MFL Unit Plan – Year 5 - French - Les vêtements

Sep 28, 2026

Uploaded by iuabcfuw

MFL unit planning for Year 5 French focused on learning and consolidating core clothing vocabulary and grammar. Lessons introduce articles of clothing in two vocabulary sets, then extend language to express “I wear” (je porte) and answer what learners wear to school. Subsequent sessions cover describing clothing by colour, including adjectival agreement and spelling changes by gender and plurality, plus the possessive pronouns for “my” (mon/ma/mes). Includes misconceptions, key knowledge, retrieval activities, consolidation tasks, and teacher assessment checkpoints.

LanguageEnglish

CategoryExam

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Unit overview

Links to previous learning

Misconceptions

Key vocabulary and knowledge

Lesson sequences

Lesson 1: Les vêtements (1)

Lesson 2: Les vêtements (2)

Lesson 3: Je porte

Lesson 4: Colours and adjectival agreement

Lesson 5: Possessive pronoun “my”

MFL Unit Plan – Year 5 | French- Les vetemants | | | | | --- | --- | --- | --- | | Links to previous learning | • Fruits
• Je me presente
• As-tu un animal?
• La date | | | | Misconceptions | The article “des” actually translates to “some” but that would be poor English hence our use of “a pair of ” instead.
The word “trousers” is singular in French hence the masculine indefinite article “un”. | | | | Key vocabulary | | | | | Key knowledge | Arc de triomphe | | | | Can I name 10 articles of clothing? | Retrieval activity
As-tu un animal slide 1
Lesson plan
Introduce aim of lesson-how the children are going to learn how to say what they wear in French. Today they will learn the first ten words for items of clothes. 5 mins • Use the ’Les vêtements (1)’PowerPoint provided to introduce the first set of vocabulary for items of clothing. See support sheet for slide breakdown.
Consolidation activity. Ask a pupil to silently mouth one of the words learnt in today’s lesson getting the other pupils to lip-read. This is an excellent way to focus the children on the correct pronunciation of the words. The child that lip-reads correctly is then allowed to mouth the next word.
Can children remember how many words were masculine un and how many were feminine une words? (Three masculine and seven feminine) . | | | | Teacher assessment | | Still need more depth of learning | Shows strong understanding | | Can I name the next 11 items of clothing? | Retrieval activity
As-tu un animal slide 2
Lesson plan
Introduce aim of lesson-how the children are going to expand their range of vocabulary for clothes by introducing eleven new items of clothing. How many can they remember from last week?
Use the ‘Les vêtements (2)’ PowerPoint provided in your resources to introduce the second set of vocabulary for clothes. See support sheet for slide breakdown.
Consolidation activity. Ask a child to mime putting on an item of clothing and allow the other pupils to guess IN FRENCH what that item is. The child that guesses correctly is then allowed to mime the next item. There are also a couple of desk-based activities. A crossword and differentiated gap fill. | | | | | Should teachers wish, there is also set of matching cards provided. Please see teacher support notes on ideas on how to use these alongside some other consolidation activity ideas.
Can the children explain why some items use des instead of un or une? (These are plural items and des means ‘some’) . | | | | --- | --- | --- | --- | | Teacher assessment | | Still need more depth of learning | Shows strong understanding | | Can I say what I wear? | Retrieval activity
As-tu un animal slide 3
Lesson plan
Explain aim of the lesson-how the children will consolidate all their previous language for clothes and add to it by learning how to say ‘I wear’ in French. In pairs, how many of the 21 words can they already remember from memory?
Using the ‘Je porte (3)’ PowerPoint in your resources revise all the items of clothing and introduce the French phrase for ‘I wear’ -je porte.
Consolidation activity. Working in pairs ask one pupil to say what they are wearing in French (using Je porte... plus a selection of clothes) whilst the other pupil draws what they understand. They can then switch roles. They can make up what they are wearing as describing their uniform (if there isone) may become too limited in terms of vocabulary.
Can they now answer the question Qu’est-ce que tu portes à l’école? (‘what do you wear when you go to school?’) without the slide on the IWB? (We want them to say je porte clearly and then list the items of clothing with the correct gender and article. More able learners may also want to include an opinion if they have learnt one from previous units) . | | | | Teacher assessment | | Still need more depth of learning | Shows strong understanding | | Can I say what colour articles of clothing are? | Retr

FAQs

What do students learn in the first lesson about clothing in French?

Students use a provided Les vêtements (1) PowerPoint to learn the first ten clothing items and practice pronunciation through a lip-read consolidation activity.

How do students describe what they wear in the unit?

They consolidate clothing items and learn the phrase “I wear” as je porte, then practice in pairs by speaking in French while drawing what they understand.

Why do clothing colours and possessive “my” change in French?

The plan explains that colours require adjectival agreement, changing spelling depending on gender and plurality, and that “my” has three forms in French: mon, ma, and mes.

Sep 28, 2026

Uploaded by iuabcfuw