SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 1 L’Hexagone Unité 1 pp6-7 À la découverte de la France			Activity no.
Learning objectives		Get to know geographical features of France
Key Stage 3 Strategy Objectives		S6 L
Grammar		il, elle le, la un, une
Skills (Programmes of Study)		5a communicate in pairs and groups etc. 5d produce / respond to different types of spoken / written language	1a 3
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/2	Understand names of geographical features and tourist sites in France	1b, 2d
Speaking	AT2/1–2	Give names of geographical features; ask questions about tourist attractions	1a, 2b
Reading and responding	AT3/2	Understand descriptions of tourist sites	2a
Writing	AT4/1–3	List geographical features and tourist sites in France; design web site for local tourist sites	1c, 2c, 3
Key language		la Bretagne, la Normandie, la Côte d’Azur la Loire, la Seine, la Dordogne le Massif Central, les Pyrénées, les Alpes l’Italie, la Suisse, l’Espagne, l’Allemagne, la Belgique la Tour Eiffel, le Parc Disneyland, le Futuroscope Paris, Bordeaux, Poitiers
Possible ICT Opportunities		Using the internet: www.infoplease.com as suggested on TG p14; Producing own website as suggested on TG p15; Boardworks-Je connais la France
Reinforcement		Vert workbook, p3
Extension		Grammaire: PB, p18 (Exs. 1, 2)
Resources		Cassette A, side 1 or CD 1, track 2 R & A File: worksheet 3, p6; grammar 1, p9 Large map of France and stickers with names of geographical features (not provided)
Supplementary teaching opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 1 L’Hexagone Unité 2 pp8-9 La France des villes			Activity no.
Learning objectives		Talk about towns Talk about where you live; say how long you have lived there or whether you were born there
Key Stage 3 Strategy Objectives		S2 L, S4 L
Grammar		depuis
Skills (Programmes of Study)		1a sounds and writing 1b apply grammar	1a 3
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/3	Understand people talking about where they live and how long they have lived there	1c, 2b
Speaking	AT2/-
Reading and responding	AT3/2-3	Understand descriptions of towns and how long people have lived there	1a, 1b, 2a
Writing	AT4/3	Write a description of where you live	3
Key language		C’est une ville industrielle / une ville touristique / une ville commerciale / un port de commerce / un port de pêche. J’habite à (Newtown). C’est une grande / petite ville. C’est un village ... dans le nord / sud / est / ouest / centre de l’Angleterre / de l’Écosse / de l’Irlande / du Pays de Galles. J’y habite depuis deux ans / toujours. Je suis né(e) ici.
Possible ICT Opportunities		E-mail links with French school, or other English pupils Using the internet : www.momes.net, to obtain French penfriend
Reinforcement		Vert workbook, p4, p10 (Ex. 1) À toi!, PB p126
Extension		Grammaire, PB p18 (Ex. 3)
Resources		Cassette A, side 1 or CD 1, track 3 R & A File: worksheet 1, p4
Supplementary teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 1 L’Hexagone Unité 3 pp10-11 J’habite à Bergerac			Activity no.
Learning objectives		Talk about your own town and what you can do there
Key Stage 3 Strategy Objectives		S3 L
Grammar		on peut + infinitive, past tense + inf./modal verb reflexive verbs: se baigner, se reposer, s’amuser
Skills (Programmes of Study)		2c ask and answer questions 2d initiate / develop conversations	1c 1c
Contexts		Personal and social life; The world around us
Learning outcomes …
Listening and responding	AT1/3	Understand what activities can / can’t be done on an activity holiday	2a
Speaking	AT2/3–4	Discuss with partner what you can see and do in a town / area	1c
Reading and responding	AT3/4	Understand what there is to do in and around Bergerac	1a, 1b
Writing	AT4/3–4	Write a brochure for a dream activity holiday	2b
Key language		Il y a le fleuve / le château / les musées. On peut aller en ville / à la piscine / au cinéma / au musée. On peut faire du canoë / jouer au tennis / faire du vélo / nager / jouer au volley / se baigner / se reposer / s’amuser.
Possible ICT Opportunities		Using the internet: find out about the town of Bergerac on its own website at – tourisme-bergerac@aquinet.tm.fr
Reinforcement		Vert workbook, p5, p10 (Ex. 2)
Extension		Grammaire, PB p19 (Ex. 6) En plus, PB pp20–23
Resources		Cassette A, side 1 or CD 1, track 4 R & A File: worksheets 4–5, pp7–8; grammar 2, p10
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 1 L’Hexagone Unité 4 pp12-13 Aqua Park			Activity no.
Learning objectives		Say what you like and don’t like doing
Key Stage 3 Strategy Objectives		S1 L
Grammar		aimer: j’aime, tu aimes, il / elle aime faire: je fais, tu fais, il / elle fait
Skills (Programmes of Study)		2i summarise main points of text 3c use knowledge of English / another language 5c express feelings and opinions	3 1a, 3 2a, 2c
Contexts		Personal and social life; The world around us
Learning outcomes …
Listening and responding	AT1/3	Understand what people like / don’t like doing	1b
Speaking	AT2/1–3	Identify activities; discuss with partner what you like / don’t like to do	1a, 2a
Reading and responding	AT3/3	Understand people talking about their interests	3
Writing	AT4/2–4	Write about what you and others like / don’t like to do	1c, 2b, 2c
Key language		J’aime / Je n’aime pas faire / jouer ... . Il / Elle aime / n’aime pas faire / jouer ... . Je ne sais pas. Il / Elle ne sait pas.
Possible ICT Opportunities		Using a website: R & A File, skills 2, p15 Using the internet: www.parcasterix.com, www.disneylandparis.com
Reinforcement		Vert workbook, p6
Extension		Grammaire, PB p19 (Exs. 4, 5)
Resources		Cassette A, side 1 or CD 1, track 5 R & A File: worksheet 1, p4
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 1 L’Hexagone Unité 5 pp14-15 Je suis allé(e) à Aqua Park et j’ai ...			Activity no.
Learning objectives		Talk about what you have done
Key Stage 3 Strategy Objectives		S3 R
Grammar		perfect tense: -er verbs, bu, fait
Skills (Programmes of Study)		2c ask and answer questions 2h skim and scan texts	1b 2a, 2b
Contexts		Personal and social life; The world around us
Learning outcomes …
Listening and responding	AT1/3–4	Understand which activities people carried out	1a
Speaking	AT2/4	Ask partner what he / she did and say what you did	1b
Reading and responding	AT3/4	Understand written descriptions of what people did	2a, 2b
Writing	AT4/4–5	Write about which activities you carried out	3
Key language		Je suis allé(e) à (Aqua Park).[Je suis allé(e) faire...] J’ai nagé / joué / bavardé / fait du quads / fait du VTT / fait du canoë / mangé / bu / dragué / dansé.
Possible ICT Opportunities
Reinforcement		Vert workbook, p7, p11
Extension		Grammaire PB p59 (Exs. 4, 5) À toi!, PB p127 En plus, PB, pp60–62 (perfect tense)
Resources		Cassette A, side 1 or CD 1, track 6 R & A File: grammar 3–5, pp11–13; skills 1–2, pp14–15
Supplementary teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 2 J’arrive Unité 1 pp26-27 Je te présente ma famille			Activity no.
Learning objectives		Talk about your family and what they do
Key Stage 3 Strategy Objectives
Grammar		possessive adjectives
Skills (Programmes of Study)		3c use knowledge of English / another language 5a communicate in pairs and groups etc.	2a 1b, 2a
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3–4	Understand what jobs people do	2b
Speaking	AT2/2	Identify family members and jobs	1b, 2a
Reading and responding	AT3/4	Understand description of family members	1a, 1c
Writing	AT4/3	Describe family members and jobs	1d, 2c
Key language		Mon père / ma mère / mon oncle / ma tante / mon grand-père / ma grand-mère / mon frère / ma sœur s’appelle ... . Il / Elle est coiffeur (coiffeuse) / médecin / menuisier / mécanicien (mécanicienne) / infirmier (infirmière) / maçon / informaticien (informaticienne) / graphiste / cuisinier (cuisinière) / étudiant(e).
Possible ICT Opportunities		Dixjeux-Quel metier; bonjour.org.uk-les metiers
Reinforcement		Vert workbook, p13
Extension		Grammaire, PB p18 En plus, PB pp40–43 À toi!, PB p128 (Lire 1)
Resources		Cassette A, side 2 or CD 1, track 10 R & A File: worksheets 1–2, pp27–28; grammar, p30
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 2 J’arrive Unité 2 pp28-29 À la maison			Activity no.
Learning objectives		Talk about your own house
Key Stage 3 Strategy Objectives		S5 L
Grammar		using tu and vous nous form: habitons, jouons, faisons, regardons, dormons, mangeons
Skills (Programmes of Study)		1b apply grammar 2a listen for gist and detail 2h skim and scan texts 3b use clues to interpret meaning	1d, 2b 1a, 2a 1b 1b
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/3	Understand where people live and how long they have lived there	2a
Speaking	AT2/4	Ask and answer questions about French house (example) and your own and your partner’s house	1c, 2b
Reading and responding	AT3/4	Understand written description of house and scan text for key information	1a, 1b
Writing	AT4/3–4	Draw and describe the interior of a house	3
Key language		J’habite une grande (petite) maison / un grand (petit) appartement. Il y a le salon / la cuisine / la salle de bains / la salle à manger/ les chambres / la douche ... .
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		Vert workbook, p14 À toi!, PB p128 (Lire 2, Écrire 3)
Extension		Grammaire, PB p19 (Ex. 3)
Resources		Cassette A, side 2 or CD 1, track 11 R & A File: worksheet 3, p29; grammar 2, p31; skills 1–2, pp33–34
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 2 J’arrive Unité 3 pp30-31 J’ai ...?			Activity no.
Learning objectives		Say what is wrong and ask for something
Key Stage 3 Strategy Objectives
Grammar		uses of avoir
Skills (Programmes of Study)		5b respond to classroom events in TL 5h use language for real purposes	1b, 2b 2c
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2–3	Understand people saying what is wrong / what is needed	1a, 2a
Speaking	AT2/2–4	Say what is wrong / what is needed; ask for what is needed	1b, 2b
Reading and responding	AT3/2	Understand written requests explaining what people need	1c
Writing	AT4/2–3	Write what is wrong with someone; write request for what is needed	2c
Key language		j’ai faim, j’ai soif, j’ai froid, j’ai chaud, j’ai mal à la tête, j’ai besoin d’une serviette, j’ai oublié mon shampooing, je suis fatigué(e) Avez-vous du shampooing / un pull / de l’aspirine / une serviette pour moi / quelque chose à boire? Est-ce que je peux avoir un sandwich / prendre une douche ...? Est-ce que je peux aller au lit?
Possible ICT Opportunities
Reinforcement		Vert workbook, p15
Extension		À toi!, PB p129 (Lire 1, Lire 2)
Resources		Cassette A, side 2 or CD 1, track 12 R & A File: grammar 3, p32
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School - A Specialist Language College
Métro 3 Vert Module 2 J’arrive Unité 4 pp32-33 Est-ce que tu peux ...?			Activity no.
Learning objectives		Talk about jobs in the house and ask someone to help
Key Stage 3 Strategy Objectives
Grammar		tu peux + infinitive
Skills (Programmes of Study)		1a sounds and writing 2b pronunciation and intonation	1a 1a
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2	Understand which household tasks are being described	1a, 1b
Speaking	AT2/3	Ask for help with household tasks	2a
Reading and responding	AT3/2	Understand written descriptions of household tasks	1c
Writing	AT4/2	Write about household tasks	2b, 2c
Key language		Est-ce que tu peux mettre la table / débarrasser la table / vider le lave-vaisselle / passer l’aspirateur / ranger les affaires / faire le lit / sortir la poubelle?
Possible ICT Opportunities		Bonjour.org.uk-les tâches ménagères
Reinforcement		Vert workbook, p16
Extension		À toi!, PB p129 (Écrire 3)
Resources		Cassette A, side 2 or CD 1, track 13
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 2 J’arrive Unité 5 pp34-35 Mettons la table!			Activity no.
Learning objectives		Say how to lay the table
Key Stage 3 Strategy Objectives
Grammar		plurals of nouns
Skills (Programmes of Study)		1b apply grammar 2a listen for gist and detail 2b pronunciation and intonation 2g deal with the unpredictable	2a, 3 1a, 1c 1a 2b
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/ 1–3	Understand names of kitchen equipment	1a, 1c
Speaking	AT2/3	Ask and answer questions about where kitchen equipment is to be found	2b
Reading and responding	AT3/2	Read and understand names of kitchen equipment	1b
Writing	AT4/2	List items of kitchen equipment and say where they are	1d, 2a, 3
Key language		le couteau, la cuillère, la petite cuillère, la fourchette, l’assiette (f), le sel, le poivre, le verre, le bol, la bouteille d’eau, la tasse, la soucoupe Il me faut. Il te faut.
Possible ICT Opportunities		Using Fun with Texts: Scrambler option. Type in the names of the key items for pupils to see if they can unscramble the words.
Reinforcement		Vert workbook, p17
Extension		Grammaire, PB p39 (Ex. 4)
Resources		Cassette A, side 2 or CD 1, track 14
Supplementary Teaching Opportunities

SCHOOL; Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 3 Programme de la visite Unité 1 pp46-47 Le week-end			Activity no.
Learning objectives		Name the days of the week and the times of day Ask what you are going to do; talk about what you are going to do
Key Stage 3 Strategy Objectives		S9 L
Grammar		the immediate future (aller + infinitive)
Skills (Programmes of Study)		1b apply grammar 2g deal with the unpredictable 2i summarise main points of text	2b 2a 1a, 1b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4–5	Understand account of plans for weekend activities	2a
Speaking	AT2/4–5	Say what you are going to do at the weekend	1c
Reading and responding	AT3/4–5	Understand what someone is going to do at the weekend	1a, 1b
Writing	AT4/4	Summarise what someone is going to do at the weekend	2b
Key language		lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche le matin, l’après-midi, le soir Tu vas aller au château. Tu vas faire une balade à vélo / les magasins / un pique-nique / du kayak. Tu vas jouer au volleyball / à des jeux vidéo.
Possible ICT Opportunities		Word processing: pupils type Ian’s resumé (activity 2a) using a word-processing program. See example alongside activity 1a for layout.
Reinforcement		Vert workbook, p23 À toi!, PB p130
Extension		Grammaire, PB p58 (Ex. 1)
Resources		Cassette B, side 1 or CD 2, track 2 R & A File: grammar 1, p50
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist language College
Métro 3 Vert Module 3 Programme de la visite Unité 2 pp48-49 On va ...			Activity no.
Learning objectives		Talk about where you are going to go
Key Stage 3 Strategy Objectives		S8 L
Grammar		à, au, à la, aux
Skills (Programmes of Study)		2f adapt previously-learned language 3b use clues to interpret meaning 4a work with authentic materials	3 1a, 1b 1a
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4	Understand programme of activities for the week	1c
Speaking	AT2/3–4	Tell your partner where you are going and what you are going to do	2b
Reading and responding	AT3/3–5	Understand descriptions of tourist sites	1a, 1b, 2a
Writing	AT4/4–5	Write a programme of visits	3
Key language		On va aller à (Alton Towers) et on va aller / faire / visiter / voir ... un parc aquatique / un site aéronautique / le planétarium / une ferme du XIXe siècle / une réserve africaine / une grande ville fortifiée.
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		Vert workbook, p24
Extension		Grammaire, PB p58 (Ex. 2)
Resources		Cassette B, side 1 or CD 2, track 3 R & A File: grammar 2 & 5, pp51 & 54; skills 1, p55
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language college
Métro 3 Vert Module 3 Programme de la visite Unité 3 pp50-51 Où est la poste, s’il vous plaît?			Activity no.
Learning objectives		Ask where places are and how to get there
Key Stage 3 Strategy Objectives
Grammar		using vous
Skills (Programmes of Study)		2a listen for gist and detail 2e vary language for context / audience	1b 2b
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/3	Understand which place people want to go to and where the place is	1b
Speaking	AT2/3	Ask and say where a place is	1c
Reading and responding	AT3/2	Understand directions and descriptions of places	1a, 2a
Writing	AT4/3	Give directions	2b
Key language		la gare routière, la librairie, la piscine, la poste, la gare, le cinéma, la pharmacie Où est ...? C’est dans la rue ... / sur la place ... / le boulevard ... . Pour aller (au cinéma), vous prenez la première (deuxième) rue à gauche (droite) / vous allez tout droit. Vous traversez le pont / la place / la rue. Vous prenez le bus. C’est loin d’ici? C’est à (cinq) minutes d’ici. On peut y aller à pied. Il faut prendre le bus.
Possible ICT Opportunities		Communicating by E-mail: send a list of useful directions to penfriend, as suggested in activity 2b; dixjeux-En ville; Boardworks-Directions
Reinforcement		Vert workbook, p25
Extension		Grammaire, PB p59 (Ex. 3) À toi!, PB p131
Resources		Cassette B, side 1 or CD 2, track 4 R & A File: worksheet 2, p48; grammar 3, p52
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 3 Programme de la visite Unité 4 pp52-53 Une visite chez nous			Activity no.
Learning objectives		Talk about an exchange visit
Key Stage 3 Strategy Objectives
Grammar		tu vas / on va + infinitive
Skills (Programmes of Study)		1c use a range of vocabulary / structures 2e vary language for context / audience	2a 2b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3	Understand planned activities	1b
Speaking	AT2/3–4	Tell your pen-friend what he / she is going to do	2a
Reading and responding	AT3/3	Understand details of exchange programme	1a
Writing	AT4/3	Complete details of exchange programme	2b
Key language		Tu vas / Vous allez ... ... aller au collège / à la piscine / dans un parc d’attractions. ... visiter la ville / un musée / la cathédrale. ... faire une balade à vélo / du shopping / un pique-nique / du canoë. ... jouer au tennis / badminton / volleyball / football. ... déjeuner à la cantine / chez moi / en ville / chez mon copain. ... prendre le car / le bus / le train. ... rentrer à ... heures. ... rester à la maison.
Possible ICT Opportunities		Word processing: pupils type the programme of events (activity 2b) using a word-processing program. Layout could be as on PBp53, or in the form of a table (worksheet 1, R & A File, p47)
Reinforcement		Vert workbook, p26
Extension
Resources		Cassette B, side 1 or CD 2, track 5 R & A File: worksheet 1, p47
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language college
Métro 3 Vert Module 3 Programme de la visite Unité 5 pp54-55 En ville			Activity no.
Learning objectives		Talk about shopping
Key Stage 3 Strategy Objectives
Grammar		prepositions: sur, dans, devant
Skills (Programmes of Study)		5a communicate in pairs and groups etc.	1b, 2a
Contexts		The international world
Learning outcomes …
Listening and responding	AT1/3	Understand how far away places are	1c
Speaking	AT2/3–4	Give directions and say how far away somewhere is	1b, 2a
Reading and responding	AT3/1–3	Understand names of shops, items and directions	1a, 2b
Writing	AT4/4	Write directions	2c
Key language		la pharmacie, le marchand de chaussures, la boutique, la librairie, le photographe, des piles, du rouge à lèvres, une carte d’anniversaire, un tee-shirt, des baskets, une pellicule, du mascara, des cartes postales, un sweat, des chaussettes Tu sors de la maison et tu tournes à gauche / à droite. Tu descends / montes la rue jusqu’au carrefour / à l’arrêt de bus / aux feux.
Possible ICT Opportunities		Dixjeux-Par la fenêtre
Reinforcement		Vert workbook, p27
Extension		En plus, PB pp62–63
Resources		Cassette B, side 1 or CD 2, track 6 R & A File: worksheet 3, p49; grammar 4, p53
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist language College
Métro 3 Vert Module 4 La forme! Unité 1 pp66-67 Tu gardes la forme?			Activity no.
Learning objectives		Talk about keeping fit
Key Stage 3 Strategy Objectives		S7 L, S8 R
Grammar		faire: all forms negatives: ne ... pas, ne ... jamais, ne ... rien
Skills (Programmes of Study)		2b pronunciation and intonation 2h skim and scan texts	1a 2a
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2–3	Understand what people do to keep fit	1a, 1b, 2b
Speaking	AT2/2	Ask what people do to keep fit and say what you do	3a
Reading and responding	AT3/3	Understand what people do to keep fit	2a
Writing	AT4/3	Write about what you and others do to keep fit	3b, 3c
Key language		Que fais-tu pour garder la forme? Je fais ... Il / Elle fait ... 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. Je ne fais pas de sport. Je n’en fais rien. J’en fais de temps en temps / souvent / tous les jours / une (deux) fois par semaine / le (mercredi) matin / le (samedi) après-midi / le dimanche.
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		Vert workbook, p33 À toi!, PB p132 (Lire 1)
Extension		Grammaire PB p78 (Ex.1)
Resources		Cassette B, side 2 or CD 2, track 10 R & A File: worksheets 1–2, pp67–68; grammar 1, p69
Supplementary Teaching opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 4 La forme! Unité 2 pp68-69 Bougez!			Activity no.
Learning objectives		Tell someone what to do on an exercise programme
Key Stage 3 Strategy Objectives
Grammar		using the imperative
Skills (Programmes of Study)		2a listen for gist and detail 2e vary language for context / audience 5b respond to classroom events in TL 5h use language for real purposes	1a, 2a 1c, 2b 1c 1c
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2–3	Understand instructions	1a, 2a
Speaking	AT2/2	Play ‘Simon says’	1c
Reading and responding	AT3/3	Understand and match instructions to pictures	1b
Writing	AT4/2	Write instructions	1d, 2b
Key language		baissez, fermez, ouvrez, pliez, tendez, asseyez-vous, levez-vous, tenez-vous droit, touchez la tête, les yeux, le cou, la taille, les oreilles, les épaules, les jambes, la bouche, les bras, les pieds, le nez, la main, les doigts de pied, les cheveux, les doigts écoutez, entrez, répétez, lisez, taisez-vous, parlez, sortez, écrivez, respirez
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		Vert workbook, p34
Extension		Grammaire, PB p79 (Ex. 3)
Resources		Cassette B, side 2 or CD 2, track 11
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 4 La forme! Unité 3 pp70-71 Bonne cuisine, bonne mine			Activity no.
Learning objectives		Talk about healthy eating Tell someone what they ought to do
Key Stage 3 Strategy Objectives		S4 R
Grammar		du, de la, de l’, des Il faut ... . Il ne faut pas ... .
Skills (Programmes of Study)		1b apply grammar 3c use knowledge of English / another language	3 1c, 2a
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2–3	Understand list of foods	1d
Speaking	AT2/1	List foods by category	1b
Reading and responding	AT3/1–3	Understand what people eat and drink	1a, 2a, 2b
Writing	AT4/1–3	List foods by category and give advice on healthy eating	1c, 3
Key language		produits laitiers: le lait, le fromage viandes: le jambon, le poulet légumes et fruits: les pommes de terre, les pêches, la salade céréales: le pain, les pâtes sucreries: le gâteau, les biscuits Je mange … et je bois …. Je mange trop de …. Je ne mange pas assez de …. Il faut manger / boire plus de …. Tu manges / bois trop de …. Tu ne manges pas / ne bois pas assez de ….
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		Vert workbook, p35 À toi!, PB p132 (Écrire 2)
Extension		Grammaire, PB p79 (Ex. 4)
Resources		Cassette B, side 2 or CD 2, track 12
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 4 La forme! Unité 4 pp72-73 Dix conseils pour garder la forme			Activity no.
Learning objectives		Give advice about healthy living
Key Stage 3 Strategy Objectives
Grammar		the imperative (vous form)
Skills (Programmes of Study)		2a listen for gist and detail 2e vary language for context / audience	1c 2b
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/3	Understand what people say with a view to giving advice	1c
Speaking	AT2/3	Give advice to people	1d
Reading and responding	AT3/3	Understand written advice and match to pictures	1a, 1b
Writing	AT4/2–3	Give advice to people	2a, 2b
Key language		Mangez sainement. Buvez 2 à 3 litres d’eau par jour. Faites du sport. Marchez davantage. Ne fumez pas. Couchez-vous de bonne heure. Ne passez pas trop de temps devant la télévision. Passez plus de temps en plein air. Ne passez pas trop de temps au soleil. Protégez-vous quand vous faites du sport.
Possible ICT Opportunities		WP/DTP poster
Reinforcement		Vert workbook, p36
Extension		Grammaire, PB p79 (Ex. 3) À toi!, PB p133
Resources		Cassette B, side 2 or CD 2, track 13 R & A File: grammar 2, p70
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 4 La forme! Unité 5 pp74-75 Portrait d’un champion			Activity no.
Learning objectives		Describe your lifestyle Talk about sport
Key Stage 3 Strategy Objectives		S9 R
Grammar		present tense
Skills (Programmes of Study)		1c use a range of vocabulary / structures 2d initiate / develop conversations 2f adapt previously-learned language	2b 1c 2b
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/4	Understand people talking about their healthy living routine	2a
Speaking	AT2/4	Discuss a sports champion with a partner	1c
Reading and responding	AT3/4	Understand written interview of a sports champion answering questions about healthy lifestyle	1a, 1b
Writing	AT4/4	Describe typical day of a sportsman / sportswoman	2b
Key language		Il faut faire de l’entraînement. Il faut manger sainement. Il ne faut pas faire de bêtises. Il faut de la discipline. Je me lève à (six heures). Je fais du stretching. Je prends le petit déjeuner. Je mange des céréales. Je me repose. Je fais encore (trois) heures d’exercice Je ne mange pas de frites ni de sucreries. Je me couche tôt.
Possible ICT Opportunities		Word processing: pupils could type the description of a day, outlined in activity 2b. Alternatively they could make up their own description.
Reinforcement		Vert workbook, p37
Extension		En plus, PB pp80–83
Resources		Cassette B, side 2 or CD 2, track 14 R & A File: skills 1–3, pp71–73
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 5 La mode! Unité 1 pp86-87 Les vêtements			Activity no.
Learning objectives		Talk about what you are wearing; say what colours suit and don’t suit you
Key Stage 3 Strategy Objectives		S2 R
Grammar		colour adjectives: blanc, blanche, blancs, blanches
Skills (Programmes of Study)		1b apply grammar 5a communicate in pairs and groups etc.	1c 1a, 2c
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/ 2–4	Understand people describing clothing and what they prefer	1b, 2a
Speaking	AT2/2–3	Describe what people are wearing; discuss own colour preferences	1a, 2c
Reading and responding	AT3/3	Understand written descriptions of clothes and personal preferences about clothes	2b
Writing	AT4/3–4	Describe what people are wearing and say what colours you prefer	1c, 2d
Key language		des baskets, des chaussettes, des chaussures, une chemise, un chemisier, un gilet, une jupe, un pantalon, un pull, des sandales, un short, un sweat, un tee-shirt, des tennis (Le bleu) me va bien. (Le rouge) ne me va pas.
Possible ICT Opportunities		Word processing: using tables. Make your own version of the grammar table on page 86, but put each of the words in the appropriate colour to help you memorise them; dixjeux-Au voleur
Reinforcement		Vert workbook, p43 À toi!, PB p134 (Lire 1, Écrire 2)
Extension		Grammaire, PB pp98–99 (Exs. 1–3)
Resources		Cassette C, side 1 or CD 3, track 2 R & A File: grammar 1, p86
Supplementary Teaching Opportunities
SCHOOL; Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 5 La mode! Unité 2 pp88-89 Je voudrais ...			Activity no.
Learning objectives		Shopping for clothes
Key Stage 3 Strategy Objectives
Grammar		demonstrative adjectives: ce, cet, cette, ces
Skills (Programmes of Study)		2g deal with the unpredictable 5a communicate in pairs and groups etc.	2a 1c, 2b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3	Understand clothing items and prices	2a
Speaking	AT2/3–4	Carry out role-play about buying clothes with partner	1c, 2b
Reading and responding	AT3/4	Understand written version of dialogue about buying clothes	1a, 1b
Writing	AT4/3	Draw and describe items of clothing	3
Key language		Je voudrais (un tee-shirt) blanc (blanche) / bleu(e) / gris(e) / jaune / noir(e) / rouge / vert(e) / petit(e) / moyen(ne) / grand(e). Ça coûte combien? Avez-vous quelque chose de moins cher? Je prends ce tee-shirt / cette chemise / ces chaussures.
Possible ICT Opportunities		Exploring the internet: look at collections on the Pimkie website. www.pimkie.fr
Reinforcement		Vert workbook, p44
Extension		Grammaire, PB p99 (Ex. 4)
Resources		Cassette C, side 1 or CD 3, track 3 R & A File: worksheet 1, p85
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 5 La mode! Unité 3 pp90-91 L’argent de poche			Activity no.
Learning objectives		Talk about pocket money
Key Stage 3 Strategy Objectives
Grammar		mon, ma, mes son, sa, ses
Skills (Programmes of Study)		2a listen for gist and detail 2i summarise main points of text	1a, 2a 1c
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2–3	Understand how much pocket money people get, what they do to get it and how they spend it	1a, 2a
Speaking	AT2/2–3	Say how much pocket money you get, how you earn it and how you spend it	1b, 2b
Reading and responding	AT3/4	Understand youngsters’ written accounts about how they earn pocket money	1c
Writing	AT4/3–4	Write about how much money you and your partner get, how you earn it and how you spend it	2c
Key language		J’ai ... euros / livres sterling. Je n’ai rien. Je fais du babysitting / la vaisselle. J’aide mes parents. Je range ma chambre. Je lave des voitures. Je m’occupe de (mon petit frère) Je ne fais rien. J’achète ... . Je le mets de côté pour m’acheter ... / aller en vacances.
Possible ICT Opportunities
Reinforcement		Vert workbook, p45
Extension		À toi!, PB p135 (Lire 1, Écrire 2)
Resources		Cassette C, side 1 or CD 3, track 4 R & A File: grammar 2, p87
Supplementary Teaching Opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 5 La mode! Unité 4 pp92-93 J’ai un problème!			Activity no.
Learning objectives		Talk about problems
Key Stage 3 Strategy Objectives
Grammar		expressions with avoir: j’ai faim, j’ai soif, j’ai besoin de ...
Skills (Programmes of Study)		2f adapt previously-learned language 2h skim and scan texts 4c compare home and TL culture	2b 1a 1a
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4	Understand people talking about their problems	1b
Speaking	AT2/3	Describe people’s problems / needs	2a
Reading and responding	AT3/3–4	Understand descriptions of people’s problems	1a, 1c
Writing	AT4/4	Write an ‘agony aunt’ letter	2b
Key language		J’ai besoin d’aide au collège. J’ai besoin de faire un régime / me faire une petite copine (un petit copain) / gagner de l’argent / sortir avec la bande. Je ne veux pas parler à mes parents / mon prof parce que ... .
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		Vert workbook, p46 À toi!, PB p134 (Lire 3, Écrire 4)
Extension		Grammaire, PB p99 (Ex. 5)
Resources		Cassette C, side 1 or CD 3, track 5 R & A File: grammar 3, p88
Supplementary Teaching opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 5 La mode! Unité 5 pp94-95 Il / Elle est comment?			Activity no.
Learning objectives		Say what you are like and what someone else is like
Key Stage 3 Strategy Objectives		S1 R
Grammar		adjectival agreement
Skills (Programmes of Study)		3b use clues to interpret meaning 5c express feelings and opinions	1a 1e, 2a, 2b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3–4	Understand descriptions of people	1d
Speaking	AT2/3	Interview partner to find out about his / her character	1e
Reading and responding	AT3/1-4	Understand written descriptions of people	1a, 1b, 1c
Writing	AT4/3	Write descriptions of people	2a, 2b
Key language		Je suis ... . Il / Elle est ... . Mon copain / Ma copine est bavard(e) / égoïste / farfelu(e) / gentil(le) / intelligent(e) / marrant(e) / paresseux (paresseuse) / sérieux (sérieuse) / sportif (sportive) / stupide / sympa / têtu(e) / timide.
Possible ICT Opportunities
Reinforcement		Vert workbook, p47
Extension		Grammaire, PB p99 (Ex. 6) En plus, PB pp100–103 À toi!, PB p135 (Lire 3, Écrire 4)
Resources		Cassette C, side 1 or CD 3, track 6 R & A File: grammar 4, p89
Supplementary teaching opportunities
SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 6 En plein dans l’actu Unité 1 pp106-107 À la une!			Activity no.
Learning objectives		Understand what is happening in the news
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, 2a 1a 1a
Contexts		The international world
Learning outcomes …
Listening and responding	AT1/ 4	Understand spoken news headlines and match to pictures	1c
Speaking	AT2/–
Reading and responding	AT3/3–4	Understand written news headlines and match to pictures	1a, 1b, 2a
Writing	AT4/3	Rearrange order of words to make headlines	2b
Key language		Il y a ... . une éruption d’un volcan au Japon, une manifestation de professeurs à Paris, une grève de trains en France, des inondations en Afrique du Sud, un accident sur l’autoroute, nouvelles du cinéma, des millions de poissons morts à cause de la pollution, nouveau virus cybernetique
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		Vert 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 3 Vert Module 6 En plein dans l’actu Unité 2 pp108-109 L’interview de la semaine: la jeune danseuse, Carmen Herraro			Activity no.
Learning objectives		Understand a magazine interview
Key Stage 3 Strategy Objectives		S5 R
Grammar		using the tu / il / elle forms of the present tense
Skills (Programmes of Study)		1a sounds and writing 2d initiate / develop conversations	1a 1a
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4	Understand main points of spoken interview about personal details and interests	2a
Speaking	AT2/2	Discuss interview with partner	1c
Reading and responding	AT3/4	Understand written interview about personal details and interests	1a, 1b
Writing	AT4/3–4	Write a summary giving main points of interview that you have heard or read	1d, 2b
Key language		Comment t’appelles-tu? Quel âge as-tu? Quelle est la date de ton anniversaire? Quel est ton signe astrologique? Tu es de quelle nationalité? Où habites-tu?
Possible ICT Opportunities		Exploring the internet: look up your own horoscope on – www.easyscopes.be/fr
Reinforcement		Vert workbook, p54 À toi!, PB p136
Extension		Grammaire, PB p118
Resources		Cassette C, side 2 or CD 3, track 11 R & A File: worksheets 1–2, pp102–103; grammar 1, p104; skills 1, p106
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 6 En plein dans l’actu Unité 3 pp110-111 Un documentaire			Activity no.
Learning objectives		Asking questions in an interview in the vous form
Key Stage 3 Strategy Objectives		S6 R
Grammar		question words: Combien? Comment? Où? Que ...? Qu’est-ce que ...? Quel / Quelle ...? Qui? Avez-vous ...?
Skills (Programmes of Study)		2c ask and answer questions [inc. indirect] 5d produce / respond to different types of spoken / written language	1c, 2b 2c
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4	Understand main points and details of documentary interview	2a
Speaking	AT2/3-4	Check answers to about interview questions with partner; ask and respond to interview questions	1c, 2b
Reading and responding	AT3/4	Understand written version of documentary interview and respond to questions	1a, 1b
Writing	AT4/4	Write question and answer parts of an interview using picture prompts	2c
Key language		Comment vous appelez-vous? Que faites-vous? Où allez-vous?
Possible ICT Opportunities		Word processing: pupils could type the interview (activity 2c) using a word-processing program
Reinforcement		Vert workbook, p55
Extension		À toi!, PB p137 En plus, PB p122, p123 (Lire 3b)
Resources		Cassette C, side 2 or CD 3, track 12 R & A File: grammar 2, p105
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Language College
Métro 3 Vert Module 6 En plein dans l’actu Unité 4 pp112-113 Un sondage			Activity no.
Learning objectives		Read and understand a survey
Key Stage 3 Strategy Objectives		S7 R
Grammar		use the ils / elles part of the present tense
Skills (Programmes of Study)		2a listen for gist and detail 5b respond to classroom events in the TL 5c express feelings and opinions	1c, 2a 2b, 2c 2b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/3	Understand the results of surveys about holiday preferences and interests	1c, 2a
Speaking	AT2/2–4	Discuss results of surveys with partner; carry out own survey	1d, 2b, 2c
Reading and responding	AT3/3	Understand the conclusions drawn from a survey about holiday preferences	1a
Writing	AT4/3	Write a summary of the results of the survey about holiday preferences	1b
Key language		Il y a une personne qui ... . Il n’y a personne qui ... . Il y a plus / moins de personnes qui préfèrent ... .
Possible ICT Opportunities
Reinforcement		Vert workbook, p56
Extension		Grammaire, PB p119 (Ex. 3)
Resources		Cassette C, side 2 or CD 3, track 13 R & A File: worksheet 1, p102
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School – A Specialist Laguage College
Métro 3 Vert Module 6 En plein dans l’actu Unité 5 pp114-115 La météo			Activity no.
Learning objectives		Talk about the weather
Key Stage 3 Strategy Objectives
Grammar		the immediate future: il va faire beau
Skills (Programmes of Study)		1b apply grammar 1c use a range of vocabulary / structures 3d use dictionaries / reference materials	2b 2b 2a
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/4	Understand details of weather forecast	1b
Speaking	AT2/2–4	Talk about weather in present and future	1a, 1c
Reading and responding	AT3/4	Understand main points of written weather forecast	2a
Writing	AT4/3–4	Use map to write UK weather forecast	2b
Key language		Il y a du brouillard / du soleil / du vent / des orages / des nuages. Il pleut / neige / gèle. Il fait chaud / froid / beau / gris. Dans le (nord / sud) ... . En montagne ... . Il va faire beau. Il va y avoir du soleil / du brouillard / de la pluie / de la neige / des orages / des nuages. Le vent va souffler (fort).
Possible ICT Opportunities		Exploring the internet: look up the weather forecast on – www.meteo.fr
Reinforcement		Vert workbook, p57
Extension		Grammaire, PB p119 (Ex. 4) En plus, PB pp120–123
Resources		Cassette C, side 2 or CD 3, track 14
Supplementary Teaching Opportunities