|
SCHOOL:
Frederick Gough School – A Specialist Language College
|
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|
Métro 1 Module 1 Bienvenue! Unité 1 pp6-7 Comment tu t’appelles? |
Activity
no. |
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|
Learning
objectives |
Saying your
name and greeting someone |
||
|
Key Stage 3
Strategy Objectives |
W1 L, S1 L,
S10 L, SL1 L, C1 L, C5 L |
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|
Grammar |
/ |
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|
Skills (Programmes
of Study) |
2b
pronunciation and intonation 5d respond to
different types of spoken/written TL |
3b 1, 3a |
|
|
Contexts |
Personal and
social life |
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|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/1 |
Recognise
greetings and introductions and identify numbers from 1–10 |
1, 3a, 6 |
|
Speaking |
AT2/1–2 |
Say your name,
greet people, count from 1–10 |
2a, 4, 6 |
|
Reading and
responding |
AT3/1–2 |
Understand
written greetings and introductions |
3c, 5 |
|
Writing |
AT4/1 |
Copy phrases
giving greetings and introductions |
2c |
|
Key
language |
Comment tu t’appelles? Bonjour. Ça va? Ça va très bien merci. Oui, ça va. Salut. Ça va? Bof! Et toi, Édouard, ça va? bonjour, au revoir |
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|
Possible
ICT Opportunities |
ICT Pack:
activity 6, greetings; bonjour.org.uk-les nombres de 1 à 12; Vektor-essential
basic phrases; wildfrench.co.uk-bienvenue |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, p4 |
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|
Resources |
Cassette A,
side 1 or CD 1, track 1 R & A
File, worksheet 1, p4 |
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|
Supplementary
Teaching Opportunities |
|
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|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
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Métro 1 Module 1 Bienvenue! Unité 2 pp8-9 Mes affaires
|
Activity
no. |
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|
Learning
objectives |
Saying what
you have or haven’t got. Naming classroom items. |
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|
Key Stage 3
Strategy Objectives |
W3 L, W9 L, S7
L |
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|
Grammar |
gender indefinite article un / une J’ai / je n’ai pas de …. |
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|
Skills (Programmes
of Study) |
3a memorise
words and phrases 5b respond to
classroom events in TL |
7 5 |
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|
Contexts |
Everyday
activities |
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|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/1–2 |
Recognise the
names of classroom objects |
1b, 3a |
|
Speaking |
AT2/1–2 |
Ask about and
identify various classroom objects |
2, 5 |
|
Reading and
responding |
AT3/1 |
Identify
various classroom objects from a list |
6 |
|
Writing |
AT4/1–2 |
Make an
illustrated list of classroom objects |
3b, 4 |
|
Key
language |
J’ai un stylo. Je n’ai pas de taille-crayon. Dans ma trousse, j’ai …. un cahier, un crayon, un feutre, une gomme, un
livre, une règle, un stylo, un stylo
à bille, un taille-crayon |
||
|
Possible
ICT Opportunities |
ICT Pack:
activity 4, pencil case items; bonjour.org.uk-ma trousse;
thealegreen.org.uk-en classe; wildfrench.co.uk-mes affaires |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, p5 |
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|
Resources |
Cassette A,
side 1 or CD 1, track 2 R & A
File, p9 (grammar) R & A
File, worksheets 2, 3, pp5, 6 |
||
|
Supplementary
Teaching Opportunities |
Kim’s game Song – La Salle
de Classe (français, français!) |
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
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Métro 1 Module 1 Bienvenue!
Unité 3 pp10-11 Comment ça s’écrit?
|
Activity
no. |
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|
Learning
objectives |
Saying the
alphabet and spelling words out |
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|
Key Stage 3
Strategy Objectives |
W6 L, W8 L, T4
L |
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|
Grammar |
|
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|
Skills (Programmes
of Study) |
3c use
knowledge of English 5h use the TL
for real purposes |
1a 5 |
|
|
Contexts |
Everyday
activities |
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|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/1–2 |
Understand
simple dialogue about familiar names and note down spellings |
4a |
|
Speaking |
AT2/1–2 |
Participate in
simple dialogue about spellings of familiar names |
3b, 4b |
|
Reading and
responding |
AT3/1 |
Read and
understand individual familiar words |
1b |
|
Writing |
AT4/1–2 |
Copy or write
familiar words from memory |
6 |
|
Key language |
Comment s’appelle le numéro un? Comment ça s’écrit? un arbre, un ballon, un café, un docteur, un escalier,
une fleur, une glace, un hibou, un impermeable, un jardin, un kangourou, une
lampe, une maison, un nuage,
une orange, une plante, une queue, une rue, un sandwich, une tomate, un
uniforme, une voiture, un wagon, un xylophon, un yaourt, un zigzag |
||
|
Possible
ICT Opportunities |
Presentation,
TG p44; ICT Pack: activity 5, alphabet and spelling; Vektor-essential
alphabet; wildfrench.co.uk-alphabet |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, pp6–7 |
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|
Resources |
Cassette A,
side 1 or CD 1, track 3 |
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|
Supplementary
Teaching Opportunities |
Alphabet song
from Avantage 1 Battleships |
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|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
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Métro 1 Module 1 Bienvenue! Unité 4 pp12-13 Quel âge as-tu?
|
Activity
no. |
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|
Learning
objectives |
Talking about
age |
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|
Key Stage 3
Strategy Objectives |
T7 L |
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|
Grammar |
J’ai + age. As-tu …? numbers 1–15 |
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|
Skills (Programmes
of Study) |
2d initiate / develop conversations 5a communicate
in the TL in pairs |
5a 4b, 5a |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/1 |
Understand
numbers from 1–15 in the context of quantities and ages |
2b, 4a |
|
Speaking |
AT2/1–2 |
Use numbers
from 1–15, participate in dialogues asking about and giving age |
3b, 4b |
|
Reading and
responding |
AT3/1 |
Understand
numbers from 1–15 in their written form |
1a |
|
Writing |
AT4/2 |
Write short
sentences giving quantities and ages |
6b |
|
Key
language |
Combien y en a-t-il? Il y a un crayon. Quel âge as-tu? J’ai dix ans. un, deux,
trois, quatre, cinq, six, sept, huit, neuf, dix , onze, douze, treize,
quatorze, quinze, trombones baguettes , bananes , bicyclettes , biscuits, caravans,
classes, giraffes, glaces, moustaches, tasses,
téléphones |
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|
Possible
ICT Opportunities |
Text
manipulation, TG p44; En Route-compter jusqu’à 20 et dire ton âge;
Vektor-essential numbers |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, p8 |
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|
Resources |
Cassette A,
side 1 or CD 1, track 4 |
||
|
Supplementary
Teaching Opportunities |
Rap – Avantage
1 or français, français! |
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|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
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|
Métro 1 Module 1 Bienvenue! Unité 5 pp14-15 Quelle est la
date de ton anniversaire? |
Activity
no. |
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|
Learning
objectives |
Talking about
dates and birthdays |
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|
Key Stage 3
Strategy Objectives |
SL3 L |
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|
Grammar |
numbers 16–31 C’est le + date. |
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|
Skills (Programmes
of Study) |
1a sounds and
writing 2c ask and
answer questions |
1a, 3b 5b, 6b |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/1–2 |
Listen and
identify dates and days |
3c, 6a |
|
Speaking |
AT2/1–2 |
Ask when
someone’s birthday is and give your birthday |
5b |
|
Reading and
responding |
AT3/1 |
Recognise
numbers to 31, months and days in their written form |
1a, 3a, 6a |
|
Writing |
AT4/1–2 |
Write days,
months and sentences about when birthdays are |
4b, 5a |
|
Key
language |
Quelle est la date de ton anniversaire? Mon anniversaire, c’est le deux juin. L’anniversaire de Janine est le … . C’est quel jour aujourd’hui? Oui, c’est ça.
Non, c’est faux. seize, dix-sept, dix-huit, dix-neuf, vingt, vingt et un, vingt-deux, …, trente, trente
et un Le calendrier: janvier,
février , mars, avril, mai,
juin, juillet, août, septembre, octobre, novembre,
décembre Les jours de la semaine: lundi, mardi , mercredi, jeudi, vendredi, samedi, dimanche Bon anniversaire! |
||
|
Possible ICT Opportunities |
Text manipulation, TG
pp35, 44 ; ICT
Pack, activity 2, numbers to 31, months, days of the week; ICT Pack: activity
3, numbers to 31; bonjour.org.uk-les mois de l’année; En Route-parler de ton
anniversaire/donner la date de ton anniversaire; WP/DTP-birthday cards |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, p9 À toi! B,
PB p105 |
||
|
Resources |
Cassette A,
side 1 or CD 1, track 5 Song, PB p16 R & A
File, worksheets 4, 5, pp7, 8 OHT 1: months,
days of the week |
||
|
Supplementary
Teaching Opportunities |
Song – Quelle
est la date de ton anniversaire? (Un kilo de chansons) Song – Lundi,
mardi…(Avantage 1) |
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
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|
Métro 1 Module 1 Bienvenue! Unité 6 pp16-17 C’est de quelle couleur? |
Activity
no. |
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|
Learning
objectives |
Talking about
colour Using TL in the classroom |
||
|
Key Stage 3
Strategy Objectives |
W4 L, S1 L,
SL4 L |
||
|
Grammar |
position of
adjectives adjectival
agreement imperative (vous
form) |
||
|
Skills (Programmes
of Study) |
1b apply
grammar and 2e vary TL for
context / audience |
3b 4b |
|
|
Contexts |
Everyday
activities |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/1 |
Recognise
different colours, understand basic classroom instructions |
1a, 4b |
|
Speaking |
AT2/1–2 |
Participate in
a dialogue identifying different colours |
1c, 2 |
|
Reading and
responding |
AT3/1–2 |
identify items
from short written descriptions, Understand basic classroom instructions |
3a, 4a |
|
Writing |
AT4/2 |
Write
sentences about items in a pencil case, including their colours |
1d, 3c |
|
Key
language |
Qu’est-ce que c’est? C’est de quelle couleur? J’ai un feutre rose. blanc(he), bleu(e), gris(e), jaune, marron, noir(e),
orange, rose, rouge, vert(e) parlez écoutez, écrivez, lisez, ouvrez vos livres, rangez vos
affaires, taisez-vous, travaillez à deux |
||
|
Possible
ICT Opportunities |
Word
processing, TG p44; ICT Pack: activity 1, colours; bonjour. org.uk-les
couleurs; thealegreen.org.uk-couleurs |
||
|
Reinforcement (A) Extension (B) |
En plus, PB pp20–21 (extension) À toi! A, PB p104 Workbooks A
& B, pp10–13 |
||
|
Resources |
Cassette A, side 1 or CD 1,
track 6 OHTs 2 and 3: colours |
||
|
Supplementary
Teaching Opportunities |
Song – De
quelle couleur est-ce? (français, français!) |
||
|
SCHOOL: Frederick
Gough School – A Specialist Language College |
|||
|
Métro 1 Module 4 Mes loisirs Unité
1 pp56-57 Les sports |
Activity
no. |
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|
Learning
objectives |
Talking about sports and opinions |
||
|
Key Stage 3
Strategy Objectives |
W5 L, S5 R, T1 R |
||
|
Grammar |
/ |
||
|
Skills (Programmes
of Study) |
3c use
knowledge of English 5c express
feelings and opinions |
1a 3b, 4d |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/1–2 |
Identify names
of sports and people’s personal preferences |
1c, 3a |
|
Speaking |
AT2/2 |
Express
opinions about sports |
3b |
|
Reading and
responding |
AT3/3 |
Understand
short dialogues about preferences for different sports |
4a |
|
Writing |
AT4/2–3 |
Write about
someone’s opinions of sports from picture and verbal cues |
4b–d |
|
Key
language |
Comment
trouves-tu …? J’adore … . J’aime … . Bof! Je n’aime pas …. Je déteste ….l’athlétisme,
le basket-ball, le badminton, le cyclisme, l’équitation, le football, le
golf, la gymnastique, le handball, le hockey, le judo, la natation, le
ping-pong, le roller, le rugby, le skate, le snooker, le tennis, le
volley-ball, le VTT |
||
|
Possible
ICT Opportunities |
Text
manipulation, TG p120; ICT Pack:
activity 5, sports, opinion phrases; bonjour.org.uk-les sports;
thealegreen.org.uk-le sport; En Route-parler de ce que tu aimes faire/parler
de ce que tu n’aimes pas |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, p34 |
||
|
Resources |
Cassette B,
side 2 or CD 2, track 10 R & A
File, worksheets 1–4, pp59–62 R & A
File, p66 (pairwork) Flashcards
34–46: sport |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist Language
College |
|||
Métro 1 Module 4 Mes
loisirs Unité 2 pp58-59 Que fais-tu?
|
Activity
no. |
||
|
Learning
objectives |
Talking about what sports you do in
your free time
|
||
|
Key
Stage 3 Strategy Objectives |
W9 R, T2 R
|
||
|
Grammar |
ne
…pas negatives
with de: je ne joue pas de …,
je ne fais pas de … frequency
expressions |
||
|
Skills (Programmes
of Study) |
2a
listen for gist and detail 2i
summarise main points of text 3d
use dictionaries |
3a 5c 5a |
|
|
Contexts |
Personal
and social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2–3 |
Identify
and note sports and the frequency they are practised |
1,
3a |
|
Speaking
|
AT2/2–3 |
Take
part in a dialogue about frequency of sports practised |
3b |
|
Reading
and responding |
AT3/3 |
Understand
short texts about different sports practised each day |
5a,
5b |
|
Writing |
AT4/3 |
Write
a summary of written texts saying when sports are practised |
5c |
|
Key
language |
Je
joue au tennis / hockey / badminton / football / basket-ball / volley-ball. Je
fais de l’équitation / de la natation / du judo / du cyclisme / du ski / de l’athlétisme / de la
gymnastique / de la danse. Je
ne joue pas de …. Je ne fais pas de
…. trois
fois par semaine, tous les jours, une fois, deux fois |
||
|
Possible
ICT Opportunities |
Word
processing, TG p120; ICT Pack:
activity 1, leisure activities, days of the week; bonjour.org.uk-les
passé-temps; En Route-parler de ce que tu fais le weekend |
||
|
Reinforcement (A) Extension (B) |
Workbooks
A & B, p35 |
||
|
Resources |
Cassette
B, side 2 or CD 2, track 11 R
& A File, worksheets 1–4, pp59–62 Flashcards
34–46: sports |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick
Gough School – A Specialist Language College |
|||
|
Métro 1 Module 4 Mes loisirs Unité 3 pp60-61
Qu’est-ce que tu aimes faire? |
Activity
no. |
||
|
Learning
objectives |
Talking about other free time activities |
||
|
Key Stage 3
Strategy Objectives |
S6 R |
||
|
Grammar |
negatives
(revision) |
||
|
Skills (Programmes
of Study) |
2d initiate
and develop conversation 5c express
feelings and opinions |
4a 2b |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2 |
Identify and
note people’s free time preferences |
3a |
|
Speaking |
AT2/2–3 |
Take part in
dialogues to find out personal details including free-time preferences |
2b, 4a |
|
Reading and
responding |
AT3/2–3 |
Read short
texts about penfriends’ leisure interests to identify suitable matches |
3c |
|
Writing |
AT4/2 |
Write about
people’s free-time preferences and complete a form |
3b, 4b |
|
Key
language |
Est-ce que
tu aimes …? j’aime… ,
je n’aime pas …, je préfère … aller en
ville, aller au cinéma / au McDo, aller à la pêche, faire des courses, écouter de la musique, jouer à
l’ordinateur, faire du sport / du bricolage / du vélo / lire des livres /
regarder la télé /les BD
|
||
|
Possible
ICT Opportunities |
Word
processing, TG p120; Presentation,
TG p120; ICT Pack: activity 3,
personal details and leisure activities; En Route-parler de ce tu
aimes/n’aimes pas faire |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, pp36–37 |
||
|
Resources |
Cassette B,
side 2 or CD 2 R & A
File, worksheets 5, 6, 8, pp 63, 64, 66 Flashcards
47–58: activities |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick
Gough School – A Specialist Language College |
|||
|
Métro 1 Module 4 Mes loisirs Unité 4 pp62-63 Le week-end |
Activity
no. |
||
|
Learning
objectives |
Talking about what you do at the weekend |
||
|
Key Stage 3
Strategy Objectives |
SL5 R, C2 R |
||
|
Grammar |
some irregular
verbs (singular forms): lire, sortir, aller |
||
|
Skills (Programmes
of Study) |
2c ask and
answer questions 2e vary
language |
3a 3a |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3 |
Listen to
people describing activities and identify them from illustrations |
1c |
|
Speaking |
AT2/3–4 |
Interview a
partner about activities and summarise responses from an interview about
weekend activities |
3a, 3b |
|
Reading and
responding |
AT3/3 |
Show
understanding of paragraphs about weekend activities |
1a, 1b |
|
Writing |
AT4/2 |
Write a
summary of weekend activities from a model provided |
2b |
|
Key
language |
je dors,
j’écoute, je fais, je joue, je mange, je regarde, je rentre, je sors je ne fais
rien vas-tu …?
je vais, tu vas, il / elle va le club des
jeunes quand?
où? après, sur,
avec, et, ou le matin,
l’après-midi, le soir, la nuit |
||
|
Possible
ICT Opportunities |
ICT Pack:
activity 2, weekend activities |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, p38 |
||
|
Resources |
Cassette B,
side 2 or CD 2, track 13 R & A
File, pp68–69 (grammar) |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick
Gough School – A Specialist Language College |
|||
|
Métro 1 Module 4 Mes loisirs Unité 5 pp64-65 Que fais-tu quand il pleut? |
Activity
no. |
||
|
Learning
objectives |
Talking about the weather |
||
|
Key Stage 3
Strategy Objectives |
S8 R, C4 R |
||
|
Grammar |
points of the
compass il y a + weather expressions |
||
|
Skills (Programmes
of Study) |
2i summarise
main points of text 5d produce and
respond to different types of texts |
4d 1c, 4d |
|
|
Contexts |
The world
around us |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2–3 |
Understand weather
phrases, identify and note people’s weather preferences and what people do
when it is raining |
2a, 3, 4a |
|
Speaking |
AT2/2–3 |
Give a weather
report and interview people about what they do when it is raining |
2b, 4c |
|
Reading and
responding |
AT3/2 |
Understand a
short weather report |
1c |
|
Writing |
AT4/3 |
Summarise
responses from interview about what people do when it is raining |
4d |
|
Key
language |
Quel temps
fait-il? Il fait
chaud. Il fait froid. Il y a du brouillard. Il y a du soleil. Il y a du vent.
Il y a des orages. Il pleut. Il
neige. Où? dans les Alpes / dans le centre / le nord
/ le sud / l’est / l’ouest je reste à la maison, je sors |
||
|
Possible
ICT Opportunities |
Text
manipulation, TG p120; Word processing, TG p120; ICT Pack: activity 4,
weather, compass points, regions of France; ICT Pack: activity 6, leisure and
personal life, weather; bonjour.org.uk-la météo; En Route- on parle du temps;
Vektor-weather |
||
|
Reinforcement (A) Extension (B) |
En plus, PB
pp68–69 (extension) À toi! A and B, PB pp110–111 Workbooks A
& B, pp39–42 |
||
|
Resources |
Cassette B,
side 2 or CD 2, track 14 Song, PB p118 R &A File,
pp68–69 (grammar) R &A File,
worksheets 7, 9, pp65, 67 Flashcards
59–66: weather |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL : Frederick Gough School –
A Specialist Language College |
|||
Métro 1 Module 5 Chez moi Unité 1 pp72-73 Nous
habitons …
|
Activity
no. |
||
|
Learning
objectives |
Talking about where you live |
||
|
Key Stage 3
Strategy Objectives |
T3 R, C5 R |
||
|
Grammar |
nous form of -er verbs and avoir notre / nos Ce sont ….près de + definite article |
||
|
Skills (Programmes
of Study) |
2b
pronunciation and intonation 2i summarise
main points of text 5a communicate
in the TL in pairs |
1a, 3a 2d 2b, 4 |
|
|
Contexts |
The world
around us |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/1 |
Recognise
vocabulary to describe where people live and places in town |
1a, 3a |
|
Speaking |
AT2/2–3 |
Say where you
live and discuss where other people live |
2c, 4 |
|
Reading and
responding |
AT3/2 |
Identify where
people live from short notes and sentences |
2a, 3c |
|
Writing |
AT4/3 |
Write a
summary about where people live and whether they do or don’t like it |
2d |
|
Key
language |
Nous
habitons à la campagne. Guillaume habite au bord de la mer. Moi,
j’habite à Paris. Nous habitons près de la gare. Tu aimes
ça? Oui, j’aime ça. Non, je n’aime pas ça. Notre
appartement est en ville, près des magasins. Nous avons
un grand appartemen t / une grande maison. Qu’est-ce
que c’est? C’est la gare. Ce sont les
magasins. à la
campagne, à la montagne, au bord de la mer, dans un village, en banlieue, en
ville un
appartement, une maison le college,
l’église, la gare, la poste, le supermarché, les magasins |
||
|
Possible
ICT Opportunities |
ICT Pack:
activity 1, house and location details; ICT Pack: activity 2, places in town;
En Route-parler de ta ville ou ton village |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, p43 |
||
|
Resources |
Cassette C,
side 1 or CD 3, track 1 R & A
File, p88 (grammar) R & A
File, worksheets 2, 3, 5, pp 82, 83, 85 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL :
Frederick Gough School – A Specialist Language College |
|||
|
Métro 1 Module 5 Chez moi Unité 2
pp74-75 La maison |
Activity
no. |
||
|
Learning
objectives |
Talking about your house |
||
|
Key Stage 3
Strategy Objectives |
S3 R, SL3 R |
||
|
Grammar |
full paradigm
of -er verbs and avoir |
||
|
Skills (Programmes
of Study) |
2g deal with
the unpredictable 3b use clues
to interpret meaning |
1a,1b,5a 1a,1b,5a |
|
|
Contexts |
Everyday
activities |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3 |
Understand
short statements about rooms and what people have in their homes |
1c, 2a |
|
Speaking |
AT2/3 |
Describe your
chosen home from classified ads |
3b |
|
Reading and
responding |
AT3/3 |
Understand
short texts to identify houses |
1a |
|
Writing |
AT4/2 |
Write
sentences to describe houses adapting examples given |
2b |
|
Key
language |
Où
habitent-ils? Ils / Elles
habitent une grande / petite maison. Ils / Elles
habitent un grand / petit appartement. Ils ont une
cave. Ils n’ont pas de jardin. Il y a un
garage. Il n’y a pas de jardin Où? dans,
devant, autour de, près de habiter (full paradigm) avoir (full paradigm) un
appartement, une auberge, un balcon, une cave, un chalet, une ferme, un garage, un immeuble, un
jardin, une maison au sous-sol avec,
beaucoup de, mais, très |
||
|
Possible
ICT Opportunities |
ICT Pack:
activity 6, prepositions, items in a house; thealegreen.org.uk-la maison |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, p44 |
||
|
Resources |
Cassette C,
side 1 or CD 3, track 3 R &A File,
worksheet 1, p81 R &A File,
p85 (pairwork) R &A File,
p88 (grammar) Flashcards
67–71: homes OHTs 18–19:
house and overlay |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL :
Frederick Gough School – A Specialist Language College |
|||
|
Métro 1 Module 5 Chez moi Unité 3 pp76-77 Le plan de ma
maison |
Activity
no. |
||
|
Learning
objectives |
Talking about rooms in a house |
||
|
Key Stage 3
Strategy Objectives |
S6 R |
||
|
Grammar |
au
rez-de-chaussée / au sous-sol / au premier étage Il y a …. |
||
|
Skills (Programmes
of Study) |
3a memorise
words and phrases 4c compare own
culture to that of France 5e use a range
of resources including ICT |
4b all 2b, 4b |
|
|
Contexts |
Everyday
activities |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2 |
Identify
different rooms in a house from a dialogue |
1d |
|
Speaking |
AT2/2–4 |
Record short
talk to describe your house |
4b |
|
Reading and
responding |
AT3/3 |
Understand
detailed descriptions of houses from short texts |
3 |
|
Writing |
AT4/1–4 |
Write a letter
to describe your home and draw and label a plan of your house |
2b, 4a |
|
Key
language |
C’est
comment chez toi? Chez nous
au sous-sol, il y a … et …. Au
rez-de-chaussée, il y a … et …. Au premier
étage, nous avons …. Ma chambre
est à la mansarde . Le bureau est au rez-de-chaussée au
rez-de-chaussée, au premier /
deuxième / troisième étage, au sous-sol, à la mansarde le bureau,
la cave, la chambre, la cuisine, la douche, l’entrée, l’escalier, le garage,
le jardin, la salle à manger, la salle de bains, la salle de jeux, la salle
de séjour, le salon |
||
|
Possible
ICT Opportunities |
Text
manipulation, TG p131 ICT Pack:
activity 5, rooms of house, location of floors |
||
|
Reinforcement (A) Extension (B) |
À toi! A and B, PB pp112–113 Workbooks A
& B, pp45–46 |
||
|
Resources |
Cassette C,
side 1 or CD 3, track 3 Song, PB p119 R & A
File, worksheet 4, p84 OHTs 18–19:
house |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL :
Frederick Gough School – A Specialist Language College |
|||
|
Métro 1 Module 5 Chez moi Unité 4
pp 78-79 Chez moi |
Activity
no. |
||
|
Learning
objectives |
Talking about what you do at home |
||
|
Key Stage 3
Strategy Objectives |
S10 R |
||
|
Grammar |
on with regular and irregular verbs |
||
|
Skills (Programmes
of Study) |
1b apply
grammar 2d initiate
and develop conversations |
1a 3b |
|
|
Contexts |
Everyday
activities |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3 |
Identify
activities from short dialogues |
3a |
|
Speaking |
AT2/2–3 |
Explain what
you do in rooms of a house and what you are going to do in the evening |
1a, 2b |
|
Reading and
responding |
AT3/2 |
Read and
understand sentences explaining activities around the house |
(present- ation
pictures) |
|
Writing |
AT4/2–3 |
Write what you
do in various rooms and at different times of the day |
2, 3c |
|
Key
language |
Qu’est-ce
que qu’on fait dans …? on
dort, on fait sa toilette, on lit des livres, on mange, on travaille, on prend une douche, on
prépare les repas Qu’est-ce
qu’on fait ce soir? Ce soir, on
regarde la télé / une video. on joue aux
cartes / aux échecs, on fait les devoirs, on joue à l’ordinateur, on écoute
de la musique |
||
|
Possible
ICT Opportunities |
Word processing,
TG pp134,143 ICT Pack:
activity 3, daily routine, third person, rooms in home |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, p47 |
||
|
Resources |
Cassette C,
side 1 or CD 3, track 4 OHT 20: house |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL :
Frederick Gough – A Specialist Language College |
|||
|
Métro 1 Module 5 Chez moi Unité 5 pp80-81 Dans ma
chambre |
Activity
no. |
||
|
Learning
objectives |
Talking about what you have in your room and where things are |
||
|
Key Stage 3
Strategy Objectives |
W7 R |
||
|
Grammar |
être (full paradigm) prepositions: sur,
dans, par terre, sousj j’ai / je
n’ai pas de … (revision) |
||
|
Skills (Programmes
of Study) |
2f adapt
previously-learned language 2i summarise
main points of text 5f use
language creatively |
2b, 4b 2b 4b |
|
|
Contexts |
Everyday
activities |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2–3 |
Identify from
dialogues what people have in their rooms and their location |
1b, 3a |
|
Speaking |
AT2/2–3 |
Ask and answer
questions about your room and discuss where objects are |
2a, 3b |
|
Reading and
responding |
AT3/2–3 |
Understand
short texts about items in a room and their location |
1a, 4a |
|
Writing |
AT4/2–4 |
Draw and write
a description of your dream room and write a summary of an interview |
2b, 4b |
|
Key
language |
Dans ma
chambre il y a un lit et une armoire. Il n’y a
pas de chaîne stereo. As-tu un /
une / des …? Oui, j’ai
un / une / des …. Non, je n’ai pas de
/ d’…. Où? sur le mur, dans les tiroirs, par
terre, sous le lit une armoire, une chaise, une commode, une chaîne stereo, une étagère, une lampe, un lit, un ordinateur, une table des CD, des
lits superposes, des posters la fenêtre,
le mur, la porte |
||
|
Possible
ICT Opportunities |
ICT Pack:
activity 4, items in a bedroom; dixjeux-par la fenêtre |
||
|
Reinforcement (A) Extension (B) |
En plus, PB pp84–85 (extension) Workbooks A
& B, pp48–51 |
||
|
Resources |
Cassette C,
side 1 or CD 3, track 5 R & A
File, worksheets 1, 6, pp81, 86 OHTs 21–22:
prepositions Flashcards
72–80: bedroom objects |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick
Gough School – A Specialist Language College |
|||
Métro 1 Module 6 Les vacances Unité 1 pp88-89
Où vas-tu?
|
Activity
no. |
||
|
Learning
objectives |
Talking about your holiday plans
|
||
|
Key Stage 3
Strategy Objectives |
S4 R, T5 R
|
||
|
Grammar |
aller (full paradigm) |
||
|
Skills (Programmes
of Study) |
2a listen for
gist and detail 5h use
language for real purposes |
1b, 3a 3c |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2 |
Identify where
people are going on holiday and for how long |
1b, 3a |
|
Speaking |
AT2/3 |
Talk about
where you and other people are going on holiday and for how long |
3b, 3c |
|
Reading and
responding |
AT3/2–3 |
Read short
texts to identify where people go on holiday and their views |
4 |
|
Writing |
AT4/3 |
Write a
summary of where people go for their holidays and for how long |
3c |
|
Key
language |
Où vas-tu
en vacances? Je vais au bord de la
mer / à la campagne / à la montagne / au Parc Disneyland / à Paris / dans les
Pyrénées / les Alpes / le Jura / sur la Côte d’Azur / en Bretagne / Provence.
Je reste à
la maison . Pour
combien de temps? pour … un
week-end, une semaine, dix jours, deux semaines, un mois |
||
|
Possible
ICT Opportunities |
Text
manipulation, TG p147; ICT Pack:
activity 1, near future, holiday destinations and activities; En Route-parler
des vacances |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, p52 |
||
|
Resources |
Cassette C,
side 2 or CD 3, track 10 R & A
File, worksheets 1, 2, pp99, 100 |
||
|
Supplementary
Teaching Opportunities |
Song – Où
vas-tu? (Un kilo de chansons) |
||
|
SCHOOL :
Frederick Gough School – A Specialist Language College |
|||
|
Métro 1 Module 6 Les vacances Unité 2
pp90-91 Qu’est-ce que tu vas faire? |
Activity
no. |
||
|
Learning
objectives |
Talking about what you’re going to do during the holidays
|
||
|
Key Stage 3
Strategy Objectives |
W5 R, S9 L
|
||
|
Grammar |
the immediate
future: aller + infinitive |
||
|
Skills (Programmes
of Study) |
1c use a range
of vocabulary and structures 3d use
dictionaries 4d knowledge
of TL communities |
3b 2a 2a |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3 |
Identify what
activities people are going to do during their holidays |
1b |
|
Speaking |
AT2/2 |
Discuss with a
partner what you are going to do |
1a |
|
Reading and
responding |
AT3/3–4 |
Understand
short texts about what people are going to do |
2b, 2c |
|
Writing |
AT4/2–4 |
Copy and
complete a letter and respond to a letter to explain where you are going and
what you are going to do on holiday |
3a, 3b |
|
Key
language |
Qu’est-ce
que tu vas faire? Je vais …. aller à la
pêche faire une
balade à vélo, faire du camping, faire du cheval, faire de la natation, faire
de la planche (à voile) jouer aux
cartes, jouer à l’ordinateur, jouer avec mes copains, jouer au tennis, jouer
au foot(ball), jouer au volley(ball) une
caravane, un pique-nique la plage,
l’eau |
||
|
Possible
ICT Opportunities |
Text
manipulation, TG p151; Presentation,
TG p151; ICT Pack: activity 5,Holiday
destination, length of stay / who with; En Route-parler des vacances |
||
|
Reinforcement (A) Extension (B) |
À toi A, PB p114 Workbooks A
& B, p53 |
||
|
Resources |
Cassette C,
side 2 or CD 3, track 11 Song, PB p20 R & A
File, worksheets 1, 3, 4, 5, pp99, 101–103 R & A
File, p105 (grammar) OHTs 23–24:
activities |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL :
Frederick Gough School – A Specialist Language College |
|||
Métro 1 Module 6 Les vacances Unité 3 pp92-93
Aller en ville
|
Activity
no. |
||
|
Learning
objectives |
Talking about where places are in a town |
||
|
Key Stage 3
Strategy Objectives |
W2 R, C3 R |
||
|
Grammar |
prepositions: à
côté de, après, dans, devant, derrière, en face de, entre, sur |
||
|
Skills (Programmes
of Study) |
2c ask and
answer questions 2e vary
language for context / audience |
1a, 1c 1c |
|
|
Contexts |
The world
around us |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2 |
Identify from
dialogues places and directions |
1b |
|
Speaking |
AT2/2 |
Ask the way
and give direction to places |
1c |
|
Reading and
responding |
AT3/2 |
Understand
short sentences to locate buildings and services on a map |
2 |
|
Writing |
AT4/2–3 |
Write
directions, draw a plan of a town and write where the buildings are located |
1d, 3 |
|
Key
language |
C’est dans
quelle direction? Où? Pour aller
au marché? / à la gare? / à l’église? / aux magasins? Vous allez
tout droit. Vous tournez à gauche / à
droite. à cote du
cinéma, après le pont, dans le jardin public, derrière la gare, devant la
poste, en face de l’église, entre l’hôtel et la banque, sur la place du marché l’arrêt du
bus, la banque, la boulangerie, le centre commercial, le cinéma, l’église, la
gare, l’hôtel, l’hôtel de ville, le jardin public, le marché, le parking, la
piscine, le pont, la poste, le restaurant, le supermarché, le théâtre |
||
|
Possible
ICT Opportunities |
ICT Pack:
activity 6, places in a town, directions; thealegreen.org.uk-en ville; En
Route-prendre des rendez-vous |
||
|
Reinforcement (A) Extension (B) |
À toi! B, PB p115 Workbooks A
& B, pp54–55 |
||
|
Resources |
Cassette C,
side 2 or CD 3, track 12 R & A
File, worksheet 6, p104 R & A
File, pp105–106 (grammar) OHTs 25–26:
town plan + labels Flashcards
81–96: locations |
||
|
Supplementary
Teaching Opportunities |
Ask/Give
directions around school with French assistant |
||
|
SCHOOL :
Frederick Gough School – A Specialist Language College |
|||
|
Métro 1 Module 6 Les vacances Unité 4
pp94-95 On achète des souvenirs |
Activity
no. |
||
|
Learning
objectives |
Asking for things in a shop |
||
|
Key Stage 3
Strategy Objectives |
W6 R, S9 R, T7 R |
||
|
Grammar |
numbers 60–100 je voudrais + article + noun
|
||
|
Skills (Programmes
of Study) |
2d initiate
and develop conversations 2e vary
language for context / audience |
1c 1c |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2 |
Identify
souvenirs and prices from dialogues |
1b |
|
Speaking |
AT2/3 |
Practise
dialogue to request items in a shop and to ask how much they cost |
1c |
|
Reading and
responding |
AT3/2 |
Read out loud
a written dialogue |
1c |
|
Writing |
AT4/2 |
Write a list
of friends and possible presents |
2b |
|
Key
language |
Bonjour
monsieur / madame / mademoiselle, vous désirez? Je voudrais
un cadeau pour …, s’il vous plaît Voilà. Ça
fait combien? Merci, au revoir. J’achète un
souvenir / une BD / une montre / des
bonbons / une bouteille de parfum / un CD / du chocolat / un porte-clés / un
poster / un tee-shirt. |
||
|
Possible
ICT Opportunities |
Word
processing, TG p157 ICT Pack:
activity 2, numbers to 1000 ICT Pack:
activity 3, presents, understanding prices |
||
|
Reinforcement (A) Extension (B) |
Workbooks A
& B, p56 |
||
|
Resources |
Cassette C,
side 2 or CD 3, track 13 |
||
|
Supplementary
Teaching Opportunities |
|
||
SCHOOL :
Frederick Gough School – A Specialist Language College |
|||
|
Métro 1 Module 6 Les vacances Unité 5 pp96-97 Au
Quick |
Activity
no. |
||
|
Learning
objectives |
Buying a snack
|
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
je voudrais (revision) |
||
|
Skills (Programmes
of Study) |
5d produce and
respond to different types of written / spoken language |
1a, 3 |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2 |
Identify food
and drink from short dialogues |
1a |
|
Speaking |
AT2/3 |
Ask for a
snack and a drink and confirm the cost |
2 |
|
Reading and
responding |
AT3/1 |
Recognise
familiar items of food and drink on a French snack menu |
1a,1b |
|
Writing |
AT4/2–3 |
Write a menu
for a snack bar |
3 |
|
Key language |
Vous
désirez? Et avec ça?
Une eau minérale non gazeuse C’est tout?
Oui, c’est tout un burger
(le hamburger, le fishburger, le cheeseburger), une glace, un sandwich toasté (le toastie) des frites,
du fromage, du jambon, du ketchup un coca, un
café, une eau minérale gazeuse / non gazeuse |
||
|
Possible
ICT Opportunities |
Word
processing, TG p160 ICT Pack:
activity 4, food and drink |
||
|
Reinforcement (A) Extension (B) |
En plus, PB pp100–101 (extension) Workbooks A
& B, pp57–61 |
||
|
Resources |
Cassette C,
side 2 or CD 3, track 14 |
||
|
Supplementary
Teaching Opportunities |
|
||