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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
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
13
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 grand-père.
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
14
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
15
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.
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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
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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
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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.
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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
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
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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!
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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.
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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
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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
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
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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
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
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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)
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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.
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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
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
20
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
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.
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
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
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.
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
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
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.
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