French Handbook

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“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

Page

Curriculum aims 3

Key concepts 4

Key processes 6

Range and content 8

Example of evaluation sheet 21

National Curriculum Targets 22

Listening and responding 22

Speaking 23

Reading and responding 25

Writing 27

Learner profile skill mapping 29

Assessment 30

Teachers’ names and emails 31

Useful websites

How to help your child

Bibliography

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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

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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


Dans mon sac

PB pp. 8–9

Gender Indefinite article

un/une The acute accent

un stylo une règle, etc.

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


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


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

13

Week Expo level/

Module/Unit


NC Level


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


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 grand-père.

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


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


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


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


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


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

14

Week Expo level/

Module/Unit


NC Level


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


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


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


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


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


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

15

Week Expo level/

Module/Unit


NC Level


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


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


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


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


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


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

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

Giving opinions using c’était …

C’était … intéressant/passionnant/marrant

Mon émission préférée est …

4

16

Week Expo level/

Module/Unit


NC Level


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


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


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


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

17

Week Expo level/

Module/Unit


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

18

Week Expo level/

Module/Unit


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

19

Week Expo level/

Module/Unit


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

20

Week Expo level/

Module/Unit


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

7

66 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

7

67 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

7

21

Example of evaluation sheet to be done by pupils at the end of each Unit.

Travaille avec un(e) partenaire.

I can …

1 list members of an extended family

2 say what people in my family like/dislike/collect/play

3 G use all the subject pronouns

4 G use -er verbs in the present tense

5 pronounce the -er verb endings

6 name some jobs, using male and female forms

7 say what job someone does and where he/she works

8 G use the verbs être and avoir in the present tense

9 say which area someone lives in

10 say where someone comes from

11 G use the verb venir in the present tense

12 G use depuis with the present tense

13 say what the weather is like

14 G use the connectives quand and si

15 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:

22

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.

23

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

24

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.


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

25

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.

26


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.

27

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.

28


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

29

Learner Profile Skills Mapping

Term 1 Term 2 Term 3

Yr 7 French Resourceful Forward thinking Innovative/ creative

Spanish Perseverance Reflective Thinking

Yr 8 French Thinking Responsible Innovative/

creativity

Spanish Collaboration Investigators Perseverance

Yr 9 French Thinking/creativity Investigators Resourceful

Spanish Collaborating Perseverance Forward thinking

30

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.

31

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.

mailto:[email protected]

mailto:[email protected]

http://www.qca.org.uk/curriculum

French Handbook

Documents

Transcript of French Handbook