SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 1 Salut! Unité 1 pp6-7 Je me présente			Activity no.
Learning objectives		Talking about yourself
Key Stage 3 Strategy Objectives		S6 L
Grammar		avoir, être, present tense, 1^st person singular (revision) -er verbs present tense, 1^st person singular (revision)
Skills (Programmes of Study)		1a sounds and writing 2c ask and answer questions 3a memorise words and phrases	1a 1c 2a
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3	Understand short passages and dialogues where people introduce themselves	1a, 1d
Speaking	AT2/3	Ask and answer questions about other people and present yourself	1c, 2a
Reading and responding	AT3/3	Understand short passages about people	1a, 2b
Writing	AT4/2–4	Write a few sentences describing yourself and other people	1e, 2b
Key language		Je m’appelle … J’ai (douze) ans. Je suis anglais(e) / écossaise(e) / gallois(e) / irlandais(e) etc. J’ai les cheveux blonds / bruns / roux / châtains et les yeux bleus / bruns / noisette. J’habite à (Londres) en Angleterre / Écosse / Irlande / au pays de Galles. J’ai un / deux frères et une / deux sœurs. Je n’ai pas de frères et sœurs.
Possible ICT Opportunities		ICT Pack: web pages – describe friends and family members;En Route-Salut, Nous voilà
Reinforcement		À toi!, PB p126 Workbook, p3
Extension
Resources		Cassette A, side 1 or CD 1, track 1 R & A File: worksheet 1, p4; pp6 and 7 (pairwork) OHTs 1–2
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 1 Salut! Unité 2 pp8-9 Quentin et Murielle			Activity no.
Learning objectives		Talking about someone else
Key Stage 3 Strategy Objectives		S5 L, S10 L
Grammar		avoir, être, habiter, s’appeler (3^rd person singular) il / elle (revision)
Skills (Programmes of Study)		2b pronunciation and intonation 3a memorise words and phrases 3c use knowledge of English	1a skill box skill box
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2–3	Understand phrases and short passages about other people	1a, 2b
Speaking	AT2/3	Say a few sentences about someone else	3a
Reading and responding	AT3/3	Understand short passages about other people	1a, 1b
Writing	AT4/3–4	Write a few sentences about other people	3b
Key language		Il / elle s’appelle … Il / elle est … Il elle a … frères et … sœurs. Il / elle habite …
Possible ICT Opportunities		ICT Pack: interview – describe weekend activities; En Route-Salut
Reinforcement		Workbook, p4
Extension
Resources		Cassette A, side 1 or CD 1, track 2 R & A File: worksheet 6, p9; grammar1, p11 OHT 3
Supplementary Teaching Opportunities

SCHOOL : Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 1 Salut! Unité 3 pp10-11 Que fait-il après le collège?			Activity no.
Learning objectives		Saying what you do after school
Key Stage 3 Strategy Objectives
Grammar		mon / ma / mes (revision) -er verbs je, il / elle forms (revision) faire 1st and 3^rd person (revision)
Skills (Programmes of Study)		2i summarise main points of text 5a communicate in pairs	2c 2a, 2d
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2	Understand short phrases about what people do	1b, 2b
Speaking	AT2/2–3	Ask and answer questions about what you and other people do	2a, 2d
Reading and responding	AT3/2–3	Read short phrases and notes about activities	1a, 3
Writing	AT4/2–3	Write sentences about what people do	2c
Key language		Je regarde la télé. Je joue avec mon copain / ma copine / mes copains / mes copines. Je joue au tennis / volleyball. J’écoute de la musique. Je joue aux cartes. Je fais du vélo. Je fais mes devoirs. Je joue de la guitare.
Possible ICT Opportunities		Word processing: using a table, TG p26; En Route-J’aime ça
Reinforcement		Workbook, p5
Extension		Grammaire p17
Resources		Cassette A, side 1 or CD 1, track 3 R & A File: worksheet 2, p5; worksheet 5, p8 OHT 4 Flashcards 1–10: activities
Supplementary Teaching Opportunities
SCHOOL : Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 1 Salut! Unité 4 pp12-13 La semaine de Pascal			Activity no.
Learning objectives		Saying where you go and what you do in the evening
Key Stage 3 Strategy Objectives		S2 L
Grammar		how to say to: à la / au / chez / en (revision) aller (singular forms) (revision)
Skills (Programmes of Study)		2a listen for gist and detail	1b, 2b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2–3	Understand short phrases about where people go and what they do	1b, 2b
Speaking	AT2/2–3	Give simple statements about where you go and what you do on particular days	3a
Reading and responding	AT3/2	Understand diary entries about activities over the week	1a, 2a
Writing	AT4/3	Write simple sentences about where you go on different days	3b
Key language		Je vais, il / elle va au cinèma / au parc / au McDo / en ville / chez mon copain (ma copine). J’achète des baskets / un pull. J’écoute de la musique. Je joue au tennis / volleyball. Je mange un burger. Je regarde une vidéo / un film. Je fais du roller / mes devoirs. Je lis un livre. Je reste à la maison. Où vas-tu?
Possible ICT Opportunities		ICT Pack: multi-media presentation – review young people’s leisure activities; En Route-J’aime ça
Reinforcement		Workbook, pp6 & 10
Extension
Resources		Cassette A, side 1 or CD 1, track 4 R & A File: worksheet 2, p5; grammar 2, p12 OHT 5
Supplementary Teaching Opportunities		Song – Allez à la banque (Kilo de chansons)

SCHOOL : Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 1 Salut! Unité 5 pp14-15 Un jour de congé			Activity no.
Learning objectives		Talking about a special day out
Key Stage 3 Strategy Objectives		S3 L
Grammar		aimer + infinitive
Skills (Programmes of Study)		1c use a range of vocabulary 2i summarise main points of text 5c express feelings and opinions 5h use TL for real purposes	1c 2d 2c 1c
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2	Understand short phrases about where people go and their opinion	1b, 2a
Speaking	AT2/2–3	Say where you and other people like to go and what you like to do	1c, 2d, 2c
Reading and responding	AT3/2	Understand short phrases about where people go and what they do	1a, 2b
Writing	AT4/2–3	Write up the results of interviews saying what people like and don’t like doing	2d
Key language		J’aime aller à la montage / à la plage / à la campagne / au lac / en ville / au parc d’attractions / au stade. J’aime rester à la maison.
Possible ICT Opportunities		Word processing: practising typing with accents, TG p29; En Route-J’aime ça
Reinforcement		Workbook, pp7–9, 11–12
Extension		En plus, PB pp20–23 Grammaire p18 À toi!, PB p127
Resources		Cassette A, side 1 or CD 1, track 5 R & A File: worksheet 7, p10; skills, p13 (nouns) OHTs 6, 7 (overlay), 8, 9 Flashcards 11–20 (places)
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 2 Ma vie Unité 1 pp26-27 Le matin			Activity no.
Learning objectives		Talking about what you do in the morning
Key Stage 3 Strategy Objectives		S10 R
Grammar		reflexive verbs (present tense), je form
Skills (Programmes of Study)		2a listen for gist and detail 3b use clues to interpret meaning	1b skill box
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/1–2	Deduce what someone is doing by listening to short sentences	1b
Speaking	AT2/2	Give simple statements about daily routine	1c
Reading and responding	AT3/2–3	Understand short phrases and notes about daily routine	1a, 2
Writing	AT4/3–4	Complete a passage and write a short passage about morning activities	3a, 3b
Key language		je me douche je m’habille je me lave les dents je me lève je sors je bois je me reveille je me lave je mange
Possible ICT Opportunities		Bonjour.org.uk-Ma journée
Reinforcement		Workbook, p13
Extension
Resources		Cassette A, side 2 or CD 1, track 10 R & A File: worksheet 3, p27 OHTs 10, 11 (overlay) Flashcards 21–30: reflexive verbs
Supplementary Teaching Opportunities		Mime activities

SCHOOL : Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 2 Ma vie Unité 2 pp28-29 Se lever et se coucher			Activity no.
Learning objectives		Saying when you get up and when you go to bed
Key Stage 3 Strategy Objectives		S1 L
Grammar		more reflexive verbs: using the tu / il / elle forms 24-hour clock
Skills (Programmes of Study)		5a communicate in pairs 5d produce / respond to different types of spoken / written language	1b 1a, 2c
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2, 4	Understand short conversations and a class survey about times of getting up and going to bed	1c, 2a
Speaking	AT2/2	Say times using the 24-hour clock	1b
Reading and responding	AT3/3	Understand notes about when people get up and go to bed	1a
Writing	AT4/2–3	Write about when you and other people get up and go to bed	3
Key language		Je me lève à … Je me couche à … À quelle heure tu te couches? Il / elle se lève à … Il / elle se couche à …
Possible ICT Opportunities		ICT Pack: interview – discuss daily routine; Graph of survey results; En Route-Quand alors?
Reinforcement		À toi!, PB p128 Workbook, pp14, 20; p21 ex 1 and 2
Extension
Resources		Cassette A, side 2 or CD 1, track 11 R & A File: worksheets 1, 4, 5, pp25, 28, 29 (pairwork); grammar 1, p30 OHT 12
Supplementary Teaching Opportunities		Survey

SCHOOL : Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 2 Ma vie Unité 3 pp30-31 Les clubs			Activity no.
Learning objectives		Talking about clubs you go to
Key Stage 3 Strategy Objectives
Grammar		all parts of faire present tense (revision) nous form of present tense verbs
Skills (Programmes of Study)		2f adapt previously-learned language 4c compare home and TL culture 4d knowledge of TL communities	1d 1d 1d
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3	Understand short dialogues about clubs, days, times and activities	1c
Speaking	AT2/3–4	Ask and answer questions about clubs, times, days and activities	1d
Reading and responding	AT3/2–3	Understand details of clubs from a notice and understand longer texts about an activity holiday	1b, 2a
Writing	AT4/2–4	Write sentences about clubs, days and times and adapt a longer text	1b, 2b
Key language		Je fais du judo / de la plongée. nous faisons … Nous jouons / chantons / mangeons … Je ne fais rien. Où vas-tu? Il / elle va … Que fais-tu? Il / elle fait …
Possible ICT Opportunities		ICT Pack: web pages – present a selection of clubs and activities for youngsters in a particular town
Reinforcement		Workbook, p15
Extension		Grammaire p37
Resources		Cassette A, side 1 or CD 1, track 12 R & A File: worksheet 1, p25; grammar 2 and 3, pp32–33
Supplementary teaching Opportunities

SCHOOL : Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 2 Ma vie Unité 4 pp32-33 Qu’est-ce qu’on pourrait faire ce soir?			Activity no.
Learning objectives		Making arrangements to go out
Key Stage 3 Strategy Objectives		S7 L, S8 L, S3 R
Grammar		je veux / je ne veux pas on pourrait + infinitive
Skills (Programmes of Study)		2d initiate / develop conversations 2g deal with the unpredictable 5c express feelings and opinions 5f use language creatively	2b 2b 2b 2b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2–3	Understanding conversations about arranging to go out and excuses	1b, 3a
Speaking	AT2/3–4	Negotiate with someone where to go	2b
Reading and responding	AT3/2	Understand short phrases about suggestions for going places	1a
Writing	AT4/2	Write short phrases saying why you can’t do something	3b
Key language		On pourrait aller au cinèma / au concert / au club des jeunes / au terrain de sport / au théâtre / au Quick / chez mon copain (ma copine). je veux Je ne veux pas … parce que je suis trop fatigué(e)je n’ai pas le temps / je n’ai pas d’argent / je n’ai pas mon maillot de bain / j’ai trop de devoirs.
Possible ICT Opportunities		ICT Pack: multi-media presentation – review evening entertainment in a particular town; Vektor-expressions, making arrangements
Reinforcement		Workbook, p16; p21 ex 3
Extension		À toi!, PB p129
Resources		Cassette A, side 2 or CD 1, track 13 OHT 13
Supplementary Teaching Opportunities
SCHOOL : Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 2 Ma vie Unité 5 pp34-35 Ce soir …			Activity no.
Learning objectives		Talking about going to the cinema
Key Stage 3 Strategy Objectives		S4 L
Grammar		Immediate future: je vais + infinitive (revision)
Skills (Programmes of Study)		2a listen for gist and detail 2d initiate / develop conversations 3b use clues to interpret meaning	1a, 2a 1b, 2b 3a, 3b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3	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 arrangement to go out and ask and answer questions about types of films	1b, 2b
Reading and responding	AT3/4	Understand a film review	3a
Writing	AT4/3	Complete a note relating to films you have seen	2c
Key language		Je vais aller au cinéma. Je vais voir … On se retrouve à … C’est un dessin animé, un film de science-fiction / d’action / d’amour / historique. génial, intéressant, amusant, ennuyeux, effrayant
Possible ICT Opportunities		Using the internet: look up activities available in a town of your choice via French search engines, e.g.
Reinforcement		Workbook, pp17–19; p22
Extension		Grammaire p38 En plus, PB pp40–43
Resources		Cassette A, side 2 or CD 1, track 14 R & A File: worksheet 2, p26; grammar 2, 3, 4, pp31–33; skills p34 (learning words)
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 3 Famille et copains Unité 1 pp46-47 Ma famille			Activity no.
Learning objectives		Talking about your family
Key Stage 3 Strategy Objectives		S6 R
Grammar		mon / ma / mes, ton / ta / tes, son / sa / ses (revision) numbers to 60 (revision)
Skills (Programmes of Study)		2a listen for gist and detail 2c ask and answer questions	1b 1c
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2	Understand short phrases with details of family members	1b
Speaking	AT2/2–3	Ask and answer questions about someone’s family	2b
Reading and responding	AT3/1	Understand a family tree	1a
Writing	AT4/1–3	Draw a family tree and write a few sentences of explanation	2a, 2c
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 grand-père, grand-mère, beau-père, belle-mère, demi-sœur, demi-frère, cousin, cousine, tante, oncle Il / elle s’appelle … Il / elle a …
Possible ICT Opportunities		ICT Pack: interview – give a presentation about a family; dixjeux-la famille; En Route-Parler de ta famille, les chiffres de 21-100
Reinforcement		Workbook, pp23, 30
Extension		À toi!, PB p131
Resources		Cassette B, side 1 or CD 2, track 1 R & A File: worksheets 1 and 4, pp 46 and 49 OHTs 14, 15
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 3 Famille et copains Unité 2 pp 48-49 Je mesure			Activity no.
Learning objectives		Saying how tall you are
Key Stage 3 Strategy Objectives
Grammar		comparisons: plus … que superlatives: le plus … agreement of adjectives (revision)
Skills (Programmes of Study)		2b pronunciation and intonation 5a communicate in pairs	Skill box 1b, 2a
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2	Understand measurements and sentences about comparison of height	1a, 1e
Speaking	AT2/2–3	Talk to a partner using comparatives and superlatives	1b, 2a
Reading and responding	AT3/2	Understand short phrases using comparisons	1a
Writing	AT4/2	Write short phrases using comparisons	2b
Key language		Il / elle est plus grand(e) / petit(e) que …. Il / elle est le / la plus grand(e) / petit(e). Je mesure …. Tu mesures ….
Possible ICT Opportunities		Word processing: produce a descriptive article about self or celebrity, TG p 62; graph showing heights
Reinforcement		Workbook, pp24, 31
Extension		Grammaire p57
Resources		Cassette B, side 1 or CD 2, track 2 R & A File: worksheet 1, p46
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 3 Famille et copains Unité 3 pp50-51 La tête			Activity no.
Learning objectives		Talking about parts of the face
Key Stage 3 Strategy Objectives
Grammar
Skills (Programmes of Study)		3d use dictionaries / reference material 5d produce / respond to different types of spoken / written language	Skill box 2a, 2c
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3	Deduce from an advert which product is being advertised	1d
Speaking	AT2/2	Say which part of the body a product is for	1c
Reading and responding	AT3/3	Understand a problem page	2a, 2b
Writing	AT4/2–3	Write a short advert and a short problem letter	1e, 2c
Key language		la bouche, les cheveux, les dents, les lèvres, le nez, les oreilles, la peau, les sourcils, les yeux lisse, gras / grasse, sec / sèche, beau / belle
Possible ICT Opportunities		Graphics programme: design your own advert for beauty product, TG p65
Reinforcement		Workbook, p25
Extension
Resources		Cassette B, side 1 or CD 2, track 3 OHTs 16, 17 Flashcards 31–35: face
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 3 Famille et copains Unité 4 pp52-53 Le corps			Activity no.
Learning objectives		Talking about parts of the body
Key Stage 3 Strategy Objectives
Grammar		agreement of adjectives (revision) regular and irregular plurals of nouns
Skills (Programmes of Study)		2g deal with the unpredictable 3c use knowledge of English 5b respond to classroom events in TL 5f use the TL creatively	1b skill box 1b 2c
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/1	Understand parts of the body	1c
Speaking	AT2/2–3	Describe a dog	2b
Reading and responding	AT3/3	Understand short descriptions of a dog	2a
Writing	AT4/2–3	Draw and describe a person or monster	1d, 2c
Key language		grand, grande, grand(e)s le bras, le cou, le dos, l’épaule, la jambe, la langue, la patte, le pied, la queue, le doigt, la main, le genou, le poil, la tête une main, deux mains / un bras, deux bras / un genou, deux genoux
Possible ICT Opportunities		ICT Pack: multi-media presentation – review questionnaire about favourite things or animals; dixjeux-Mozoq
Reinforcement		Workbook, p26
Extension		Grammaire p58
Resources		Cassette B, side 1 or CD 2, track 4 R & A File: worksheet 2, p47; grammar 1 and 2, pp50–51 OHTs 18, 19 Flashcards 36–45: body
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 3 Famille et copains Unité 5 pp54-55 J’ai mal			Activity no.
Learning objectives		Saying what is wrong with you and what you need
Key Stage 3 Strategy Objectives
Grammar		imperative – vous form
Skills (Programmes of Study)		5a communicate in pairs 5e use a range of resources including ICT	1c, 2c 2d
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2–3	Understand what is wrong with someone and advice offered	1b, 2b
Speaking	AT2/2–3	Name illnesses and ask for things at a chemist	1c, 2c
Reading and responding	AT3/2	Understand short phrases about illnesses and advice	1a, 2a
Writing	AT4/3	Copy and complete a letter about an illness	2d
Key language		J’ai mal aux oreilles / dents / pieds / à la tête / au ventre / à la gorge. J’ai de la fièvre. J’ai chaud / froid. Je tousse. prenez, restez, mettez, sucez, utilisez
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 À toi!, PB p130
Extension		En plus, PB pp60–63
Resources		Cassette B, side 1 or CD 2, track 4 R & A File: worksheet 3, p48 OHTs 20, 21 Flashcards 46–55: ailments
Supplementary Teaching Opportunities

SCHOOL : Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 4 À Table! Unité 1 pp66-67 Le petit déjeuner			Activity no.
Learning objectives		Saying what you eat and drink for breakfast
Key Stage 3 Strategy Objectives		S7 R
Grammar		du / de la / de l’ / des (revision) ne … rien (revision)
Skills (Programmes of Study)		4c compare home and TL culture 5b respond to classroom events in TL	1d 1b
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2	Understand short phrases about food and drink	2a
Speaking	AT2/2–3	Ask and answer questions about breakfast food and drink	2b, 3a
Reading and responding	AT3/2	Understand short phrases about food and drink	2c
Writing	AT4/2	Write short phrases about food and drink	1d, 3b
Key language		Je mange … Il/elle mange … un croissant / un pain au chocolat / un fruit / du pain / pain grillé de la confiture des céréales Je bois … Il / elle boit … un jus d’orange / du chocolat chaud / du lait / du café / du thé
Possible ICT Opportunities		En Route-Parler du petit déjeuner
Reinforcement		À toi!, PB p132 Workbook, p33
Extension
Resources		Cassette B, side 2 or CD 2, track 10 R & A File: worksheets 1, 2, 3, pp65–67; grammar 1, p70 OHTs 22, 23 Flashcards 56–57: food
Supplementary Teaching Opportunities		Song – André (Kilo de chansons)

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 4 À table! Unité 2 pp68-69 Le déjeuner			Activity no.
Learning objectives		Saying what you eat for lunch
Key Stage 3 Strategy Objectives
Grammar		du / de la / de l’ / des (revision)
Skills (Programmes of Study)		2b pronunciation and intonation 2g deal with the unpredictable 5b respond to classroom events in TL 5f use language creatively	1b skill box skill box 3c
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2–3	Understand short phrases and dialogues about food and drink	1c, 3b
Speaking	AT2/2–3	Say what you eat and don’t eat	2a
Reading and responding	AT3/1–2	Understand a menu and short notes about food	1a, 3a
Writing	AT4/2	Write a list of food you eat and don’t eat	2b
Key language		Je mange … du poisson / de la viande / des pommes. Il / elle mange … Je ne mange pas de … Mon plat préféré, c’est … le poulet, le bœuf, le jambon, le steak haché, les haricots, les petits pois, les carottes, les tomates, les pommes de terre, les frites, les pâtes, le riz, le poisson, les œufs, le fromage, les bananes, les pommes, les poires, les oranges, l’ananas
Possible ICT Opportunities		ICT Pack: multi-media presentation – present information about shopping for food in a particular town; thealegreen.org.uk-la nourriture; En Route-parler du déjeuner, parler du dîner
Reinforcement		Workbook, p34, p40
Extension		Grammaire, PB p77
Resources		Cassette B, side 2 or CD 2, track 11 R & A File: worksheet 5, p69 (pairwork); grammar 1, p70; skills, p72 OHTs 24, 25 Flashcards 68–84: more food
Supplementary Teaching Opportunities		Song – Moi, j’ai soif (Kilo de chansons)

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 4 À table! Unité 3 pp70-71 On fait les courses			Activity no.
Learning objectives		Shopping for food
Key Stage 3 Strategy Objectives
Grammar		quantities: un kilo de, 500g de, 250g de etc
Skills (Programmes of Study)		2b pronunciation and intonation 2d initiate / develop conversation 2e vary language for context / audience 5h use TL for real purposes	1a 2a 2a 3c
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/1–2	Understand what people are buying and prices from a dialogue	1b, 3b
Speaking	AT2/3–4	Take part in a dialogue in a shop, saying what quantities of items you want	2a
Reading and responding	AT3/–
Writing	AT4/1–2	Write a list of items with quantities	2b
Key language		Je voudrais … les aubergines, les bananes, les carottes, le chou, les courgettes, les oignons, les oranges, les poires, les pommes de terre, les tomates C’est tout.
Possible ICT Opportunities		Word processing: type sketch (activity 2a), TG p87; thealegreen.org.uk-fruits et legumes; bonjour.org.uk-les fruits et les legumes; Vektor-expressions,shopping at the market
Reinforcement		Workbook, p35
Extension		Grammaire, PB p78
Resources		Cassette B, side 2 or CD 2, track 12 R & A File: worksheet 1, p65 OHT 26
Supplementary Teaching Opportunities		Poster

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 4 À table! Unité 4 pp72-73 Les magasins			Activity no.
Learning objectives		Shopping for food
Key Stage 3 Strategy Objectives		S5 R
Grammar		more quantities: une bouteille de / un kilo de / un tube de / une boîte de / un paquet de / un pot de
Skills (Programmes of Study)		2a listen for gist and detail 2b pronunciation and intonation	1b, 2d 2a
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/3–4	Understand details from conversations about food and drink	2d
Speaking	AT2/3–4	Ask for quantities of items in a shop	2b
Reading and responding	AT3/2	Understand shopping lists	2c
Writing	AT4/2	Write a shopping list including quantities	2e
Key language		À la boulangerie, pâtisserie, charcuterie, boucherie, au supermarché On achète (du jambon) au / à la … une boîte de, un paquet de, un tube de, 500g de, un pot de, une bouteille de
Possible ICT Opportunities		ICT Pack: web pages – present a selection of café menus from a particular town; dixjeux-Aux magasins
Reinforcement		Workbook, p36, p41
Extension		À toi!, PB p133
Resources		Cassette B, side 2 or CD 2, track 13 R & A File: worksheet 4, p68 OHT 26 Flashcards 86–89: food packaging
Supplementary Teaching Opportunitie

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 4 À table! Unité 5 pp74-75 Le snack			Activity no.
Learning objectives		Eating out
Key Stage 3 Strategy Objectives
Grammar		none
Skills (Programmes of Study)		4a work with authentic materials 5b respond to classroom events in TL	menu 1b
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/3	Understand details from conversations in a café	1a
Speaking	AT2/3–4	Order a three-course meal in a café	1b
Reading and responding	AT3/2–3	Understand notes about food and drink	1c
Writing	AT4/–
Key language		Qu’est-ce que je vous sers? Je voudrais … Vous avez choisi? Prenez-vous un dessert?
Possible ICT Opportunities		ICT Pack: interview – discuss shopkeepers and their shops in a particular town; En Route-miam, miam; Vektor-expressions, buying a snack, eating out
Reinforcement		Workbook, pp37–39, p42
Extension		En plus, PB pp80–83
Resources		Cassette B, side 2 or CD 2, track 14 R & A File: grammar 2, p71 OHT 27
Supplementary Teaching Opportunities		Song – Le vendeur de glaces (Kilo de chansons)

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 5 Une semaine à Paris Unité 1 pp86-87 L’invitation			Activity no.
Learning objectives		Arranging a visit
Key Stage 3 Strategy Objectives		S9 L, S4 R
Grammar		aller + infinitive (revision)
Skills (Programmes of Study)		3d use dictionaries / reference materials 5d produce / respond to different types of spoken / written language 5f use the TL creatively	Skill box 3c, 4 3c
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/3	Note details of dates from a telephone call	2a
Speaking	AT2/3	Check with a partner details of dates	2b
Reading and responding	AT3/3	Understand an e-mail about plans for a trip and an ID card about Paris	1b, 3a
Writing	AT4/2–4	Write an ID card for a town and complete an invitation	3c, 4
Key language		Je vais passer une semaine à Paris avec mes parents au mois de juillet. On va visiter les monuments / aller au Parc Disneyland. Il / elle va à Paris du … au …
Possible ICT Opportunities		Exploring the internet: www.visite-virtuelle-paris.com; Exchanging e-mail messages: TG pp104–105; Vektor-expressions, getting around
Reinforcement		Workbook, p43
Extension
Resources		Cassette C, side 1 or CD 3, track 1 R & A File: worksheet 1, p84
Supplementary Teaching Opportunities

SCHOOL : Frederick Gough School - A Specialist Language College
Métro 2 Vert Module 5 Une semaine à Paris Unité 2 p88-89 On va à Paris			Activity no.
Learning objectives		Talking about how to get to Paris
Key Stage 3 Strategy Objectives		S1 R, S2 R
Grammar		Pourquoi? Parce que c’est ….
Skills (Programmes of Study)		2a listen for gist and detail 5a communicate in pairs	2a 2c
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/3	Pick out forms of transport from conversations	2a
Speaking	AT2/2–3	Talk about how people are travelling and reasons	2c
Reading and responding	AT3/3	Understand short notes about holiday plans	2b
Writing	AT4/2–3	Write sentences about transport with reasons	3
Key language		Je vais à Paris … Il / elle va à Paris … en train / car / avion / voiture / ferry / à vélo parce ce que c’est … confortable / pratique / intéressant / rapide / moins cher
Possible ICT Opportunities		ICT Pack: interview, discuss preparations for a long journey; bonjour.org.uk-les transports; En Route-En route; Vektor-expressions, travelling by…, at the airport
Reinforcement		À toi!, PB p134 Workbook, p44
Extension
Resources		Cassette C, side 1 or CD 3, track 2 R & A File: worksheets 1, 2, pp84, 85 OHT 28
Supplementary Teaching Opportunities		Song – En route (En Route)

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 5 Une semaine à Paris Unité 3 ppp90-91 À Paris			Activity no.
Learning objectives		Getting to know Paris
Key Stage 3 Strategy Objectives
Grammar		je vais + infinitive (revision)
Skills (Programmes of Study)		2b pronunciation and intonation 4a work with authentic materials 4d knowledge of TL communities	1b 1a whole spread
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/3	Pick out monuments from conversations	1c
Speaking	AT2/3	Say where someone is going on different days	1d
Reading and responding	AT3/3	Understand diary entries about Paris	2a
Writing	AT4/2–3	Write a few sentences about what you will see in Paris	2b
Key language		On va / nous allons … Je vais voir / visiter / faire / monter à la tour Eiffel / à la Grande Arche de la Défense / au musée du Louvre / à l’Arc de triomphe / au Sacré-Cœur / à l’avenue des Champs Elysées / à la Cité des Sciences et de l’Industrie / à la cathédrale Notre-Dame
Possible ICT Opportunities		Internet-browse for details; Vektor-expressions, getting around, asking for information
Reinforcement		Workbook, p45
Extension
Resources		Cassette C, side 1 or CD 3, track 3 R & A File: worksheets 3–4, pp86–87 OHTs 29, 30 Flashcards 90–96: Paris sights
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 5 Une semaine à Paris Unité 4 pp92-93 Prenez le métro			Activity no.
Learning objectives		Getting around in Paris
Key Stage 3 Strategy Objectives
Grammar		imperatives: vous form (revision)
Skills (Programmes of Study)		2e vary language for context / audience 4a work with authentic materials 4d knowledge of TL communities	2 1a whole spread
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/4	Understand a conversation about which métro to take	1d
Speaking	AT2/3–4	Ask and answer questions about which métro to take	2
Reading and responding	AT3/3	Understand written instructions about which métro to take	1c
Writing	AT4/–
Key language		Vous êtes ici, à … Pour aller à …, prenez le métro ligne … direction … Changez à … Descendez à …
Possible ICT Opportunities		ICT Pack: web pages – introduce transport system of a particular town
Reinforcement		Workbook, p46
Extension
Resources		Cassette C, side 1 or CD 3, track 4 R & A File: worksheet 1, p84 OHT 31
Supplementary Teaching Opportunities

SCHOOL : Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 5 Une semaine à Paris Unité 5 pp94-95 Le journal de Daniel			Activity no.
Learning objectives		Talking about what you have done in Paris
Key Stage 3 Strategy Objectives		S9 R
Grammar		perfect tense with avoir and être (introduction)
Skills (Programmes of Study)		2f adapt previously-learned language	1d
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/2	Understand short phrases about what someone did in Paris	1c
Speaking	AT2/3	Say where you went and what you did in Paris	1a
Reading and responding	AT3/2	Understand short phrases in the past tense	1a
Writing	AT4/3	Complete short sentences about where you went and what you did in Paris	1e
Key language		Je suis allé(e) … J’ai vu … J’ai acheté … Je suis rentré(e) …
Possible ICT Opportunities		ICT Pack: multi-media presentation – describe a difficult journey
Reinforcement		Workbook, pp47–49, pp51–52
Extension		En plus, PB pp100–103 À toi!, PB p135 Grammaire, PBpp97–98
Resources		Cassette C, side 1 or CD 3, track 5 R & A File: worksheet 5, p88 (pairwork); grammar 1–2, pp89–90
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 6 Visite en France Unité 1 pp106-107 Je voudrais faire …			Activity no.
Learning objectives		Choosing what you would like to do
Key Stage 3 Strategy Objectives
Grammar		je voudrais + infinitive
Skills (Programmes of Study)		4d knowledge of TL communities 5d produce / respond to different types of spoken / written language 5e use a range of resources including ICT	Whole spread 1a, 2a 1a, 2a
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2–3	Understand details of what people want to do from conversations	1b, 2b
Speaking	AT2/3	Discuss what you would like to do with a partner	1c
Reading and responding	AT3/3	Understand details of types of holiday from a text	2a
Writing	AT4/2	Write down activities in order of preference	2c
Key language		Je voudrais … m’informer sur l’histoire de France / le futur et les technologies aller à un centre aéré visiter le pays apprendre un nouveau sport me perfectionner dans un sport
Possible ICT Opportunities		ICT Pack: interview – discuss tourist attractions and accommodation in a particular area Using the internet: TG, p126
Reinforcement		Workbook, p53
Extension
Resources		Cassette C, side 2 or CD 3, track 10
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 6 Visite en France Unité 2 pp108-109 L’auberge de jeunesse			Activity no.
Learning objectives		Choosing a youth hostel
Key Stage 3 Strategy Objectives		S8 R
Grammar		il y a / il n’y a pas de… (revision) parce que …
Skills (Programmes of Study)		2f adapt previously-learned language 5e use a range of resources including ICT 5f use language creatively	1c 1a 2
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3–4	Understand details from conversations of people discussing facilities	1b
Speaking	AT2/3	Compare facilities at two youth hostels	1c
Reading and responding	AT3/3	Read and understand details from an internet page on a youth hostel	1a
Writing	AT4/2–3	Design an Internet page for an ideal youth hostel	2
Key language		Il y a … sapins / … lits / … chambres / une cuisine / une laverie. Il n’ y a pas de … Je préfère l’auberge …parce que c’est près du tunnel / parce qu’il n’y a pas de …
Possible ICT Opportunities		Using the internet: TG, p128 Creating a web page: TG, p129 and ICT Pack
Reinforcement		Workbook, p54
Extension		À toi!, PB p137
Resources		Cassette C, side 2 or CD 3, track 11 R & A File: worksheet 1, p102
Supplementary Teaching Opportunities

SCHOOL : Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 6 Visite en France Unité 3 pp110-111 Faire une réservation			Activity no.
Learning objectives		Making a booking at a youth hostel
Key Stage 3 Strategy Objectives
Grammar
Skills (Programmes of Study)		Write a formal letter 2d initiate / develop conversations 2e vary language for context / audience 5h use language for real purposes	2 1b 2 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 over the phone	1b
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		Je voudrais / Nous voudrions réserver …places. Avez-vous des places libres du … au …? Vous êtes combien? Nous sommes … filles, … garçons et … professeurs. Vous arrivez comment / à quelle heure? Nous arrivons en train / car. Nous arrivons à …
Possible ICT Opportunities		ICT Pack: multi-media presentation – review advantages and disadvantages of youth hostels
Reinforcement		Workbook, p55
Extension
Resources		Cassette C, side 2 or CD 3, track 12 R & A File: worksheet 1, p102
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 6 Visite en France Unité 4 pp112-113 Les stages			Activity no.
Learning objectives		Choosing an activity holiday
Key Stage 3 Strategy Objectives
Grammar		aimer + infinitive (revision)
Skills (Programmes of Study)		2i summarise main points of text 5c express feelings and opinions	1d 1c, 2c
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3–4	Understand a choice of holiday from a conversation	2b
Speaking	AT2/2	Ask and answer questions about activities liked / not liked	1c
Reading and responding	AT3/2	Understand holiday activities	2
Writing	AT4/2–3	Write a brochure for an ideal holiday	3
Key language		J’aime …. Il / elle aime faire du kayak / du parapente / du rafting / du VTT / de la natation / de la planche à voile / de la randonnée / de l’escalade / de l’équitation. Il / elle aime jouer au tennis / au volley. Il / elle aime aller à la pêche.
Possible ICT Opportunities		En Route-Parler des vacances
Reinforcement		Workbook, p56, p60
Extension		Grammaire, PB p117
Resources		Cassette C, side 2 or CD 3, track 13 R & A File: worksheets 3–4, pp104–105 OHT 32
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 2 Vert Module 6 Visite en France Unité 5 pp114-115 Un stage au bord du lac			Activity no.
Learning objectives		Talking about an activity holiday
Key Stage 3 Strategy Objectives
Grammar		present tense verbs (revision) perfect tense (revision)
Skills (Programmes of Study)		2h skim and scan texts 5f use language creatively	1a 1c, 2
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3–4	Understand details of activities from longer conversations	1b
Speaking	AT2/3	Say sentences about what someone is doing on holiday	1c
Reading and responding	AT3/4	Understand a longer text about a holiday	1a
Writing	AT4/3–4	Write about activities in a diary	2
Key language		je fais, nous faisons je joue, nous jouons je nage, nous nageons je vais, nous allons nous regardons / restons / mangeons / avons il fait du canoë / de la planche / de la pêche il joue aux cartes il fait un pique-nique au bord du lac il chante
Possible ICT Opportunities		ICT Pack: web pages – recommend a past holiday through a presentation
Reinforcement		À toi!, PB p136 Workbook, pp57–59, p61–62
Extension		En plus, PB pp120–123 Grammaire, PB p118
Resources		Cassette C, side 2 or CD 3, track 14 R & A File: worksheets 1, 2, pp102, 103 (pairwork); grammar p106 OHT 32
Supplementary Teaching Opportunities