SCHOOL:
YEAR:
DATE:
CLASS:
Activity
Métro 3 Rouge Module 2 J’arrive
Unité 1 pp24-25 La famille de Ludo no.
Learning objectives
Grammar
Skills
(Programmes of Study –
2008)
Contexts
Learning outcomes …
Listening and
AT1/4
responding
Speaking
AT2/3–4
Reading and
AT3/3–4
responding
Writing
AT4/3
Key language
ICT Opportunities
Talking about your family: saying who they are and what they do
future tense (aller + infinitive)
masculine and feminine endings
2.1c knowledge of language
1
2.1e use reference materials
1, 2a
2.2i reuse language they have met
3
2.2k deal with unfamiliar language
1, 2a
3c apply grammar
2c, 3
4b communicate in pairs etc.
2a, 2c
4d make links with English
2a
Personal and social life
Understand details of future plans
2b
Say what jobs people do and are going to do
Understand information about a family
2a, 2c
1
Write about what job someone will do and where
3
Mon père / Ma mère / Mon frère / Ma soeur s’appelle ... .
Il / Elle est grand(e) / petit(e) / brun(e).
Il / Elle est étudiant(e) / instituteur (institutrice) / médecin /
menuisier / coiffeur (coiffeuse) / infirmier (infirmière).
Il / Elle est au chômage.
Il / Elle travaille à son compte.
Il / Elle travaille dans un bureau / à la poste / sur un chantier.
Je vais (faire) ... .
Il / Elle va (travailler) ... .
Using Fun With Texts : Scrambler option, as suggested on TB p42
Extension
Rouge workbook, p13
A toi!, PB, p116
En plus, PB pp36–37
Resources
Cassette A, side 2 or CD 1, track 10
Reinforcement
Homework
Notes
SCHOOL:
DATE:
Métro 3 Rouge Module 2 J’arrive
YEAR:
CLASS:
Unité 2 pp26-27 À la maison Activity
no.
Learning objectives
Grammar
Skills
(Programmes of Study –
2008)
Contexts
Learning outcomes …
Listening and
AT1/3
responding
Speaking
AT2/3–4
Reading and
responding
Writing
Key language
AT3/3–4
AT4/3–4
ICT Opportunities
Reinforcement
Extension
Resources
Homework
Notes
Talking about your home
depuis
ordinal numbers: premier / première, deuxième, troisième
2.1d work out meaning
1b
2.2a listen for gist/detail
2a
2.2d pronunciation and intonation
1a
2.2e ask and answer questions
1c, 2b
2.2j adapt previously learned language
2d, 3
3b sounds and writing
1a
3c apply grammar
2b
3d use a range of vocab/structures
2d, 3
4e use a range of resources
2d
4g use TL in engaging topics
3
Everyday activities
Understand where people live and how long they have
been there
Talk about your accommodation and that of other
people
Understand descriptions of houses and key expressions
2a
1a, 1c,
2b, 3
1a, 1b, 2c
Draw up plan of a house and describe
2d
C’est une grande maison / un grand appartement.
Au rez-de-chaussée, il y a ... .
En bas / Au sous-sol / Au premier étage, il y a ... .
la cave, la chambre, la cuisine, la salle de bains, le salon
Nous habitons ... depuis ... .
Using the internet: consult websites giving descriptions of holiday
accommodation. Using the Yahoo search engine, select location
de vacances, choose a region then click on an individual property:
http://fr.dir.yahoo.com/exploration_geographique/pays/france/touri
sme/hebergement/
Rouge workbook, p14
A toi!, PB p117
Cassette A, side 2 or CD 1, track 11
R & A File: worksheets 1–4, pp28–31
SCHOOL:
YEAR:
DATE:
CLASS:
Activity
Métro 3 Rouge Module 2 J’arrive
Unité 3 pp28-29 Est-ce que je peux ...? no.
Learning objectives
Grammar
Skills
(Programmes of Study –
2008)
Contexts
Learning outcomes …
Listening and
AT1/3
responding
Speaking
AT2/3-4
Reading and
responding
Writing
AT3/2
AT4/4
Key language
ICT Opportunities
Reinforcement
Extension
Resources
Homework
Notes
Asking if you may do something
Saying you are hungry / thirsty / cold / hot etc.
expressions with avoir: j’ai faim, j’ai soif, j’ai froid, j’ai chaud,
j’ai besoin de ..
pouvoir – all forms of present tense
Je peux ...?
2.1d work out meaning
2a
2.2a listen for gist/detail
1a, 3a
2.2e ask and answer questions
1b,3b
3a spoken and written language
1b
3c apply grammar
1b, 3b
3d use a range of vocab/structures
3c
4a use language within the classroom
1b, 3b
4b communicate in pairs etc.
3b
Everyday activities
Understand responses to your requests; understand
domestic chores
1a, 3a
Make requests; describe the chores that people have
done
1b, 3b
Understand the links between needs and solutions to
them
2a
Express your own needs; say what others needed to do
/ what they did
2b, 3c
Est-ce que je peux ... téléphoner à mes parents / manger / boire
quelque chose?
J’ai faim / soif / froid / chaud.
Il / Elle devait ... .
vraiment
Word processing – using a table: create a table with three columns
for activity 3c. 1 = names, 2 = the things they were supposed to do
and 3 = the things they were not supposed to do.
Rouge workbook, p15
Cassette A, side 2 or CD 1, track 12
R & A File: worksheet 5, p32; grammar 1–2, pp33–34
SCHOOL:
YEAR:
DATE:
CLASS:
Métro 3 Rouge Module 2 J’arrive
Unité 4 pp30-31 La boum. Mettons la table!
Learning objectives
Grammar
Skills
(Programmes of Study –
2008)
Contexts
Learning outcomes …
Listening and
AT1/4
responding
Speaking
AT2/3–4
Reading and
AT3/4
responding
Writing
AT4/2
Key language
Activity
no.
Helping with the preparation for a party and saying what you need
Choosing a menu Setting the table
il faut + infinitive
it: le, la them: les
some of it / them: en
2.1c knowledge of language
1a
2.1e use reference materials
1a, 1b
2.2b skim and scan
1b
3a spoken and written language
1d
3c apply grammar
1d, 2b
4a use language within the classroom
2a
Everyday activities
Understand what someone needs to get for a party
1c
Reinforcement
Say what is needed for a party
1d, 2a
Understand a party invitation and who will be bringing
what
1a, 1b
Write a menu for a party and list other needs
2b
Je vais apporter des pizzas.
Denis va apporter des chips.
l’assiette, le bol, le couteau, la cuillère, la fourchette, la paille, le
sac en plastique, le sac poubelle, le saladier, les serviettes en
papier, le verre
Using a graphics program: design party invitation using graphics
program as suggested on p51 of the TG. Copy and paste clipart
and vary the size and colour of the text to add interest.
Rouge workbook, p16
Extension
En plus, PB p38
Resources
Cassette A, side 2 or CD 1, track 13
R & A File: grammar 3, p35 (or save for Unit 5)
ICT Opportunities
Homework
Notes
SCHOOL:
YEAR:
DATE:
CLASS:
Activity
Métro 3 Rouge Module 2 J’arrive
Unité 5 pp32-33 On s’entend bien, ou on s’entend pas? no.
Learning objectives
Grammar
Skills
(Programmes of Study –
2008)
Contexts
Learning outcomes …
Listening and
AT1/5
responding
Speaking
AT2/3-4
Reading and
responding
Writing
Key language
AT3/5
AT4/4
ICT Opportunities
Reinforcement
Extension
Resources
Homework
Notes
Talking about how you get on with people
Saying what you have to do
reflexive verbs: s’amuser, se disputer, s’entendre avec, s’énerver,
se plaindre
devoir: present tense – all forms
2.1c knowledge of language
1a, 1b
2.2a listen for gist/detail
2a
2.2b skim and scan
1a, 1b
2.2e ask and answer questions
1c
2.2j adapt previously learned language
1c
2.2k deal with unfamiliar language
1a
3c apply grammar
2c
4f language for interest/enjoyment
3
Personal and social life
Understand someone talking about their home life
2a
Discuss members of the family; discuss aspects of
home life
Understand text about family relationships
1c, 2b
1a, 1b
Write about whether you and others get on with people 2c, 3
Je (ne) m’entends (pas) bien avec ... parce que (qu’) ...
Il / Elle (ne) s’entend (pas) bien avec ... parce que (qu’) ...
... il /elle m’aide à faire mes devoirs / est rigolo / me laisse jouer
sur son ordinateur (écouter ses disques) / vient dans ma chambre /
est gâté(e) /a toujours tout ce qu’il / elle veut / m’empêche de
regarder la télé (sortir le soir avant d’avoir fini mes devoirs).
Mon frère m’énerve quand ... .
Rouge workbook, p17
Cassette A, side 2 or CD 1, track 14
R & A File: grammar 3, p35