SCHOOL:
DATE:
Métro 3 Rouge Module 5 La mode!
YEAR:
CLASS:
Unité 1 pp78-79 Les vêtements
Learning objectives
Grammar
Skills
(Programmes of Study –
2008)
Contexts
Learning outcomes …
Listening and
AT1/3–4
responding
Speaking
AT2/3–4
Reading and
AT3/4
responding
Writing
AT4/4–5
Key language
ICT Opportunities
Reinforcement
Extension
Resources
Homework
Notes
Activity
no.
Talking about what your are wearing
Discussing colour of clothes
Adjectives of colour: bleu(e), rouge, vert(e), jaune, noir(e), gris(e),
bleu marine, bleu clair, blanc(he)
2.1a identify patterns
1b
2.1d work out meaning
1b
2.1e use reference materials
1b
2.2a listen for gist/detail
1a, 2a
2.2e ask and answer questions
2b
2.2f initiate/sustain
2b
conversations
2.2g write clearly and coherently
3b
3c apply grammar
1b, 3b
3d use a range of vocab/structures
2b, 3b
Personal and social life
Understand descriptions of clothing
1a, 2a
Describe clothes; interview partner about clothes
1b, 2b
Understand what clothes people wear for particular
events
3a
Write about clothes you wear today, were wearing
yesterday and will wear tomorrow
3b
un pantalon, un jean, un short, un pull, un tee-shirt, un chemisier,
un sweat, une robe, une jupe, une chemise, des sandales, des
chaussures, des baskets, des tennis
Je / Il / Elle porte … .
La couleur me va / ne me va pas.
Word processing: using tables. Make your own version of the
grammar table on page 78, but put each of the words in the
appropriate colour to help you memorise them.
Rouge workbook, p43
À toi!, p122
En plus, PB pp90–91
Cassette C, side 1 or CD 3, track 2
R & A File: worksheet 1, p86; grammar 1, p88
Flashcards 21–33 from Métro 1
SCHOOL:
DATE:
Métro 3 Rouge Module 5 La mode!
YEAR:
CLASS:
Unité 2 pp80-81 Je voudrais ...
Learning objectives
Grammar
Skills
(Programmes of Study –
2008)
Contexts
Learning outcomes …
Listening and
AT1/4
responding
Speaking
AT2/3–4
Reading and
responding
Writing
Key language
AT3/3-4
AT4/4
ICT Opportunities
Reinforcement
Extension
Resources
Homework
Notes
Ask for something in a shop
Ask how much it costs
Ask if there is anything cheaper
Revise larger numbers
Use connecting words
this and these: ce / cette / cet / ces
vieux
2.1a identify patterns
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2i reuse language they have met
3b sounds and writing
3c apply grammar
4b communicate in pairs etc.
4g use TL in engaging topics
Personal and social life
Understand dialogue in which clothing is purchased
Activity
no.
2a
2b
1a, 1b
2c
2e
1a
2c
1b, 2c
2e
2b
Take part in dialogue about purchasing clothing;
interview partner about preferences
1b, 2c
Understand dialogue about purchasing clothes;
understand descriptions of clothes
1a, 2a, 2d
Describe a favourite item of clothing
2e
Je voudrais un tee-shirt bordeaux.
Il coûte combien?
Avez-vous quelque chose de moins cher?
Exploring the internet: look at collections on the Pimkie website.
www.pimkie.fr
Rouge workbook, p44
À toi!, PB p122
En plus, PB pp90–91
Cassette C, side 1 or CD 3, track 3
R & A File: worksheet 2, p87; grammar 2–3, pp89–90
SCHOOL:
YEAR:
DATE:
CLASS:
Activity
Métro 3 Rouge Module 5 La mode!
Unité 3 pp82-83 La mode. Pour ou contre? no.
Learning objectives
Grammar
Skills
(Programmes of Study –
2008)
Contexts
Learning outcomes …
Listening and
AT1/4-5
responding
Speaking
AT2/5
Reading and
responding
Writing
AT3/5
AT4/5
Key language
ICT Opportunities
Reinforcement
Extension
Resources
Homework
Notes
Saying how much pocket money you get, and what you do with it
Saying what you think about fashion
essayer de …, commencer à …, s’intéresser à …
2.1d work out meaning
1b
2.1e use reference materials
1b
2.2a listen for gist/detail
1c
2.2c respond appropriately
1b, 2a
2.2f initiate/sustain conversations
2a
2.2g write clearly and coherently
2b
3f compare experiences
1a
4a use language within the classroom
2a
4f language for interest/enjoyment
2b
Everyday activities, personal and social life
Understand people’s opinions about fashion
1c
Interview partner to find out his / her views on fashion
and how pocket money is spent
Understand people’s views about fashion
2a
1a, 1b
Write what you and partner feel about fashion and how
much money was spent
2b
J’ai ... d’argent de poche.
Je fais (du babysitting) et je gagne … .
J’achète ... .
Je mets mon argent à côté.
essayer de, commencer à, s’intéresser à
La mode, qu’en penses-tu?
Je trouve que ... . À mon avis ... . Selon moi ... .
Designing a poster: copy and paste or insert own photos to create
your own fashion advert with word-processed text and imported
photo.
Rouge workbook, p45
En plus, PB pp90–91
Cassette C, side 1 or CD 3, track 4
R & A File: worksheet 1, p86
SCHOOL:
DATE:
Métro 3 Rouge Module 5 La mode!
YEAR:
CLASS:
Unité 4 pp84-85 Copain-copine
Learning objectives
Grammar
Skills
(Programmes of Study –
2008)
Contexts
Learning outcomes …
Listening and
AT1/5–6
responding
Speaking
AT2/2–4
Reading and
AT3/5–6
responding
Writing
AT4/2–6
Key language
ICT Opportunities
Reinforcement
Extension
Resources
Homework
Notes
Activity
no.
Talking about teenage problems
Saying what someone is like
expressions with avoir: avoir besoin de, avoir honte, avoir envie de
2.1c knowledge of language
1b
2.1e use reference materials
2a
2.2a listen for gist/detail
3a
2.2j adapt previously-learned language
3c
3a spoken and written language
1a, 1c
3b sounds and writing
1a
3e different countries/cultures
1a
3f compare experiences
3b
4a use language within the classroom
1c, 2b
4f language for interest/enjoyment
3c
Personal and social life
Understand young people talking about their problems
3a
Speak about people’s characteristics
1c, 2b
Understand people writing about their problems and
the suggested solutions
1a, 1b, 3b
List positive and negative descriptions; write
responses to problem letters
2a, 3c
J’ai un problème. J’ai besoin de ... .
J’ai honte ... . J’ai envie de ... .
Je m’énerve facilement.
Paul / Céline est marrant(e) / bavard(e) / charmant(e) / sérieux
(sérieuse) / intelligent(e) / poli(e) / farfelu(e) / stupide / gentil
(gentille).
Writing letters: word-process your own anonymous teenage
problem letter. Someone else in the class, whose identity you don’t
know, can word-process an appropriate response.
Rouge workbook, p46
En plus, PB pp92–93
Cassette C, side 1 or CD 3, track 5
R & A File: grammar 4, p91
SCHOOL:
DATE:
Métro 3 Rouge Module 5 La mode!
Learning objectives
Grammar
Skills
(Programmes of Study –
2008)
Contexts
Learning outcomes …
Listening and
AT1/5-6
responding
Speaking
AT2/2-4
Reading and
responding
Writing
AT3/5-6
AT4/3-6
Key language
ICT Opportunities
Reinforcement
Extension
Resources
Homework
Notes
YEAR:
CLASS:
Activity
Unité 5 pp86-87 Bouge ta tête no.
Talking about a singer
2.1c knowledge of language
2.2a listen for gist/detail
2.2c respond appropriately
2.2e ask and answer questions
2.2i reuse language they have met
3b sounds and writing
4a use language within the classroom
4d make links with English
Personal and social life
1a
2a
2b
2b, 3a
3b
1b, 1e
2b, 2c
1c, 1d
Understand people talking about musical preferences
2a
Carry out a class survey about music; talk about who
plays what instrument
Understand profile of rap singer and words of song
2b, 3a
1a, 1b,
1c, 1d
Write rap song; write up the results of class music
survey; write portrait of famous singer / song-writer
1e, 2c, 3b
groupe, chanteur, chanteuse
rap, jazz, rock, musique classique
la trompette, le saxophone, la batterie, la guitare, le piano, le
synthétiseur
L’album le plus acheté, c’est ... .
Il y a ... personnes qui préfèrent ... .
Personne ne préfère ... .
Using a spread sheet: enter the results of the class survey onto two
separate pages of a spread sheet and produce two labelled pie
charts to show the results.
Rouge workbook, p47
À toi!, PB p123
Cassette C, side 1 or CD 3, track 6
R & A File: worksheet 1, p86