|
SCHOOL:
Frederick Gough School – A Specialist Language College
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|
Métro 2 Rouge Module 1
Salut! Unité
1 pp6-7 Je me présente |
Activity
no. |
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|
Learning
objectives |
Talking about
yourself and someone else |
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|
Key Satge 3
Strategy Objectives |
S2 L |
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|
Grammar |
avoir,
être, present tense,
all forms (revision) -er verbs present tense, all forms
(revision) |
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|
Skills (Programmes
of Study) |
1a sounds and
writing 2d initiate / develop conversations 5h use
language for real purposes |
1a 3a 1c, 3c |
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|
Contexts |
Personal and
social life |
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|
Learning
outcomes … |
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|
Listening
and responding |
AT1/3–4 |
Understand
short passages and dialogues in which people introduce themselves |
1a, 1d, 2a |
|
Speaking |
AT2/3–4 |
Ask and answer
questions about yourself and other people |
1c, 2b,
3c |
|
Reading and
responding |
AT3/3 |
Understand
short passages about people |
1a, 1b |
|
Writing |
AT4/3–4 |
Write a few
sentences describing yourself and other people |
1e, 3d |
|
Key
language |
Je m’appelle … .
Il / elle s’appelle … . J’ai (douze) ans.
Il / elle a (douze) ans. Je suis (anglais / e).
Il / elle est … . J’ai les cheveux (bruns). Il / elle a les cheveux … et les yeux (bleus). J’habite (à Londres).
Il / Elle habite (en Angleterre). |
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|
Possible
ICT Opportunities |
ICT Pack: web
pages – describe friends and family members; En Route-Salut, Nous voilà |
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|
Reinforcement |
Workbook, p3 |
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|
Extension |
En plus, PB p21 |
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|
Resources |
Cassette A,
side 1 or CD 1, track 1 R & A
File: worksheets 1–3, pp4–6; worksheet 6, p9; grammar 1, p10 OHTs 1–3 |
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Supplementary
Teaching Opportunities |
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SCHOOL:
Frederick Gough School – A Specialist Language College
|
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|
Métro 2 Rouge Module 1
Salut!
Unité 2 pp8-9 Qu’est-ce que tu as fait hier? |
Activity
no. |
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|
Learning
objectives |
Saying what
you did yesterday |
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|
Key Stage 3
Strategy Objectives |
S7 L, S9 L,
S10 L |
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|
Grammar |
introduction
to perfect tense: avoir verbs, je and tu forms negative of
verbs in perfect tense (ne … pas) du / de la
/ de l’ / des become de
after negative |
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|
Skills (Programmes
of Study) |
3c use knowledge
of English 5a communicate
in pairs 5b respond to
classroom events in TL |
Grammar box 1c, 2a 1c, 2a |
|
|
Contexts |
Personal and
social life |
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|
Learning
outcomes … |
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|
Listening
and responding |
AT1/3 |
Understand
phrases and short passages about what people did
yesterday |
1b, 1d |
|
Speaking |
AT2/3 |
Give simple
statements about what you did and did not do yesterday |
1c, 2a |
|
Reading and
responding |
AT3/3 |
Understand
short texts about what people did yesterday |
2b |
|
Writing |
AT4/3 |
Copy and
complete sentences about activities that have been carried out |
1e |
|
Key
language |
j’ai regardé, j’ai joué, j’ai écouté, j’ai fait je n’ai pas regardé / joué / écouté / fait |
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|
Possible
ICT Opportunities |
ICT Pack:
interview – discuss weekend activities |
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|
Reinforcement |
Workbook, p4 |
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|
Extension |
En plus, PB p20 |
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|
Resources |
Cassette A,
side 1 or CD 1, track 2 Flashcards
1–10: activities |
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|
Supplementary
Teaching Opportunities |
|
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|
SCHOOL:
Frederick Gough School – A Specialist Language College
|
|||
|
Métro 2 Rouge Module 1
Salut!
Unité 3 pp10-11 Samedi |
Activity
no. |
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|
Learning
objectives |
Talking about
the past |
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|
Key Stage 3
Strategy Objectives |
S5 L |
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|
Grammar |
irregular past
participles which end in -u, -t, and -s perfect tense, il / elle forms |
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|
Skills (Programmes
of Study) |
2c ask and
answer questions 2i summarise
main points of text 3c use
knowledge of English |
1c 1d Rappel box |
|
|
Contexts |
Personal and
social life |
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|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/4–5 |
Understand
longer passages about what people did in the past |
1a, 1b |
|
Speaking |
AT2/3–4 |
Ask and answer
questions about last weekend |
1c |
|
Reading and
responding |
AT3/4 |
Read longer
e-mails about activities in the past |
1a |
|
Writing |
AT4/3 |
Write a few
short sentences about activities in the perfect tense |
1d |
|
Key
language |
Qu’est-ce que tu as fait samedi dernier? j’ai eu / bu / lu / vu j’ai dit / fait / écrit j’ai pris / appris, mis il / elle a … |
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|
Possible
ICT Opportunities |
Word
processing: using a table, TG p26 |
||
Reinforcement
|
Workbook, p5 |
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|
Extension |
En plus, PB pp18–19 |
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|
Resources |
Cassette A,
side 1 or CD 1, track 3 R & A
File: worksheets 4–5, pp7–8; grammar 2, p11 Dice (see TG
for Métro 1, p57, not provided) |
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Supplementary
Teaching Opportunities |
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|
SCHOOL:
Frederick Gough School – A Specialist Language College
|
|||
|
Métro 2 Rouge Module 1
Salut! Unité
4 pp12-13 La semaine de Pascal |
Activity
no. |
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|
Learning
objectives |
Saying where
you have been and what you have done |
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|
Key Stage 3
Strategy Objectives |
|
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|
Grammar |
more about the
perfect tense: three verbs which take être (aller, rester, rentrer) and
agreements |
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|
Skills (Programmes
of Study) |
2b
pronunciation and intonation 2d initiate / develop conversations 3d use
dictionaries / reference materials |
1d 2a 1a |
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|
Contexts |
Personal and
social life |
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|
Learning
outcomes … |
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|
Listening
and responding |
AT1/2 |
Understand
short phrases about where people went and what they did |
1d |
|
Speaking |
AT2/3–4 |
Give simple
statements about where you went on particular days |
1c, 2a |
|
Reading and
responding |
AT3/4–5 |
Understand
diary entries about activities over the past week |
1a, 2b |
|
Writing |
AT4/3 |
Write simple
sentences about where you went on different days |
2b |
|
Key
language |
Où es-tu allé(e)? Je suis allé(e) à la piscine / en ville / au cinema /
chez mes grands- parents, chez
mon copain / ma copine. Je suis resté(e) à la maison. Il / Elle est allé(e) …. J’ai surfé sur le net. J’ai fait du shopping avec Julie. |
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|
Possible
ICT Opportunities |
ICT Pack:
multi-media presentation – review young people’s leisure activities |
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|
Reinforcement |
Workbook, p6 À toi, PB p114 |
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|
Extension |
À toi, PB p115 |
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|
Resources |
Cassette A,
side 1 or CD 1, track 4 R & A
File: grammar 3, p13; skills, p14 OHTs 4 and 5 Dice (see TG
for Métro 1, p57, not supplied) |
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|
Supplementary
Teaching Opportunities |
Song – Allez à
la banque (Kilo de chansons) |
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SCHOOL:
Frederick Gough School – A Specialist Language College
|
|||
|
Métro 2 Rouge Module 1
Salut! Unité 5 pp14-15 Un jour de congé |
Activity
no. |
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|
Learning
objectives |
Talking about
a special day out |
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|
Key Stage 3
Strategy Objectives |
S6 L |
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|
Grammar |
revision of
the perfect tense so far: using nous
/ ils / elles with the perfect tense |
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|
Skills (Programmes
of Study) |
2a listen for
gist and detail 2c ask and
answer questions |
3a 2a, 2b |
|
|
Contexts |
Personal and
social life |
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|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3–4 |
Understand
short conversations about where people went and what they thought of it |
3a |
|
Speaking |
AT2/3–4 |
Ask and answer
questions about where you and other people went |
2a, 2b |
|
Reading and
responding |
AT3/3 |
Understand
short passages about where people went and what they did |
1 |
|
Writing |
AT4/4–5 |
Copy and
complete a letter about a day out; write a reply to a letter talking about a
day out. |
2c, 2d |
|
Key
language |
je suis allé(e) … Il / elle est allé … à la montagne / à la plage / au
parc d’attractions, au stade / au lac / à la campagne. j’ai fait … nous avons fait … Ils / elles ont fait … une longue randonnée / de la
planche à voile / du cheval. je suis resté(e) … Il / elle est resté(e) … à la maison. j’ai lu |
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|
Possible ICT Opportunities |
Word
processing: typing with accents, TG p29 |
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|
Reinforcement |
Workbook,
pp7–12 |
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|
Extension |
|
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|
Resources |
Cassette A,
side 1 or CD 1, track 5 R & A
File: grammar 4, p13 Flashcards
11–20: places OHTs 6–9 |
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|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL:
Frederick Gough School – A Specialist Language College
|
|||
|
Métro 2 Rouge Module 2
Ma vie Unité
1 pp24-25 Le matin |
Activity
no. |
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|
Learning
objectives |
Talking about
what you do in the morning |
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|
Key Stage 3
Strategy Objectives |
S10 R |
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|
Grammar |
reflexive verbs (present tense): je, tu, il, elle
forms |
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|
Skills (Programmes
of Study) |
3a memorise
words and phrases 3b use clues
to interpret meaning |
3b 1a |
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|
Contexts |
Everyday
activities |
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|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2 |
Deduce what
someone is doing by listening to short sentences |
1c |
|
Speaking |
AT2/2 |
Give simple
statements about daily routine |
1b |
|
Reading and
responding |
AT3/3 |
Understand
short notes about daily routine |
2a, 2b |
|
Writing |
AT4/3–4 |
Write a short
passage about morning activities |
3b |
|
Key
language |
je me reveille, je me lève, je me lave, je me douche,
je m’habille, je prends mon petit déjeuner, je bois du chocolat chaud, je
mets mon manteau, je sors il / elle se
reveille, il / elle se lève, il / elle se lave, il / elle se douche, il /
elle s’habille, il / elle prend son petit déjeuner, il / elle boit du
chocolat chaud, il / elle met son manteau, il / elle sort |
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|
Possible
ICT Opportunities |
www.bonjour.org.uk-Ma
journée |
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|
Reinforcement
|
Workbook, p13 À toi!, PB p116, activity 1 |
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|
Extension |
|
||
|
Resources |
Cassette A,
side 2 or CD 1, track 10 R & A
File: worksheets 2–3, pp28–29; grammar 3, p35 Flashcards
21–30: daily routine OHTs 10 and 11 |
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|
Supplementary
Teaching Opportunities |
Mime
activities |
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|
SCHOOL:
Frederick Gough School – A Specialist Language College
|
|||
|
Métro 2 Rouge Module 2
Ma vie Unité
2 pp26-27 Se lever et se coucher |
Activity
no. |
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|
Learning
objectives |
Saying when
you get up and go to bed at the weekend |
||
|
Key Stage 3
Strategy Objectives |
S1 L |
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|
Grammar |
more reflexive
verbs: using the nous / ils / elles forms 24-hour clock |
||
|
Skills (Programmes
of Study) |
1a sounds and
writing 2a listen for
gist and detail 2i summarise
main points of text 4c compare
home and TL culture |
1a 1a, 2a 2c 2d |
|
|
Contexts |
Everyday
activities |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3–4 |
Understand
short passages and conversations about times of getting up and going to bed |
1a, 1b, 2a |
|
Speaking |
AT2/2–3 |
Say when you
and other people get up and go to bed and discuss differences in France and
England |
1c, 2b, 2d |
|
Reading and
responding |
AT3/4 |
Understand longer
passages about when people get up and go to bed |
1a |
|
Writing |
AT4/3–4 |
Summarise the
findings of a class survey about daily routine |
2c |
|
Key
language |
je me lève à …, je me couche à … À quelle heure tu te lèves? À quelle heure tu te couches? il / elle se lève à …, il / elle se couche à … |
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|
Possible ICT Opportunities |
ICT Pack:
interview – discuss daily routine; Graph of survey results; En Route-Quand,
alors? |
||
|
Reinforcement |
Workbook,
pp14, 20 |
||
|
Extension |
À toi!, PB p117 |
||
|
Resources |
Cassette A,
side 2 or CD 1, track 11 R & A
File: worksheets 1–4, pp27–30: grammar 2 & 3, pp34–35 OHT 12 |
||
|
Supplementary
Teaching Opportunities |
Survey |
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|
SCHOOL:
Frederick Gough School – A Specialist Language College
|
|||
|
Métro 2 Rouge Module 2
Ma vie Unité
3 pp28-29 Les clubs |
Activity
no. |
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|
Learning
objectives |
Talking about clubs you go to |
||
|
Key Stage 3
Strategy Objectives |
S4 L, S7 R |
||
|
Grammar |
all parts of faire
present tense (revision) ne … rien |
||
|
Skills (Programmes
of Study) |
2i summarise
main points of text 4c compare
home and TL culture 5c express
feelings and opinions |
2c all 2b, 2c |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3 |
Understand
short passages about clubs – days, times and activities |
1b, 2b |
|
Speaking |
AT2/3–4 |
Ask and answer
questions about clubs – times, days and activities |
1c |
|
Reading and
responding |
AT3/3–5 |
Understand
details of clubs from a notice; understand account of an activity holiday |
1a, 3 |
|
Writing |
AT4/3–4 |
Write
questions in preparation for an interview; write a resumé of an interview |
2a, 2c |
|
Key
language |
Je vais au centre de loisirs / au club des jeunes / à
la salle de gym / à la piscine. Je fais du
judo / du basket / du badminton / de la gymnastique rythmique et sportive /
de la danse / de l’art dramatique, etc. Où vas-tu? Il/ /elle va …. Que fais-tu? Il / elle fait …. C’est super / marrant / génial / ennuyeux / fatigant. |
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|
Possible
ICT Opportunities |
ICT Pack: web
pages – present a selection of clubs and activities for youngsters in a
particular town |
||
|
Reinforcement |
Workbook, p15,
p21 ex 1 |
||
|
Extension |
|
||
|
Resources |
Cassette A,
side 2 or CD 1, track 12 R & A
File: grammar 1, p33 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL:
Frederick Gough School – A Specialist Language College
|
|||
|
Métro 2 Rouge Module 2
Ma vie Unité 4
pp30-31 Qu’est-ce qu’on pourrait faire ce soir? |
Activity
no. |
||
|
Learning
objectives |
Making arrangements to go out |
||
|
Key Stage 3
Strategy Objectives |
S3 L |
||
|
Grammar |
all parts of pouvoir
(present tense) on pourrait + infinitive |
||
|
Skills (Programmes
of Study) |
2f adapt
previously-learned language 5a communicate
in pairs 5f use
language creatively |
1a 1c, 2d 2c |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3–4 |
Understand
conversations about arranging to go out and excuses |
1b, 2a |
|
Speaking |
AT2/3–4 |
Negotiate with
someone where to go out including excuses |
2d |
|
Reading and
responding |
AT3/3 |
Understand
phrases about why someone has not done something |
2b |
|
Writing |
AT4/3–4 |
Write a
dialogue making arrangements to go out |
2c |
|
Key
language |
je peux, tu peux, il / elle peut, nous pouvons, vous
pouvez, ils / elles peuvent On pourrait aller / jouer / faire / écouter / regarder
/ lire …. On pourrait aller … au cinéma / au concert de musique
africaine / chez mon copain (ma copine) / à la piscine / au Quick / au
théâtre / au terrain de sport. Je ne peux pas parce que … je suis trop fatigue(e) /
j’ai trop de devoirs / je n’ai pas d’argent. |
||
|
Possible ICT Opportunities |
ICT Pack:
multi-media presentation – review evening entertainment in a particular town;
Vektor-expressions, making arrangements |
||
|
Reinforcement |
Workbook, p16,
p21 ex 2 À toi!, PB p116, activities 2 & 3 |
||
|
Extension |
En plus, PB pp38–39 |
||
|
Resources |
Cassette A,
side 2 or CD 1, track 13 R & A
File: worksheet 6, p32 OHT 13 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL:
Frederick Gough School – A Specialist Language College
|
|||
|
Métro 2 Rouge Module 2
Ma vie Unité 5 pp32-33 Ce soir … |
Activity
no. |
||
|
Learning
objectives |
Talking about going to the cinema |
||
|
Key Stage 3
Strategy Objectives |
S6 R, S9 R |
||
|
Grammar |
using tu / vous and verb endings immediate future: je vais + infinitive
(revision) |
||
|
Skills (Programmes
of Study) |
2d initiate / develop conversations 2e vary
language for context / audience 2f adapt
previously-learned language 3a memorise
words and phrases |
1c 3a, 3b 2b 1c |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3–4 |
Understand
conversations about arrangements for going to the cinema and about types of
films and opinions |
1a, 2a |
|
Speaking |
AT2/3–4 |
Practise a
dialogue making arrangements to go out; ask and answer questions about types
of films |
1c, 2b |
|
Reading and
responding |
AT3/5 |
Understand a
film review |
2c |
|
Writing |
AT4/3 |
Summarise
conversations about film preferences; write a few sentences about films you
have seen |
1b, 3a, 4 |
|
Key
language |
Ce soir on va au cinéma. Qu’est-ce que vous allez voir? Nous allons voir …. Veux-tu venir avec nous? On se retrouve où? On va se retrouver à … À quelle heure? C’est quel genre de film? C’est un dessin animé, un film de science-fiction / d’action
/ à suspense / d’amour / historique. C’est amusant, triste, effrayant, formidable, enfantin. |
||
|
Possible ICT Opportunities |
Using the
internet: look up activities available in a town of your choice via French
search engine e.g. www.yahoo.fr, TG p51 |
||
|
Reinforcement |
Workbook,
pp17–19, p22 |
||
|
Extension |
En plus, PB pp36–37 |
||
|
Resources |
Cassette A,
side 2 or CD 1, track 14 R & A
File: worksheet 5, p31; grammar 4, p36; skills, p37 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 6 À nous la France!
Unité 1 pp96-97
Je voudrais faire … |
Activity
no. |
||
|
Learning
objectives |
Choosing what you would like to do |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
‘would’ and
‘could’: Je voudrais, je pourrais, je préfèrerais |
||
|
Skills (Programmes
of Study) |
5a communicate
in pairs 5c express
feelings and opinions 5e use a range
of resources including ICT |
1d 1d, 1e 1a, 1b, 1c |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/4 |
Understand the
gist of longer conversations in which people discuss a website about leisure
activities |
1c |
|
Speaking |
AT2/4 |
Discuss with a
partner which leisure activities you would like to do |
1d |
|
Reading and
responding |
AT3/5 |
Understand
details about types of holiday from a longer text |
1b |
|
Writing |
AT4/3–4 |
Write a few
sentences about which leisure activities people would like to do |
1e |
|
Key
language |
Je voudrais
/ J’aimerais m’informer (sur le futur et les technologies). Je
préférerais aller à un centre aéré / visiter les monuments. Je pourrais
apprendre (me perfectionner dans) un sport. |
||
|
Possible
ICT Opportunities |
ICT Pack:
interview – discuss tourist attractions and accommodation in a particular
area Using the
internet: TG, p129 http://fr.dir.yahoo.com/divertissement/guides_des_loisirs/classement_geographique/ |
||
|
Reinforcement |
Workbook,
p53 À toi!, PB p124 |
||
|
Extension |
|
||
|
Resources |
Cassette C,
side 2 or CD 3, track 10 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist Language
College
|
|||
|
Métro 2 Rouge Module 6 À nous la France! Unité 2
pp98-99 Choisis une auberge de jeunesse |
Activity
no. |
||
|
Learning
objectives |
Choosing a youth hostel |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
il y a / il
n’y a pas de…
(revision) |
||
|
Skills (Programmes
of Study) |
3b use clues
to interpret meaning 4a work with
authentic materials 5f use target
language creatively |
1a 1a 2b |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/4 |
Understand
details of conversations in which people discuss and choose a youth hostel |
2a |
|
Speaking |
AT2/4–5 |
Discuss
facilities at a youth hostel and say why you prefer a particular one |
1b, 1c |
|
Reading and
responding |
AT3/4–5 |
Read and
understand details from a web page on a youth hostel |
1a |
|
Writing |
AT4/3–4 |
Design a web
page or a poster for an ideal youth hostel |
2b |
|
Key
language |
Il y a un restaurant / un bar / une salle de jeux / une salle TV / une cabine téléphonique / un parking pour bus / une laverie. |
||
|
Possible
ICT Opportunities |
Using the
internet: TG p131 http://www.fuaj.org/fra/auberges/index.html Creating a web
page: TG p131 and ICT Pack |
||
|
Reinforcement |
Workbook, p54 |
||
|
Extension |
|
||
|
Resources |
Cassette C,
side 2 or CD 3, track 11 R & A
File: worksheets 1–2, pp113–114 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 6 À nous la France! Unité 3
pp100-101 Faire une réservation |
Activity
no. |
||
|
Learning
objectives |
Making a booking at a youth hostel |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
/ |
||
|
Skills (Programmes
of Study) |
2e vary
language for context / audience 5a communicate
in pairs (role-play) 5d produce
different types of written language (formal letter) 5e use a range
of resources including ICT |
2 2, 3 1b, 3 2 |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/4 |
Understand
details from a conversation booking a youth hostel |
1a |
|
Speaking |
AT2/4 |
Make enquiries
to book a youth hostel by telephone and at reception |
1b, 3 |
|
Reading and
responding |
AT3/4 |
Understand a
letter of reservation to a youth hostel |
2 |
|
Writing |
AT4/4 |
Write a letter
of reservation to a youth hostel |
2 |
|
Key
language |
Bonsoir,
madame / monsieur. Avez-vous
des places libres (du 13 au 20 août)? Vous êtes
combien? Nous sommes
(…) filles, (…) garçons et (…) professeurs. Vous voulez
des chambres avec ou sans sanitaires? Vous
arrivez comment? Nous arrivons en (train / car …). Vous
arrivez à quelle heure? Votre
adresse? |
||
|
Possible
ICT Opportunities |
|
||
|
Reinforcement |
Workbook, p55 |
||
|
Extension |
|
||
|
Resources |
Cassette C,
side 2 or CD 3, track 12 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 6 À nous la France!
Unité 4
pp102-103 Les instructions |
Activity no. |
||
|
Learning
objectives |
Understanding instructions at a youth hostel |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
Défense de
…. Il est interdit de …. Ne pas …. Vous êtes
priés de … +
infinitive. |
||
|
Skills (Programmes
of Study) |
2h skim and
scan texts 3b use clues
to interpret meaning 4a work with
authentic materials |
1a, 1b 1a 1a |
|
|
Contexts |
The world
around us |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3 |
Understand
spoken instructions in youth hostels |
1b |
|
Speaking |
AT2 |
/ |
|
|
Reading and
responding |
AT3/5 |
Understand
written instructions in youth hostels |
1a |
|
Writing |
AT4/4 |
Write a list
of instructions for your own bedroom |
1c |
|
Key
language |
Défense de
/ d’ …entrer / faire. Vous êtes
priés de … quitter / laisser. Il est
interdit de / d’ … utiliser / fumer. Ne pas …
boire / manger. |
||
|
Possible
ICT Opportunities |
ICT Pack:
multi-media presentation – review advantages and disadvantages of youth
hostels |
||
|
Reinforcement |
Workbook, p56 |
||
|
Extension |
|
||
|
Resources |
Cassette C,
side 2 or CD 3, track 13 R & A
File: worksheet 3, p115 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 6 À nous la France! Unité
5 pp104-105 J’ai fait un stage … |
Activity
no. |
||
|
Learning
objectives |
Talking about where you have been and what you have done |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
perfect tense
(revision) |
||
|
Skills (Programmes
of Study) |
1c use a range
of vocabulary and structures (use linking words to make writing more
interesting) 5e use a range
of resources including ICT |
2a, 2b 1a, 2b |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/5 |
Understand a
longer conversation about what people did and did not like on holiday |
1c |
|
Speaking |
AT2/4–5 |
Discuss what
you did on holiday and what it was like |
2a |
|
Reading and
responding |
AT3/5 |
Understand a
longer text about a holiday |
1a, 1b |
|
Writing |
AT4/4–5 |
Write a letter
describing a holiday |
2b |
|
Key
language |
je suis
allé(e), tu es allé(e), il / elle est allé(e), nous sommes allé(e)s, vous
êtes allé(e)s, ils / elles sont allé(e)s J’ai fait
du canoe-kayak / de l’escalade / du parapente / du VTT. j’ai fait,
tu as fait, il / elle a fait, nous avons fait, vous avez fait, ils / elles
ont fait C’était
vraiment super! C’était fatigant! C’était
fantastique / hyper-classe / super / genial / ennuyeux / nul. |
||
|
Possible
ICT Opportunities |
ICT Pack: web
pages – recommend a past holiday through a presentation; Word processing,
exchanging e-mails, TG p136; En Route-parler des vacances |
||
|
Reinforcement |
Workbook,
pp57–59, p62 |
||
|
Extension |
En plus, PB p108–111 À toi!, PB p125 |
||
|
Resources |
Cassette C,
side 2 or CD 3, track 14 R & A
File: worksheet 4, p116; skills, pp117–118 OHT 32 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 4
À table! Unité
1 pp60-61 Je déjeune |
Activity
no. |
||
|
Learning
objectives |
Saying what you have for breakfast and lunch |
||
|
KS3
Strategy Objectives |
S5 R |
||
|
Grammar |
du / de la
/ de l’ / des
(revision) ne …rien (revision) |
||
|
Skills (Programmes
of Study) |
2b correct
pronunciation 4c compare own
culture with that of France 5h use
language for real purposes |
1b 3c 3a |
|
|
Contexts |
Everyday
activities |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2 |
Understand
short phrases about food and drink |
2a |
|
Speaking |
AT2/3 |
Ask and answer
questions about breakfast food and drink |
2d |
|
Reading and
responding |
AT3/2,
4 |
Match short
phrases about food and drink against photos; understand letter describing
eating habits |
2b, 3a, 3b |
|
Writing |
AT4/3–4 |
Write short
phrases about food and drink; reply to a letter about food and drink |
2c, 3c |
|
Key
language |
Je mange … du pain /
du beurre / du sucre / des cereals / de la confiture / du miel / un pain au
chocolat / un croissant / un fruit / du riz / de la salade / de la soupe. Je bois … du chocolat
chaud / du jus d’orange / de l’eau / du lait / du café. Je ne mange
rien. Je ne bois rien. Que
manges-tu? Que bois-tu? Il / Elle
mange / boit …. |
||
|
Possible
ICT Opportunities |
En Route-parler du déjeuner, parler du diner;
thealegreen.org.uk-la norriture |
||
|
Reinforcement |
Workbook,
pp33, 40 À toi!, PB p120 |
||
|
Extension |
En plus, PB pp72–74 |
||
|
Resources |
Cassette B,
side 2 or CD 2, track 10 R & A
File: worksheet 1, p71; worksheets 3–5, pp73–75; grammar 2, p81 Flashcards
56–84: breakfast and other food items OHTs 22–23 and
24–25 |
||
|
Supplementary
Teaching Opportunities |
Song – André
(Kilo de chansons) Song – Moi,
j’ai soif (Kilo de chansons) |
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 4
À table!
Unité 2 pp62-63 On fait
les courses |
Activity
no. |
||
|
Learning
objectives |
Shopping for food |
||
|
Key Stage 3
Strategy Objectives |
S3 R |
||
|
Grammar |
il faut + infinitive au / à la /
à l’ / aux + shops
(revision) |
||
|
Skills (Programmes
of Study) |
2b correct
pronunciation 5f use
language creatively |
1b 2d |
|
|
Contexts |
Everyday
activities |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3 |
Understand
short dialogues about shops and shopping |
2b |
|
Speaking |
AT2/4 |
Say what you
want to buy and discuss where you go to buy it |
2a |
|
Reading and
responding |
AT3/3 |
Understand a
short text about shopping |
2c |
|
Writing |
AT4/2–3 |
Write a
shopping list and invent a menu |
2d |
|
Key
language |
les
aubergines, les carottes, le chou, les courgettes, les oignons, les pommes de
terre, les tomates, les bananes, les oranges, les poires La
boulangerie / la pâtisserie / la charcuterie / la boucherie / le supermarché
est près d’ici? Il faut
aller à la boulangerie / pâtisserie / charcuterie / boucherie / au
supermarché Je voudrais
… du jambon / de la viande / des chips. |
||
|
Possible
ICT Opportunities |
ICT Pack:
multi-media presentation – present information about shopping for food in a
particular town; dixjeux-aux magasins; En Route-parler du diner, les fruits
et les legumes; thealegreen.org.uk-fruits et legumes; Vektor-expressions,
shopping at the market |
||
|
Reinforcement |
Workbook, p34 |
||
|
Extension |
|
||
|
Resources |
Cassette B,
side 2 or CD 2, track 11 R & A
File: worksheets 2, p72; worksheet 9, p79; grammar 1, p80 |
||
|
Supplementary
Teaching Opportunities |
Poster |
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 4
À table! Unité
3 pp64-65 Combien? |
Activity
no. |
||
|
Learning
objectives |
Saying how much you want |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
quantities: une
bouteille de / un kilo de / un tube de / une boîte de / un paquet
de / un pot de / 500g de / 250g de
etc. en |
||
|
Skills (Programmes
of Study) |
1c use a range
of vocabulary and structures 2g deal with
the unpredictable 5a communicate
in pairs etc. |
2d 2a 2a, 2c |
|
|
Contexts |
Everyday
activities |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3 |
Understand
what people are buying from a dialogue |
1b, 2b |
|
Speaking |
AT2/4 |
Take part in a
longer dialogue in a shop, saying what quantities of items you want |
2a |
|
Reading and
responding |
/ |
/ |
|
|
Writing |
AT4/3–4 |
Write a sketch
about shopping |
2d |
|
Key
language |
Je voudrais …. Combien en
voulez-vous? J’en veux
un kilo. Et avec ça? Je voudrais
une bouteille de / une boîte de …/ un tube de …/ un paquet de …. |
||
|
Possible
ICT Opportunities |
Word
processing: type sketch (activity 2d), TG p 90 |
||
|
Reinforcement |
Workbook,
pp35, 41 |
||
|
Extension |
En plus, PB p75 |
||
|
Resources |
Cassette B,
side 2 or CD 2, track 12 R & A
File; worksheets 6–7, pp76–77 Flashcards
85–89: food items in various containers OHT 26 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College |
|||
|
Métro 2 Rouge Module 4
À table! Unité 4 pp66-67 Le snack |
Activity
no. |
||
|
Learning
objectives |
Ordering food and drink |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
/ |
||
|
Skills (Programmes
of Study) |
2a listen for
gist and detail 2d initiate
and develop conversations 2f adapt
previously-learned language |
1b, 1d 1a 2b |
|
|
Contexts |
Everyday
activities |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3–4 |
Understand
details from conversations in a café |
1b, 1d |
|
Speaking |
AT2/4 |
Order a
three-course meal in a café |
1a, 2b |
|
Reading and
responding |
AT3/2–3 |
Understand a
menu |
sample menu |
|
Writing |
AT4/2–3 |
Invent a menu
for an ideal café |
2a |
|
Key
language |
Vous avez
choisi? Je voudrais un steak frites. Prenez-vous
une entrée? Oui, je
voudrais la soupe à l’oignon. Prenez-vous
un dessert? Oui, je
voudrais une mousse au chocolat. Non, merci,
je ne prends pas de dessert. |
||
|
Possible
ICT Opportunities |
ICT Pack: web
pages – present a selection of café menus from a particular town; En
Route-Miam, miam; Vektor-expressions, buying a snack, eating out |
||
|
Reinforcement |
Workbook, p36 |
||
|
Extension |
|
||
|
Resources |
Cassette B,
side 2 or CD 2, track 13 OHT 27 |
||
|
Supplementary
Teaching Opportunities |
Song – Le
vendeur de glaces (Kilo de chansons) |
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 4
À table! Unité 5 pp68-69 Je suis boulanger |
Activity
no. |
||
|
Learning
objectives |
Describing a day in the past |
||
|
Key Stage 3
Strategy Objectives |
S1 R |
||
|
Grammar |
perfect tense
with avoir and être (revision) |
||
|
Skills (Programmes
of Study) |
1a sounds and
writing 3d use
dictionaries / reference materials 4d knowledge
of TL communities |
1a 1b 1b |
|
|
Contexts |
The world of
work |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/5 |
Understand
longer texts containing present and perfect tenses |
1a, 2a |
|
Speaking |
AT2/4–5 |
Ask and answer
questions about a work placement using the perfect tense |
2d |
|
Reading and
responding |
AT3/5 |
Understand a
longer article using the present and perfect tenses |
1b, 1c |
|
Writing |
AT4/4–5 |
Write a résumé
in the perfect tense; write a report in the perfect tense about a day in a
work placement |
2b, 2c, 2e |
|
Key
language |
j’ai commence à …, j’ai fait …, j’ai déjeuné à …, j’ai mangé …, j’ai bu …, j’ai fini à …, je suis descendu(e) … |
||
|
Possible
ICT Opportunities |
ICT Pack:
interview – discuss shopkeepers and their shops in a particular town |
||
|
Reinforcement |
Workbook,
pp37–39, p42 |
||
|
Extension |
|
||
|
Resources |
Cassette B,
side 2 or CD 2, track 14 R & A
File: worksheet 8, p78 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 5 Une semaine à Paris
Unité 1 pp78-79 L’invitation |
Activity
no. |
||
|
Learning
objectives |
Arranging a visit |
||
|
Key Stage 3
Strategy Objectives |
S2 R |
||
|
Grammar |
vouloir, all forms present tense aller + infinitive (revision) au / à la /
à l’ / aux (revision) |
||
|
Skills (Programmes
of Study) |
5e use a range
of resources including ICT 5h use target
language for real purposes |
1a, 2d 1b, 2d |
|
|
Contexts |
The world
around us |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/4–5 |
Note details
about plans from a telephone call and from conversations |
1c, 2b |
|
Speaking |
AT2/3–4 |
Make
arrangements and express preferences about where to go |
2c |
|
Reading and
responding |
AT3/4 |
Understand
e-mails about plans for a trip |
1a |
|
Writing |
AT4/4–5 |
Write an
e-mail or a letter including future plans |
1b, 2d |
|
Key
language |
je vais
partir … Je vais
aller an France. Nous allons prendre
le train. Je préfère
aller à la tour Eiffel / au musée du Louvre / aux magasins. Nous
voulons aller à Paris. Je veux
bien. Je ne veux pas y aller. |
||
|
Possible
ICT Opportunities |
Exploring the
internet: www.visite-virtuelle-paris.com,
TG p106; Exchanging
e-mail messages: TG pp105–106; Vektor-expressions, getting around |
||
|
Reinforcement |
Workbook, p43,
p50 ex 1, p51 |
||
|
Extension |
|
||
|
Resources |
Cassette C,
side 1 or CD 3, track 1 R & A
File: worksheet 1, p93 Flashcards
90–96: sights in Paris |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 5
Une semaine à Paris Unité 2
p80-81 On va à Paris |
Activity
no. |
||
|
Learning
objectives |
Talking about how to get to Paris |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
y mon / ma /
mes, ton / ta / tes, son / sa / ses
(revision) |
||
|
Skills (Programmes
of Study) |
2i summarise
main points of text 2j redraft
writing to improve accuracy |
3b 3d |
|
|
Contexts |
The world
around us |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/3–4 |
Understand
details of trips from conversations |
1c, 2b |
|
Speaking |
AT2/3–4 |
Talk about
details of holiday plans |
1d, 2c, 3a |
|
Reading and
responding |
AT3/3 |
Understand
short notes about holiday plans |
2a |
|
Writing |
AT4/3–4 |
Write and
redraft a résumé of short interviews about holiday plans |
3b, 3c |
|
Key
language |
Je vais à
Paris. Tu y vas seul(e)? Non, j’y vais avec ma classe. J’y vais
avec mes parents / ma classe / mes copains / seul(e). |
||
|
Possible
ICT Opportunities |
ICT Pack:
interview, discuss preparations for a long journey Word
processing: redrafting, TG p110 |
||
|
Reinforcement |
Workbook, p44,
p50 ex 2 |
||
|
Extension |
À toi!, PB p123 |
||
|
Resources |
Cassette C,
side 1 or CD 3, track 2 R & A
File: worksheet 6, p98, skills, pp100–101 (asking
questions) OHT 28 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 5
Une semaine à Paris
Unité 3 pp82-83 À Paris |
Activity
no. |
||
|
Learning
objectives |
Getting to know Paris |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
high numbers
(dates) |
||
|
Skills (Programmes
of Study) |
2g deal with
the unpredictable 3b use clues
to interpret meaning 3c use
knowledge of English 4d knowledge
of TL communities |
Skill box Skill box 1d All |
|
|
Contexts |
The world
around us |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/4 |
Recognise
monuments from a description; understand where someone has been and their
opinion of it |
1b, 1e |
|
Speaking |
AT2/2 |
Compare
answers from a listening task about Paris monuments with a partner |
1c |
|
Reading and
responding |
AT3/4 |
Understand
longer texts about Paris monuments |
1a |
|
Writing |
AT4/4 |
Complete a
text about a Paris monument |
2 |
|
Key
language |
On va, nous allons, nous sommes allé(e)s, à la tour Eiffel, à l’Arc de triomphe, à l’avenue des Champs Élysées, à la Cité des Sciences et de l’Industrie, à la Grande Arche de la Défense, au musée du Louvre, à la Cathédrale Notre-Dame, au Sacré-Cœur. |
||
|
Possible
ICT Opportunities |
Vektor-expressions, getting around, asking for
information |
||
|
Reinforcement |
|||
|
Extension |
En plus, PB p90–93 |
||
|
Resources |
Cassette C,
side 1 or CD 3, track 3 R & A
File: worksheet 2, p94; worksheets 4–5, pp96–97 Flashcards
90–96: sights in Paris OHTs 29 and 30 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 5
Une semaine à Paris Unité 4
pp84-85 Prenez le métro |
Activity
no. |
||
|
Learning
objectives |
Getting around in Paris |
||
|
Key Stage 3
Strategy Objectives |
S8 R |
||
|
Grammar |
/ |
||
|
Skills (Programmes
of Study) |
2g deal with
the unpredictable 5a communicate
in pairs, groups etc. 5h use target
language for real purposes |
3 1a 1a, 3 |
|
|
Contexts |
The world
around us |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/4 |
Understand a
conversation about which métro to take |
1b |
|
Speaking |
AT2/4 |
Ask and answer
questions about which métro to take |
3 |
|
Reading and
responding |
AT3/4 |
Understand
details of plans and follow on a map |
2a |
|
Writing |
AT4/3–4 |
Write
instructions about which métro to take |
2b |
|
Key language |
Je voudrais
voir le tour Eiffel. Je voudrais
faire un tour des monuments / visiter un musée. pour aller
à / au / à la / aux, vous êtes à
…, vous prenez … changez à
…, descendez à … la ligne,
direction |
||
|
Possible
ICT Opportunities |
ICT Pack: web
pages – introduce transport system of a particular town |
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|
Reinforcement |
Workbook, p46 |
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|
Extension |
|
||
|
Resources |
Cassette C,
side 1 or CD 3, track 4 R
& A file, worksheets 3–5, pp95–97
Flashcards
90–96: sights in Paris OHT 31 |
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|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
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|
Métro 2 Rouge Module 5
Une semaine à Paris
Unité 5 pp86-87 Le journal de Daniel et
Eleanor |
Activity
no. |
||
|
Learning
objectives |
Talking about what you have done in Paris |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
perfect tense
with avoir and être (revision) |
||
|
Skills (Programmes
of Study) |
1c use a range
of vocabulary and structures 2f adapt
previously-learned language 5e use a range
of resources including ICT |
2 1a 2 |
|
|
Contexts |
The world
around us |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/5 |
Understand a
longer text about what people did in Paris including their opinions |
1b |
|
Speaking |
AT2/4–5 |
Discuss what
people did in Paris from picture cues |
1a |
|
Reading and
responding |
AT3 |
/ |
|
|
Writing |
AT4/4–5 |
Research and
write about a visit to Paris using the perfect tense |
2 |
|
Key
language |
je suis
allé(e) / nous sommes allé(e)s j’ai
vu , nous avons vu j’ai visité
, nous avons visité j’ai fait , nous
avons fait j’ai mangé
, nous avons mange j’ai bu , nous
avons bu j’ai acheté
, nous avons acheté Pardon,
monsieur, madame, pourriez-vous m’indiquer comment aller …? Pouvez-vous répéter, s’il vous plait? Merci
madame, monsieur. C’était
super / intéressant / genial / ennuyeux / fatigant / pas mal. |
||
|
Possible
ICT Opportunities |
ICT Pack:
multi-media presentation – describe a difficult journey Using the
internet, www.paris-tourist-office.com,
TG p119 Word
processing, copying and pasting images , TG
p119 |
||
|
Reinforcement |
Workbook,
pp47–49, p52 À toi!, PB p122 |
||
|
Extension |
En plus, PB p92 |
||
|
Resources |
Cassette C,
side 1 or CD 3, track 5 R & A
File: grammar, p99, skills, p101 Flashcards
90–96: sights in Paris |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 3
Famille et copains
Unité 1 pp42-43 Ma famille |
Activity
no. |
||
|
Learning
objectives |
Talking about your family |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
mon / ma / mes, ton / ta / tes, son / sa / ses
(revision) notre / nos |
||
|
Skills (Programmes
of Study) |
2a listen for
gist and detail 2c ask and
answer questions |
1c, 3b 2 |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/4 |
Understand
longer passages about details of family members |
3b |
|
Speaking |
AT2/3 |
Ask and answer
questions about an assumed family |
2 |
|
Reading and
responding |
AT3/4 |
Understand a
longer text about details of a family |
3a |
|
Writing |
AT4/3–4 |
Draw a family
tree and write a short passage of explanation |
3c |
|
Key
language |
mon / ton / son / notre / votre / leur père / frère, ma / ta / sa / notre / votre / leur mère / sœur, mes / tes / ses / nos / vos / leurs parents /
grands-parents |
||
|
Possible
ICT Opportunities |
ICT Pack:
interview – give a presentation about a family; dixjeux-la famille; En Route-parler
de ta famille |
||
|
Reinforcement |
Workbook,
pp23, 30 |
||
|
Extension |
En plus, PB pp54–55 |
||
|
Resources |
Cassette B,
side 1 or CD 2, track 1 R & A
File: worksheet 5, p54; grammar 4, p58 OHTs 14 and 15 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 3
Famille et copains
Unité 2 pp 44-45 Mes copains |
Activity
no. |
||
|
Learning
objectives |
Talking about your friends |
||
|
Key Stage 3
Strategy Objectives |
|
||
|
Grammar |
comparisons: plus … que superlatives: le plus … agreement of
adjectives (revision) |
||
|
Skills (Programmes
of Study) |
2f adapt
previously-learned language 2h skim and
scan texts |
1e 2a |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|
||
|
Listening
and responding |
AT1/4 |
2b |
|
|
Speaking |
AT2/2–4 |
Discuss with
partner who is tallest, shortest etc. |
1b, 1e |
|
Reading and
responding |
AT3/5 |
Understand a
descriptive article about a champion cyclist |
2a |
|
Writing |
AT4/3–4 |
Using a model,
write a descriptive paragraph about yourself |
2c |
|
Key
language |
Je mesure … Il / Elle mesure … Il / Elle est plus grand(e) / plus petite que moi, plus
sportif(ive), plus timide, plus courageux(euse), plus bavard(e), plus
marrant(e), plus paresseux(euse), plus beau (belle) Il / elle est le / la plus grand(e), il / elle est le /
la plus petit(e), il / elle est le / la plus sportif(ive), il / elle est
le / la plus timide, il / elle est le / la plus courageux(euse), il / elle
est le meilleur chanteur / la meilleure chanteuse |
||
|
Possible ICT Opportunities |
Word processing: TG p64 |
||
|
Reinforcement |
Workbook,
pp24, 31 À toi!, PB p118 |
||
|
Extension |
|
||
|
Resources |
Cassette B,
side 1 or CD 2, track 2 R & A
File: worksheet 1, p50; grammar 1–3, pp55–57 OHT 15 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 3
Famille et copains Unité 3 pp46-47 Les choses que
j’aime |
Activity
no. |
||
|
Learning
objectives |
Talking about your favourite things |
||
|
Key Stage 3
Strategy Objectives |
S4 R |
||
|
Grammar |
direct object pronouns (le / la / l’ / les) |
||
|
Skills (Programmes
of Study) |
2h skim and scan texts 5c express feelings and opinions |
1a, 1b 2b, 2c |
|
|
Contexts |
Personal and
social life |
||
Learning outcomes …
|
|||
|
Listening
and responding |
AT1/3–4 |
Understand
short passages and interviews about likes and preferences |
1c, 2a |
|
Speaking |
AT2/3–4 |
Ask and answer
questions about preferences |
2c |
|
Reading and
responding |
AT3/4 |
Understand
notes about favourite things |
1a, 1b |
|
Writing |
AT4/3–4 |
Write a
dialogue about preferences |
2b |
|
Key
language |
j’aime, je l’aime, je ne l’aime pas je le / la / les préfère parce que … |
||
|
Possible ICT Opportunities |
ICT Pack:
multi-media presentation – review
questionnaire about favourite things or animals |
||
|
Reinforcement |
Workbook, p25 |
||
|
Extension |
À toi!, PB p119 |
||
|
Resources |
Cassette B,
side 1 or CD 2, track 3 R & A
File: worksheet 2, p51; grammar 5, p59 |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge
Module 3 Famille et copains Unité
4 pp48-49 Le corps |
Activity
no. |
||
Learning objectives
|
Talking about parts of the body |
||
Key Stage 3 Strategy Objectives
|
|
||
|
Grammar |
pour + infinitive regular and
irregular plurals of nouns |
||
|
Skills (Programmes
of Study) |
2b
pronunciation and intonation 2g deal with
the unpredictable 3d use dictionaries
/ reference materials 5b respond to
classroom events in TL |
1b 2a 2a 2a |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/4 |
Understand
adverts for toiletry products; understand descriptions of creatures |
1d, 2c |
|
Speaking |
AT2/2 |
Say what
toiletry products are for |
1c |
|
Reading and
responding |
AT3/4 |
Understand
descriptions of creatures |
2c |
|
Writing |
AT4/3–4 |
Write adverts
for beauty products; describe a creature |
1e, 2d |
|
Key
language |
les dents, les lèvres, le nez, les oreilles, les
sourcils, les yeux, le bras, le cou, le doigt, le dos, l’épaule, le genou, la
jambe, la main, le pied, la tête une main, deux mains, un genou, deux genoux, un œil,
les yeux |
||
|
Possible
ICT Opportunities |
Using a
graphics program: TG p69; dixjeux-Mozoq |
||
|
Reinforcement |
Workbook, p26 |
||
|
Extension |
En plus, PB p57 |
||
|
Resources |
Cassette B,
side 1 or CD 2, track 4 R & A
File: worksheets 3–4, pp52–53 Flashcards
31–45: parts of the face and parts of the body OHTs 16–17:
parts of the face, 18–19: parts of the body |
||
|
Supplementary
Teaching Opportunities |
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Métro 2 Rouge Module 3
Famille et copains
Unité 5 pp50-51 J’ai mal |
Activity
no. |
||
|
Learning
objectives |
Saying what is
wrong with you and what you need
|
||
|
Key Stage 3
Strategy Objectives |
S8 L
|
||
|
Grammar |
imperative – vous form
|
||
|
Skills (Programmes
of Study) |
2e vary language
for context / audience 3b use clues
to interpret meaning |
2b 1a |
|
|
Contexts |
Personal and
social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/2–3 |
Understand
what is wrong with someone and advice
offered |
1b, 2c |
|
Speaking |
AT2/2–4 |
Name
illnesses; give advice; ask for things at a chemist |
1c, 2b, 2d |
|
Reading and
responding |
AT3/2 |
Understand
short phrases about illnesses and advice |
2a |
|
Writing |
AT4/3 |
Copy and
complete a letter about an illness |
2e |
|
Key
language |
j’ai mal aux oreilles, aux dents, à la tête j’ai froid, chaud allez, prenez, utilisez, mettez, restez, sucez |
||
|
Possible ICT Opportunities |
ICT
Pack : web pages – present a series of teenage problems and possible
solutions; bonjour.org.uk-les douleurs |
||
|
Reinforcement |
Workbook,
pp27–29, p32 |
||
|
Extension |
En plus, PB pp55–56 |
||
|
Resources |
Cassette B,
side 1 or CD 2, track 5 Flashcards
46–55: ailments OHTs 20 and 21 |
||
|
Supplementary
Teaching Opportunities |
|
||