Métro 2 Rouge Teacher’s Guide Replacement pages
Covering the Programmes of Study
1.
Key concepts
There are a number of key concepts outlined in the QCA Programmes of Study, which underpin the study of languages.
Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.
These are addressed in all modules of Métro 2 Rouge, so are not included in the tables below, but are listed here for
reference.
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
The table below indicates where in Métro2 Rouge,
pupils have the opportunity to progress in the Key
processes, Range and content, and Curriculum
opportunities prescribed in the QCA Programmes of
Study. For each area we have indicated where these
appear in the core units of the Pupil’s Book. There are
further opportunities both in the Pupil’s Book and the
supplementary components. More detail is provided in
the grids at the beginning of each module in this
Teacher’s Guide.
2.
Key processes
These are the essential skills and processes in languages that pupils need to learn to make progress.
2.1 Developing language-learning strategies – pupils should be able to:
a
b
c
d
e
identify patterns in the target language
develop techniques for memorising words, phrases
and spellings
use their knowledge of English or another
language when learning the target language
use previous knowledge, context and other clues
to work out the meaning of what they hear or read
use reference materials such as dictionaries
appropriately and effectively
Mod. 1 Unit 2, Mod. 2 Unit 1, Mod. 3 Unit 4
Mod. 2 Units 1, 2 & 5, Mod. 4 Unit 1
Mod. 2 Unit 1, Mod. 3 Unit 5, Mod. 5 Unit 3, Mod. 6 Unit 2
Mod. 2 Units 4 & 5, Mod. 3 Unit 2, Mod. 4 Unit 4, Mod. 5
Unit 5
Mod. 1 Unit 4, Mod. 3 Unit 4, Mod. 4 Unit 5
2.2 Developing language skills – pupils should be able to:
a
b
c
d
e
f
g
h
listen for gist or detail
skim and scan written texts for the main points or
details
respond appropriately to spoken and written
language
use correct pronunciation and intonation
ask and answer questions
initiate and sustain conversations
write clearly and coherently, including an
appropriate level of detail
redraft their writing to improve accuracy and
quality
Mod. 1 Unit 5, Mod. 3 Units 1 & 3, Mod. 4 Unit 4
Mod. 3 Units 2 & 3, Mod. 4 Unit 5, Mod. 6 Unit 4
Mod. 3 Unit 5, Mod. 4 Unit 4, Mod. 6 Unit 4
Mod. 1 Unit 4, Mod. 3 Unit 4, Mod. 4 Units 1 & 2
Mod. 1 Units 3 & 5, Mod. 3 Unit 1
Mod. 1 Units 1 & 4, Mod. 2 Unit 5, Mod. 4 Unit 4
Mod. 4 Unit 5, Mod. 5 Unit 5, Mod. 6 Unit 5
Mod. 4 Unit 5, Mod. 5 Unit 2, Mod. 6 Unit 4
Métro 2 Rouge Teacher’s Guide Replacement pages
i
j
k
re-use language that they have heard or read in
their own speaking and writing
adapt language they already know in new contexts
for different purposes
deal with unfamiliar language, unexpected
responses and unpredictable situations
Á toi sections of all modules
Mod. 2 Units 4 & 5, Mod. 3 Unit 2, Mod. 4 Unit 4, Mod. 5
Unit 5
Mod. 3 Unit 4, Mod. 4 Unit 3, Mod. 5 Units 3 & 4
3.
Range and content
This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key
processes. The study of languages should include:
a
b
c
d
e
f
the spoken and written form of the target language
the interrelationship between sounds and writing
in the target language
the grammar of the target language and how to
apply it
a range of vocabulary and structures
learning about different countries and cultures
comparing pupils’ own experiences and
perspectives with those of people in countries and
communities where the target language is spoken
All modules
Mod. 1 Unit 1, Mod. 2 Unit 2, Mod. 4 Unit 5
Mod. 1 Units 3 & 5, Mod. 2 Unit 1, Mod. 3 Unit 1, Mod. 5
Unit 1
Mod. 4 Unit 3, Mod. 5 Unit 5, Mod. 6 Unit 5
Mod. 4 Unit 5, Mod. 5 Unit 3, Mod. 6 Unit 2 & En Plus
Mod. 2 Units 2 & 3, Mod. 4 Unit 1, Mod. 6 Unit 1
4.
Curriculum opportunities
During the key stage pupils should be 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 should provide opportunities
for pupils to:
a
b
c
d
e
f
g
hear, speak, read and write in the target
language regularly and frequently within the
classroom and beyond
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
use an increasing range of more complex
language
make links with English at word, sentence
and text level
use a range of resources, including ICT, for
accessing and communicating information
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 in connection with
topics and issues that are engaging and may
be related to other areas of the curriculum
Mod. 1 Unit 2, Mod. 3 Unit 4, Mod. 5 Unit 4
Mod. 1 Unit 2, Mod. 2 Unit 4, Mod. 4 Unit 3, Mod. 6 Units 1 & 3
Mod. 2 Unit 4, Mod. 4 Unit 2, Mod. 6 Units 2 & 4
Mod. 1 Units 2 & 3, Mod. 3 Unit 3, Mod. 5 Unit 3
Mod. 5 Units 1 & 5, Mod. 6 Units 3 & 5
Mod. 2 Unit 3, Mod. 3 Unit 3, Mod. 5 Unit 2, Mod. 6 Units 2 & 4
Mod. 1 Unit 1, Mod. 2 Unit 5, Mod. 3 units 1 & 5, Mod. 4 Unit
1, Mod. 5 Units 1 & 4
Métro 2 Rouge Teacher’s Guide Replacement pages
Module 1: Salut! (Pupil’s Book pages 6-23)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1 Je me
présente
(pp. 6-7)
Unchanged – please
refer to original edition
2.2a listen for gist/detail
2.2b skim and scan
2.2f initiate/sustain conversations
2.2j adapt previously learned
language
3b sounds and writing
2.1a identify patterns
2.1b memorising
2.2a listen for gist/detail
2.2j reuse language they have met
3c apply grammar
4a use language within the
classroom etc.
4b communicate in pairs etc.
4d make links with English
2.2a listen for gist/detail
2.2e ask and answer questions
3c apply grammar
3f compare experiences
4d make links with English
2.1d previous knowledge
2.1e use reference materials
2.2d pronunciation and intonation
2.2f initiate/sustain conversations
3c apply grammar
3d use a range of vocab/structures
2.2a listen for gist/detail
2.2b skim and scan
2.2c respond appropriately
2.2e ask and answer questions
2.2g write clearly and coherently
3c apply grammar
4b communicate in pairs etc.
2.2a listen for gist/detail
2.2b skim and scan
3a spoken and written language
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. Qu’est-ce
que tu as fait
hier?
(pp. 8-9)
3. Samedi
(pp. 10-11)
4. La semaine
de Pascal
(pp. 12-13)
5. Un jour de
congé
(pp.14-15)
Bilan et
Contrôle
révision
(pp. 16-17)
En Plus : Quiz
(pp. 18-20)
Chanson
(p. 21)
À toi
(pp. 114-115)
2.1d work out meaning
2.2a listen for gist/detail
2.2b skim and scan
2.2h redraft to improve writing
2.2k deal with unfamiliar language
3e different countries/cultures
4d make links with English
3b sounds and writing
4f language for interest/enjoyment
2.1c knowledge of language
2.2b skim and scan
2.2g write clearly and coherently
2.2i reuse language they have met
3e different countries/cultures
Métro 2 Rouge Teacher’s Guide Replacement pages
Module 2: Ma vie (Pupil’s book pages 24-41)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Le matin
(pp. 24-25)
Unchanged – please
refer to original edition
2.1a identify patterns
2.1b memorising
2.1c knowledge of language
2.2a listen for gist/detail
2.2c respond appropriately
3a spoken and written language
2.1a identify patterns
2.1b memorising
2.2a listen for gist/detail
2.2b skim and scan
3b sounds and writing
3f compare experiences
4b communicate in pairs etc.
4e use a range of resources
2.2a listen for gist/detail
2.2e ask and answer questions
2.2i reuse language they have met
3f compare experiences
4f language for interest/enjoyment
2.1a identify patterns
2.1d work out meaning
2.2a listen for gist/detail
2.2f initiate/sustain conversations
2.2j adapt previously learned
language
4b communicate in pairs etc.
4c use more complex language
2.1b memorising
2.1d work out meaning
2.2a listen for gist/detail
2.2e ask and answer questions
2.2f initiate/sustain conversations
2.2j adapt previously learned
language
4g use TL in engaging topics
2.2a listen for gist/detail
2.2b skim and scan
2.2c respond appropriately
2.2g write clearly and coherently
3c apply grammar
4b communicate in pairs etc.
2.1d work out meaning
2.1e use reference materials
2.2a listen for gist/detail
2.2b skim and scan
2.2e ask and answer questions
2.2f initiate/sustain conversations
2.2h redraft to improve writing
2.2k deal with unfamiliar language
3e different countries/cultures
3b sounds and writing
4f language for interest/enjoyment
2.2b skim and scan
2.2i reuse language they have met
3f compare experiences
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. Se lever et
se coucher
(pp. 26-27)
3. Les clubs
(pp.28-29)
4. Qu’est-ce
qu’on pourrait
faire ce soir?
(pp. 30-31)
5. Ce soir…
(pp. 32-33)
Bilan et
Contrôle
révision
(pp. 34-35)
En plus :
Au cinéma
(pp. 36-38)
Chanson
(p. 39)
À toi
(pp. 116-117)
Métro 2 Rouge Teacher’s Guide Replacement pages
Module 3: Famille et copains (Pupil’s Book pages 42-59)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Ma famille
(pp. 42-43)
Unchanged – please
refer to original edition
2.1a identify patterns
2.2a listen for gist/detail
2.2b skim and scan
2.2e ask and answer questions
2.2i reuse language they have met
3c apply grammar
3d use a range of vocab/structures
4g language for a range of purposes
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. Mes
copains
(pp. 44-45)
3. Les choses
que j’aime
(pp. 46-47)
4. Le corps
(pp. 48-49)
5. J’ai mal
(pp. 50-51)
Bilan et
Contrôle
révision
(pp. 52-53)
En plus :
Frères et
sœurs –
l’amour et la
guerre
(pp. 54-56)
2.1d work out meaning
2.2a listen for gist/detail
2.2b skim and scan
2.2e ask and answer questions
2.2g write clearly and coherently
2.2j adapt previously learned
language
3c apply grammar
3f compare experiences
4a use language within the
classroom
2.1d work out meaning
2.2a listen for gist/detail
2.2b skim and scan
2.2e ask and answer questions
3f compare experiences
4d make links with English
4f language for interest/enjoyment
2.1a identify patterns
2.1e use reference materials
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2g write clearly and coherently
2.2k deal with unfamiliar language
4a use language within the
classroom
4e use a range of resources
4f language for interest/enjoyment
2.1c knowledge of language
2.2a listen for gist/detail
2.2c respond appropriately
3a spoken and written language
3c apply grammar
4a use language within the
classroom
4g use TL in engaging topics
2.2a listen for gist/detail
2.2g write clearly and coherently
2.2j adapt previously learned
language
3a spoken and written language
2.1c knowledge of language
2.1d work out meaning
2.1e use reference materials
2.2a listen for gist/detail
2.2b skim and scan
4b communicate in pairs etc.
Métro 2 Rouge Teacher’s Guide Replacement pages
Chanson
(p. 57)
À toi
(pp. 118-119)
3b sounds and writing
4f language for interest/enjoyment
2.2b skim and scan
2.2g write clearly and coherently
2.2i reuse language they have met
Métro 2 Rouge Teacher’s Guide Replacement pages
Module 4: Á table (Pupil’s Book pages 60-77)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Je déjeune
(pp. 60-61)
Unchanged – please
refer to original edition
2.1b memorising
2.1d work out meaning
2.1e use reference materials
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2g write clearly and coherently
3f compare experiences
4g use TL in engaging topics
2.1d work out meaning
2.2a listen for gist/detail
2.2d pronunciation and intonation
3c apply grammar
4a use language within the
classroom
4c use more complex language
4d make links with English
2.2a listen for gist/detail
2.2f initiate/sustain conversations
2.2j adapt previously-learned
language
2.2k deal with unfamiliar language
3d use a range of vocab/structures
4b communicate in pairs etc.
2.1d work out meaning
2.2a listen for gist/detail
2.2c respond appropriately
2.2f initiate/sustain conversations
2.2j adapt previously learned
language
3a spoken and written language
4a use language within the
classroom
4e use a range of resources
2.1e use reference materials
2.2b skim and scan
2.2g write clearly and coherently
2.2h redraft to improve writing
2.2k deal with unfamiliar language
3b sounds and writing
3c apply grammar
3e different countries/cultures
2.2a listen for gist/detail
2.2b skim and scan
2.2c respond appropriately
2.2g write clearly and coherently
2.1c knowledge of language
2.2a listen for gist/detail
2.2b skim and scan
2.2e ask and answer questions
3e different countries/cultures
4a use language within the
classroom
3b sounds and writing
4f language for interest/enjoyment
2.2b skim and scan
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. On fait les
courses
(pp. 62-63)
3. Combien ?
(pp. 64-65)
4. Le snack
(pp. 66-67)
5. Je suis
boulanger
(pp. 68-69)
Bilan et
Contrôle
révision
(pp. 70-71)
En plus :
Aimez-vous
manger des
cuisines
d’ailleurs ?
(pp. 72-74)
Chanson
(p. 75)
À toi
Métro 2 Rouge Teacher’s Guide Replacement pages
(pp. 120-121)
2.2g write clearly and coherently
2.2i reuse language they have met
2.2k deal with unfamiliar language
4e use a range of resources
4g use TL in engaging topics
Métro 2 Rouge Teacher’s Guide Replacement pages
Module 5: Une semaine à Paris (Pupil’s Book pages 78-95)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. L’invitation
(pp. 78-79)
Unchanged – please
refer to original edition
2.1a identify patterns
2.2a listen for gist/detail
2.2e ask and answer questions
2.2i reuse language they have met
3c apply grammar
4e use a range of resources
4g language for a range of purposes
2.1d work out meaning
2.2a listen for gist/detail
2.2b skim and scan
2.2e ask and answer questions
2.2h redraft to improve writing
3c apply grammar
3e different countries/cultures
4f language for interest/enjoyment
2.1c knowledge of language
2.2k deal with unfamiliar language
3a spoken and written language
3e different countries/cultures
4d make links with English
2.2g write clearly and coherently
2.2k deal with unfamiliar language
3a spoken and written language
3e different countries/cultures
4a use language within the
classroom
4b communicate in pairs etc.
4d make links with English
4g language for a range of purposes
2.1d work out meaning
2.2g write clearly and coherently
2.2j adapt previously learned
language
3c apply grammar
3d use a range of vocab/structures
4c use more complex language
4e use a range of resources
2.2a listen for gist/detail
2.2b skim and scan
2.2g write clearly and coherently
3a spoken and written language
2.2a listen for gist/detail
2.2b skim and scan
2.2d pronunciation and intonation
2.2g write clearly and coherently
3a spoken and written language
3e different countries/cultures
4c use more complex language
4g use TL in engaging topics
3b sounds and writing
4f language for interest/enjoyment
2.2b skim and scan
2.2i reuse language they have met
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. On va à
Paris
(pp. 80-81)
3. Á Paris
(pp. 82-83)
4. Prenez le
métro
(pp. 84-85)
5. Le journal
de Daniel et
Eleanor
(pp. 86-87)
Bilan et
Contrôle
révision
(pp. 88-89)
En plus :
J’habite à
Paris
(pp. 90-92)
Chanson
(p. 93)
À toi
(pp. 122-123)
Métro 2 Rouge Teacher’s Guide Replacement pages
Module 6: Á nous la France! (Pupil’s Book pages 96-113)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Je voudrais
faire….
(pp. 96-97)
Unchanged – please
refer to original edition
2.1a identify patterns
2.1d work out meaning
2.2a listen for gist/detail
2.2f initiate/sustain conversations
2.2g write clearly and coherently
3f compare experiences
4b communicate in pairs etc.
4e use a range of resources
4f language for interest/enjoyment
2.1c knowledge of language
2.1e use reference materials
2.2g write clearly and coherently
3a spoken and written language
3e different countries/cultures
4c use more complex language
4e use a range of resources
4g use TL in engaging topics
2.2a listen for gist/detail
2.2c respond appropriately
2.2g write clearly and coherently
4b communicate in pairs etc.
4e use a range of resources
4g use TL in engaging topics
2.1c knowledge of language
2.2a listen for gist/detail
2.2b skim and scan
2.2c respond appropriately
2.2h redraft to improve writing
3a spoken and written language
3c apply grammar
4c use more complex language
4f language for interest/enjoyment
2.1d work out meaning
2.2b skim and scan
2.2c respond appropriately
2.2g write clearly and coherently
2.2j adapt previously learned
language
3d use a range of vocab/structures
4c use more complex language
4e use a range of resources
2.2a listen for gist/detail
2.2b skim and scan
2.2e ask and answer questions
2.2g write clearly and coherently
2.2j adapt previously learned
language
4c use more complex language
2.2j adapt previously learned
language
3a spoken and written language
3e different countries/cultures
4a use language within the
classroom
2.2i reuse language they have met
3b sounds and writing
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. Choisis une
auberge de
jeunesse
(pp. 98-99)
3. Faire une
réservation
(pp. 100-101)
4. Les
instructions
(pp. 102-103)
5. J’ai fait un
stage
(pp. 104-105)
Bilan et
Contrôle
révision
(pp. 106-107)
En plus :
Tour de
France
(pp. 108-110)
Chanson
(p. 111)
Métro 2 Rouge Teacher’s Guide Replacement pages
À toi
(pp. 124-125)
4f language for interest/enjoyment
2.1c knowledge of language
2.2b skim and scan
2.2g write clearly and coherently
2.2i reuse language they have met
4c use more complex language
4g use TL in engaging topics