Métro 1 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 1, 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 Métro1, 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. 2 Unit 3, Mod. 3 Unit 4, Mod. 4 Unit 4
Mod. 1 Unit 2, Mod. 2 Unit 1, Mod. 5 Unit 3
Mod. 5 Unit 2, Mod. 6 Unit 2, Mod. 4 Unit 2
Mod. 5 Unit 5, Mod. 6 Unit 2, Mod. 4 Unit 4
Mod. 3 Unit 1, Mod. 3 Unit 4, Mod. 4 Unit 2
2.2 Developing language skills – pupils should be able to:
a
b
c
d
e
f
g
h
i
listen for gist or detail
skim and scan written texts for the main points or
details
respond appropriately to spoken and written
language
use correct pronunciation and intonation
ask and answer questions
initiate and sustain conversations
write clearly and coherently, including an
appropriate level of detail
redraft their writing to improve accuracy and
quality
re-use language that they have heard or read in
Mod. 2 Unit 5, Mod. 3 Unit 3, Mod. 4 Units 2 & 4
Mod. 2 En plus, Mod.3 Unit 4, Mod. 5 Á toi B
Mod. 1 Unit 1, Mod. 4 Unit 3, Mod. 6 Unit 5
Mod. 1 Unit 1, Mod. 2 Units 3 & 4, Mod. 5 Unit 1
Mod. 1 Unit 5, Mod. 2 Unit 4, Mod. 6 Unit 3
Mod.1 Unit 4, Mod. 5 Unit 4, Mod. 6 Unit 4
Mod.3 Unit 5, Mod. 4 En plus, Mod. 6 Unit 3
Métro 2 onwards
Á toi A & B pages (throughout)
12
Métro 1 Teacher’s Guide Replacement pages
j
k
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. 5 Unit 5, Mod. 6 Unit 2, Mod. 4 Á toi B
Mod. 5 Unit 2, Mod. 6 Unit 5, Mod. 4 En plus
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 5, Mod. 2 Unit 5, Mod. 5 Unit 2
Mod. 1 Unit 6, Mod. 2 Units 2 & 3, Mod. 5 Units 2 & 4
Mod. 4 En plus,Mod. 5 En plus, Mod. 6 Unit 2,
Mod. 3 Unit 4 & En plus, Mod. 6 Unit 2
Mod. 3 Unit 5, Mod. 5 Unit 3, Mod. 6 Unit 2
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. 1 Unit 2, Mod. 2 Unit 5, Mod. 3 Unit 2,
Mod. 1 Unit 4, Mod. 2 Unit 2, Mod. 3 Unit 3, Mod. 5 Unit 1
Mod. 4 Á toi, Mod. 5 Unit 5, Mod. 6 Unit 5
Mod. 1 Unit 3, Mod. 2 Unit 1, Mod. 4 Unit 1
Mod. 5 Unit 3 & Á toi B, Mod. 6 Unit 2
Mod. 2 Unit 3, Mod. 3 Unit 1, Mod. 4 Units 1 & 3
Songs pp 116-120
Mod. 1 Unit 3, Mod. 2 Unit 2, Mod. 4 Unit 4, Mod. 6 Units 1,3 &
4
13
Métro 1 Teacher’s Guide Replacement pages
Module 1: Bienvenue! (Pupil’s Book pages 6-23)
Unit
Main topics and
objectives
PoS
Context
Grammar and
key language
1 Comment tu
t’appelles?
(pp. 6-7)
2. Mes
affaires
(pp. 8-9)
Unchanged – please
refer to original edition
2.2c respond appropriately
2.2d pronunciation and intonation
3a spoken and written language
2.1b memorising
4a use language within the
classroom etc.
4b communicate in pairs etc.
2.2d pronunciation and intonation
4b communicate in pairs etc.
4d make links with English
4g use TL in engaging topics
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2f initiate/sustain conversations
4b communicate in pairs etc.
2.2a listen for gist/detail
2.2e ask and answer questions
3b sounds and writing
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
3. Comment
ça s’écrit ?
(pp. 10-11)
4. Quel âge
as-tu?
(pp. 12-13)
5. Quelle est
la date de ton
anniversaire?
(pp. 14-15)
6. C’est de
quelle
couleur ?
(pp. 16-17)
Bilan et
Contrôle
révision
pp. 18-19)
En plus :
La
Francophonie
(pp. 20-21)
Á toi
(pp. 104-105)
Chanson :
Bonjour,
Salut !
(p. 116)
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2g write clearly and coherently
3c apply grammar
2.2a listen for gist/detail
2.2e ask and answer questions
3e different countries/cultures
4d make links with English
2.2c respond appropriately
2.2i reuse language they have met
4f language for interest/enjoyment
Métro 1 Teacher’s Guide Replacement pages
Module 2: Toi et moi (Pupil’s book pages 24-39)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Où habitestu?
(pp. 24-25)
Unchanged – please
refer to original edition
2.1b memorising
2.2a listen for gist/detail
3c apply grammar
3e different countries/cultures
4d make links with English
2.1a identify patterns
2.2a listen for gist/detail
2.2e ask and answer questions
3c apply grammar
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
3c apply grammar
4f language for interest/enjoyment
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2g write clearly and coherently
2.1a identify patterns
2.2a listen for gist/detail
3b sounds and writing
4b communicate in pairs etc.
2.2b skim and scan
2.2f initiate/sustain conversations
2.2g write clearly and coherently
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. As-tu des
frères et
sœurs ?
(pp. 26-27)
3. As-tu un
animal?
(pp.28-29)
4. Les yeux et
les cheveux
(pp. 30-31)
5. Tu es
comment ?
Bilan et
Contrôle
révision
(pp. 34-35)
En plus :
Lettre de mon
correspondant
(pp.36-37)
À toi
(pp. 106-107)
Chanson:
Qui est-ce?
(p.116)
2.1d work out meaning
2.2b skim and scan
2.2c respond appropriately
2.2i reuse language they have met
4f language for interest/enjoyment
Métro 1 Teacher’s Guide Replacement pages
Module 3: Au collège (Pupil’s Book pages 40-55)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Les
matières
(pp. 40-41)
Unchanged – please
refer to original edition
2.1e use reference materials
2.2d pronunciation and intonation
2.2e ask and answer questions
4b communicate in pairs etc.
4g use TL in engaging topics
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. Quelle
heure set-il?
(pp. 42-43)
3. L’emploi
du temps
(pp. 44-45)
4.Une journée
au collège
(pp. 46 -47)
5. Qu’est-ce
que tu portes?
(pp. 48-49)
Bilan et
Contrôle
révision
(pp. 50-51)
En plus :
Mon collège
(pp. 52-53)
À toi
(pp. 108-109)
Chanson :
Le collège,
c’est super !
(p. 117)
3b sounds and writing
4a use language within the
classroom
4b communicate in pairs etc.
2.1a identify patterns
2.2a listen for gist/detail
4b communicate in pairs etc.
2.1a identify patterns
2.1e use reference materials
2.2b skim and scan
3e different countries/cultures
4b communicate in pairs etc.
4d make links with English
2.1e use reference materials
3f compare experiences
4c use more complex language
2.2b skim and scan
2.2e ask and answer questions
2.2g write clearly and coherently
2.2j adapt previously-learned
language
3e different countries/cultures
3f compare experiences
4b communicate in pairs etc.
4c use more complex language
2.1c knowledge of language
2.2i reuse language they have met
4f language for interest/enjoyment
Métro 1 Teacher’s Guide Replacement pages
Module 4: Mes loisirs (Pupil’s Book pages 56-71)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
Les sports
(pp. 56-57)
Unchanged – please
refer to original edition
2.2a listen for gist/detail
2.2b skim and scan
4b communicate in pairs etc.
4d make links with English
4f language for interest/enjoyment
2.1c knowledge of language
2.1e use reference materials
2.2a listen for gist/detail
2.2a listen for gist/detail
2.2f initiate/sustain conversations
4b communicate in pairs etc.
4f language for interest/enjoyment
2.1a identify patterns
2.1d work out meaning
2.1e use reference materials
2.2a listen for gist
2.2e ask and answer questions
4g use TL in engaging topics
2.2a listen for gist/detail
2.2c respond appropriately
2.2e ask and answer questions
4b communicate in pairs etc.
2.2a listen for gist/detail
4b communicate in pairs etc.
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. Que faistu ?
(pp. 58-59)
3. Qu’est-ce
que tu aimes
faire?
(pp. 60-61)
4. Le
weekend
(pp. 62-63)
5. Que fais-tu
quand il
pleut?
(pp. 64-65)
Bilan et
Contrôle
révision
(pp. 66-67)
En plus:
Champion de
sport
(pp. 68-69)
À toi
(pp. 110-111)
Chanson: Un
weekend actif
(p. 118)
2.1c knowledge of language
2.2g write clearly and coherently
2.2k deal with unfamiliar language
3d use a range of vocab/structures
4d make links with English
2.2j adapt previously learned
language
3d use a range of vocab/structures
4c use more complex language
4e use a range of resources
4f language for interest/enjoyment
Métro 1 Teacher’s Guide Replacement pages
Module 5: Chez moi (Pupil’s Book pages 72-87)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Nous
habitons…
(pp. 72-73)
2. La maison
(pp. 74-75)
Unchanged – please
refer to original edition
2.1a identify patterns
2.2d pronunciation and intonation
4b communicate in pairs etc.
2.1c knowledge of language
2.2a listen for gist
2.2e ask and answer questions
2.2k deal with unfamiliar language
3b sounds and writing
3c apply grammar
2.1b memorising
2.2d pronunciation and intonation
2.2g write clearly and coherently
3d use a range of vocab/structures
3f compare experiences
4e use a range of resources
2.1a identify patterns
2.2a listen for gist/detail
2.2f initiate/sustain conversation
3c apply grammar
2.1a identify patterns
2.1d previous knowledge
2.2e ask and answer questions
2.2j adapt previously learned
language
3c apply grammar
4c use more complex language
2.2a listen for gist/detail
2.2b skim and scan
4e use a range of resources
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
3. Le plan de
la maison
(pp. 76-77)
4. Chez moi
(pp. 78-79)
5. Dans ma
chambre
(pp. 80-81)
Bilan et
Contrôle
révision
(pp. 82-83)
En plus:
La chambre
d’Alexia
(pp. 84-85)
À toi
(pp. 112-113)
Chanson:
Ma maison
(p. 119)
2.2a listen for gist/detail
2.2b skim and scan
3e different countries/cultures
4b communicate in pairs etc.
2.2b skim and scan
3d use a range of vocab/structures
4f language for interest/enjoyment
Métro 1 Teacher’s Guide Replacement pages
Module 6: Les vacances (Pupil’s Book pages 88-103)
Unit
Main topics and
objectives
PoS
Contexts
Grammar and
key language
1. Où vas-tu?
(pp. 88-89)
Unchanged – please
refer to original edition
2.1a identify patterns
2.2a listen for gist
2.2e ask and answer questions
4g use TL in engaging topics
2.1a identify patterns
2.1d work out meaning
2.1e use reference materials
2.2i reuse language they have met
2.2j adapt previously learned
language
3d use a range of vocab/structures
3e different countries/cultures
3f compare experiences
4e use a range of resources
2.2a listen for gist/detail
2.2e ask and answer questions
2.2g write clearly and coherently
3c apply grammar
4b communicate in pairs etc.
4g language for a range of purposes
2.2a listen for gist
2.2f initiate/sustain conversations
4b communicate in pairs etc.
4g use TL in engaging topics
2.1d work out meaning
2.2c respond appropriately
2.2k deal with unfamiliar language
3a spoken and written language
3b sounds and writing
4c use more complex language
4d make links with English
4e use a range of resources
2.2a listen for gist/detail
2.2c respond appropriately
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2. Qu’est-ce
que tu vas
faire ?
(pp. 90-91)
3. Aller en
ville
(pp. 92-93)
4. On achète
des souvenirs
(pp. 94-95)
5. Au Quick
(pp. 96-97)
Bilan et
Contrôle
révision
(pp. 98-99)
En plus:
Maintenant je
sais…
(pp. 100-101)
À toi
(pp. 114-115)
Chanson:
Les vacances
(p. 120)
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2i reuse language they have met
2.1e use reference materials
2.2b skim and scan
4f language for interest/enjoyment