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)
Contexts
Learning outcomes …
Listening and
AT1/4
responding
Speaking
AT2/3–4
Reading and
responding
Writing
Talking about your family: saying who they are and what they do
future tense (aller + infinitive)
masculine and feminine endings
2g deal with the unpredictable
1
3b use clues to interpret meaning
1
3d use dictionaries / reference materials
1
Personal and social life
Understand details of future plans
2b
Say what jobs people do and are going to do
2a, 2c
AT3/3–4
Understand information about a family
1
AT4/3
Write about what job someone will do and where
3
Key language
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) ... .
ICT Opportunities
Using Fun With Texts : Scrambler option, as suggested on TB p42
Reinforcement
Extension
Rouge workbook, p13
A toi!, PB, p116
En plus, PB pp36–37
Resources
Cassette A, side 2 or CD 1, track 10
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)
Contexts
Learning outcomes …
Listening and
AT1/3
responding
Speaking
AT2/3–4
Reading and
responding
Writing
Talking about your home
depuis
ordinal numbers: premier / première, deuxième, troisième
1a sounds and writing
1a
2b pronunciation and intonation
1a
Everyday activities
AT3/3–4
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
AT4/3–4
Draw up plan of a house and describe
2d
Key language
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 ... .
ICT Opportunities
Reinforcement
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
Extension
A toi!, PB p117
Resources
Cassette A, side 2 or CD 1, track 11
R & A File: worksheets 1–4, pp28–31
Homework
Notes
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)
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 ...?
1b apply grammar
2b, 3b, 3c
2c ask and answer questions
1b, 2b
5b respond to classroom events in TL
1b
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)
Contexts
Learning outcomes …
Listening and
AT1/4
responding
Speaking
AT2/3–4
Reading and
responding
Writing
AT3/4
AT4/2
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
1b apply grammar
1d
5d produce / respond to different types of spoken /
1a, 1c
written language
Everyday activities
Understand what someone needs to get for a party
1c
Say what is needed for a party
1d, 2a
Understand a party invitation and who will be bringing
what
Write a menu for a party and list other needs
1a, 1b
2b
Key language
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
ICT Opportunities
Reinforcement
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)
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)
Contexts
Learning outcomes …
Listening and
AT1/5
responding
Speaking
AT2/3-4
Reading and
responding
Writing
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
2h skim and scan texts
1a, 1b
5c express feelings and opinions
2c, 3
Personal and social life
Understand someone talking about their home life
2a
AT3/5
Discuss members of the family; discuss aspects of
home life
Understand text about family relationships
1c, 2b
1a, 1b
AT4/4
Write about whether you and others get on with people 2c, 3
Key language
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 ... .
ICT Opportunities
Reinforcement
Rouge workbook, p17
Extension
Resources
Homework
Notes
Cassette A, side 2 or CD 1, track 14
R & A File: grammar 3, p35