SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 1 L’Hexagone Unité 1 pp6-7 À la découverte de la France			Activity no.
Learning objectives		Getting to know your way around France
Key Stage 3 Strategy Objectives		S6 L
Grammar		revision of the superlative
Skills (Programmes of Study)		4d knowledge of TL communities 5e use a range of resources, including ICT	1a, 1c,1d 2a, 2b
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/2–3	Understand names of geographical features of France	1b
Speaking	AT2/1–2	Name key geographical features of France	1a
Reading and responding	AT3/3	Understand definitions of geographical features of France	1c
Writing	AT4/2	Write about geographical features of France	1d, 2a, 2b
Key language		C’est un grand château situé sur ... . C’est la montagne la plus haute d’Europe. Il / Elle se trouve à la frontière ... . C’est le site touristique le plus connu de France. C’est une très belle ville sur ... . C’est le fleuve le plus long de France. Il / Elle est le / la plus grand(e) / petit(e) / vieux(vieille) ... . Il / Elle est le meilleur / la meilleure ... .
Possible ICT Opportunities		Using the internet: www.infoplease.com as suggested on TG p19; Word processing and scanning as suggested on TG p19; Boardworks-Je connais la France
Reinforcement		Rouge workbook, p3 À toi!, PB p 114
Extension		En plus, PB p18–21 À toi!, PB p115
Resources		Cassette A, side 1 or CD 1, track 2 R & A File: worksheets 1–2, pp4–5 Large map of France – poster or OHT (not supplied), TG p18
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 1 L’Hexagone Unité 2 pp8-9 La France des villes			Activity no:
Learning objectives		Talking about French towns.
Key Stage 3 Strategy Objectives		S1 L
Grammar		revision of infinitives using the first and third person possessives: mon / ma, notre
Skills (Programmes of Study)		2a listen for gist and detail 2h skim and scan texts 5e use a range of resources, including ICT	1b, 3a 2a, 2b 3b
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/2–4	Understand key features of French towns and what people like and dislike about them	1b, 3a
Speaking	AT2/3	Discuss examples of types of town with a partner	1a
Reading and responding	AT3/4	Read descriptions of towns, finding key words and answering questions	2a, 2b
Writing	AT4/3–4	Write about where you live	3b
Key language		C’est une ville historique / industrielle / touristique / commerciale. C’est un port de commerce / un port de pêche / une station balnéaire / une station de ski. Je pense que ... . À mon avis, c’est une ville touristique.
Possible ICT Opportunities		E-mail links with French school, TG p22 Using the internet : www.momes.net, TG p22
Reinforcement		Rouge workbook, p5 À toi!, PB p 114
Extension		En plus, PB p18–21 À toi!, PB p115
Resources		Cassette A, side 1 or CD 1, track 3 R & A File: grammar 1, p9
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 1 L’Hexagone Unité 3 pp10-11 J’habite à Bergerac			Activity no.
Learning objectives		Talking about where you live Saying why you like or don’t like it there
Key Stage 3 Strategy Objectives
Grammar		reflexive verbs: se baigner, s’amuser, s’asseoir, se trouver, se retrouver
Skills (Programmes of Study)		1a sounds and writing 2d initiate / develop conversations	2b 2b
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/3–4	Understand information about town and about sports	1a, 1c
Speaking	AT2/4	Practise interview about features of French town with partner	2b
Reading and responding	AT3/4	Understand written interview about French town	1a, 1b
Writing	AT4/3–4	Write summary about what sports people do or don’t do; respond to questions about an imaginary town	1d, 2a
Key language		J’habite ... dans le (sud-est) de l’Angleterre. Cette région s’appelle (l’Essex). ... est une grande / petite / vieille ville. ... est un grand / petit /vieux village. C’est une ville industrielle / commerciale / calme / pittoresque. J’aime ma ville / mon village / Plymouth ... ... parce qu’il y a beaucoup de choses à faire. ... parce que c’est une jolie ville / un joli village. Je n’aime pas ma ville / mon village ... ... parce qu’il y a trop de monde / trop de pollution. ... parce que c’est trop calme.
Possible ICT Opportunities		Using the internet: find out about the town of Bergerac on its own website at – tourisme-bergerac@aquinet.tm.fr
Reinforcement		Rouge workbook, p5 À toi!, PB p 114
Extension		En plus, PB p18–21 À toi!, PB p115
Resources		Cassette A, side 1 or CD 1, track 4 R & A File: grammar 1, p9
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 1 L’Hexagone Unité 4 pp12-13 Aqua Park			Activity no.
Learning objectives		Talking about what you do and what you have done.
Key Stage 3 Strategy Objectives		S3 L
Grammar		revising the perfect tense (être and avoir) singular only
Skills (Programmes of Study)		1b apply grammar 2f adapt previously-learned language	2c 1a, 2a, 2c
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4	Understand what activities people have done	1c
Speaking	AT2/3–5	Talk about activities which can be done at theme park in present and past tenses	1a, 2a
Reading and responding	AT3/3	Understand what activities can be done at theme park	1b
Writing	AT4/4–5	Write about what theme park activities you and other people did	2b, 2c
Key language		En été je vais / fais / joue / me baigne ... . Le weekend dernier je suis allé(e) / j’ai fait / j’ai joué / j’ai mangé / j’ai lu ... . Pendant les grandes vacances je suis allé(e) / je me suis réveillé(e) / je me suis amusé(e) / je me suis baigné(e) ... . Je suis allé(e) + infinitve
Possible ICT Opportunities		Using a website: R & A File, skills 2, p15 Using the internet: www.parcasterix.com, www.disneylandparis.com
Reinforcement		Rouge workbook, p6 R & A File: worksheets 4–5
Extension		R & A File: worksheet 3, p6
Resources		Cassette A, side 1 or CD 1, track 5 R & A File: worksheet 1, p4; grammar 2–3, pp10–11; skills 1, p14 Flashcards: activities from Métro 1 and 2
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 1 L’Hexagone Unité 5 pp14-15 J’habite à la campagne			Activity no.
Learning objectives		Talking about where you live: in the country.
Key Stage 3 Strategy Objectives		S2 l, S8 L
Grammar		perfect tense of reflexive verbs: je me suis réveillé(e), tu t’es levé(e), il / elle s’est lavé(e), nous nous sommes habillé(e)s, vous vous êtes baigné(e)(s), ils / elles se sont couché(e)s
Skills (Programmes of Study)		2b pronunciation and intonation 2i summarise main points of text	1a 1a, 1b, 1c
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/5	Understand what someone did in the past	2a
Speaking	AT2/5	Talk about what someone did in the past	2b
Reading and responding	AT3/5	Understand someone’s activities in the past and pick out key information	1a, 1b, 1c
Writing	AT4/4–5	Write about past activities	1d
Key language		J’habite / nous habitons un petit village / la ferme familiale. Mon grand-père est agriculteur. Mes parents s’occupent du camping. Ma mère est allée au bar au camping. Elle a mis en marche la machine à café. Mon père a vidé les poubelles. Ma grande sœur, Céline, a nettoyé les sanitaires et mon grand frère, Marc, a aidé mon grand-père. Le matin ... . L’après-midi ... . Le soir... . Pendant les grandes vacances ... . Samedi dernier ... .
Possible ICT Opportunities
Reinforcement		Rouge workbook, p7
Extension
Resources		Cassette A, side 1 or CD 1, track 6 R & A File: grammar 4–5, pp12–13 Flashcards from Métro 1 and 2 Dressing-up props (not supplied)
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 2 J’arrive Unité 1 pp24-25 La famille de Ludo			Activity no.
Learning objectives		Talking about your family: saying who they are and what they do
Key Stage 3 Strategy Objectives		S4 L, S9 L
Grammar		future tense (aller + infinitive) masculine and feminine endings
Skills (Programmes of Study)		2g deal with the unpredictable 3b use clues to interpret meaning 3d use dictionaries / reference materials	1 1 1
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4	Understand details of future plans	2b
Speaking	AT2/3–4	Say what jobs people do and are going to do	2a, 2c
Reading and responding	AT3/3–4	Understand information about a family	1
Writing	AT4/3	Write about what job someone will do and where	3
Key language		Mon père / Ma mère / Mon frère / Ma soeur s’appelle ... . Il / Elle est grand(e) / petit(e) / brun(e). Il / Elle est étudiant(e) / instituteur (institutrice) / médecin / menuisier / coiffeur (coiffeuse) / infirmier (infirmière). Il / Elle est au chômage. Il / Elle travaille à son compte. Il / Elle travaille dans un bureau / à la poste / sur un chantier. Je vais (faire) ... . Il / Elle va (travailler) ... .
Possible ICT Opportunities		Using Fun With Texts : Scrambler option, as suggested on TB p42; dixjeux-Quel metier;bonjour.org.uk-les metiers
Reinforcement		Rouge workbook, p13 A toi!, PB, p116
Extension		En plus, PB pp36–37
Resources		Cassette A, side 2 or CD 1, track 10
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 2 J’arrive Unité 2 pp26-27 À la maison			Activity no.
Learning objectives		Talking about your home
Key Stage 3 Strategy Objectives
Grammar		depuis ordinal numbers: premier / première, deuxième, troisième
Skills (Programmes of Study)		1a sounds and writing 2b pronunciation and intonation	1a 1a
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/3	Understand where people live and how long they have been there	2a
Speaking	AT2/3–4	Talk about your accommodation and that of other people	1a, 1c, 2b, 3
Reading and responding	AT3/3–4	Understand descriptions of houses and key expressions	1a, 1b, 2c
Writing	AT4/3–4	Draw up plan of a house and describe	2d
Key language		C’est une grande maison / un grand appartement. Au rez-de-chaussée, il y a ... . En bas / Au sous-sol / Au premier étage, il y a ... . la cave, la chambre, la cuisine, la salle de bains, le salon Nous habitons ... depuis ... .
Possible ICT Opportunities		Using the internet: consult websites giving descriptions of holiday accommodation. Using the Yahoo search engine, select location de vacances, choose a region then click on an individual property: http://fr.dir.yahoo.com/exploration_geographique/pays/france/tourisme/hebergement/
Reinforcement		Rouge workbook, p14
Extension		A toi!, PB p117
Resources		Cassette A, side 2 or CD 1, track 11 R & A File: worksheets 1–4, pp28–31
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 2 J’arrive Unité 3 pp28-29 Est-ce que je peux ...?			Activity no.
Learning objectives		Asking if you may do something Saying you are hungry / thirsty / cold / hot etc.
Key Stage 3 Strategy Objectives		S5 L
Grammar		expressions with avoir: j’ai faim, j’ai soif, j’ai froid, j’ai chaud, j’ai besoin de .. pouvoir – all forms of present tense Je peux ...?
Skills (Programmes of Study)		1b apply grammar 2c ask and answer questions 5b respond to classroom events in TL	2b, 3b, 3c 1b, 2b 1b
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/3	Understand responses to your requests; understand domestic chores	1a, 3a
Speaking	AT2/3-4	Make requests; describe the chores that people have done	1b, 3b
Reading and responding	AT3/2	Understand the links between needs and solutions to them	2a
Writing	AT4/4	Express your own needs; say what others needed to do / what they did	2b, 3c
Key language		Est-ce que je peux ... téléphoner à mes parents / manger / boire quelque chose? J’ai faim / soif / froid / chaud. Il / Elle devait ... . vraiment
Possible ICT Opportunities		Word processing – using a table: create a table with three columns for activity 3c. 1 = names, 2 = the things they were supposed to do and 3 = the things they were not supposed to do.
Reinforcement		Rouge workbook, p15
Extension
Resources		Cassette A, side 2 or CD 1, track 12 R & A File: worksheet 5, p32; grammar 1–2, pp33–34
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 2 J’arrive Unité 4 pp30-31 La boum. Mettons la table!			Activity no.
Learning objectives		Helping with the preparation for a party and saying what you need Choosing a menu Setting the table
Key Stage 3 Strategy Objectives		S2 R
Grammar		il faut + infinitive it: le, la them: les some of it / them: en
Skills (Programmes of Study)		1b apply grammar 5d produce / respond to different types of spoken / written language	1d 1a, 1c
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/4	Understand what someone needs to get for a party	1c
Speaking	AT2/3–4	Say what is needed for a party	1d, 2a
Reading and responding	AT3/4	Understand a party invitation and who will be bringing what	1a, 1b
Writing	AT4/2	Write a menu for a party and list other needs	2b
Key language		Je vais apporter des pizzas. Denis va apporter des chips. l’assiette, le bol, le couteau, la cuillère, la fourchette, la paille, le sac en plastique, le sac poubelle, le saladier, les serviettes en papier, le verre
Possible ICT Opportunities		Using a graphics program: design party invitation using graphics program as suggested on p51 of the TG. Copy and paste clipart and vary the size and colour of the text to add interest.
Reinforcement		Rouge workbook, p16
Extension		En plus, PB p38
Resources		Cassette A, side 2 or CD 1, track 13 R & A File: grammar 3, p35 (or save for Unit 5)
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 2 J’arrive Unité 5 pp32-33 On s’entend bien, ou on s’entend pas?			Activity no.
Learning objectives		Talking about how you get on with people Saying what you have to do
Key Stage 3 Strategy Objectives
Grammar		reflexive verbs: s’amuser, se disputer, s’entendre avec, s’énerver, se plaindre devoir: present tense – all forms
Skills (Programmes of Study)		2h skim and scan texts 5c express feelings and opinions	1a, 1b 2c, 3
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/5	Understand someone talking about their home life	2a
Speaking	AT2/3-4	Discuss members of the family; discuss aspects of home life	1c, 2b
Reading and responding	AT3/5	Understand text about family relationships	1a, 1b
Writing	AT4/4	Write about whether you and others get on with people	2c, 3
Key language		Je (ne) m’entends (pas) bien avec ... parce que (qu’) ... Il / Elle (ne) s’entend (pas) bien avec ... parce que (qu’) ... ... il /elle m’aide à faire mes devoirs / est rigolo / me laisse jouer sur son ordinateur (écouter ses disques) / vient dans ma chambre / est gâté(e) /a toujours tout ce qu’il / elle veut / m’empêche de regarder la télé (sortir le soir avant d’avoir fini mes devoirs). Mon frère m’énerve quand ... .
Possible ICT Opportunities
Reinforcement		Rouge workbook, p17
Extension
Resources		Cassette A, side 2 or CD 1, track 14 R & A File: grammar 3, p35
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 3 Programme de la visite Unité 1 pp42-43 Le week-end			Activity no.
Learning objectives		Saying what you are going to do
Key Stage 3 Strategy Objectives		S5 R, S9 R
Grammar		future tense + aller (full paradigm)
Skills (Programmes of Study)		2f adapt previously-learned language 2i summarise main points of text 5a communicate in pairs and groups etc.	1c, 2b, 2c 3a 1a, 1b 1c, 2b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/5	Understand people talking about what they are going to do	2a
Speaking	AT2/4–5	Say what people are going to do	1c, 2b
Reading and responding	AT3/5	Understand interview about plans for weekend	1a, 1b
Writing	AT4/4–5	Write about what you or other people are going to do	2c, 3
Key language		Qu’est-ce qu’on va faire demain? Nous allons faire une promenade en ville / faire les magasins / manger au snack / retrouver nos copains et leurs corres / jouer au volley. Le matin je vais me lever à sept heures. L’après-midi je vais aller au cinéma. Le soir je vais aller chez mon copain / ma copine. Je vais faire une promenade. Il va jouer au basket.
Possible ICT Opportunities		Communicating by E-mail: write to penfriend about plans for visit, as suggested in activity 3.
Reinforcement		Rouge workbook, p23 A toi!, PB p118
Extension		En plus, PB p54
Resources		Cassette B, side 1 or CD 2, track 2 R & A File: grammar 1, p53 Flashcards 1–20 from Métro 2
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 3 Programme de la visite Unité 2 pp44-45 Nous allons ...			Activity no.
Learning objectives		Naming five places that you would like to visit Saying what you thought about a visit
Key Stage 3 Strategy Objectives
Grammar		on va + infinitive au / à / à l’ / aux
Skills (Programmes of Study)		2a listen for gist and detail 3c use dictionaries / reference materials	1c, 2b 1b, 2a
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/5	Note main information from people talking about leisure plans; understand what they have already done	1c, 2b
Speaking	AT2/5	Discuss places you have been to, giving opinions	1a
Reading and responding	AT3/5–6	Understand descriptions of leisure activities	1a, 1b, 2a
Writing	AT4/3–5	Write descriptions of leisure plans and give opinions of activities done	1d, 2c
Key language		un parc aquatique, un parc d’attractions, un château, un parc safari C’était intéressant / super / cool / pas mal / ennuyeux / un peu long. Ce n’est pas mon truc. On va faire / aller ... .
Possible ICT Opportunities		Using the internet: look at websites of French theme parks e.g. www.disneylandparis.com or www.parcasterix.fr ; Boardworks-au/à la/à l’/aux
Reinforcement		Rouge workbook, p24 A toi!, PB p118
Extension		En plus, PB p55
Resources		Cassette B, side 1 or CD 2, track 3 R & A File: worksheet 1, p49 Flashcards 1–20 from Métro 2
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 3 Programme de la visite Unité 3 pp46-47 Où est la poste, s’il vous plaît?			Activity no.
Learning objectives		Asking where places are and how to get there Giving directions and saying how long it takes to get there
Key Stage 3 Strategy Objectives
Grammar		formal and informal address (tutoyer / vouvoyer) using y
Skills (Programmes of Study)		2c ask and answer questions 2e vary language	1b, 2b 3
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/4	Understand directions	1a, 2a
Speaking	AT2/4	Ask for and give directions	1b, 2b
Reading and responding	AT3/2	Understand descriptions of places	1c
Writing	AT4/4	Write out directions for exchange partner	3
Key language		Où est le / la / l’ ...? Il / Elle est dans la rue ... / sur la place du marché / en face de ... / à côté de ... Pardon madame / monsieur, pourriez-vous me dire où se trouve(nt) la gare / le cinéma / la banque / l’arrêt de bus / l’hypermarché / les toilettes? Tu prends / Vous prenez la première rue à gauche. Tu vas / Vous allez tout droit. Prends / Prenez le bus. C’est loin? C’est à ... minutes d’ici. On y va pour chercher du pain.
Possible ICT Opportunities		Communicating by E-mail: send a list of useful directions to penfriend, as suggested in activity 3; dixjeux-En ville; Boardworks-Directions
Reinforcement		Rouge workbook, p25
Extension
Resources		Cassette B, side 1 or CD 2, track 4 R & A File: worksheet 2, p50; grammar 2, p52
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 3 Programme de la visite Unité 4 pp48-49 Visite du musée			Activity no.
Learning objectives		Talking about the past Reading and listening for gist
Key Stage 3 Strategy Objectives		S3 R
Grammar		using the imperfect tense, full paradigm (avoir, être, faire)
Skills (Programmes of Study)		2a listen for gist and detail 2h skim and scan texts 4d knowledge of TL communities	1b, 1c, 2b 1a, 1b, 1c 1a, 1b, 1c, 1d
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/6	Understand a description about life in the 19^th century; understand a list of changes between then and now	1a, 2b
Speaking	AT2/5–6	Speak about differences between now and 1900	2a
Reading and responding	AT3/5–6	Understand a description about life in the 19^th century	1a, 1b, 1c
Writing	AT4/5–6	Write about the most important changes / developments in the last twenty years	2c
Key language		On n’avait pas d’ordinateur. On faisait cuire le pain au four communal. On dormait dans un grand lit. On allait chercher de l’eau à la fontaine. On lavait le linge au lavoir communal. On n’avait pas d’électricité.
Possible ICT Opportunities		Word processing – creating a table: adapt activity 2c by writing the five important changes chosen in two columns, Il y a 20 ans and Aujourd’hui.
Reinforcement		Rouge workbook, p26
Extension		En plus, PB pp56–57 A toi!, p119
Resources		Cassette B, side 1 or CD 2, track 5 R & A File: grammar 3–4, pp53–54
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 3 Programme de la visite Unité 5 pp50-51 Qui a volé les merguez?			Activity no.
Learning objectives		Talking about what happened using the perfect and imperfect tenses
Key Stage 3 Strategy Objectives
Grammar		perfect tense imperfect tense
Skills (Programmes of Study)		1b apply grammar 1c use a range of vocabulary / structures 2a listen for gist and detail	2a, 2b 2b 1c, 1e
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4–5	Understand what people did / were doing and what they thought	1c, 1e
Speaking	AT2/4–5	Describe what people were doing	1d
Reading and responding	AT3/5	Understand a description of a party	1a, 1b
Writing	AT4/5–6	Describe what you and others did at a party	2a, 2b
Key language		Il y avait une boum chez ... . Ses parents s’occupaient du barbecue, ils avaient une grande table avec ... . Nous nous sommes baigné (e)s. Nous avons joué / dansé / rigolé / écouté de la musique / dragué. Je draguais / nageais / jouais / lisais / dansais / fumais.
Possible ICT Opportunities		Communicating by E-mail: as an alternative to writing a diary, as suggested in activity 2b, write an e-mail to a penfriend about a recent real or imaginary party.
Reinforcement		Rouge workbook, p27
Extension		En plus, PB p55
Resources		Cassette B, side 1 or CD 2, track 6 R & A File: grammar 5, p55
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 4 La forme! Unité 1 pp60-61 Tu gardes la forme?			Activity no.
Learning objectives		Asking someone what they do to keep fit Saying what you do to keep fit, how often, and why you do it
Key Stage 3 Strategy Objectives		S7 L
Grammar		using time expressions en
Skills (Programmes of Study)		1a sounds and writing 1c use a range of vocabulary / structures 3c use knowledge of English / another language	1a 2d 1a, 1d
Contexts		Everyday activities, personal and social life
Learning outcomes …
Listening and responding	AT1/2–4	Understand what people do to keep fit, how often and why	1a, 1b, 2a
Speaking	AT2/3–4	Say what people do to keep fit, how often and why; carry out survey	1c, 2b, 2c
Reading and responding	AT3/4	Understand what someone does to keep fit	1d
Writing	AT4/4–5	Write about you do to keep fit and why	2d
Key language		Que fais-tu pour garder la forme? Je fais du jogging / de la musculation / du cyclisme / de la danse / de l’aérobic / de la natation/du yoga / du taï-chi. Je ne fais rien. J’en fais de temps en temps / tous les jours / souvent / une fois par semaine / deux fois par semaine. Pourquoi? / Parce que ça détend / c’est bon pour la santé / mon ami(e) en fait / j’aime bien.
Possible ICT Opportunities		Using a spread sheet: enter the results of a class survey about how often people do sport onto a spread sheet and produce a labelled pie chart to show the results.
Reinforcement		Rouge workbook, p33 À toi!, p120
Extension		En plus, PB pp72–75
Resources		Cassette B, side 2 or CD 2, track 10 R & A File: worksheet 1, p69; grammar 1, p72
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 4 Tu gardes la forme? Unité 2 pp62-63 Bougez!			Activity no.
Learning objectives		Making up an exercise programme Giving instructions using the tu and vous forms
Key Stage 3 Strategy Objectives
Grammar		using the imperative: tu and vous forms: touche / touchez, ouvre / ouvrez, ferme / fermez, hausse / haussez reflexive verbs: se lever (lève-toi / levez-vous), s’asseoir (assieds-toi / asseyez-vous), se taire (tais-toi / taisez-vous)
Skills (Programmes of Study)		2e vary language for context / audience 5b respond to classroom events in TL 5h use language for real purposes	2a 1a, 1c 1c
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2–3	Understand instructions and instructions for exercise programme	1a, 2b
Speaking	AT2/3	Play ‘Jacques a dit’ (‘Simon says’)	1c
Reading and responding	AT3/3	Understand written instructions for keep fit	1b
Writing	AT4/3	Write instructions	2a, 3
Key language		(See grammar)
Possible ICT Opportunities		Using a graphics program: design an illustrated poster containing one or more instructions (positive or negative) and print ready for classroom display.
Reinforcement		Rouge workbook, p34 À toi!, p120
Extension		En plus, PB pp72–75
Resources		Cassette B, side 2 or CD 2, track 11 R & A File: grammar 2, p73
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 4 La forme! Unité 3 pp64-65 Bonne cuisine, bonne mine			Activity no.
Learning objectives		Talking about healthy eating, and about what you eat and drink Saying what you ate and drank yesterday
Key Stage 3 Strategy Objectives
Grammar		using the perfect tense and present tense together
Skills (Programmes of Study)		2a listen for gist and detail 2i summarise main points of text	2a 1d
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/1–4	Understand food items and what someone had to eat and drink	1b, 2a
Speaking	AT2/1–5	Ask someone what someone had to eat and drink and give them advice	1a, 3a
Reading and responding	AT3/3	Understand advice on different types of food	1d
Writing	AT4/1–5	List types of food; write about what you have eaten and drunk; give advice on healthy eating	1c, 2b, 2c, 3b
Key language		les produits laitiers, les céréales, les viandes, les fruits et légumes, le lait, le jambon, les carottes, la pomme, la pêche, le pain, la confiture Il faut / Il ne faut pas manger... .
Possible ICT Opportunities		Exploring the internet: find out the answers to questions about nutrition and healthy lifestyle on: www.les-enfants-du-gout.com
Reinforcement		Rouge workbook, p35
Extension		À toi!, PB p121
Resources		Cassette B, side 2 or CD 2, track 12 R & A File: worksheets 2–3, pp70–71
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 4 La forme! Unité 4 pp66-67 Portrait d’un champion			Activity no.
Learning objectives		Talking about what you used to do
Key Stage 3 Strategy Objectives
Grammar		the imperfect tense
Skills (Programmes of Study)		1b apply grammar 1c use a range of vocabulary / structures	1c 2
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/5	Understand what people used to do when they were younger	1d
Speaking	AT2/–
Reading and responding	AT3/5–6	Understand written interview about how someone became a basketball champion	1a, 1b
Writing	AT4/4-6	Write about what you and someone else used to do and what you do now	1c, 2
Key language		J’avais ... . J’étais ... . Je faisais ... .
Possible ICT Opportunities		Copying and pasting photos: scan a photo of yourself when you were younger, paste it into a word-processing document and write a paragraph underneath about what you used to do then.
Reinforcement		Rouge workbook, p36
Extension
Resources		Cassette B, side 2 or CD 2, track 13
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Languages College
Métro 3 Rouge Module 4 La forme! Unité 5 pp68-69 Dix conseils pour garder la forme			Activity no.
Learning objectives		Talking about keeping fit and giving others advice about healthy eating
Key Stage 3 Strategy Objectives
Grammar		imperative: mangez, évitez, ne fumez pas, portez, protégez
Skills (Programmes of Study)		5f use language creatively	1f, 2c
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/4–5	Understand advice about keeping fit; understand publicity about protective clothing	1e, 2b
Speaking	AT2/2–4	Discuss rules on healthy living; talk about protective clothing	1d, 2a
Reading and responding	AT3/3	Understand definitions related to healthy living	1a, 1b, 1c
Writing	AT4/3–5	Write rules for healthy living and write publicity material for protective clothing	1f, 2c
Key language		Mangez sainement. Faites du sport. Ne fumez pas. Buvez 2 à 3 litres d’eau par jour.
Possible ICT Opportunities		Using a graphics programme: design the advertisement for activity 2c using a computer. The article of protective clothing could be drawn or copied and pasted e.g. from a website.
Reinforcement		Rouge workbook, p37
Extension		En plus, PB pp72–75
Resources		Cassette B, side 2 or CD 2, track 14
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 5 La mode! Unité 1 pp78-79 Les vêtements			Activity no.
Learning objectives		Talking about what your are wearing Discussing colour of clothes
Key Stage 3 Strategy Objectives		S4 R
Grammar		Adjectives of colour: bleu(e), rouge, vert(e), jaune, noir(e), gris(e), bleu marine, bleu clair, blanc(he)
Skills (Programmes of Study)		1c use a range of vocabulary / structures 2d initiate / develop conversations	2b, 3b 2b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3–4	Understand descriptions of clothing	1a, 2a
Speaking	AT2/3–4	Describe clothes; interview partner about clothes	1b, 2b
Reading and responding	AT3/4	Understand what clothes people wear for particular events	3a
Writing	AT4/4–5	Write about clothes you wear today, were wearing yesterday and will wear tomorrow	3b
Key language		un pantalon, un jean, un short, un pull, un tee-shirt, un chemisier, un sweat, une robe, une jupe, une chemise, des sandales, des chaussures, des baskets, des tennis Je / Il / Elle porte … . La couleur me va / ne me va pas.
Possible ICT Opportunities		Word processing: using tables. Make your own version of the grammar table on page 78, but put each of the words in the appropriate colour to help you memorise them; dixjeux-Au voleur
Reinforcement		Rouge workbook, p43 À toi!, p122
Extension		En plus, PB pp90–91
Resources		Cassette C, side 1 or CD 3, track 2 R & A File: worksheet 1, p86; grammar 1, p88 Flashcards 21–33 from Métro 1
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 5 La mode! Unité 2 pp80-81 Je voudrais ...			Activity no.
Learning objectives		Ask for something in a shop Ask how much it costs Ask if there is anything cheaper Revise larger numbers Use connecting words
Key Stage 3 Strategy Objectives		S1 R
Grammar		this and these: ce / cette / cet / ces vieux
Skills (Programmes of Study)		1a sounds and writing 2c ask and answer questions 5a communicate in pairs and groups etc.	1a, 1b 1a, 1b 1b, 2c
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4	Understand dialogue in which clothing is purchased	2b
Speaking	AT2/3–4	Take part in dialogue about purchasing clothing; interview partner about preferences	1b, 2c
Reading and responding	AT3/3-4	Understand dialogue about purchasing clothes; understand descriptions of clothes	1a, 2a, 2d
Writing	AT4/4	Describe a favourite item of clothing	2e
Key language		Je voudrais un tee-shirt bordeaux. Il coûte combien? Avez-vous quelque chose de moins cher?
Possible ICT Opportunities		Exploring the internet: look at collections on the Pimkie website. www.pimkie.fr
Reinforcement		Rouge workbook, p44 À toi!, PB p122
Extension		En plus, PB pp90–91
Resources		Cassette C, side 1 or CD 3, track 3 R & A File: worksheet 2, p87; grammar 2–3, pp89–90
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 5 La mode! Unité 3 pp82-83 La mode. Pour ou contre?			Activity no.
Learning objectives		Saying how much pocket money you get, and what you do with it Saying what you think about fashion
Key Stage 3 Strategy Objectives		S6 R
Grammar		essayer de …, commencer à …, s’intéresser à …
Skills (Programmes of Study)		2d initiate / develop conversations 3d use dictionaries / reference materials 5c express feelings and opinions	2a 1a 2b
Contexts		Everyday activities, personal and social life
Learning outcomes …
Listening and responding	AT1/4-5	Understand people’s opinions about fashion	1c
Speaking	AT2/5	Interview partner to find out his / her views on fashion and how pocket money is spent	2a
Reading and responding	AT3/5	Understand people’s views about fashion	1a, 1b
Writing	AT4/5	Write what you and partner feel about fashion and how much money was spent	2b
Key language		J’ai ... d’argent de poche. Je fais (du babysitting) et je gagne … . J’achète ... . Je mets mon argent à côté. essayer de, commencer à, s’intéresser à La mode, qu’en penses-tu? Je trouve que ... . À mon avis ... . Selon moi ... .
Possible ICT Opportunities		Designing a poster: copy and paste or insert own photos to create your own fashion advert with word-processed text and imported photo.
Reinforcement		Rouge workbook, p45
Extension		En plus, PB pp90–91
Resources		Cassette C, side 1 or CD 3, track 4 R & A File: worksheet 1, p86
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 5 La mode! Unité 4 pp84-85 Copain-copine			Activity no.
Learning objectives		Talking about teenage problems Saying what someone is like
Key Stage 3 Strategy Objectives
Grammar		expressions with avoir: avoir besoin de, avoir honte, avoir envie de
Skills (Programmes of Study)		4d knowledge of TL communities 5g listen / read for interest and enjoyment	1a, 3b 1a, 3b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/5–6	Understand young people talking about their problems	3a
Speaking	AT2/2–4	Speak about people’s characteristics	1c, 2b
Reading and responding	AT3/5–6	Understand people writing about their problems and the suggested solutions	1a, 1b, 3b
Writing	AT4/2–6	List positive and negative descriptions; write responses to problem letters	2a, 3c
Key language		J’ai un problème. J’ai besoin de ... . J’ai honte ... . J’ai envie de ... . Je m’énerve facilement. Paul / Céline est marrant(e) / bavard(e) / charmant(e) / sérieux (sérieuse) / intelligent(e) / poli(e) / farfelu(e) / stupide / gentil (gentille).
Possible ICT Opportunities		Writing letters: word-process your own anonymous teenage problem letter. Someone else in the class, whose identity you don’t know, can word-process an appropriate response.
Reinforcement		Rouge workbook, p46
Extension		En plus, PB pp92–93
Resources		Cassette C, side 1 or CD 3, track 5 R & A File: grammar 4, p91
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 5 La mode! Unité 5 pp86-87 Bouge ta tête			Activity no.
Learning objectives		Talking about a singer
Key Stage 3 Strategy Objectives
Grammar
Skills (Programmes of Study)		3e develop independence in using TL 4a work with authentic materials 5h use language for real purposes	1b 1b 2b, 2c
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/5-6	Understand people talking about musical preferences	2a
Speaking	AT2/2-4	Carry out a class survey about music; talk about who plays what instrument	2b, 3a
Reading and responding	AT3/5-6	Understand profile of rap singer and words of song	1a, 1b, 1c, 1d
Writing	AT4/3-6	Write rap song; write up the results of class music survey; write portrait of famous singer / song-writer	1e, 2c, 3b
Key language		groupe, chanteur, chanteuse rap, jazz, rock, musique classique la trompette, le saxophone, la batterie, la guitare, le piano, le synthétiseur L’album le plus acheté, c’est ... . Il y a ... personnes qui préfèrent ... . Personne ne préfère ... .
Possible ICT Opportunities		Using a spread sheet: enter the results of the class survey onto two separate pages of a spread sheet and produce two labelled pie charts to show the results.
Reinforcement		Rouge workbook, p47
Extension		À toi!, PB p123
Resources		Cassette C, side 1 or CD 3, track 6 R & A File: worksheet 1, p86
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 6 En plein dans l’actu Unité 1 pp96-97 À la une!			Activity no.
Learning objectives		Talking about what is happening in the news, and understanding news headlines
Key Stage 3 Strategy Objectives
Grammar		revising the perfect tense and the imperfect tense
Skills (Programmes of Study)		1c use a range of vocabulary / structures 4a work with authentic materials	2c 1a, 1b
Contexts		The international world
Learning outcomes …
Listening and responding	AT1/4–5	Understand news headlines; understand an account of an accident	1b, 2b
Speaking	AT2/4-5	Describe news headlines; report an accident	1c, 2a
Reading and responding	AT3/3-4	Match newspaper headlines to pictures	1a
Writing	AT4/5-6	Use pictures to compose an accident report	2c
Key language		éruption d’un volcan, manifestation de professeurs, grève de chemin de fer, inondation, accident sur l’autoroute, pollution, alerte aux nouveaux pirates
Possible ICT Opportunities		Exploring the internet: try to understand the gist of the latest stories on the Yahoo headlines list at: http://fr.news.yahoo.com/societe/
Reinforcement		Rouge workbook, p53
Extension		À toi!, PB p125
Resources		Cassette C, side 2 or CD 3, track 10
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 6 En plein dans l’actu Unité 2 pp98-99 Felicity			Activity no.
Learning objectives		Talking about a soap opera
Key Stage 3 Strategy Objectives
Grammar
Skills (Programmes of Study)		3b use clues to interpret meaning 3d use dictionaries / reference materials 4a work with authentic materials	1a, 1b 1a, 1b 1a
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/5–6	Understand interview about a soap opera	1d
Speaking	AT2/–
Reading and responding	AT3/6–7	Understand description of a soap star	1a, 1b, 1c
Writing	AT4/5–7	Write about soap operas	1e, 2a, 2b
Key language		Ça passe sur/ à ... . C’est l’histoire de ... . Il s’agit de ... . ... joue le rôle de ... . Mon acteur / actrice préféré(e) est ... . J’aime / Je n’aime pas cette série parce que / qu’ ... .
Possible ICT Opportunities		Word processing / copying and pasting images: pupils could use the computer to produce the article about a soap opera suggested in activity 2a.
Reinforcement		Rouge workbook, p54
Extension
Resources		Cassette C, side 2 or CD 3, track 11
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 6 En plein dans l’actu Unité 3 pp100-101 Horoscope			Activity no.
Learning objectives		Talk about star signs and what is going to happen using the near future
Key Stage 3 Strategy Objectives		S8 R
Grammar		croire – present tense: all forms, devoir – present tense: all forms
Skills (Programmes of Study)		2i summarise main points of text 5a communicate in pairs and groups etc. 5b respond to classroom events in TL	1a 1c, 2a 1c, 2a
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/6	Understand horoscope predictions	2b
Speaking	AT2/5–6	Discuss horoscope predictions with a partner	1c
Reading and responding	AT3/6	Understand and translate written horoscope predictions	1a, 1b, 2a
Writing	AT4/4–6	Write about events that are likely to happen in the near future	2c, 3a, 3b
Key language		Tu es de quel signe? Je suis ... Qu’est-ce qu’il va t’arriver? Je vais / Je dois / Je ne dois pas ... . mon / ma / mes ... Tu y crois beaucoup / assez / un peu / pas du tout? J’y crois ... . Ils / Elles vont / ont / font / doivent ... . Il leur faut ... . Si j’ai de l’argent, je vais ... .
Possible ICT Opportunities		Exploring the internet: look up your own horoscope on – www.easyscopes.be/fr
Reinforcement		Rouge 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 3 Rouge Module 6 En plein dans l’actu Unité 4 pp102-103 La météo			Activity no.
Learning objectives		Saying what the weather is like Saying what the weather will be like, using the future tense
Key Stage 3 Strategy Objectives
Grammar		the future tense : arriver
Skills (Programmes of Study)		2b ask and answer questions 4a work with authentic materials	1c 1a, 2a
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/5–6	Understand weather forecasts	1b, 2b
Speaking	AT2/4–5	Talk about the weather	1c, 2c, 3b
Reading and responding	AT3/5–6	Understand weather forecasts	1a, 2a, 2d
Writing	AT4/5	Write your own weather bulletin	3a
Key language		Il pleut. Il fait froid. Il fait chaud. Il y a du soleil. Il y a du vent. Il y a du brouillard. Il neige. Il pleuvra. Il fera plus chaud. Il fera plus froid. Il y aura du soleil. Il y aura du vent. Il y aura du brouillard. Il sera ... .
Possible ICT Opportunities		Exploring the internet: look up the weather forecast on – www.meteo.fr
Reinforcement		Rouge workbook, p56
Extension		En plus, PB p111 À toi!, PB p124
Resources		Cassette C, side 2 or CD 3, track 13 R & A File: grammar, p106
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Rouge Module 6 En plein dans l’actu Unité 5 pp104-105 Autour du monde en solitaire			Activity no.
Learning objectives		Talk about going on an expedition
Key Stage 3 Strategy Objectives
Grammar
Skills (Programmes of Study)		2h skim and scan texts	1a
Contexts		The international world
Learning outcomes …
Listening and responding	AT1/ 5	Understand weather descriptions in the past	1d
Speaking	AT2/ 3–4	Discuss with partner what you would put in a survival bag	2a
Reading and responding	AT3/5	Understand description of an explorer and his equipment	1a, 1b, 1c
Writing	AT4/3–4	Write about why you have chosen equipment for a voyage	1e, 2b
Key language		autour du monde, le pilote automatique, le monde extérieur, la pression atmosphérique, la force et la direction du vent, les voiles, un petit appareil, un seau, un réchaud à gaz, une boîte à outils avec tournevis / marteau / aiguilles / de la colle / de l’huile, des bidons étanches, les sous-vêtements, les piles, les cassettes, les allumettes, un radeau de survie, une combinaison étanche
Possible ICT Opportunities		Word processing / presentation: write an illustrated article about an imaginary journey you are planning or design a poster to show which items you would put in a survival bag.
Reinforcement		Rouge workbook, p57
Extension
Resources		Cassette C, side 2 or CD 3, track 14
Supplementary Teaching Opportunities