“The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure in this country and throughout the world”
Modern foreign languages Programme of study for key stage 3 and attainment targets
French Year 7 Year 8 Year 9
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Contents
Curriculum aims Key concepts Key processes Range and content Example of evaluation sheet National Curriculum Targets Listening and responding Speaking Reading and responding Writing Learner profile skill mapping Assessment Teachers’ names and emails Useful websites How to help your child Bibliography
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Page 3 4 6 8 21 22 22 23 25 27 29 30 31
Curriculum aims Learning and undertaking activities in languages contribute to achievement of the curriculum aims for all young people to become: • successful learners who enjoy learning, make progress and achieve • confident individuals who are able to live safe, healthy and fulfilling lives • responsible citizens who make a positive contribution to society.
The importance of languages Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. Students learn to appreciate different countries, cultures, communities and people. By making comparisons, they gain insight into their own culture and society. The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure in this country and throughout the world. Learning languages gives students opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity. They explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways. The development of communication skills, together with understanding of the structure of language, lay the foundations for future study of other languages and support the development of literacy skills in a pupil‟s own language
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Key concepts There are a number of key concepts that underpin the study of languages.Students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. Linguistic competence a) Developing the skills of listening, speaking, reading and writing in a range of situations and contexts. b) Applying linguistic knowledge and skills to understand and communicate effectively. Knowledge about language a) Understanding how a language works and how to manipulate it. b) Recognising that languages differ but may share common grammatical, syntactical or lexical features. Creativity a) Using familiar language for new purposes and in new contexts. b) Using imagination to express thoughts, ideas, experiences and feelings. Intercultural understanding a) Appreciating the richness and diversity of other cultures. b) Recognising that there are different ways of seeing the world and developing an international outlook. Linguistic competence: Students who are competent in using language are able to adapt their knowledge and skills, take the initiative and cope with unexpected responses and unpredictable situations. Knowledge about language: Students should explore and learn about standard structures and patterns.
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Manipulate: Students should understand how to adapt and reuse language in modified forms for different purposes and contexts. This is essential for being creative with language. Creativity: The ability to express ideas and feelings using a limited range of language is an important skill for students to develop and practise, as it prevents them from feeling frustrated because they are restricted in what they can say and write. For new purposes and in new contexts: This gives students the opportunity to use language imaginatively and creatively and to take risks. Intercultural understanding: Learning a new language provides unique opportunities for students to explore national identities and become aware of both similarities and contrasts between the cultures of different countries, including their own. Diversity: Many languages are spoken in more than one country and there may be significant cultural differences between these countries. Other cultures: This could include different aspects of other cultures, such as everyday life, social customs, school life, festivals and events of national importance. Different ways of seeing the world: These include religious beliefs, social customs, traditions, values, attitudes towards other countries and reactions to world events.
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Key processes: These are the essential skills and processes in languages that pupils need to learn to make progress. Developing language-learning strategies
Pupils are able to: a) identify patterns in the target language b) develop techniques for memorising words, phrases and spellings c) use their knowledge of English or another language when learning the target language d) use previous knowledge, context and other clues to work out the meaning of what they hear or read e) use reference materials such as dictionaries appropriately and effectively. Developing language skills
Pupils are able to: a) listen for gist or detail b) skim and scan written texts for the main points or details c) respond appropriately to spoken and written language d) use correct pronunciation and intonation e) ask and answer questions f) initiate and sustain conversations g) write clearly and coherently, including an appropriate level of detail h) redraft their writing to improve accuracy and quality i) reuse language that they have heard or read in their own speaking and writing j) adapt language they already know in new contexts for different purposes k) deal with unfamiliar language, unexpected responses and unpredictable situations.
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Patterns in the target language: These include patterns in pronunciation, spelling, word order and sentence structure. Techniques for memorising: These include: identifying similarities between new and known words; associating words and phrases with a physical response, actions, images, the written form or sounds (including rhymes and repetition); practising with a friend or family member; and using the „look, cover, write/say, check‟. Knowledge of English or another language: This includes comparing new words, phrases, expressions and grammatical structures with English and/or another language that the pupil knows well. This can help pupils to remember new language and to understand how the target language (French) works. Other clues: These include tone of voice, intonation, non-verbal communication (such as facial expression or body language), key words, similarities between the target language and English or another language, and grammatical function. Skim and scan: „Skim‟ refers to reading for general understanding; „scan‟ refers to looking for specific information in a text. Reuse language: This includes pupils using language that they have encountered as building blocks for their own spoken or written use of the target language. This kind of „borrowing‟ of language makes it easier to express ideas or information. Deal with unfamiliar language, unexpected responses and unpredictable situations: This includes developing strategies for coping, such as asking for repetition or clarification, listening or 7
looking for key words, and using previous knowledge, context and other clues to try to make sense of what they hear or read. Interrelationship between sounds and writing: This includes underpinning principles such as common letter strings. Range and content
The study of French includes: a) the spoken and written forms of the language b) the interrelationship between sounds and writing in the language c) the grammar of the language and how to apply it d) a range of vocabulary and structures e) learning about different countries where French is spoken and their cultures f) comparing pupils‟ own experiences and perspectives with those of people in countries and communities where the French language is spoken.
Curriculum opportunities During the key stage students are offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum provides opportunities for students to: a) hear, speak, read and write in the target language (French)regularly and frequently within the classroom and beyond b) communicate in the target language individually, in pairs, in groups and with speakers of the target language, including native speakers where possible, for a variety of purposes c) use an increasing range of more complex language d) make links with English at word, sentence and text level
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e) use a range of resources, including ICT, for accessing and communicating information in the target language f) listen to, read or view a range of materials, including authentic materials in the target language, both to support learning and for personal interest and enjoyment use the target language (French) in connection with topics and issues that are engaging and may be related to other areas of the curriculum.
Explanatory notes Beyond: This could include using websites, taking part in special days and events, school visits abroad, and exchanges and links with schools abroad. Including native speakers: This could be face to face, in school (eg with a foreign language assistant), on visits abroad, by email, or through video conferencing. Communication with young people in a country where the target language is spoken is particularly relevant and can be very motivating. Variety of purposes: These include real purposes, such as sending and receiving emails, simulated or actual real-life situations, and creative and imaginative work. Links with English: Learning another language helps pupils develop literacy skills, including understanding the origin of words, formation of structures, grammar and syntax, different text types and drama. Range of resources: This includes live or recorded audio and video resources, texts (including on-screen and multimodal texts) and the internet. Authentic materials: These could include textual materials of different kinds, video, television, images or video and audio recordings from the internet. 169 www
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167 www.qca.org.uk/curriculum
Content of the curriculum Year 7, Year 8 & Year 9
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Students starting in Year 7 study French during one lesson of 55 minutes a week. Students who choose to study French in Year 8 study during 3 lessons of 55 minutes per week. Students in Year 9 also study French during 3 lessons of 55 minutes each week The textbook used is Expo I Students are given an exercise book (pink) to record notes and class work as well as for doing homework. Each student is ar also given a “Cahier d‟exercices” which contains the vocabulary for each Unit studied. In the „Cahier‟at the end of each unit there is an evaluation page where students record the Level in the 4 skills (Reading, Writing, Speaking and Listening) achieved in the Unit studied and set themselves achievable targets for the next Unit.
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Overview of Programme for Key Stage 3 ( Year 7,8 & 9) The table below lists the units to be taught, the grammar and key language covered, and the highest National Curriculum level that can be achieved by working through the core tasks in each unit. Week
Expo level/ Module/Unit
Resources Expo 1
Grammar and Key Language
Achievable NC Level
1
Expo 1 Mod 1 Unit 1 Bonjour!
PB pp. 6–7
Pronouns je and tu Pronunciation: using rising intonation in a question Bonjour! Salut! Je m’appelle … Ça va? Ça va bien, merci. Bof! Pas mal. Non, ça ne va pas.
3
2
Expo 1 Mod 1 Unit 2 Dans mon sac
PB pp. 8–9
Gender Indefinite article un/une The acute accent un stylo une règle, etc.
3
3
Expo 1 Mod 1 Unit 3 Quel âge as-tu?
PB pp. 10–11
avoir: j’ai, tu as avoir to give ages Pronunciation: qu Numbers 1–20 Quel âge as-tu? J’ai douze ans.
3
4
Expo 1 Mod 1 Unit 4 Bon anniversaire!
PB pp. 12–13
Days Months Dates Numbers 21–31 C’est quand, ton anniversaire? Mon anniversaire, c’est le cinq mai.
3
5
Expo 1 Mod 1 Unit 6 Les couleurs
PB pp. 16–17
Position of adjectives Agreement of adjectives, including blanc and marron Pronunciation: Effect of –e at end of some adjectives rouge, bleu, jaune, etc. C’est un portable vert. C’est une gomme marron. C’est une trousse blanche.
2
12
Week
Expo level/ Module/Unit
Resources Expo 1
Grammar and Key Language
Achievable NC Level
6
Expo 1 Mod 2 Unit 1 Frères et sœurs
PB pp. 26–27
avoir: j’ai, tu as Recognising statements in the negative qui as a connective Pronunciation: i (fille, fils, unique); silent –ent ending (s’appellent) J’ai une sœur. J’ai deux frères. Je n’ai pas de frères et sœurs. Je suis fils/fille unique.
2–3
7
Expo 1 Mod 2 Unit 2 Ma famille
PB pp. 28–29
mon, ma, mes ton, ta tes Pronunciation: copain, copine Voici mon frère et mes deux sœurs. Voici ma mère, mon père et mon demi-frère. Voici mes grands-parents: ma grand-mère et mon grandpère.
3
8
Expo 1 Mod 2 Unit 3 Tu as un animal?
PB pp. 30–31
Some plural forms: lapins, animaux, oiseaux, etc. More practice of qui Pronunciation: -in, -on, -ent ; liaison (deux oiseaux, six araignées) Tu as un animal? J’ai un cochon d’Inde. J’ai six lapins. J’ai deux oiseaux. Je n’ai pas d’animal.
2
9
Expo 1 Mod 2 Unit 4 Je me présente
PB pp. 32–33
Qualifying adjectives using très, assez Adjective agreements (singular): grande, sportive, paresseuse, etc. The verb être: je suis, tu es, il/elle est Pronunciation: adjective agreement with feminine nouns (petite, paresseuse, sportive) Je suis grand/grande. Elle est très petite. Il est de taille moyenne. bavard(e), sympa, etc.
2
10
Expo 1 Mod 2 Unit 5 Portraits
PB pp. 34–35
Adjective agreements (plural): bruns, rouges, etc. avoir: j’ai, tu as, il/elle a Pronunciation: eux, eu (yeux, bleus, cheveux) J’ai les yeux bleus/verts/gris. J’ai les cheveux blonds et courts. J’ai les cheveux roux/frisés.
3
11
Expo 1 Mod 3 Unit 1 Où habites-tu?
PB pp. 44–45
–er verbs: j’habite, tu habites, il/elle habite Pronunciation: silent h at start of words Où habites-tu? J’habite à Paris. Il/Elle habite un village à la campagne. C’est une ville en Afrique/au Canada.
3
12
Expo 1 Mod 3 Unit 2 Ma maison
PB pp. 46–47
J’habite dans … un appartement/une petite maison/une maison jumelle, etc. Au premier étage il y a ma chambre, la chambre de mes parents et la salle de bains.
3
13
Expo 1 Mod 3 Unit 3 Ma chambre
PB pp. 48–49
Prepositions être: il/elle est, ils/elles sont Pronunciation: u and ou Dans ma chambre il y a un lit et une armoire. Mes livres sont sur l’étagère.
4
14
Expo 1 Mod 3 Unit 4 Le soir
PB pp. 50–51
–er verbs: on ne … pas Le soir, on joue au foot. On écoute de la musique dans la chambre. On ne téléphone pas à des copains.
3
13
Week
Expo level/ Module/Unit
Resources Expo 1
Grammar and Key Language
Achievable NC Level
15
Expo 1 Mod 3 Unit 5 Quelle heure est-il?
PB pp. 52–53
Pronouns: ils/elles Pronunciation: oi Numbers up to 69 Quelle heure est-il? Il est huit heures. Il est neuf heures et demie., etc.
3
16
Expo 1 Mod 4 Unit 1 Au centre-ville
PB pp. 62–63
Pronunciation: terminal é sound (café, marché, musée) Est-ce qu’il y a …? Dans ma ville il y a … un cinéma, un marché, etc. Il n’y a pas de gare. Il y a beaucoup de cafés.
3
17
Expo 1 Mod 4 Unit 2 Où est le parc?
PB pp. 64–65
tu, vous Où est …? Où sont …? Pronunciation: silent terminal –t (tout, droit) ; terminal –te (droite) C’est à droite/à gauche. Tu vas/Vous allez tout droit. Puis tu tournes/vous tournez à gauche. le camping, la bibliothèque, etc.
3
18
Expo 1 Mod 4 Unit 3 Où es-tu? Où vas-tu?
PB pp. 66–67
au, à la, à l’, aux aller Pronunciation: bibliothèque, club, hôpital Je suis au stade/à la fête foraine. Je vais à l’hôpital/aux toilettes.
3
19
Expo 1 Mod 5 Unit 1 Le matin
PB pp. 80–81
Reflexive verbs with je/tu/il/elle/on Asking questions using: Á quelle heure …? Où est-ce que …? Avec quoi …? Est-ce que …? Je me réveille. Je me lève. Je vais au collège., etc.
4
20
Expo 1 Mod 5 Unit 2 Mes matières
PB pp. 82–83
le/la before noun with likes/dislikes Pronoun nous –er verbs: nous and ils/elles forms –er verbs: full paradigm le français, le dessin, le sport, etc. J’aime/J’adore Je n’aime pas/Je déteste
3
21
Expo 1 Mod 5 Unit 3 Pourquoi?
PB pp. 84–85
Intensifiers Connectives C’est ennuyeux. C’est ma matière préférée. J’adore le sport parce que c’est amusant. Je déteste l’histoire parce que le prof est trop sévère.
3–4
22
Expo 1 Mod 5 Unit 5 Après le collège …
PB pp. 88–89
faire: full paradigm Expressions using faire Numbers 70–100 Je rentre à la maison. Je prends le goûter. Je fais mes devoirs. Je fais du vélo., etc.
3
23
Expo 1 Mod 6 Unit 1 Le sport et les jeux
PB pp. 98–99
jouer à + sport/game Recapping of definite article with likes/dislikes Pronunciation: hiver, tennis, été, échecs, déteste Je joue au foot. Je joue aux échecs. Revision of days of the week le samedi tous les jours en été
3
14
Week
Expo level/ Module/Unit
Resources Expo 1
Grammar and Key Language
Achievable NC Level
24
Expo 1 Mod 6 Unit 2 Tu joues d’un instrument?
PB pp. 100–101
jouer de + instrument du, de la, de, l’ Pronunciation: violon, instrument bien, mal, une fois par semaine, etc.
3
25
Expo 1 Mod 6 Unit 3 Qu’est-ce que tu aimes faire?
PB pp. 102–103
aimer + infinitive Expressions with faire Pronunciation: magasin, magazine, cuisine J’aime faire du vélo/ du skate/les magasins. Recap of phrases for expressing opinion
3–4
26
Expo 1 Mod 6 Unit 4 Au centre de loisirs
PB pp. 104–105
on peut + infinitive More expressions with faire Pronunciation: bowling, mini-golf, skate, baby-foot On peut faire du patin à glace/faire de la danse. On peut jouer au mini-golf.
3–4
27
Expo 2 Rouge Mod 1 Unit 2 Au boulot
PB pp. 8–9
Using masculine and feminine nouns The omission of the indefinite article with job names être avoir Il est coiffeur./Elle est coiffeuse. Mon frère est au chômage. Il travaille dans un bureau/ chez Danon.
4–5
28
Expo 2 Rouge Mod 1 Unit 3 Où habitent-ils?
PB pp. 10–11
Using depuis with the present tense venir Elle habite dans le nord de l’Angleterre. J’habite ici depuis deux ans. Il vient de Chamonix, près de Lyon.
5
29
Expo 2 Rouge Mod 1 Unit 4 Quels temps fait-il?
PB pp. 12–13
Using the connectives quand and si aller faire Pronunciation: the letter i Quel temps fait-il? Il fait chaud./Il y a du vent. Quand il pleut, on va au cinéma. S’il neige, on fait du ski.
5
30
Expo 2 Rouge Mod 1 Unit 5 Une journée dans la vie de …
PB pp. 14–15
–ir verbs –re verbs Using verb tables to find the present tense of irregular verbs Pronunciation: different letter combinations which make the same sound je finis/je saisis j’attends/je descends je bois/je lis/je pars/je prends/je vois comme d’habitude quelquefois tout de suite
5
31
Expo 2 Rouge Mod 2 Unit 1 Le week-end dernier
PB pp. 24–25
The perfect tense with avoir Pronunciation: é (e-acute) J’ai … Je n’ai pas … joué au foot regardé la télévision
4
32
Expo 2 Rouge Mod 2 Unit 2 Hier soir
PB pp. 26–27
The perfect tense with irregular past participles The i sound: Brie, fini, bonne nuit, lit, dit J’ai …lu un BD/pris une douche.
4
Giving opinions using c’était … C’était … intéressant/passionnant/marrant Mon émission préférée est …
4
End of year one for pupils who started as complete beginners 33
Expo 2 Rouge Mod 2 Unit 3 On a regardé la télé
PB pp. 28–29
15
Week
Expo level/ Module/Unit
Resources Expo 1
Grammar and Key Language
Achievable NC Level
34
Expo 2 Rouge Mod 2 Unit 4 Tu es sorti(e) samedi?
PB pp. 30–31
The perfect tense with être Recap: au, aux, à la, à l’ with places Je suis … allé(e) au cinéma/à la piscine/à l’aeroport parti(e) à dix heures sorti(e) samedi
4
35
Expo 2 Rouge Mod 3 Unit 1 Tu veux sortir?
PB pp. 42–43
vouloir Modal verbs Colloquialisms Tu veux … aller en boîte/faire une promenade/jouer au golf/ sortir/voir un film? Bonne idée! D’accord Tu plaisantes!
5
36
Expo 2 Rouge Mod 3 Unit 2 Désolé(e), mais …
PB pp. 44–45
pouvoir devoir ne … pas with modal verbs Je ne peux pas aller au cinéma. Je dois … faire les courses/laver la voiture avec moi/toi
5
37
Expo 2 Rouge Mod 3 Unit 3 Les vêtements
PB pp. 46–47
Position of adjectives Agreement of adjectives (gender and plural) ce/cette/ces The near future tense Pronunciation: the letters ch Je vais porter des baskets blanches/un jean bleu. Á mon avis, le jean est cool. Je pense que la veste est démodée.
5
38
Expo 2 Rouge Mod 3 Unit 4 Faire les magasins
PB pp. 48–49
Using plus/moins with adjectives Il y a … une boucherie/un grand magasin. Je peux vous aider? Je voudrais … Quelle taille/pointure? Quelle couleur? C’est combien? Avez-vous …? quelque chose de plus/moins grand d’accord voilà
5
39
Expo 2 Rouge Mod 3 Unit 5 La Cité de l’Europe
PB pp. 50–51
Comparative and superlative adjectives j’ai passé le voyage s’est bien passé j’ai trouvé j’ai acheté j’ai vu je suis rentré(e) un voyage scolaire en avance heureusement manquer plein de le tunnel sous la Manche Tu es d’accord? à mon avis vraiment très un peu trop plus/moins
5
16
Week
Expo level/ Module/Unit
Resources Expo 1
Grammar and Key Language
Achievable NC Level
40
Expo 2 Rouge Mod 4 Unit 1 Bon appétit!
PB pp. 60–61
The definite article after aimer and préféré Pronunciation: fruits/frites J’aime … Je n’aime pas … Je préfère … le fromage/le poulet
4
41
Expo 2 Rouge Mod 4 Unit 2 Les repas français
PB pp. 62–63
The partitive article – du/de la/des Je mange … des céréales/du pain grillé/une mousse au chocolat Je bois … du chocolat chaud Je ne mange/bois rien au petit déjeuner.
5
42
Expo 2 Rouge Mod 4 Unit 4 Au marché
PB pp. 66–67
Using de with quantities le marché un kilo de (poires) un demi-kilo de … deux cent grammes de … un litre de … une bouteille de … une tranche de …
4
43
Expo 2 Rouge Mod 5 Unit 1 Les pays
PB pp. 78–79
Using the prepositions à and en Asking questions without question words Pronunciation: the nasal sounds un, on, in, an Il habite à Berlin en Allemagne. Elle habite au Portugal. Il parle allemand/anglais.
5
44
Expo 2 Rouge Mod 5 Unit 2 On part …
PB pp. 80–81
Asking questions using question words. Pronunciation: the letter cluster gn Où …? Avec qui …? Combien de temps …? Que fais-tu …? Pourquoi? Qu’est-ce que …? D’habitude, je vais au bord de la mer. Je vais à la plage, je me baigne et je fais de la planche à voile. L’année dernière, je suis allé(e) à la campagne.
5
45
Expo 2 Rouge Mod 5 Unit 3 Au centre de vacances
PB pp. 82–83
Asking questions to find out opinions Est-ce qu’on peut …? Il y a un terrain de golf. laisser louer avant Je pense que …
5
46
Expo 2 Rouge Mod 5 Unit 4 Destination Sénégal
PB pp. 84–85
Asking questions in the perfect tense Où as-tu passé tes vacances? Ils sont partis/arrivés Il a fait/joué On a fait/visité L’hôtel était … Il y avait … C’était … faire de la plongée/de la planche à voile
6
47
Expo 3 Rouge Mod 1 Unit 1 Á la téle ce soir
PB pp. 6–7
Direct object pronouns une émission de télé-réalité une série (policière) tous les soirs/semaines une/deux fois par semaine souvent rarement
4
48
Expo 3 Rouge Mod 1 Unit 2 On va au cinema?
PB pp. 8–9
The perfect tense with avoir and être un film d’arts martiaux/d’horreur une comédie J’ai regardé Shrek en DVD. Je suis allé(e) au cinéma.
5
17
Week
Expo level/ Module/Unit
Resources Expo 1
Grammar and Key Language
Achievable NC Level
49
Expo 3 Rouge Mod 1 Unit 3 Ma vie, ma musique!
PB pp. 10–11
Reflexive verbs in the present and perfect tense je me réveille je me brosse les dents je prends le petit déjeuner je me suis habillé(e) j’ai quitté la maison le hip-hop
5
50
Expo 3 Rouge Mod 1 Unit 4 Tu aimes la lecture?
PB pp. 12–13
aller + the infinitive to talk about the future Pronunciation: ain/in and en/an les magazines de musique pop les BD (bandes dessinées) les livres de Harry Potter je vais/on va aller/écouter/faire le samedi prochain
5
51
Expo 3 Rouge Mod 1 Unit 5 De quoi s’agit-il?
PB pp. 14–15
il y a + time Using present, past and future tenses C’était … affreux (affreuse)/émouvant(e) il y a (deux jours)
6
52
Expo 3 Rouge Mod 2 Unit 2 Les prédictions
PB pp. 26–27
The future tense: irregular stems of avoir and être Je serai à l’université. Je ferai du bénévolat. J’aurai quatre enfants. Il fera chaud. Il y aura du vent. Il pleuvra. aujourd’hui demain
5
53
Expo 3 Rouge Mod 2 Unit 3 Que feras-tu quand tu quitteras le collège?
PB pp. 28–29
quand + the future tense je ferai une licence de … je serai coiffeur/coiffeuse Si j’ai de bonnes notes … Si mes rêves se réalisent …
6
54
Expo 3 Rouge Mod 3 Unit 1 Je suis malade
PB pp. 42–43
Expression with avoir Pronunciation: eu and u J’ai mal au bras/ à la gorge/ à l’oreille/ aux dents. J’ai chaud/faim/de la fièvre. Je suis fatigué(e)/enrhumé(e). Il a quatorze ans.
5
55
Expo 3 Rouge Mod 3 Unit 2 Ça ne va pas!
PB pp. 44–45
Reflexive verbs in the perfect tense Je suis tombé(e) … Je me suis cassé la jambe. J’ai pris un coup de soleil. C’est pas vrai!
5
56
Expo 3 Rouge Mod 3 Unit 3 Es-tu en forme?
PB pp. 46–47
The pronoun en The negatives ne … jamais, ne … plus, ne … que bon/mauvais pour la santé Je mange bien. Je bois assez d’eau. Je fais de la musculation. J’en mange beaucoup.
5
57
Expo 3 Rouge Mod 4 Unit 1 Quand j’étais petit(e) …
PB pp. 60–61
The imperfect with je j’adorais j’avais les cheveux courts mignon(ne) une mini-jupe en laine
5
18
Week
Expo level/ Module/Unit
Resources Expo 1
Grammar and Key Language
Achievable NC Level
58
Expo 3 Rouge Mod 4 Unit 2 Le sport
PB pp. 62–63
The imperfect tense (all forms) Pronunciation: ais, ait and aient aller à un club (de rugby) faire de l’athlétisme jouer … depuis (cinq) ans dans une équipe au badminton il aimait elle jouait
6
59
Expo 3 Rouge Mod 4 Unit 3 Crime au château
PB pp. 64–65
The imperfect tense for descriptions un acteur/une actrice un(e) domestique boire fumer pousser un cri prendre un bain regarder par la fenêtre sortir du bain voler un crime
5
60
Expo 3 Rouge Mod 4 Unit 4 Qui est coupable?
PB pp. 66–67
The relative pronouns qui and que accuser apporter payer vendre voir un alibi coupable de jaloux/jalouse C’est Rachel qui est coupable. Je pense que … Tu es d’accord? Ce n’est pas vrai!
6–7
61
Expo 3 Rouge Mod 5 Unit 2 Attention au départ!
PB pp. 80–81
Quand + the future Si + the present The pronoun y Pronunciation: i/y vite Cher/Chère le Tunnel sous la Manche le ferry l’avion (m) l’aéroport (m) les bagages la grève la queue tard/en retard
7
62
Expo 3 Rouge Mod 5 Unit 4 C’était comment?
PB pp. 84–85
le babyfoot le canoë la pétanque la voile l’équitation tracté(e) la prochaine fois essayer
7
63
Expo 3 Rouge Mod 5 Unit 5 Les 24 heures du Mans
PB pp. 86–87
Verbs followed by à or de + the infinitive la course automobile commencer à réussir à décider de essayer de avoir lieu la victoire l’équipe gagner
6
19
Week
Expo level/ Module/Unit
Resources Expo 1
Grammar and Key Language
Achievable NC Level
64
Expo 3 Rouge Mod 6 Unit 1 Apprendre, c’est vivre
PB pp. 96–97
Possessive adjectives les affaires apprendre choisir commencer le cours finir la journée scolaire la matière l’uniforme scolaire mon, ma, mes, etc. Á mon avis … Je pense que …
7
End of the two-year course for pupils who started as complete beginners 65
Expo 3 Rouge Mod 6 Unit 2 Au travail, les jeunes!
PB pp. 98–99
Indirect object pronouns The imperfect (describing how things were over a period of time) Je (ne) travaille (pas) … en dehors de la maison Je livre des journaux. Je mets la table. tous les matins pendant la semaine On me donne … de l’argent de poche nourrir une organisation bénévole
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Expo 3 Rouge Mod 6 Unit 3 Combattre la faim
PB pp. 100–101
un adolescent l’espérance de vie la faim la guerre une maladie mourir les personnes âgées le SIDA on devrait on pourrait Je voudrais faire du bénévolat. les pays en voie de développement parrainer un enfant un(e) volontaire
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Expo 3 Rouge Mod 6 Unit 5 Les grands défenseurs des droits
PB pp. 104–105
arrêter se battre pour un discours une grève libérer la loi lutter une manifestation la paix pénible supprimer
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Example of evaluation sheet to be done by pupils at the end of each Unit. Travaille avec un(e) partenaire. I can … 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
list members of an extended family say what people in my family like/dislike/collect/play G use all the subject pronouns G use -er verbs in the present tense pronounce the -er verb endings name some jobs, using male and female forms say what job someone does and where he/she works G use the verbs être and avoir in the present tense say which area someone lives in say where someone comes from G use the verb venir in the present tense G use depuis with the present tense say what the weather is like G use the connectives quand and si
pronounce i correctly 16 understand longer texts about daily routine 17 G use -ir and -re verbs in the present tense 18 recognise that different letter clusters can make the same sound Your partner can tick and initial each item as you do it. Do the same for your partner! Comments:
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National Curriculum Targets Attainment target 1: Listening and responding Level 1 Students show that they understand a few familiar spoken words and phrases. They understand speech spoken clearly, face to face or from a good-quality recording. They may need a lot of help, such as repetition or gesture. Level 2 Students show that they understand a range of familiar spoken phrases. They respond to a clear model of standard language, but may need items to be repeated. Level 3 Students show that they understand the main points from short spoken passages made up of familiar language. They identify and note personal responses. They may need short sections to be repeated. Level 4 Students show that they understand the main points and some of the detail from spoken passages made up of familiar language in simple sentences. They may need some items to be repeated. Level 5 Students show that they understand the main points and opinions in spoken passages made up of familiar material from various contexts, including present and past or future events. They may need some repetition. Level 6 Students show that they understand the difference between present, past and future events in a range of spoken material that includes familiar language in less familiar contexts. They identify and note the main points and specific details. They need little repetition. Level 7 Students show that they understand longer passages and recognise people‟s points of view. The passages cover a range of material that contains some complex sentences and unfamiliar language. They understand language spoken at near normal speed, and need little repetition. Level 8 Students show that they understand passages including some unfamiliar material and recognise attitudes and emotions. These passages include different types of spoken material from a range of sources. When listening to familiar and less familiar material, they draw inferences, and need little repetition. Exceptional performance Students show that they understand the gist of a range of authentic passages in familiar contexts. These passages cover a range of factual and imaginative speech, some of which expresses different points of view, issues and concerns. They summarise, report, and explain extracts, orally or in writing.
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Attainment target 2: Speaking Level 1 Students say single words and short, simple phrases in response to what they see and hear. They may need considerable support from a spoken model and from visual clues. They imitate correct pronunciation with some success. Level 2 Students answer simple questions and give basic information. They give short, simple responses to what they see and hear, and use set phrases. Their pronunciation shows an awareness of sound patterns and their meaning is clear. Level 3 Students ask and answer simple questions and talk about their interests. They take part in brief prepared tasks, using visual or other clues to help them initiate and respond. They use short phrases to express personal responses. Although they use mainly memorised language, they occasionally substitute items of vocabulary to vary questions or statements. Level 4 Students take part in simple conversations, supported by visual or other cues, and express their opinions. They begin to use their knowledge of grammar to adapt and substitute single words and phrases. Their pronunciation is generally accurate and they show some consistency in their intonation. Level 5 Students give a short prepared talk that includes expressing their opinions. They take part in short conversations, seeking and conveying information, opinions and reasons in simple terms. They refer to recent experiences or future plans, as well as everyday activities and interests. They vary their language and sometimes produce more extended responses. Although there may be some mistakes, pupils make themselves understood with little or no difficulty. Level 6 Students give a short prepared talk, expressing opinions and answering simple questions about it. They take part in conversations, using a variety of structures and producing more detailed or extended responses. They apply their knowledge of grammar in new contexts. Although they may be hesitant at times, pupils make themselves understood with little or no difficulty and with increasing confidence. Level 7 Students answer unprepared questions. They initiate and develop conversations and discuss matters of personal or topical interest. They improvise and paraphrase. Their pronunciation and intonation are good, and their language is usually accurate. Level 8 Students narrate events, tell a story or relate the plot of a book or film and give their opinions. They justify their opinions and discuss facts, ideas and experiences. They use a range of vocabulary, structures and time 23
references. They adapt language to deal with unprepared situations. They speak confidently, with good pronunciation and intonation. Their language is largely accurate, with few mistakes of any significance. Exceptional performance Students take part in discussions covering a range of factual and imaginative topics. They give, justify and seek personal opinions and ideas in informal and formal situations. They deal confidently with unpredictable elements in conversations, or with people who are unfamiliar. They speak fluently, with consistently accurate pronunciation, and can vary
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Attainment target 3: Reading and responding Level 1 Students recognise and read out a few familiar words and phrases presented in clear script in a familiar context. They may need visual clues. Level 2 Students show that they understand familiar written phrases. They match sound to print by reading aloud familiar words and phrases. They use books or glossaries to find out the meanings of new words. Level 3 Students show that they understand the main points and personal responses in short written texts in clear printed script made up of familiar language in simple sentences. They are beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words. Level 4 Students show that they understand the main points and some of the detail in short written texts from familiar contexts. When reading on their own, as well as using a bilingual dictionary or glossary, they begin to use context to work out the meaning of unfamiliar words. Level 5 Students show that they understand the main points and opinions in written texts from various contexts, including present, past or future events. Their independent reading includes authentic materials. They are generally confident in reading aloud, and in using reference materials. Level 6 Students show that they understand the difference between present, past and future events in a range of texts that include familiar language in less familiar contexts. They identify and note the main points and specific details. They scan written material for stories or articles of interest and choose books or texts to read independently, at their own level. They are more confident in using context and their knowledge of grammar to work out the meaning of unfamiliar language. Level 7 Students show that they understand longer texts and recognise people‟s points of view. These texts cover a range of imaginative and factual material that contains some complex sentences and unfamiliar language. Students use new vocabulary and structures found in their reading to respond in speech or writing. They use reference materials when these are helpful. Level 8 Students show that they understand texts including some unfamiliar material and recognise attitudes and emotions. These texts cover a wide variety of types of written material, including unfamiliar topics and more complex language. When reading for personal interest and for information, pupils consult a range of reference sources where appropriate.
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Exceptional performance Students show that they understand a wide range of authentic texts in familiar contexts. These texts include factual and imaginative material, some of which express different points of view, issues and concerns, and which include official and formal texts. Pupils summarise, report, and explain extracts, orally or in writing. They develop their independent reading by choosing and responding to stories, articles, books and plays, according to their interests.
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Attainment target 4: Writing t Level 1 Students write or copy simple words or symbols correctly. They label items and select appropriate words to complete short phrases or sentences. Level 2 Students write one or two short sentences, following a model, and fill in the words on a simple form. They label items and write familiar short phrases correctly. When they write familiar words from memory, their spelling may be approximate. Level 3 Students write a few short sentences, with support, using expressions that they have already learnt. They express personal responses. They write short phrases from memory and their spelling is readily understandable. Level 4 Students write short texts on familiar topics, adapting language that they have already learnt. They draw largely on memorised language. They begin to use their knowledge of grammar to adapt and substitute individual words and set phrases. They begin to use dictionaries or glossaries to check words they have learnt. Level 5 Students write short texts on a range of familiar topics, using simple sentences. They refer to recent experiences or future plans, as well as to everyday activities. Although there may be some mistakes, the meaning can be understood with little or no difficulty. They use dictionaries or glossaries to check words they have learnt and to look up unknown words. Level 6 Students write texts giving and seeking information and opinions. They use descriptive language and a variety of structures. They apply grammar in new contexts. Although there may be a few mistakes, the meaning is usually clear. Level 7 Students write articles or stories of varying lengths, conveying opinions and points of view. They write about real and imaginary subjects and use an appropriate register. They link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes. They edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression. Although there may be occasional mistakes, the meaning is clear. Level 8 Students produce formal and informal texts in an appropriate style on familiar topics. They express and justify ideas, opinions or personal points of view and seek the views of others. They develop the content of what they have read, seen or heard. Their spelling and grammar are generally accurate. They use reference materials to extend their range of language and improve their accuracy.
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Exceptional performance Students communicate ideas accurately and in an appropriate style over a range of familiar topics, both factual and imaginative. They write coherently and accurately. They use resources to help them vary the style and scope of their writing.arget
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Learner Profile Skills Mapping Yr 7
Yr 8
Term 1
Term 2
Term 3
French
Resourceful
Forward thinking
Innovative/ creative
Spanish
Perseverance
Reflective
Thinking
French
Thinking
Responsible
Innovative/ creativity
Yr 9
Spanish
Collaboration
Investigators
Perseverance
French
Thinking/creativity
Investigators
Resourceful
Spanish
Collaborating
Perseverance
Forward thinking
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Assessment Ongoing informal teacher assessment takes place throughout KS3 through everyday teaching and marking. Students are expected to undertake regular vocabulary tests. These results will be recorded by the student and the teacher and an average will be recorded onto a central spreadsheet at the end of each term. Formal assessment takes place at the end of each module when pupils are assessed in two skills (eg. AT1 and AT3). In addition to this, students are expected to complete one focused writing task for each module. There will also be an End of Year examination in all four core skills. Data collected from the end of year examination will be used to set students for the following year. A British National Curriculum level and sub-level (where appropriate) is given to each piece of formally assessed work and recorded by the teacher. At the end of each term, teachers record a level for each skill and an average NC level and sub-level for each pupil onto a central spreadsheet. Levels are reported to pupils and pupils are made aware of what is necessary for them to do in order to move to the next level or sub-level.
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Teachers Names and Email Addresses Mrs Angela Blair –
[email protected] Ms Virginia Diaz Lopez –
[email protected] Mrs Agustina Jenkinson -
[email protected] Miss Jane Bowden –
[email protected] Mrs Sylviane Tallamy –
[email protected] Mr Mohammad Baya m.baya
[email protected]
Useful Websites www.wordreference.com – online dictionary and verb conjugator www.bbc.co.uk/languages/spanish/ - Spanish TV, Radio, video clips, worksheets www.linguascope.com – games and activities (Username – wisdubai, p/word – escargot) www.studyspanish.com - Free Spanish pronunciation, vocabulary and grammar tutorials, verb drills and other activities. How to help your child Ask your child to teach you 10 new words they have learnt every week. Encourage your child to perform role plays seen in class. Encourage the building of memory techniques. Learning a language comes with regular practices. It is better to do little, but often. Encourage your child to be organised to do the homework regularly. Set practice on the recommended websites.
Bibliography: www.qca.org.uk/curriculum Expo Rouge Teacher‟s Guide and CD –Rom John Meier Gill Ramage Books 1,2,3 Heinemann Pearson Education Ltd.
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