Métro 3 Vert Framework Pack Module 1

Transcription

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Starters and plenaries
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Unit 1, Starter 1: Pronunciation of ou and u
Pupil’s Book pages 6–7 (can be used from the start of the unit)
Aims:
Language:
To compare and contrast the pronunciation of ou
and u sounds.
sud, situé, futuriste, la Côte d’Azur, pollution,
le Louvre, touristique, la tour, ouest, se trouver
Framework objectives:
Resources:
Revision of 7W6 Letters and sounds
OHT 1, page 23; Vocabulaire section of Pupil’s Book
Activity
Put up OHT 1 or write the words for both ou and u sounds on the board. In pairs pupils
work out any unknown meanings, using the Vocabulaire section at the back of their
books if necessary. Discuss these findings briefly. Then give pupils a minute to
pronounce the words with a partner. Go over the pronunciation, emphasing the
difference between the two sounds. Pupils then read out the words on the right-hand
side of the OHT and the class can comment on pronunciation.
Unit 1, Starter 2: Le détective
Pupil’s Book pages 6–7 (can be used after exercise 2a)
Aims:
Language:
To reinforce pupils’ knowledge of language
inflections.
la Bretagne, la Normandie, la Dordogne, le Massif
central, les Alpes, l’océan Atlantique, la Manche,
la Côte d’Azur, la mer Méditerranée, les Pyrénées,
la Loire, la Seine, la Belgique, l’Espagne, l’Italie,
la Suisse, l’Allemagne, la tour Eiffel, le parc
Disneyland, le château de Chambord, le Futuroscope
9W4 Main inflections
Resources:
Pupil’s Book pages 6–7
Activity
Write three or four words from the language listed above without the definite article,
e.g. Pyrénées, tour Eiffel, Espagne, etc., on the board. Class members then come and
write in the correct article (le, la or l’). Discuss with pupils the clues they used to enable
them to write the correct answer, i.e. knowing the gender already, words ending in e or
words starting with a vowel, etc.
Pupils then use the map on Pupil’s Book page 6 to write down five words without the
definite article. They swap their lists with another pupil and they all try to write in the
correct article.
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Métro 3 Vert Framework Pack © Harcourt Education 2004
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Unit 1, Plenary
Pupil’s Book, pages 6–7
9W4 Main inflections
Plural forms. Pupils work in pairs and for 1 minute look at Pupil’s Book pages 6–7 and
try to find as many plural nouns as possible. With some groups you may need to clarify
the meaning of the word ‘noun’. Pairs then swap their lists with other pairs and check
that their words are nouns (NB touristiques may appear).
Discuss any challenges and use the opportunity to point out any exceptions to the
normal pattern of adding an -s, e.g. pays.
Then give pupils 2 minutes to try to write down the singular form of the plural nouns,
including the definite article. For example, fleuves → le fleuve, etc.
Unit 2, Starter 3: Je vais parler de …
Pupil’s Book page 8 (can be used from the start of the unit)
Aims:
Language:
To encourage pupils to use texts as a departure
point for speaking in French.
Je vais parler de … Il/Elle s’appelle …
Il/Elle habite … Sa ville est …
Resources:
9L4 Questions/Texts as a stimulus to talk
Pupil’s Book page 8
Activity
Tell pupils they are going to use the texts on page 8 of the Pupil’s Book to say something
in French about each person. Encourage pupils to scan the texts briefly and not to
dwell on any unknown words. Give pupils some examples to work with (Je vais parler de
Sébastien. Il habite dans l’ouest de la France.) and, if necessary, write the key verbs listed
in the language section as extra support on the board for lower ability pupils. Reward
pupils’ responses on the basis of pronunciation and content.
Unit 2, Starter 4: Cherchez l’intrus
Pupil’s Book pages 8–9 (can be used after exercise 1c)
Aims:
Language:
To encourage discrimination between words similar
in meaning and appearance (adjectives and nouns);
to focus on how some letter strings and syllables
have a specific function.
historique, histoire, ville, commerce, commerciale,
pêche, touristes, touristique, industrie, industrielle,
géographique, région
OHT 2, page 23; Pupil’s Book pages 8–9
Resources:
9W1 Word discrimination
9W6 Meanings of syllables
(activity continued overleaf)
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Activity
Use OHT 2 or copy the grid onto the board. Pupils find the odd-one-out in each row
across and column down. As the replies are fed back, you might like to extend the
discussion into how we can tell that certain words are adjectives rather than nouns
(-que, -ial(e), -iel(le) endings).
Answers:
Rows (across) – historique (adjective), géographique (adjective),
région (noun)
Columns (down) – historique (adjective), industrielle (adjective),
commerciale (adjective), pêche (noun)
Unit 2, Plenary
Pupil’s Book, pages 8–9
9W7 Independent work on words
Pupils look at Pupil’s Book pages 8–9 and find an adjective ending in first -ique and then
-el(le). You might like to model the first one, using historique from the Pupil’s Book.
Pupils then make adjectives from the following nouns: gastronomie, économie, culture,
tradition and nature. Check first that all pupils understand the meaning of
gastronomie.
For homework or as extension, pupils could write four or five sentences about a town
or area, each incorporating one of the new adjectives.
Answers:
gastronomique, économique, culturel(le), traditionnel(le), naturel(le)
Unit 3, Starter 5: Verb forms
Pupil’s Book page 10 (can be used from the start of page 10)
Aims:
To prepare pupils for exercise 1a and highlight the
use of the infinitive.
9W5 Verb tenses
9T1 Understanding complex language
Language:
On peut/J’aime … aller à la piscine/à Aqua Park,
aller en ville, aller au cinéma, faire du canoë/vélo,
nager, jouer au volley, se baigner, se reposer, s’amuser
Resources:
Pupil’s Book page 10
Activity
Brainstorm with pupils the meaning of the grammatical term ‘infinitive’. Pupils work in
groups and read the interview on page 10 of the Pupil’s Book and look for examples.
Encourage pupils to write down the examples as part of phrases, not just individual
verbs. Translate the sentences orally as a whole-class activity, which allows for the
reflexive verbs to be highlighted. Pupils translate the following sentences using
j’aime/on peut and the infinitives.
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Sentences:
1 I like to cycle.
2 I like to go into town.
3 You can play tennis.
4 I like to swim.
5 You can go to the cinema.
Pupils who find this easy could make these sentences negative as an extension task.
Unit 3, Starter 6: Réponds aux questions
Pupil’s Book pages 10–11 (can be used as preparation for the interview
in exercise 1c)
Aims:
Language:
To help pupils focus on using the question as a
source of language for the answer, particularly the
verb.
Où habites-tu? J’habite à … Tu habites à … depuis
quand? J’habite ici depuis … C’est une grande ville?
Non, c’est … C’est quel genre de ville? C’est une ville
… Qu’est-ce qu’il y a à …? Il y a … Où est-ce qu’on
peut aller? On peut aller … Q’est-ce qu’on peut faire?
On peut … Aimes-tu habiter ici? Oui, j’aime …
9S4 Building answers from questions
9L4 Questions/Texts as a stimulus to talk
Resources:
Activity
Pupils work in pairs. Point out that the interview on page 10 of the Pupil’s Book consists
of nine questions and replies. When the girl replies, she reuses the verb which the
interviewer has used. Show this on the OHT or board with the first example: Où habitestu? J’habite … Pupils reread the interview and note the number of times this happens.
Pupils identify from these answers which questions require the person of the verb to
change (questions 1, 2, 5 and 9). Discuss the reasons for this. You might like to remind
pupils that when speaking, the tu part of many verbs sounds the same as the je form
(although it may be written differently). Demonstrate with: Où habites-tu? J’habite …/
Qu’est-ce tu aimes faire? J’aime faire …/Que fais-tu? Je fais …
Unit 3, Plenary
9T7 Checking work
Revision of 8S3 Modal verbs
Pupils work in pairs and check their written work from exercise 2b (Fais une brochure pour
ton stage idéal), looking at verb forms, gender, spellings and accents. Remind them of the
work they did in starter 5 for this unit on verbs (infinitives needed after on peut/j’aime and
the correct part of the present tense verb needed after je/tu/il/elle/on).
Pairs work together, collaboratively, on the work of one and then the other. The owner
of the work should write in any corrections. Remind pupils that this is not a
competition: when an error is noticed, the person who spots it as well as the person
who made it both benefit.
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You may wish to highlight potentially difficult words or phrases which your class may
have problems with, e.g. on peut se baigner, se reposer, s’amuser; activités, canoë,
château; en ville, au musée.
Unit 4, Starter 7: Aqua Park
Pupil’s Book page 12 (can be used from the start of page 12)
Aims:
Language:
To reinforce the vocabulary from the previous unit
and prepare pupils for exercise 1a.
Qu’est-ce qu’on peut faire à Aqua Park? On peut …
faire du VTT/bowling/toboggan/canoë/quads/karaoké
… faire de la natation/nager … jouer au volley/minigolf/tennis
9W5 Verb tenses
9T4 Using support materials
Resources:
Activity
Write Qu’est-ce qu’on peut faire à Aqua Park? on the board and give pupils 3 minutes to
write down as many sentences as they can, using the question to form their answers
(e.g. on peut faire du VTT, on peut faire du canoë). Pupils then feed back whether they
found this task easy or difficult. Encourage pupils to give reasons for this and remind
them about the availability of help in the Pupil’s Book (unit 3 page 11, the blue
language box on page 12 and the Mots section on page 24). Reward those pupils who
took the initiative to check their answers in this way.
Unit 4, Starter 8: Longer sentences
Pupil’s Book page 13 (can be used before exercise 3)
Aims:
Language:
To give pupils confidence in understanding longer
texts and the ability to construct longer sentences.
et, avec, j’aime … mais je n’aime pas …, j’aime aussi
… et …, faire du VTT/bowling/toboggan/canoë/quads/
karaoké … faire de la natation/nager … jouer au
volley/mini-golf/tennis, écouter de la musique,
danser, regarder la télé, me baigner, bavarder,
rencontrer de nouveaux amis, manger au snack
9S6 Multiple-clause sentences
Resources:
OHT 3, page 24; Pupil’s Book page 13 (texts from
exercise 3)
Activity
Pupils work in pairs to scan the texts from Pupil’s Book page 13, exercise 3 and identify
the longest sentence in each text. Check to see if they agree on the longest sentence in
each text.
Ask pupils to orally divide the last of Benjamin’s sentences into meaningful chunks.
Then put up OHT 3 and reveal the different parts of the sentence: underline how each
part expresses a different piece of information:
J’aime aussi faire du VTT
et le soir j’aime écouter de la musique
et danser
mais je n’aime pas regarder la télé.
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Ask pupils to break down Cécile’s second sentence and Thomas’s first sentence in the
same way. Use the OHT to correct their answers and highlight the techniques that each
person has used to write a long sentence.
Unit 4, Plenary
9S6 Multiple-clause sentences
Pupils work in pairs and look at the answers they wrote for exercise 2c to see if they can
use connectives to join any shorter sentences together to produce something similar to
the longer sentences analysed in starter 8. Pupils could be encouraged to use not just et
and mais, but ou and possibly parce que (if they have used any reasons for liking or
disliking certain activities).
Unit 5, Starter 9: Pronunciation of -t/-ts and
-te/-tes
Pupil’s Book pages 14–15 (can be used from the start of the unit)
Aims:
Language:
To aid pupils’ pronunciation of the letter t at the end
of a word.
poulet, vêtements, forêt, c’était, fait, parents, ensuite,
écoute, note, frites
Resources:
Revision of 7W6 Letters and sounds
Activity
Write up the words in the Language section ending in t or ts on one side of the board/OHT
and the rest on the other side. Tell pupils they are going to focus on the pronunciation
of the ends of words, some of which may be new to them, but will crop up in this unit.
Divide the class into two: one half practises in pairs pronouncing words from one side
of the board (ending in t or ts), while the other half prepares their pronunciation of the
other words (ending in te or tes).
Volunteers from each half of the class pronounce words in their categories and pupils
decide if each word has been pronounced correctly. The class then decides why the
words are in two sections and puts the rule for pronunciation into their own words.
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Unit 5, Starter 10: En quel ordre?
Pupil’s Book page 15 (can be used before exercise 2a)
Aims:
Language:
To highlight how a knowledge of word order can
help find the meaning of a sentence; to revise the
passé composé.
Le week-end dernier je suis allé en ville avec mon
copain Jean-Claude. J’ai acheté des vêtements et il a
acheté des baskets. Puis j’ai mangé une pizza. Et toi,
qu’est-ce que tu as fait le week-end dernier?
9W5 Verb tenses
9S2 Order of elements in sentences
Resources:
Worksheet 4, page 24
Activity
Either put up an OHT version of the worksheet or hand out copies of Worksheet 4.
(This is a similar text to those found at the top of Pupil’s Book page 15.) Pupils work out
in pairs the correct order of the lines, beginning with line 5. When eliciting a reply for
each line, ask how each pair arrived at their conclusions. You might like to highlight the
following points about word order.
Verbs: the passé composé is made up of the pronoun, the verb avoir or être and the past
participle. Remind them that je becomes j’ai for verbs taking avoir in the first person
singular, and that aller takes être.
Articles: these are followed by a noun (des baskets, des vêtements).
Questions: qu’est-ce is always followed by que to form the question ‘What?’
Answers: 5, 3, 7, 9, 4, 1, 6, 8, 2, 10
Unit 5, Plenary
9W2 Connectives in complex sentences
9W5 Verb tenses
Tell pupils they are going to work in groups of three to produce extended sentences in
the perfect tense. Pupil A starts by saying where s/he went, pupil B adds an activity and
pupil C adds a further activity. Pupil C then begins the next sentence.
A sample dialogue could be quickly written on the board, e.g.
A:
B:
C:
Hier, je suis allé(e) à la rivière et …
j’ai fait de la natation, et puis …
j’ai mangé un hamburger au snack.
Brainstorm quickly with the whole class a list of places they might go, reminding them
of gender and the use of au/à la/aux. You might also like to reinforce time phrases like
hier (soir)/le week-end dernier for pupil A and puis, ensuite, après, mais for pupil B to
use. The Bilan et Contrôle révision page 16 of the Pupil’s Book contains vocabulary and
verb phrases for support.
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Thinking skills
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Qui dit la vérité?
Pupil’s Book pages 14–15 (could be used instead of exercise 3)
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Aims:
Language:
To secure perfect tense verb forms, including
exposure to reflexives; to develop pupils’ ability to
read for meaning; to begin to develop pupils’ ability
to report back in the third person.
See Worksheet 5.
9L2 Recognising rhetorical devices
9L3 Reporting and paraphrasing
Revision of 8T3 Language and text types
Timing:
30–40 minutes
Resources:
Worksheet 5, page 25; dictionaries
Activity
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This activity can be done simply as a reading, with feedback in English. It can also
be extended, as suggested below, to introduce oral reporting back in French in the
third person.
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Set the scene for pupils. It is Monday morning on a campsite. The shop has been
broken into during Sunday evening. Pupils working in groups of four or five are
teams of detectives who will read statements from four teenagers about their
movements on the campsite on Sunday evening. Are any of them not telling the
(whole) truth about where they were and/or what they were doing? If so, who?
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Distribute copies of Worksheet 5, one per pupil, as they organise themselves into
groups. Point out to pupils that the information about the campsite will provide
them with some clues. You may wish to allow pupils to use dictionaries.
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If using the activity for reporting back in French, write up on the board or OHT, as
pupils work, some third person singular forms of the perfect tense illustrating both
avoir and être :
il/elle
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(dragué, mangé, fait, etc.) …
il/elle
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(allé/e) …
Add possessive adjectives:
mon, ma, mes = son, sa, ses
and connectives:
mais, parce que/qu’
Allow plenty of time for the next part of the activity.
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When most groups have come to a decision about the four teenagers, tell them they
are going to report back in French just as the detectives would. In preparation, read
aloud the statement of one of the teenagers on the worksheet in the third person,
showing pupils on the board or OHT if necessary the changes you are making to the
verbs, e.g. Gilles est allé au club près du bar avec son copain … and involving them in
working out the rest of that statement with you. As a stepping stone to the wholeclass feedback session, pupils first work in pairs to put one of the other statements
of their choice into the third person for practice.
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Whole-class feedback: start with each group’s conclusions, e.g. C’est vrai, ce que dit
Amélie? Oui, c’est vrai/Non, ce n’est pas vrai. These can be written up as ticks and
crosses alongside the name of each teenager.
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Next, encourage pupils from one group at a time to feed back the reasons for their
conclusions in French for one of the teenagers, prompting in French where
necessary.
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Thinking skills
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When you have completed the task, allow time for discussion in English on how
pupils approached and completed the task, what type of skills they had to use
(reading for detail, comparing) and in which other life and school contexts these
skills are useful.
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As a follow-up, or for homework, pupils can write a similar statement, as if they were
staying at the campsite. They can choose whether to tell the truth or not! At the start
of the next lesson, a partner has to read the statement and decide whether it
contains any inconsistencies.
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The text on Worksheet 5, describing the campsite facilities, could also be used to
revise 8T3 Language and text types (typical features of a notice or announcement:
e.g. short/abbreviated sentences, bullet-point presentation, no verbs).
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The people’s ‘alibi’ statements on the worksheet could also be used to explore
9L2 Recognising rhetorical devices (e.g. the rhetorical questions Hier soir? and
Qu’est-ce que j’ai fait hier soir?, the ‘thinking time’ expression Voyons).
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The following teenagers are not telling the (whole) truth. You might like to
point out to pupils that this does not necessarily mean they are guilty of
the crime!
Gilles: he says he sang at the Karaoké club, but it is closed on Sunday
evenings.
Éric: he states that he went for a walk round the lake after 9.00 p.m. but the
paths are closed off at that time.
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Writing skills
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Creating a story: Thierry Timide
Pupil’s Book pages 20–21 (can be used instead of exercise 2d)
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Aims:
Language:
To enable pupils to select from and use
appropriately a range of support materials when
writing; to consolidate the language of the unit; to
provide an opportunity for creative writing.
adjectives – e.g. paresseux/euse, fâché(e), égoïste,
heureux/euse, triste, bavard/e, fatigué(e), sportif/ve,
marrant/e, ennuyeux/euse, grand/e, petit/e ; language
for describing a town, village or area, activities you
can do there, saying what you usually do (don’t) like
to do, talking about what you did or have done
9T4 Using support materials
9T5 Simple creative writing
Timing:
30–40 minutes
Resources:
OHT 6, page 26; flip-chart paper and pens; Blu-tack
or drawing pins; dictionaries
Activity
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Divide the class into six groups, with two groups working on each of the three areas
of language listed below. Pupils brainstorm and list sources of useful vocabulary and
expressions, pinpointing relevant exercises and pages from the Pupil’s Book,
grammar section, etc. Give each group a sheet of flip-chart paper and a pen so that
their results can remain on display for reference for the rest of the lesson. Ensure
they work swiftly by giving them a time limit, e.g. 10 minutes.
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The areas of language are:
– describing a town, village or area and what you think of it;
– activities you can do there, saying what you usually do (don’t) like to do;
– talking about what you did or have done.
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Pin up the sheets and remind pupils of any sources of help they may have forgotten,
e.g. exercise books, corrected homework, vocabulary sheets, dictionaries.
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Tell pupils they are going to use the language from this unit to create a story in
French for younger readers in the school or a link primary school. Check if any are
familiar with the Mr Men and Little Miss books (Roger Hargreaves), in which a
fictional character lives and acts in accordance with their character trait, e.g. Little
Miss Noisy is very noisy, loves living in a noisy place, doing noisy things, etc. Pupils
will invent a teenage character along these lines, with a French name, the surname
being the character trait.
●
Display OHT 6, revealing the title: Thierry Timide. Check that pupils understand the
character trait and reveal the first paragraph line by line, asking for class suggestions
for appropriate language. Build up a sample text, then reveal paragraphs 2 and 3.
●
Direct pupils to a dictionary or previous reference materials to compile a list of
character traits. You might like to use some of these, many of which cropped up in
stage 1 of Métro: paresseux/euse, fâché(e), égoïste, heureux/euse, triste, bavard(e),
fatigué(e), sportif/ve, marrant(e), ennuyeux/euse, grand(e), petit(e).
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Pupils then write a draft (to be finished at home if necessary). Remind them to jot
down any references they might need from the flip-chart paper.
●
If liked, this activity could form a bigger project, with pupils word-processing their
‘story’ and adding artwork/clip art, with the finished storybooks on display and
given to younger learners in the school to read. Pupils could be encouraged to use
the Internet to research French-speaking countries and sites providing lists of first
names, and add in other details if liked, to give their storybook an extra dimension.
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Listening skills
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La Francophonie
Pupil’s Book page 21 (can be substituted for exercise 2b)
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Aims:
Timing:
To help pupils begin to interpret what they hear and
listen for inferences.
30–40 minutes
Cassette A, side 1/CD 1, track 8
Resources:
9L1 Listening for inferences
Language:
See Pupil’s Book page 21, exercise 2a.
Activity
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Pupil’s Books should be closed for this activity. Tell pupils they are going to work out
what unfamiliar words might mean.
●
Write the words commune, boogie, le sable, fei, nana on the OHT or board,
explaining that three are Tahitian words, and divide the class into five groups.
Allocate one word to each group. On the first listening pupils should simply put
their hands up when they hear ‘their’ word. Play the recording through so that
pupils have a sense of the whole.
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Next, play the recording in five sections, telling pupils which unfamiliar word to
focus on. All pupils listen to all sections. On the first hearing, pupils listen for – and
jot down – any words in that section they recognise or any clues they get about the
content. They then confer briefly with their partner before feeding back any
thoughts on the context to you and the rest of the class.
●
Play each section for a second time and encourage pupils to infer what kind of
object/item the unknown word might be.
●
At the end, pupils think about the skills they have used or are beginning to develop,
and when/where they can use these again.
Suggested recording sections:
commune: from the start to mer
boogie: from Le collège to boogie
le sable: from La mer est à quinze mètres to salle de bains
fei: from Normalement on mange dehors to le steak-frites!
nana: from Au collège to the end
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OHTs and Worksheets
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OHT 1
Starter 1, page 12
Pronunciation of ou and u
ou
pollution
le Louvre
touristique
la tour
ouest
se trouver
u
ver
se trou
situé
uvre
le Lo
situé
futuriste
la Côte d’Azur
pollution
sud
ique
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tou
sud
la Cô
te d’
A
futuriste
la to
ur
ouest
zur
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OHT 2
Starter 4, page 13
Cherchez l’intrus
historique
ville
commerce
pêche
touristes
histoire
industrie
géographique
région
industrielle commerciale
touristique
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OHTs and Worksheets
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OHT 3
Starter 8, page 16
Longer sentences
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J’aime aussi faire du VTT
et le soir j’aime écouter de la musique
et danser
mais je n’aime pas regarder la télé.
Benjamin:
Benjamin:
Cécile:
J’aime aussi rencontrer de nouveaux amis
et écouter de la musique,
mais je n’aime pas manger au snack
et je ne suis pas une grande sportive.
Thomas:
En été j’aime nager,
j’aime jouer au volley-ball,
j’aime faire du canoë
et j’aime faire du VTT.
✁
Worksheet 4
Starter 10, page 18
Dans quel ordre?
1
vêtements et il
2
pizza. Et toi, qu’est-ce
3
suis allé en ville avec
4
acheté des
5
Le week-end dernier je
6
a acheté
7
mon copain Jean-
8
des baskets. Puis j’ai mangé une
9
Claude. J’ai
10
24
que tu as fait le week-end dernier?
M
1
p
?
t
u
MO D U L E
L' H
E
XAG
OHTs and Worksheets
ONE
Worksheet 5
Thinking skills, page 19
Qui dit la vérité?
W
Camping Belle Étoile ***
●
Piscine chauffée ouverte lundi–vendredi 8h00–20h00;
samedi–dimanche 9h00–19h30
●
Toboggan aquatique à partir de 14h00 tous les jours
●
VTT 8 euros par heure
●
Canoë à partir de 15 ans
●
Soirées musicales et karaoké au club (sauf dimanche soir)
●
Bar 7h00–11h00; snacks, plats préparés, télévision
●
Jardin public avec rivière et lac (fermé 21h00–6h00)
●
Magasin jouets, magazines et journaux; bonbons, croissants et pain;
7h30–19h30 tous les jours
●
Minigolf 2 euros; moins de 6 ans gratuit
●
Bowling 18h00–22h00; 5 euros
Hier soir? Je suis allé au club près du bar avec mon copain Damien. On a dragué des filles,
on a fait du karaoké (il y a du karaoké tous les soirs) et on a dansé beaucoup. Je suis allé à
ma tente vers onze heures. Gilles
Hier, c’était mon anniversaire: j’ai seize ans maintenant! Le soir, j’ai fait du canoë ici avec
mon frère jusqu’à huit heures. Après, on a préparé un repas délicieux en famille et on a
bavardé jusqu’à dix heures et demie, je crois. Mélissa
Qu’est-ce que j’ai fait hier soir? Voyons … J’ai dîné avec mes parents jusqu’à neuf heures,
et puis je suis allé au lac avec ma copine Danielle – très romantique! Éric
Hier soir, j’ai fait du bowling avec ma copine – un peu cher, à dix euros!
Après, nous sommes allés au bar pour prendre un café et regarder le match de foot à la
télé. Nicolas
25
M
1
p
?
t
u
W
MO D U L E
L' H
E
XAG
OHTs and Worksheets
ONE
OHT 6
Writing skills, page 21
Creating a story: Thierry Timide
Paragraphe 1:
Thérèse/Thierry (Timide) habite à (Xville) dans le (direction) de (pays).
(Xville) est un/e (genre de ville/village).
Thérèse/Thierry (Timide) (aime/n’aime pas) (Xville).
Paragraphe 2:
À (Xville), on peut (3 activités).
Le soir, Thérèse/Thierry (Timide) aime (2 activités).
Il/Elle n’aime pas (une activité).
Paragraphe 3:
Thérèse/Thierry (Timide) est vraiment timide!
Le week-end dernier, il/elle (2 activités au passé).
Quelle (surprise/chance, etc.)!
26

Métro 3 Vert Framework Pack Module 1

Transcription

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