Pronounce new vocab correctly with the right determiner

Sentence building

• Use K.O. to list quantities of animals

Knowledge about language

• Gender and animals – each one is allotted a fixed gender

Revision

• Recall names of household pets

Vocabulary

• Use crossword clues to identify an animal

Pronunciation, phonics and spelling

• Sing French version of ‘Old Macdonald’ with a good accent

Sentence building

• Add another line to the song

Knowledge about language

• How we use reading / translation / thinking skills

Revision

• Revise how we introduce nouns: c’est = this is

Vocabulary

• Follow a fairy tale about animals (Bookbox: La tortue et la flûte)

Pronunciation, phonics and spelling

• Use a good accent when repeating pre-taught vocab

Sentence building

• Re-tell the story slide by slide in simple phrases

Knowledge about language

• First use of past tense when giving an opinion about story: j’ai beaucoup aimé / je n’ai pas aimé

Revision

• Elicit possible nouns we will use in the upcoming story (show title page)

Vocabulary

• Revise / Review Language #1

Pronunciation, phonics and spelling

• Recall key sounds from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Revision

• Go through self-assessment checklist

Vocabulary

• Revise / Review Language #2

Pronunciation, phonics and spelling

• Recall key sounds from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Revision

• Revision

Vocabulary

• End of Year Test

Pronunciation, phonics and spelling

• Assessment via outcome

Sentence building

• Correcting together

Knowledge about language

• Self Assessment

Revision

• Revision

Vocabulary

• Rules and expectations / State the multiples of 10 (to 100)

Pronunciation, phonics and spelling

• Good pronunciation of multiples, incl. longer numbers 80, 90

Sentence building

• Perform basic arithmetic functions using multiples of 10

Knowledge about language

• Be aware of how higher multiples are formed

Revision

• Revise numbers 1-20

Vocabulary

• Work with French currency and prices (euros and cents)

Pronunciation, phonics and spelling

• Focus on -eu sound in euro and cent

Sentence building

• Practise shop dialogue in pairs

Knowledge about language

• Acknowledge importance of greetings in shops and cafés

Revision

• Express how we are feeling today

Vocabulary

• Practise useful expressions for when arriving at a destination

Pronunciation, phonics and spelling

• Use good intonation with new vocab

Sentence building

• Perform interactive dialogue: at the hotel

Knowledge about language

• Remember that we use ‘de’ after a negative: Merci, je ne veux pas de café

Revision

• Recall likes and dislikes + determiner + food: je n’aime pas la viande

Vocabulary

• Name cutlery items and give food preferences

Pronunciation, phonics and spelling

• Introduce the ‘dipthong’ = combination of 2 adjacent vowel sounds within the same syllable

Sentence building

• Order food by choosing from picture trays

Knowledge about language

• Letters and vowels can join together to form new sounds

Revision

• Revise how we order food / drink: je voudrais…

Vocabulary

• French residential

Pronunciation, phonics and spelling

• France residential and Harvest Festival rehearsal

Sentence building

• France residential and Harvest Festival rehearsal

Knowledge about language

• France residential and Harvest Festival rehearsal

Revision

• France residential and Harvest Festival rehearsal

Vocabulary

• Compare lifestyle in France and UK

Pronunciation, phonics and spelling

• Contrast speed of delivery in France and UK – how does it affect comprehension?

Sentence building

• Give a reason for liking / disliking aspect of lifestyle using parce que = because

Knowledge about language

• List 3 things I have learned about France

Revision

• Remind each other of weather types

Vocabulary

• List 7 typical actions in our daily routine

Pronunciation, phonics and spelling

• Take note of 3 elements in the verb: Je me lève; je me reveille; je me brosse…

Sentence building

• Be able to ask someone else what they do in the 2nd person

Knowledge about language

• Recognise that we use extra words (pronouns) for some daily routine verbs

Revision

• Revise key pronouns: je, tu, il / elle, on, nous

Vocabulary

• Sing song of daily routine to tune of French national anthem

Pronunciation, phonics and spelling

• Articulate most lyrics well, to the right rhythm

Sentence building

• Invent an extra line to go with the song

Knowledge about language

• Follow origins of actual anthem of La Marseillaise

Revision

• Pool our knowledge of at least 5 verbs

Vocabulary

• Be able to tell the time #1

Pronunciation, phonics and spelling

• Use elision with phrase il est…

Sentence building

• Someone says an action in English, another pupil gives a time in French

Knowledge about language

• Say on the hour, quarter to / past

Revision

• Revise 1-12

Vocabulary

• Be able to tell the time #2

Pronunciation, phonics and spelling

• Be able to ask the time using elision: Quelle heure est-il?

Sentence building

• Say half-past the hour with …et demie

Knowledge about language

• Use à to mean ‘at’

Revision

• School timetable: revise days of the week

Vocabulary

• State times in the school day

Pronunciation, phonics and spelling

• Be able to interview each other as to what each does and when:
  2^nd person > 1^st person

Sentence building

• Use K.O for support

Knowledge about language

• We raise our tone of voice when asking

Revision

• Focus on word quand both as a question word and a conjunction

Vocabulary

• Practise the writing skill: write a short diary entry

Pronunciation, phonics and spelling

• Take care with accents and apostrophes

Sentence building

• Be able to adapt a writing frame

Knowledge about language

• We do not use accents with a capital letter

Revision

• Pool our knowledge of accents seen so far: é, è, à, â, ç

Vocabulary

• Follow humorous film about time-keeping (Toujours en retard)

Pronunciation, phonics and spelling

• Pronounce pre-taught vocab correctly

Sentence building

• Encourage pupils to describe an action in 3^rd person with soundtrack muted

Knowledge about language

• Identify exclamation: zut!

Revision

• Elicit knowledge of French Xmas customs

Vocabulary

• Revise / Review Language

Pronunciation, phonics and spelling

• Recall key sounds this from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Revision

• View self-assessment sheet together

Vocabulary

• Autumn Term Test

Pronunciation, phonics and spelling

• Assessment via outcome

Sentence building

• Correcting together

Knowledge about language

• Self Assessment

Revision

• Revision

Vocabulary

• Name the planets of the Solar System

Pronunciation, phonics and spelling

• Compare English names to the French names

Sentence building

• Associate a key word with each planet

Knowledge about language

• Study etymological origins of planets

Revision

• Revise the phrase il y a – there is / are

Vocabulary

• Be able to describe the planets’ relative positions

Pronunciation, phonics and spelling

• Focus on vowel sound in plus and in dipthong moins

Sentence building

• State positions of a pair of planets using comparative

Knowledge about language

• We use the comparative plus / moins to mean more / less

Revision

• Recall the verb ‘to be’ in the 3^rd person: il est / elle est

Vocabulary

• Follow a factual film on the Solar System

Pronunciation, phonics and spelling

• Pronounce pre-taught vocab well

Sentence building

• Complete worksheet on relative positions of planets

Knowledge about language

• We call the most that something can be superlative

Revision

• Remember the rule of how adjectives agree with their noun

Vocabulary

• Name key geographical features of France (rivers)

Pronunciation, phonics and spelling

• Be able to ask the name of a river

Sentence building

• List the main rivers in France

Knowledge about language

• We need to follow a key légende on a map in order to understand info

Revision

• Show a map of France with produce grown in different regions as stimulus

Vocabulary

• Name key geographical features of France (mountains)

Pronunciation, phonics and spelling

• Be able to ask the name of mountains

Sentence building

• List the main mountain ranges of France

Knowledge about language

• Discuss names of geometric shapes -pupils to guess nickname of France

Revision

• Revise the names of countries + their capitals

Vocabulary

• Cultural Focus on Prehistoric Caves of Lascaux

Pronunciation, phonics and spelling

• Pronounce place names and terms well

Sentence building

• Re-order Lascaux timeline

Knowledge about language

• Identify cognates to help understand meaning of historical / archaeological terms

Revision

• Place familiar historical terms on screen and invite pupils to identify them as cognates

Vocabulary

• Name typical features of French cuisine

Pronunciation, phonics and spelling

• Use a good accent when pronouncing food items

Sentence building

• Group food by type: la viande / le poisson

Knowledge about language

• We use an article / determiner before all nouns, incl. food: j’aime le poulet

Revision

• Revise café food

Vocabulary

• State the different meal times

Pronunciation, phonics and spelling

• Be able to ask each other when a meal is taken

Sentence building

• Combine a meal with the time it is eaten

Knowledge about language

• prendre= to take can be used as an alternative to manger = to eat

Revision

• Recall how to tell the time

Vocabulary

• To be able to give reasons for food preferences

Pronunciation, phonics and spelling

• Focus on dipthong sound -an’t in piquant and acute accents in salé and sucré

Sentence building

• State a food preference and add a reason WHY using parce que

Knowledge about language

• Re-introduce c’est = this is as a high-frequency expression

Revision

• Remember how to express basic opinions

Vocabulary

• To follow a film showing food made to a recipe

Pronunciation, phonics and spelling

• Pronounce terms to do with weight and measurement

Sentence building

• Create a short shopping list for basic recipes

Knowledge about language

• Compare the metric system with the imperial system

Revision

• Revise numbers and multiples of ten

Vocabulary

• Revise / Review Language

Pronunciation, phonics and spelling

• Recall key sounds from this from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Revision

• View self-assessment sheet together

Vocabulary

• Spring Term Test

Pronunciation, phonics and spelling

• Assessment via outcome

Sentence building

• Correcting together

Knowledge about language

• Self Assessment

Revision

• Revision

Vocabulary

• Express quantities of food (‘some’)

Pronunciation, phonics and spelling

• Say du / de la / de l’ / and / des / with a good accent

Sentence building

• Practise the partitive by playing morpion

Knowledge about language

• To recognise the partitive article for the different genders

Revision

• Review fruits

Vocabulary

• Make a complaint in a restaurant

Pronunciation, phonics and spelling

• Pronounce 3 possible problems correctly (cold food, fly in soup, dirty fork etc)

Sentence building

• State a complaint based on a visual stimulus

Knowledge about language

• Food can be countable or uncountable

Revision

• Recall cutlery vocab

Vocabulary

• Plan a restaurant dialogue #1

Pronunciation, phonics and spelling

• Practise script created with partner

Sentence building

• Use a writing frame to construct a partner dialogue #1

Knowledge about language

• Compare ways of making a complaint; how body language and tone are important

Revision

• Revisit key restaurant expressions

Vocabulary

• Plan a restaurant dialogue #2

Pronunciation, phonics and spelling

• Practise script created with partner

Sentence building

• Use a writing frame to construct a partner dialogue #2

Knowledge about language

• Inject humour by using exclamations: Zut! Ça alors!

Revision

• (Reminder to bring props for restaurant sketches)

Vocabulary

• Performing restaurant sketches

Pronunciation, phonics and spelling

• Pupils give basic feedback to each other in French for content / accent

Sentence building

• Pupils demonstrate a range of short and longer utterances

Knowledge about language

• Pupils create their own criteria for a successful sketch

Revision

• Game to randomise / choose performers

Vocabulary

• Discuss the meaning of la nourriture saine (healthy eating)

Pronunciation, phonics and spelling

• Pronounce the food groups with a good accent

Sentence building

• Create simple slogans to promote healthy eating

Knowledge about language

• Use the -ez form of verbs when giving an instruction or advice: mangez, évitez, buvez…

Revision

• Show a French version of The Balance of Good Health as stimulus

Vocabulary

• Name 7 places in town

Pronunciation, phonics and spelling

• Say place names with the correct determiner in a good accent

Sentence building

• Play ‘I went to market…’

Knowledge about language

• Use of the past tense: Je suis allé(e) / j’ai acheté

Revision

• Revise il y a = there is / are

Vocabulary

• Be able to give basic street directions

Pronunciation, phonics and spelling

• Do not confuse pronunciation of à droite with tout droit

Sentence building

• Practise short dialogues with a partner giving directions

Knowledge about language

• We use the imperative -ez form of the verb when giving orders / instructions: tournez, allez, prenez

Revision

• Name 5 places on George Lane in French

Vocabulary

• State where shops are located

Pronunciation, phonics and spelling

• Pronounce words correctly, paying attention to vowels and /r/ sound

Sentence building

• Respond to visual clues in a game of morpion

Knowledge about language

• We use prepositions to state where things are located

Revision

• Do we know any place words / prepositions?

Vocabulary

• Revise / Review Language #1

Pronunciation, phonics and spelling

• Recall key sounds from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Revision

• What is the difference between a vowel and consonant / a dipthong?

Vocabulary

• Revise / Review Language #2

Pronunciation, phonics and spelling

• Recall key sounds from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Revision

• Go through self-assessment sheet together

Vocabulary

• End of Year Test

Pronunciation, phonics and spelling

• Assessment via outcome

Sentence building

• Correcting together

Knowledge about language

• Self Assessment

Revision

• Revision

Vocabulary

• Rules and expectations / The Francophone world

Pronunciation, phonics and spelling

• Show pt 1 of Les Francophoniques pronounce some francophone countries

Sentence building

• Use the pronoun on to describe where French is spoken

Knowledge about language

• Be able to explain the spread of French around the world

Revision

• Elicit 3 geographical features about France

Vocabulary

• Identify points of the compass and the continents

Pronunciation, phonics and spelling

• Silent letters: be aware that t, d, s, n and x usually silent in final position

Sentence building

• In pairs, ask where a country is located using où?

Knowledge about language

• French spoken in francophone countries not the same: discuss why

Revision

• Name 5 countries and capitals in French

Vocabulary

• Describe the flags of francophone countries

Pronunciation, phonics and spelling

• Silent letters: observe that c, r, f, l are not silent at end

Sentence building

• Name a country I’d like to visit and say WHY: Je voudrais visiter Guadeloupe parce que…

Knowledge about language

• Patterns and shapes are also features of flags, not just colours

Revision

• Revise colours (teach shapes)

Vocabulary

• Begin to use a bilingual dictionary

Pronunciation, phonics and spelling

• Recognise abbreviations

Sentence building

• Timed look-up of French > English words in first half of dictionary

Knowledge about language

• Explore terms such as bilingual, native language, translate and interpret

Revision

• Define the term cognate

French residential

Vocabulary

• Define features of the town and country

Pronunciation, phonics and spelling

• Focus on grave accent è and letter string -agne

Sentence building

• Use contrast with the connective mais = but

Knowledge about language

• Recap the rule that no article is used after negative: il n’y a pas de rivière

Revision

• Revise the phrase il y a / il n’y a pas de

Vocabulary

• Follow a factual film about Marseille

Pronunciation, phonics and spelling

• Pronounce pre-taught vocab well

Sentence building

• Pupils describe ‘freeze frames’

Knowledge about language

• Discuss multi-cultural aspects of Marseille

Revision

• Recall 5  places on a typical high street

Vocabulary

• Describe my local area

Pronunciation, phonics and spelling

• Partners check spellings in the second half of the dictionary

Sentence building

• Use whiteboards to draft descriptions

Knowledge about language

• Place names and proper nouns are often invariable

Revision

• Define word classes in English

Vocabulary

• Examine a poem Poème sans titre using dictionary skills

Pronunciation, phonics and spelling

• Read poem aloud, line by line

Sentence building

• Add a line of your own to the poem

Knowledge about language

• We do not need to look up every word for comprehension

Revision

• Elicit skills useful for comprehension in English

Vocabulary

• Begin to pronounce new words more confidently

Pronunciation, phonics and spelling

• Pt 2 of Les Francophoniques dipthongs -on, -an, -in

Sentence building

• Say tongue-twisters

Knowledge about language

• We can start to practise saying new words independently

Revision

• Revise vowel sounds

Vocabulary

• To describe holiday destinations

Pronunciation, phonics and spelling

• Focus on sounds au and en

Sentence building

• Express preferences with justification

Knowledge about language

• When travelling to a town we use à, to a feminine country en and au to a masculine country

Revision

• Recall 5 places in a region / town

Vocabulary

• Consolidate opinions about holidays using longer sentences

Pronunciation, phonics and spelling

• Play Chinese whispers in teams

Sentence building

• Gap-fill sentences composed of words with just initial letter given

Knowledge about language

• The importance of using standard as opposed to colloquial language

Revision

• Recall prepositions

Vocabulary

• Follow a factual film on a nature reserve (Les Calanques)

Pronunciation, phonics and spelling

• Pronounce pre-taught vocab well

Sentence building

• Provide a caption for freeze frames

Knowledge about language

• The ideal order of language learning skills (L,S,R,W)

Revision

• Brainstorm 5 likely objects found in the wild (use a dictionary)

Vocabulary

• Revise / Review Language

Pronunciation, phonics and spelling

• Recall key sounds from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge

Revision

• Go through self-assessment sheet together

Autumn Term assessment

Vocabulary

• Describe 10 items of clothing and school uniform

Pronunciation, phonics and spelling

• Pronounce new vocab with a good accent

Sentence building

• Say at least 3 items of clothing with colours

Knowledge about language

• We use conjugation to use the right verb form (porter = to wear)

Revision

• What is a determiner and how many do you know in French?

Vocabulary

• Use a dictionary to help us to write accurately

Pronunciation, phonics and spelling

• Focus on pronunciation of adjective with a feminine ending

Sentence building

• Dictionary worksheet to practise simple translation (clothes and colours)

Knowledge about language

• Elicit formal rule about adjectival agreement

Revision

• How do we combine nouns and their adjectives? (agreement)

Vocabulary

• Provide detail about clothes (colours and patterns) and state preferences

Pronunciation, phonics and spelling

• Pt 3 of les Francophoniques PPT

Sentence building

• Justify answers with parce que = because

Knowledge about language

• We use quantifiers to add nuance to opinions: pas tellement = not very much, beaucoup = a lot, un peu = a little

Revision

• Revise how we express opinions

Vocabulary

• Design a new school uniform

Pronunciation, phonics and spelling

• Practise tongue-twisters

Sentence building

• Use K.O. to build sentences

Knowledge about language

• We use the conditional tense to say what we would like to do

Revision

• How do we express a negative action? (ne…pas)

Vocabulary

• Consolidate dictionary skills by practising the reading skill (pros and cons of uniform)

Pronunciation, phonics and spelling

• Read aloud to each other and to the class

Sentence building

• Use substitution to replace key words with alternatives

Knowledge about language

• We can use generic reading skills to help us understand a foreign language text (what are they?)

Revision

• What dictionary skills do we have?

Vocabulary

• Play a team quiz to consolidate topic of clothes (Qui veut être Millionaire?)

Pronunciation, phonics and spelling

• Peer discussion to determine correct or incorrect answers

Sentence building

• Pupils to reformulate correct answers [from phrases to complete sentences]

Knowledge about language

• We can use various references to check accuracy (ex. book, dictionary, native speaker)

Revision

• Review own progress so far by looking at self-assessment for this half-term

Vocabulary

• Describe features of the environment

Pronunciation, phonics and spelling

• Say binary opposites using a good accent

Sentence building

• Use dictionaries to find antonyms

Knowledge about language

• Observe how opposites are created using the prefix -in

Revision

• Revise planets of the Solar System

Vocabulary

• Follow a French poem by Paul Eluard (Dans Paris)

Pronunciation, phonics and spelling

• Say the poem aloud in part or in whole

Sentence building

• Compose another line for the poem (use a dictionary)

Knowledge about language

• Give personal responses to French literature in English

Revision

• Elicit characteristics of a  poem as opposed to prose

Vocabulary

• Name types of animal and their habitat

Pronunciation, phonics and spelling

• Note the silent ending  -ent in present tense plural habitent

Sentence building

• State where species live: Les lions habitent en Afrique, les éléphants habitent en Inde

Knowledge about language

• We use conjugation to spell the correct form of verbs (plural ending with a plural subject)

Revision

• Review countries and continents with a  world map in French

Vocabulary

• Practise the reading skill using a dictionary

Pronunciation, phonics and spelling

• Read aloud sections of text on animals and their habitat

Sentence building

• Suggest alternatives for key words (synonyms)

Knowledge about language

• Use strategies for finding meaning when term is not in the dictionary (cognates, context)

Revision

• Elicit useful strategies for approaching reading comprehension

Vocabulary

• Revise / Review Language

Pronunciation, phonics and spelling

• Recall key sounds from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assistedby T)

Revision

• Go through self-assessment checklist

Vocabulary

• Autumn Term Test

Pronunciation, phonics and spelling

• Assessment via outcome

Sentence building

• Correcting together

Knowledge about language

• Self-assessment

Revision

• Revision

Vocabulary

• Discuss a notable world painter (Degas, Picasso or Kahlo)

Pronunciation, phonics and spelling

• Distinguish between the effects of accents over letters

Sentence building

• List the different geometric shapes in a picture:  il y a un cercle, un carré, un triangle, etc.

Knowledge about language

• Pronouns in the third person (il / elle / on) must have the correct ending (conjugation)

Revision

• Review known accents

Vocabulary

• Describe the features of a picture and how people look

Pronunciation, phonics and spelling

• Pronounce mood words correctly with the phrase il / elle a l’air…

Sentence building

• Use visual stimuli / pictures on screen to generate short / medium / longer sentences

Knowledge about language

• Review the verb avoir = to have in the 1st, 2nd, 3rd persons

Revision

• Revise colours and textures

Vocabulary

• Be able to make comparisons about pictures

Pronunciation, phonics and spelling

• Differentiate between plus… que and le / la plus + adjective in pronunciation and spelling

Sentence building

• Draw simple or more complex comparisons: Le style de Kahlo est plus romantique, le style de Picasso est plus géométrique

Knowledge about language

• We use the word de to denote possession (and not the Saxon genitive)

Revision

• Elicit what the comparative and superlative are

Vocabulary

• Study the life and work of Van Gogh (reading text) #1

Pronunciation, phonics and spelling

• Read aloud sentences from the reading text to a partner or to the class

Sentence building

• Re-order / re-construct a time line of his career #1

Knowledge about language

• Pupils collect 3 important new words to share (and say why they consider them useful)

Revision

• Discuss word classes and abbreviations

Vocabulary

• Study the life and work of Van Gogh (reading text) #2

Pronunciation, phonics and spelling

• Read aloud sentences from the reading text to a partner or to the class

Sentence building

• Re-order / re-construct a time line of his career #2

Knowledge about language

• Pupils highlight an aspect of grammar which they think useful
  (Teacher remodels if necessary)

Revision

• Revise high-frequency words

Vocabulary

• Consolidate knowledge about artists

Pronunciation, phonics and spelling

• Categorise key words from the topic according to sound (to practise vowels and dipthongs)

Sentence building

• Decode sentences about artists using only initials of words as clues

Knowledge about language

• Grammar mini-plenary: group words according to their word class or grammatical function

Revision

• Pupils define dipthongs

Vocabulary

• Discuss the genres of music

Pronunciation, phonics and spelling

• View final part of Les Francophoniques PPT

Sentence building

• Express opinions about musical genres

Knowledge about language

• We have to use a determiner / article before nouns: j’adore la musique pop

Revision

• How to express likes and dislikes

Vocabulary

• Follow the French lyrics to a simple song (from French TV’s The Voice Kids)

Pronunciation, phonics and spelling

• Be able to sing along to short extracts / verses

Sentence building

• Compose extra lines to a lyric using a dictionary

Knowledge about language

• We use the past tense of  c’est > c’était = it was

Revision

• Starter: what phrases would French judges use on The Voice?

Rhos y Gwaliau

Vocabulary

• Revise / Review Language #1

Pronunciation, phonics and spelling

• Recall key sounds from this from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Revision

• View self-assessment sheet together

Vocabulary

• Revise / Review Language #2

Pronunciation, phonics and spelling

• Recall key sounds from half-term

Sentence building

• Refer to K.Os

Knowledge about language

• Pool our knowledge (Pupil-led assisted by T)

Revision

• Revision

Vocabulary

• End of Year Test

Pronunciation, phonics and spelling

• Assessment via outcome

Sentence building

• Correcting together

Knowledge about language

• Self Assessment

Revision

• Revision