Y8 Scheme of Work 2015 - St Edward`s Church of England Academy

St Edward’s Academy French PROGRAMME OF STUDY:
YEAR 8
Unité 11: Les activités/ en vacances
Time Allocation: Autumn Term 10-11 weeks apx (N.B. Camp Week in Oct)
 Present tense + revision of activities 3-4 weeks apx
 2nd verb infinitive incl ‘On peut/vous pouvez…’ 1 week
 Countries/town names – 1 week
 Transport – 1 week
 Future tense formation – 1-2 week
 Consolidation and assessments –2-3 weeks
New National Curriculum Learning Objectives KS3
(Refer to St Ed’s New MFL NC doc for explanation of codes;)
Listening 3La, 3Lb (simple transcription) Speaking 3Sa, 3Sb, 3Sc Reading 3Ra, 3Rb
Writing 3Wa Grammar 3GPr (revision), 3Fu (Je vais + infinitive, 3G (jouer à/de,
second verb infinitive ), 3SPAG Translation 3TrA/3TrB Vocabulary 3V – providing
widening vocabulary as need arises
PLTS: Creative thinking, Team Work, Self Management, Reflective Learning in written
and oral assignment
Links: Lit., Num., ICT., Geog., Mus.
SMSC: French holidays, sharing personal opinions
Vocabulary content
Grammar (KAL)
(Book 2, Unit 2, p.44-45 Unit 3)
 Revision of Present Tense within context of
 Hobbies – present tense and 2nd verb infinitive
activities
 - revise musical instruments
 Present Tense of acheter + revise -er verbs
 - revise less obvious hobbies (climbing, skate)
 Present Tense of vendre + other –re verbs
 Countries, town names
 Present Tense of choisir + other –ir verbs
 Transport
 Present Tense of reflexive verbs
 Activities – who, where, how, opinion?
 Negatives (revision)
 Future time exps.: demain, ce soir,
 Partitive Article with hobbies (consolidation)
lundi prochain
 Revise Present Tense of aller
 Future weekend plans
 2nd verb infinitive: Immediate Future, aller,
 Time connectives
 On peut + inf.
 Revise weather
 Prepositions à, en, au, aux + countries, towns,
transport
 Connectives et, mais, en plus, parce que,
cependant
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Time connectives
Unit 11 (cont)
* Pupils must be encouraged to write from memory, possibly following up learning at
home e.g. 5 minutes at beginning of lesson – ‘Write 3 sentences on what you enjoy doing’.
* They should be given opportunity to translate sentences/paragraphs into French and
English depending on ability as class/homework tasks.
* Most pupils should be transcribing sentences (length dependent on ability) with fairly
accurate spelling. E.g. ‘J’aime le football’ LA ‘Normalement le samedi je fais de la
natation.’ MA
Available Materials
 Tricolore Total 2 Student’s Book
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 Tricolore Total 2 Teacher’s Book
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 Tricolore Total 2 copymasters
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 Websites: zut , languagesonline, quia
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Realfrench.net, francaisextra.co.uk for verbs, 
 Linguascope for countries, places etc
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 Taskmagic
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 LP: Y8 unit 1 and 2
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 IWB:Boardworks: 7.2 subj.pns; 7.3 –er vbs.,
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 7.4 aller, -er vb rev., 7.5 reflexives, 8.2 –ir vbs.,
 7.6,8.9 2nd vb infinitive, 8.9, 9.15 Imm. Fut.
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 IWB: Y8 France-géo, Present T., Future T.
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 loads of verb match games, song words
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 Simpsons Holiday W/S
 Linguascope – Les Pays W/S
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 W/S L’Europe (coloriage)
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 Song –Où vas-tu passer les vacances?
W/S ‘Je connais les verbes’*
W/S on regular –er verbs
W/S on regular –ir verbs
W/S on regular –re verbs
Mini W/S on vendre*
W/S on reflexive verbs
W/S on Immediate Future
W/S old tric. On peut, vous pouvez
‘Qu’est-ce que tu vas faire’ pair work
For Ex.2, p.10 + large type version*
W/S Ma Visite en France (future/14)
‘Pendant les Vacances’ support sheet
TV 15 Minutes: 9 En Vacances, 10 Visites en
France
TV Le Club: 9 Mes Vacances,
11 Une Visite: Eurodisney
Camp Week (week before Oct half term)
Remaining pupils will be taught in mixed groups and should produce a group postcard,
imagining they’re on the first day of their holiday to include where they are, how they
are travelling weather and future plans for the week.
Assessment Unit 11 (Linguistic skills)
All skills worked out as a % out of 25 for equal weighting, and each separate skill entered
on SIMS as a % and then an overall %.
For BOTH Writing and Speaking tasks, teachers to give mark out of 25 and detailed
feedback (www/ebi) in Cahier.
Writing – Mon Weekend (Future Tense) /25 (Old Levels 3-5)
(Creative Thinking, Self Management, Reflective Thinking)
Pupils to write plans for the weekend in form of email to a French penfriend (including what
they normally do – present). The task may be modelled on board prior to writing, but may
not be displayed during the assessment. Pupils may use success criteria (provided) display
and notes to create draft, then they must check work using Writing Check Cards before
submitting neat version.
Speaking /25 Levels 3-5
1. Qu’est-ce que tu aimes faire comme passe-temps?
2. Qu’est-ce que tu fais normalement le weekend?
3. Qu’est-ce que tu vas faire ce weekend?
Pupils to respond to 3 questions in as much detail as possible. Most may bring a cue card
with pictures and up to 6 French words. The very least able may bring sentence starters
or their notes but this will be reflected in their mark.
Reading – Epreuve TT2 2/16 *JSK adapted /25
Listening Epreuve TT2 2/14 Transport/Future Plans /25
* Need 5/7 on Section D plus 75% of rest for mid secure*
N.B. For Age Related Expectations for Y8, Mastery or High Secure cannot be
awarded until pupils are competent in three tenses, so for Unit 11 and until all tenses are
covered in Spring term, ticks to be awarded as follows in:
Mid Secure - Using 2 correct tenses, paragraphs, connectives, opinions and element of
originality/creativity (5a/5b equivalent) Suggest 90%+
Low Secure – Some evidence of 2 tenses, paragraphs, connectives and opinions (5c) 75%
Developing – Paragraphs, opinions, connectives (Level 4 equivalent) 50-74%
Entering - Short paragraphs with simple connectives Less than 50%
N.B. Pupils who are still only working at sentence level will be graded as
Developing/Entering Y7 AREs
*Teachers will also use professional judgement and classwork tasks/ coursework tasks to
supplement the grid as appropriate, and to cover age related expectations not included
in tests.*
Differentiation (Linguistic competence)
All pupils should be confident users of vocabulary learning websites such as linguascope.
All will be taught how to form the present tense er, ir, re verbs although understanding
will vary. All will learn how to form simple future with aller and 2nd verb infinitives such
as ‘On peut…’.
The most able will be able to use all parts of the verbs jouer, vendre and finir and to
learn the 3 verb patterns. They will use the Immediate Future and pouvoir faire
confidently with several subject pronouns. They will understand longer listening and
reading passages and produce longer written pieces themselves, beginning to be more
inventive with the aid of dictionaries. They will be able to sustain a longer oral
conversation with accurate pronunciation.
Less able pupils should be able to use and understand the 1st and 3rd persons singular of
the verbs jouer, vendre and finir; they should be able to use and understand je vais
faire and on peut faire.
All items marked with a * in the list of Available Materials are particularly aimed at the
less able to help them succeed. The IWB games and computer verb games are useful to
promote interest!
French Readers
Most pupils should be reading at home. The difficulty of the texts will depend wholly on
what the pupil has read previously and he/she should be allowed to progress at his/her
own pace. Pupils who struggle with reading in English or those who are unreliable for
looking after books should continue to use readers as extension pieces. A record of
who has which book should be kept on sheet ‘French Library Loans’.
Learning Objectives – Old Framework: W2r W4r W5r W7r S1r S2r S5r S7r L3 C1
C2r C3r; Y9 – T1 T2 T5r T7 L3r L4r L5
PROGRAMME OF STUDY: YEAR 8
Unité 12: Noël, Aider à la Maison, et Résolutions de Nouvel An (Futur)
Time Allocation: Autumn Term – First Lesson in Jan (Resolutions) apx 3 weeks
New National Curriculum Learning Objectives KS3
(Refer to St Ed’s New MFL NC doc for explanation of codes;)
Listening 3La, 3Lb) Speaking 3Sa, 3Sb, 3Sc Reading 3Ra, 3Rb Writing 3Wa Grammar
3GPr (revision), 3Fu, 3G, 3SPAG Translation 3TrA/3TrB Vocabulary 3V
PLTS: Creative thinking, Team Work,
Links: Lit., Num., ICT., PHSE., Mus. SMSC: French Christmas, responsibility
Vocbulary content
Chores
Revise daily routine
Christmas activities
Grammar (KAL)
Revise Present tense and Immediate Future
Adverbs of time/frequency
Available Materials
 Book 2 p56-57
 Powerpoints/ Flip (Shared Area)– Aider à la Maison, Résolutions de Nouvel An
 Chores presentation,Housework
 W/S Qu’est-ce que tu fais pour aider à la maison?
 W/S Time Phrases matching
 Linguascope –Les Tâches Ménagères + W/S
 Cadeaux de Noël, Joyeux Noël
 Christmas – various W/S, Youtube clips
 Christmas carols
 Suggested tasks - charades
Differentiation (Linguistic competence)
All will be taught present and immediate tense vocabulary for household chores. All will
learn about Christmas traditions in France.
The most able will be able to use different parts of the verbs when talking about chores.
They will confidently talk in immediate future about what jobs they will do this evening/
weekend.
Less able pupils should be able to use and understand the 1st and 3rd persons singular of the
verbs,they should be able to use and understand je vais faire etc.
Assessment – informal assessment – new year’s resolutions writing/speaking for Progress
Grid.
PROGRAMME OF STUDY: YEAR 8
Unité 13 Le Passé
(from Bk.2, units 4,5 and 6)
Time Allocation: Spring Term
New National Curriculum Learning Objectives KS3
(Refer to St Ed’s New MFL NC doc for explanation of codes;)
Listening 3La, 3Lb (simple transcription) Speaking 3Sa, 3Sb, 3Sc Reading 3Ra, 3Rb
Writing 3Wa Grammar 3GPr (revision), 3Fu, 3Pa, 3G 3SPAG Translation 3TrA/3TrB
Vocabulary 3V – providing widening vocabulary as need arises
PLTS: Independent Enquiry, Creative Thinking, Reflective Learning, Team Work, Selfmanagement
SMSC: French holidays, sharing personal opinions
Links: Lit. Num. Geog. ICT., Mus.
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Vocabulary content
Grammar (KAL)
Meanings of common verbs
Expressions of past time
in context of holiday
Drinks +Snacks (revision)
Gifts and souvenirs
Perfect Tense: reg. vbs + avoir
Perfect Tense: irreg. vbs + avoir
Perfect Tense; vbs. of motion + être
Perfect Tense: essential reflexives
Negative in the Perfect
Interrogative in the Perfect
Demonstrative Adjectives: ce, cet, cette, ces
(rev.)
Available Materials
Tric.Total 2, Unités 4, 5, 6 Teacher’s Book +CD
Tric.Total 2, Unités 4,5, 6 Student’s Book
Tric. Total 2 copymasters
Flashcards of Activities (ET 1 + Old Tric.1 + 2)
LP: Y8 Unit 13
IWB:Staff Resources French, Y8 Past Tense
BW: Y8 Units 10, 11¸Y9 Unit 14
Sheet on how to form perfect with avoir(SP)
Sheet on how to form perfect with être(SP)
Website: zut Y7 Grammar – avoir, être
Y8 Grammar – verbs
Y9 Grammar - verbs
HW Worksheets – avoir/être
W/S Perfect Tense Practice
W/S ET2: 4/4: Des activités (easy RC)
W/S 4/6: ce, cet, cette, ces
 2 Prévert poems
 W/S: Le Passé Composé (O)
 MG poster: Boissons et Snacks (O)
 W/S: Passé + être agreets. (SJP)
 W/S RC: Une Visite à Paris*
 W/S: Vive la neige! (RC + irreg.vbs)
 Metro 2 W/S: Oral test
 Jeu: mini-flashcards + dice
 Mini W/S: Le weekend*
 W/S Talking about the past (MC)*
 Old Tric. WS: RC - Fifi Folle
 W/S: Le weekend dernier gapfill (PH)
 W/S storyboard : Vacances de Pâques*
 Song words p.148 Que désirez-vous?
 IWB LC q’s for song, Que désirez-vous?
 Other old worksheets in boxes in Rm 205
store room: Le Passé, Level 5/6
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Unité 13 Le Passé etc. (continued)
W/S: Chère Françoise – avoir verbs + easy sht.*
W/S: 7/4 C’est dans le passé?
W/S; 8/2 Sport pour tous (avoir verbs)
Taskmagic + differentiated HW sheets
W/S Une Journée à Manchester
The Perfect Tense Rap
W/S Une Carte Postale
TT2 p76 Les Sandwichs de M Corot
WOW Lesson Opportunities : Past Tense Surprise Bags (SP in Rm113), Consequences
game, Creating poems in style of Prévert
Differentiation (Linguistic Competence)
Teachers must cover the introduction and consolidation of the Perfect Tense to all
pupils, although less able pupils will not be expected to use much more than the 1st
person. All groups must try some listening and reading activities at Level 5, but oral and
written responses from less able pupils may be limited to lower levels. Pupils of high
ability should be expected to understand more of the listening and reading passages
used and to vary oral responses more. In Writing, teachers may allow lower ability
pupils to “keep it simple” but, by this stage, the top end should be using reference
material to make their writing more interesting and more personal. Top ability pupils
should be taught some basic Imperfect Tense phrases to include in written assignments.
(Creativity, Language Skills) All pupils, except for any who are of very low reading
ability and have not consolidated Level 3, should be reading at home.
The following exercises are recommended from the 3 chapters for teaching the Perfect
Tense:
RC:Tout va bien, p.58
G: Mangetout, p.59
LC: Un coup de telephone, p.60 (5)
G: La Fete de Thomas, p.61
V: Quand exactement?, p.59
W: Des phrases bizarres, p.59
G: Ex.3 -8, pp,136-7
RC: C’est la vie, p.64
G/RC: A Paris, p.65
RC: IWB/WS Chère Françoise (5)
Song: Que désirez-vous? p.148
RC: Les Sandwichs de M. Corot, p.76 +
RC: WS Fifi Folle (5)
RC: Quelle est la bonne réponse?p77
RC: Un désastre pour E, p.78
O: Menus, p80 and p.81
G: Exs.3,4,7 pp.84-85
RC: Max à Paris, p.90
W: Un jeu de calcul, p.91
O: On a visité une ville, p.95
W: La vie est facile avec un robot, p.91
LC:Martin et Emilie, p.92 (5)
O: Le jeu des dés, p92 (5)
G: Une journée à Londres, p.95
W: Notre voyage, p.94
LC: Une sortie, p.95
W: Des cartes postales, p.92 (5)
RC: WS Vive la neige (6)
O: Ex.6 p.139
G: Exs. 4 – 7, pp.140-141
Au Choix exs. pp146 -147
Assessment Unit 13 (Linguistic Skills)
In class, around Feb half term, all pupils to produce ‘Les Grandes Vacances’ writing piece
drafted (Old level 3-6) , using Writing check card then written in neat and levelled in
Cahier A – no numerical value needed but please award level for tick box, and sublevel for
SIMS. The task may be modelled on the board, but the model must not be on display during
assessment to avoid copying.
The following tests form a final % and should take place between Feb Half Term and Easter.
All to be conducted in test conditions.
2015-16 Trial: Level 6 Reading and Listening tasks will now take place in classroom to
provide evidence for all pupils expected to achieve High Secure/ Mastery, whilst rest of
class set work in silence on computers.
Speaking. Differentiated questions/presentation about the weekend/holiday (Old levels 36) this should then be used as writing test (Level 5 Asset Lang Paper)
Less Able (Entering/Developing Pupils Only - Old L3-4) to use
‘Où es-tu allé ? Qu’est-ce tu as fait? C’était comment ?’ Sheet as prompt /15 max
(5 questions, 3 marks each)
Middle ability (Low-Mid Secure Old L3-6 ) to answer;
1. ‘Où vas-tu en vacances normalement?’
2. ‘Où es-tu allé(e) l’année dernière?’
3. ‘Où vas-tu aller l’année prochaine?’ /22 max
More Able (High Secure /Mastery Level Old L3-6) to do a presentation on the above with
cue card with pictures and up to 6 French words (no conjugated verbs) – use above prompt
questions if needed /25
Breakdown of speaking levels for SIMS – 23-25 High Secure/Mastery, 18-22 Mid secure,
15-17 Low Secure if 2 tenses, 11-14 High Developing, 7-10 Low Developing,0-6 Entering by
discretion.
High Secure and Mastery MUST include 3 correct tenses, Low/Mid Secure must have 2
correct tenses.
The following using Asset languages Test/ adapted Asset language writing;
Writing Entering / Developing Level 4 test(/10)
‘Level 5-6’ Translation Writing – /30 then divided by 2 (/15) N.B. Least able pupils may miss
out translation Qs 1-3 and just attempt own sentence if deemed appropriate.
Breakdown of writing levels for SIMS – 23-25 High Secure/Mastery (3 tenses +), 20-22
High secure, 17-19 Mid Secure, 11-16 Low Secure if 2 tenses, 8-10 High Developing, 4- 7
Low Developing, 0-3 Entering by discretion.
*Thresholds to be reviewed at time of tests before releasing to pupils*
Reading Asset Languages Graded Tests
Level 4 (/5) and 5 (/5) /10 (For % please x 2.5 so out of 25%)
Breakdown of reading levels for SIMS – Level 4 Test= 5-3 = High developing, 2 = Low
developing
Level 5 test (if achieved HD on level 4 test) 4-5 Mid Secure = 5c, 3 -2 = low secure
Level 6 test (not included in %) Prelim Asset Reading Grade 6 task A1, A2 (/10) 9-10 =
Mastery if supported by other evidence, 8-7 High Secure
Listening Asset Languages Graded Tests
Level 4 (/5) and Level 5 (/10) /15 (For % please /3 x 5 so out of 25%)
Level 4 Test= 5 = 5-3 = High developing, 2 = Low Developing
Level 5 test (if achieved HD on level 4 test) 10 -8 = Mid Secure, 7-4 =Low Secure
Level 6 Test (not included in %) Prelim Asset List Grade 6 task A1, A2 (/10) 9-10 =
Mastery if supported by other evidence, 8-7 High Secure
Final Grading (E,D,S,M) and % on SIMS by Wed of first week back after May Half
Term with group recommendation for Westwood to JSK please.
We have the entire TA pack for Prelim. French if anyone needs more evidence for
High Secure/Mastery especially. (Old Level 6).
Learning Objectives – Old Framework:: Y9 W3r W4r W5r S8 T3r T5r T6 T7r L6
PROGRAMME OF STUDY: YEAR 8
Unité 14: Rendez-vous!
Time allocation: Summer Term, 6-7 weeks apx
New National Curriculum Learning Objectives KS3
(Refer to St Ed’s New MFL NC doc for explanation of codes;)
Listening 3La, 3Lb Speaking 3Sa, 3Sb, 3Sc Reading 3Ra, 3Rb Writing 3Wa Grammar
3GPr (revision), 3Fu, 3Pa, 3G 3SPAG Translation 3TrA/3TrB Vocabulary 3V – providing
widening vocabulary as need arises.
PLTS: Independent enquiry using websites and dictionaries, Team Work and Effective
Participation in paired oral, Creative Thinking, Self Management and Reflective
Learning in written and oral assignments.
SMSC: Personal opinions, group work
Vocabulary content
Links: Lit.
Grammar (KAL)
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 Revision of Personal Info
 Leisure activities (revision)
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 Making plans (si on allait.., + future)
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 Asking someone out
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 Accepting or refusing invitations
 Giving an account (perfect and imperfect)
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Consolidation of Perfect Tense
(more able)
Comparison of adjectives
Consolidate use of connectives
C’était +adj.
Imperfect Tense (more able)
Devoir + infinitive
Pupils should revisit personal information in form of letter to penfriend/ future French
teacher / etwinning partner, and should be encouraged to show off their highest
capabilities. They may write a spoof advert for dating website, which leads on to
arranging a date, an account of a date (possibly a disaster!?) and giving excuses (modal
verbs). They read those of others, and could research and write a profile or biography
for a French speaking personality.
Available materials
 ‘Blind Date’ flipchart
 TT 2, Unité 8
 Various posters/leaflets
 Flashcards from ET1
 Flashcards from ET2(CD)
 Flashcards from Old Tric. Sets
 ‘Speed dating’/ Penfriends cards
 Personal ads ppt
 Saint Valentin, Making Excuse ppts
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Dice
ET NE 2, unit 8 worksheets
TV: 15 minutes Plus: Les
Loisirs
ICT website: zut – for
grammar work
ICT website: linguascope –
for vocab. Consolidation
Que des excuses –W/S
Detailles Personelles – W/S
WOW lesson opportunities – Blind Date/Take Me Out Show, Biography of famous
French speaking person, love poetry
Possible etwinning link, Write a letter presenting self to new French teacher at
Westwood
Assessment and differentiation (Linguistic competence)
We are still grading until the end of Y8, so teachers need to use the Individual
Progress Sheets kept by the pupils to see which grades their groups are short of and
set work accordingly.
Learning activities and assessment tasks will be decided by individual teachers to suit
the level of their pupils. Work set for most able should ideally use material with a
variety of tenses, such as plans for a date and an account of your date, in order to
consolidate Level 6 achievement e.g. Biography of famous French speaking person.
Most able pupils may do more work on the Imperfect Tense.
For less able pupils, assessments may be at developing level in oral and written work
but passages in the Perfect Tense should be used for Listening and Reading in order to
keep these pupils in touch with tenses.
For all pupils, there should be a continued emphasis on using listening and reading
strategies and texts as source for speaking and writing, including modelling. Pupils
should be encouraged to use the Writing Check Cards for self correction.
Suggested tasks;
Speaking – Arranging a Meeting Role Play, Speed dating
Reading – Profile of others
Writing – Profile, Biography, Account of a date, Love Poetry
Learning Objectives: Old Framework – S3 S5r S6r S7r T1r L3r L5r
PROGRAMME OF STUDY: YEAR 8
Unité 15 Ça va?
end of term
Time Allocation: Summer Term, 2-3 weeks apx to
New National Curriculum Learning Objectives KS3
(Refer to St Ed’s New MFL NC doc for explanation of codes;)
Listening 3La, 3Lb Speaking 3Sa, 3Sb, 3Sc Reading 3Ra, 3Rb Writing 3Wa Grammar
3GPr (revision), 3Fu, 3Pa, 3G 3SPAG Translation 3TrA/3TrB Vocabulary 3V – providing
widening vocabulary as need arises.
PLTS: Creative Thinking and Reflective Learning in written poems/convs; Independent
Enquiry in same, using dictionary and in use of websites for vocab. Learning; Team Work
in paired oral; Self Management in all of these.
SMSC: French health sys, pair work, feelings of others
Links: Lit. Biol. P.E. ICT
Vocabulary content
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Parts of the body
Asking and saying where it hurts
Avoir idioms
Common illnesses
Doctor’s surgery vocabulary
Chemist shop vocabulary
Grammar (KAL)
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Revision of à + definite article
Revision of avoir
Revision of Present Tense
Perfect Tense (to say what
happened; e.g. Je suis tombé
Immediate Future (to say how
you will get better; e.g. Je vais
rester au lit
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Imperative Voice
Available Materials
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 W/S: ET2 6/1 Les clowns (R/W)*
TT 2, Unité 7, pp.108-114;
 W/S: ET2 6/2 Un congrès
Old Tric 2 ‘Ils sont malades’ R +S
international (R/W)
W/S : Je suis malade
 W/S: ET2 6/3Expressions with avoir
W/S: RN 55 Le corps humain (R/W)*
(R)
W/S: Mots croisés – Le Corps
 Paired RC envelopes: Bonjour Docteur
W/S: RN 57 Réparez Robert le robot(W)*
 W/S: C’est le passé, le présent ou le
W/S: RN 58 Patientez, s.v.p. (O)
futur? (JH)
W/S: RN E81 Chez le médecin (R/W)
 W/S: Que faire? Trouve la réponse! –
W/S: RN E82 Le pauvre Georges (L)
Imperatives (CH)*
 LC: Mal à l’oeil (CH)(6)
IWB: Pauvre Georges poem (JH)
 W/S:McNab 37 De la tête aux pieds
W/S: RN 56 Tu as mal à l’oreille,
(R/W)
Mireille? (L/R/W)
 W/S: McNab 39 J’ai mal (R/L/O)
W/S: RN 59 J’ai mal partout (R/W)
W/S:
40 J’aimatching
des boutons
IWB: Alouette song words p149 (JH)
W/S C’est
qui McNab
? 3rd person
(R/W)
Songs ‘Allouette’, ‘Nadia et son papa’,
W/S Les problèmes et les traitements
TV: 15 Minutes
5: La Santé
Song TT2 p149 Sabine, ce n’est pas grave W/S Un rendez-vous
chez Plus
le médecin
 ICT Website: BBC French Steps – At
The Chemist’s
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IWB: Song: Heads, shoulders etc.
words*
ICT: Ppt.story: M. Malchance
Domino Oral for Set 1s: Je vais
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ICT Website: zut – Y8 Parts of the Body
Task magic files,
Languages online au Section 30
ICT Website: linguascope – Le Corps;
Les Douleurs (+ linguastars Le Médecin
For Set 1s)
LC: Un désastre en France (JH), with q’s
For Level 5 and Level 6
WOW Lesson Opportunity – Pauvre Georges Poetry, dressed-up doctor/chemist role plays
Assessment / KS3 Grading: we are still grading at the end of Y8, so teachers need to use
the Assessment Record Sheets kept by the pupils to see which grades their groups are
short of and set work accordingly. The amount of this unit covered will depend on the
timing of end of year events, the timetabling of lessons and the make-up and achievements
of the groups so far.
Optional Assessment suggestions
Oral: Chez le médecin. A conversation prepared and delivered (without reading!) in pairs and
marked out of 10 for pronunciation and fluency.
Written: Un Accident or Une Maladie. A written piece, marked out of 20, to include a
variety of tenses. (how it happened, what you are doing about it now, what you will do
tomorrow to get better or in the future to avoid a recurrence.
Or a Mister Men story, written in pairs/threes with illustrations Level by outcome
Differentiation (Linguistic competence)
For most able, it is essential that tense work be continued throughout this unit. Pupils
should be listening to and reading longer passages using a variety of tenses. Top ability
pupils should be 3 writing different tenses comfortably and should be taught some basic
Imperfect Tense phrases to include in written assignments.
Most pupils should be reading at home. The difficulty of the texts will depend wholly on
what the pupil has read previously and he/she should be allowed to progress at his/her own
pace. A record should be kept up to date in the back of Cahier A. Less able pupils will use
readers as extension work in class where appropriate. All pupils must be encouraged to use
websites for vocabulary learning, grammar practice, pronunciation and reading.
For less able pupils, do plenty of action work, including “Simon dit…”. All pupils will enjoy
Alouette, Heads, shoulders etc. and the Georges rhyme but more able groups should be
encouraged to write one of their own. More able pupils might also attempt a Mister Men
story or a board game.
Learning Objectives: Old Framework: - S3 S5r S7 S8r T1r T2r T5r T6r L1r L3 L6r