· web viewbuilds on. knowledge of how to refer to the future (d3 m1 u4, d2 m2 u4 & u5, d2...
TRANSCRIPT
Scheme of Work
Year_____ Term _____
Dynamo 3 RougeUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 3 Rouge Module 1: Mon monde à moiWeek(s) ____
Point de départ, pp. 8–9
Talking about likes and dislikes
Using aimer (etc.) + noun or infinitive
Builds onKnowledge of opinion verbs with definite articles (D2 M3 PdD, D1 M1 U3)Knowledge of opinion verbs with infinitives (D2 M2 PdD, D1 M3 U4 & U5)Knowledge of connectives (D2 M3 U5, D1 M1 U3, D1 M2 U5)Knowledge of Est-ce que … and Qu’est-ce que … questions (D2 M5 U5, D1 M3 U5)
Learning outcomes Pupils understand extracts
about how people like to spend their free time
Pupils understand how to follow verbs of opinion with definite articles or infinitives
Pupils revise a range of connectives to use in their speaking and writing
Pupils compose Est-ce que … and Qu’est-ce que … questions to ask their classmates about their free
GrammarUsing aimer, adorer, détester + definite article + noun / + a verb in the infinitive
Cultural capital–
Key Language examplesJ’aime (beaucoup) … / J’adore … /Je n’aime pas (tellement / du tout) … /Je déteste …
… le collège / la danse / les mangas.
Le weekend, … / Comme sports, … /Sur mon portable, …… j’aime (beaucoup) / je déteste …
… écouter de la musique.… faire du vélo / de la cuisine / des promenades / les magasins.… bavarder / rigoler.… aller en ville / au cinéma.… jouer au basket / foot / volleyball.… tchatter / bloguer… poster des photos
Front-of-classp.009 Thinking skills worksheetHomework–
time Pupils ask and answer
questions, aiming to give extended answers with connectives
… prendre des selfies.
Week(s) ____
Unité 1, pp. 10–11Qu’est-ce que tu fais comme activités extrascolaires?
Talking about after-school clubs and activities
Using verbs in the present tense
Builds onKnowledge of days of the week and clock times (D2 M3 U2, D2 M4 U3, D2 M5 U2, D1 M2 PdD)Knowledge of present tense verbs (D2 M2 U1, D1 M2 U3, D1 M3 U2, D1 M5 U1)Knowledge of articles (à + article) (D2 M5 U2, D1 M3 U1, D1 M5 U1)Knowledge of articles (de + article) (D2 M2 U3, D1 M4 U3)Knowledge of negatives (ne … pas/jamais/rien) (D2 M3 U3, D2 M4 U2, D1 M3 U1)Knowledge of giving opinions with reasons (c’est + adjective) (D2 M2 PdD, D1 M3 U4, D1 M4 U2, D1 M5 PdD)Knowledge of using a text as a model for your own work (D2 M1 U4, D2 M4 U5, D1 M2 U5, D1 M4 U5)
Learning outcomes Pupils use a web page to read
and talk about school clubs Pupils revise the conjugations
of –er verbs and some key irregular verbs (aller, être, faire)
Pupils use strategies to decode unknown words in
GrammarVerbs in the present tensejouer à / deNegatives (ne ... pas, ne ... jamais, ne ... rien)
Cultural capitalLearning about how French schools get their names
Key Language examplesQu’est-ce que tu fais comme activités extrascolaires?
Tous les lundis / mardis (etc.), …Une fois / Deux fois par semaine, …
après les cours / à (treize) heures / à midi / pendant l’heure du déjeuner
… je chante dans la chorale.… je joue du violon dans l’orchestre.… je vais au club de photographie.… je fais de la gymnastique.… je participe au club de théâtre.
Qu’est-ce que tu ne fais jamais?Je ne chante pas.Je ne danse jamais.Je ne fais rien.
Front-of-classp.010 Flashcardsp.010 Grammar quizp.010 Grammar video 1p.010 Grammar video 2p.010 Grammar video 3p.010 Grammar video 4p.011 Class gamep.011 Pronunciation quizHomeworkListeningPronunciationVocabulary
texts Pupils write about their
extracurricular activities, giving reasons for their opinions and talking about others as well as themselves
Week(s)____
Unité 2, pp. 12–13Amis pour toujours!
Describing your friends
Using reflexive verbs
Builds onKnowledge of physical descriptions (D1 M4 U1)Knowledge of describing a photo (D2 M2 U1, D2 M5 U3, D1 M2 U2, D1 M5 U3)Knowledge of using the ils/elles form of verbs (D2 M2 U1, D2 M5 U3, D1 M4 U4, D1 M5 U3)Knowledge of reflexive verbs (D2 M4 U3)
Learning outcomes Pupils revise their knowledge
of physical descriptions by reading Haikus and describing a friend
Pupils listen and understand a description of a photo, then describe a second photo using the ils/elles form of the verb and the connective qui
Pupils understand information about relationships with friends using reflexive verbs
Pupils understand and write a description of a friend including appearance, personality and their relationship
GrammarReflexive verbs
Cultural capitalReading Haiku poems
Key Language examplesMon ami(e) s’appelle …Il/Elle est …(assez / très) grand(e) / petit(e).de taille moyenne.
Il/Elle a les cheveux …bruns / courts / longs / frisés / raides.
Il/Elle a les yeux …bleus / gris / marron / verts.
Il/Elle …a des taches de rousseur.porte des lunettes.
Comment tu t’entends avec ton meilleur ami/ta meilleure amie?
Je me dispute avec lui/elle.Je m’entends bien avec lui/elle.Je me fâche contre lui/elle.
Front-of-classp.012 Flashcardsp.013 Description skills worksheetp.013 Grammar videoHomeworkListeningTranslationVocabulary
Il/Elle se fâche contre moi.
Week(s)____
Unité 3, pp. 14–15Comment as-tu fêté ton anniversaire?
Describing birthday celebrations
Using the perfect tense
Builds onKnowledge of the perfect tense (D2 M1, D2 M3 U4, D2 M4 U4)Knowledge of sequencers (D2 M1 U2, D2 M4 U3, D1 M2 U3, D1 M5 U4)Vocabulary for leisure activities (D2 M3, D1 M3)Knowledge of TRAPS strategies (listening/reading for tenses) (D2 M1 En focus, D2 M4 En focus, D2 M5 En focus)
Learning outcomes Pupils read and understand
cartoon captions in the perfect tense and using sequencers (describing a birthday)
Pupils listen and note details of birthday activities and learn a song in the perfect tense
Pupils speak about a birthday using prompts as support, including sequencers
Pupils read a longer text and use TRAPS strategies to spot whether information is about the past or the present
Pupils translate sentences in the perfect tense into French
GrammarThe perfect tense
Cultural capital–
Key Language examplesQuand as-tu fêté ton anniversaire?J’ai fêté mon anniversaire le (vingt-neuf mars).
Comment as-tu fêté ton anniversaire?J’ai attendu ma mère.J’ai ouvert mes cadeaux.J’ai reçu …J’ai regardé mes cartes virtuelles et j’ai lu mes messages.J’ai bu (du coca).Je suis allé(e) …Nous avons fait du bowling.Nous avons pris des selfies.Je suis resté(e) au lit.
Normalement, je fête mon anniversaire …… mais cette année, je (suis sorti(e) avec mes copains)!
Front-of-classp.014 Class gamep.014 Flashcardsp.014 Grammar quizp.014 Grammar video 1p.014 Grammar video 2HomeworkListeningReadingGrammarVocabulary
Week(s)____
Unité 4, pp. 16–17Qu’est-ce que tu vas
Builds onKnowledge of clothes items and
GrammarThe near future tense
Front-of-classp.016 Grammar video
porter?
Discussing what you are going to wear
Using the near future tense
colours (D2 M2 U1, D2 M5 U3, D1 M2 U2, D1 M3 PdD)Knowledge of TRAPS strategies (spotting positive or negative) (D2 M1 U4, D2 M3 En focus, D2 M5 En focus)Knowledge of the near future tense D2 M2 U4 & U5, D2 M3 U2, D2 M4 U5, D2 M5 U5)Knowledge of time phrases (D2 M2 U1, D2 M3 U1, D1 M5 U1 & U2)Knowledge of opinions with qualifiers (D2 M1 PdD, D2 M2 U3, D1 M1 U4)Knowledge of negatives (D3 M1 U1, D2 M3 U3, D1 M3 U1)Knowledge of using verbs in three time frames: past, present and future
(D2 M3 U5, D2 M4 U5, D2 M5 U5)
Learning outcomes Pupils listen and match
statements to photos based on what people are going to wear
Pupils listen to longer passages, make notes and write sentences based on an event to be attended, what someone will wear, and their opinion
Pupils invent their own dialogue on plans for an event and what they are going to wear, giving opinions
Using negatives in the perfect and near future tenses
Cultural capital–
Key Language examplesQu’est-ce que tu vas porter pour ta fête d’anniversaire?Je pense que je vais porter / acheter / emprunter / mettre …
un chapeau / une jupe / des bottes / …
bleu(e)(s), blanc(he)(s), violet(te)(s), rouge(s), orange, marron, …
Je pense que c’est … / C’est …un peu / vraiment / complètement …
beau / joli / démodé / ennuyeux / nul.
Qu’est-ce que tu vas faire, le weekend prochain?Je vais (manger au restaurant) parce que c’est (l’anniversaire de ma mère).Je ne vais pas (faire les magasins).
Qu’est-ce que tu as fait, samedi dernier?Je (ne suis pas allé au ciné) parce que (j’ai fêté mon anniversaire).C’était (vraiment génial)!
p.017 Class gamep.017 Video storyp.017 Video worksheetp.017 Writing skills worksheetHomeworkListeningReadingGrammarVocabulary
Extension (exs 5–6) Pupils read and understand a
longer text in three time frames, pulling together information about a person’s interests, friendships, birthday and future plans
Pupils write their own text using ex. 5 as a model, including reasons with parce que and negatives
Week(s) ___
En focus 1: lire et écouter pp. 20–21: Double page unit with a variety of reading and listening tasks, covering language from the module.
En focus 2: parler et écrire pp. 22–23: Double page unit with a variety of speaking and writing tasks, covering language from the module.
Week(s) ___
Revision and Assessment Bilan and Révisions pp. 18–19 Grammaire pp. 26–27 Vocabulaire pp. 28–29 Assessment Pack End-of-Module 1 tests
Extension En plus pp. 24–25 À toi p. 121
Year_____ Term ____
Dynamo 3 RougeUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 3 Rouge Module 2: Projets d’avenirWeek(s) ____
Point de départ, pp. 32–33
Talking about earning money
Using pouvoir and devoir
Builds onKnowledge of modal verbs (devoir and pouvoir) + infinitive (D2 M4 U1 & U2, D1 M5 U2)Knowledge of structures followed by an infinitive (D2 M5 U3 il faut)Knowledge of TRAPS strategies (understanding alternative words) (D2 M3 U3, D2 M4 U5)Understanding surprise questions in the context of a role play (D2 M2 U2, D2 M4 & M5 En focus)
Learning outcomes Pupils read/listen and
understand extracts about what teenagers do to earn money
Pupils recognise ideas expressed in alternative words
Pupils understand and use the structure Pour + infinitive
Pupils write about what they do to earn money
Pupils understand how people spend their pocket money
Pupils complete a role play, including surprise questions on what they do to earn money and how they spend it
Grammarpour + infinitiveModal verbs: pouvoir and devoir
Cultural capital–
Key Language examplesQu’est-ce qu’on peut faire pour gagner de l’argent?Pour gagner de l’argent, …on peut travailler dans le jardin.on peut aider les voisins.on peut nourrir les animaux.[…]
Qu’est-ce que tu dois faire pour gagner de l’argent?Pour gagner de l’argent / mon argent de poche, je dois …
Qu’est-ce que tu achètes avec ton argent?J’achète / Je fais des économies pour acheter …du maquillage / de la musique / des jeux vidéo / des vêtements / …
Je n’achète rien.Je ne fais pas d’économies parce que
Front-of-classp.032 Flashcardsp.033 Class gamep.033 Flashcardsp.033 Grammar video 1p.033 Grammar video 2HomeworkVocabulary
je n’ai pas d’argent.
Week(s) ____
Unité 1, pp. 34–35Qu’est-ce que tu veux faire plus tard?
Talking about what you want to do when you are older
Using vouloir
Builds onUnderstanding of masculine and feminine word endings (D2 M3 PdD, D2 M4 U4)Knowledge of vouloir + infinitive (D2 M2 U2, D1 M5 U2)Knowledge of giving opinions with reasons (c’est + adjective) (D3 M1 U1, D2 M2 PdD)Knowledge of language of agreement/disagreement (D2 M5 U1 & U3)
Learning outcomes Pupils understand and use
words for jobs in the masculine and feminine form correctly
Pupils agree and disagree with each other using adjectives of opinion with c’est …
Pupils understand and use vouloir + infinitive to talk about what they want to do at the age of 16 and beyond
Pupils give more extended reasons for their future aspirations using car and parce que …
GrammarSaying what job a person does: masculine and feminine nounsModal verb: vouloir
Cultural capitalLearning about collège and lycée in France
Key Language examplesQu’est-ce qu’on fait comme métier?(Lisa) est scientifique. Elle travaille dans un labo.(Naël) est instituteur. Il travaille avec des enfants.[…]
Est-ce que tu veux être (pilote)?Je veux être …Je ne veux pas être …instituteur/institutriceingénieur/ingénieureinfirmier/infirmièremusicien/musiciennescientifique / pilote / vétérinaire / …
… car (à mon avis) c’est …intéressant / utile / créatif / varié / fatigant / dangereux.
Je suis d’accord. / Je ne suis pas
Front-of-classp.034 Flashcardsp.034 Grammar quizp.034 Grammar videop.035 Thinking skills worksheetHomeworkListeningReadingPronunciationVocabulary 1Vocabulary 2
d’accord.À mon avis … / Je pense que …
À l’âge de 16 ans, …je veux trouver un petit boulot.je veux aller au lycée.je veux faire un apprentissage.[…]Je dois gagner de l’argent.J’aime aider les autres.J’adore les enfants / les animaux / …
Week(s)____
Unité 2, pp. 36–37Qu’est-ce que tu feras à l’avenir?
Talking about what you will do in the future
Using the future tense
Builds onKnowledge of how to refer to the future (D3 M1 U4, D2 M2 U4 & U5, D2 M3 U2)Knowledge of French phonics (D1 M1 PdD)Knowledge of questions with question words (D2 M3 U1, D2 M4 U5)Knowledge of giving extended answers using connectives (D3 M1 PdD, D2 M3 U5, D1 M1 U3)Knowledge of using a text as a model for your own work (D3 M1 U1, D2 M1 U4, D2 M4 U5, D1 M2 U5, D1 M4 U5)
Learning outcomes Pupils match the French and
English phrases for a range of verbs in the future tense
Pupils listen/read and decode a set of questions in the future tense, paying attention to the
GrammarThe future tense
Cultural capitalLearning a French proverb
Key Language examplesQu’est-ce que tu feras à l’avenir?À l’avenir …
Où est-ce que tu habiteras?J’habiterai en Afrique / à l’étranger.
Qu’est-ce que tu achèteras?J’achèterai une belle maison / …
Où est-ce que tu travailleras?Je travaillerai chez Google / …
Où est-ce que tu iras?J’irai à New York / en Chine.
Qu’est-ce que tu feras?
Front-of-classp.036 Pronunciation quizp.037 Grammar quizp.037 Grammar videop.037 Learning skills worksheetHomeworkListeningReadingVocabulary
question words Pupils use prompts to answer
a set of questions in the future tense, paying attention to the pronunciation of the r sound
Pupils write a set of sentences using connectives et, aussi, ou
Pupils read and understand texts in the future tense recognising the je/il/elle forms
Extension (exs 6–7) Pupils speak at greater length
about what they will do at different times in their life, using the texts from ex. 5 as models and sources of language
Pupils listen, understand and sing along to a song in the future tense
Je ferai du travail bénévole / …
Qu’est-ce que tu auras?J’aurai cinq enfants / …
Comment est-ce que tu seras?Je serai heureux(–euse) / célèbre / …
Qu’est-ce que tu feras d’ici (dix) ans?D’ici (dix) ans, je serai …Je gagnerai beaucoup d’argent.J’aiderai les autres.
Week(s)____
Unité 3, pp. 38–39Retour vers le futur
Talking about what things will be like in the future
Consolidating the future tense
Builds onKnowledge of the future tense (D3 M2 U2)Knowledge of language of agreement/disagreement (D3 M2 U1, D2 M5 U1 & U3)Giving opinions with je trouve (D3 M1 U4, D2 M5 U1)Knowledge of giving opinions with reasons (c’est + adjective) (D3 M1 U1, D3 M2 U1, D2 M2 PdD)Using pour + infinitive (D3 M2 PdD)Using sequencers (D3 M1 U3, D2 M1 U2, D2 M4 U3)
GrammarThe future tense: on …, ce sera, il y aura
Cultural capital–
Key Language examplesÀ l’avenir, le monde sera comment?
On mangera des insectes.On ira en vacances sur la Lune.Il y aura des collèges virtuels pour les enfants.Il y aura un robot dans chaque maison.
Front-of-classp.038 Class gamep.039 Video storyp.039 Video worksheetHomeworkListeningGrammarVocabulary
Learning outcomes Pupils read/listen and
understand phrases in the future tense using on and il y aura and ce sera
Pupils discuss whether they agree or disagree with the statements, and give their opinion on the ideas using ce sera …
Pupils translate sentences in the future into French, understanding that they cannot translate word for word
Extension exs 5–7 Pupils read/listen and
understand extracts on robots of the future
Pupils write a text about two other robots using prompts, including verbs in the future tense, opinions with ce sera, pour + infinitive, sequencers
[…]
Ce sera …(très) différent / passionnant / effrayant / dangereux / utile.
Je suis d’accord.Je ne suis pas d’accord.À mon avis … / Je trouve que … / Je pense que …
(Robo-Boulot-Dodo) …travaillera (au centre sportif / à la maison / …).
Il/Elle sera un robot pour …aider à la maison / travailler dans le jardin / organiser les matchs / …
D’abord / Ensuite / Après, il/elle …rangera la maison.fera la cuisine.ira au supermarché (où il/elle fera les courses).
Week(s)____
Unité 4, pp. 40–41Profil d’un inventeur ou d’une inventrice
Writing about an inventor
Using questions in three different tenses
Builds onKnowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz)Knowledge of three time frames (D3 M1 U4, D2 M3 U5, D2 M4 U5, D2 M5 U5)Knowledge of questions with question words (D3 M2 U2, D2 M3 U1, D2 M4 U5)Knowledge of how to answer questions by lifting information
Grammar–
Cultural capitalLearning about the life and work of Bertin Nahum from Senegal
Key Language examplesQui est (…)?(…) est inventeur/inventrice.Quand est-ce qu’il/elle est arrivé(e) en
Front-of-classp.041 Class gamep.041 Learning skills worksheetHomeworkListeningGrammarTranslation
directly from a text (D2 M2 U3)Knowledge of using a text as a model for your own work (D3 M1 U1, D3 M2 U2, D2 M1 U4, D2 M4 U5, D1 M2 U5, D1 M4 U5)
Learning outcomes Pupils read and translate
questions with question words into English
Pupils answer the questions from a profile, understanding that they can lift the answers straight from the text
Pupils listen and decode questions with question words
Pupils translate a set of questions with question words from English to French, breaking down each question into three parts
Pupils listen/read and understand extended interviews with young inventors
Pupils imagine that they are a young inventor and write an interview for a magazine, using three time frames
France?Il/Elle est né(e) (au Sénégal). Il/Elle a immigré en France quand il/elle (était très jeune).Où est-ce qu’il/elle a étudié?Il/Elle a fait des études (d’ingénieur) à (Lyon).Qu’est-ce qu’il/elle a inventé?Il/Elle a développé (un robot qui travaille dans les hôpitaux).Pourquoi est-ce qu’il/elle a créé (ce robot)?Il/Elle a inventé (ce robot) pour (aider dans les opérations).
Qu’est-ce que tu fais comme métier?Je suis inventeur/inventrice.Où est-ce que tu travailles pour gagner de l’argent?Je dois travailler (dans un restaurant).Avec mon argent, je fais des économies pour acheter (…).Pourquoi est-ce que tu veux être inventeur/inventrice professionnel(le)?Je veux être inventeur/inventrice professionnel(le) car c’est (vraiment créatif) et j’aime (aider les autres).Qu’est-ce que tu as inventé récemment, et quand?(L’année dernière), j’ai inventé (un robot / une appli / un jeu / …).J’ai gagné (un prix).Avec qui est-ce que tu as travaillé sur ton invention?J’ai travaillé (avec … / seul(e) / en équipe).Qu’est-ce que tu inventeras à l’avenir?
J’inventerai (un robot pour aider les personnes handicapées).À mon avis, ce sera (très utile).
Week(s) ___
En focus 1: lire et écouter pp. 44–45: Double page unit with a variety of reading and listening tasks, covering language from the module.
En focus 2: parler et écrire pp. 46–47: Double page unit with a variety of speaking and writing tasks, covering language from the module.
Week(s) ___
Revision and Assessment Bilan and Révisions pp. 42–43 Grammaire pp. 50–51 Vocabulaire pp. 52–53 Assessment Pack End-of-Module 2 tests
Extension En plus pp. 48–49 À toi p. 122
Year_____ Term ____
Dynamo 3 RougeUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 3 Rouge Module 3: Ma vie en musiqueWeek(s) ____
Point de départ, pp. 56–57
Talking about your musical tastes
Using direct object pronouns (le, la, les)
Builds onKnowledge of noun gender and whether singular or plural (D2 M3 PdD, D2 M5 PdD & U1, D1 M1 U2, D1 M4 U3)Giving opinions with je trouve (D3 M1 U4, D3 M2 U3, D2 M5 U1)Knowledge of language of agreement/disagreement (D3 M2 U1 & U3, D2 M5 U1 & U3)Knowledge of adjectival endings (D3 M1 U4, D2 M3 PdD, D2 M4 U4)Knowledge of pronouncing cognates (D2 M2 U2, D2 M5 PdD)Knowledge of describing a photo (D3 M1 U2, D2 M2 U1, D2 M3 U3, D2 M5 U3)
Learning outcomes Pupils listen and understand
statements about a photo, then complete a text about the photo
Pupils listen and finish sentences giving opinions on a piece of music (using trouver)
Pupils understand and start to use direct object pronouns (le/la/les) taking into account whether a noun is masc./fem./sing./plural
Pupils give opinions in
GrammarUsing direct object pronouns (le, la, les)Adjectival agreement
Cultural capitalTalking about favourite music (mentions music by Soprano and Vianney)
Key Language examplesQu’est-ce qu’il y a sur la photo?Sur la photo, il y a un groupe (pop).Dans le groupe, il y a (une fille et deux garçons).À gauche, il y a (une fille avec un micro, qui chante).Elle a (les cheveux noirs et frisés).À droite, il y a (un garçon qui porte un jean bleu et qui joue de la guitare électrique).Derrière lui, au fond, il y a (un garçon qui joue de la batterie. Il porte une casquette).Je pense qu’ils jouent (de la musique pop).
Comment tu trouves le chanteur/la chanteuse?Comment tu trouves la mélodie?Comment tu trouves les paroles?
Front-of-classp.057 Class gamep.057 Reading skills worksheetHomework–
speaking on a piece of music, taking care to pronounce cognates in French, and agreeing/disagreeing with their partner
Pupils listen/read and understand statements from a chat on musical preferences, understanding more extended reasons for these preferences
Pupils carry out a full photo task: describing a photo, saying which instruments they play and which music they like, giving reasons
Je le/la/les trouve …un peu / assez / très / vraiment …intéressant / démodé / original / ennuyeux / bon / bête / émouvant.
Je suis d’accord. / Je ne suis pas d’accord.
Qu’est-ce que tu aimes comme musique?J’aime toutes sortes de musique.J’écoute souvent (du hip-hop).
Week(s) ____
Unité 1, pp. 58–59Tu étais comment?
Describing what you used to be like
Using the imperfect tense
Builds onKnowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz)Knowledge of verbs vocabulary (D1 & D2)Knowledge of personal appearance and clothes (D3 M1 U2 & U4, D1 M2 U2, D1 M4 U1)Knowledge of personality vocabulary (D3 M1 U2, D2 M3 PdD)Knowledge of school vocabulary (D1 M2)Knowledge of food vocabulary (D2 M2 U2 & U3, D1 M4 U3, D1 M5 U3)
Learning outcomes Pupils listen/read and
understand a song with verbs in the imperfect tense – with
GrammarUsing the imperfect tense
Cultural capitalMemories of being teenagers from three real French-speaking artists (Corneille, Amélie Etasse, Raphaël)
Key Language examplesQuand tu étais petit(e), tu étais comment?
Quand j’étais petit(e) …J’avais les cheveux …longs / noirs / roux / frisés.
J’étais … / Je n’étais pas …timide / mignon(ne) / méchant(e) / …
Je portais (des baskets).
Front-of-classp.058 Flashcardsp.058 Grammar quizp.058 Grammar videop.058 Pronunciation quizp.059 Class gameHomeworkListeningGrammarVocabulary
picture supports Pupils pick out and translate
verbs in the imperfect tense Pupils listen and understand
speakers talking about aspects of childhood, using the imperfect tense
Pupils brainstorm and discuss aspects of their childhoods in speaking, using prompts for support
Extension (exs 5–7) Pupils read and understand
texts about performing artists’ childhoods
Pupils translate sentences into French using their knowledge of the imperfect tense and understanding that it doesn’t have to be translated as ‘used to’ in all cases
Pupils write a paragraph about their childhood using the imperfect tense
J’allais (à l’école de mon village).Je jouais (avec mon chien).Je faisais …Je lisais …Je restais (dans ma chambre).J’aimais … / Je n’aimais pas …
Week(s)____
Unité 2, pp. 60–61Ton école primaire était comment?
Comparing your primary and secondary schools
Using the comparative
Builds onKnowledge of school vocabulary (D3 M1 U1, D1 M2)Knowledge of the imperfect tense (D3 M3 U1)Knowledge of questions with question words (D3 M2 U2 & U4, D2 M3 U1, D2 M4 U5)Knowledge of comparatives (D2 M5 U1)Knowledge of TRAPS strategies
GrammarUsing the imperfect tense to describe someone or something in the pastUsing the comparative
Cultural capitalLearning about l’école primaire in France
Key Language examplesTon école primare était comment?
Front-of-classp.061 Class gamep.061 Grammar quizHomeworkListeningReadingGrammarVocabulary
(listening/reading for tenses) (D3 M1 U3, D3 M2 En focus 1, D2 M4 En focus, D2 M5 En focus)
Learning outcomes Pupils listen/read and
understand extracts about primary school, putting a list of questions in order, filling in an information grid and making notes
Pupils conduct a short conversation about their own primary school, using verbs in the imperfect tense
Pupils read and understand chats comparing primary and secondary school, categorising them under headings and finding arguments in favour of primary and secondary
Pupils listen to extracts to spot whether verbs are in the present or imperfect tenses
Pupils write a text about their primary school and compare it to their secondary school
Il y avait combien d’élèves?Ton (institutrice) était comment?Qu’est-ce que tu étudiais?Quelle était ta matière préférée?Pourquoi?Tu était (heureux) à l’école?
Mon école primaire était grande / petite / de taille moyenne.Le bâtiment était moderne / vieux / beau / laid.
Mon instituteur(–trice) était …sévère / gentil(le) / (im)patient(e) / …
J’étudiais l’anglais / les sciences / …
Ma matière préférée, c’était (le français) parce que (j’adorais lire).
Qu’est-ce que tu préfères: l’école primaire ou le collège?Je préfère le collège.Je préférais mon école primaire.
Les activités extrascolaires du collège sont plus amusantes.Mon instituteur était moins sérieux.Les repas de la cantine du collège sont meilleurs.À l’école primaire, les cours étaient moins … que les cours au collège.[…]
Week(s)____
Unité 3, pp. 62–63Autrefois … aujourd’hui …
Builds onKnowledge of the imperfect tense (D3 M3 U1 & U2)
GrammarUsing the present and imperfect tenses together
Front-of-classp.063 Reading skills
Talking about how things have changed
Using the present and imperfect tenses together
Knowledge of language of agreement/disagreement (D3 M2 U1 & U3, D3 M3 PdD, D2 M5 U1 & U3)Knowledge of TRAPS strategies (listening/reading for tenses) (D3 M1 U3, D3 M2 En focus 1, D3 M3 U2, D2 M4 En focus, D2 M5 En focus)Knowledge of TRAPS strategies (listening/reading for the subject) (D2 M4 U2, D2 M5 En focus)Knowledge of the perfect tense (D3 M1 U3, D3 M2 U4, D2 M3 U4, D2 M4 U4)
Learning outcomes Pupils read and understand a
quiz about musical habits in the past verses now, which includes verbs in the imperfect and present tenses
Pupils do the quiz with a partner in spoken form and decide if they agree on the answers, using phrases of agreement/disagreement
Pupils listen and understand a speaker talking about the musical habits of their family
Pupils write a short article about music in the past and present, with support
Extension (exs 6–7) Pupils read and understand a
text about Louis’ grandmother in two time frames (present,
Using the perfect and imperfect tenses together
Cultural capitalThinking about musical habits and technologies in the past
Key Language examplesIl y a (cent) ans, pour écouter de la musique …on achetait des CD / on allait à un concert / on utilisait Spotify.
Il y a (cinquante) ans, écouter de la musique à la radio …était plus populaire qu’aujourd’hui.était moins populaire qu’aujourd’hui.n’était pas possible.
Il y a (soixante) ans, on écoutait souvent …du rap et du hip-hop / la musique des Beatles / de la musique punk.
Pour écouter de la musique aujourd’hui, …on utilise un gramophone / on achète des cassettes audio /on écoute en streaming.
Aujourd’hui, acheter des disques en vinyle …est moins populaire qu’autrefois / est plus populaire qu’autrefois / n’est pas possible.
Aujourd’hui, les jeunes Français
worksheetHomeworkListeningTranslationVocabulary
imperfect/perfect) Pupils create an interview
between Louis and his grandmother, based on the text, using three tenses (present, imperfect, perfect)
écoutent …de la musique classique / la musique d’Édith Piaf / toutes sortes de musique.
Aujourd’hui, c’est très différent! On …
Comment est-ce que tu écoutais de la musique?Comment est-ce que tu écoutes de la musique maintenant?
Week(s)____
Unité 4, pp. 64–65De jeunes réfugiés
Interviewing a young refugee
Asking and answering questions in different tenses
Builds onKnowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz & U1)Knowledge of three time frames (D3 M1 U4, D3 M2 U4, D2 M3 U5, D2 M4 U5, D2 M5 U5)Knowledge of the perfect tense (D3 M1 U3, D3 M2 U4, D3 M3 U3, D2 M3 U4, D2 M4 U4)Knowledge of the imperfect tense (D3 M3 U1, U2 & U3)Knowledge of vouloir + infinitive (D3 M2 U1, D2 M2 U2, D1 M5 U2)Knowledge of questions with question words (D3 M2 U2 & U4, D3 M3 U2, D2 M3 U1, D2 M4 U5)
Learning outcomes Pupils listen/read and
understand a text about a real-life young musician refugee, working out the meaning of key phrases and answering questions on the
GrammarUsing the present, perfect and imperfect tenses together; Using vouloir + infinitive to describe future plans
Cultural capitalMaterial on a real-life refugee (Hekmat) who has moved from Syria to Switzerland (including samples of his music in the Front-of-class product)
Key Language examplesOù est-ce que tu es né(e)?Je suis né(e) au Yémen, mais j’habite maintenant à Montréal, au Canada.
Où est-ce que tu habitais?J’habitais … Maintenant, j’habite …
Pourquoi est-ce que tu as quitté le Yémen / le Soudan?J’ai quitté (le Yémen) à cause de …la guerre / la pauvreté / la famine / …
Quand est-ce que tu as immigré en
Front-of-classp.065 Speaking skills worksheetp.065 Video storyp.065 Video worksheetHomeworkListeningReadingPronunciationVocabulary
text Pupils are able to identify the
tenses used in each paragraph Pupils decode and translate
questions to the musician (from French to English)
Pupils ask and answer the questions from the point of view of the musician
Extension (exs 5–7) Pupils listen and understand
further interviews with refugees
Pupils write an interview with a refugee using three time frames, including present tense, vouloir + infinitive for future plans, perfect tense, imperfect tense
Pupils read and understand an information text on refugees using gapped sentences for support
France / Suisse?Ma mère et moi avons immigré (en France) il y a (quatre ans).
Qu’est-ce que tu fais maintenant?Je vais au collège.Au collège, j’étudie (les sciences).
Qu’est-ce que tu veux faire, à l’avenir?Un jour, je veux être (professeur de musique).À l’avenir, je veux devenir (infirmière ou médecin).
Week(s) ___
En focus 1: lire et écouter pp. 68–69: Double page unit with a variety of reading and listening tasks, covering language from the module.
En focus 2: parler et écrire pp. 70–71: Double page unit with a variety of speaking and writing tasks, covering language from the module.
Week(s) ___
Revision and Assessment Bilan and Révisions pp. 66–67 Grammaire pp. 74–75 Vocabulaire pp. 76–77 Assessment Pack End-of-Module 3 tests
Extension En plus pp. 72–73
À toi p. 123
Year____Term ____
Dynamo 3 RougeUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 3 Rouge Module 4: Le meilleur des mondesWeek(s) ____
Point de départ, pp. 80–81
Talking about food
Describing a photo
Builds onKnowledge of food vocabulary (D3 M3 U1, D2 M2 U2 & U3, D1 M4 U3, D1 M5 U3)Knowledge of the partitive article (D3 M1 U1, D2 M2 U3, D1 M4 U3)Knowledge of countries vocabulary in French (D2 M1, D2 M4 Quiz, D1 M3 Quiz)Knowledge of comparatives (D3 M3 U2, D2 M5 U1)Phrases of opinion (D3 M1 U4, D3 M2 U3, D3 M3 PdD, D2 M5 U1)Knowledge of describing a photo (D3 M1 U2, D3 M3 PdD, D2 M2 U1, D2 M3 U3, D2 M5 U3)Awareness that the present tense has two meanings (D2 M5 U3)Knowledge of using the ils/elles form of verbs (D3 M1 U2, D2 M2 U1, D2 M5 U3, D1 M4 U4, D1 M5 U3)
Learning outcomes Pupils read/listen and
understand extracts on what pupils in different countries eat for lunch at school
Pupils speak in pairs to compare the school meals using comparatives and opinion phrases
Pupils write a short text on the
Grammarplus … que and moins … que
Cultural capitalComparing school meals in different countries in the French-speaking world
Key Language examplesQu’est-ce qu’on mange à la cantine scolaire dans les différents pays du monde?
En France / Au Gabon / Au Brésil, les enfants mangent …
du riz / du poulet / de la salade / de la viande / des haricots / un fruit / …
Ils boivent de l’eau / du lait.
C’est (assez / très) …équilibré / sain / savoureux / varié.
À mon avis / Je trouve que …le repas (français / gabonais / …) est plus / moins … que le repas …
Tu es d’accord?Oui/Non, je (ne) suis (pas) d’accord.
Qu’est-ce qu’il y a sur la photo?
Front-of-classp.080 Flashcardsp.081 Thinking skills worksheetHomeworkVocabulary
school meals including comparatives and opinion phrases
Pupils look at a photo and are able to complete sentences on it using the ils/elles form
Pupils are able to construct new phrases about a photo in the ils/elles form with support
Pupils are able to describe a new photo using the fours Ws to guide them (who/where/what/weather)
Sur la photo, il y a (trois enfants et …).Ils sont (à la plage).Ils portent …Ils ramassent / cherchent des déchets.Il fait (beau) et il y a (du soleil).
Week(s) ____
Unité 1, pp. 82–83Est-ce que tu manges de la viande?
Discussing eating habits
Using a range of negatives
Builds onKnowledge of food vocabulary (D3 M4 PdD, D2 M2 U2 & U3, D1 M4 U3, D1 M5 U3)Knowledge of negatives (D3 M1 U1 & U4, D2 M3 U3, D1 M3 U1)Knowledge of pronouncing cognates (D3 M3 PdD, D2 M2 U2, D2 M5 PdD)Knowledge of language of agreement/disagreement (D3 M2 U1 & U3, D3 M3 PdD & U3, D2 M5 U1 & U3)
Learning outcomes Pupils listen/read and
understand extracts about people’s dietary preferences and habits
Pupils understand sentences containing a variety of negatives
Pupils are able to translate phrases including negatives
GrammarNegatives (ne … pas, ne … jamais, ne … plus, ne … rien)
Cultural capitalDebating vegetarianism
Key Language examplesEst-ce que tu manges de la viande?Je mange …du poisson / de la viande / des fruits de mer / des produits laitiers.Je ne refuse rien!Je ne mange pas / jamais / plus de …produits d’origine animale.
Est-ce que tu es pour ou contre le végétarisme / le véganisme?
L’empreinte carbone de la viande est très grande.Il faut protéger l’environnement.Le régime végétarien est plus sain que
Front-of-classp.082 Class gamep.082 Grammar quizp.082 Pronunciation quizHomeworkListeningReadingVocabulary
from English into French Pupils read/listen and
understand more nuanced reasons for eating/avoiding meat
Pupils listen to spot phrases of discourse, understanding what they mean
Pupils are able to hold a group discussion about the pros and cons of vegetarianism
le régime ordinaire.On doit respecter les animaux.
À mon avis, … / Je pense que …Je suis pour / contre (le végétarisme / le véganisme).
Tu es d’accord?Je (ne) suis (pas) d’accord.Tu as raison! / Tu as tort! / Tu rigoles!
par contre … / cependant …d’un côté … mais d’un autre côté …
Week(s)____
Unité 2, pp. 84–85Action pour la nature!
Talking about animals and the natural world
Using the superlative
Builds onStrategies for decoding texts (D3 M1 U1, D3 M3 En focus 1, D2 M1 U4, D2 M4 U2)Knowledge of adjective endings and word order (D3 M1 U4, D3 M3 PdD, D2 M3 PdD, D2 M4 U4)Knowledge of using il faut + infinitive (D2 M5 U3)Knowledge of language of agreement/disagreement (D3 M2 U1 & U3, D3 M3 PdD & U3, D3 M4 U1, D2 M5 U1 & U3)
Learning outcomes Pupils listen/read and work in
pairs to talk through a general knowledge quiz about animals involving superlatives
Pupils use prompts to form sentences about further animals using superlatives
Pupils read/listen and
GrammarThe superlative
Cultural capitalAnimal factsDiscussing how to protect endangered animals
Key Language examplesLe mammifère le plus dangereux, c’est …La plus grande baleine, c’est …L’animal le plus rapide, c’est …Tu as raison. / Tu as tort.Qu’est-ce qu’il faut faire pour protéger les animaux?Pour protéger les animaux, il faut …ramasser les déchets à la campagne.manger moins de viande.utiliser moins de plastique.[…]
Il ne faut jamais …
Front-of-classp.084 Grammar quizp.085 Translation worksheetHomeworkListeningReadingPronunciationVocabulary
understand extracts about endangered animals and what we must do to protect them, using il faut …
Pupils have a discussion about the most important actions for protecting endangered animals, using superlatives and il faut …
Pupils write a blog about endangered animals with prompts for support, using superlatives and il faut …
acheter de souvenirs d’origine animale.consommer des espèces de poisson menacées.laisser des sacs en plastique sur la plage.
À mon avis … / Je pense que …Tu es d’accord?Non, je ne suis pas d’accord.
Week(s)____
Unité 3, pp. 86–87Mission anti-plastique!
Talking about plastic and the environment
Referring to two different time frames
Builds onKnowledge of the present tense (D3 M1 U1, D2 M2 U1)Knowledge of the perfect tense (D3 M1 U3, D3 M2 U4, D2 M1, D2 M3 U4, D2 M4 U4)Knowledge of the imperfect tense (D3 M3 U1, U2 & U3)Knowledge of questions with question words (D3 M2 U2 & U4, D3 M3 U2 & U4, D2 M3 U1, D2 M4 U5)Knowledge of how to answer questions by lifting information directly from a text (D3 M2 U4, D2 M2 U3)
Learning outcomes Pupils listen/read and
understand extracts in the perfect tense about the life-cycle of a plastic bottle
Pupils are able to identify
GrammarThe perfect tense
Cultural capitalLearning about the life-cycle of a plastic bottleEnvironmental issues where you liveActions to save the environment
Key Language examples(…) était une bouteille en plastique.Elle est née dans une usine.D’abord, elle a voyagé jusqu’au supermarché en camion.Ensuite, elle est rentrée à la maison avec (Luc), un garçon de 14 ans.Le lendemain, (…) est allée au collège avec (Luc).À la récré, elle est entrée dans le bac de recyclage.Puis elle a voyagé en camion jusqu’au centre de recyclage.
Front-of-classp.087 Class gamep.087 Speaking skills worksheetHomeworkListeningReadingGrammarVocabulary
verbs in the perfect tense Pupils are able to decode
questions in French using the question words and find answers to each question in the text
Pupils are able to listen and complete a text with missing verbs in the perfect tense
Pupils listen to extracts and understand what people do to eliminate plastic in different settings (e.g. home or school)
Pupils discuss in pairs what they do to help eliminate plastic, using present tense je and nous forms
Pupils are able to translate a passage into English which uses both the present and the perfect tenses
Extension (exs 7–8) Pupils read short texts about
what people have done and do to eliminate plastic, using present, perfect and imperfect tenses
Pupils write a short text about their efforts to eliminate plastic using present, imperfect and perfect tenses correctly
Elle a retrouvé ses anciennes amies.Finalement, (…) est devenue un ballon de foot … et elle habite maintenant chez (Luc)!
Où …?Comment …?Que …?Qui …?Pourquoi …?
Qu’est-ce que tu fais pour éliminer / réduire le plastique (à la maison / …)?
Je recycle le plastique.Je refuse les sacs en plastique.J’organise des campagnes anti-plastique.J’achète des produits recyclés.J’utilise une bouteille réutilisable / un sac réutilisable.
Normalement, je …La semaine dernière, j'ai organisé …Quand j'étais petit(e), j'utilisais …
Week(s)____
Unité 4, pp. 88–89J’aimerais changer le monde …
Builds onKnowledge of using je voudrais to say what you would like (D2 M2 U2, D2
GrammarThe conditional tense (j’aimerais and je voudrais)
Front-of-classp.088 Grammar video
Talking about what you would like to do
Using the conditional tense (j’aimerais and je voudrais)
M3 U2, D1 M5 U3)Knowledge of using aimer + infinitive
(D3 M1 PdD, D2 M2 PdD)Knowledge of il faut + infinitive (D3 M4 U2, D2 M5 U3)Knowledge of TRAPS strategies (listening/reading for tenses) (D3 M1 U3, D3 M2 En focus 1, D3 M3 U2 & U3, D2 M4 En focus, D2 M5 En focus)
Learning outcomes Pupils listen/read and
understand extracts (including j’aimerais … / je voudrais …) about what people would like to do to help the environment and what they do at the moment
Pupils understand how the conditional with aimer is formed
Pupils are able to understand reasons after car or parce que, including phrases with il faut …
Pupils are able to prepare and deliver a presentation on the environment including what they do already, what they would like to do, and why
Pupils read and understand a longer text about helping the environment, and are able to pick out a variety of key structures (e.g. negatives,
Cultural capital–
Key Language examplesQu’est-ce que tu voudrais faire pour changer le monde?
J’aimerais acheter moins de vêtements.J’aimerais manger moins de viande.Je voudrais consommer plus de produits bio.J’aimerais refuser le plastique à usage unique.Je voudrais faire du travail bénévole.Je voudrais devenir membre d’un groupe écologique.
Qu’est-ce que tu fais pour l’environnement?Qu’est-ce que tu aimerais faire?
J’aimerais … / Je voudrais … parce que …
p.089 Video storyp.089 Video worksheetHomeworkListeningTranslation
superlatives, etc.) Pupils listen to passages and
are able to distinguish which time frame is being referred to by focussing on the verbs
Pupils write a text in three time frames using prompts for support
Week(s) ___
En focus 1: lire et écouter pp. 92–93: Double page unit with a variety of reading and listening tasks, covering language from the module.
En focus 2: parler et écrire pp. 94–95: Double page unit with a variety of speaking and writing tasks, covering language from the module.
Week(s) ___
Revision and Assessment Bilan and Révisions pp. 90–91 Grammaire pp. 98–99 Vocabulaire pp. 100–101 Assessment Pack End-of-Module 4 tests
Extension En plus pp. 96–97 À toi p. 124
Year____Term ____
Dynamo 3 RougeUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 3 Rouge Module 5: Le monde francophone (Grammaire)Week(s) ____
Unité 1, pp. 102–103Quel pays voudrais-tu visiter?
Using a range of articles
Discussing where you would like to go
Builds onKnowledge of destinations in the francophone world (D2 M1–M4 Quiz, D1 M3 Quiz)Knowledge of TRAPS strategies (understanding alternative words) (D3 M2 PdD & En focus 1, D2 M3 U3, D2 M4 U5)Knowledge of food vocabulary (D3 M4 PdD & U1, D2 M2 U2 & U3, D1 M4 U3, D1 M5 U3)Knowledge of articles (à + article) (D3 M1 U1, D2 M5 U2, D1 M3 U1, D1 M5 U1)Knowledge of articles (de + article) (D3 M1 U1, D3 M3 Quiz, D2 M2 U3, D1 M4 U3)Knowledge of opinion verbs with definite articles (D3 M1 PdD, D2 M3 PdD, D1 M1 U3)
Learning outcomes Pupils listen/read and
understand extracts in French about which destinations in the francophone world people would like to visit
Pupils answer questions understanding that they need to use TRAPS strategies (understanding alternative words)
GrammarIndefinite and definite articlesDefinite articles with à and de (partitive articles)
Cultural capitalLearning about different French-speaking countries
Key Language examplesQuel pays francophone voudrais-tu visiter?
Je voudrais / Je veux visiter …le Vietnam / le Sénégal / la Guinée / les Comores / …
parce que j’adore (etc.) …le surf / la plage.la plongée (avec masque et tuba).les fruits de mer.
parce qu’il y a …un musée d’art africain.des temples bouddhistes.
pour faire des promenades.[…]
On va aller au parc national / à la mer / aux grottes / …
Front-of-classp.103 Class gamep.103 Cultural skills worksheetHomeworkListeningGrammarVocabulary
Pupils understand how to use definite and indefinite articles (including countries and after opinion verbs), completing sentences that are dictated
Pupils discuss countries that they would like to visit, using articles correctly
Pupils listen and understand extracts including à + article and the partitive article for food
Pupils are able to write sentences, using partitive articles correctly
Pupils are able to translate a passage into French, showing awareness of how to use a variety of articles correctly
On va manger du poulet / du poisson / du couscous / des glaces / …
C’est une spécialité (canadienne).
Week(s)____
Unité 2, pp. 104–105On va voir des choses extraordinaires!
Using a range of adjectives
Discussing impressive sites and monuments
Builds onKnowledge of monuments and attractions in the francophone world (D2 M4 Quiz, D1 M1 Quiz, D1 M5 U1)Knowledge of adjective endings and word order (D3 M1 U4, D3 M3 PdD, D3 M4 U2, D2 M3 PdD, D2 M4 U4)Knowledge of pronunciation (silent endings) (D2 M1 PdD, D2 M2 PdD, D2 M4 PdD, D2 M5 U2)Knowledge of comparatives (D3 M3 U2, D3 M4 PdD, D2 M5 U1)
Learning outcomes Pupils listen and understand
adjectives associated with each historical site
GrammarAdjectival agreement (adjective after noun)Adjectival agreement (adjective before noun)Comparative adjectives
Cultural capitalLearning about UNESCO
Key Language examplesLa tour Eiffel / Le pont du Gard / …c’est un pont / une montagne / une tour / une île / une église …
Ce sont des arènes …
Front-of-classp.105 Translation worksheetHomeworkListeningTranslationVocabulary
Pupils write a description of an historical site using a variety of adjectives, including correct adjectival agreement
Pupils listen/read and understand extracts about UNESCO sites, including a range of adjectives that come before the noun
Pupils listen to extracts and understand how two different sites/monuments are being compared
Pupils use comparative structures to compare sites/monuments of their choice
intéressant / impressionnant / extraordinaire / unique / célèbre / ennuyeux / nul / mystérieux / …
Je veux visiter …Je voudrais visiter …Je ne veux pas visiter …parce que …
c’est plus / moins … que …
grand / beau / haut / petit / nouveau / vieux / animé / moderne / …
Week(s)____
Unité 3, pp. 106–107Réserver des excursions
Using infinitives in combination with other verbs
Saying what you like and dislike doing
Builds onKnowledge of opinion verbs with infinitives (D3 M1 PdD, D2 M2 PdD, D1 M3 U4 & U5)Knowledge of modal verbs + infinitive (D3 M2 PdD, D2 M2 U2, D2 M4 U1 & U2, D1 M5 U2)Knowledge of il faut + infinitive (D3 M4 U2 & U4, D2 M5 U3)Extending answers using extra ideas (D3 M2 U1, D2 M2 U4)TRAPS strategies (Reflect, don’t rush) (D3 M2 En focus 1, D2 M1 En focus, D2 M4 U5, D2 M5 U3)
Learning outcomes Pupils listen and understand
opinions of different holiday
GrammarUsing the infinitive after opinion verbsUsing the infinitive after modal verbs (pouvoir, vouloir, devoir) and il faut
Cultural capitalInsight into two popular tourist attractions in France: le volcan de Lemptégy and le Château du Val
Key Language examplesTu aimes …?J’adore / Je n’aime pas / Je déteste …
aller …au restaurant / à la plage / …apprendre …à cuisiner des plats différents / …faire …
Front-of-class–HomeworkListeningReadingVocabulary
activities Pupils are able to conduct a
conversation in which they ask and answer questions spontaneously to give their opinion of different holiday activities
Pupils are able to add information to their answers by giving a second opinion on something else
Pupils read and understand sentences, working out who is speaking, identifying infinitives and the reasons why infinitives are needed
Pupils listen/read extracts of conversations in the tourist office, and note down the activities selected
Pupils create a dialogue in the tourist office based on a stimulus and including structures with the infinitive (opinions verbs, pouvoir, vouloir, devoir, il faut)
Pupils are able to translate a passage into French, including structures with infinitives
du surf / une visite guidée / …visiter …un musée / le parc national / …voir …des animaux sauvages / …me bronzer sur la plage.
Je peux vous aider?Je veux faire une excursion demain.Qu’est-ce qu’on peut visiter ici?On peut visiter …Je voudrais …Ça fait (35 euros) pour l’excursion.À quelle heure est-ce que vous voulez partir?On peut partir à …Je veux partir à …Vous devez arriver à …Il faut prendre votre passeport.
Week(s)____
Unité 4, pp. 108–109Projet! Visite à un pays francophone!
Preparing a fact file and an advert on a francophone country
Using a range of structures and verbs
Builds onLearning from D3 M5 U1, U2 & U3Knowledge of vocabulary for geographical features (D2 M4 U1)Knowledge of superlatives (D3 M4 U2)
Learning outcomes Pupils read profiles of / listen
to extracts about different francophone destinations to understand facts about them
Pupils are able to discuss which destinations they would like to visit using a variety of structures/opinions correctly (including superlatives)
Pupils start to research a francophone destination of their choice, with support
Pupils listen/read and understand extracts about what you can do in different francophone destinations, identifying infinitives used with on peut
Pupils research their chosen destination further, using dictionary skills
Pupils are able to write an advertisement for their chosen destination, using a model for support and ideas
GrammarSuperlative adjectives
Cultural capitalLearning about/Research on things to see and do in a variety of French-speaking countries
Key Language examplesLe pays se trouve sur quel continent?C’est en Océanie / Afrique / Asie / …Il est comment, le paysage?Il y a des volcans / plages / récifs de corail / forêts (tropicales) / rivières / …Qu’est-ce qu’on peut visiter ici?On peut visiter …le parc national / les cascades / …
Pour moi (le Laos), …c’est la destination la plus intéressante / romantique / sauvage / mystérieuse.c’est le pays le plus intéressant / romantique / sauvage / mystérieux.
J’adore …la formule 1 / les sites historiques / …Je veux visiter …les églises / les récifs de corail / …Je veux faire …de la plongée / des safaris / …Je veux aller …à la plage / aux cascades / …Je veux voir …des animaux sauvages / …
Front-of-classp.109 Pronunciation quizp.109 Research skills worksheetp.109 Video storyp.109 Video worksheetHomework–
Week(s) Unité 5, pp. 110–111 Builds on Grammar Front-of-class
____ Rencontrer des jeunes francophones
Understanding how to use the present tense
Discussing young French-speakers you would like to meet
Knowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz, U1 & U4)Knowledge of the present tense (D3 M1 U1, D3 M4 U3, D2 M2 U1)Awareness that the present tense has two meanings (D3 M4 PdD, D2 M5 U3)Knowledge of how to answer questions by lifting information directly from a text (D3 M2 U4, D3 M4 U3, D2 M2 U3)
Learning outcomes Pupils listen and understand
statements describing photos using a variety of verbs in the present tense
Pupils are able to use present tense verbs correctly in the third person to describe photos to a partner
Pupils read and understand an interview with a journalist from Gabon, filling in verbs correctly in the present tense
Pupils prepare an interview with another French celebrity, using prompts and verbs in the present tense
Extension (exs 7–8) Pupils read and understand a
text about an emoticon artist from the Ivory Coast, answering questions in French
Pupils translate a paragraph of
Present tense verbs: –er, –ir, –re, irregular, reflexive
Cultural capitalAn introduction to some famous young French-speakers, including Laetitia Ky
Key Language examplesQu’est-ce qu’il y a sur la photo?Sur la photo, il y a un homme / une femme qui …… est acteur/actrice / artiste / auteur / chanteur(–euse) / cuisiner/cuisinière / footballeur / musicien(ne).… a les cheveux noirs / longs / raides.… a l’air content(e) / sérieux(–euse).… fait de la soupe.… porte une chemise / un tee-shirt / …… chante une chanson.… finit une peinture.… joue du piano / de la batterie / …… s’entend bien avec son groupe.
Quelle est votre nationalité?Je suis (gabonais(e) / ivorien(ne) / …).
Qu’est-ce que vous faites comme travail?Je suis footballeur / dessinatrice / …
Je …joue pour l’équipe de (PSG) / marque des buts / m’entraîne beaucoup / poste des images en ligne.
p.110 Class gamep.110 Grammar video 1p.110 Grammar video 2p.110 Grammar video 3HomeworkListeningGrammarVocabulary
the text into English
Week(s)____
Unité 6, pp. 112–113On va jouer au foot!
Understanding how to use the near future and simple future tenses
Discussing plans for the future
Builds onKnowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz, U1 & U4, D3 M5 U5)Knowledge of TRAPS strategies (understanding alternative words) (D3 M2 PdD & En focus 1, D3 M5 U1, D2 M3 U3, D2 M4 U5)Knowledge of the near future tense (D3 M1 U4, D2 M2 U4 & U5, D2 M3 U2, D2 M4 U5, D2 M5 U5)Knowledge of the future tense (D3 M2 U2 & U3)
Learning outcomes Pupils read/listen and
understand extracts in the near future tense about what footballers plan to do after major tournaments
Pupils invent dialogues on behalf of two further footballers from the French-speaking world
Pupils listen/read and understand extracts in the future tense about young sports people’s plans for the future
Pupils speak about their plans for the future, from the point of view of a sports person, in the future tense
Pupils translate a passage into
GrammarThe near future tenseThe simple future tense
Cultural capitalFootballers from francophone countries
Key Language examplesElle va … / Elle ne va pas …… aller à la plage.… faire de la cuisine.… dormir.… faire du sport / jouer au foot.… lire plein de romans.… rester au lit / à la maison.… rendre visite à sa famille.… passer du temps avec des amis.
Qu’est-ce que tu vas faire?Je vais / Nous allons …… fêter notre victoire.… rentrer en France.… partir au / en …… sortir avec mes / nos amis.[…]
La saison prochaine, / Un jour, / …… je gagnerai des médailles / …… je jouerai pour l’équipe nationale.… je participerai aux Jeux Olympiques.… je ferai une formation.… je serai joueur professionnel.… j’irai (à Paris) / à l’étranger).
Front-of-classp.112 Grammar videop.113 Grammar videoHomeworkPronunciationTranslationVocabulary
French and are able to spot when the near future and future tenses are required
Week(s)____
Unité 7, pp. 114–115On a fait le tour du monde!
Understanding how to use the perfect and imperfect tenses
Discussing a past trip round the world
Builds onKnowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz, U1 & U4, D3 M5 U5 & U6)Knowledge of questions with question words (D3 M2 U2 & U4, D3 M3 U2 & U4, D3 M4 U3, D2 M3 U1, D2 M4 U5)Knowledge of the perfect tense (D3 M1 U3, D3 M2 U4, D3 M4 U3, D2 M1, D2 M3 U4, D2 M4 U4)Knowledge of the imperfect tense (D3 M3 U1, U2 & U3, D3 M4 U3)Knowledge of TRAPS strategies (Reflect, don’t rush; Subject) (D3 M2 En focus 1, D3 M5 U3, D2 M4 U2 & U5)Knowledge of expressions of frequency (D2 M3 U3, D2 M5 PdD, D1 M3 U2)
Learning outcomes Pupils listen/read and
understand extracts about Caroline Moireaux’s trip round the world
Pupils can use their knowledge of question formation and question words to ask and answer questions to Caroline in the perfect tense
Pupils listen to and
GrammarThe perfect tenseThe imperfect tense
Cultural capitalReal-life adventurers, including Caroline Moireaux and Xavier Rosset, and their experiences
Key Language examplesOù …?Comment …?Combien …?Que …?Combien de pays est-ce que vous avez visités?
J’ai choisi de faire le tour du monde.J’ai déjà visité (30) pays.Je suis allé(e) (à pied) (jusqu’au Japon).J’ai dû prendre le bateau.J’ai pris beaucoup de photos.J’ai fait des vidéos.Le meilleur moment a été quand …Nous sommes arrivés en …Nous avons vu plein d’animaux.J’ai beaucoup appris sur la culture.Je me suis bien amusé(e)!
Chaque matin, / Le soir, / Souvent, …… je faisais du feu.… je mangeais quelque chose.… je prenais des photos.
Front-of-classp.114 Class gamep.114 Grammar video 1p.114 Grammar video 2p.115 Grammar quizp.115 Grammar videoHomeworkListeningReadingVocabulary
understand interviews with further explorers, using TRAPS to help answer questions correctly
Pupils read/listen and understand accounts of adventures which include the imperfect tense
Pupils are able to spot verbs in the imperfect tense, and understand time expressions associated with the imperfect
Pupils can translate a passage into French which includes both the perfect and imperfect tenses
… j’étais très content(e).[…]
Week(s)____
Unité 8, pp. 116–117Projet! On découvre des artistes francophones
Writing an article about a francophone artist, musician, writer or sportsperson
Understanding how to ask and answer questions in a range of tenses
Builds onResearch skills (D3 M5 U4)Knowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz, U1 & U4, D3 M5 U5, U6 & U7)Knowledge of mixed tenses (D3 M5 U5, U6 & U7)Knowledge of questions with question words (D3 M2 U2 & U4, D3 M3 U2 & U4, D3 M4 U3, D3 M5 U7, D2 M3 U1, D2 M4 U5)
Learning outcomes Pupils can read, understand
and match pairs of questions (with question words) and answers about Angèle Van Laeken
GrammarUnderstanding and using mixed tenses: present tense, perfect tense, imperfect tense, near future tense, future tense
Cultural capitalPopular French-speaking artists today: Angèle van Laeken (singer), Antoine Olivier Pilon (actor), ‘Magic System’ (band)
Key Language examplesOù et quand est-il/elle né(e)?Il/Elle est né(e) … à …
Quelle est sa nationalité?Il/Elle est de nationalité …
Quelle est sa profession?
Front-of-classp.117 Speaking skills worksheetHomework–
Pupils are able to identify five different tenses in the text about Angèle
Pupils listen and understand a passage about Antoine Olivier Pilon, filling in gaps in a summary in French
Pupils are able to make notes about Antoine Olivier Pilon, and then create an interview with him, using mixed tenses
Pupils read and understand a text about ‘Magic System’ from the Ivory Coast, which includes mixed tenses
With support, pupils research and create a presentation about another artist using mixed tenses correctly
Il/Elle est (acteur/actrice).
Qu’est-ce qu’il/elle faisait quand il/elle était plus jeune?Il/Elle allait à une école de jazz / jouait dans une série/un groupe.
Quel a été son premier succès?Son premier succès a été …
Qu’est-ce qu’il/elle a fait plus récemment?Il/Elle a gagné un / plusieurs prix.
Quels sont ses projets d’avenir?L’année prochaine, il/elle va …… continuer sa tournée en France.… sortir son prochain album.… jouer dans un nouveau film.À l’avenir, il/elle …… travaillera avec des organisations caritatives.… fera le tour du monde.
Week(s) ___
Revision and Assessment Vocabulaire pp. 118–120 Les verbes pp. 125–130 Assessment Pack End-of-Module 5 and End-of-Year tests