The KING’S Medium Term Plan – FRENCH Y7: Learning Cycle 4 Programme Module FRENCH Overarching Challenging question How has life changed for the average English person? Subject Challenging Question Challenge question: What have been the major changes in French lifestyle throughout the last century? This unit is about hobbies and general past times. Pupils will learn about a variety of different hobbies and leisure activities that they can undertake in their free time, describe what their favourite leisure time activities are and the reasons for this. This unit will also enable pupils to explore the changing face of the leisure industry both at home and abroad with particular focus on France and French past times. Lines of Enquiry Week 1: To what extent has sport unified France as a nation over time? Week 2: What influence have new technologies had in revolutionising French past times? Week 3: How will the average French person’s life be influenced in the next one hundred years? Week 4: To what extent do the different climates in the north and south of France affect lifestyle? Week 5: How will French coastal communities accommodate the ever increasing effects of climate change? Week 6: Revision: learning homework incorporating the skills developed this semester. Assessment week. Week 7: Gap teaching – based on assessment analysis. Progress Objectives By the end of this semester, students in French will be able to: • Recognise a variety of different past times and the matching infinitive that goes with each activity • Understand when JOUER and FAIRE are used with different sports and apply to a series of structures • Recall a variety of regular and irregular present tense verb conjugations, especially JOUER, FAIRE and ALLER • Identify a variety of time phrases and apply them to a sentence structure to increase sentence detail and complexity • Understand how to use a variety of simple opinion structures (eg, j’aime) with different infinitives describing activities • Apply understanding of simple future tense using ALLER in a sentence to describe what past times one will do in the future • Understand key linguistic structures in the past and imperfect tense discussing activities done in the past • Recognise a variety of time phrases in the past tense and apply to a series of sentences • Compare & contrast a series of different types of weather scenarios to describe activities done in different types of weather Week 1 To what extent has sport unified France as a nation over time? (2 hours class learning and 1 home learning) Lesson 1: ‘The verb ‘jouer’ has only one way of being applied to a sentence’. Progress Outcomes: • Recall the present tense conjugation of the verb ‘jouer’ and its use with the topic of sports and musical instruments • Identify the difference between ‘jouer de’ and ‘jouer à’ and apply to a series of sentence structures • Analyse and evaluate a text discussing favourite sports that use the verb ‘jouer’ • Recognise the present tense breakdown of the verb ‘jouer’ and apply using several formations in a series of sentences • Create own extended sentence describing what sports one practices and back up with an opinion and reason structure. Learning Activities: Do Now: Students work in pairs to identify the meaning of a series of sports activities in French and decipher what they mean. Whole class discussion and feedback for AFL purposes. Students are introduced to a variety of new sports activities and analyse how they are used with the verb JOUER. Students evaluate as a class the difference between ‘jouer de’ and ‘jouer à’. Students then apply this understanding to complete a mini-­‐whiteboard activity to consolidate understanding of the grammatical rule. Students analyse a variety of short texts describing what activities different people do and answer a series of short questions. Students use a levelled rubric to peer assess their answers. Students produce their own extended spoken and written structure discussing what sports they do and extend further giving their opinion and reason. Lesson 2: ‘There is very little difference between the use of ‘jouer’ and ‘faire’ when used with sports’. Progress Outcomes: • Recall the present tense conjugation of the verb ‘faire’ and its use with different sports • Identify the difference between ‘faire’ and ‘jouer’ and provide examples to demonstrate understanding • Analyse the partitive articles ‘du / de la / des’ and summarise how they are used in conjunction with the verb ‘faire’ • Recognise the present tense breakdown of the verb ‘faire’ and apply using several formations in a series of sentences • Create own extended sentence describing what sports one practices and back up with an opinion and reason structure. Learning Activities: Do Now: In pairs, students compete to be the first to make an extended structure using a series of jumbled words from last lesson. Students then peer assess each other’s work. Feedback given as a whole class. Students are introduced to a variety of new sports activities and analyse how they are used with the verb FAIRE. In learning groups, students then analyse and evaluate the difference between the partitive articles ‘du / de la / des’ and their relationship with FAIRE. Students then apply this understanding to complete a mini-­‐whiteboard activity to consolidate understanding of the grammatical rule. Students apply their understanding the verb FAIRE to analyse a variety of short texts describing what activities different people do and answer a series of short questions. Students use a levelled rubric to peer assess their answers. Students produce their own extended spoken and written structure discussing what sports they do and extend further giving their opinion and reason. REACH: students increase the complexity of their sentence further by extending description using sports that take JOUER. Home learning: This week’s home learning requires students to incorporate everything they have learnt to produce an extended written structure describing what sports they do and don’t do. Students offer variety by incorporating sports that take both JOUER and FAIRE. Students offer a variety of positive and negative higher level opinions and reasons about these. Additional learning support: www.linguascope.com / www.funwithlanguages.org / www.languagesonline.co.uk www.wordreference.com REACH: (Research; Explore; Analyse; Create and Hypothesise) Students investigate the extent to which sport has unified France as a nation over the last century and compare their finding with other European countries. Students provide evaluative responses to their research. Week 2 What influence have new technologies had in revolutionising French past times? (2 hours class learning and 1 home learning) Lesson 1: ‘More language variety and detail means more interest and marks’ Progress Outcomes: • Recognise a variety of different leisure activities and the infinitives that are used to introduce them. • Recall a variety of additional present tense time phrases and apply them to a sentence to specify when one does activities • Interpret information from a reading and listening text discussing general past times and identify key information • Create a short spoken description describing what types of activities you like to do and when Learning Activities: Do Now: In pairs, students complete a short activity summarising the key points of a text discussing peoples’ past times. AFL opportunities through whole class feedback and discussion. Students identify the meaning of a variety of new leisure activities that are used with different verbs. Students analyse their meaning and identify any key language patterns or features that support their findings. In learning groups, students examine and decipher the meaning of a series of French time statements and explain their purpose in a sentence. Students then demonstrate their understanding by producing a short sentence incorporating at least one time statements followed by a suitable activity. Students then peer assess each other’s sentence and provide WWW and BBB feedback. Random examples are then selected to do a whole class analysis and evaluation, enabling teaching AFL opportunities. Students apply understanding to interpret information in a listening and reading activity and identify key aspects they have seen and heard. Students then self-­‐assess against a levelled rubric. Students work independently to devise a spoken piece describing activities they do and when they do them. Students aim to increase complexity by discussing a variety of different types of activity and detailing the activities they like and don’t like to do. Lesson 2: ‘ Progress Outcomes: • Recognise the different types of film genres • Analyse a series of cinema adverts giving information about films and identify key information • Produce own cinema advert detailing a film at the cinema • Create a video on iPad discussing your favourite type(s) of film genres and state opinions and reasons Learning Activities: Do Now: In pairs, students complete a match-­‐up activity of French film types with their English equivalents and describe the skills they applied to do this. Students are introduced to a variety of film genres in greater detail and complete an oral activity to consolidate pronunciation. Students then examine structures used to say what types of film they watch and where. Students work independently to consolidate understanding by applying what they have learnt to produce a series of short sentences on the mini-­‐whiteboards. In learning groups, students work together to examine a series of cinema adverts and complete a task identifying key information and key words and phrases. Students give feedback on their findings to the whole class and provide explanations for their choices. Students apply understanding to produce their own cinema advert on their iPads incorporating all information they have just analysed and evaluated. Students then build upon this by producing their own spoken description about the types of film genres they lik/don’t like and why. Home learning: This week’s home learning requires students to produce a written paragraph their favourite film genres. This will then be peer assessed in class against a hierarchical rubric and further assessed and supported by teacher/pupil questioning. Additional learning support: www.wordreference.com REACH: Students research the extent to which current and emerging technologies have helped to revolutionise French past times. Students will be required to explore the history of French past times and the changing face of this over time in order to add weight to and/or support their findings. Week 3 How will the average French person’s life be influenced in the next one hundred years? (2 hours class learning and 1 home learning) Lesson 1: ‘Writing in the future tense is simple’. Progress Outcomes: • Recognise the present tense structure of the verb ALLER • Understand how the present tense of ALLER is used with other infinitives to create the ‘simple future’ tense • Apply understanding to produce a series of simple future structures • Recall a variety of future tense time phrases and apply them to a short sentence in conjunction with the simple future tense Learning Activities: Do Now: As a whole class, students consolidate prior learning by taking part in ‘Language Cluedo’, which entails students creating sentences from structures on the board to guess the teacher’s sentence correctly. This activity acts as a writing frame support and strengthens students writing, sequencing and structural accuracy. Students are introduced as a whole class to the verb ALLER and its conjugation with the subject pronouns in the present tense. Students practice pronunciation and then use mini-­‐whiteboards to produce a structure eg. je vais. Students then compete against the clock in a series of consolidation activities to help develop understanding and use of present tense of ALLER. Students analyse a series of structures on the board demonstrating how the present tense of ALLER is used with other infinitives to create the ‘simple future’ tense structure. Students complete a written translation task to practice this structure and complete the activity competing with other to produce the correct written ‘simple future’ structure in French based on the English example given by the teacher. In pairs, students decipher the meaning of a series of future tense time phrases using word reference on their iPads or a French dictionary (preferable so as to consolidate their dictionary usage). Students then translate a series of simple future structures, which also incorporate future tense time statements. Students peer assess these against the answers on the board and provide feedback. Lesson 2: ‘Describing future activities stretches that elastic band sentence’. Progress Outcomes: • Recall the present tense of the verb ALLER • Recall how the simple future tense is formed and demonstrate by writing own formula • Demonstrate use of simple future tense with a series of future tense time phrases and previously learnt activities Learning Activities: Do Now: In pairs, students translate a series of short phrases from English into French-­‐ half using the present tense conjugation of ALLER and the final half using the simple future tense. Students then self-­‐assess their accuracy against the correct answers on the board. AFL opportunities through teacher/pupil questioning to ascertain understanding of prior material taught and students’ ability to apply correctly. Students write out the formula for the simple future tense and then use this to work in pairs and test their partner’s understanding of it. Students analyse and answer questions on a blog written by someone describing what they hope to continue doing in the future as past times and what they will begin to do. Students then complete an activity producing their own blog describing future activities that they will do and at least what one other person will do to add ALLER conjugation variety and additional complexity. Home learning: This week’s home learning requires students to use website addresses and/or information given in class by the teacher to research the types of activities and past times that tend to be popular with French teenagers. Based on this information, students then complete a short ‘cultural’ questionnaire as a ‘Do Now’ task at the beginning of the next lesson and teacher records final marks, which refer to general knowledge. Additional learning support: www.linguascope.com / www.funwithlanguages.org / www.languagesonline.co.uk www.wordreference.com REACH: Students explore the factors that will influence the average person’s past times both in France and elsewhere in the next one hundred years. Students must set out clear arguments either way and provide examples to support these. Week 4 (2 hours class learning and 1 home learning) To what extent do the different climates in the north and south of France affect lifestyle? Lesson 1: ‘The past will come back to haunt you if not used correctly’. Progress Outcomes: • Understand how to recognise references in the past tense • Identify key past tense structures and phrases using a variety of different past tense participles • Compare and contrast a series of past tense time statements to specify when one did something • Examine how to combine the past tense structures in a sentence with activities to say what you did and when Learning Activities: Do Now: Students complete a short quiz questionnaire based on the research they carried out for their extended learning. Teacher to record marks. In pairs, students complete an activity unjumbling a series of sentences and reconstructing them so that they are grammatically correct. Students then compare their answers with the answers on the board and report back on their strengths and areas they need to focus on. Students are introduced to a variety of past tense structures and pick out key features that would help to identify them as referring to the past tense. Students consolidate pronunciation of these past tense phrases. Students then analyse a series of activities and complete a task matching each past tense structure up to the correct activity eg. je suis allé(e) + au cinéma. In pairs, students examine past tense time statements and use a dictionary to identify their meaning. Students then translate a series of short sentence on the board incorporating three elements: a past tense time phrase + past tense verb structure + activity. Students then build upon this by creating their own structure using the same linguistic formula above to demonstrate understanding. Lesson 2: ‘Applying a variety of different tense references increases your grade’ Progress Outcomes: • Recall a variety of past tense opinion phrases and apply to a sentence • Understand how to use the imperfect tense structure ‘c’était’ in a sentence and explain how it further improves your grade • Analyse and answer questions on a text detailing peoples’ past activities • Produce a short paragraph detailing what activities you did last weekend incorporating all aspects of what you have learnt. Learning Activities: Do Now: In pairs, analyse a short text and summarise what is being discussed in it. Students then feedback as a whole class. Students recall a variety of present tense A* opinion phrases and are then introduced to their past tense equivalents. Students are also introduced to the structure ‘c’était’ and how it is applied in a sentence. Students then practice a series of sentences as a whole class on the mini-­‐whiteboards incorporating past tense opinion phrase + ‘c’était’ + adjective. In groups, students then analyse how this structure could be further extended and then random groups are selected to feed back on their ideas. Students work in pairs to incorporate an activity into the above formula. Students start with what they did and when and then give their opinion on it and why – all using the past tense structures learnt. Students apply understanding of the different past tense structures to produce their own short paragraph detailing what they did last weekend and extend further incorporating a variety of different word categories and opinions and reason structures. Home learning: This week, students are required to produce a short video of themselves on the iPad speaking about all aspects of their free time. This is then peer assessed by students on their table in class the following lesson. Students grade it against a set criteria and give feedback about what went well and how it could be further improved. Additional learning support: www.linguascope.com / www.funwithlanguages.org / www.languagesonline.co.uk www.wordreference.com REACH: Students investigate the extent to which the different climates that exist in the north and south of France affect lifestyle. Students must justify their findings with evidence. Week 5 (2 hours class learning and 1 home learning) How will French coastal communities accommodate the ever increasing effects of climate change? Lesson 1: ‘Describing the weather adds a little seasonal flavour to your work’. Progress Outcomes: • Recall the different weather conditions • Recognise the meaning of ‘quand’ and ‘si’ and how they can be used in a sentence with the weather • Apply formula ‘Quand/si + weather condition + activity’ to create a series of sentence structures • Demonstrate use of time phrases eg. quelquefois with the above formula to produce an extended structure saying what you do when the weather is…. Learning Activities: Do Now: As a whole class, students consolidate prior learning by taking part in ‘Language Cluedo’, which entails students creating sentences from structures on the board to guess the teacher’s sentence correctly. This activity acts as a writing frame support and strengthens students writing, sequencing and structural accuracy in the past tense. Students are introduced to a series of weather conditions and practice through pronunciation and mini-­‐whiteboard activities. Students complete a listening task on weather conditions and peer assess. Students then examine the meaning of ‘quand’ and ‘si’ and how they can be used in a sentence with the weather. Students then consolidate their understanding of this by demonstrating how it can be used with a variety of different weather scenarios. In learning groups, students examine the formula ‘Quand/si + weather condition + activity’ and use this as a support to produce a series of sentences. Students then work independently to produce their own sentence, of which random ones are chosen to compare and contrast. Students peer assess as a class. Students summarise learning through the creation of an extended structure describing the types of activities they do in different types of weather. Students extend this further by incorporating certain time phrases to specify when the activity takes place. Lesson 2: ‘Present, past and future – they’ve got to be in it for you to win it’. Progress Outcomes: • Recall how to form the simple future tense and the past tense phrases • Apply understanding to translate a series of sentences in different tenses alluding to past times • Produce an ‘online article’ of a celebrity describing their leisure activities they do in their free time. Learning Activities: Do Now: Analyse a series of sentences and allocate a tense to each one eg. past / present / future. Students recall the structures for the simple future tense and the past tense structures. Students consolidate understanding through the translation of a series of sentences. Students then analyse a higher level text, incorporating all three tenses, of someone discussing what they do in their free time. Students work in groups to identify key information and answer a series of levelled questions. Students draw upon everything that they have learnt throughout the learning cycle to Produce an ‘online article’ of a celebrity describing their leisure activities they do in their free time incorporating references in all three tenses. Home learning: This week’s homework is to prepare for the assessment. Students will be given revision materials with which they will interact electronically to produce a set of summary notes. Students will also be advised to supplement the revision of their class learning with online materials relating to the topics they have studied. Additional learning support: www.linguascope.com / www.funwithlanguages.org / www.languagesonline.co.uk www.wordreference.com REACH: Students research the increasing effects of climate change and how this will affect coastal communities in France in the future. Gap Analysis Reinforcement Gap Reinforcement This end of module time will be allocated to consolidating any gaps discovered in each individual’s knowledge as a result of the assessment process. Extended Learning To complement and further develop the unit content that pupils’ have studied in Learning Cycle 4. •
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Recognise all present tense conjugations of JOUER, FAIRE and ALLER. Recognise and apply structure of simple future tense with ALLER across all subject pronouns. Identify a variety of different past participles and determine which infinitive they are from.