Métro 2 Vert 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 Vert, 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 Métro 2 Vert,
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 4, Mod. 2 Unit 3, Mod. 4 Unit 4
Mod. 1 Units 1 & 2, Mod. 4 Unit 2, Mod. 6 En plus
Mod. 2 Units 1 & 5, Mod. 5 Unit 1, Mod. 3 Unit 4
Mod. 2 Unit 3, Mod. 5 Unit 5, Mod. 6 Unit2
Mod. 3 Unit 3, Mod. 5 Unit 1, Mod. 2 Unit 2
2.2 Developing language skills – pupils should be able to:
a
listen for gist or detail
b
skim and scan written texts for the main points or
details
respond appropriately to spoken and written
language
use correct pronunciation and intonation
c
d
e
f
g
ask and answer questions
initiate and sustain conversations
write clearly and coherently, including an
appropriate level of detail
Mod. 1 Unit 4, Mod. 2 Units 1 & 5, Mod. 4 Unit 4, Mod. 5
Unit 2
Mod. 5 En plus, Mod. 6 Unit 5 & Á toi,
Mod. 2 Unit 2, Mod. 3 Unit 3, Mod. 4 Unit 5, Mod. 5 Unit1,
Mod. 6 Unit 1
Mod. 1 Unit 2, Mod. 3 Unit 2, Mod. 4 Units 2, 3 & 4, Mod.
5 Unit 3
Mod. 1 Unit 1, Mod. 2 Unit 2, Mod. 3 Unit 1, Mod. 4 Unit 2
Mod. 2 Units 4 & 5, Mod. 4 Unit 3, Mod. 6 Unit 3
Mod. 2 Unit 3, Mod. 3 Units 3 & 4, Mod. 5 Unit 1, Mod. 6
Unit 4
Métro 2 Vert Teacher’s Guide Replacement pages
h
i
j
k
redraft their writing to improve accuracy and
quality
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
Mod. 3 Unit 4, Mod. 6 Units 2 & 4
Á toi sections of all modules
Mod. 2 Unit 3, Mod. 5 Unit 5, Mod. 6 Unit 2
Mod. 2 Unit 4, Mod. 3 Unit 4, Mod. 4 Unit 2
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. 4 Unit 3, Mod. 3 Unit 2, all chansons
Mod. 1 Unit 4, Mod. 2 Unit 3, Mod. 5 Unit 5
Mod. 1 Unit 5, Mod. 2 En plus, Mod. 3 En plus, Mod. 6 Unit
4
Mod. 2 Unit 3, Mod. 5 Units 3 & 4, Mod. 6 Unit 1
Mod. 1 Unit 4, Mod. 2 Unit 3, Mod. 4 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. 3 Unit 4, Mod. 4 Units 1 & 2
Mod. 2 Unit 2, Mod. 3 Unit 5, Mod. 5 Unit 2
Mod. 2 Unit 4, Mod. 3 Unit 4, Mod. 4 Unit 2, Mod. 5 Unit 1,
Mod. 6 Unit 2
Mod. 1 Unit 2, Mod. 3 Unit 4, Mod. 4 Unit 2
Mod. 2 Unit 2, Mod. 3 Unit 5, Mod. 6 Units 1 & 2
Mod. 1 Unit 5, Mod. 2 Unit 4, Mod. 4 Unit 3, Mod. 5 Unit 3,
Mod. 6 Unit 4
Mod. 1 Unit 5, Mod. 4 Unit 3, Mod. 5 Unit 4, Mod. 6 Units 3 & 5
Métro 2 Vert Teacher’s Guide Replacement pages
Module 1: Salut! (Pupil’s Book pages 6-25)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1 Je me
présente…
(pp. 6-7)
Unchanged – please
refer to original edition
2.1b memorising
2.2a listen for gist/detail
2.2c respond appropriately
2.2e ask and answer questions
3b sounds and writing
3e different countries/cultures
4b communicate in pairs etc.
4g use TL in engaging topics
2.1a identify patterns
2.1b memorising
2.1e use reference materials
2.2d pronunciation and intonation
4a use language within the
classroom etc.
4b communicate in pairs etc.
4d make links with English
2.2a listen for gist/detail
2.2b skim and scan
2.2e ask and answer questions
2.2g write clearly and coherently
3b sounds and writing
4d make links with English
2.1a identify patterns
2.1d previous knowledge
2.2a listen for gist/detail
2.2j adapt previously learned
language
3c apply grammar
3f compare experiences
4b communicate in pairs etc.
2.1d work out meaning
2.2a listen for gist/detail
2.2e ask and answer questions
2.2i reuse language they have met
2.2k deal with unfamiliar language
3d use a range of vocab/structures
4g use TL in engaging topics
2.2a listen for gist/detail
2.2e ask and answer questions
2.2i reuse language they have met
3c apply grammar
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. Quentin et
Murielle
(pp. 8-9)
3. Que font-ils
après le
collège ?
(pp. 10-11)
4. La semaine
de Pascal
(pp. 12-13)
5. Un jour de
congé
(pp. 14-15)
Bilan et
grammaire
(pp. 16-18)
Contrôle
révision
(p. 19)
En plus :
Lettre de
Françoise
(pp. 20-22)
2.2b skim and scan
2.2e ask and answer questions
2.2g write clearly and coherently
3a spoken and written language
3c apply grammar
4g use TL in engaging topics
Chanson
(p. 23)
Á toi
(pp. 126-127)
3b sounds and writing
4f language for interest/enjoyment
2.2b skim and scan
2.2i reuse language they have met
Métro 2 Vert Teacher’s Guide Replacement pages
Module 2: Ma vie : (Pupil’s book pages 26-45)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Le matin
(pp. 26-27)
Unchanged – please
refer to original edition
2.1c knowledge of language
2.1d work out meaning
2.2a listen for gist/detail
2.2e ask and answer questions
2.2g write clearly and coherently
2.1e use reference materials
2.2c respond appropriately
2.2e ask and answer questions
2.2f initiate/sustain conversations
3a spoken and written language
3d use a range of vocab/structures
3g language for a range of purposes
4b communicate in pairs etc.
4e use a range of resources
2.1a identify patterns
2.1d work out meaning
2.2g write clearly and coherently
2.2j adapt previously learned
language
3a spoken and written language
3c apply grammar
3e different countries/cultures
3f compare experiences
2.2a listen for gist/detail
2.2f initiate/sustain conversations
2.2k deal with unfamiliar language
3a spoken and written language
4b communicate in pairs etc.
4c use more complex language
4f language for interest/enjoyment
2.1c knowledge of language
2.1d work out , meaning
2.2a listen for gist/detail
2.2c respond appropriately
2.2f initiate/sustain conversations
3c apply grammar
4b communicate in pairs etc.
4d make links with English
2.1a identify patterns
2.1e use reference materials
3c apply grammar
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. Se lever et
se coucher
(pp. 28-29)
3. Les clubs
(pp.30-31)
4. Qu’est-ce
qu’on pourrait
faire ce soir ?
(pp. 32-33)
5. Ce soir…
(pp. 34-35)
Bilan et
Grammaire
(pp. 36-37)
Contrôle
révision
(p. 39)
En Plus :
Copaincopine
(pp. 40-42)
Chanson
(p. 43)
2.2c respond appropriately
2.2b skim and scan
2.2g write clearly and coherently
3d use a range of vocab/structures
3f compare experiences
4f language for interest/enjoyment
4g use TL in engaging topics
2.2a listen for gist/detail
2.2j adapt previously learned
language
3a spoken and written language
3b sounds and writing
Métro 2 Vert Teacher’s Guide Replacement pages
À toi
(pp. 128-129)
4f language for interest/enjoyment
2.2b skim and scan
2.2e ask and answer questions
2.2i reuse language they have met
Métro 2 Vert Teacher’s Guide Replacement pages
Module 3: Chez moi (Pupil’s Book pages 44-61)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Ma famille
(pp. 46-47)
Unchanged – please
refer to original edition
2.2a listen for gist/detail
2.2e ask and answer questions
2.2i reuse language they have met
3c apply grammar
2.2a listen for gist/detail
2.2d pronunciation and intonation
3b sounds and writing
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
2.2c respond appropriately
2.2g write clearly and coherently
3a spoken and written language
3d use a range of vocab/structures
2.1c knowledge of language
2.1d work out meaning
2.1e use reference materials
2.2g write clearly and coherently
2.2k adapt previously learned
language
3d use a range of vocab/structures
4a use language within the
classroom
4c use more complex language
4d make links with English
4g use TL in engaging topics
2.2a listen for gist/detail
2.2f initiate/sustain conversations
3a spoken and written language
4b communicate in pairs etc.
4e use a range of resources
2.1a identify patterns
2.2a listen for gist/detail
3c apply grammar
Unchanged- please refer to
original edition
Unchanged –
please refer to
original edition
2. Je mesure
(pp. 48-49)
3. La tête
(pp. 50-51)
4.Le corps
(pp. 52-53)
5. J’ai mal
(pp. 54-55)
Bilan et
Grammaire
(pp. 56-58)
Contrôle
révision
(p. 59)
En Plus :
Jeu Xplode
(pp. 60-62)
Chanson
(p. 63)
Á toi
(pp. 130-131)
2.1c knowledge of language
2.1e use reference materials
2.2a listen for gist/detail
3a spoken and written language
3b sounds and writing
3d use a range of vocab/structures
3e different countries/cultures
4c use more complex language
4d make links with English
4f language for interest/enjoyment
3b sounds and writing
4f language for interest/enjoyment
2.2g write clearly and coherently
2.2i reuse language they have met
3c apply grammar
4c use more complex language
Métro 2 Vert Teacher’s Guide Replacement pages
Module 4: Á table (Pupil’s Book pages 66-85)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Le petit
déjeuner
(pp. 66-67)
Unchanged – please
refer to original edition
2.1c knowledge of language
2.2a listen for gist/detail
2.2e ask and answer questions
3c apply grammar
3f compare experiences
4a use language within the
classroom
2.1b memorising
2.1d work out meaning
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2k deal with unfamiliar language
3c apply grammar
3d use a range of vocab/structures
4a use language within the
classroom
4b communicate in pairs etc.
4c use more complex language
4d make links with English
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2f initiate/sustain conversations
2.2h redraft to improve writing
3b sounds and writing
4b communicate in pairs etc.
4g use TL in engaging topics
2.1a identify patterns
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2f initiate/sustain conversations
3e different countries/cultures
2.2a listen for gist/detail
2.2c respond appropriately
2.2f initiate/sustain conversations
3a spoken and written language
3e different countries/cultures
4f language for interest/enjoyment
2.1a identify patterns
2.2a listen for gist/detail
2.2b skim and scan
2.2e ask and answer questions
3c apply grammar
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. Le déjeuner
(pp. 68-69)
3. On fait les
courses
(pp. 70-71)
4. Les
magasins
(pp. 72-73)
5. Le snack
(pp. 74-75)
Bilan et
Grammaire
(pp. 76-78)
Contrôle
révision
(p. 79)
En Plus :
Les
spécialités
françaises
(pp. 80-82)
Chanson
( pp. 132-133)
Á toi
( pp. 132-133)
2.1b memorising
2.2a listen for gist/detail
2.2b skim and scan
2.2k deal with unfamiliar language
3e different countries/cultures
3f compare experiences
4b communicate in pairs etc.
4g use TL in engaging topics
3b sounds and writing
4f language for interest/enjoyment
2.1e use reference materials
2.2i reuse language they have met
Métro 2 Vert Teacher’s Guide Replacement pages
Module 5: Une semaine à Paris (Pupil’s Book pages 86-105)
Unit
Main topics and
objectives
PoS
1. L’invitation
(pp. 86-87)
Unchanged – please
refer to original edition
2.1c knowledge of language
2.1e use reference materials
2.2a listen for gist/detail
2.2c respond appropriately
2.2g write clearly and coherently
3a spoken and written language
4c use more complex language
4d make links with English
4e use a range of resources
2.1d work out meaning
2.2a listen for gist/detail
2.2b skim and scan
4b communicate in pairs etc.
2.2b skim and scan
2.2d pronunciation and intonation
2.2i reuse language they have met
3b sounds and writing
3e different countries/cultures
4f language for interest/enjoyment
2.2a listen for gist/detail
3b sounds and writing
3e different countries/cultures
4b communicate in pairs etc.
4g use TL in engaging topics
2.1a identify patterns
2.1d work out meaning
2.2i reuse language they have met
2.2j adapt previously learned
language
3a spoken and written language
3c apply grammar
2.1a identify patterns
2.2a listen for gist/detail
2.2i reuse language they have met
3c apply grammar
4b communicate in pairs etc
2. On va à
Paris
(pp. 88-89)
3. Á Paris
(pp. 90-91)
4. Prenez le
métro
(pp. 92-93)
5. Le journal
de Daniel
(pp. 94-95)
Bilan et
Grammaire
(pp. 96-98)
Contrôle
révision
(p. 99)
En plus:
Une semaine
à Londres
(pp. 100-102)
Chanson
(p. 103)
À toi
(pp. 134-135
2.2a listen for gist/detail
2.2b skim and scan
2.2i reuse language they have met
3b sounds and writing
3d use a range of vocab/structures
3e different countries/cultures
4f language for interest/enjoyment
3b sounds and writing
4f language for interest/enjoyment
2.2b skim and scan
2.2i reuse language they have met
Contexts
Grammar and
key language
Unchanged –
please refer to
original edition
Métro 2 Vert Teacher’s Guide Replacement pages
Module 6: On s’amuse (Pupil’s Book pages 98-115)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Je voudrais
faire….
(pp. 106-107)
Unchanged – please
refer to original edition
2.1d work out meaning
2.2a listen for gist/detail
2.2c respond appropriately
3a spoken and written language
3e different countries/cultures
4d make links with English
4e use a range of resources
2.1d work out meaning
2.2h redraft to improve writing
2.2j adapt previously learned
language
3f compare experiences
4c use more complex language
4e use a range of resources
2.2a listen for gist
2.2f initiate/sustain conversations
2.2i reuse language they have met
4g language for a range of purposes
2.2a listen for gist
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2g write clearly and coherently
2.2h redraft to improve writing
3d use a range of vocab/structures
3f compare experiences
4e use a range of resources
4g use TL in engaging topics
2.2a listen for gist/detail
2.2b skim and scan
4c use more complex language
4g use TL in engaging topics
2.1a identify patterns
2.2a listen for gist/detail
2.2f initiate/sustain conversations
3c apply grammar
4g use TL in engaging topics
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. L’auberge
de jeunesse
(pp. 108-109)
3. Faire une
réservation
(pp. 110-111)
4. Les stages
(pp. 112-113)
5. Un stage au
bord du lac
(pp. 114-115)
Bilan et
Grammaire
(pp. 116-117)
Contrôle
révision
(p. 119)
En Plus:
Maintenant je
sais…
(pp. 120-122)
Chanson
(p. 123)
À toi
(pp. 136-137)
2.1b memorising
2.2i reuse language they have met
3d use a range of vocab/structures
4f language for interest/enjoyment
2.2b skim and scan
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
4e use a range of resources