Year 9 French - Nord Anglia Education
Transcription
Year 9 French - Nord Anglia Education
Year 9 French The Importance of Modern Foreign Languages Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. Pupils learn to appreciate different countries, cultures, communities and people. By making comparisons, they gain insight into their own culture and society. The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure in this country and throughout the world. Learning languages gives pupils opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity. They explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways. The development of communication skills, together with understanding of the structure of language, lay the foundations for future study of other languages and support the development of literacy skills in a pupil’s own language. Overall aims and objectives Students in KS3 follow programmes in French, German or Spanish based around the English National Curriuclum. The aims of the MFL programme are to: provide on enjoyable and stimulating language learning experience for students of all levels of abilities; develop the ability to use a MFL effectively for purposes of practical communication both within and outside the classroom; establish the skills, language and attitudes required to promote and facilitate further study of MFLs; develop a knowledge and understanding of and positive attitude towards speakers of MFLs throughout the world; raise awareness of multicultural and gender issues; establish an awareness of the language learning process and thereby facilitate the learning of further languages; promote a range of learning styles including collaborative work with peers and independent learning; contribute to the general education of the learner; develop students' communication skills in general; make a useful contribution to other areas of the curriculum, especially IT, Humanities, Health Education and Personal and Social Education. The objectives derived from these aims are contained in the 9 Level Descriptions in each Attainment Target (ATs) as stated in The National Curriculum document for MFL. These are included elsewhere in this document. Overall Learning Outcomes At TBSW formal study of a MFL begins in Year 5 and continues through to Year 13. We use a ‘12 Step’ scale, from low to high performance. Each step is divided into 4 strands: Listening, Speaking, Reading and Writing. Each step maps how learning is progressing for the student and builds on the skills learnt in previous steps. The descriptors for each step outline what the student is expected to be able to do in each of the four strands. Note: There is a grammar scale; however, rather than being treated as an individual strand, students should experience grammar in the context in which it is needed, and revisit areas of grammar in different contexts and with increasing complexity. Some items of grammar may be introduced sooner or later than described in the steps, depending on which resources are being used. Progress will, therefore, depend on the number of years, amount of prior study (if any) and the point of entry into the School. The expected progress for a student in Year 9 who was a beginner in Year 5 is the 7th step, with an aspirational target of being on the 8th or 9th step for those displaying a particular talent for or interest in languages. Students making: more than one step of progress per year are ‘Above expectations’; expected progress are ‘On track’; less than one step of progress per year are ‘Below expectations’; little or no progress per year are ‘Well below expectations’ . Whilst learners of languages will learn at different rates, all students are encouraged to be ambitious and set high standards and targets for themselves. Progress - Steps 7 to 9 Strand 7th Step 8th Step Deduce meaning and demonstrate understanding of overall message and key points in a range of passages which include a range of at least three different tenses, justified opinions and some less familiar, as well as familiar, vocabulary and grammatical structures (including some grammar up to and including the 7th Step), spoken clearly. Begin to initiate and develop conversations and narrate events. Use a wide range of common vocabulary and grammatical structures (including some grammar up to and including the 7th Step), referring to the past, present and future. Demonstrate spontaneity by asking unsolicited questions, responding to unexpected questions and expanding answers where appropriate. Use increasingly accurate pronunciation and intonation. Listening Speaking Reading Writing Demonstrate understanding of overall message and key points of a range of texts, including extracts from literary texts, which include a range of at least three different tenses, opinions and some less familiar vocabulary and more complex grammatical structures (including some grammar up to and including the 7th Step). Use processes to work out meaning in a variety of short and longer authentic texts (e.g. emails and short magazine extracts, and adapted or abridged short stories). Translate short passages, containing occasional more complex grammatical structures and less common vocabulary, into English with increasing accuracy. Write longer texts for different purposes and in different settings, giving descriptions, narrations and personal opinions with some justification, referring to the past, present and future. Translate longer sentences containing linked ideas and a variety of vocabulary and grammatical structures (including some grammar up to and including the 7th Step) into the target language. Mostly accurate and meaning is clear, but with some minor errors (e.g. spellings, genders, agreements) and some errors with more complex structures. 9th Step Deduce meaning and demonstrate understanding of detail in longer passages (including some authentic sources, adapted or abridged) which include a range of at least three different tenses, well-justified opinions and some less familiar, as well as familiar, language and grammatical structures (including some grammar up to and including the 8th Step), spoken clearly. Initiate and develop conversations coherently and confidently on a variety of topics. Use and adapt language for new purposes and narrate events. Occasionally use some less common vocabulary and some more complex grammatical structures (including some grammar up to and including the 8th Step), referring to the past, present and future. Demonstrate spontaneity by asking unsolicited questions, responding to unexpected questions and expanding answers where appropriate. Begin to use coping strategies to deal with unknown words. Use pronunciation and intonation which are mostly accurate. Deduce meaning and understand detail in longer texts, including extracts from literary texts, which include a range of at least three different tenses, opinions and some unfamiliar, as well as familiar, language, including some more complex structures (including some grammar up to and including the 8th Step). Understand longer authentic texts (e.g. longer blogs, letters, extracts from novels and short articles). Translate short passages on a range of topics, including more complex structures and less common vocabulary, accurately into English with occasional errors. Write longer coherent texts on a variety of topics, containing descriptions, narrations and personal opinions with justification, referring to the past, present and future. Link sentences and paragraphs, and structure ideas. Translate a short passage containing linked longer sentences with more complex language structures (including some grammar up to and including the 8th Step) into the target language. Mostly accurate and meaning is clear, with only isolated minor errors (e.g. spellings, genders, agreements) and a few errors with complex structures. Deduce meaning and demonstrate understanding of overall message and detail in longer passages (including authentic sources, adapted or abridged) which include a range of at least three different tenses, opinions and some more complex grammatical structures (including some grammar up to and including the 9th Step) and less familiar vocabulary, spoken clearly. Initiate and develop discussions on a wide variety of topics, using appropriate register. Narrate events coherently. Use some less common vocabulary and more complex grammatical structures (including some grammar up to and including the 9th Step), referring to the past, present and future. Demonstrate spontaneity by asking unsolicited questions, responding to unexpected questions and points of view, and expanding answers where appropriate. Use coping strategies to deal with unknown words and phrases. Use pronunciation and intonation which are mostly accurate. Deduce meaning in longer texts, including extracts from literary texts, which include a combination of different tenses, opinions, some more complex grammatical structures (including some grammar up to and including the 9th Step) and some less common vocabulary. Understand longer authentic texts (e.g. news magazine articles, email exchanges and extracts from plays). Translate short passages, containing more complex language and grammar, accurately into English with occasional errors. Write extended texts on a variety of topic areas, containing detailed descriptions, narrations and well-justified personal opinions, referring to the past, present and future. Link sentences and paragraphs, structure ideas and adapt previously-learned language. Use a variety of grammatical structures accurately, including some more complex forms. Use familiar language creatively. Translate a short passage containing more complex language structures (including some grammar up to and including the 9th Step) into the target language. Mostly accurate and meaning is clear, with only isolated minor errors (e.g. spellings, genders, agreements) and occasional errors with complex structures. Course Outline: Advanced Group: Weeks 1-8 Expo 3 Rouge Module 5 – On y va ! Unité 1 pp. 78–79 On va en Normandie Learning objectives Learning about a region of France / Using adjectives Unité 2 pp. 80–82 Attention au départ ! Learning objectives Travel arrangements / Using different tenses in sentences Unité 3 pp. 83–84 Je voudrais un hôtel Learning objectives Arranging hotel accommodation / Using the conditional Unité 4 pp. 84–86 C’était comment ? Learning objectives A visit to an attraction / Understanding authentic texts Unité 5 pp. 86–88 Les 24 heures du Mans Learning objectives A visit to a sporting event / Using verbs with à and de En plus pp. 90–91 Je dois me plaindre Learning objectives A letter of complaint Weeks 9-16 Expo 3 Rouge Module 6 – Les droits des jeunes Unité 1 pp. 96–97 Apprendre, c’est vivre Learning objective Schools in different countries / Using possessive adjectives Unité 2 pp. 98–99 Au travail, les jeunes ! Learning objective Young people and work / using indirect object pronouns Unité 3 pp. 100–101 Combattre la faim Learning objective Discussing world issues / Modal verbs in the conditional Unité 4 pp. 102–103 Les droits et la religion Learning objective Religion in France – Giving opinions on a topical issue Unité 5 pp. 104–105 Les grands défenseurs des droits Learning objective Weeks 17-24 Human rights activists / Understanding authentic texts Expo AQA GCSE Module 1 Moi – Leisure/lifestyle Déjà vu pp. 6–7 Moi…et quelques autres Learning objectives Talking about yourself and other people / Revising present tense Déjà vu pp. 8–9 Les choses que j’aime faire Learning objectives Saying what you like and you don’t like doing / aimer + infinitive Unité 1 pp. 10–11 Moi, moi et encore moi ! Learning objectives More about yourself / Reflexive verbs Unité 2 pp. 12–13 Mes parents Learning objectives Talking about your parents /masculine and feminine nouns Unité 3 pp. 14–15 Mes copains et mes copines Learning objectives Talking about your friends / Adjective agreement Unité 4 pp. 16–17 Centre de loisirs Learning objectives Saying what you have done / The perfect tense Unité 5 pp. 18–19 Les champions sportifs Learning objectives Describing famous sport people / Using the infinitive to express -ing Unité 6 pp. 20–21 Ma passion Learning objectives Talking about your main hobby / The near future tense Weeks 25-32 Expo AQA GCSE Module 2 Mon temps libre – Leisure Déjà vu pp. 28–29 Qu’est-ce qu’on fait? Learning objectives Discussing TV and cinema / Using articles and object pronouns Unité 1 pp. 30–31 Ça te dit ? Learning objectives Arranging to go out / Using pronouns after prepositions Unité 2 pp. 32–33 Désolé, je ne peux pas… Learning objectives Explaining why you can’t do something / Using modal verbs Unité 3 pp. 34–35 Ce n’était pas mal Learning objectives Describing what you did / Using the perfect and the imperfect tense Intermediate Group: Expo 3 Rouge Module 4 Il était une fois Weeks 1-12 Unité 1 pp. 60-61 Quand j’étais petit(e) … Learning objectives Talking about what you used to do / The imperfect tense with je Unité 2 pp. 62-63 Le sport Learning objectives Talking about sports you used to do / More practice with the imperfect tense Unité 3 pp. 64-65 Crime au château Learning objectives A whodunnit! / Understanding a narrative in the imperfect tense Unité 4 pp. 66-67 Qui est coupable? Learning objectives Who did it? / Using qui and que Unité 5 pp. 68-69 Deux champions olympiques canadiens Learning objectives A profile of two sportspeople / Understanding a range of tenses En plus pp. 72-75 Autrefois, aujourd’hui - Les vacances Learning objectives Weeks 13-24 Comparing the past and the present / Holidays in the past and the present Expo 3 Rouge Module 5 On y va! Unité 1 pp. 78-79 On va en Normandie Learning objectives Learning about a region of France / Using adjectives Unité 2 pp. 80-81 Attention au départ ! Learning objectives Travel arrangements / Using different tenses in sentences Unité 3 pp. 82-83 Je voudrais un hôtel Learning objectives Arranging hotel accommodation / Using the conditional Unité 4 pp. 84-85 C’était comment? Learning objectives A visit to an attraction / Understanding authentic texts Unité 5 pp. 86-87 Les 24 heures du Mans Learning objectives A visit to a sporting event / Using verbs with à or de En plus pp. 90-93 Je dois me plaindre Le tourisme Harry Potter Learning objectives Weeks 25-36 A letter of complaint / A themed tour Expo 3 Rouge Module 6 Les droits des jeunes Unité 1 pp. 96-97 Apprendre, c’est vivre Learning objectives Schools in different countries / Using possessive adjectives Unité 2 pp. 98-99 Au travail, les jeunes! Learning objectives Young people and work / Using indirect pronoun objects Unité 3 pp. 100-10 Combattre la faim Learning objectives Discussing world issues / Understanding some modal verbs in the conditional Unité 4 pp. 102-103 Les droits et la religion Learning objectives Religion in France / Giving opinions about a topical issue Unité 5 pp. 104-105 Les grands défenseurs des droits Learning objectives Human rights activists / Understanding authentic texts En plus pp. 108-111 Déclaration des droits de l’enfant Jeux des droits humains Learning objectives Discussing the rights of children/ Human rights games Assessment: Students have summative testing in the four skills areas: Listening Reading Speaking Writing Revision for the tests is carried out during lessons and homework. The results, along with other evidence from formative and summative testing, are used to inform progress, attainment and effort / behaviour grades for internal and external reporting purposes. Resources: Course Book: Expo 3, Heinemann / Pearsons,