· web viewan overview of the year. aims / key concepts. we aim to develop linguistic competence...

YEAR 7 SCHEME OF LEARNING

An Overview of the Year

Aims / Key ConceptsWe aim to develop linguistic competence by:

Developing the skills of listening, speaking, reading and writing in a range of situations and contexts.

Applying linguistic knowledge and skills to understand and communicate effectively.We aim to develop knowledge about language by:

Understanding how a language works and how to manipulate it. Recognising that languages differ but may share common grammatical features.

We aim to develop creativity by: Using familiar language for new purposes and in new contexts. Using imagination to express thoughts, ideas, experiences and feelings.

We aim to develop intercultural understanding by: Appreciating the richness and diversity of other cultures. Recognising there are different ways of seeing the world, and developing an international

outlook.

Teaching and Learning Activities A selection of the following activities would be used in each module:

Presentation by various means e.g. Power point presentations, software packages, flashcards, listening extracts, worksheets etc.

Practice of structures introduced: language games; drills; activities on worksheets. Listening activities: short extracts requiring non-verbal responses or responses in the target

language. Speaking activities: pair work – dialogues with cues or creation of dialogues; information gap

activities; questions and answers; short presentations. Reading activities – short texts requiring various types of response e.g. true/false; answers in

the TL; multiple choice answers; completing sentences etc. Writing activities: e.g. labelling illustrations; creating lists; gap filling exercises; completing

forms; making notes; writing small paragraphs.

*The shared resource drive and the MFL Good Practice Guide offer guidance and ideas on effective teaching and learning strategies.*

Key ProcessesDeveloping Language-learning strategiesWe aim to ensure that pupils develop language-learning strategies so that they can:

Identify pronunciation, spelling, word order and sentence structure patterns in the target language.

Develop techniques for memorising words, phrases and spellings. Use their knowledge of English or another language when learning the target language. Use previous knowledge, context and other clues (e.g. tone of voice, intonation, facial

expressions, similarities to English etc) to work out the meaning of what they hear or read. Use reference material such as dictionaries appropriately and effectively.

Developing language skillsIn MFL lessons, pupils undertake various activities so that they can develop language skills and are able to:

Listen for gist and detail. Skim and scan written texts for the main points or details. Respond appropriately to spoken and written language. Use correct pronunciation and intonation. Ask and answer questions. Initiate and sustain conversations. Write clearly and coherently, including an appropriate level of detail. Redraft their writing to improve accuracy and quality. Reuse language that they have heard or read in their own speaking and writing. Adapt language they already know in new contexts and different purposes.

Deal with unfamiliar language, unexpected responses and unpredictable situations e.g. asking for repetition or clarification, looking for key words, using the context to make sense of what is heard/read etc.

Develop creative expression.

Methods of Assessment On-going informal / formal assessment including assessment in 4 skills. Routine marking of class work / homework Routine vocabulary tests for each topic. Peer and self assessment activities. End of unit tests. Differentiated Key Assessments which test the 4 attainment targets. End of year examination.

Evaluation Tracking and monitoring of pupil performance through Key Assessments against minimum

target grades on the MFL database. Completion of end of unit reviews and progress record cards. Analysis of End of Unit Tests and End of Year exams. Possible movement between sets at Christmas and in the summer. Progression in four skills.

Cross Curricular Links I.C.T.: word processing of written accounts; using desk top publishing; creating power point

presentations; e-mailing pen pals; internet research; using language learning websites etc. Literacy: knowledge and understanding of grammar and sentence construction; using

context and clues in texts to distinguish meaning; dictionary skills; independent reading; analysis of text structure; modelling good practice; accurate transcription of words and short sentences; translation of written text; reading of literary texts in the language.

Numeracy: dates; numbers to 1000; interpreting timetables – 24 hr. clock counting; money Geography: nationalities; countries and capitals; French–speaking world, weather; home

environment. Citizenship: the multilingual society; knowledge of other countries and cultures. RE: multicultural work; celebration of festivals, customs. Music: rhymes, end of unit songs. Enterprise: Various projects / presentations. Food Tech: recipes and typical dishes Science: healthy diet and life style. Careers education

ICT Opportunities Create a recording of personal information. Power Point presentation on personal information. Prepare an e-mail for a French-speaking friend. Design a poster about items in a rucksack with a paragraph detailing it in French. Create attractive birthday cards in Speaking using desk top publishing or send birthday cards

via the Internet to French friends. Word process detailed personal information which can be drafted and edited. Revision sites e.g. Linguascope. Internet research on life in a French speaking school.

Differentiation By task: creating activities that are stepped by level of difficulty. By resource: breaking the task down into structured parts. By outcome: open –ended speaking / writing tasks, which allow pupil response at different

levels. By support: teacher intervention and availability of reference materials.

Assessment for Learning Opportunities Design and present a family tree. School Project. Create a disk of personal information. Prepare an e-mail for a French-speaking friend. Write detailed personal information about a number of people.

Enterprise Opportunities Design and present a family tree. School Project.

Special Educational Needs ProvisionS.E.N pupils follow the same curriculum as those in other groups but concentrate on the core learning objectives as shown in the SOW. The vocabulary covered is more limited and grammar input is kept at a very simple level. Inevitably, progress through the syllabus is slower. Pupils are assessed according to NC levels and end of year exams are tailored to their ability. Pupils are generally placed in smaller teaching groups of approximately 12 pupils with a teaching assistant to support the learning in the classroom.

SEN Resources Year 7 – Accès Studio and Studio 1 Teacher produced worksheets Follow guidance from SENDCO

Resources Accès Studio :

Pupil’s book Teacher’s Book R&A file CDs

Studio 1 : Pupil’s book Teacher’s Book R&A file CDs

Teacher produced worksheets Boardworks

Possible Levels AT1 – 4 AT2 – 4 AT3 – 4 AT4 – 4

Module 1: Bienvenue!

Greetings; personal information – name, age, birthday, numbers 1- 31; dates; days of week; French alphabet; classroom language- asking permission / help; classroom items; parts of computer.

Learning Objectives To understand basic classroom commands. To greet and take leave of someone. To give and request simple personal information. To ask for and give spellings. To say the alphabet. To spell many words correctly from knowledge of sound / spelling links. To recognise and count numbers 1-31. To identify and ask for classroom objects, using correct indefinite article and various positive /

negative phrases. To start to use a dictionary to find out the meaning / gender of words they do not know. To give a short presentation about themselves, joining sentences together with connectives. To know parts of a computer in Spanish.

Communicative ObjectivesTo understand:

Basic classroom commands. Greetings Request for simple personal information. Spellings and alphabet.

Numbers 1-31. The use of the correct indefinite article. How to use a dictionary to find out the meaning / gender of words they do not know. Others giving a presentation about themselves. Parts of a computer in French.

To communicate: To request help and permission in French. To greet and take leave of someone. To give and request simple personal information. To ask for and give spellings. To count numbers 1-31. To ask for classroom objects, using correct indefinite article and various positive / negative

phrases. To give a short presentation about themselves.

P.O.S.1 a, b, c.2 b, c, d.3 45 a, b.

Skills 2.1b memorising 2.2c respond appropriately 2.2d pronunciation and intonation 3a spoken and written language 4a use language within the classroom etc. 4b communicate in pairs etc. 4d make links with English 4g use TL in engaging topics

Possible Levels AT1 – 4 AT2 – 4 AT3 – 4 AT4 – 4

Linguistic Objectives:Structures:

Basic commands e.g. regardez le tableau Comment t’appelles-tu? Je m’appelle Quelle âge as-tu? J’ai … and … a … ans. As-tu un / une …? Je n’ai pas de… Dans mon sac, j’ai … Quelle est la date de ton anniversaire? Mon anniversaire est le … de … L’anniversaire de … est le … de … Comment ça s’écrit? Comment dit-on … en français/ anglais ? Vous pouvez répéter? J’ai besoin de … Prêtez-moi un/ une …, s’il tous plaît. Voici J’ai fini Qu’est-ce qu’on fait aujourd’hui? Irregular verb - être Definite article: le/la, les Gender: masculine and feminine words Possessives: mon/ma/mes , son/sa/ses, ton/ta/tes

Irregular verb - avoir Word gender indefinite article: un, une (a/an), des (some) tu versus vous

Vocabularyle bureau (du professeur)le tableaula portela chaisela fenêtre l’ordinateurle cahierle livre

Ouvrez les libresRegardez le tableauJe vais prendre l’appel Écoutez à l’enregistrementAsseyez-vous Lévez-vous Silence, s’il vous plaîtÉcrivez dans vos cahiers Regardez page 10 Travaillez avec un ordinateurMettez le chewing gum dans la poubelle

Jours de la semainelundimardimercredijeudivendredisamedidimanche

les casquesla sourisle mot de passel’USB

le CDle microle numéro d’identitél’ordinateurl’écranle clavierle clé

faire des recherchesenregistrer le travail imprimer le travailenvoyer un courrier électronique écrire la commande

Je ne comprends pasJe ne sais pasVous pouvez répeter?

Mois de l’annéejanvierfevriermarsabrilmaijuinjuilletaoûtseptiembreoctubrenovembredecembre

números 0 – 31

crayonsstyloscahierstaille crayongommes

Bonjour!Salut!Et toi?Au revoirA bientôt

Ca va? Ça va bienBofcomme çi, comme çaça va pas

Bon soirBonne nuit

un agendaun styloun dossierun cahierun livreun dictionnaire une gommeun crayonun stylo plumeune règleun taille-crayon deux/trois cahiers trois/des gommes

New language content: asking and responding to simple questions using Comment? Quand? Quel(le)? introduction to verbs in first and second persons singular numbers 1-31 rules and guidance for pronunciation and spelling indefinite articles plurals of nouns il y a / il n’y a pas de

New contexts: meeting and greeting people, both formally and informally personal details (name, age, birthday) the alphabet months, dates, days of the week classroom objects classroom instructions

Linguistic Awareness Present Tense for some irregular verbs – avoir/ être. Classroom instructions and request for permission. Question words. Indefinite articles. Pronunciation rules.

Plurals.

Cultural Awareness Music: end of unit songs. French traditions – celebration of Saint’s Day.

Other Teaching & Learning Objectives: Role play in French. Pair / group work. I.C.T - Create a disk of personal information

Core ObjectivesPupils will learn how to:

Request certain classroom items. Ask permission to do something in French. Greet and take leave of someone. Give and request simple personal information. Say the alphabet. To spell many words correctly using the knowledge of sound / spelling links. To recognise and count numbers 1-31. Using correct indefinite article and various positive / negative phrases. Use a dictionary to find out the meaning / gender of words they do not know. Know parts of a computer in French.

Reinforcement ObjectivesPupils will learn how to:

Understand other classroom commands. Apply their knowledge of gender of words to complete sentences with correct adjective

agreement. Exchange more personal information. Give and understand a presentation about others – using third person.

Extension ObjectivesMore able pupils will:

Say and write longer passages correctly and from memory. Use classroom expressions independently. Understand main questions and instructions. Understand gender and adjective agreement more quickly and with some precision. Develop their own methods of developing memory skills.

Resources Accès Studio Studio 1 Teacher produced worksheets

Suggested Possible Teaching and Learning Activities:Meeting and greeting/two ways of saying 'you'

Greet each pupil as they come into the classroom. Encourage them to repeat the greeting. Vary the greeting to the appropriate time of day if possible or by using pictures, eg the sun, sunset, moon. Take the register and expect an appropriate response.

Use a picture of an adult or a hat or mask each time you need to show the difference between tu and vous.

Numbers 1 to 12 To encourage pupils to think of the numbers in French, give them mental arithmetic tests,

possibly using an LCD calculator, bingo, large dice. The alphabet and pronunciation

Show a list of French words (possibly those that pupils have brought in themselves), and ask them to work out rules for pronunciation.

Show pupils a list of French first names, eg Rémi, Elodie, and ask them to suggest the correct pronunciation. Use well-known French personalities to introduce names, then teach pupils less familiar French names. Teach the alphabet using songs and raps or chants.

Continue the out-of-school activity and create alphabet displays that can be constantly updated, eg with first names, family names, classroom objects, animals.

Expressing people's age/numbers to 31

Teach the numbers 13-31. Some pupils will be able to understand multiplié par and divisé par, and perhaps anticipate answers beyond 31.

Give half the class a card with a problem, eg 2 + 3. The other pupils receive cards with answers. One pupil says J’ai deux plus trois, and finds the pupil whose card says J’ai cinq.

Once pupils are confident with numbers, teach the question Quel âge as-tu? and the response. Pupils who can use the first and second persons confidently could progress to the third person

singular, asking Quel âge a Sandrine? Months and birthdays

Teach the months of the year with pictures and similar sounds, eg sept de septembre. Teach the two ways to ask about birthdays: ¿Cuándo es tu cumpleaños? and ¿Cuándo cumples

(años)? Using one or two of the famous personalities from section 3, ask pupils to pretend they are the

person and respond to questions about their age and birthday. They then use the third person to ask Quelle est la date de son anniversaire?

Ask the pupils to quiz each other about their own favourite stars, their ages and birthdays. Ask the pupils to respond in birthday order around the class or to line up and enter the

classroom in birthday order. Holding a short conversation

Use a flowchart with pictures to show pupils how they can make a conversation. Practise the conversation with a digital microphone. Pupils are interviewed, and interview each other, as if they were on the radio. The recording can be played to the rest of the class. The flowchart then serves as a cue card for a text-manipulation file or a word-processed document.

Pupils who need more support could use cue cards written by higher-attaining pupils. They should also hear many examples before it is their turn to perform.

Days of the week Help pupils remember the days of the week with song and rhyme. Put days in context, eg

Aujourd’hui c’est mercredi, hier c’est mardi, demain c’est jeudi. At each lesson ask a different pupil to write a date on the board.

Classroom objects/using the indefinite article/gender of nouns Teach names of objects by picking them up or using an Interactive Board. Having established the singular form, progress to the plural. Introduce the written form to enable pupils to infer rules about gender. Ask pupils to classify

objects by gender and add the indefinite article. Words ending in a consonant or -e could be looked up in a dictionary.

Ask pupils to suggest ideas for memorising gender and words, eg use colour coding, columns. Asking for something

Teach As-tu un/une…? and the response Oui, j’ai un/une… , then progress to the plural form des… . Having established this pattern, introduce the negative form omitting the article: Non, je n’ai pas de….

Pupils can practise using games like ‘Battleships’ with pictures or ‘Happy families’, or by guessing objects seen from an unusual angle.

Revise numbers by asking for quantities of pens, etc to reinforce the use of plurals. Invent a short drama about a pupil who never has any equipment.

Developing visual and aural memory Introduce the question Qu’est-ce que c’est? Ask pupils to find out from each other words for objects in the room. Play 'Pelmanism' or 'picture bingo' games, eg le jeu de mémoire. Show groups of articles and

ask pupils to remember them. Ask pupils to say they have one object, then extend the sentence, eg J’ai un stylo; J’ai un stylo

et un crayon; J’ai un stylo, un crayon et une calculatrice … Teach Il y a... and show pupils a collection of items. Pupils state what is there. Take one item

away and ask what is missing. Introduce Il n’y a pas de... and encourage pupils to use this when responding.

Pupils label the objects in pictures, from memory if possible. Pupils write extended descriptions of what they have in their schoolbags, then play a game

Qu’est-ce qu’il y a dans ton sac? Teach Je n’a rien and Il n’y a rien

Responding to instructions Make a game of responding to classroom instructions, eg 'Simon says'. The plural form of the

imperative will not be known at this stage, but common singular forms should be taught. Take the register in French. Pupils take the lead in games or take the register. Once the pattern is established, give other

pupils a chance to perform these roles. Introduce key phrases and keep a poster or a slide as a reference point. Add to the list when

new phrases arise, eg 'I have forgotten my book'.

Interrelationship of sounds and writing Encourage pupils to explore and find out words, using questions such as: Comment dit-on …

en français? Comment pronounce…? Qu’est-ce que c’est? or instructions: Épelez le mot. Constructing written passages or conversations

Use a flowchart to remind pupils of the amount of language they have learnt. Ask them to make up their own conversations and descriptions, connecting the sentences with et and mais.

Use an interactive microphone to encourage pupils’ creative speaking, and assess the results. Applying the knowledge, skills and understanding of the unit

Following on, pupils research a famous personality, preferably from a French-speaking country. In pairs they prepare an interview (to include name, age, birthday, spellings of names). They record this.

Pupils word process classroom displays of basic language, classroom objects, days, months, numbers, etc.

General Discussion of cultural information Translation races Dice activities – use dice to create a variety of sentences in French. Whiteboard activities to practice transcription – teacher says a sentence and the pupils write

it. Transcription races – teacher says a sentence and the pupils write it down and bring it to the

teacher. Back to back – pupil says a sentence in French, the other pupil writes it down ‘Kagan’ writing activities eg writing round robin using whole sentences Listening tracks on Studio – after hearing a sentence, pupils write the sentence accurately. Correct the sentences (to understand how to construct sentences and avoid common errors)

Literature Poem ‘Quand la vie est un collier’

Points to note: Citizenship: when highlighting cultural differences, such as how people meet and greet,

teachers should try to break down national stereotypes. Pupils should learn to celebrate diversity and see the benefits of other people’s customs where they differ from their own.

When introducing classroom objects, it is useful to plan a sequence of activities which progresses from single word level to statement level to short dialogue level, so that pupils can rapidly use newly acquired language for real purposes in the classroom.

When setting a learning homework teacher should recommend different learning approaches / memorisation techniques and how long to spend over it, as well as indicating how it will be assessed, e.g. spelling is important as well as meaning.

Pupils need to learn task-specific language, including teacher’s instructions, in order to sustain the use of the target language in the classroom.

Give rewards for spontaneous use of target language in the classroom.

Module 2: Toi et moi

Countries and capitals; nationality; address; family & pets; personal description; character description.

Learning Objectives To be able to state country they live in and their nationality. To understand physical and character descriptions of self and others. To be able to speak and write about family, friends and pets. To understand and respond to descriptions of family members.


Others stating the country they live in and their nationality. Others describing their physical and character descriptions. Others speaking and writing about family, friends and pets. Responses to descriptions of family members.

To communicate: The country they live in and their nationality. Their physical and character descriptions of self and others.

Descriptions of family members.

P.O.S.1 a, b, c.2 a, b, c, d, I, j.3 c, 4 a, b, c.5 a, c, e, i.

Skills 2.1a identify patterns 2.1b memorising 2.2a listen for gist/detail 2.2d pronunciation and intonation 2.2e ask and answer questions 2.2g write clearly and coherently 3b sounds and writing 3c apply grammar 3e different countries/cultures 4b communicate in pairs etc. 4d make links with English 4f language for interest/enjoyment 4g use TL in engaging topics

Possible Levels : AT1 – 4 AT2 – 4 AT3 – 4 AT4 – 4


Avoir… être… Possessive adjectives mon/ ma/ mes/ ton/ ta/ tes/ son/ sa/ ses Definite and indefinite articles Present tense verb endings Basic rules for adjectives

VocabularyPrénom Nom Domicile âge Anniversaire Date de naissanceLieux de naissance

ma mèremon pèremes parentsmon frère aînémon frère cadetmes frères et soeursmon grandpèrema grandmèremes grandparentsma tantemon onclemon cousinma cousinemes cousinsmon filsma fillemes enfants

mon marimon épouse/ ma femmetravaillele cadet/ la cadette

paysAngleterreanglaisanglaiseEcosseécossaisécossaiseIrelandeirlandaisirlandaisePays de GallesgalloisgalloiseFrancefrançaisfrançais Portugalportugaisportugais Danemark

danoisdanoiseJaponjaponaisjaponaiseAllemagneallemandallemandeEspagneespagnolespagnole ItalieitalienitalienneGrècegrecgrecqueNorvègenorvègiennorvègienneSuedesuedoissuedoisePolognepolonais

polonaiseAustralieaustralienaustralienne JamaïquejamaïcainjamaïcaineCanadacanadiencanadienneLes États UnisaméricainaméricainePakistan

Les animaux domestiquesUn chienUn lapinUn chatUn hamsterUne sourisUne araignéeUne perrucheUn cochon d’IndeUn chevalUn poisson rougeUn serpentUne tortue

Gris(e)Noir(e)Blanc / blancheRougeJauneViolet(te)Bleu(e)Vert(e)RoseOrangeCrème

etmaisavecdansaussi

Aimable SympathiqueAntipathique

Sensible Drôle ResponsableInteressant Impoli Intelligent StupideBête Optimiste Pessimiste Indépendant TimideParesseuxTravailleurbavardcalmeennuyeuxorganisédésorganisé

menteurattentifegoïstesportifexigeantfiableloyalindifférentbête

J’ai les cheveux…blondsnoirsbrunsgrisrouxfrisésraidesboucléslongscourtsmoyennes

J’ai les yeux…bleuesvertsgrisesmarrongrandspetits

jolis

J’ai la peau…blancheclaireneoirebronzée

j’ai…je porte…les lunettesles lunettes de soleilles boutonsune cicatriceune barbe de trois jourstaches de rousseurun oeil au buerre noirune barbeune moustacheun chapeau

je suis…jeunevieuxmincegrosbeaumoche grandpetittout petitde taille moyennehandicapéaveuglemuet

très assez beaucoup

je ne suis pasje n’ai pas

toujoursne …jamaisquelquefoissouventde temps en tempstandis que

New language content: Present tense – regular and irregular verbs third person singular and all persons plural of regular -er and -re verbs possessive adjectives asking questions with Comment? Combien? and Qui? irregular verbs avoir, être (all persons) definite article agreement of adjectives intensifiers (très, assez) numbers 1-100

New contexts: other people descriptions of family, friends, pets nationalities Christmas

Cultural Awareness Awareness of typical stereotypes. Insight into family life in France.

Other Teaching & Learning Objectives Role play in French Pair / group work I.C.T opportunity – creative French – Detailed family trees.



State the country they live in and their nationality. Exchange physical and character descriptions of self and others. Speak and write about family, friends and pets. Understand and respond to descriptions of family members.

Reinforcement ObjectivesPupils will:

Write descriptive accounts in other contexts. Practise agreement of adjectives in greater detail.

Extension ObjectivesMore able pupils will:

Understand longer passages and conversations. Deduce the meaning a certain new words. Express themselves in more detail about their family life.

Suggested Possible Teaching and Learning Activities:Family and pets/using possessive adjectives: mon/ma/ton/ta/son/sa

Remind pupils of first and second persons of verbs and practise with a question and answer session before progressing to the third person singular: Comment s’appelle? Quel âge a-t-il? Quelle est la date de son anniversaire?

Play games like 'Battleships' and 'word bingo' to help pupils guess words in an enjoyable way - thus practising new vocabulary.

Give pupils cue cards with information about one member of a 'family'. They must then find the other members of their 'family', eg a family of aliens. Show how language learnt in one context can be transferred to another by teaching As-tu des frères ou des soeurs? Il y a combine de personnes dans ta famille?

The infinitive/the irregular verb avoir Pupils should try to infer rules for endings of regular present tense verbs. Having clearly established the verb endings orally, use cards to demonstrate them visually. Ask

pupils to sort out the different persons of the verb from jumbled verb endings displayed on a slide. Practise the verb avoir, but point out that it is an irregular verb.

Describing family and pets using the definite article/making adjectives agree/the verb être/intensifiers: très, assez

Teach the definite article by describing parts of the face. Use photographs or pictures of people to teach physical descriptions. Choose nouns and adjectives

where an ‘e’ is added in the feminine first before moving onto more complex adjective agreements. Teach the nouns for common pets and colours.

Pupils write descriptions of members of their family, other people or pets, using photographs or pictures cut out of magazines as illustration. Pupils could scan photos into a word-processed document.

Reinforce the use of avoir to describe hair, eyes, and other facial features. If appropriate, add the intensifiers très and assez.

Pupils carry out a year-group survey of hair, eyes, etc and present the results in the form of a graph.

Nationalities Use a map to show the countries where French is spoken, and teach the words for nationalities.

Teach countries in groups of different patterns to aid recall. Extend this activity to include all nationalities represented in the class. Reinforce all persons of the -er verb using parler, eg Quelle langue parles-tu? Combien de langues

parles-tu? Reading about people and animals

Prepare cards with short descriptions of people or animals, which pupils match up to pictures, eg C’est un animal très grand. C’est gris. Il a un sourire énorme. Il habite en Afrique.

Some pupils may need to start this activity with single words such as grand, gris, and then progress to short sentences.

Some pupils could write similar descriptions themselves.Numbers to 100

Play more sophisticated games and set problems, using calculators and telephone numbers. Revise the ages of older family members. Revise classroom objects and school vocabulary with higher numbers. Consolidate the use of il y a.

Spelling Ask pupils to fill in an identity card on the computer (with photograph). Pupils needing support can

repeat the spelling of names following the French assistant or a recording until they become more confident.

Pupils could interrogate each other and fill in the cards according to the information they receive, asking for correct spellings.

Pupils could revise vocabulary by writing three or four words in different categories, eg days, school equipment, and asking for spellings they cannot remember. 'Hangman' is useful here too.

Indicating possession Revise classroom vocabulary and instructions in order to teach mon/ma/mes/son/sa/ses/ton/ta/tes. Now that pupils know the definite article, teach the structure le/le/les … de… , using the question

C’est qui? Use pictures and captions to revise pets and family and facial features, eg C’est le nez de qui? C’est de mon père

Pupils could invent a ‘Snap’ or ‘Happy families’ game or ‘Beetle drive’ based on facial features. Applying the knowledge, skills and understanding of the unit

Pupils use the internet to find articles and pictures about Christmas customs in French-speaking countries. Many pupils will make connections with the Nativity play from their primary school. Pupils produce a classroom display emphasising both similarities and differences in Christmas customs.

General Discussion of cultural information Translation races Correct the sentences (to understand how to construct sentences and avoid common errors) Dice activities – use dice to create a variety of sentences in French. Whiteboard activities to practice transcription – teacher says a sentence and the pupils write it. Transcription races – teacher says a sentence and the pupils write it down and bring it to the

teacher.

Back to back – pupil says a sentence in French, the other pupil writes it down ‘Kagan’ writing activities eg writing round robin using whole sentences Listening tracks on Studio – after hearing a sentence, pupils write the sentence accurately. Memory game – teacher says a long sentence of items, pupils must write the sentence accurately. Correct the sentences (to understand how to construct sentences and avoid common errors)

Literature Study the song ‘Two Little Dickie Birds’ and write your own version of the song in French. Describe a French celebrity. Study the extract from Matilda and write a description of a favourite teacher.

Points to note: Check that the pupils have the geographical and general knowledge for the tasks. If pupils learn

something new via the foreign language, so much the better. Teachers need to be sensitive to the possible range of non-traditional family structures. An

alternative idea is to use families from familiar TV series. Pupils should be shown how to keep and refer to their notes e.g. using blue for masculine and

pink/red for feminine.

Module 3 Quelle est la profession de ta père ? jobs / payment / opinion; weekend work and opinions; job opportunities; advantages / disadvantages

of jobs; personal qualities - suitability of jobs

Learning Objectives To exchange information about travel to place of work: times, means of transport, duration of journey. To make a phone call and ask to speak to s.o. To leave a phone message: name, tel. no., time to call back. To exchange information about weekend jobs. To give information about availability of suitable work. To make arrangements to be contacted by phone or e-mail. To exchange information / opinions about:

advs. and disadvs. of different jobs; wages, conditions, prospects. Seeking a job. Advertisements.

Skills: 2.1b memorising 2.2d pronunciation and intonation 3b sounds and writing 4d make links with English

Possible Levels : AT1 – 6 AT2 – 6 AT3 – 6 AT4 – 6


Imperfect and Perfect Revision of Present Use of formal phrases for requests e.g. Je peuz vous appeller? etc, Future tense. Conditional. Impersonal Verbs.Expressing agreement / disagreement e.g. Je suis d’accord, tu as raison and revise other expression

with avoir Il est posible que + subj – certain phrases

Vocabulary

l’ambition (f)la banquela cabine téléphonique

les notesle baby-sitter

l’entreprise (f)un courrier électroniquel’armée (f)un emploiun commerceun stage (en entreprise)une usinegagnerfaire un aprentissage le patronun appelcomposerle bureaubien/ mal payé poser sa candidaturele salaireun (téléphone) portableune année sabbatique la paiepayertravailler

la carte de visite

stagiairehôtesse de l’airserveurmaçoncuisiniervendeurchauffeurcomptableune qualitédentistecaissier électricienemployéinfirmierune grèvefermierhomme d’affairesingenieurjardinieren retraite mécanicien

médiecinouvrirecoiffeurjournalistepolicierréceptionnistesecretairesoldattechnicientravailleurveterinaire

économiserune carrièreun travail expériencel’université (f)la faculté au chômagele chômage

New language content: all forms of the perfect tense of regular –er, -ir and -re verbs, eg manger, finir and irregular

verb faire

New contexts: world of work further education

Linguistic Awareness Je voudrais + infin. Je vais + infin. J’espère + infin J’ai l’intention de + infin

Cultural Awareness Jobs specific to France.

Other Teaching & Learning Objectives Role play in French. Creative writing. Pair / group work. I.C.T work. Enterprise tasks. Assessment for Learning Tasks. Delivering of presentations in the target language. Developing cultural awareness.



Exchange information regarding jobs and ambitions. Understand and give information. Express simple opinions.


Talk about past and future in other contexts activities at the weekend. Give / seek information about other activities in the past and future e.g. last weekend / future

plans.

Extension ObjectivesMore able pupils will learn to:

Ask / give information about others’ jobs, using other persons of past and future tense. Develop a detailed dialogue in the job centre. Describe advantages and disadvantages of jobs.

Suggested Teaching ActivitiesGeneral

Discussion of cultural information Translation races Correct the sentences (to understand how to construct sentences and avoid common errors) Dice activities – use dice to create a variety of sentences in French. Whiteboard activities to practice transcription – teacher says a sentence and the pupils write


teacher. Back to back – pupil says a sentence in French, the other pupil writes it down ‘Kagan’ writing activities eg writing round robin using whole sentences Listening tracks on Studio software – after hearing a sentence, pupils write the sentence

accurately.

Memory game – teacher says a long sentence of items, pupils must write the sentence accurately.

Correct the sentences (to understand how to construct sentences and avoid common errors)Literature

Christmas Activities – Study the 1st verse of the hymn ‘Silent Night’ in French.

Points to note: Please complete the Christmas activities at the most appropriate time – even if it doesn’t fall

in this time slot!

Module 4: Mon c ollège

School subjects; likes / dislikes and simple opinions; time; describing school timetable; describing school; modes of transport and saying how you get to school; talking about mealtimes and what you

eat.

Learning Objectives To exchange information about how to get to school. To exchange information about timetable, using days of the week and times. To express likes / dislikes with regard to school subjects and give simple reasons why. To understand others speaking / writing bout their preferences. To be able to tell the time and say at what time they have lessons. To understand written / spoken descriptions of the school. To increase knowledge of classroom commands. To further develop reading skills. To give and request information on activities in school.


Others talking / writing about how they get to school. Others talking / writing about timetable and respond in a similar manner about their own,

using days of the week and times. Others expressing likes / dislikes with regard to school subjects and give simple reasons why. Others speaking / writing bout their preferences. How to tell the time and say at what time they have lessons. Written / spoken descriptions of the school. Classroom commands. Information on activities in school.

To communicate: Information about how to get to school. About their timetable. Likes / dislikes with regard to school subjects and give simple reasons why. Information about descriptions of the school. Information on activities in school.

P.O.S.1 a, b, c.2 a, b, c, d, f, j.3 a. 4 b, c.5 a, c, f, i.

Skills 2.1a identify patterns 2.1e use reference materials 2.2a listen for gist/detail 2.2b skim and scan 2.2d pronunciation and intonation 2.2e ask and answer questions 3b sounds and writing 3e different countries/cultures 3f compare experiences 4a use language within the classroom 4b communicate in pairs etc.

4c use more complex language 4d make links with English 4g use TL in engaging topics

Possible Levels : AT1 – 4 / 5 AT2 – 4 / 5 AT3 – 4 / 5 AT4 – 4 / 5


Irregular present tense verbs Revision of conditional tense Revision of Future tense (future hopes) Je vais collège en/ au Je préfère voyager en voiture J’aime type verbs Préférer Penser + que Basic commands Tu dois Il faut que + infinitive On doit …où on peut ...

Vocabularyen voitureen avionen caren hélcoptèreen metroen bicicletaen motoen autobusen trainen bateauen ferrya pieden cheval

c’est privéc’est bon marchéc’est passionnant c’est économique c’est rapidec’est dangereux c’est différentc’est amusantc’est pratiquec’est sûrc’est cherc’est confortablec’est luxueux

AllemandBiologie SciencesDessin

EPSEspagnolPhysiqueFrançaisGéographie HistoireInformatiqueAnglaisItalien MathsMusiqueChimieTechnologie

Ouvrez RegardezÉcoutezÉcrivezTravaillez Lévez-vous Asseyez-vous JetezLes devoirs

Le rayon de… Un seminaire de…Un terrain de sportdeux gymnasesUne piscineUn court de tennisUn court de netballUn court de basketBeaucoup de salles de classe

…de technologie…de langues vivantesUne cuisineDeux cantines Une bibliothèqueDix laboratoiresLes toilettesTrois cours L’année 7… Des bureaux …des secretaires …du directeur/ de la

directriceUne salle de professeursUne salle d’art dramatique

étudie il y a il / elle a es

Les professeurs Le professeurLa professeur Les étudiants Les étudiantes le corps étudiant

Il faut queOn doit…où on peut …

New language content: expressing likes, dislikes and preferences using (n) ‘aimer (pas) adverbs of frequency (normalement, toujours, quelquefois)

asking the question A quelle heure? regular -er verbs, eg manger the irregular verb faire

New contexts: school subjects and timetables telling the time mealtimes and simple items of food and drink

Linguistic Awareness J’aime type verbs. Je vais … and immediate future. Commands. Question words.

Cultural Awareness Difference in schools – between France and England.

Other Teaching & Learning Objectives Role play in French. Pair / group work. I.C.T opportunity & creative France opportunity –School project.



Exchange information about how to get to school. Exchange information about timetable, using days of the week and times. Express likes / dislikes with regard to school subjects and give simple reasons why. Understand others speaking / writing about their preferences. Tell the time and say at what time they have lessons. Understand written / spoken descriptions of the school. Further develop reading skills. Give and request information on activities in school.


Ask detailed questions of others in other contexts. Request information on the school of others (3rd person). Begin to compare similarities and differences between France and England. Give / ask for descriptions in other contexts.


Hold a conversation using a range of questions and answers in French. Express opinions with more detail. Write longer passages and a more ambitious account of their school using plurals / adjectives /

conjunctions.

Suggested Possible Teaching and Learning Activities:Inferring meaning from likeness to English

Read out a list of school subjects, eg la musique, l’EPS, before showing the class a symbol for each subject and the spelling. Ask pupils to match the written words to the symbols, and to say the words out loud.

Likes and dislikes about school subjects Pupils practise Tu aimes? working in pairs. Then progress to Il /elle aime if pupils are fully

confident. Extend this activity to include aspects of the school, eg la bibliothèque, la cantine.

Describing the curriculum

Thought shower adjectives previously learnt, reminding the class of the importance of agreement. Introduce je pense que, and get the pupils to say whether they like a subject, giving a reason, eg Je n’aime pas l’histoire, je pense que c’est ennuyeux et très difficile. Then add: Je préfère … .

Ask pupils to infer the meaning of je penseque and je préfère from the context. Talking about time

Present a school timetable. Refer to this to teach simple statements, eg J’ai l’histoire à neuf heures, then questions, eg Tu as les sciences à deux heures? Remind pupils that they learnt avoir in la famille, and indicate how language learnt in one context can be transferred to another.

Place a blank timetable grid on slide. Pupils place, or write, words for school subjects on to the grid, and fill in the lesson times for their class. The teacher asks questions such as: Tu as combien d’heures de maths? Tu as … à quelle heure? Tu as … dans quelle salle de classe?

Pupils comment on the subjects as they describe the week. Revise question words: Comment t’appelles-tu? Quand? Où? Quel? Qu’est-ce que? and A

quelle heure? Qu-est-ce tu as à … heures ? Timetables/the irregular verb faire

Using a word processor, pupils fill in a previously prepared grid with their timetable, beneath which they write a commentary.

Use the completed timetable to ask the open-ended question Qu’est-ce que tu fais à dix heures? Provide prompts in the correct verb form for pupils needing more support.

Pupils compare school timetables and routines with a partner school, by e-mail. Pupils prepare and label a plan of their school with simple descriptions, using desktop-

publishing software. They write a few sentences to say what they like and dislike about school. Regular -er verbs

Introduce the verb form orally with the questions Tu manges à quelle heure? Où manges-tu? Then use cards to demonstrate the verb forms visually.

Display and compare the –er, -re and -ir endings of regular verbs. Ask pupils to consider the similarities and differences of the regular verb forms and how they can use this information to help them remember.

Reinforce and extend the range of verbs that pupils can now use by asking questions using interrogatives, with verbs such as jouer (aux sports), voir (la télé), sortir.

Talking about eating and drinking Teach mealtimes using icons or visual stimuli. Introduce adverbs of frequency, eg normalement, quelquefois, souvent, using examples such

as Normalement je prends mon petit déjeuner à huit heures. Les samedis souvent je prends mon petit déjeuner (plus tard) à neuf heures. De temps en temps je ne prends pas le petit déjeuner.

Extend these examples to include simple food and drink items. Ask pupils to create their own grid to show which items of food and drink they have at different mealtimes. Demonstrate a question-and-answer session to find out what food and drink pupils have recorded on their grid. Then, in pairs, pupils create their own dialogues to exchange this information, reusing as much language from the unit as appropriate to their level.

Applying the knowledge, skills and understanding of the unit Pupils prepare a list of questions for their real or imaginary link school relating to the out-of-

school learning activity. They word process a brief paragraph about what they eat for different meals and give approximate times. They send this to their link school for comments. When they have received the answers, pupils compare contents and times for each meal. They write a summary of this information, using a writing frame as support.

Pupils compare school canteen lunches. They exchange menus with a link school by e-mail. General

Discussion of cultural information Translation races Correct the sentences (to understand how to construct sentences and avoid common errors) Dice activities – use dice to create a variety of sentences in French. Whiteboard activities to practice transcription – teacher says a sentence and the pupils write


teacher. Back to back – pupil says a sentence in French, the other pupil writes it down ‘Kagan’ writing activities eg writing round robin using whole sentences Listening tracks on Studio 1 – after hearing a sentence, pupils write the sentence accurately. Memory game – teacher says a long sentence of items, pupils must write the sentence

accurately. Correct the sentences (to understand how to construct sentences and avoid common errors)

Literature World Book Day – Study part of the literature (in French) represented by the department on

the day and complete the themed and planned activities.

Points to note: Simple texts written by Speaking-speaking pupils could be copied from the internet into a

word processor. Pupils could then embolden/underline specific features of language, e.g. adjectives, opinions.

The internet contains a large number of websites from schools in Speaking-speaking countries. It would therefore be wise to preselect a small number of sites, possibly from primary schools, providing information that is clear, simple and attractive.

World Book Day is a specific day – please complete the activities on the day – even if it doesn’t fall in this time slot!

Module 5 : Miam miam!

Revision of drink and snack vocabulary; ordering food / drinks in café; numbers to 5000; healthy diet; meal times – talking about meals; parts of body; saying how you feel; illnesses and remedies – in the

chemists; Spanish fiestas; buying food for party – more food vocab, measures.

Learning Objectives Expressing feelings – hunger / thirst etc. Ordering food / drink in café. Numbers from 100 – 5000. Asking for the bill / questioning it. Meal times / routine. Healthy eating. The body – health problems – symptoms and remedies.


Others saying they’re hungry / thirsty… Orders made in café. Prices – large numbers and practise with the euro. French currency – coins and notes. Timetables of meals and what is eaten. A variety of food vocabulary. Constituents of a healthy diet / lifestyle. Rules of healthy eating. Parts of the body. Minor aliments and remedies. Enquire about health.

To communicate: Say whether they are hungry. Order a snack / meal in café and pay for it. Question the bill. Describe their pattern of meals – what they eat and when. Say whether a diet / meal is healthy or not and why. Describe symptoms and ask for remedies. Ask about the state of health of others.

P.O.S.1 b, c.2 a, b, c, d, f, h, j.3 b, c, d. 4 b, c.5 a, c, d, e, f, i.

Skills: 2.1a identify patterns 2.1b memorising 2.1e use reference materials

2.2a listen for gist/detail 2.2b skim and scan 2.2c respond appropriately 2.2d pronunciation and intonation 2.2e ask and answer questions 3a spoken and written language 3e different countries/cultures 3f compare experiences 4a use language within the classroom etc. 4b communicate in pairs etc.

Possible Levels : AT1 – 4 AT2 – 4 AT3 – 4 / 5 AT4 – 4 / 5


As-tu faim/ soif/ peur / chaud/ froid ? Tu es fatigué(e)? Oui, j’ai … Non, je n’ai pas… Tu veux manger/ prendre quelque chose? Qu’est-ce que tu veux ? Je veux … Excusez-moi! Qu’est-ce que tu vas prendre? – Je vais prendre … Pour moi… L’addition s’il vous plaît C’est combien?– En total c’est…euros Est-ce qu’il y a une erreur ?– Non c’est …euros On va manger à quelle heure? – On va manger à … heures Qu’est-ce que tu prends/ manges/ bois? Ca va? – Ca va bien/ mal… Qu’est-ce qui se passe? Qu-est-ce qui ne va pas? – J’ai un rhume J’ai mal à la / au / aux Avez-vous quelque chose pour … ? Je recommenderais … Le mieux que j’ai pour … c’est … … est bien / mal pour la santé Tu dois … C’est nécessaire… C’est mieux … C’est important… … contiene des protéines et …

VocabularyJ’ai faim/ soif/ chaud/ froid/ de la chance/ peur Je suis fatigué€La cantineLe café-glacierLa boulangerieLa pizzeriaLe caféLe restaurant

Un sandwichUna hamburguesaUne glace à la fraise/ à la vanille/ au chocolat Du pain Un hot-dogUne pizzaUne portion de

ThonFromageCrêpesCroissantPain au chocolatBaguetteTartifletteCoq au vin

Les boissonsEau minéraleEau gazeuseEau plateMilk-shakeBièreCoca (lite)Limonade

OranginaCafé au laitCafé noirThé avec du lait/ citron

Qu’est-ce que vous voulez? Voulez-vous prendre quelque chose? Je veux …

Excusez-moiServeur/ serveuseQu’est-ce que tu vas prendre? Je vais prendre…Pour moi…Et comme boisson?Quelque chose d’autre?

Rien plusAvez-vous…?Oui, bien sûrDésolé(e), il n’y a pas de …Délicieux!Miam miam!

L’addition, s’il vous plaîtC’est combien?En total c’est…VoilàEst-ce qu’il y a une erreur? Non c’est … euros

Un billetLa monnaieL’argentUn euro

Ca va? Ca va bien/ malJe me sens bien / malQu’est-ce qui se passe?Qu’est-ce qui fait mal?J’ai mal au/ à la/ auxAllergieAsthmeUne touxMal à la gorgeMal à la tête/ au ventre/ aux épaules …FièvreUne blessureInsolationDiarrhéeUne piqûreCoup de soleil

BoucheBrasTêteVisageCoeur CorpsDoigts (de pied)DentsÉpaulesEstomacVentreGorgeLangueMainMolairePoignetOreillesPoitrine

PiedJambeGénouxTalonCheville

Le goûterLe dînerLe repasLe petit déjeunerLe déjeuner

huileailrizsucrecéréalesbiscuitsoeufspainpâtesgâteaupoivreselvinaigre

les fruitsabricotcerisespruneframboisefraisekiwicitronpommemelonpêchenectarinepoireananasbananepastèqueraisins

légumesailoignonchou-fleurchouchou de Bruxelleschampignonsaladeaspergeépinardspetits poidharicots vers

maïspommes de terrepoivrontomatecarrottes

La vianderôtisteakporcagneaucôtelette filet de boeufdindepouletveau

le poissonles fruits de mercabillaudcrabecrevettesmoulescolinsaumonsardines

produits laitiers laitbeurre margarinecrèmefromageyaourt

eaucalciumcholésterolfibrematières grasses hydrates de carbone minérauxprotéinesvitamines

régimesantésain

c’est important/ meilleur/ nécessaire/ possible/ préférable il faut que

New Language Content: direct object pronouns with things (le, la, les) expressions of quantity j’ai faim/ soif disjunctive pronoun with preposition, eg pour moi parts of the body structure with avoir mal

further expressions with avoir structures using il (ne) faut (pas) je dois/ tu dois + infinitive

New Context: food and drink likes, dislikes and preferences following and preparing recipes buying food restaurant/tapas ailments, illnesses and remedies visiting the doctor, chemist or dentist healthy lifestyle

Linguistic Awareness Impersonal expressions plus infinitive. Expressions with avoir Present tense verbs

Cultural Awareness Comparison of meal times between France and England. Differences in diet French money

Other Teaching & Learning Objectives Role play in French. Pair / group work. Opportunity to play language games e.g. I went to market and I bought... Jacques a dit – with body. Economic awareness – price of food… Training for citizenship – responsibility to eat a healthy diet. Make up recipes / dialogues.


Call waiter. Order drinks, snacks or meal in café or restaurant. Ask / understand about availability of food. Recognise and understand main items of food and drink. Ask for and pay bill. Understand prices. Express own likes and dislikes. Understand others talking about meals and say what they have. Understand constituents of healthy diet. Understand symptoms and simple remedies. Say how they feel.


Say what they want in previously learnt context e.g. “Je veux un stylo…”. Express likes and dislikes in contexts already studied e.g. subjects, animals, sports. Deal with prices / money bills in other contexts e.g. buying classroom objects / records /

videos. Buy food in market or shop. Ask others about meals. Ask about others’ state of health. Request remedies. Talk about favourite foods and comment on healthiness or otherwise.


Play role of both waiter and client. Say what’s available in café... Add up prices and question bill.

Perhaps compile own menu / prices / dialogues. Ask about others’ likes / dislikes in many contexts and use third person. Express preferences giving less simple reasons. Compare English / French customs re: meals. Describe favourite meal and comment on content and food value. Talk about the state of health of others. Give simple advice on healthy eating. Understand and perhaps write simple recipes.

Resources Accès Studio Studio 1 Teacher produced worksheets.

Suggested Possible Teaching and Learning Activities:o Make a list of as many words that are similar to English as possible. Then list words that are

more difficult to learn. Categorise into masculine, feminine, fruits, vegetables, fast food, etc.o Revise vouloir.o Ask questions to elicit the use of direct object pronouns, eg Tu manges du pain? Non, je ne le

mange pas. Continue with all forms: masculine, feminine, plural.o Play the ‘market game’. Divide the class into groups of about six. Group 1 starts with a pupil

who says Je vais au marché et j’achete (a). Group 2 then says Je vais au marché et j’achete (a) et (b), and so on round the class. If a group gets the sequence wrong or forgets an item, they are eliminated.

o Pupils carry out a food survey in class about favourite foods, favourite school menus, usual food eaten at mealtimes, or food eaten over a period of time. Give cue cards to pupils needing support so they can ask questions accurately. Limit the range of information sought. Enter the information into a datafile. Send the questionnaire to other classes and add the information to the datafile, which is then interrogated to identify differences in the eating habits of different groups, eg girls v boys, older v younger pupils. Results could be compared with those from a similar survey from a link school in a French-speaking country.

o Pupils present their findings orally to the class and learn how to explain information in graphs.

o The activity gives pupils an opportunity to comment in writing on the results and to make comparisons.

o Pupils could categorise the food recorded in the survey as ‘healthy’ or ‘unhealthy’.o Using authentic French sources, give pupils simple reading comprehension tasks based on

genuine French recipes and menus that include quantities and measures.o As a written task or extension, pupils use the French model to produce simple recipes for

English dishes, listing ingredients and using dictionaries where necessary to include quantities and measures. Pupils could extend this by producing recipes for dishes that are unusual and possibly inedible, eg sandwiches and pizzas with strange fillings or toppings.

o Using their lists of ingredients, pupils practise simple language for shopping. Encourage the use of direct object pronouns and both formal and informal language, eg Qu’est-ce que vous voulez? Qu’est-ce que tu veux?

o Introduce the context of eating out. Pupils progress from ordering a single item, eg a drink in a bar, to a snack, to a full meal, eg Pour commencer ... pour dessert... . Introduce further expressions of quantity, eg une portion de… . Additional vocabulary such as ice-cream flavours may be needed, and the expressions Avoir faim/ soif.

o Pupils simulate a restaurant or café, with some acting as bar staff, some as waiters, some as customers. Customers call a waiter who memorises the order; the waiter tells bar staff the order; the waiter then takes the correct order back to the customer.

o Develop the restaurant or café activity further. Introduce pour moi, in such exchanges as Qu’est-ce vous voulez prendre? Pour moi, rien. Extend to other persons of the verb if appropriate.

o Pupils role play a scene in a restaurant. Most pupils will read a script and perform from memory. Give adequate prompts with illustrations to those pupils who may need them. Revise the immediate future with questions such as Qu’est-ce que tu vas manger/ boire/ prendre? and encourage pupils to use this.

o Introduce unpredictable elements, eg the teacher provides each character with a script, but does not allow pupils to know what each other has. The waiter therefore brings the wrong item and pupils need to respond appropriately. When presenting the bill the waiter may include an error.

o As a practical activity, pupils could make one of the dishes and write up the process in the present tense.

o Caricatures as well as photographs can be scanned and cut into jigsaws and used on a slide to teach the parts of the body. Emphasise correct pronunciation when teaching new vocabulary.

o Introduce the verb avoir mal and parts of the body. Pupils play a game, miming and guessing single symptoms and using statements to describe them, eg Tu as mal à la tête.

o Pupils engage in role play in a range of scenarios at the chemist, doctor and/or dentist using pair and group work and prompts, according to their level of ability.

o Pupils use dictionaries to research a wider range of vocabulary relating to ailments. o Pupils draw a labelled illustration of a single thing not to do when maintaining a healthy

lifestyle. Pupils write advice to others in simple terms, including what to do or not to do when maintaining a healthy lifestyle.

o Pupils listen to people describing the kinds of activities they do to keep fit and fill in a grid. o Pupils read authentic texts or extracts from texts on healthy lifestyles and on the subject of

healthy diet to glean information and for comprehension. They note main points and details. Emphasise that they should concentrate firstly on what they understand and recognise. This will then help them to try to make sense of unfamiliar language.

o Pupils download articles from an appropriate website and summarise information using appropriate reference materials.

o Possible writing tasks – pupils could:o produce a presentation of healthy and unhealthy foods using, as far as possible,

examples from the French-speaking world o choose a famous person, eg a sports star or model, and speculate as to their dieto invent a character, giving a physical description (with emphasis on build) and describe

the person’s diet imaginativelyo Using information from the texts studied, pupils produce a range of written responses

to the issue of comparative lifestyles.o Pupils produce a poster of healthy and unhealthy activities. This could be an

opportunity to use ICT-based presentation skills, eg importing graphics, using appropriate fonts and font sizes. The use of ICT will help them to redraft their work to improve its accuracy as well as its presentation.

o Pupils write a short description of their lifestyle, to include diet and exercise.o Pupils compare their lifestyle with that, for example, of pupils in a French speaking

country.

General Discussion of cultural information Translation races Correct the sentences (to understand how to construct sentences and avoid common errors) Dice activities – use dice to create a variety of sentences in French. Whiteboard activities to practice transcription – teacher says a sentence and the pupils write




Literature Study ‘The Hungry Caterpillar’ in French and write your own version of the story in French.

Points to note: Restrict the time spent on practising single nouns. Ensure that pupils have opportunities to

use them in sentences as soon as possible. There is potential for much vocabulary here: fruit, vegetables, ice-cream flavours. Provide

opportunities for this type of activity to take place more than once. Emphasise the use of language rather than just acquisition of new vocabulary and break it down into realistic amounts.

Consult the food technology department to ascertain where this activity appears in their scheme of work. Adapt the timing of this unit appropriately.

Adapt any of these activities as a listening exercise, eg pupils fill in a grid of speakers’ preferences or they listen to an account by a French pupil of a typical day’s meals and note the contents and differences between British and French mealtimes.

Using a database is a powerful and efficient means of accessing and interpreting real information.

Pupils could use a search engine to find recipes and menus on the internet. Pupils could use text-manipulation software to sequence the steps in a recipe correctly. Pupils will have studied the genre features of recipes, and written their own, in English. Try to use the context of festivals to introduce pupils to a variety of customs from French-

speaking countries. Introduce more exotic fruit, vegetables and recipes. For the practical activity, obtain advice from the food technology department regarding health

and safety precautions. Pupils’ injuries and illnesses can provide a natural context for practising or introducing

expressions related to health. Differentiation by support in role play: mixed ability pairings may have one pupil using a

prompt, the other not. Role play, especially improvisation, can be funny! This activity lends itself to video. The same listening text can be used for pupils of different levels of ability. The task can be

differentiated by the amount of information required. Pupils can be asked to note activities, frequency, location and other details.

This activity provides opportunities to revise previously used texts on daily routine, etc and to extend learning in a variety of contexts.

Pupils can compare lifestyles. Pupils will be familiar with text features of posters from their work in English.

Module 6: Une fête

Clothes – vocabulary items, materials, style, opinions and reasons.Buying clothes – sizes, prices, asking for alternatives. Describing school uniform - opinions; ideal

school uniform.

Learning Objectives Buying clothes. Asking for different sizes. Giving opinions. Comparing sizes / prices. Asking prices. Describing uniform. Suggesting activities. French fêtes. Revision of personal information in context of meeting people at a party.


Names of items of clothes. Descriptions of clothes. Others talking about what they will wear. Others saying whether clothes fit. Descriptions of uniforms. Sizes of clothes / shoes. Prices of clothes / shoes. Information on French fêtes.

To communicate: Likes / dislikes re: clothes with reasons. Give simple opinions / more complex descriptions of clothes. Say what you are going to wear. Say whether clothes fit and ask the opinion of others. Describe uniform. Talk about clothes and shoe size and price. Invite someone to do something. Give personal information and ask personal questions of others (revision).

P.O.S.1 a, b, c.2 a, b, c, d, f, h, j.3 c, d. 4 a, b, c, d.5 a, c, d, e, f, i.

Skills: 2.1b memorising 2.2a listen for gist/detail 2.2b skim and scan 2.2c respond appropriately 2.2e ask and answer questions 3a spoken and written language 3c apply grammar 3e different countries/cultures 4b communicate in pairs etc. 4f language for interest/enjoyment 4g use TL in engaging topics

Possible Levels : AT1 – 4 AT2 – 5 AT3 – 4 / 5 AT4 – 5


Tu aimes…? Pourquoi? – J’aime … parce que c’est … C’est à la mode Qu’est-ce qui me va? Quel style préfères-tu ? Ca me va? C’est trop grand? Pour… aller au collège… Qu’est-ce que tu penses de ton uniforme? C’est combien? Vous êtes de quelle taille? Vous portez quelle taille de chaussures ? Qu’est-ce que tu préfères ? Je préfere … Ce/cet(te) … est trop/ très/ plus + adjective Tu veux + infinitive Je suis en vacances Nous sommes en vacances

VocabularyLes vêtementsLes robesManteauChemisierBottesÉcharpeChaussettesChemiseTee-shirtRome de chambreGiletVesteCravateJupeChapeauGantsPullCollantPantalons

SandalesCardiganMaillot de bainBasketsChaussuresJeanRobe

JoliMôcheCourtLongElegantHorribleGrandPetitBeauA la mode

CotonCharolCuir verniDentelleLaineOrArgentVelours côteléCuirPolyesterNylonSoie

A carreauxA rayuresA poisA manches courtes/ longuesA col en V / roulé A talons hauts

Sans manches

CollierBoucles d’oreillesBraceletMontreBague

…de diamant / rubis / émeraude / perle / saphir

FêteBonne fêteSoiréeBoumCadeau

Jour feriéNoëlPâquesAnniversaireNoceMariage

New Language Content:• expressions of size• demonstrative adjectives and pronouns (ce, quel…) • use of interrogative

New contexts: • shopping for clothes and presents • discussion of fashions• consideration of appropriateness of clothes

Linguistic Awareness Agreement of adjectives. Possessive adjectives. Demonstrative adjectives and pronouns. Present Tense Question Words.

Cultural Awareness French festivals and celebrations. Difference in English and European sizes.

Other Teaching & Learning Objectives Economic awareness – comparative prices. Role play in French. Pair / group work. Opportunity for creative French – designing outfits / uniforms.


Recognise items of clothing and express preferences. Say what they’re going to wear for a party. Say whether clothes / shoes fit. Say what size they take. Understand description of clothes / uniform. Give simple description of same. Ask price of clothes / shoes. Invite others to dance. Understand main French festivals.


Say what they’re going to wear for other occasions e.g. trips to football match / beach / church / interview…

Describe own and others’ clothes in more detail. Express preferences and give reasons.


Understand and give quite detailed descriptions of clothes / colour / material / style. Refuse items offered and give reasons why and ask for alternatives. Accept / refuse invitations and give reasons why. Compare clothes and shoes in terms of price / size / style Give pros and cons of uniform; express preferences and say why. Give simple descriptions of English festivals.

Resources

Accès Studio Studio 1 Teacher produced worksheets.

Suggested Possible Teaching and Learning Activities: Pupils use catalogues to find words or phrases for clothing or gift items, and apply their

knowledge of the French phonetic system to work out pronunciation. They try out pronunciation with a partner, then verify it with the teacher.

Ask pupils to describe the clothing being worn in the catalogue photographs. Provide an illustrated glossary if necessary.

In pairs, pupils describe a photograph to a partner; the partner works out which photograph it is.

Pupils are given ‘vouchers’ to buy clothes. They access a datafile containing information on items of clothing, colours, sizes, materials, prices, etc, to make appropriate choices. They then describe to each other or to the whole class what they are going to buy and pay, eg Je vais acheter X … . Ca va coûter X … .

Pupils role play a telephone conversation: a pen-friend arrives in Britain and describes what they are wearing so that their partner can recognise them.

General Discussion of cultural information Translation races Correct the sentences (to understand how to construct sentences and avoid common errors) Dice activities – use dice to create a variety of sentences in French. Whiteboard activities to practice transcription – teacher says a sentence and the pupils write




Points to note: Aim to build pupils’ confidence in their ability to deduce pronunciation. Emphasise the need to learn the correct gender from the outset to help future use of

pronouns and adjectives. A description of the selected clothes could be typed, with clipart or scanned images to

illustrate. Mobile telephones would be useful for the final activity.

· web viewan overview of the year. aims / key concepts. we aim to develop linguistic competence...

Documents