Starter 1 resource
In Year 7 pupils can be assessed at National Curriculum Levels 1 to 5. ......
Workbook A, page 2 ...... 4 Lis la chanson et corrige les erreurs dans les phrases.
part of the document
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Acknowledgements
We would like to thank Harriette Lanzer and Isabelle Retailleau for their invaluable help in the development of this course.
Every effort has been made to contact copyright holders of material reproduced in this product. Any omissions will be rectified in subsequent updates if notice is given to the publishers.
Contents
Introduction 4
Module 1 Cest perso 17
Module 2 Mon collège 46
Module 3 Mes passetemps 80
Module 4 Ma zone 111
Module 5 3
2
1 Partez! 142
Module 6 Studio découverte 173
Introduction
Course description
Studio is a fully differentiated 1114 French course in three stages Studio 1 for Year 7, Studio 2 for Year 8 and Studio 3 for Year 9. The Year 7 resources also include a separate short book, Accès Studio, which enables flexibility in teaching the language according to pupils prior experience of learning French at Key Stage 2. In Year 7 pupils can be assessed at National Curriculum Levels 1 to 5.
Studio 1 and Studio 2 are suitable for use on their own as a two-year Key Stage 3 course.
The course has been written to reflect the world pupils live in, using contexts familiar to them in their everyday lives and teaching them the vocabulary that they need to communicate with young French people of their own age on topics that interest and stimulate them. They are introduced to young French people and given insight into the everyday life and culture of France and other French-speaking countries, encouraging intercultural understanding.
At the same time, Studio ensures that pupils are taught the language learning skills and strategies that they need to become independent language learners. The four elements of the Key Stage 3 Programmes of Study (Key concepts, Key processes, Range and content and Curriculum opportunities) and the five strands of progression in the Key Stage 3 Framework for languages are fully integrated into the course. In addition, pupils have the chance to experience cross-curricular studies and are given regular opportunities to develop and practise the personal, learning and thinking skills required to operate as independent enquirers, creative thinkers, reflective learners, team workers, self-managers and effective participators.
Studio ActiveTeach (see details on pp. 67) provides easy-to-use and exciting technology designed to add dynamism and fun to whole-class teaching. For individual pupil use, Studio ActiveLearn provides a wealth of exciting differentiated material for pupils to access individually via computers or mobile devices, in class or for homework.
Differentiation
Studio 1 provides one book for the whole ability range. Pupil requirements are catered for in the following ways:
There are differentiated activities at a range of NC Levels in listening, speaking, reading and writing throughout the Pupil Book.
Ideas are given in the Teachers Guide for simplifying and extending the Pupil Book activities.
En plus units at the end of every module contain longer reading and listening passages to provide opportunities for extension work.
The À toi section at the back of the Pupil Book provides extra reading and writing activities at reinforcement and extension levels.
The workbooks are differentiated at two levels: reinforcement (Cahier dexercices A) and extension (Cahier dexercices B).
Studio 2 and Studio 3 are differentiated by means of parallel books:
Studio 2 Rouge NC Levels 36
Studio 2 Vert NC Levels 15
Studio 3 Rouge NC Levels 47
Studio 3 Vert NC Levels 15
Using Studio 1 and Accès Studio together
Studio 1 and Accès Studio have been carefully planned to give you maximum flexibility in catering for pupils who arrive from primary schools with different experiences of learning French.
Pupils who have no prior knowledge: With Studio, just like any French course, you can start from scratch, using Accès Studio and working through to the Studio 1 Pupil Book.
Pupils who have some prior knowledge: If some of your pupils have already learned French basics, you can go straight to Studio 1 and use Accès Studio when you need to pause and revise topics with the class.
Pupils who are confident with French basics: If you have a confident class that has covered the French basics listed in the table on p. 5, you can go straight to Studio 1. If necessary, you can use Accès Studio as a quick recap.
This symbol in the Studio 1 Pupil Book tells you that at this point some prior knowledge is assumed and you are directed to the appropriate unit in Accès Studio should you need to teach or revise the language required to complete the unit.
Accès Studio Contents
UnitTitleTopic1Bonjour!Meeting and greeting people
Spelling in French2Quel âge as-tu?Counting to 21
Saying how old you are3Joyeux anniversaire!Days and months
Saying when your birthday is4Dans mon sacSaying what there is in your school bag
Using un, une, des the indefinite articles a, some
Using plurals5Ma salle de classeDescribing your classroom
Using le, la, les the definite article the6Jadore le judoSaying what you like and dislike
Talking about hobbies7Les goûts et les couleursSaying what colours things are
Using adjectives8Tu as un animal?Talking about animals
Using a dictionary9Ma grand-mère est une hippie!Talking about your family
Using mon, ma, mes10Jhabite dans un château!Saying where you live
Using petit and grand11À table!Saying what you eat and drink
Ordering in a café12Mon paysTalking about nationalities and countries
Using the verb être (to be)13La météoTalking about the weather
Exploring rhyming and syllablesGrammaireGender and singular/plural, articles, adjectives, mon/ma/mes, verbs in the present tense (singular forms)Language Learning SkillsLearning vocabulary, listening strategies, reading strategies, study skillsStudio 1
Pupil Book
One book for the whole ability range in Year 7
Full coverage of the 2014 Programmes of Study for Key Stage 3 MFL
Assessment right from the start at National Curriculum Level 4
Exciting video introducing pupils to the lives of young people in France
Fully integrated grammar explanations and practice ensuring logical and rigorous progression
Opportunities for cross-curricular topics and emphasis on language learning skills
Fully integrated opportunities for PLTS
The Pupil Book consists of five core modules and a sixth optional module (see below). Modules 1 to 5 are subdivided as follows:
Five double-page core units (three in Module 6) these contain the core material that must be taught to ensure that all the key language and grammar is covered in Year 7.
Bilan this is a checklist of I can statements, allowing pupils to check their progress as part of Assessment for Learning.
Révisions optional revision activities that can be used as a mock test preceding the end of module Contrôle in the Assessment Pack.
En plus an optional unit in which no new core language is introduced. The unit can therefore be missed out if you are short of time. However, these units contain lots of useful activities and tips for developing language learning skills, including longer reading and listening passages and opportunities for oral presentations.
Studio Grammaire two pages where the key grammar points introduced in the module are explained fully and accompanied by practice activities.
Vocabulaire two pages of module word lists for vocabulary learning and revision, plus a Stratégie tip box to help pupils acquire the skills they need to learn vocabulary more effectively.
Module 6, Studio découverte, is an optional module with a more cross-curricular focus. The module consists of three units, each one dealing with a particular theme animals, poetry and painting. These units can be taught as regular units or developed as project work for more individual study. Since Module 6 is the last in the book, it is ideal for less directed work in the final half-term or term of the school year. You can choose to work through all three units in the usual way, or to focus on one particular theme. Each of the units can be taught on its own earlier in the school year if you prefer. Module 6 contains an introduction to the perfect tense, allowing higher-ability pupils to reach NC Level 6 if appropriate.
At the back of the Pupil Book there are four further sections:
À toi self-access differentiated reading and writing activities. À toi A contains reinforcement activities for lower-ability pupils, and À toi B contains extension activities for higher-ability pupils. These are ideal for use as homework.
Verb tables two pages showing the present tense conjugation of regular er verbs, reflexive verbs and the four most common irregular verbs: avoir, être, faire and aller, as well as the near future and perfect tenses.
Dictionary skills one page explaining to pupils how to use a bilingual dictionary.
Mini-dictionnaire a comprehensive French- English glossary, organised alphabetically and containing all the vocabulary encountered in Studio 1. There is also a list of the French rubrics used in the Pupil Book.
Teachers Guide
The Teachers Guide contains all the support required to help you use Studio 1 effectively in the classroom:
Clear and concise teaching notes, including lesson starters, plenaries and PLTS references for every unit
Full cross-referencing to the 2014 National Curriculum Programmes of Study
Overview grids for each module highlighting grammar content and skills coverage
Answers to all the activities
The complete audioscript for all the listening activities in the Studio 1 Pupil Book
Guidance on using the course with the full ability range
With the Teachers Guide there is an accompanying customisable scheme of work offering complete help with planning, and showing how the course covers the National Curriculum Programme of Study.
The Teachers Guide is available as a printed, spiral-bound book (scheme of work supplied as downloadable Word files with instructions on how to access them inside the front cover). Alternatively both the complete Teachers Guide content and scheme of work can be purchased and accessed as Word files online (via the ActiveTeach Library). From there they can be downloaded and printed off as necessary.
ActiveTeach
ActiveTeach is a powerful and motivating resource combining the book on screen and a wealth of supporting materials providing you with the perfect tool for whole-class teaching and individual practice and revision on a PC.
Use the on-screen Pupil Book with all the listening activities included.
Zoom in on areas of text and activities to facilitate whole-class teaching.
Build your own lessons and add in your own resources to help personalise learning.
Use fun and motivating electronic flashcards to teach new vocabulary.
Consolidate language using the whole-class interactive games.
Use the video clips in Modules 1 to 5 to introduce your pupils to the lives of young French people.
Teach and revise grammar using PowerPoint® presentations.
Download and print off a variety of extra worksheets for consolidation of grammar, thinking skills and learning skills ideal for follow-up work, cover lessons and homework.
You can also download and print off worksheets with a current topical and cultural focus. These are updated half-termly, and, once up online, will remain there to be accessed or downloaded at any time.
In addition to the interactive activities in ActiveTeach, there is a wide variety of extra worksheets that can be used to consolidate and extend pupils learning as follows:
Module 1
Speaking skills Learning French key sounds
Thinking skills Inventing categories
Thinking skills Odd one out!
Learning skills Using a dictionary (i)
Grammar skills Accents
Listening skills Predicting for listening
Thinking skills Making comments
Assignment Ma star préférée et moi (with NC assessment)
Module 2
Speaking skills Pronunciation and intonation
Learning skills Learning new words
Thinking skills Nonsense! (spotting illogicalities in text)
Reading skills Cognates and context
Learning skills New words (working out meanings)
Grammar skills Parts of speech
Grammar skills Questions
Assignment Mon blog (with NC assessment)
Thinking skills Joyeux Noël!
Module 3
Thinking skills High-frequency words
Grammar skills Regular er verbs
Thinking skills Logic puzzle
Grammar skills Faire
Reading skills Understanding a poem
Listening skills Listening for small differences
Learning skills Building your vocabulary
Assignment Les graphiques vivants (with NC assessment)
Module 4
Thinking skills Mnemonics
Learning skills Using a dictionary (ii)
Writing skills Checking for accuracy
Grammar skills Aller
Grammar skills Negatives
Learning skills Summarising
Speaking skills Presentation skills
Assignment Mon royaume à moi (with NC assessment)
Module 5
Thinking skills Sound patterns
Writing skills Creating longer sentences
Learning skills Improving sentences
Grammar skills Reflexive verbs
Listening skills Listening for number
Speaking skills Spontaneous speech
Thinking skills Logic puzzle
Grammar skills Using two tenses together
Assignment Chanson pour lEurope! (with NC assessment)
Module 6
Reading skills Looking up French words in a dictionary
Thinking skills Les animaux
Learning skills Les poèmes
Learning skills La peinture
Grammar skills The perfect tense
Audio
The audio files for the course contain all the recorded material for the listening activities in the Pupil Book. These audio files are also contained on ActiveTeach so only teachers who do not purchase ActiveTeach will need to buy the Audio Files. The different types of activities can be used for presentation of new language, comprehension and pronunciation practice. The material includes dialogues, interviews and songs recorded by native speakers.
After purchasing the audio files for Studio, you can access and download them online from the ActiveTeach Library. From there they can be saved onto your computer or network for future use.
Please note: the audio files and ActiveTeach do not contain the listening material for the end of module tests and end of year test. This material can be found in the Assessment Pack (see right).
Workbooks
There are two parallel workbooks to accompany Studio 1: one for reinforcement (Cahier dexercices A) and one for extension (Cahier dexercices B). There is one page of activities for each double-page unit in the Pupil Book. The workbooks fulfil a number of functions:
Ï% They provide self-access reading and writing activities designed to offer the pupils enjoyable ways of consolidating and practising the language they have learned in each unit.
They give extra practice in grammar and thinking skills, with integrated activities throughout the workbooks.
Revision pages at the end of each module (Révisions) help pupils revise what they have learned during the module.
Module word lists (Vocabulaire) with English translations are invaluable for language learning homework.
The Javance! pages at the end of each module allow pupils to record their NC level in each Attainment Target and set themselves improvement targets for the next module.
NC level descriptors in pupil-friendly language at the back of the workbooks allow pupils to see what they must do to progress through the NC levels in all four Attainment Targets.
The Workbooks are available as print books sold in packs of 8 or can be downloaded as PDFs from the ActiveTeach Library.
Assessment Pack
The Assessment Pack contains all the assessment material required to assess pupils in Year 7 in all four skills, as well as self-assessment sheets.
Show what you can do test
End of module tests in all four Attainment Targets listening, speaking, reading and writing
End of year test in all four Attainment Targets
Covers National Curriculum Levels 1 to 5
Optional Level 6 test
Target setting sheets
The audio material supports the listening tests. The assessment pages and the audio can be downloaded online from the ActiveTeach Library. There you will find Word files and PDF versions of the test sheets, alongside the sound files for the listening tests.
ActiveLearn
ActiveLearn is a motivating new digital resource for individual pupil use in school or at home. It is accessed online and follows the same topics as the Pupil Book. The ActiveCourse part of the product comprises sequences of exercises that will help pupils to work on their language skills, in particular listening, reading, grammar and vocab.
Activities in the ActiveCourse are structured in the following way:
Interactive listening skills activities at two levels (lower (A) and higher (B)) matched to each core teaching unit (Units 14 of each module, or 15 of Module 1).
Interactive reading skills activities at two levels (lower and higher) matched to each core teaching unit (Units 14 of each module, or 15 of Module 1).
Interactive grammar activities, one per core unit, covering key grammar points.
Key vocabulary from each core unit, drilled and tested through a unique system of activities.
Pupils performance in the activities is tracked and recorded, making it easy for pupils and teachers to review their progress throughout the year.
The other part of ActiveLearn is the ActiveBook, a digital version of the Pupil Book accessed online, which includes all the audio files for the Pupil Book listening activities.
Assignment (Défi)
The worksheets for Modules 1 to 5 include a collaborative assignment or challenge (Défi) to be carried out in pairs or groups.
The assignments consist generally of two worksheets, one containing the instructions for the task, the other providing preparation tasks and language to help the pupils.
The focus of the assignments is to help the pupils develop further their extended speaking and writing skills in cross-curricular contexts whilst fostering PLTS.
Incorporating ICT
Appropriate use of Information and Communication Technology (ICT) to support modern languages is a requirement of the National Curriculum. Suggestions for ICT activities (word-processing, using e-mail, videoconferencing, researching on the Internet, etc.) have been included in the Teachers Guide and are identified by this symbol .
Grammar coverage
Grammar is fully integrated into the teaching sequence in Studio to ensure that pupils have the opportunity to learn thoroughly the underlying structures of the French language. All units have a grammar objective so that pupils can see clearly which grammar structures they are learning. The key grammar points are presented in the Studio Grammaire boxes on the Pupil Book pages and fuller explanations and practice are provided in the Studio Grammaire pages at the end of each module. In addition, there are grammar PowerPoint® presentations in ActiveTeach for presenting new grammar concepts to classes, followed by interactive practice activities that can be used with whole classes or for individual practice. Worksheets focusing on the key grammar topics taught in Studio 1 are also provided in ActiveTeach and can be printed off for individual pupil use.
Grammar points explained and practised in Studio 1:
present tense of regular er verbs
present tense of avoir, être, faire, aller
present tense of reflexive verbs
aimer, vouloir, pouvoir + infinitive
je voudrais + infinitive
the near future (aller + infinitive)
the perfect tense (optional in Module 6)
the imperative
the use of tu and vous
using jouer à
negatives (ne
pas, pas du tout)
adjectives: agreement, position
possessive adjectives
asking questions/question words
connectives/intensifiers/adverbs
prepositions
the partitive article
il y a/il ny a pas de
à + definite article
accents
Coverage of the National Curriculum Programme of Study in Studio 1
In Studio the 2014 National Curriculum Programme of Study is covered comprehensively. The Programme of Study is as follows
1 Grammar and vocabulary
Pupils should be taught to:
identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues
use accurate grammar, spelling and punctuation.
2 Linguistic competence
Pupils should be taught to:
listen to a variety of forms of spoken language to obtain information and respond appropriately
transcribe words and short sentences that they hear with increasing accuracy
initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
express and develop ideas clearly and with increasing accuracy, both orally and in writing
speak coherently and confidently, with increasingly accurate pronunciation and intonation
read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
read literary texts in the language, such as stories, songs, poems and letters, to stimulate ideas, develop creative expression and expand understanding of the language and culture
write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.
Activities throughout Studio are specifically designed to give pupils opportunities to cover the Programme of Study. As the Programme of Study is intended to represent learning through Years 7, 8 and 9, not all aspects of it are covered in the Book 1. However Studio 1 and 2 cover the Programme of Study in full. After Book 2, Pupils could either move on to GSCE if time is short, or continue with Studio 3 (which also covers the Programme of Study) in Year 9.
The table below outlines the points from the Programme of Study in short form, and shows where they are covered in Studio 1. The content of the course is also matched to the Programme of Study unit by unit throughout this Teachers Guide.
1 Grammar and vocabulary (GV)GV1 TensesM1 U1, M5 U4, M5 U5, M6 U1GV2 Grammatical structuresM3 U4, M4 U1, M4 U4, M5 U5GV3
Developing vocabulary
Opinions and discussions
M3 En plus, M5 U2, M6 U1
M1 U1, M1 U3, M2 U2GV4 AccuracyM2 U1, M3 U2, M4 Gram2 Linguistic competence (LC)LC1 Listening and respondingM2 U3, M4 En Plus, M6 U1LC2 TranscriptionM1 U3 (Starter 2), M3 U1 (Starter 2), M5 U3 (Plenary)LC3
Conversation
Conversation (dealing with the unexpected)
Conversation (using modes of address)
M1 U1, M2 En plus 2, M3 U1
M2 U2, M5 U3
M4 U2LC4
Expressing ideas (speaking)
Expressing ideas (writing)
M1 En Plus, M3 U4, M4 U5
M1 U4, M3 U3, M4 U1LC5
Speaking coherently and confidently
Accurate pronunciation and intonation
M1 En Plus, M3 U2, M4 U4
M2 U1, M2 U4, M4 U4LC6 Reading comprehension
Translation into EnglishM2 En plus 1, M3 En plus, M6 U2 (authentic)
M1 Gram, M4 U2, M5 GramLC7
Literary texts
M6 U2LC8
Writing creatively
Translation into French
M1 U5, M5 U1, M6 U2
M2 Gram, M4 Gram, M5 GramNational Curriculum Levels in Studio
The 2014 National Curriculum no longer includes Level Descriptors for Levels 18 and exceptional performance. In order to ensure sound progression, as well as to aiding progress tracking and reporting, Studio keeps the levels in place, using the level descriptors as they were in the previous Curriculum. In the course they feature in the following ways:
All activities in the course are levelled (in the teachers notes) from Levels 17
End of Module Assessments for Studio have been written using the National Curriculum Levels to indicate the level of challenge
Workbooks contain self assessment and target setting pages based around the old National Curriculum Levels.
As the new National Programmes of Study become established in schools from 2014, their use in Studio, as well as the use of the older NC Level descriptors, will be reviewed to make sure that the course provides the most valid and up to date account of how achievement is measured and progress is tracked.
Coverage of Personal Learning and Thinking Skills in Studio 1
Activities supporting PLTS development are included throughout the course. Key examples are highlighted in the Teachers Guide using the PLTS icon : one PLTS is identified in each unit, with Modules 15 all featuring the full range of PLTS. Each PLTS is given in the table below, with a selection of examples and details of how they meet the curriculum requirements.
Personal Learning and Thinking SkillsI Independent enquirersPupil Book activities throughout the course (e.g. M5 U1 ex. 3, M6 U3 ex. 7); ICT-based activities (e.g. M3 U2 ex. 7)C Creative thinkersRegular activities developing skills strategies (how to improve listening/speaking, etc.) (e.g. M1 U1 ex. 2); Starters requiring pupils to apply logic and make connections (e.g. M4 U4 Starter 2); regular activities encouraging pupils to identify patterns and work out rules (e.g. M5 U3 ex. 1); activities requiring creative production of language (e.g. M6 U2 ex. 5)R Reflective learnersOngoing opportunities to assess work and identify areas for improvement (e.g. M2 U4 ex. 7, M5 U4 extension suggestion after ex. 6), including all Bilans and Plenaries (e.g. M4 U1 Plenary) T Team workersRegular pairwork activities (e.g. M3 U1 ex. 6), including many Starters; regular peer assessment (e.g. M1 U5 ex. 8); links with partner schools (e.g. M5 En plus ex. 7) S Self-managersOngoing advice on managing learning (e.g. M3 En plus ex. 5), including strategies to improve learning (e.g. M4 U5 extension suggestion after ex. 6)E Effective participatorsOpportunities throughout the course for pupils to contribute (e.g. M3 U4 ex. 7), including presentations (e.g. M6 U1 ex. 7) and all Plenaries (e.g. M5 U2 Plenary)Pupils may find the following short forms useful as a reference in class:
I am a/an
Today I
Independent enquirerIworked on my own to find out something newCreative thinkerCused what I know to work out or create something newReflective learnerRthought about what Ive learned and how I can improveTeam workerTworked well with other peopleSelf-managerStook responsibility for improving my learningEffective participatorEtook part in the lesson in a positive way
Coverage of the Foundation Certificate of Secondary Education in French (Revised Specification) in Studio 1
Studio can be used to teach the Key Stage 3 FCSE qualification from AQA. The following table shows where each of the FCSE units and sub-topics for the Revised Specification (2014) can be taught using Studio 1. Many of the FCSE units and sub-topics that do not appear in Studio 1 are covered in Studio 2 or Studio 3 Rouge/Vert.
Unit 1 Relationships, family and friends
Sub-topicsWhere in Studio 1Reading and listeningFamily and step familyPersonal details about familyMini biography of family (Set A only)Rank in family (Set B only)Personal details about friends (Set B only)M1 U4Girlfriend, boyfriendRelationships and reasons for good and bad relations within family and friendsIssues (Set B only)Taking sides in an argument (Set B only)PetsClothes (Set A only)Family celebrationsM2 En plusPrepositions NumbersSpeaking and writingPersonal informationM1 U3Family/friendsMeeting up with friends/activitiesM3 U4, M4 U4
DescriptionsM1 U4Hobbies/free-time activitiesM3 U5
Unit 2 Education and future plans
Sub-topicsWhere in Studio 1Reading and listeningEducation
School teachers
problems
transport
timetable
uniform
facilities
type of school (Set A only)
location (Set A only)
subjects
rules (Set A only)
school clubs (Set A only)
sport
progress report (Set A only)
items in school bag (Set B only)
M2 U3
M2 En plus 1
M2 U4
M2 U1, M2 U2
M1 U2Future plans
Plans for after school
Plans for jobs and careers
Plans for future study
Advantages and disadvantages of jobs
Advantages and disadvantages of staying on at school (Set B only)
M5 U5TimeM2 U3Prepositions of placeAlphabet (Set A only)Numbers (Set A only)Sequence (Set B only)Speaking and writingPhysical description of schoolSchool activitiesOpinionsUniformFuture plansM5 U5
Unit 3 Holidays and travel
Sub-topicsWhere in Studio 1Reading and listeningHolidaysM5 U1, M5 U4Types of holidayM5, En plusCamping (Set A only)Activities (Set A only)M5 U4TravelAccommodationWeather on holidayProblems on holiday (Set B only)Holiday experiences (Set B only)Speaking and writingDestinationM5 U1TravelAccommodationActivitiesM5 U4
Unit 4 Leisure
Sub-topicsWhere in Studio 1Reading and listeningHobbiesM5 U1, M3 U2, M3 U3Free time/hobbiesM3 U1, M3 U3, M3 En plusTelevision Films (Set A only)Cinema (Set B only)MusicGardening (Set A only)Going out (Set A only)M5 U2Theatre visit (Set A only)ClubsAround town (Set B only)M4 U3Leisure centre (Set B only)
Speaking and writingHobbies/activitiesM3 U2, M3 U3PreferencesM1 U1Going outM5 U2Pocket money
Unit 5 Healthy lifestyle
Sub-topicsWhere in Studio 1Reading and listeningHealthy livingFood/drink (Set B only)M2 U5Healthy/unhealthy eating (Set A only)Fast food (Set A only)Exercise (Set A only)M3 U2, M3 U5, M3 En plusLife as a footballer (Set B only)Sports M3 U2Leisure centres (Set A only)Alcohol SmokingIllnessChemists (Set B only)Stress (Set A only)Exam pressure Health farms (Set A only)Speaking and writingState of healthActivitiesM3 U2, M3 U5Eating and drinkingM2 U5Opinions
Unit 6 Food and drink
Sub-topicsWhere in Studio 1Reading and listeningFood/drink vocabulary itemsM2 U5Eating outM5 U3Opinions about food and drinkShopping for foodUnhealthy/healthy food choicesSpeaking and writingFood and drink habitsEating outM5 U3Opinions about food and drink
Unit 7 Local area and environment
Sub-topicsWhere in Studio 1Reading and listeningFacilities M4 U1, M4 U5LocationsM4 En plusPreferencesM4 U3EnvironmentRecyclingWeatherSpeaking and writingLocal areaM4 U1ActivitiesM4 U3, M4 U5Environment
Unit 8 Celebrations
Sub-topicsWhere in Studio 1Reading and listeningBirthdays Various festivalsM2 En plus 2PartiesCelebrating (Set A only)Engagements and weddings Celebrating success (Set A only)Carnival End of examsSpeaking and writingPartiesOpinionsSpecial celebrationsM2 En plus 2
Games and other teaching suggestions
Reading aloud
There are many reading activities in the Pupil Book which give scope for further activities.
1 You can use the texts to practise reading aloud. As an incentive, award five points to a pupil who can read a text without ay errors. Points could also be given to teams, depending on seating arrangements tables, rows, sides of the room.
2 Set a challenge I bet no one can read this without a single mistake or ask a volunteer pupil to predict how many mistakes he/she will make before having a go, then seeing if he/she can do better than predicted.
3 Texts could be read round the class with pupils simply reading up to a full stop and then passing it on to someone else in the room. They enjoy this activity if it is fast. Alternatively, pupils can read as much or as little as they want before passing it on.
4 You can also read a text, pause and have the pupils say the next word.
Reading follow-up
Motivation and participation can be enhanced by dividing the class into two teams and awarding points. Once they know a text very well, pupils should be able to complete a sentence from memory, hearing just the beginning. Move from a word to a phrase to a sentence: i.e. you say a word, the pupils give the word in a short context and then in a longer context.
1 You read aloud and stop (or insert the word beep) for pupils to complete the word or sentence.
2 You read aloud and make a deliberate mistake (either pronunciation or saying the wrong word). Pupils put up their hand as soon as they spot a mistake.
3 Hot potato: Pupils read a bit and pass it on quickly to someone who may not be expecting it.
4 Marathon: A pupil reads aloud until he/she makes a mistake. Pupils have to put up their hand as soon as they hear a mistake. A second pupil then takes over, starting at the beginning again and trying to get further than the previous pupil.
5 Random reading: You read a phrase at random and the pupils have to say the next bit.
6 You can play music and get the pupils to pass an object round the class. When the music stops, the person with the object has a turn. Let a pupil control the music, facing away from the class.
Mime activities
Mimes are a motivating way to help pupils to learn words.
1 You say a word, for example a job, sport or hobby, or an adjective, and the pupils mime it. This can be done silently with the whole class responding. Alternatively, it can be done as a knock out game starting with six volunteers at the front who mime to the class as you say each word. Any pupil who does the wrong mime or who is slow to react is knocked out. Impose a two-minute time limit.
2 Pupils say a word or phrase and you mime it but only if the pupils say it correctly. This really puts you on the spot and gets the pupils trying very hard. You could also insist that the pupils say it from memory.
3 You mime and pupils say the word or phrase.
4 Send five or six pupils out of the room. They each have to decide on an adjective which sums up their character. They return to the room individually or together, each one miming their character adjective. The remaining pupils then guess the adjective. Get them to use a sentence, e.g. Daniel est intelligent.
5 Envoyé spécial: One person goes out of the room. The rest of the class decides on a character adjective to mime. The volunteer comes back into the room and has to guess the adjective that the class is miming. Again, encourage the use of whole sentences.
6 Class knock-down: As Envoyé spécial, but this time everyone in the class can choose different qualities to mime. The volunteer returns to the room with everyone doing his/her own mime. The volunteer points to each pupil and names the character adjective. If the volunteer is correct, the pupil sits down. This works well as a timed or team activity. The aim is to sit your team down as quickly as possible.
7 A version of charades is a good activity at the end of the lesson. Organise two teams, A and B. Have all the adjectives written down on separate cards, masculine forms only. Put the cards in a pile at the front. A volunteer from Team A comes to the front, picks up the first card and mimes it. The rest of the team must not see the word on the card. Anyone from Team A can put up his/her hand and is then invited by the volunteer to say the word. If correct, the volunteer picks up the next card and mimes it. The aim is to get through the whole list as quickly as possible. Note down the time for Team A. Team B then tries to beat that time.
Exploiting the songs
1 Pupils sing along. Fade out certain bits while they continue. When most of them know the song quite well you can pause the audio to let them give you the next line by heart. Then try the whole chorus, followed by a few verses completely from memory.
2 You could try the pick up a song game: you fade the song after a few lines, the pupils continue singing, and then you fade the song up again towards the end and they see whether they have kept pace with the recording.
Translation follow-up
Motivation and participation can be enhanced by dividing the class into two teams and awarding points. Once they know the text very well, you should be able to say any word, phrase or sentence from the text at random for the pupils to translate into English without viewing the text.
1 You translate the text and stop (or insert the word beep) for pupils to complete the word or sentence.
2 You translate, making a deliberate mistake. Pupils put up their hand as soon as they spot a mistake.
3 Hot potato: A pupil translates a bit and passes it on quickly to someone who may not be expecting it.
4 Marathon: A pupil translates until he/she makes a mistake. Pupils have to put up their hand as soon as they hear a mistake. A second pupil then takes over, starting from the beginning again and trying to get further than the previous pupil.
5 Random translation: You read a phrase in French at random and the pupils have to translate it.
6 One half of the class has their books open, the other half has them closed. The half with their books open reads a sentence in French at random. The other side has to translate. Do about five then swap round.
7 You can play music and get the pupils to pass an object round. When the music stops, the person with the object has a turn. Let a pupil control the music, facing away from the class.
Writing follow-up (text dissection)
Whiteboards are a useful tool. They do not need to be issued to every pupil. Pupils can work in pairs or groups or they can pass the whiteboards on. You could also divide the class into teams, with one whiteboard per team.
After reading a text in some detail:
1 Display some anagrams of key words from the text and ask pupils to write them correctly. You will need to prepare these in advance and check carefully. Award points for correct answers on each board.
2 Display some jumbled phrases from the text, e.g. foot au je dimanche joue le. Pupils rewrite the phrase correctly in their exercise books or on the board. They could work in teams, producing one answer per team on paper.
3 Display an incorrect word or phrase in French and ask pupils to spot the mistake and correct it. This can also be done as spot the missing word or spot the word that is in the wrong place.
4 Ask pupils to spell certain words from memory. Differentiate by first reading out a few words in French and then giving a few in English for them also to write out in French.
5 Mini-dictée: Read four or five short sentences in French for pupils to write out. Again, this could be a group exercise.
6 Give pupils phrases in English to write out in French.
Comprehension follow-up
1 Ask questions in English about the text.
2 Ask questions in French about the text.
3 True or false?
4 Who
?
Vocabulary treasure hunt
1 Find the word for
2 Find (three) opinions.
Grammar treasure hunt
1 Find (three) adjectives.
2 Find (two) feminine adjectives.
3 Find a verb in the nous form.
4 Find a plural noun.
5 Find a negative.
A variation on pairwork
Musical pass the mobile phone: One pupil controls the music, facing away from the class. While the music is playing, a toy or old mobile phone is passed from pupil to pupil. As soon as the music stops, the music operator (who is ideally also equipped with a phone) says the first statement of a dialogue. The other pupil who has ended up with the phone replies. They can, if they like, disguise their voice. The music operator tries to guess who is speaking. The game then continues.
Symbols used in these teaching notesextension material/suggestion for extending an activityreinforcement material/suggestion for reinforcing languageexample of an activity which supports personal learning and thinking skills developmentICT activity
Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Mon autoportrait
(pp. 89)
Talking about likes and dislikes
Using regular er verbs (je, tu, il/elle)GV1 Tenses (present)Jaime
Tu aimes
?
Il/Elle aime
la musique, les animaux, les mangas, etc.
Je naime pas
linjustice, le hard rock, les araignées, etc.
Cest
génial, cool, nul, etc.G the definite article (le, la, l, les)
G er verbs (singular)
jaime/je naime pas for likes and dislikes
questions using intonation
connectives: et, aussi, mais2 Mon kit de survie
(pp. 1011)
Talking about your survival kit
Using avoir (je, tu, il/elle)GV2 Grammatical structures (questions; negatives)Jai
Tu as
Il/Elle a
un appareil photo, une gourde, des chips, etc.
Je nai pas de
cahier, etc.
Cest
essentiel, importantG avoir (present singular)
G quest-ce que
?
understanding dictionary definitions3 Comment je me vois
(pp. 1213)
Describing yourself
Understanding adjective agreement (singular)GV1 Tenses (present)
GV3 Developing vocabulary (high-frequency words)
Je suis/Je ne suis pas
Tu es
Il/Elle est
branché(e), curieux/ curieuse, drôle, etc.
Tu es daccord?
Je suis daccord.
Je ne suis pas daccord.G adjective agreement (singular)
G être (present singular)
intensifiers: très, assez4 Et les autres?
(pp. 1415)
Talking about other people
Understanding adjective agreement (plural)LC1 Listening and responding (gist and detail)
LC4 Expressing ideas (writing)
GV2 Grammatical structures (adjective agreement)Cest un garçon/une fille.
Il a
/Elle a
les yeux bleus/gris, etc.
les cheveux longs/courts et bruns/roux, etc.
Il/Elle est
grand(e), petit(e), de taille moyenne
Il/Elle sappelle
G adjective agreement (plural)
G possessive adjectives (mon/ma/mes, ton/ta/tes)5 Il est hypercool!
(pp. 1617)
Describing a musician
Using the present tense (je, tu, il/elle)LC4 Expressing ideas (writing)
GV1 Tenses (present)Review of vocabulary from Units 3 & 4:
Il/Elle sappelle
Il/Elle aime
Il/Elle est
Il/Elle a
G the present tense (singular: aimer, sappeler, être, avoir)
pronunciation of eauBilan et Révisions
(pp. 1819)
Pupils checklist and practice exercisesEn plus: Cest moi!
(pp. 2021)
Introducing yourself in detailLC4 Expressing ideas (writing)Review of language from the module developing writing skills
developing presentation skillsStudio Grammaire
(pp. 2223)
Detailed grammar summary and practice exercisesG the present tense (regular er verbs, singular)
G irregular verbs (avoir, être present, singular)
G adjectives (agreement)
G possessive adjectivesÀ toi
(pp. 118119)
Self-access reading and writing at two levels Learning objectives
Talking about likes and dislikes
Using regular er verbs (je, tu, il/elle)
Programme of Study references
GV1 Tenses (present)
FCSE links
Unit 4: Leisure (Hobbies; Preferences)
Grammar
the definite article (le, la, l, les)
er verbs (singular)
Key language
Jaime
Je naime pas
Tu aimes
?
Il/Elle aime ...
Oui, jaime ça.
Non, je naime pas ça.
les animaux
les araignées
les chatsles chiens
le cinéma
les consoles de jeux
la danse
le foot
le hard rock
linjustice
les insectes
les jeux vidéo
les mangas
les maths
la musique
la Nintendo DS
les pizzas
le racisme
le rap
les reptiles
le roller
le rugby
les spaghettis
le sport
la tecktonik
le tennis
la violence
les voyages
les weekends
Cest
génial/cool/bien/ennuyeux/nulPLTS
C Creative thinkers
Cross-curricular
English: the definite article
Resources
Audio files:
01_Module1_Unit1_Ex1.mp3
02_Module1_Unit1_Ex4.mp3
Accès Studio: pages 45, 67,
1213 & 1415
Workbooks:
Cahier dexercices A & B, page 2
Accès Studio ActiveTeach:
p.004 Flashcards
ActiveTeach:
p.008 Video 1
p.008 Video worksheet 1
p.008 Speaking skills video
p.008 Speaking skills
p.009 Grammar
p.009 Grammar practice
p.009 Thinking skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès Greetings + Numbers) Accès Studio Unit 1 (pp. 45) can be used before this unit to review greetings.
Accès Studio Unit 2 (pp. 67) can be used with this unit to review numbers and ages.
Accès Studio Unit 5 (pp. 1213) can be used with this unit to review the definite article, in the context of classroom items.
Accès Studio Unit 6 (pp. 1415) can be used with this unit for further practice of jaime/je naime pas and to review vocabulary for sports and hobbies.
In conjunction with the module introduction (pages 67)
Have a discussion with the class on what France means to them. As well as the better known and more traditional elements, cover the aspects of modern France that will appeal to them fashion houses such as Dior and Yves St Laurent, French football teams and other sports stars, etc.
Starter 1
Aim
To review greetings and giving your name
Introduce yourself: Bonjour. Je mappelle
Pupils introduce themselves to you, speaking as a class. Then ask pupils to introduce themselves to the person sitting next to them. Review Au revoir in the same way.
Next play a game. Tell pupils that each row in the class is a team make sure numbers are equal. The aim is to be the first team to complete introductions. The person at the back starts. Each person in turn says Bonjour, gives his/her name and says Au revoir to the person in front.
The person at the front of the row runs to the back person to complete the introductions.
Alternative Starter 1:
Use Accès Studio ActiveTeach p. 004 Flashcards to review and practise the language for greetings.
1 Écoute. Qui est-ce? (16) (Listening L2)
Listening. Pupils listen to six conversations and look at the texts. They identify who is speaking each time.
Audioscript Track 1
1 Jaime: les weekends, le cinéma. Je naime pas: le rap, la violence.
2 Jaime: les consoles de jeux, le sport, les pizzas. Je naime pas: le racisme, le hard rock.
3 Jaime: les animaux, les voyages. Je naime pas: le foot, la danse, linjustice.
4 Jaime: les chats, les spaghettis. Je naime pas: le rugby, les reptiles.
5 Jaime: les mangas, la tecktonik. Je naime pas: le tennis, les chiens, la Nintendo DS.
6 Jaime: la musique, le roller. Je naime pas: les insectes, les jeux vidéo, les maths.
Answers
1 Olivia 2 Alex 3 Samira 4 Marielle
5 Samuel 6 Hugo
2 Copie et remplis le tableau avec les mots de lexercice 1. (Reading L2)
C
Reading. Pupils copy and complete the grid using the words in exercise 1. This exercise helps pupils practise using cognates as a reading strategy.
Studio Grammaire: the definite article
Use the Studio Grammaire box to review the definite article. There is more information and further practice on Pupil Book p. 84.
3 En tandem. Pose cinq questions à ton/ta camarade. (Speaking L2)
Speaking. In pairs: pupils take it in turn to ask and answer five questions about likes/dislikes.
A framework is supplied for support.
Pupils write five things they like and five things they dislike, using jaime and je naime pas.
Use the pronunciation box to review and practise using intonation to form questions. See also Pupil Book p. 44.
Starter 2
Aim
To review talking about likes/dislikes with jaime/je naime pas
Write up the following. Give pupils two minutes to write three sentences with each opening.
Jaime
Je naime pas
Hear some answers. Choose a few good examples and ask some pupils, Tu aimes (les mangas)? They answer using Oui, jaime ça. or Non, je naime pas ça.
4 Quest-ce quils mentionnent? Écoute et écris leurs opinions. (15) (Listening L3)
Listening. Pupils listen to five conversations and note what the people mention and their opinions.
Audioscript Track 2
1 Tu aimes le sport? Oui, jaime ça. Cest cool.
2 Tu aimes la tecktonik? Non, je naime pas ça. Cest ennuyeux.
3 Et toi? Tu aimes le roller? Oui, jaime ça. Cest bien.
4 Tu aimes le cinéma? Oui, jaime ça. Cest génial.
5 Tu aimes le rugby? Non, je naime pas ça. Cest nul.
Answers
1 sport, b
2 tecktonik, d
3 roller, c
4 cinéma, a
5 rugby, e
Studio Grammaire: er verbs (present singular)
Use the Studio Grammaire box to review the present tense singular of er verbs, using aimer as the example. There is more information and further practice on Pupil Book p. 22.
5 En tandem. Pose des questions à ton/ta camarade. (Speaking L3)
Speaking. In pairs: pupils take it in turn to ask and answer questions about likes/dislikes, this time giving their opinion of each activity. A framework is supplied for support.
6 Lis et réponds aux questions. (Reading L3)
Reading. Pupils read the four short texts and then identify who is being described in each of the questions which follow.
Answers
1 Mo 2 Lucas 3 Chloé 4 Morgane 5 Chloé
Pupils rework the texts for Chloé and Lucas using the third person. This can be done orally or in writing.
7 Choisis cinq personnes célèbres. Décris leurs préférences. (Writing L3)
Writing. Pupils choose five famous people and write about their likes and dislikes. An example is given. Draw pupils attention to the tip box on using connectives.
Plenary
Give pupils three minutes working in pairs to complete ActiveTeach p. 009 Thinking skills, Worksheet 1.1 Inventing categories, which involves categorising vocabulary. Ask the class for answers.
Alternative Plenary:
Use ActiveTeach p. 009 Grammar practice to review regular er verbs.
Workbook A, page 2
SHAPE \* MERGEFORMAT
Answers
1 1 c 2 f 3 a 4 e 5 b 6 g 7 d
2 1 Jaime la musique. (
2 Jaime le cinéma. (
3 Je naime pas la violence. (
4 Je naime pas les reptiles. (
5 Jaime les chats et les chiens. (
3 (See answers to exercise 2.)
Workbook B, page 2
SHAPE \* MERGEFORMAT
Answers
1 1 Jaime la musique, cest cool. (
2 Jaime le rugby, cest génial. (
3 Je naime pas linjustice, cest nul. (
4 Jaime les chats et aussi les chiens. ((
5 Jaime les insectes mais je naime pas les reptiles. ((
2 1 Jaime la musique. (Cest cool.)
2 Je naime pas les reptiles. (Cest nul.)
3 Jaime le foot et aussi les jeux vidéo.
4 Jaime les animaux mais je naime pas les maths.
Worksheet 1.1 Learning French key sounds
Worksheet 1.2 Inventing categories
Answers
(Answers will vary. Groups might include masculine, feminine, plural, interests, likes, dislikes, etc.)
Video
The video component provides opportunities for speaking activities in a plausible and stimulating context. The StudioFR team Marielle, Samira, Hugo and Alex operate from their base in the medieval cellars of Châlons-en-Champagne, which have been lent to them by the Town Hall. They are making video reports about the town to send to StudioGB, their counterpart in the UK. Each video is around three minutes long.
Episode 1: Salut!
Marielle, the presenter, introduces the team from their studio in the medieval cellars of Châlons-en-Champagne. Video worksheet Episode 1 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1 A [PLTS] T
B They are recording a video show for English-speaking learners of French.
C An old building in the town where they live
D (In this order:) Hugo Marielle Samira Alex
2 A Because she spoke too fast.
B She says speaking slowly is boring.
C He agrees with Samira.
D Because he thinks Marielle already knows how to spell it! Then he remembers its for the film.
E 14
F Its bad/rubbish! Its true! Cut! too fast
3 A 12
B 13
C First to say he doesnt want to introduce himself, then to say he doesnt like hard rock music.
D To show he likes cameras.
E He says he doesnt like talking but Hugo says he loves talking about cameras.
F the team How are you? talkative See you soon!
G 22 October (two weeks before 5 November)
H (Pupils own answers)
Learning objectives
Talking about your survival kit
Using avoir (je, tu, il/elle)
Programme of Study references
GV2 Grammatical structures (questions; negatives)
FCSE links
Unit 2: Education and future plans (School: items in a school bag)
Grammar
avoir (present singular)
quest-ce que
?
Key language
Jai
Tu as
Il/Elle a
un appareil photo
une barre de céréales
un bâton de colle
un cahier
des chips
des clés
une clé USB
une gourde
des kleenex
des lunettes de soleil
un magazine
un miroir
un MP3
un portable
un portemonnaie
un paquet de mouchoirs
des surligneurs fluo
une trousse
Je nai pas de
Cest
essentiel/importantPLTS
I Independent enquirers
Resources
Audio files:
03_Module1_Unit2_Ex1.mp3
04_Module1_Unit2_Ex4.mp3
Accès Studio: pages 1011 & 1819
Workbooks:
Cahier dexercices A & B, page 3
ActiveTeach:
Starter 1 resource
p.010 Video 2
p.010 Video worksheet 2
p.010 Flashcards
p.010 Thinking skills
p.010 Learning skills
p.011 Class activity
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès Items in school bag) Accès Studio Unit 4 (pp. 1011) can be used with this unit for further practice of the indefinite article and to review vocabulary for school bag items.
Accès Studio Unit 8 (pp. 1819) can be used with this unit for further dictionary work.
Starter 1
Aim
To introduce language for school bag/survival kit items; To use reading strategies
Write up the following, jumbling the order of the second column. Give pupils two minutes working in pairs to match the French and English versions.
un appareil photo a camera
une barre de céréales a cereal bar
des lunettes de soleil sunglasses
une gourde a water bottle
un portemonnaie a purse
un portable a mobile phone
des chips some crisps
un paquet de mouchoirs a packet of tissues
Ask pupils to swap answers with another pair. Check answers as a class. Ask the class how they worked out the meanings of the French items. Point out the usefulness of reading strategies such as recognising cognates, using grammar and using logic.
Alternative Starter 1:
Use ActiveTeach p. 010 Flashcards to review and practise further language for school bag items.
Studio Grammaire: avoir (present singular)
Use the Studio Grammaire box to review the present singular forms of avoir. There is more information and further practice on Pupil Book p. 22.
1 Cest quel sac? Écoute et écris les bonnes lettres. (14) (Listening L2)
Listening. Pupils listen and look at the pictures of items in different peoples bags. They write the letter of the bag being described each time.
Audioscript Track 3
1 Thomas, quest-ce que tu as dans ton kit de survie?
Alors
Jai une clé USB, un appareil photo, un portable et un MP3.
2 Chloé, quest-ce que tu as dans ton kit de survie?
Alors, moi, jai un portemonnaie, des chips, une gourde et une barre de céréales.
Tu nas pas de cahier?
Euh
Non, je nai pas de cahier.
3 Charlotte, quest-ce que tu as dans ton kit de survie?
Voyons
Jai des kleenex, des clés, un bâton de colle et aussi une trousse avec des surligneurs fluo.
4 Et toi, Gaëlle? Quest-ce que tu as dans ton kit de survie?
Alors, moi, jai un paquet de mouchoirs, un miroir, un magazine et puis des lunettes de soleil.
Answers
1 b 2 a 3 c 4 d
Studio Grammaire: quest-ce que ...?
Use the Studio Grammaire box to review the use of quest-ce que in questions. There is more information and further practice on Pupil Book p. 44.
2 Copie et remplis le tableau avec les noms de lexercice 1. Fais attention au genre des noms! (Reading L1)
I
Reading. Pupils copy and complete the grid using the nouns from exercise 1.
Before pupils start, read together through the tip box on using a dictionary. Point out how to find or check the gender of nouns. Then ask pupils to use their dictionaries to find the gender and meaning of the following words: (un) peigne, (une) brosse à dents, (un) carnet.
Throughout Studio 1 Pupil Book there is support on dictionary use; this is highlighted and developed in the Teachers Guide. The Pupil Book also has a useful summary on page 130.
Answers
masculine singular
un portemonnaie a purse
un appareil photo a camera
un portable a mobile phone
un MP3 an MP3 player
un bâton de colle a gluestick
un paquet de mouchoirs a packet of tissues
un miroir a mirror
un magazine a magazine
feminine singular
une gourde a water bottle
une barre de céréales a cereal bar
une clé USB a memory stick
une trousse a pencil case
plural
des chips some crisps
des kleenex some tissues
des clés some keys
des surligneurs fluo some fluorescent highlighters
des lunettes de soleil some sunglasses
Starter 2
Aim
To review survival kit language
Give pupils three minutes working in pairs to complete ActiveTeach p. 010 Thinking skills, Worksheet 1.2 Odd one out! Accept all plausibly argued answers.
3 En tandem. Pose des questions à ton/ta camarade. (Speaking L2)
Speaking. Pupils take it in turn to ask and answer questions about what they have in their bags. A framework is supplied for support.
4 Écoute et mets les objets dans lordre dimportance pour Renaud. (16) (Listening L3)
Listening. Pupils listen and put the objects pictured in order of importance for Renaud, matching each item to the correct opinion (from af). Some vocabulary is glossed for support.
Audioscript Track 4
1 Alors
Dans mon kit de survie, jai un portable. Pour moi, cest important.
2 Jai un crayon. Pour moi, cest essentiel.
3 Ensuite, jai une règle. Cest très important.
4 Jai un stylo. Cest très, très important, ça.
5 Jai un MP3. Mais pour moi, ce nest pas très important.
6 Et dans mon kit de survie, jai aussi une calculatrice. Pour moi, ce nest pas du tout important. Je suis fort en calcul!
Answers
4 d 1 a 3 c 6 b 2 e 5 f
5 En tandem. Mets les objets dans ton sac dans lordre dimportance pour toi. Compare avec ton/ta camarade. (Speaking L3)
Speaking. In pairs: pupils list the items in their bag in their personal order of importance. They then compare lists with a partner. A sample answer is given.
6 Fais une liste en anglais du kit de survie de Zahra. (Reading L2)
Reading. Pupils read the text and write a list in English of what is in Zahras survival kit. des feutres is glossed for support.
Answers
pencil case, pencils, coloured pencils, felt pens, rubber, gluestick, mobile phone, water bottle, sandwich
7 Choisis un contexte. Utilise un dictionnaire et prépare ton kit de survie. (Writing L3)
Writing. Pupils choose a context in which they might need a survival kit, from the pictures shown. Using a dictionary, they write a sentence about what they would put in their kit. A sample answer is given.
Pupils list by gender three of the new words they looked up and learn them at home. They then test each other in pairs on this vocabulary.
Plenary
Give pupils three minutes working in pairs to complete ActiveTeach p. 010 Learning skills, Worksheet 1.3 Using a dictionary (i). Ask the class for answers.
Alternative Plenary:
Use ActiveTeach p. 011 Class activity to play matching pairs with survival kit items.
Workbook A, page 3
SHAPE \* MERGEFORMAT
Answers
1 1 magazine 2 portable 3 crayon 4 kleenex 5 miroir 6 lunettes de soleil 7 bâton de colle 8 appareil photo 9 clé USB 10 gourde 11 portemonnaie 12 jeux vidéo 13 chips 14 barre de céréales
Workbook B, page 3
SHAPE \* MERGEFORMAT
Answers
1 1 magazine 2 portable 3 je nai pas 4 kleenex 5 Jai 6 lunettes de soleil 7 de 8 appareil photo 9 pas 10 gourde 11 portemonnaie 12 jeux vidéo 13 chips 14 barre de céréales
2 1 Dans mon sac, jai un portable, mais je nai pas dappareil photo.
2 Dans mon sac, jai un portemonnaie, mais je nai pas de lunettes de soleil.
3 Dans mon sac, jai des jeux vidéo, mais je nai pas de magazine.
Worksheet 1.3 Odd one out!
Answers
(If there is a valid reason, other answers may be acceptable.)
1 une barre de céréales feminine
2 un magazine begins with m
3 des chips they are edible
or des kleenex begins with k or doesnt have an s on the end
4 un stylo masculine and begins with s
5 un sandwich edible, begins with s and is masculine
6 un crayon masculine
7 des surligneurs fluo plural
8 aimer a verb
9 des lunettes de soleil plural
10 ennuyeux an adjective
Worksheet 1.4 Using a dictionary (i)
Answers
A (Answers will vary.)
B 1 a 2 b 3 b 4 c 5 a 6 b
C 1 b 2 d 3 e 4 a 5 c
D (Answers will vary.)
Video
Episode 2: Mon kit
The team show StudioGB what they need to have in their bags to survive their daily routine. Video worksheet 2 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1 A They are presenting the things they have which help them do their jobs in the team.
B [F3.1] (Pupils own answers)
C (In this order:) Marielle Samira Alex Hugo
2 A (Any six from:) matériel, journaliste, recherches, informations, scoop, essentiel, accès, Internet, technique
B ordinateur (computer), portable (mobile phone)
3 A She has the keys to the studio!
B Gadgets and technology
4 A Its not the latest model but its OK.
B It can process videos and photos.
C first quite good Its great!
5 A Its the very latest model.
B mirror, sunglasses, camera!
C [PLTS T/E] Shes embarrassed to admit that she carries a pen in order to sign autographs!
D Are you sure? Thats strange!
Starter 1 resource
Match up the French and the English.
un appareil photo a water bottle
une barre de céréales some crisps
des lunettes de soleil a purse
une gourde a cereal bar
un portemonnaie a mobile phone
un portable a packet of tissues
des chips a camera
un paquet de mouchoirs sunglasses
Learning objectives
Describing yourself
Understanding adjective agreement (singular)
Programme of Study references
GV1 Tenses (present)
GV4 Developing vocabulary (high-frequency words)
FCSE links
Unit 1: Relationships, family and friends (Personal information)
Grammar
adjective agreement (singular)
être (present singular)Key language
Je suis/Je ne suis pas
Tu es
Il/Elle est
branché(e)
charmant(e)
curieux/curieuse
drôle
généreux/généreuse
gentil(le)
intelligent(e)
modeste
poli(e)
Tu es daccord?
Je suis daccord.
Je ne suis pas daccord.
PLTS
R Reflective learnersCross-curricular
ICT: e-mailing
Resources
Audio files:
05_Module1_Unit3_Ex1.mp3
06_Module1_Unit3_Ex2.mp3
Accès Studio: pages 1617 & 2627
Workbooks:
Cahier dexercices A & B, page 4
ActiveTeach:
Starter 1 resource
p.012 Grammar skills
p.013 Grammar
p.013 Grammar practice
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary Accès Studio Unit 7 (pp. 1617) can be used with this unit for further practice of adjective agreement and position (and to review colour vocabulary).
Accès Studio Unit 12 (pp. 2627) can be used for further practice of être.
Starter 1
Aim
To review avoir and introduce/review the present singular of être; To use reading strategies
Write up the following. Give pupils three minutes to complete the table, using the sentences to work out the verb forms.
Jai des clés. Elle a un portable.
Tu es charmant. Je suis intelligente.
Tu as un bâton de colle. Il est modeste.
Check answers and ask pupils to translate the sentences into English.
1 Écoute. Qui est-ce? (19) (Listening L1)
Listening. Pupils listen to nine people describing themselves and identify the speaker each time.
Audioscript Track 5
1 Je suis charmant.
2 Je suis branché.
3 Je suis curieuse.
4 Je suis intelligente.
5 Je suis polie.
6 Je suis drôle.
7 Je suis gentil.
8 Je suis généreuse.
9 Je suis modeste.
Answers
1 Yanis 2 Frank 3 Ophélie 4 Malika
5 Samira 6 Nicolas 7 Valentin 8 Luna
9 Nassim
Studio Grammaire: adjective agreement (singular)
Use the Studio Grammaire box to review the changes to adjectives in the feminine form. There is more information and further practice on Pupil Book p. 23.
Pupils follow the adjective patterns to work out the feminine forms of the following adjectives: petit (small), paresseux (lazy), impoli (rude), heureux (happy), grand (big), facile (easy).
2 Écoute et écris les bonnes lettres pour Abdel (a, b ou c). (13) (Listening L3)
Listening. Pupils listen to Abdel completing a quiz with a friend and write the letters of Abdels responses. Draw pupils attention to the tip box on using intensifiers to make their own speech and writing more interesting and personal.
Audioscript Track 6
Alors, Abdel, comment es-tu? Numéro 1: Tu es modeste? Voici les réponses: a Je suis très modeste. b Je suis assez modeste. c Je ne suis pas modeste.
c Je ne suis pas modeste.
Daccord. Numéro 2: Alors, tu es drôle? Voici les réponses: a Je suis très drôle. b Je suis assez drôle. c Je ne suis pas drôle.
a Je suis très drôle.
Numéro 3: Abdel, tu es intelligent? a Je suis très intelligent. b Je suis assez intelligent. c Je ne suis pas intelligent.
b Je suis assez intelligent. Eh oui
Answers
1 c 2 a 3 b
Starter 2
Aim
To recognise adjective agreement and transcribe adjectives correctly.
Discuss how agreement affects the sound of some adjectives. Ask pupils which adjectives change their spelling and their sound, which change their spelling but not the sound and which do not change at all. Pupils then listen as you read out a series of adjectives and transcribe them correctly.
Read the adjectives out one at a time: charmant, drôle, intelligente, branché(e), curieuse, généreux, modeste, poli(e), gentil(le).
Point out that three of the words could have been spelt in two different ways. Can they tell you which three? Can they identify any other adjectives they heard that could be either masculine or feminine?
Studio Grammaire: être (present singular)
Use the Studio Grammaire box to review the present singular forms of être. There is more information and further practice on Pupil Book p. 22.
3 En tandem. Fais le quiz. Demande si ton/ta camarade est daccord. (Speaking L3)
Speaking. In pairs: pupils do the quiz on their own, then ask their partner if they agree with the answers they have given. A language box and a sample exchange are supplied.
4 Lis le texte et termine les phrases en anglais. (Reading L4)
Reading. Pupils read the text and complete the sentences summarising it in English.
Answers
1 curious 2 intelligent 3 important
4 music and mangas 5 spaghetti
5 Lis le texte. Vrai (V) ou faux (F)? (Reading L3)
Reading. Pupils read the text and decide whether the statements about it are true (V) or false (F).
Answers
1 V 2 F 3 V 4 F 5 F 6 V
6 Décris-toi et un copain/une copine. (Writing L3)
R
Writing. Pupils write a description of themselves and a friend. A framework is supplied. When they have finished, ask them to read their text over and make corrections as necessary.
If you have connections with a partner school, pupils could e-mail their texts to their French peers to introduce themselves.
Plenary
Go round the class. The first pupil makes a statement describing himself/herself (e.g. Je suis branché(e).) The next pupil responds to this (Je suis daccord./Je ne suis pas daccord.), then makes a statement about himself/herself for the next pupil to reply to, and so on round the class.
Alternative Plenary:
Use ActiveTeach p. 013 Grammar practice to review avoir and être.
Workbook A, page 4
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Answers
1 1 Je suis assez curieux et je suis très gentil.
2 Je suis assez branchée et je suis très modeste.
3 Je suis assez charmant et drôle et je suis très poli.
4 Je suis assez intelligente et je suis très généreuse.
2
Workbook B, page 4
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Answers
1 (underlined:) intelligent, gentil, poli, généreux (circled:) branchée, curieuse, intelligente (highlighted:) modeste, drôle
2 1 R 2 H 3 H 4 R 5 R 6 R 7 R 8 H
3 (Example answer:) Je mappelle X. Jaime le foot(ball). Aimer le foot(ball), cest très important pour moi. Je suis assez charmant et je suis très modeste. Je ne suis pas très curieux et je ne suis pas cool. Je suis grand.
Worksheet 1.5 Accents
Answers
A 1 cedilla 2 acute accent 3 circumflex accent 4 grave accent
B 1 T 2 T 3 T 4 F (Cedillas can only occur on the letter c.) 5 T 6 T 7 T 8 T 9 F (Circumflex accents can only be found on vowels.)
C 1 Jaime les jeux vidéo.
2 Jaime les gâteaux et aussi la capoeira.
3 Quest-ce que tu as dans ton sac à dos?
4 Tu aimes le foot? Non, je naime pas ça.
5 Mon ami Nathan est assez drôle.
6 Dans mon kit de survie, jai un portable. Pour moi, cest très important.
7 Être intelligent, cest important pour moi.
8 Cest un garçon. Il a les yeux bleus.
Starter 1 resource
Fill in the table. You can use the sentences below to work out the answers.
avoirêtreIyouhe/shea
Jai des clés.Elle a un portable.Tu es charmant.Je suis intelligente.Tu as un bâton de colle.Il est modeste.
Learning objectives
Talking about other people
Understanding adjective agreement (plural)
Programme of Study references
LC1 Listening and responding (gist and detail)
LC4 Expressing ideas (writing)
GV2 Grammatical structures (adjective agreement)
FCSE links
Unit 1: Relationships, family and friends (Personal details about friends; Descriptions)
Grammar
adjective agreement (plural)
possessive adjectives (mon/ma/mes, ton/ta/tes)
Key language
Cest un garçon/une fille.
Il a
/Elle a
les yeux bleus/gris/marron/verts
les cheveux longs/courts/
mi-longs/frisés/raides/blonds/
bruns/noirs/roux
Il/Elle est
grand(e)
petit(e)
de taille moyenne
Il/Elle sappelle
PLTS
S Self-managersResources
Audio files:
07_Module1_Unit4_Ex1.mp3
08_Module1_Unit4_Ex3.mp3
Accès Studio: pages 1617 & 2021
Workbooks:
Cahier dexercices A & B, page 5
Accès Studio ActiveTeach:
p.016 Flashcards
ActiveTeach:
p.014 Grammar
p.014 Grammar practice
p.014 Listening skills
p.015 Grammar
p.015 Grammar practice
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès Colours + Family)
Accès Studio Unit 7 (pp. 1617) can be used with this unit to review or introduce colour vocabulary and adjective agreement and position.
Accès Studio Unit 9 (pp. 2021) can be used to review or introduce vocabulary for family members and the possessive adjectives mon, ma, mes.
Starter 1
Aim
To review language for describing hair and eyes
Write up the following. Ask pupils to find someone in the class who fits each description. If necessary, ask pupils to review the colours included in each one before finding members of the class who match them. You could also use the opportunity to clarify the meanings of il and elle.
1 Il a les cheveux blonds. Il a les yeux marron.
2 Elle a les cheveux noirs. Elle a les yeux bleus.
3 Il a les cheveux roux. Il a les yeux verts.
4 Elle a les cheveux bruns. Elle a les yeux gris.
To check answers, ask pupils to translate the sentences into English.
Alternative Starter 1:
Use Accès Studio ActiveTeach p. 016 Flashcards to review and practise colours.
1 Écoute. Qui est-ce? (15) (Listening L3)
Listening. Pupils listen to five descriptions and look at the pictures of people. They identify the person being described each time.
Audioscript Track 7
1 Cest une fille. Elle est petite. Elle a les cheveux mi-longs, noirs et raides. Elle a les yeux marron.
2 Cest un garçon. Il est de taille moyenne. Il a les cheveux noirs et courts. Il a les yeux verts.
3 Cest une fille. Elle a les cheveux longs, roux et frisés. Elle a les yeux marron.
4 Cest un garçon. Il est petit. Il a les yeux marron. Il a les cheveux courts et bruns.
5 Cest un garçon. Il est grand. Il a les cheveux courts et blonds. Il a les yeux bleus.
Answers
1 Setsuko 2 Ludo 3 Marina 4 Youssef
5 Baptiste
In pairs: pupils take it in turn to describe a person in the class and to identify him/her.
S
Read through the key language box on page 14 together. Check comprehension. Ask pupils to compare the French structures with their English equivalents. What differences are there? Prompt as necessary to elicit the fact that hair is plural in French. Ask pupils how they can note the vocabulary in a way that will help them remember this difference.
Studio Grammaire: adjective agreement (plural)
Use the Studio Grammaire box to review adjective agreement (plural): les cheveux noirs, etc. There is more information and further practice on Pupil Book p. 23.
2 En tandem. Pose des questions à ton/ta camarade. Qui est-ce? (Speaking L3)
Speaking. In pairs: one pupil chooses one of the people pictured; the other asks questions in order to identify the person. A sample exchange is given.
Pupils choose two of the characters pictured in exercise 2 and write a sentence describing each one (hair and eyes).
3 Écoute et chante. (Listening L4)
Listening. Pupils listen to the song and sing along. les sorties and sur lui are glossed for support.
Audioscript Track 8
Timothy, Timothy, il est ton ami, Timothy, Timothy, ton ami pour la vie!
Mon ami Timothy habite à Tahiti. Il aime la géographie et le rugby.
Timothy, Timothy, il est ton ami, Timothy, Timothy, ton ami pour la vie!
Mon ami Timothy adore les spaghettis. Il est très modeste et il est assez poli.
Timothy, Timothy, il est ton ami, Timothy, Timothy, ton ami pour la vie!
Mon ami Timothy a un kit de survie. Il a toujours du chewing-gum sur lui.
Timothy, Timothy, il est ton ami, Timothy, Timothy, ton ami pour la vie!
Mon ami Timothy a les cheveux longs. Il est assez petit et a les yeux marron.
Timothy, Timothy, il est ton ami, Timothy, Timothy, ton ami pour la vie!
Mon ami Timothy aime les sorties. Il aime son chien Kosto et les reptiles aussi.
Starter 2
Aim
To review possessive adjectives
Write up the following, omitting the underline (used here to indicate the correct answer). Pupils select the correct form for each noun.
1 mon / mes chips 4 ton / ta portable
2 mon / ma amie 5 ton / tes clés
3 ma / mes clé USB 6 ta / tes gourde
Check answers. Ask pupils to summarise when the different forms are used.
Alternative Starter 2:
Use ActiveTeach p. 015 Grammar practice to review possessive adjectives.
4 Lis la chanson et corrige les erreurs dans les phrases. (Reading L4)
Reading. Pupils read the text of the song in exercise 3. They then read six sentences about the song and correct the errors in them.
Answers
1 Timothy lives in Tahiti.
2 He loves spaghetti.
3 He is quite polite.
4 He has long hair.
5 He is (quite) short.
6 He likes outings.
Studio Grammaire: possessive adjectives
Use the Studio Grammaire box to review possessive adjectives (mon/ma/mes and ton/ta/tes). There is further practice on Pupil Book p. 23.
5 Lis le blog et copie et remplis le tableau. (Reading L3)
Reading. Pupils copy out the table. They read Arthurs blog and complete the table with the details of his family in English.
Answers
Antonin; brother; quite tall; short, brown; green; curious, very generous
Léa; sister; medium height; long, blond, curly; blue; intelligent, not trendy
Cédric; dad; very tall; grey, short; blue; funny, quite nice, but not modest
6 Choisis un membre de ta famille et écris sa description. (Writing L4)
Writing. Pupils choose a member of their family and write a description of him/her. Two writing frames (male/female) are supplied for support, along with a list of family members (including mon, ma or mes).
Plenary
Write up the names of a few famous people (or use pictures of them you could ask pupils to bring these in). Give pupils two minutes working in teams to prepare a short description of each person (height, hair, eyes, personality), which they then deliver from memory, each person in the team saying a sentence.
Alternative Plenary:
Use ActiveTeach p. 014 Grammar practice to review adjectives.
Workbook A, page 5
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Answers
1 (Underlined:) marron, noirs, verts, roux, bleus, bruns
(Coloured as follows:)
a brown eyes and black hair
b green eyes and red hair
c blue eyes and brown hair
2 a il a les cheveux mi-longs et frisés
b elle a les cheveux longs et raides
c il a les cheveux courts et raides
3 (Drawings as follows:) Dan Danger: short, curly hair; green eyes; likes rugby Malika Mauvaise: black, straight hair; brown eyes; likes cats
Workbook B, page 5
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Answers
1 1 a 2 b 3 a 4 b 5 c 6 c 7 d
8 d 9 c 10 d
2 Il a les cheveux longs et frisés. Il est assez grand. Il a les yeux marron. Il est branché/modeste et il est aussi très modeste/branché. / Il est très branché/modeste et il est aussi modeste/branché. Il aime la musique, mais il naime pas le racisme. / Il naime pas le racisme, mais il aime la musique.
Worksheet 1.6 Predicting for listening
Answers
1 très grand/assez petit
2 les yeux marron/les yeux gris
3 les cheveux courts et bruns/les cheveux longs et noirs
4 assez intelligent/très drôle
Learning objectives
Describing a musician
Using the present tense (je, tu, il/elle)
Programme of Study references
LC4 Expressing ideas (writing)
GV1 Tenses (present)
Grammar
the present tense (singular: aimer, sappeler, être, avoir)Cross-curricular
ICT: word processing
Key language
Review of vocabulary from Units 3 & 4:
Il/Elle sappelle
Il/Elle aime
Il/Elle est
Il/Elle a
PLTS
T Team workersResources
Audio files:
09_Module1_Unit5_Ex1.mp3
10_Module1_Unit5_Ex2.mp3
Workbooks:
Cahier dexercices A & B, page 6
ActiveTeach:
Starter 1 resource
Starter 2 resource
p.014 Flashcards
p.016 Writing skills
p.017 Class activity
p.017 Thinking skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar Starter 1
Aim
To review language for describing people; To review the first person singular of key verbs
Write up the following, leaving a gap for each word in parentheses. Give pupils three minutes to complete the text. You can supply the missing words in random order for support, if necessary.
Je [mappelle] Jason. Jai [les cheveux] bruns et les yeux [marron]. J[aime] les pizzas, mais je [n]aime [pas] les spaghettis. Je [suis] branché et aussi [très] intelligent.
Check answers, asking pupils how they worked out each missing word.
Alternative Starter 1:
Use ActiveTeach p. 014 Flashcards to review adjectives for describing appearance.
1 Écoute et mets les phrases dans le bon ordre. (Listening L2)
Listening. Pupils listen to a description of two musicians and put the sentences (ah) in the order they hear them. beau/belle is glossed for support.
Audioscript Track 9
Il a les cheveux blonds! Il est cool et beau! Il aime le R&B! Il sappelle Cool Boy!
Elle a les cheveux roses! Elle est très belle! Elle aime le rock n roll! Elle sappelle Pink Chick!
Answers
b, d, c, a, h, f, e, g
Use the pronunciation box to review and practise the French eau sound.
2 Écoute et répète aussi vite que possible. (Listening L2)
Listening. Pupils listen to the tongue twister and repeat it as quickly as possible.
Audioscript Track 10
un beau gâteau dans un beau château
un beau gâteau dans un beau château
Studio Grammaire: present tense (singular)
Use the Studio Grammaire box to review the key verbs (aimer, sappeler, être, avoir) in the present tense singular forms. There is more information and further practice on Pupil Book p. 22.
3 Décris les deux chanteurs. Utilise les informations du tableau. (Speaking L3)
Speaking. Pupils describe the two singers in the third person, using the details supplied. A framework is supplied.
Answers
Il sappelle Soul Man. Il aime le soul. Il est cool et beau. Il a les cheveux noirs.
Elle sappelle Hip Gal. Elle aime le hip-hop. Elle est belle. Elle a les cheveux blonds.
4 Invente un chanteur/une chanteuse et décris-le/la. Dessine-le/la. (Speaking L3)
Speaking. Pupils make up and draw a singer of their own. They then describe him/her to a partner.
Starter 2
Aim
To review grammar from the module; To use reading strategies
Write up the following, jumbling the order of the second column. Give pupils three minutes to match up the sentence halves.
Elle est belle.
Il joue de la guitare.
Elle aime le punk-rock.
Il est très cool.
Elle a les cheveux noirs.
Il na pas beaucoup de talent.
Check answers, asking pupils to explain their choices and to translate each completed sentence into English.
5 Lis le texte et remplis les blancs avec les verbes de la case. (Reading L4)
Reading. Pupils read and complete the gap-fill text, using the words supplied. sa voix is glossed for support.
Answers
1 Jadore 2 Elle chante 3 elle est 4 Elle a
5 Elle aime 6 Tu es
6 Lis la page web. Cest Adrien, Karim ou Félix? Écris les bons noms. (Reading L4)
Reading. Pupils read the web page about the group BB Brunes. They then identify who is being described in each of the sentences: Adrien, Karim or Félix.
Answers
1 Adrien 2 Karim 3 Félix 4 Adrien
5 Karim 6 Karim 7 Adrien 8 Félix
7 Écris une page web pour un musicien (réel ou imaginaire). (Writing L4)
Writing. Pupils write a web page for a musician (real or imaginary). A list of features to include in their writing is supplied. This work could be done on a computer.
8 Vérifie le texte de ton/ta camarade. (Reading L4)
T
Reading. Pupils swap their texts from exercise 7 with a partner and check and correct each others work. A list of language to focus on is supplied: spelling, verb endings and adjective endings. Pupils then do a second draft of their own text.
Read together through the Stratégie on Pupil Book p. 25, covering the Look, say, cover, write, check technique for mastering spelling. Set pupils the challenge of choosing and learning ten words using this approach, either in the classroom or at home.
Plenary
Review and practise key present tense verbs in the singular. Prompt with a subject pronoun and an infinitive. Pupils give you the correct form (e.g. elle, avoir elle a). Move on to using English prompts to increase the challenge.
Alternative Plenary:
Use ActiveTeach p. 017 Class activity to practise sentence formation using language from the module.
Workbook A, page 6
SHAPE \* MERGEFORMAT
Answers
1 1 Il aime le hard rock.
2 Elle a les cheveux noirs.
3 Il est cool et beau.
4 Elle est très petite.
5 Elle joue de la batterie.
6 Il a les cheveux longs.
2 Il sappelle Punky Jo.
Il a les cheveux courts.
Il aime le punk.
Il joue de la batterie.
Il est branché et charmant.
Workbook B, page 6
SHAPE \* MERGEFORMAT
Answers
1 je: ai, mappelle, suis
il/elle: est, sappelle, a
both: joue, chante, aime
2 Il sappelle Rocky Guy. Il est cool et beau. Il aime le metal. Il chante et il joue de la guitare. Il a beaucoup de talent. Moi, je mappelle Funky Girl. Jai les cheveux courts et noirs et je suis de taille moyenne. Jaime le funk et je chante avec les Cool Girls. Je joue de la batterie.
3 (Example answer:) Moi, je mappelle Paul Punk. Jai les cheveux courts et blonds et je suis de taille moyenne. Jaime le punk et je chante avec les Punk Pistols. Je joue de la batterie.
Worksheet 1.7 Connectives, intensifiers, adjectives, opinions
Answers
A 1 sings, piano
2 beautiful, long
3 nice, quite
4 country, hates
B connectives: et, mais, aussi (and, also, but)
intensifiers: assez, très (quite, very)
adjectives: blonds, longs, bleus, belle, gentille, modeste, hypercool (blond, long, blue, beautiful, kind, modest, very cool)
opinions: Taylor aime, Elle naime pas, Elle est hypercool (Taylor likes, She doesnt like, She is very cool)
CE (Answers will vary.)
Worksheet 1.8 Making comments
Answers
Cest génial. Its great.
Cest super. Its super.
Cest intéressant. Its interesting.
Cest bien. Its good.
Cest important. Its important.
Cest facile. Its easy.
Cest difficile. Its difficult.
À mon avis, cest ... In my opinion, its ...
Je pense que cest ... I think its ...
Tu es daccord? Do you agree?
Je suis daccord. I agree.
Je ne suis pas daccord. I dont agree.
Il faut mettre un accent. You have to put on an accent.
Il y a un problème de Theres a problem prononciation. with pronunciation.
Il y a un problème Theres a grammatical grammatical. problem.
Il y a un problème Theres a problem dorthographe. with spelling.
Je ne comprends pas. I dont understand.
Tu peux mexpliquer? Can you explain to me?
Positive phrases: Cest génial. Cest super. Cest intéressant. Cest bien. Cest important. Cest facile. Je suis daccord.
Negative phrases: Cest difficile. Je ne suis pas daccord. Il y a un problème de prononciation. Il y a un problème grammatical. Il y a un problème dorthographe. Je ne comprends pas.
Other phrases: À mon avis, cest
Je pense que cest
Tu es daccord? Il faut mettre un accent. Tu peux mexpliquer ?
Starter 1 resource
Fill in the blanks with the missing words.
Je ___________ Jason. Jai _____________ bruns et les yeux _________.
J______ les pizzas, mais je __aime _____ les spaghettis. Je ______ branché et aussi ______ intelligent.
Missing words:
n
mappelle
aime
très
les cheveux
suis
pas
marron
Starter 2 resource
Match up the halves of these sentences.
Elle est les cheveux noirs.
Il joue le punk-rock.
Elle aime belle.
Il est pas beaucoup de talent.
Elle a très cool.
Il na de la guitare.
Bilan
Pupils use this checklist to review language covered in the module, working on it in pairs in class or on their own at home. Encourage them to follow up any areas of weakness they identify. There are Target Setting Sheets included in the Assessment Pack, and an opportunity for pupils to record their own levels and targets on the Javance page in the Workbook, p. 9. You can also use the Bilan checklist as an end-of-module plenary option.Révisions
These revision exercises can be used for assessment purposes or for pupils to practise before tackling the assessment tasks in the Resource & Assessment File.
Resources
Audio file:
11_Module1_Rev_Ex1.mp3
Workbooks:
Cahier dexercices A & B, pages 7 & 8 1 Qui est-ce? Écoute et écris les bons noms. (14) (Listening L2)
Listening. Pupils listen to four people describing themselves and identify each speaker from the pictures.
Audioscript Track 11
1 Moi, jai les cheveux courts et marron et jai les yeux verts.
2 Jai les cheveux blonds, mi-longs et jai les yeux bleus.
3 Moi, jai les cheveux courts et noirs et jai les yeux marron.
4 Jai les cheveux longs, frisés et noirs et jai les yeux marron.
Answers
1 Frank 2 Clémence 3 Abdel 4 Marina
2 Décris les kits de survie. (Speaking L2)
Speaking. Pupils describe what is in the survival kits pictured. A sample opening is given.
Answers
a Dans mon kit de survie, jai un portemonnaie, des chips, un portable, un MP3 et des lunettes de soleil.
b Dans mon kit de survie, jai une clé USB, un appareil photo, une gourde et une trousse avec des surligneurs fluo.
c Dans mon kit de survie, jai des kleenex/un paquet de mouchoirs, des clés, un bâton de colle et une barre de céréales.
3 Lis le texte et termine les phrases en anglais. (Reading L3)
Reading. Pupils read the text and complete the sentences that summarise it in English.
Answers
1 Lou-Annes sister is called Amélie.
2 Amélie is quite funny and very intelligent.
3 She has short black hair.
4 Her brother plays in a group.
5 He has a lot of talent but hes quite modest.
4 Fais ton autoportrait. (Writing L3)
Writing. Pupils write a description of themselves, including their likes and dislikes. A writing frame is supplied.
Workbook A, page 7
SHAPE \* MERGEFORMAT
Answers
1
1 1 beau 2 drôle 3 modeste 4 petit 5 cool
6 branché 7 grand 8 intelligent 9 poli
10 ennuyeux 11 nul 12 génial
2 a = * e = @ i = $ o = # u = %
1 Jaime les animaux.
2 Je naime pas les insectes.
3 Jai des lunettes de soleil.
4 Je nai pas de clé USB.
5 Jai les yeux bleus.
6 Il a les cheveux blonds.
Workbook A, page 8
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Answers
1 1 Justine 2 Brad 3 Sonia 4 Hugo 5 Sonia
6 Hugo 7 Justine 8 Brad
2 Je mappelle Jo. Jai les yeux bleus et les cheveux courts. Jaime la musique et le football.
Worksheet B, page 7
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Answers
1 a Je mappelle Océane.
b Jaime la musique et les mangas.
c Je naime pas le racisme.
d Jai une barre de céréales et une clé USB.
e Cest Leona Lewis. Elle est chanteuse.
2 1 d 2 b 3 e 4 a 5 c
Workbook B, page 8
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Answers
1 1 Justine 2 Sonia 3 Hugo 4 Justine
5 Sonia 6 Hugo 7 Brad 8 Justine
2 1 especially 2 your reply 3 a penfriend
4 American 5 to improve my French
6 Im looking for 7 horror films
Learning objective
Introducing yourself in detail
Programme of Study references
LC4 Expressing ideas (writing)
Key language
Review of language from the module
PLTS
E Effective participatorsResources
Audio files:
12_Module1_EnPlus_Ex1.mp3
ActiveTeach:
p.012 Flashcards
p.012 Grammar
p.020 Assignment 1
p.020 Assignment 1: prep Starter
Aim
To develop reading skills: reading for gist
Give pupils one minute to skim-read the text in exercise 1 and write in English the topic of each paragraph.
Check answers, asking pupils how they identified the topic each time. Point out that when reading for gist they should look for key words and focus on the opening sentences of paragraphs, which often summarise what the paragraph is about.
Alternative Starter:
Use ActiveTeach p. 012 Flashcards to review adjectives that describe character.
1 Écoute et lis le texte. (Listening L4, Reading L4)
Listening. Pupils listen to Harris talking about himself and follow the text at the same time. Some vocabulary is glossed for support.
Read together through the tip box on text features (connectives, intensifiers, opinions, range of verbs, adjectives). Encourage pupils to work these features into their own speech and writing whenever they can.
Audioscript Track 12
Cest moi! Je mappelle Harris. Je suis québécois et je parle français. Jhabite à Saint-Sauveur. Cest un petit village dans les Laurentides, au nord de Montréal. Les Laurentides sont des montagnes.
Jaime le camping et le rafting. Le rafting, cest cool. Et le hockey sur glace, jaime ça. Jaime aussi les couleurs de lautomne, la nature et la forêt. Jaime le ski alpin et le surf des neiges. Cest génial, mais je naime pas les compétitions. La motoneige, je naime pas ça
Cest ennuyeux! Tu aimes le ski alpin?
Dans mon kit de survie, jai toujours mon portable et mon MP3 car jaime la photographie et la musique. Mon portable est très, très important pour moi. En hiver, jai aussi mes gants et mon bonnet.
Je suis assez intelligent et très drôle, mais je ne suis pas très généreux. Je suis de taille moyenne. Jai les cheveux mi-longs, raides et marron et jai les yeux gris.
Mon père a un traîneau à chiens. Cest super! Les chiens sappellent Bernard et Babette. Ils ont les yeux bleus. Ils sont très drôles et aussi très intelligents. Je joue tous les jours avec les chiens.
Mon chanteur préféré sappelle Corneille. Il est génial. Il a les cheveux frisés et noirs. Il a les yeux marron. Il chante et il joue de la guitare. Il est charmant et beau et il a beaucoup de talent.
Pupils identify in the text in exercise 1 all instances of the features listed in the tip box.
2 Relis le texte. Mets les images dans le bon ordre (af). (Reading L4)
Reading. Pupils read the text in exercise 1 again and put the pictures into the order they are mentioned.
Answers
c, d, f, e, b, a
3 Choisis un titre pour accompagner les images de lexercice 2. (Reading L4)
Reading. Pupils choose a caption for each picture in exercise 2.
Answers
1 e 2 f 3 d 4 a 5 b 6 c
4 Trouve léquivalent des phrases dans le texte de lexercice 1. (Reading L4)
Reading. Pupils find in the exercise 1 text the French for the English sentences given.
Answers
1 Je suis québécois et je parle français.
2 Jaime aussi les couleurs de lautomne, la nature et la forêt.
3 Mais je naime pas les compétitions.
4 Mon portable est très, très important pour moi.
5 Je suis très drôle, mais je ne suis pas très généreux.
6 Il chante et il joue de la guitare.
5 Présente-toi! (Writing L14)
Writing. Pupils write a detailed presentation of themselves following the framework supplied.
6 À trois. Fais des présentations. (Speaking L14)
E
Speaking. Read together through the tip box on preparing for the presentation. In groups of three: the first pupil gives his/her presentation from exercise 5; the second comments on the language and pronunciation of the presentation; the third identifies a favourite sentence in the presentation. Each pupil takes a turn at each role.
Plenary
Put the class into teams. Prompt each team in turn with one of the English headings in the box in exercise 5. Each team works together to form a correct sentence in response, then one person tells you the sentence. Award two points for a completely correct answer, and one point for an answer with a small mistake.
Note: This Studio Teachers Guide suggests lots of team games. To save time, you may want to set up permanent teams at the start of term. You could keep a running total of points scored and award a prize to the winning team at the end of each term.
Worksheet 1.9 Ma star préférée et moi!
Worksheet 1.10 Ma star préférée et moi! Prépa
The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points. The activities on ActiveTeach pages 22 and 23 are repeated from elsewhere in the module.Grammar topics
verbs the present tense (regular, singular)
irregular verbs (avoir, être present, singular)
adjectives (agreement)
possessive adjectives (mon/ma/mes, ton/ta/tes) Verbs the present tense
Regular verbs
1 Write out the verb danser (to dance) in the present tense and translate it into English.
Pupils complete the verbs by supplying the endings and then translate them into English.
Answers
je danse I dance/I am dancing
tu danses you dance/you are dancing
il/elle danse he/she dances/he/she is dancing
2 Write out the verbs using the correct form of the present tense.
Pupils complete gap-fill sentences by supplying the correct form of the verb given.
Answers
1 Je joue de la guitare.
2 Je chante tous les jours.
3 Tu aimes les consoles de jeux?
4 Tu parles français?
5 Il habite à Saint-Sauveur.
6 Elle aime les animaux.
Irregular verbs
3 Fill in the gaps in these sentences, then translate them into English.
Pupils complete gap-fill sentences by supplying the whole verb. They then translate the sentences into English.
Answers
1 Dans mon kit de survie, jai un portable. In my survival kit Ive got a mobile phone.
2 Tu as un animal? Have you got an animal/a pet?
3 Il a un frère. He has (got) a/one brother.
4 Elle a une sur. She has (got) a/one sister.
5 Il a beaucoup de talent. He has (got) lots of talent.
6 Elle a une guitare. She has (got) a guitar.
4 Unjumble the forms of être, then match them to the English.
Pupils work out the anagrams, then match the French and English verbs.
Answers
1 il est he is
2 je suis I am
3 tu es you are
4 elle est she is
Adjectives
5 Choose the correct adjectives to describe the faces.
Pupils complete the three texts by choosing from the two adjective options each time.
Answers
1 Il a le visage vert. Il a les yeux rouges et les cheveux courts, jaunes et frisés.
2 Elle a le visage jaune. Elle a les yeux bleus. Elle a les cheveux verts.
3 Il a le visage bleu. Il a les cheveux mi-longs, noirs et frisés. Il a les yeux verts.
6 Translate the sentences into French.
Pupils translate the English sentences into French, paying particular attention to the agreement of adjectives.
Answers
1 Il est généreux.
2 Elle est gentille.
3 Elle est curieuse.
4 Il est branché, mais il nest pas intelligent.
5 Il est ennuyeux.
Possessive adjectives
7 Copy out the profile and fill it in.
Pupils copy out and complete the personal profile with their own details.
8 Change the profile so that your friend can fill it in.
Pupils rewrite the profile in exercise 7, replacing the mon, ma, mes possessive adjectives with ton, ta, tes.
Answers
Ton nom
Ta date de naissance
Ton numéro de téléphone
Ton e-mail
Ta couleur préférée
Ton animal préféré
Ton film préféré
Ta star préférée
Ton groupe préféré
Tes passions
Self-access reading and writing A Reinforcement
1 Complète les phrases. (Reading L2)
Reading. Pupils match the sentence halves, writing out the complete sentences.
Answers
1 Je mappelle Alice.
2 Jai 14 ans.
3 Jaime les spaghettis.
4 Je naime pas la musique classique.
5 Je suis assez gentille.
2 Qui est-ce? Associe les images et les descriptions. (Reading L2)
Reading. Pupils match the pictures and the descriptions.
Answers
1 d 2 b 3 c 4 a
3 Décris les personnes. (Writing L2)
Writing. Pupils write a description of the two people pictured.
Answers
a Cest une fille. Elle a les cheveux mi-longs, blonds et frisés. Elle a les yeux bleus. Elle est petite.
b Cest un garçon. Il a les cheveux courts et bruns. Il a les yeux marron. Il est grand.
B Extension
1 Complète le dialogue. (Writing L2)
Writing. Pupils complete the dialogue, using the picture prompts to fill the gaps.
Answers
( Tu aimes le camping?
( Non, je naime pas ça. Cest ennuyeux. Tu es daccord?
( Non, je ne suis pas daccord. Cest génial/bien/cool.
2 Écris des dialogues. Utilise le dialogue de lexercice 1 comme modèle. (Writing L4)
Writing. Pupils write out their own dialogues, using the picture prompts supplied and the dialogue in exercise 1 as a model.
Answers
( Tu aimes le tennis?
( Oui, jaime ça. Cest génial/bien/cool. Tu es daccord?
( Non, je ne suis pas daccord. Cest nul/ennuyeux.
( Tu aimes le roller?
( Non, je naime pas ça. Cest nul/ennuyeux. Tu es daccord?
( Non, je ne suis pas daccord. Cest génial/bien/cool.
( Tu aimes la danse?
( Oui, jaime ça. Cest génial/bien/cool. Tu es daccord?
( Oui, je suis daccord. Cest génial/bien/cool.
3 Choisis la phrase correcte. (Reading L3)
Reading. Pupils read the text then complete the sentences by selecting the correct options.
Answers
1 assez polie 2 très patiente 3 la danse
4 le hip-hop 5 bleus 6 guitare
4 Décris-toi. Choisis six adjectifs. Classe les adjectifs dans lordre dimportance pour toi. Écris six phrases. (Writing L4)
Writing. Pupils choose six adjectives describing their character and rate them in order of personal importance. A range of adjectives and an example are given.
Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Mes matières
(pp. 2829)
Talking about school subjects
Asking questionsGV2 Grammatical structures (questions, definite articles, connectives)
LC1 Listening and responding
le français, la géographie, les arts plastiques, etc.
Tu aimes
?/Est-ce que tu aimes
?
Jaime
Jaime beaucoup
Jaime assez
Jadore
Je naime pas
Je déteste
Cest ma matière préférée.G forming questions (intonation/with Est-ce que
?)
the definite article with likes/dislikes
connectives to create longer sentences
accents2 Cest génial!
(pp. 3031)
Giving opinions and reasons
Agreeing and disagreeingGV2 Grammatical structures (connectives and intensifiers)
LC1 Listening and responding
LC4 Expressing ideas (speaking)Cest
intéressant, ennuyeux, etc.
On a beaucoup de devoirs.
Le/La prof est sympa/trop sévère.
Moi aussi.
Tes fou/folle.
parce que listening skills: using tone of voice
connectives and intensifiers3 Jai cours!
(pp. 3233)
Describing your timetable
Using the 12-hour clockGV2 Grammatical structures (definite article; time)
LC1 Listening and responding
LC3 Conversation
Quelle heure est-il?
Il est
neuf heures, neuf heures et quart, etc.
lemploi du temps
lundi, mardi, mercredi, jeudi, vendredi
À (neuf heures), jai (sciences).
tous les jours
le matin, laprès-midi le (mercredi) après-midi
la récréation/récré
le déjeuner the definite article with likes and dislikes; no definite article when referring to school subjects without an opinion
time: giving the current time and saying when something happens
listening skills: using context4 Au collège en France
(pp. 3435)
Describing your school day
Using on to say weGV1 Tenses (present; on form)
LC5 Speak coherently and confidently
On a cours (le lundi,
).
On commence/finit les cours à
On a (quatre) cours le matin/laprès-midi.
On étudie (neuf) matières.
À la récré, on bavarde et on rigole.
On mange à la cantine.G on form (er verbs, avoir and être)
speaking skills: adapting model language5 Miam-miam!
(pp. 3637)
Talking about food Using the partitive article (du/de la/de l/des)GV2 Grammatical structures (the partitive article; question forms)
LC4 Expressing ideas (writing)Je mange
du fromage, de la pizza, des crudités, etc.
avec
des frites, etc.
Bon appétit!G the partitive article (du, de la, de l, des)
G Quest-ce que
?
and Est-ce que
?
writing skills: adapting model language
plural nouns (s)Bilan et Révisions
(pp. 3839)
Pupils checklist and practice exercisesEn plus 1: Mon collège au paradis
(pp. 4041)
Schools in other French-speaking countriesLC6 Reading comprehension
Review of language from the module reading skills: reading for gist; near-cognates; using context
preparing for a videoconferenceEn plus 2: Joyeux Noël!
(pp. 4243)
Talking about winter celebrationsLC3 Conversation
LC6 Reading comprehension
les bonnes choses à manger, les cadeaux, la messe de minuit, etc.
la veille/le jour de Noël Joyeux Noël! speaking skills: adapting model language; using a dictionaryStudio Grammaire
(pp. 4445)
Detailed grammar summary and practice exercisesG asking questions (intonation, est-ce que
? quest-ce que
?)
G using on
G the partitive articleÀ toi
(pp. 120121)
Self-access reading and writing at two levels
Learning objectives
Talking about school subjects
Asking questions
Programme of Study references
GV2 Grammatical structures (questions, definite articles, connectives)
LC1 Listening and responding
FCSE links
Unit 2: Education and future plans (School: subjects)
Grammar
forming questions (intonation/with Est-ce que
?)Key language
le français, le théâtre
la géographie/la géo, la musique, la technologie
langlais (m), lEPS (f), lhistoire(f), linformatique (f)
les arts plastiques (m),
les maths (f), les sciences (f)
Tu aimes/Est-ce que tu aimes
?
Jaime
Jaime beaucoup
Jaime assez
Jadore
Je naime pas
Je déteste
Cest ma matière préférée.
PLTS
I Independent enquirersCross-curricular
ICT: present survey results
Resources
Audio files:
13_Module2_Unit1_Ex1.mp3
14_Module2_Unit1_Ex2.mp3
15_Module2_Unit1_Ex4.mp3
Accès Studio: pages 1213 & 1415
Workbooks:
Cahier dexercices A & B, page 12
ActiveTeach:
p.028 Flashcards
p.028 Speaking skills
p.029 Class activity
p.029 Learning skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès Classroom objects) Accès Studio Unit 5 (pp. 1213) can be used as an introduction to this module on school.
Accès Studio Unit 6 (pp. 1415) can be used with this unit for further practice of jaime/je naime pas.
Starter 1
Aim
To review language for expressing likes and dislikes; To use reading strategies
Write up the following, jumbling the order of the phrases. Give pupils two minutes to match the symbols to the correct phrases.
jadore/jaime beaucoup
jaime
jaime assez
je naime pas
je déteste
Check answers, asking pupils to explain how they worked them out. Ask them to translate assez and beaucoup.
1 Écoute les questions. Cest quelle matière? (112) (Listening L1)
Listening. Pupils listen to 12 questions and note the letter of the correct picture for the school subject mentioned in each.
Audioscript Track 13
1 Tu aimes le français?
2 Tu aimes la géographie?
3 Est-ce que tu aimes la technologie?
4 Tu aimes les sciences?
5 Tu aimes langlais?
6 Est-ce que tu aimes les maths?
7 Est-ce que tu aimes lEPS?
8 Tu aimes les arts plastiques?
9 Est-ce que tu aimes lhistoire?
10 Tu aimes la musique?
11 Tu aimes linformatique?
12 Est-ce que tu aimes le théâtre?
Answers
1 b 2 c 3 e 4 l 5 f 6 k 7 g 8 j 9 h
10 d 11 i 12 a
Pupils working in pairs take it in turn to quickly sketch a subject for their partner to name.
Studio Grammaire: asking questions
Use the Studio Grammaire box to review asking questions using rising intonation and using Est-ce que
? There is more information and further practice on Pupil Book p. 44.
2 Écoute. Note les matières et les opinions. (16) (Listening L2)
Listening. Pupils listen to six conversations. For each they note the subject discussed (from pictures al in exercise 1) and the opinion given (using the symbols in the key language box).
Audioscript Track 14
1 Tu aimes les maths? Oui, jaime les maths.
2 Est-ce que tu aimes la musique? Oui, jadore la musique!
3 Tu aimes lEPS? Non, je naime pas lEPS.
4 Est-ce que tu aimes les sciences? Ah, non! Je déteste les sciences!
5 Tu aimes la géographie? Alors
Jaime assez la géographie.
6 Est-ce que tu aimes le théâtre? Ah, oui, jaime beaucoup le théâtre. Cest ma matière préférée!
Answers
1 k 2 d 3 g 4 l
5 c 6 a
3 En tandem. Pose des questions à ton/ta camarade. (Speaking L23)
Speaking. In pairs: pupils ask and answer questions on their opinion of school subjects. A sample exchange is given. Draw their attention to the tip box on using the definite article with likes/dislikes.
Starter 2
Aim
To review language for likes/dislikes and school subjects
Draw the following symbols on the board. Give pupils three minutes to write five sentences, each using one of the symbols and a school subject of their choice.
Check answers, asking some pupils to read out sentences and others to translate what they hear, to check comprehension.
Alternative Starter 2:
Use ActiveTeach p. 029 Class activity to review school subjects and opinions.
4 Écoute. Tu entends assez ou aussi dans chaque phrase? Note le bon mot. (15) (Listening L2)
Listening. Pupils listen to five sentences and note whether they hear assez or aussi each time. Before playing the recording, draw their attention to the pronunciation box on assez/aussi.
Audioscript Track 15
1 Jaime assez les sciences.
2 Jaime aussi les maths.
3 Jadore lEPS. Jaime aussi le français.
4 Jaime assez lhistoire, mais je préfère la géo.
5 Jaime assez la technologie et jaime aussi les arts plastiques.
Answers
1 assez 2 aussi 3 aussi 4 assez 5 assez, aussi
5 Lis les textes. Regarde les symboles et écris le bon prénom. (Reading L3)
Reading. Pupils read what six people say about their subject preferences, then identify which person is represented by each set of subject/opinion symbols. You may want to warn pupils that some subjects are mentioned in more than one text, so they need to look closely at the opinions in order to differentiate.
Answers
a Clarisse b Manu c Leïla d Élisa e Yanis
f Clarisse g Leïla h Florian
6 Écris ton opinion sur tes matières. (Writing L34)
Writing. Pupils write sentences giving their own opinion of all the subjects mentioned in exercise 1. An example is given. Draw pupils attention to the tip box on connectives and encourage them to use these in their writing. Also draw their attention to the tip box on remembering to use the correct accents in their writing.
7 Fais un sondage sur six matières. (Speaking L34)
I
Speaking. Pupils choose six subjects and do a survey to find out other pupils opinions of them. An example grid to note answers and a sample exchange are given.
Pupils could use a computer to create a graph showing the results of their survey and to write some sentences on their findings.
Plenary
Create a chain round the class. The first pupil asks Est-ce que tu aimes + a school subject? The second pupil responds with an opinion. The third asks another question. Continue like this round the class.
Workbook A, page 12
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Answers
1 1 linformatique 2 lEPS 3 le français
4 langlais 5 les sciences 6 lhistoire
7 le théâtre 8 la musique
2 1 e 2 c 3 b 4 a 5 d
3 1 Camille 2 Enzo 3 Camille 4 Enzo
5 Camille 6 Camille
Workbook B, page 12
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Answers
1 1 e 2 c 3 b 4 a 5 d
2 1 Camille 2 Théo 3 Camille 4 Chloé
5 Théo 6 Enzo 7 Chloé 8 Camille
Worksheet 2.1 Pronunciation and intonation
Answers
(Answers will vary.)
Worksheet 2.2 Learning new words
Answers
(Answers will vary.)
Learning objectives
Giving opinions and reasons
Agreeing and disagreeing
Programme of Study references
GV2 Grammatical structures (connectives and intensifiers)
LC1 Listening and responding
LC4 Expressing ideas (speaking)
FCSE links
Unit 2: Education and future plans (School: subjects)Key language
Cest
difficile
génial
nul
marrant
ennuyeux
intéressant
facile
On a beaucoup de devoirs.
Le/La prof est sympa.
Le/La prof est trop sévère.
Moi aussi.
Tes fou/folle.
parce quePLTS
T Team workers
Cross-curricular
ICT: word processing
Resources
Audio files:
16_Module2_Unit2_Ex1.mp3
17_Module2_Unit2_Ex4.mp3
Workbooks:
Cahier dexercices A & B, page 13
ActiveTeach:
Starter 1 resource
p.030 Flashcards
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Vocabulary Starter 1
Aim
To review and introduce adjectives for giving an opinion
Write up the following, jumbling the order of the second column. Give pupils working in pairs three minutes to match the French and English versions.
génial great
nul rubbish
ennuyeux boring
difficile difficult
facile easy
intéressant interesting
sévère strict
marrant fun
sympa nice
Check answers, asking pupils to explain how they worked them out.
1 Écoute les opinions. Écris P (positif) ou N (négatif). (18) (Listening L3)
Listening. Do this task with Pupil Books closed: the aim is to develop the skill of listening for tone of voice to help work out unknown language (draw pupils attention to the tip box on this). Pupils listen to eight people talking about school subjects and note P if the persons opinion is positive or N if it is negative. tes fou/folle is glossed for support.
Audioscript Track 16
1 Les maths? Ah, non! Cest nul!
2 Cest intéressant, linformatique. Jadore ça!
3 Jaime le théâtre. Cest marrant.
4 Tu aimes la géographie? Tes fou! Cest ennuyeux!
5 Cest facile, les arts plastiques. Et le prof est sympa.
6 Beurk! Lhistoire! On a beaucoup de devoirs. Je déteste ça.
7 Tu aimes les sciences? Tes fou! Cest difficile. Et la prof est trop sévère.
8 Langlais, cest ma matière préférée. Cest génial!
Answers
1 N 2 P 3 P 4 N 5 P 6 N 7 N 8 P
2 Lis les opinions. Paul est toujours positif. Nadia est toujours négative. Qui dit quoi? (Reading L1)
Reading. Pupils read the opinions and decide who says each one: Paul, who is always positive, or Nadia, who is always negative.
Answers
Paul: 3, 5, 7, 8, 9
Nadia: 1, 2, 4, 6, 10
2 En tandem. Une personne est Paul. Lautre personne est Nadia. Invente une dispute! (Speaking L34)
Speaking. In pairs: pupils discuss school subjects, taking it in turn to play the part of Paul (being positive) and Nadia (being negative). A sample exchange is given.
Starter 2
Aim
To review adjectives for giving an opinion on school subjects
Write up the following. Give pupils three minutes to write a sentence for each subject, using cest + an adjective. Model an example: Langlais, cest intéressant. If necessary, write up some adjectives for support.
le théâtre les maths le français
les sciences lhistoire
Check answers, asking pupils to translate their sentences into English.
Alternative Starter 2:
Use ActiveTeach p. 030 Flashcards to review and practise the adjectives used to give opinions on school subjects.
4 Écoute. Copie et complète le tableau. (15) (Listening L4)
Listening. Pupils copy out the table. They listen to five conversations in which people give their opinion on school subjects, together with a reason for their opinion. They complete the table with the details. Pourquoi? and parce que are glossed for support.
Audioscript Track 17
1 Tu aimes les arts plastiques? Oui, jaime les arts plastiques. Pourquoi? Parce que cest marrant.
2 Est-ce que tu aimes les maths? Non! Je déteste les maths! Pourquoi? Parce que cest difficile!
3 Est-ce que tu aimes lEPS? Euh, oui, jaime lEPS. Tes folle! Tu aimes lEPS? Pourquoi? Ben, parce que cest facile.
4 Tu aimes le français? Non, je naime pas le français. Tu naimes pas le français? Tes fou! Pourquoi? Parce quon a beaucoup de devoirs!
5 Est-ce que tu aimes la musique? Ah, oui! Jadore la musique! Pourquoi tu aimes la musique, alors? Parce que la prof est sympa. Ah, oui. Elle est sympa.
Answers
5 Lis le tchat et réponds aux questions en anglais. (Reading L4)
Reading. Pupils read the chat and answer the questions on it in English.
Answers
1 Emma 2 Yasmine 3 Samuel 4 Frédéric
5 Samuel 6 Emma 7 Yasmine
8 (pupils own opinion)
6 Écris ton opinion sur six matières. (Writing L3)
Writing. Pupils write six sentences giving their opinion on six different subjects. An example is given.
7 Relis les textes et trouve ces descriptions en français. (Reading L4)
Reading. Pupils re-read the texts in exercise 5 and find the French for the six English phrases listed.
Answers
1 très marrant 2 assez ennuyeux 3 trop sévère
4 trop difficile 5 très sympa 6 un peu difficile
Pupils working in pairs take it in turn to prompt with a subject and to respond with an opinion, using an intensifier + an adjective.
8 Réponds à Frédéric, Emma, Samuel ou Yasmine. (Writing L4)
T
Writing. Pupils choose one of the four people in exercise 5 and write a reply to him/her, giving their own opinions and the reasons for them. This could be done on a computer. A sample opening is given. Draw pupils attention to the tip box on including connectives and intensifiers to extend their sentences. When they have finished, pupils swap with a partner to check each others work: they identify errors but dont correct them. Pupils then write a second draft.
Plenary
Make a series of statements about school subjects, including intensifiers, e.g. La géographie, cest très intéressant. Pupils need to contradict you, e.g. Mais non! La géographie, cest assez ennuyeux. Continue, with pupils taking over the role of making the initial statement.
Workbook A, page 13
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Answers
1 1 Les sciences, cest nul.
2 Les maths, cest intéressant.
3 Les arts plastiques, cest facile.
4 La technologie, cest marrant.
5 La géo, cest difficile.
6 Le français, cest génial.
7 Langlais, cest difficile.
2 1 Jade 2 Tom 3 Tom 4 Lucas 5 Jade
6 Lucas 7 Jade 8 Lucas
Workbook B, page 13
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Answers
1 Salut Tom!
Mon nouveau collège, cest génial! On a beaucoup de devoirs mais cest assez facile.
LEPS, cest ma matière préférée. Le foot, cest très marrant et jadore jouer au rugby. Jaime aussi la musique parce que le prof est sympa. Je naime pas les arts plastiques. Cest un peu difficile pour moi et je déteste la géo, cest nul et la prof est trop sévère.
Hugo
2 1 teacher too strict
2 great
3 favourite subject
4 likes it teacher nice
5 doesnt like a bit difficult
6 loves playing it
7 gets lots quite easy
8 football its fun
3 (Example answer:)
Salut!
Mon nouveau collège, cest nul! On a beaucoup de devoirs.
Linformatique, cest ma matière préférée. Jaime linformatique parce que cest génial. Je déteste lEPS. Cest très difficile pour moi. Jaime les arts plastiques, cest assez facile.
Starter 1 resource
Match up the French and the English.
génial interesting
nul boring
ennuyeux nice
difficile great
facile strict
intéressant difficult
sévère fun
marrant rubbish
sympa easy
Learning objectives
Describing your timetable
Using the 12-hour clock
Programme of Study references
GV2 Grammatical structures (definite article; time)
LC1 Listening and responding
LC3 Conversation
FCSE links
Unit 2: Education and future plans (School: timetable; Future plans: time)
Key language
Quelle heure est-il?
Il est
neuf heures
neuf heures cinq/dix/vingt/ vingt-cinqneuf heures et quart/et demie dix heures moins vingt-cinq/ vingt/dix/cinq
dix heures moins le quart
midi
minuit
midi/minuit et demi
lemploi du temps
lundi, mardi, mercredi, jeudi, vendredi
À (neuf heures), jai (sciences).
tous les jours
le matin
laprès-midi
la récréation/la récré
le déjeuner
PLTS
C Creative thinkersResources
Audio files:
18_Module2_Unit3_Ex1.mp3
19_Module2_Unit3_Ex2.mp3
20_Module2_Unit3_Ex7.mp3
Accès Studio: pages 67 & 89
Workbooks:
Cahier dexercices A & B, page 14
Accès Studio ActiveTeach:
p.007 Class activity
ActiveTeach:
p.032 Flashcards
p.033 Thinking skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Vocabulary
Vocabulary (Accès Days of the week + Months) Accès Studio Units 2 & 3 (pp. 69) can be used to introduce or review numbers 131.
Accès Studio Unit 3 (pp. 89) can be used for further practice of days of the week.
Starter 1
Aim
To review numbers 120
Ask pupils to stand up. Play round the class, with each pupil taking a turn to speak. If a pupil cant think of the next number or makes a mistake, he/she is out.
First do a round of the numbers 120 in French. Repeat this, but when a number is divisible by 4, the pupil says Fou! instead of the number. Repeat again, this time replacing numbers divisible by 3 as well these are replaced with Folle! For a number divisible by both 3 and 4, the pupil must say Fou et folle!
Alternative Starter 1:
Use Accès Studio ActiveTeach p. 007 Class activity to review and practise numbers 120.
1 Écoute et lis. (17) (Listening L2, Reading L2)
Listening. Pupils listen to seven statements saying what time it is and what school subject the speaker has, following the text in their books.
Audioscript Track 18
1 Il est neuf heures. Jai maths.
2 Il est neuf heures et quart. Jai français.
3 Il est neuf heures et demie. Jai technologie.
4 Il est dix heures moins le quart. Jai EPS.
5 Il est neuf heures dix. Jai sciences.
6 Il est dix heures moins vingt. Jai anglais.
7 Il est midi. Jai histoire-géo.
2 Écoute. Cest quelle montre? (18) (Listening L3)
Listening. Pupils listen to eight conversations and identify the time given in each, noting the letter of the correct clock.
Audioscript Track 19
1 Quelle heure est-il? Il est trois heures dix. Trois heures dix? Jai anglais!
2 Quelle heure est-il? Il est deux heures et quart. Deux heures et quart? Alors, jai musique.
3 Quelle heure est-il? Il est dix heures et demie. Dix heures et demie? Oh non! Jai sciences.
4 Quelle heure est-il? Euh
Il est onze heures. Il est onze heures? Chouette! Jai arts plastiques.
5 Quelle heure est-il? Il est quatre heures moins le quart. Quoi? Quatre heures moins le quart? Jai français! Au revoir!
6 Quelle heure est-il? Il est midi. Il est midi? Alors, jai informatique. Cest ma matière préférée!
7 Quelle heure est-il? Voyons
Il est une heure moins vingt. Une heure moins vingt
Beurk! Jai mathématiques.
8 Quelle heure est-il? Il est neuf heures vingt-cinq. Neuf heures vingt-cinq? Youpi! Jai théâtre! Jadore ça!
Answers
1 d 2 h 3 b 4 g 5 e 6 f 7 a 8 c
3 En tandem. Fais trois dialogues. (Speaking L34)
Speaking. In pairs: pupils put together three dialogues, using the framework and picture prompts supplied. Before they start, read together through the key language box on time. Also draw their attention to the tip box on using the definite article with likes and dislikes (unlike in English) and omitting the definite article when referring to school subjects when no opinion is being expressed.
Starter 2
Aim
To review the language for time
Write up the following. Give pupils three minutes in pairs to write a sentence for each time. Model the first as an example: Il est deux heures et demie.
2.30 4.45 3.00 12.30 8.15 6.55 10.35
Check answers: deux heures et demie, cinq heures moins le quart, trois heures, midi/minuit et demi, huit heures et quart, sept heures moins cinq, onze heures moins vingt-cinq.
Alternative Starter 2:
Use ActiveTeach p. 032 Flashcards to review and practise the language for time.
4 Regarde lemploi du temps de Thomas. Écris en anglais six choses qui sont différentes de ton emploi du temps. (Reading L4)
Reading. Pupils read Thomass timetable and write in English six differences between his timetable and their own.
Answers
(Possible answers:)
earlier start time, later finish time, no school on Wednesday afternoons, two breaks, study periods, homework help period, some subjects not studied (e.g. drama), some different subjects (e.g. German), only one class/form period a week, most lessons 55 minutes long, use of the 24-hour clock
5 Copie et complète les phrases pour Thomas. (Writing L2)
Writing. Using the information in the timetable, pupils copy and complete the sentences. You could supply the missing times in random order for support if necessary. tous les jours is glossed for support. Draw pupils attention to the tip box on times, highlighting the difference between giving the current time and saying when something happens (à
).
Answers
1 Le lundi à huit heures et demie, jai maths.
2 Le mardi à neuf heures vingt-cinq, jai anglais.
3 Tous les jours à dix heures vingt, jai la récréation.
4 Le mercredi à onze heures et demie, jai histoire-géo.
5 Tous les jours à midi et demi, jai le déjeuner.
6 Le jeudi à une heure et demie, jai français.
7 Le vendredi à quatre heures moins vingt, jai sciences.
Pupils draw up their own timetable in French and write seven sentences about it like the ones in exercise 5.
6 En tandem. Jeu de mémoire. Pose six questions sur ton emploi du temps à ton/ta camarade. (Speaking L3)
Speaking. In pairs: pupils play a memory game. The first pupil closes his/her book. The other, looking at the timetable, prompts with a time; the first pupil gives a sentence with the time and the subject. After six prompts, they swap roles. A sample exchange is given.
7 Écoute. Thomas a un problème. Quest-ce qui se passe? (Listening L45)
C
Listening. Pupils listen to the conversation between Thomas and his teacher and work out what Thomass problem is. Some vocabulary is glossed for support. Before you play the recording, read through the tip box on listening skills together.
Audioscript Track 20
Madame, madame! Sil vous plaît!
Oui, Thomas?
Pardon, madame. Jai perdu mon emploi du temps. À huit heures et demie, jai permanence?
Oui. À huit heures et demie, tu as permanence.
Et à neuf heures vingt-cinq
?
Euh, voyons
À neuf heures vingt-cinq, tu as
anglais.
Et après la récréation, jai technologie?
Non. Après la récréation, tu as français. Et à onze heures et demie, tu as allemand.
Ah, oui! Jai allemand. Jaime le français parce que cest facile, mais lallemand, cest un peu difficile. Bon, merci, madame.
De rien.
Au revoir, madame
Au revoir, Thomas.
Answers
Thomas has lost his timetable and is checking with his teacher which classes he has that morning.
Plenary
Play a team game to review times. Prepare a sheet of paper for each team with the following prompts on it. Leave a space by each prompt for the time in words to be written in. (Use just six prompts for a shorter game.)
1.00 2.05 3.10 4.15 5.20 6.25
7.30 8.35 9.40 10.45 11.50 12.55
Put the class into teams and put each teams sheet of paper with a pen at the front of the class in a place where the team can easily get to it. Set a time limit. Each team member in turn comes to the front of the class and writes one of the times. The team with the most correct times at the end of the allotted time is the winner.
Workbook A, page 14
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Answers
1 1 f 2 e 3 d 4 g 5 h 6 a 7 j 8 b 9 c 10 i
2 1 9:10 2 10:15 3 9:40 4 8:30 5 11:15 6 12:10
Workbook B, page 14
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Answers
1 9.30: neuf heures et demie 10.15: dix heures et quart 6.40: sept heures moins vingt 10.55: onze heures moins cinq 11.45: midi moins le quart 6.10: six heures dix 4.05: quatre heures cinq 1.20: une heure vingt 12.10: midi dix 1.50: deux heures moins dix 12.05: minuit cinq 3.15: trois heures et quart
2 Le lundi, jai musique à neuf heures et maths à dix heures cinq.
Le mardi, jai anglais à dix heures et quart et français à onze heures vingt.
Le mercredi, jai sciences à huit heures et demie et informatique à dix heures moins vingt-cinq.
Le jeudi, jai histoire à midi moins le quart et EPS à midi et demi.
Le vendredi, jai théâtre à neuf heures et quart et géo à onze heures moins vingt-cinq.
Worksheet 2.3 Nonsense!
Answers
A 1 Moi, jaime les maths! Cest cool! OR Moi, je déteste les maths! Cest nul! Le français, cest difficile, mais cest marrant. Le dessin, cest assez ennuyeux.
2 Tu aimes lhistoire? Pourquoi? Tes fou! Mon prof nest pas très sympa et on a beaucoup de devoirs. Lhistoire, cest trop difficile pour moi!
3 Moi, jaime le théâtre. Mon prof de théâtre est très sympa. Mais ma matière préférée, cest lEPS, parce que jadore le sport. Mon sport préféré, cest le tennis.
4 On commence les cours à huit heures et demie. Aujourdhui, cest vendredi. À huit heures et demie, jai anglais. Cest ma matière préférée, parce que cest intéressant. Après la récréation, jai EPS. Cest génial parce que jadore le sport. On a le déjeuner à midi vingt. On mange à la cantine.
B (Answers will vary.)
Learning objectives
Describing your school day
Using on to say we
Programme of Study references
GV1 Tenses (present; on form)
LC5 Speak coherently and confidently
FCSE links
Unit 2: Education and future plans (School: type of school)
Grammar
on form (er verbs, avoir and être)Key language
On a cours (le lundi,
).
On commence les cours à
On a (quatre) cours le matin/ laprès-midi.
On étudie (neuf) matières.
À la récré, on bavarde et on rigole.
On mange à la cantine.
On finit les cours à
PLTS
R Reflective learners
Cross-curricular
ICT: word processing/creating a blogResources
Audio files:
21_Module2_Unit4_Ex1.mp3
22_Module2_Unit4_Ex3.mp3
Workbooks:
Cahier dexercices A & B, page 15
ActiveTeach:
Starter 1 resource
Starter 2 resource
p.034 Video 3
p.034 Video worksheet 3
p.034 Reading skills
p.035 Learning skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar Starter 1
Aim
To review singular verb forms of regular er verbs + avoir and être
Write up the following table. Give pupils three minutes to copy and complete it.
Check answers. Ask pupils what the ending is for the il/elle form of regular er verbs and the il/elle form of avoir and être.
1 Écoute et lis. (18) (Listening L4, Reading L4)
Listening. Pupils listen to Manon talking about her school, and follow the text at the same time.
Audioscript Track 21
1 Bonjour. Je mappelle Manon. Jai onze ans et je suis en sixième. Voici mon collège.
2 On a cours le lundi, le mardi, le mercredi matin, le jeudi et le vendredi. On na pas cours le mercredi après-midi. Youpi!
3 On commence les cours à huit heures et demie.
4 On a quatre cours le matin et trois ou quatre cours laprès-midi.
5 On étudie neuf matières.
6 À la récré, on bavarde et on rigole.
7 À midi et demi, cest le déjeuner. On mange à la cantine. Miam-miam! Cest bon!
8 On finit les cours à cinq heures. On est fatigués!
2 Que dit Manon? Complète les phrases en anglais. (Reading L4)
Reading. Pupils read the text in exercise 1 again, then complete the sentences that summarise it in English.
Answers
1 My name is Manon. This is my school.
2 We dont have lessons on Wednesday afternoon.
3 We start lessons at 8.30/half past eight.
4 We have four lessons in the morning and three or four in the afternoon.
5 We study nine subjects.
6 At break(time), we chat and have a laugh.
7 At lunchtime, we eat in the canteen.
8 We finish lessons at 5.00/five oclock. Were tired!
Studio Grammaire: on
Use the Studio Grammaire box to cover on. There is more information and further practice on Pupil Book pp. 4445. Suggest to pupils that they use table layouts to note and learn verb forms and demonstrate ways of highlighting verb endings to help memorise them.
3 Écoute et répète. (Listening L1)
Listening. Read together through the pronunciation box on how to say on. Then play the recording for pupils to repeat.
Audioscript Track 22
on, mon, onze, bon, bonjour
Starter 2
Aim
To review the on form
Write up the following, jumbling the order of the second column. Give pupils three minutes to match the sentence halves.
1 On a a cours le mercredi.
2 On na b pas cours le samedi.
3 On commence à c neuf heures.
4 On étudie d neuf matières.
5 On rigole e à la récré.
6 On finit f à trois heures.
7 On est g fatigués.
4 Imagine que tu parles avec Manon. Dis-lui six choses sur ton collège. (Speaking L34)
Speaking. Pupils imagine theyre talking to Manon. Using Manons text as a model, they tell her six things about their own school. Sample sentence openings are given.
5 Lis le texte et mets les images dans le bon ordre. (Reading L4)
Reading. Read together through the cultural note on special lessons in French schools. Pupils then read Ludos text and put the pictures in the correct order. je dois travailler is glossed for support.
Answers
d, b, a, c, e
Pupils translate the text in exercise 5 aloud, one sentence each round the class.
6 Relis le texte et corrige les phrases. (Reading L4)
Reading. Pupils read the text in exercise 5 again and correct the sentences about it.
Answers
1 Ludo aime les cours à son nouveau collège.
2 Il déteste son emploi du temps.
3 Au collège, on commence les cours à huit heures.
4 Le mardi, on étudie des cours théoriques de musique.
5 Le jeudi, on a chorale.
6 Ludo aime (bien) ça parce que cest marrant.
7 Ludo joue du saxophone.
8 La famille de Ludo naime pas ça.
7 Écris un blog sur ton collège. (Writing L4)
R
Writing. Pupils write a blog about their own school. A sample opening is given. This could be done as a word-processing exercise; alternatively you could work with the ICT department to help pupils to set up their own blog. Get pupils to read and correct a partners work. Pupils then look at their own work and identify two things they should review in order to improve their French.
Pupils could make their blogs accessible to your partner school, if you have one, or exchange e-mails with French pupils using the information they have put together.
Plenary
Ask pupils to tell you what on means and to give you the on forms of the verbs aimer, avoir and être. Then prompt in English using verbs from Manons text in exercise 1 (e.g. we study) for pupils to respond with the French (e.g. on étudie). Cover regular er verbs first, then on finit, on a, on est. You could increase the level of challenge by including some negative forms.
Workbook A, page 15
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Answers
1 1 On commence les cours à huit heures dix.
2 À la récré, on bavarde et on rigole.
3 On a quatre cours le matin et deux cours laprès-midi.
4 On finit les cours à trois heures et demie.
5 À midi, on mange à la cantine.
6 Laprès-midi, on joue au basket.
2 1 8.10/ten past eight 2 break
3 four; in the afternoon 4 3.30/half past three
5 12.00/twelve oclock/midday
6 play basketball
Workbook B, page 15
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Answers
1 1 b 2 f 3 e 4 c 5 d 6 a
2 1 different 2 basketball
3 8.10/ten past eight 4 in the morning
5 in the afternoon 6 3.30/half past three
7 plays basketball
Worksheet 2.4 Using cognates and context
Answers
A 1 histoire 2 compliquée 3 amusant 4 chocolat 5 jus de fruits 6 practiques
B 1 watch videos 2 grammar 3 patient 4 explains things well 5 the evening 6 learn vocabulary 7 listen to English and American music
C (Answers will vary.)
Worksheet 2.5 Working out the meaning of new words
Answers
A and B
C italien, végétarien: Adjectives ending in ien
oranges, pommes, fruits, pêches: Fruits in the plural
nationalité, activité, université: Nouns ending in é, translated by y
éducation, organisation: Nouns ending in tion
salaire, milliardaire: Nouns ending in aire
Video
Episode 3: Au collège
Alex is taking us around his school, le collège Saint Étienne. Video worksheet 3 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1 A [F3.1] (The most obvious things are:) It starts very early (it is still dark). They dont wear uniform. Pupils greet each other with a kiss. The same subject can occur twice in a day. (Here, it is English.) (There will be more suggestions; please discuss them as they occur.)
B Its a hidden camera.
C English, maths, (break), French, PE, (lunch), history/geography, English again.
D It is PE (EPS). Probably difficult for the team to film.
2 A Its 8 oclock on Friday.
B She says salut
C une bonne copine
3 A What he actually says is: We have a laugh, we chat and we see friends from other classes. (On rigole, on bavarde et on voit des copains des autres classes.)
B It means You filmed without me? confirming the impression that shes quite taken with her role as the presenter.
C maths
technology
PE (EPS)
D Because he is using a secret camera.
E sympa sévère intéressant préféré
F récré
4 A Because he is about to enter the staff room with his hidden camera.
B prof (short for professeur) and géo (short for géographie)
5 [PLTS T/E] (Answers will vary.)
Starter 1 resource
Fill in the table.
aimerbavarderdétesteravoirêtrein Englishto chatto bejebavardetudétestesesil/elleaimea
Starter 2 resource
Match the halves of the sentences.
On a à trois heures.
On na pas cours le samedi.
On commence à à la récré.
On étudie cours le mercredi.
On rigole neuf matières.
On finit fatigués.
On est neuf heures.
Learning objectives
Talking about food
Using the partitive article (du/ de la/de l/des)
Programme of Study references
GV2 Grammatical structures (the partitive article; question forms)
LC4 Expressing ideas (writing)
FCSE links
Unit 5: Healthy lifestyle (Food/drink; Eating and drinking)
Unit 6: Food and drink (Food/drink vocabulary items)
Grammar
the partitive article (du, de la, de l, des)
Quest-ce que
? and Est-ce que
?Key language
Je mange
du fromage
du poisson
du poulet
du steak haché
du yaourt
de la pizza
de la glace à la fraise
de la mousse au chocolat
de la tarte au citron
des crudités
avec
de la purée de pommes de terre
des frites
des haricots verts
Bon appétit!
PLTS
S Self-managersResources
Audio files:
23_Module2_Unit5_Ex1.mp3
24_Module2_Unit5_Ex4.mp3
25_Module2_Unit5_Ex7.mp3
Accès Studio: pages 67 & 2425
Workbooks:
Cahier dexercices A & B, page 16
ActiveTeach:
p.036 Video 4
p.036 Video worksheet 4
p.036 Flashcards
p.036 Grammar
p.036 Grammar practice
p.036 Grammar skills
p.037 Class activity
p.037 Grammar
p.037 Grammar practice
p.037 Grammar skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès Food and drink Accès Studio Unit 2 (pp. 67) can be used with this unit to review or introduce numbers 121.
Accès Studio Unit 11 (pp. 2425) can be used with this unit to review or introduce food and drink vocabulary.
Starter 1
Aim
To review parts of speech (noun/subject, adjective, verb)
Give pupils three minutes working in pairs to complete ActiveTeach p. 036 Worksheet 2.4 Parts of speech, exercises A and B. Ask the class for their answers.
1 Écoute. Quest-ce quils mangent à la cantine? Écris les deux bonnes lettres pour chaque personne. (15) (Listening L4)
Listening. Read together through the cultural note on lunch in French schools. Pupils then listen to five conversations about what pupils eat in the canteen at school. They note the letters of the two correct pictures for each person.
Audioscript Track 23
1 Bonjour. Quest-ce que tu manges? Je mange du poulet avec des frites. Et comme dessert? Comme dessert, je mange de la mousse au chocolat. Merci. Bon appétit!
2 Salut! Quest-ce que tu manges? Je mange du poisson avec de la purée de pommes de terre. Et quest-ce que tu manges comme dessert? De la tarte au citron. Miam-miam! Jadore ça! Alors, bon appétit!
3 Pardon. Quest-ce que tu manges aujourdhui? Je mange du steak haché avec des haricots verts. Cest bon? Oui, cest délicieux! Est-ce que tu manges aussi un dessert? Oui, je mange du yaourt nature.
4 Salut! Quest-ce que tu manges? Euh
je mange des crudités
Oui
et après, de la pizza. Est-ce que tu manges un dessert? Non. Je ne mange pas de dessert.
5 Bonjour. Quest-ce que tu manges? Je mange du fromage du Camembert et un peu de Brie. Et quest-ce que tu manges comme dessert? Comme dessert, je mange de la glace à la fraise. Jadore la glace! Alors, bon appétit! Merci.
Answers
1 c, h 2 b, I 3 d, e 4 j, f 5 a, g
2 En tandem. Jeu de mémoire. (Speaking L3)
Speaking. In pairs: pupils play a memory game. The first pupil closes his/her book. The other prompts with the letter of one of the pictures in exercise 1. The first pupil says the name of the food. After four prompts, they swap roles. je ne sais pas is glossed for support.
Studio Grammaire: the partitive article
Use the Studio Grammaire box to cover the partitive article (du, de la, de l, des). There is more information and further practice on Pupil Book p. 45.
3 Écris une phrase pour chaque personne de lexercice 1. (Writing L3)
Writing. Pupils write a sentence for each of the people in exercise 1. An example is given.
Answers
1 Je mange du poulet avec des frites et de la mousse au chocolat.
2 Je mange du poisson avec de la purée de pommes de terre et de la tarte au citron.
3 Je mange du steak haché avec des haricots verts et du yaourt.
4 Je mange des crudités et de la pizza.
5 Je mange du fromage et de la glace à la fraise.
4 Écoute et répète. (Listening L1)
Listening. Read through the pronunciation box on cognates together. Then play the recording for pupils to repeat.
Audioscript Track 24
chocolat, dessert, mousse, pizza, steak, tarte
Starter 2
Aim
To review the definite article and partitive article
Give pupils three minutes working in pairs to complete ActiveTeach p. 036 Worksheet 2.4 Parts of speech, exercises C and D. Ask the class for their answers.
Alternative Starter 2:
Use ActiveTeach p. 036 Grammar activity to review the partitive article.
5 En tandem. Fais un dialogue. Puis change les détails. (Speaking L4)
Speaking. In pairs: pupils practise the dialogue, using the picture prompts supplied. They then make up their own dialogues by substituting other foods. They take it in turn to ask and answer the questions.
Studio Grammaire: quest-ce que/ est-ce que
Use the Studio Grammaire box to explain the difference between quest-ce que and est-ce que. There is more information and further practice on Pupil Book p. 44.
6 Écris ton menu de cantine idéal. (Writing L34)
Writing. Pupils write their own ideal school canteen menu. Draw their attention to the tip box on adapting language given as a model.
7 Lis, écoute et chante! (Listening L45, Reading L45)
Listening. Pupils listen to the song, following the text at the same time. Play the song again and encourage pupils to sing along. Some vocabulary is glossed for support.
Audioscript Track 25
À la cantine aujourdhui, Les enfants ont mangé
Trois steaks hachés, Deux yaourts nature Et une portion de pizza Reine!
À la cantine aujourdhui, Les enfants ont mangé
Quatre gros poissons, Trois steaks hachés, Deux yaourts nature Et une portion de pizza Reine!
À la cantine aujourdhui, Les enfants ont mangé
Cinq poulets-frites, Quatre gros poissons, Trois steaks hachés, Deux yaourts nature Et une portion de pizza Reine!
À la cantine aujourdhui, Les enfants ont mangé
Six tartes au citron, Cinq poulets-frites, Quatre gros poissons, Trois steaks hachés, Deux yaourts nature Et une portion de pizza Reine!
8 Écris dautres couplets pour la chanson. (Writing L34)
Writing. Pupils write other verses for the song. An example is given. Draw their attention to the tip box on making nouns plural by adding s.
9 Chante tes couplets. (Speaking L45)
Speaking. Pupils sing the verses they have written in exercise 8. You could make a recording of everyones efforts.
S
Read together through the Stratégie on Pupil Book p. 47, which covers cognates and near-cognates. Pupils carry out the task given there (identifying English cognates among the vocabulary listed on pp. 46 and 47).
Plenary
Play a game in teams to review the partitive article. Teams nominate one person to write for them. Prompt with French words for food and drink (e.g. un yaourt). Following team discussion, the allotted person writes down the word with the appropriate partitive (e.g. du yaourt). Keep the pace quite quick, so that teams have to work together. To increase the challenge, you could use food/drink words from Unit 11 of Accès Studio (pp. 2425), as well as the vocabulary from this unit.
Alternative Plenary:
Use ActiveTeach p. 037 Class activity to review general vocabulary from the module.
Workbook A, page 16
SHAPE \* MERGEFORMAT
Answers
1 1 yaourt 2 mousse au chocolat 3 crudités
4 poisson 5 glace à la fraise
6 haricots verts 7 fromage 8 tarte au citron
9 frites 10 poulet 11 pizza
2 1 du yaourt 2 de la pizza 3 des crudités
4 de la glace (à la fraise) 5 du poisson
6 des haricots verts 7 du fromage
8 de la mousse au chocolat
Workbook B, page 16
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Answers
1 1 du yaourt 2 du poisson 3 des crudités
4 de la mousse au chocolat 5 de la pizza
6 des haricots verts 7 du fromage
8 de la glace à la fraise
9 de la purée de pommes de terre
2 Le matin, je mange du fromage. À la cantine, je mange du poulet avec des frites et comme dessert, une tarte au citron.
Le soir, à huit heures, je mange du steak haché avec des haricots verts et comme dessert, de la glace.
Worksheet 2.6 Parts of speech
Answers
A
B Adjectives: ennuyeux, génial, nul, marrant, facile, sympa, difficile, intéressant histoire noun vendredi noun appétit noun assez intensifier midi noun est verb
C The is the definite article. There are three definite articles in French: le, la and les. le and la become l before a vowel or silent h.
The indefinite article is a or some in the plural. un comes before masculine singular nouns, une comes before feminine singular nouns and des before plural nouns.
D 1 Je mange de la tarte au citron.
2 Tu manges des frites?
3 Il mange du poulet.
4 Elle mange du yaourt.
5 Est-ce que tu manges des crudités?
Worksheet 2.7 Questions
Answers
A 1 Comment tappelles-tu?
2 Quel âge as-tu?
3 Où habites-tu?
4 Est-ce que tu aimes linformatique?
5 Tu aimes le dessin?
6 Quest-ce que tu manges?
7 Quelle heure est-il?
8 Est-ce que tu manges de la viande?
B 1 g Je mappelle Tony.
2 b Jai douze ans.
3 a Jhabite à Nantes.
4 c Non, je déteste linformatique.
5 h Jadore le dessin, cest ma matière préférée.
6 e Je mange du poisson et de la purée de pommes de terre.
7 f Il est quatre heures.
8 d Non, je suis végétarien.
C 1 Tu aimes les maths?/Est-ce que tu aimes les maths?
2 Quelle heure est-il?
3 Quest-ce que tu manges?
4 Qui est ton prof(esseur) préféré?
5 Quel âge as-tu?
Video
Episode 4: À la cantine
StudioFR takes us around the canteen, where they interview the chef who explains whats on the menu. Video worksheet 4 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1 A [F3.1] (Answers will vary.)
B (Answers will vary.)
C Salad (cucumber, carrots), cold meats (charcuterie), fish, minced steak, croquette potatoes, green beans, pizza, pineapple, grapes, apples, fruit salad, raspberry tarts, apple purée, meringues
D The chef says they are meringues maison. (maison = house/home)
E Yes, she speaks at a much more sensible speed.
2 A Friday
B Coucou
C Pizza is only on Wednesdays.
D He asks eagerly if there is any pizza.
E [PLTS C] chef/rendezvous
3 A Meringues are available, and they are his favourite dessert.
B 500
C What are you going to eat today?
D Hes too busy drooling over the desserts.
E She tells him to point the camera at HER.
F Bon appétit Enjoy your meal.
G He has missed the fruit salad.
4 (Answers will vary.)
Bilan
Pupils use this checklist to review language covered in the module, working on it in pairs in class or on their own at home. Encourage them to follow up any areas of weakness they identify. There are Target Setting Sheets included in the Assessment Pack, and an opportunity for pupils to record their own levels and targets on the Javance page in the Workbook, p. 19. You can also use the Bilan checklist as an end-of-module plenary option.Révisions
These revision exercises can be used for assessment purposes or for pupils to practise before tackling the assessment tasks in the Resource & Assessment File.
Resources
Audio file:
26_Module2_Rev_Ex1.mp3
Workbooks:
Cahier dexercices A & B, pages 17 & 18 1 Écoute. Copie et complète le tableau. (16) (Listening L3)
Listening. Pupils copy out the table. They listen to six conversations and complete the table for each conversation, they note the letter of the subject mentioned and draw the appropriate face symbol for the opinion of the speaker.
Audioscript Track 26
1 Tu aimes la géographie? Non. Je naime pas la géographie.
2 Tu aimes les maths? Ah, oui. Jadore les maths!
3 Est-ce que tu aimes lEPS? Non! Je déteste lEPS!
4 Est-ce que tu aimes les sciences? Bof. Jaime assez les sciences.
5 Tu aimes le français? Oui. Jaime le français. Et toi? Moi aussi, jaime le français.
6 Est-ce que tu aimes le théâtre? Jaime beaucoup le théâtre. Cest ma matière préférée!
Answers
2 En tandem. Fais des conversations sur les matières. (Speaking L3)
Speaking. In pairs: pupils take it in turn to ask and answer on the school subjects they like and why. A sample dialogue is given.
3 Lis le-mail de Mélissa. Trouve les quatre bonnes phrases. (Reading L4)
Reading. Pupils read the e-mail. They then read the sentences about it and identify the four that are correct.
Answers
2, 3, 5, 6
4 Écris un paragraphe sur ta journée scolaire. (Writing L4)
Writing. Pupils write a paragraph about their own school day. A list of points to cover is given. Draw their attention to the tip box on using Mélissas text as a model.
Workbook A, page 17
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Answers
1 Il est trois heures vingt-cinq.
2 Il est dix heures moins le quart.
3 Jaime les maths.
4 Je déteste la musique.
5 Jadore lEPS.
6 Jaime assez la géographie.
7 On commence les cours à huit heures et demie.
8 À midi, on mange à la cantine.
9 À une heure et demie, on a anglais.
10 On finit les cours à cinq heures.
Workbook A, page 18
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Answers
2 a 4 b 3 c 2 d 1 e 2 f 1 g 3 h 4
3 (Five underlined from:) arts plastiques, informatique, maths, français, histoire, anglais, musique (Three circled from:) cest bien, je naime pas ça, jaime, cest intéressant, cest très marrant
1 La prof est sympa.
2 Le matin, on a maths.
3 On a trop de devoirs.
4 On chante, on a orchestre.
Worksheet B, page 17
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Answers
1 Quelle heure est-il?
Il est huit heures.
Il est midi et demi.
Il est neuf heures et quart.
On commence les cours à huit heures.
On finit à quatre heures.
On a quatre cours le matin.
On mange à la cantine.
Workbook B, page 8
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Answers
2 1 return to school 2 specialist lessons
3 early 4 all afternoon
5 we play an instrument 6 we have choir
7 we have orchestra
3 (Underlined:) musique, informatique, maths, français, histoire, anglais
(Circled:) Cest ma matière préférée, mais je déteste linformatique. cest bien, la prof est toujours sympa cest nul. Je naime pas ça. cest différent. Jaime beaucoup on a trop de devoirs. cest toujours marrant!
(Highlighted:) le matin, à sept heures et demie, laprès-midi
Learning objectives
Schools in other French-speaking countries
Developing reading skills
Programme of Study references
LC6 Reading comprehension
FCSE links
Unit 2: Education and future plans (School: facilities)
Key language
Review of language from the modulePLTS
C Creative thinkers
Cross-curricular
Geography: French-speaking countries
Resources
Audio file:
27_Module2_EnPlus1_Ex2.mp3
ActiveTeach:
p.041 Assignment 2
p.041 Assignment 2: prep
Starter
Aim
To introduce some different countries where French is spoken
Write up the following, omitting the underlining (which shows the answers). Give pupils three minutes working in pairs to identify in which of these countries French is one of the main languages.
Canada / Brazil / Mexico / Algeria / Belgium / Ivory Coast / South Africa / Finland / Morocco
1 Regarde les textes, la carte et les photos. Il sagit de quoi dans les textes? (Reading L4)
C
Reading. Pupils look at the texts, the map and the photos and work out what the texts are about. Before they start, read together through the tip box on reading for gist.
Answers
The texts are about school life in other French-speaking countries, the island paradises of Mayotte and les Comores.
2 Écoute et lis. Quelles sont les trois choses quils ne mentionnent pas? (Listening L4, Reading L4)
Listening. Pupils listen to the texts from exercise 1 in which two boys talk about their schools. They then read the list of topics and identify the three topics which are not mentioned by the speakers.
Audioscript Track 27
Bonjour. Ça va? Je mappelle Mohamed. Jhabite à la Mayotte. Cest une île dans locéan Indien, à lest de lAfrique. À la Mayotte, on parle français. Mon collège est assez bien équipé on a un tableau noir, des livres, des crayons, etc. Mais on na pas de gymnase, alors on fait lEPS sur la plage! On commence les cours à sept heures moins dix et on finit à quatre heures. On na pas de cantine au collège on apporte notre déjeuner. Normalement, je mange du riz et des fruits (des bananes, des mangues et des ananas).
Salut! Je mappelle Fouad. Moi, jhabite aux Comores des îles dans locéan Indien où on parle français. Jaime mon collège, mais cest difficile dapprendre, parce quon na pas déquipement scolaire. On na pas de tableau noir, pas de papier et pas beaucoup de livres
Le matin, on commence les cours à sept heures et on finit à onze heures. Laprès-midi, on recommence les cours à trois heures. Il fait trop chaud pour les cours entre onze heures et trois heures! On na pas de cantine au collège, alors je mange à la maison.
Answers
3, 5, 8
3 Quest-ce que cest en anglais? Devine! (Reading L4)
Reading. Pupils translate into English the ten French phrases taken from the text in exercise 1. Draw their attention to the tip box on using near-cognates to work out meaning.
Answers
1 the Indian Ocean 6 rice
2 Africa 7 bananas
3 gym 8 mangos
4 well equipped 9 school equipment
5 normally 10 fruit
4 Vérifie tes réponses à lexercice 3 dans le Mini-dictionnaire ou dans un dictionnaire. (Reading L4)
Reading. Pupils use the Mini-dictionnaire section at the back of the Pupil Book, or a FrenchEnglish dictionary, to check their answers to exercise 3.
5 Lis et complète la traduction sans utiliser un dictionnaire. Devine! (Reading L4)
Reading. Pupils complete the translation of the six sentences without using a dictionary. Draw their attention to the tip box on using context to work out meaning.
Answers
1 I live in Mayotte. Its an island in the Indian Ocean, to the east of Africa.
2 We dont have a gym, so we do PE on the beach.
3 We dont have a canteen at school we bring our lunch.
4 Its difficult to learn because we dont have any school equipment.
5 Its too hot for lessons between 11 oclock and 3 oclock.
6 We dont have a canteen at school, so I eat at home.
6 En tandem. Imagine que tu fais une vidéoconférence avec Mohamed ou Fouad. Utilise les questions. (Speaking L4)
Speaking. In pairs: pupils imagine that they are having a videoconference with Mohamed or Fouad, taking it in turn to ask and answer questions. The questions and a sample opening to the exchange are supplied. Draw their attention to the tip box on preparing for the task and reviewing their work.
Plenary
Ask pupils to summarise the strategies for working out unknown words which they have learned so far. Prompt as necessary to cover using picture clues, looking for key words, using cognates, using context, using what they know, using a dictionary/wordlist. Encourage pupils to write a checklist of these and to refer to it until the strategies become automatic.
Worksheet 2.8 Mon blog
Worksheet 2.9 Mon blog. Prépa
Answers
B On commence les cours à neuf heures. On a trois cours le matin et deux cours laprès-midi. On étudie neuf matières.
Aujourdhui, jai EPS. Cest génial parce que jadore le sport. À dix heures, jai géographie. Cest ma matière préférée, parce que cest facile.
À la récré, on bavarde et on rigole.
Après la récréation à onze heures et quart jai anglais. Je naime pas langlais, parce quon a trop de devoirs!
On a le déjeuner à midi et quart. On mange à la cantine.
Aujourdhui je mange des spaghettis. Comme dessert je mange un fruit. Miam-miam!
Rémy
C (Answers will vary.)
Learning objectives
Schools in other French-speaking countries
Developing reading skills
Programme of Study references
LC6 Reading comprehension
FCSE links
Unit 2: Education and future plans (School: facilities)
Key language
Review of language from the modulePLTS
C Creative thinkers
Cross-curricular
Geography: French-speaking countries
Resources
Audio file:
27_Module2_EnPlus1_Ex2.mp3
ActiveTeach:
p.041 Assignment 2
p.041 Assignment 2: prep Starter
Aim
To introduce some different countries where French is spoken
Write up the following, omitting the underlining (which shows the answers). Give pupils three minutes working in pairs to identify in which of these countries French is one of the main languages.
Canada / Brazil / Mexico / Algeria / Belgium / Ivory Coast / South Africa / Finland / Morocco
1 Regarde les textes, la carte et les photos. Il sagit de quoi dans les textes? (Reading L4)
C
Reading. Pupils look at the texts, the map and the photos and work out what the texts are about. Before they start, read together through the tip box on reading for gist.
Answers
The texts are about school life in other French-speaking countries, the island paradises of Mayotte and les Comores.
2 Écoute et lis. Quelles sont les trois choses quils ne mentionnent pas? (Listening L4, Reading L4)
Listening. Pupils listen to the texts from exercise 1 in which two boys talk about their schools. They then read the list of topics and identify the three topics which are not mentioned by the speakers.
Audioscript Track 27
Bonjour. Ça va? Je mappelle Mohamed. Jhabite à la Mayotte. Cest une île dans locéan Indien, à lest de lAfrique. À la Mayotte, on parle français. Mon collège est assez bien équipé on a un tableau noir, des livres, des crayons, etc. Mais on na pas de gymnase, alors on fait lEPS sur la plage! On commence les cours à sept heures moins dix et on finit à quatre heures. On na pas de cantine au collège on apporte notre déjeuner. Normalement, je mange du riz et des fruits (des bananes, des mangues et des ananas).
Salut! Je mappelle Fouad. Moi, jhabite aux Comores des îles dans locéan Indien où on parle français. Jaime mon collège, mais cest difficile dapprendre, parce quon na pas déquipement scolaire. On na pas de tableau noir, pas de papier et pas beaucoup de livres
Le matin, on commence les cours à sept heures et on finit à onze heures. Laprès-midi, on recommence les cours à trois heures. Il fait trop chaud pour les cours entre onze heures et trois heures! On na pas de cantine au collège, alors je mange à la maison.
Answers
3, 5, 8
3 Quest-ce que cest en anglais? Devine! (Reading L4)
Reading. Pupils translate into English the ten French phrases taken from the text in exercise 1. Draw their attention to the tip box on using near-cognates to work out meaning.
Answers
1 the Indian Ocean 6 rice
2 Africa 7 bananas
3 gym 8 mangos
4 well equipped 9 school equipment
5 normally 10 fruit
4 Vérifie tes réponses à lexercice 3 dans le Mini-dictionnaire ou dans un dictionnaire. (Reading L4)
Reading. Pupils use the Mini-dictionnaire section at the back of the Pupil Book, or a FrenchEnglish dictionary, to check their answers to exercise 3.
5 Lis et complète la traduction sans utiliser un dictionnaire. Devine! (Reading L4)
Reading. Pupils complete the translation of the six sentences without using a dictionary. Draw their attention to the tip box on using context to work out meaning.
Answers
1 I live in Mayotte. Its an island in the Indian Ocean, to the east of Africa.
2 We dont have a gym, so we do PE on the beach.
3 We dont have a canteen at school we bring our lunch.
4 Its difficult to learn because we dont have any school equipment.
5 Its too hot for lessons between 11 oclock and 3 oclock.
6 We dont have a canteen at school, so I eat at home.
6 En tandem. Imagine que tu fais une vidéoconférence avec Mohamed ou Fouad. Utilise les questions. (Speaking L4)
Speaking. In pairs: pupils imagine that they are having a videoconference with Mohamed or Fouad, taking it in turn to ask and answer questions. The questions and a sample opening to the exchange are supplied. Draw their attention to the tip box on preparing for the task and reviewing their work.
Plenary
Ask pupils to summarise the strategies for working out unknown words which they have learned so far. Prompt as necessary to cover using picture clues, looking for key words, using cognates, using context, using what they know, using a dictionary/wordlist. Encourage pupils to write a checklist of these and to refer to it until the strategies become automatic.
Worksheet 2.8 Mon blog
Worksheet 2.9 Mon blog. Prépa
Answers
B On commence les cours à neuf heures. On a trois cours le matin et deux cours laprès-midi. On étudie neuf matières.
Aujourdhui, jai EPS. Cest génial parce que jadore le sport. À dix heures, jai géographie. Cest ma matière préférée, parce que cest facile.
À la récré, on bavarde et on rigole.
Après la récréation à onze heures et quart jai anglais. Je naime pas langlais, parce quon a trop de devoirs!
On a le déjeuner à midi et quart. On mange à la cantine.
Aujourdhui je mange des spaghettis. Comme dessert je mange un fruit. Miam-miam!
Rémy
C (Answers will vary.)
Learning objectives
Talking about winter celebrations
Developing speaking skills
FCSE links
Unit 1: Relationships, family and friends (Family celebrations)
Unit 8: Celebrations (Various festivals; Special celebrations)Key language
les bonnes choses à manger
les cadeaux
la messe de minuit
les décorations
les chants de Noël
les vacances scolaires
un sapin de Noël
le père Noël
On mange de la dinde.
Douce nuit, sainte nuit
Je suis catholique/ musulman(e).
la veille de Noël
le jour de Noël
Joyeux Noël!PLTS
E Effective participators
Resources
Audio files:
28_Module2_EnPlus2_Ex1.mp3
29_Module2_EnPlus2_Ex3.mp3
30_Module2_EnPlus2_Ex6.mp3
ActiveTeach:
p.043 Thinking skills Starter
Aim
To introduce Christmas vocabulary
Give pupils three minutes to write out in French the six aspects of Christmas illustrated in exercise 1, in order of personal preference. While they are doing this, write your own order of preference. When time is up, read out your answers and ask pupils to give theirs.
1 Écoute. Quest-ce que chaque personne aime le plus à Noël? Écris la bonne lettre. (16) (Listening L45)
Listening. Pupils listen to six conversations about Christmas and identify what each person likes most about it, noting the letter of the correct picture. Some vocabulary is glossed for support.
You could use this recording to illustrate the use of tu with children/teenagers and vous with adults. This is covered more fully in Module 4.
Audioscript Track 28
1 Pardon. Tu aimes Noël? Ah, oui, cest génial, Noël! Quest-ce que tu aimes le plus à Noël? Jaime les cadeaux! Le père Noël mapporte toujours beaucoup de cadeaux. Jadore les cadeaux! Merci. Au revoir. Au revoir et Joyeux Noël!
2 Bonjour! Est-ce que vous aimez Noël? Noël? Ah, oui, bien sûr! Jaime beaucoup Noël! Quest-ce que vous aimez le plus à Noël? Alors, jaime les bonnes choses à manger. On mange de la dinde et une bûche de Noël. Cest délicieux! Merci. Joyeux Noël!
3 Bonjour. Je peux te demander si tu aimes Noël? Ben, moi, je suis musulmane. On ne fête pas Noël. Oh, excuse-moi. Tu ne fêtes pas Noël
Non, mais jaime beaucoup les vacances scolaires! On a deux semaines de vacances! Youpi!
4 Et toi, tu fêtes Noël? Oui, chez moi on fête Noël. Quest-ce que tu aimes le plus à Noël? Jaime beaucoup les décorations. On a beaucoup de décorations chez nous. On a un sapin de Noël avec beaucoup de boules et des guirlandes. Je trouve ça très beau. Merci. Joyeux Noël! À vous aussi.
5 Pardon. Bonjour. Est-ce que vous fêtez Noël? Ah, oui. Noël, cest très important pour moi. Je suis catholique. Quest-ce que vous aimez le plus à Noël? Jaime la messe de minuit. La veille de Noël, je vais à la messe de minuit avec ma famille. On aime beaucoup ça. Merci. Au revoir. Au revoir et Joyeux Noël!
6 Salut! Salut! / Bonjour! / Ça va? Est-ce que vous aimez Noël? Ah, oui! / Noël, cest super! / Jadore Noël! Quest-ce que tu aimes le plus à Noël? Moi? Euh
Quest-ce que jaime le plus
? Les chants de Noël! Ah, oui! Jadore chanter les chants de Noël! Douce nuit, sainte nuit
Ah, non! Cest trop religieux, ça! Moi, je préfère Mon beau sapin, Roi des forêts
Ah, non, je déteste cette chanson! Moi, jaime Vive le vent, vive le vent, vive le vent dhiver, Qui sen va sifflant, soufflant, Dans les grands sapins verts. Oh! Écoutez! On va chanter quelque chose ensemble. On va chanter «Petit papa Noël». Daccord? OK. / Daccord. / Si tu veux. Allez! Un, deux, trois! Petit papa Noël, Quand tu descendras du ciel, Avec tes jouets par milliers, Noublie pas mon petit soulier
Answers
1 b 2 a 3 f 4 d 5 c 6 e
2 Quest-ce que cest en anglais? Devine, puis vérifie dans le Mini-dictionnaire. (Reading L2)
Reading. Using reading strategies, pupils translate into English the eight French phrases taken from the recording in exercise 1. They then check their answers in the Mini-dictionnaire section at the back of the Pupil Book.
Answers
a a Christmas tree
b We eat turkey
c Im a Muslim
d Father Christmas
e Im a Catholic
f Silent night, holy night
g Christmas Eve
h Merry Christmas!
3 Écoute à nouveau et complète les phrases avec les mots de lexercice 2. (16) (Listening L45)
Listening. Pupils listen to the recording for exercise 1 again and complete the gap-fill sentences, using the expressions in exercise 2.
Audioscript Track 29
As for exercise 1
Answers
1 Le père Noël mapporte toujours beaucoup de cadeaux.
2 On mange de la dinde et une bûche de Noël. Cest délicieux!
3 Je suis musulmane. On ne fête pas Noël.
4 On a un sapin de Noël avec beaucoup de boules et des guirlandes.
5 La veille de Noël, je vais à la messe de minuit avec ma famille.
6 Jadore chanter les chants de Noël! Douce nuit, sainte nuit
4 En tandem. Demande à ton/ta camarade: (Speaking L4)
Speaking. In pairs: pupils ask and answer the three questions supplied about Christmas.
5 Que sais-tu de Noël en France? Fais le quiz! Utilise un dictionnaire, si nécessaire. (Reading L4)
Reading. Pupils do the quiz on Christmas in France. They can use a dictionary to work out what the answer options mean, but encourage them to use reading strategies first.
Answers
(For reference only pupils listen to check their own answers in exercise 6.)
1 a 2 b 3 a 4 a 5 b 6 b 7 a 8 a
6 Écoute et vérifie. (Listening L4)
Listening. Pupils listen and check their answers to the quiz in exercise 5.
Audioscript Track 30
À Noël, en France, on décore la maison avec un sapin de Noël et des guirlandes.
On nenvoie pas de cartes de Noël, mais on envoie des cartes de voeux pour le Nouvel An.
Le père Noël apporte des cadeaux le 24 ou le 25 décembre. Ça dépend de ta région ou de ta famille.
On mange de la dinde la veille de Noël, cest-à-dire le 24 décembre.
On mange aussi des huîtres et du foie gras.
Comme dessert, on mange une bûche de Noël.
Cest un gâteau roulé, au chocolat. Cest délicieux!
On chante des chants de Noël, comme «Douce nuit» et «Mon beau sapin».
À Noël, on dit «Joyeux Noël» et au Nouvel An on dit «Bonne Année!»
7 Fais un mini exposé sur Noël dans ton pays. (Speaking L45)
E
Speaking. Pupils do a short presentation on Christmas in their own country. Draw their attention to the tip box on adapting the model text and using a dictionary.
8 Écris un poème de Noël en acrostiche. Dessine des images aussi. (Writing L4)
Writing. Pupils write and illustrate an acrostic poem about Christmas in French. A sample opening is given.
Plenary
Put the class into teams. Give the teams three minutes to come up with as many facts about how Christmas is celebrated in France as they can. Award two points for each completely correct answer, one point for an answer with an error. The team with the most points wins.
Worksheet 2.10 Joyeux Noël!
Answers
B
The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points.Grammar topics
asking questions
using on
the partitive article Asking questions
1 Say the statements as questions by making your voice go up at the end. Then write them out as questions, using est-ce que.
Pupils make the six statements into questions, first orally (using intonation), then in writing (using est-ce que).
Answers
1 Est-ce que tu aimes la technologie?
2 Est-ce que tu aimes les sciences?
3 Est-ce quil adore la géographie?
4 Est-ce quelle déteste le français?
5 Est-ce quil aime lEPS?
6 Est-ce quelle déteste lhistoire?
2 Choose the correct option to complete each question. Then copy out the question and answer.
Pupils write out the complete questions and answers, choosing est-ce que or quest-ce que as appropriate.
Answers
1 Est-ce que tu manges de la glace? Oui, je mange de la glace.
2 Est-ce que tu manges du steak haché? Non, je mange du poulet.
3 Quest-ce que tu manges? Je mange du poisson avec des frites.
4 Est-ce que tu manges un dessert? Non, je ne mange pas de dessert.
5 Quest-ce quil mange aujourdhui? Il mange du yaourt.
6 Est-ce quelle mange à la cantine? Oui, elle mange à la cantine.
Using on
3 Choose the correct form of the verb and copy out the text. Then translate the text into English.
Pupils write out the complete text, choosing between the two options for each verb. They then translate the text into English.
Answers
Je mappelle Louise et mon amie sappelle Anna. On a onze ans et on est en sixième. On commence les cours à huit heures et demie. On étudie huit matières. On adore les arts plastiques, mais on naime pas les maths. À la récré, on bavarde et on rigole. À midi et quart, on mange à la cantine. On finit les cours à cinq heures.
I am called Louise and my friend is called Anna. We are 11 years old and we are in Year 7. We start lessons at half past eight. We study eight subjects. We love art, but we dont like maths. At break, we chat and have a laugh. At quarter past 12, we eat in the canteen. We finish lessons at five oclock.
4 Copy and complete the sentences with the on form of the verb. Then translate the sentences into English.
Pupils write out the sentences using the on form of the verbs. They then translate them into English.
Answers
1 On joue au tennis. We play tennis.
2 On travaille au collège. We work at school.
3 On regarde un DVD. We watch a DVD.
4 On écoute la radio. We listen to the radio.
5 On surfe sur Internet. We surf the Internet.
6 On parle français. We speak French.
The partitive article
5 Choose the correct option and copy out the sentences.
Pupils write out the sentences using the correct form of the partitive article.
Answers
1 Aujourdhui, je mange du steak haché.
2 Tu manges de la mousse au chocolat?
3 Tous les jours, elle mange des frites.
4 À la cantine, on mange de la pizza.
5 Est-ce quil mange des crudités?
6 Comme dessert, je mange de la tarte au citron.
6 Translate the sentences into French. You can adapt the sentences in exercise 5. Remember to include the partitive article.
Pupils translate the six sentences into French, using the sentences in exercise 5 as a model, and taking care to use the correct form of the partitive article.
Answers
1 Aujourdhui, je mange de la glace à la fraise.
2 Tu manges du poulet?
3 Tous les jours, elle mange du fromage.
4 À la cantine, on mange de la purée de pommes de terre.
5 Est-ce quil mange des haricots verts?
6 Comme dessert, je mange du yaourt.
Self-access reading and writing A Reinforcement
1 Lis les phrases et dessine les heures (Reading L2)
Reading. Pupils read the sentences giving times and draw a clock for each one.
Answers
(Clocks drawn by pupils should show the following times:)
1 9.00 2 3.10 3 7.15 4 1.30 5 9.45 6 3.55
2 Copie et complète les phrases. (Writing L3)
Writing. Pupils write out the sentences, supplying the French for the picture prompts. The answers are supplied in random order.
Answers
1 À neuf heures, jai géographie.
2 À dix heures dix, jai français.
3 À onze heures et quart, jai théâtre.
4 À une heure et demie, jai sciences.
5 À deux heures moins le quart, jai informatique.
6 À trois heures moins dix, jai arts plastiques.
3 Lis les phrases. Cest possible ou absurde? (Reading L3)
Reading. Pupils read the sentences and decide whether each one is possible (writing possible) or is nonsense (writing absurde).
Answers
1 absurde 2 absurde 3 possible 4 absurde
5 possible 6 absurde
4 Copie et corrige les phrases absurdes. Utilise tes propres idées. (Writing L3)
Writing. Pupils write out corrected versions of the nonsense sentences in exercise 3, using their own ideas.
B Extension
1 Écris les phrases avec les mots dans le bon ordre. (Writing L3)
Writing. Pupils write out the jumbled sentences in the correct order. Draw their attention to the tip box on accents and get them to check that their answers include accents where required.
Answers
1 Jaime la musique parce que cest marrant.
2 Jaime le théâtre parce que cest intéressant.
3 Jadore le français parce que cest facile.
4 Je déteste la technologie parce que cest ennuyeux.
5 Jaime beaucoup la géographie parce que cest génial.
6 Je naime pas lhistoire parce que le prof est trop sévère.
2 Lis et note: vrai (V) ou faux (F)? (Reading L4)
Reading. Pupils read Karims text and then the six sentences about it. They decide whether each sentence is true (writing V) or false (writing F).
Answers
1 F 2 F 3 F 4 V 5 V 6 F
3 Corrige les phrases fausses de lexercice 2. (Writing L3)
Writing. Pupils rewrite the false sentences from exercise 2 so that they reflect what Karim says in his blog entry.
Answers
1 Le mercredi, Karim a quatre cours.
2 Il aime beaucoup/adore lEPS. / LEPS, cest sa matière préférée.
3 À la récré, il mange du chocolat.
6 Il finit les cours à cinq heures et quart.
4 Écris un blog sur ton collège. Adapte le texte de Karim. (Writing L4)
Writing. Pupils write a blog about their own school, adapting Karims text in exercise 2. A list of details to include is given. They also need to include at least three connectives and intensifiers, as listed in the tip box. Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Mon ordi et mon portable
(pp. 5051)
Talking about computers and mobiles
Using regular er verbsGV1 Tenses (present)
GV2 Grammatical structures (adverbs of frequency)
LC1 Listening and responding
LC4 Expressing ideas (speaking/writing)
LC5 Accurate pronunciation and intonation
LC6 Reading comprehension
Je joue.
Je surfe sur Internet.
Je tchatte sur MSN. etc.
quelquefois, souvent, tous les jours, etc.G regular er verbs (singular)
adverbs of frequency2 Tu es sportif/ sportive?
(pp. 5253)
Talking about which sports you play
Using jouer àLC4 Expressing ideas (speaking)
LC5 Accurate pronunciation and intonationJe joue
au basket, à la pétanque, sur la Wii, etc.
Tu es sportif/ sportive?
Oui, je suis (assez/très) sportif/ sportive.
Non, je ne suis pas (très) sportif/sportive.
Mon sportif/Ma sportive préféré(e) est
G jouer à + a sport
preparing for a presentation
speaking skills: pronunciation, grammar and delivery3 Quest-ce que tu fais?
(pp. 5455)
Talking about activities
Using the verb faireGV2 Grammatical structures (faire de)
LC3 Conversation
LC4 Expressing ideas (writing)
Quest-ce que tu fais?
Je fais
du roller, de la natation, de léquitation, des promenades, etc.
en été, en hiver
quand il fait beau
quand il pleut etc.G faire de + a sport/activity
reading strategies: patterns, rhymes, picture clues4 Jaime faire ça!
(pp. 5657)
Saying what you like doing
Using aimer + the infinitiveLC1 Listening and responding
LC3 Conversation
LC5 Accurate pronunciation and intonation
Quest-ce que tu aimes
faire
?
le soir, le weekend, etc.
Jaime
retrouver mes amies
en ville
écouter de la musique etc.G aimer/adorer/ détester + infinitive
distinguishing between verb forms (jaime jouer/je joue)5 Ils sont actifs!
(pp. 5859)
Describing what other people do
Using ils and ellesGV1 Tenses (present)
LC1 Listening and responding
LC4 Expressing ideas (speaking)
Il fait de la lutte.
Elle sentraîne (trois) fois par semaine.
Il a gagné le match.
Ils font de la musculation.
Elles aiment le R&B.G ils/elles verb forms (regular er verbs + être, faire)Bilan et Révisions
(pp. 6061)
Pupils checklist and practice exercisesEn plus: Jadore les sports extrêmes!
(pp. 6263)
Talking about extreme sportsGV2 Grammatical structures (son/sa/ses)
GV3 Developing vocabulary
LC4 Expressing ideas (writing)
Review of language from the module
les sports extrêmes
jadore faire du snowboard
Cest hypercool!
impressionnant(e)G possessive adjectives (son/sa/ses)
reading skills: reading for gist and detail
writing skills: using model texts as a source of language; using a dictionaryStudio Grammaire
(pp. 6465)
Detailed grammar summary and practice exercisesG verbs the present tense (regular er verbs)
G faire (and faire de + a sport/ activity)
G jouer à + a sport/game
G using verbs with nouns and infinitives
G saying they in FrenchÀ toi
(pp. 122123)
Self-access reading and writing at two levels
Learning objectives
Talking about computers and mobiles
Using regular er verbs
Programme of Study references
GV1 Tenses (present)
GV2 Grammatical structures (adverbs of frequency)
LC1 Listening and responding
LC4 Expressing ideas (speaking/writing)
LC5 Accurate pronunciation and intonation
LC6 Reading comprehension
FCSE links
Unit 4: Leisure (Free time/hobbies)
Grammar
regular er verbs (singular)Key language
Je joue.
Je surfe sur Internet.
Je tchatte sur MSN.
Je regarde des clips vidéo.
Je télécharge de la musique.
Jenvoie des SMS.
Je parle avec mes ami(e)s/mes copains/mes copines.
Jenvoie des e-mails.
quelquefois
souvent
tous les jours/soirs
tout le temps
de temps en temps
une/deux fois par semainePLTS
T Team workers
Resources
Audio files:
31_Module3_Unit1_Ex1.mp3
32_Module3_Unit1_Ex3.mp3
33_Module3_Unit1_Ex5.mp3
Workbooks:
Cahier dexercices A & B, page 22
ActiveTeach:
Starter 2 resource
p.050 Video 5
p.050 Video worksheet 5
p.050 Flashcards
p.051 Thinking skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary Starter 1
Aim
To introduce language for talking about computer use
Write up the following. Give pupils three minutes to number the computer activities 15 in order of personal priority, with 1 for the activity they do the most.
a Jenvoie des e-mails.
b Je regarde des clips vidéo.
c Je tchatte sur MSN.
d Je surfe sur Internet.
e Je télécharge de la musique.
Ask pupils to translate each sentence into English and explain how they worked out new words. Pupils then swap lists with a partner and check their partners preferences. Did any pairs have the same list? Finally, take a class vote on the most popular activity.
1 Écoute et écris la bonne lettre. (18) (Listening L2)
Listening. Pupils listen to eight conversations and identify what each person uses his/her computer or mobile phone for, noting the letter of the correct picture and phrase.
Audioscript Track 31
1 Bonjour. Quest-ce que tu fais avec ton ordinateur? Je regarde des clips vidéo. Cest génial!
2 Et toi? Quest-ce que tu fais avec ton ordinateur? Euh
Je tchatte sur MSN.
3 Pardon. Quest-ce que tu fais avec ton ordinateur? Moi? Je télécharge de la musique.
4 Salut! Quest-ce que tu fais avec ton ordinateur? Alors
Jenvoie des e-mails à mes copains.
5 Et toi? Quest-ce que tu fais avec ton ordinateur? Je surfe sur Internet. Jadore ça!
6 Pardon. Quest-ce que tu fais avec ton portable? Je parle! Je parle avec mes amis.
7 Bonjour. Quest-ce que tu fais avec ton portable? Jenvoie des SMS. Jenvoie beaucoup de SMS!
8 Et toi? Quest-ce que tu fais avec ton portable? Moi? Je joue. Je joue sur mon ordinateur et sur mon portable. Jadore les jeux vidéo!
Answers
1 d 2 c 3 e 4 h 5 b 6 g 7 f 8 a
Studio Grammaire: regular er verbs (singular)
Use the Studio Grammaire box to review regular er verbs (singular forms) and to cover the spelling change in envoyer. There is more information and further practice on Pupil Book p. 64.
2 En tandem. Fais un dialogue avec ton/ta camarade. (Speaking L3)
Speaking. In pairs: pupils take it in turn to ask and answer questions about what they use their computer and mobile phone for. A sample exchange is given.
3 Écoute les interviews. Note les deux activités et la fréquence. (14) (Listening L3)
Listening. Read together through the key language box of expressions of frequency. Pupils then listen to four people being interviewed about their computer and mobile phone use. For each speaker, they identify two activities (using pictures ah in exercise 1) and note the frequency in English.
Audioscript Track 32
Bonjour. Jai avec moi Abdoul, Margot, Simon et Irina. Salut! / Bonjour! On parle de la technologie les ordinateurs et les portables.
1 Abdoul, quest-ce que tu fais avec ton ordinateur? Tu envoies des e-mails? Ah, oui. Jenvoie tous les jours des e-mails. Tous les jours! Et tu télécharges de la musique? Oui. Je télécharge de la musique. Tu fais ça tous les jours aussi? Non. Une fois par semaine. Merci.
2 Margot, quest-ce que tu fais? Est-ce que tu joues? Ah, oui! Je joue tous les soirs. Est-ce que tu surfes aussi sur Internet? Oui, de temps en temps, je surfe sur Internet. Daccord. Merci.
3 Simon, ton portable est important? Tu envoies des SMS? Ah, oui, jenvoie tout le temps des SMS! Tout le temps? Et tu parles souvent avec tes copains ou ta famille? Oui, je parle souvent à mes copains. Mon portable, cest essentiel!
4 Et finalement, Irina. Est-ce que tu tchattes sur MSN? Sur MSN? Oui, deux fois par semaine. Deux fois par semaine. Et tu regardes des clips vidéo? Oui, quelquefois. Je regarde quelquefois des clips vidéo.
Answers
1 Abdoul: h every day, e once a week
2 Margot: a every evening, b from time to time
3 Simon: f all the time, g often
4 Irina: c twice a week, d sometimes
Starter 2
Aim
To transcribe regular er verb forms correctly.
Ask pupils to recall how regular er verbs change their endings in the je, tu, il and elle forms. Discuss the fact that the endings are silent and therefore all three forms of the verb sound the same, but that using the correct ending is important when writing.
Read out the following verbs and ask pupils to transcribe them, using the correct endings: je regarde, tu surfes, elle joue, tu parles, je tchatte, il envoie, je télécharge, tu joues.
Afterwards, check pupils answers and ask them to translate the verb forms. Finally, ask them what else it is important to bear in mind when transcribing French words or writing them from memory (spelling, accents.)
Alternative Starter 2:
Use ActiveTeach p. 050 Flashcards to review and practise the language for computer and mobile phone use.
Use the pronunciation box to review and practise the pronunciation of terminal s and t. Pupils find three words in exercise 4 where the terminal s is pronounced. (2 Je parle tous les soirs à mes amis. 3 De temps en temps, tu envoies des SMS.)
4 Lis les phrases à voix haute. (Speaking L2)
Speaking. Pupils read the sentences aloud, taking care to leave silent or pronounce each terminal s as appropriate.
5 Écoute et vérifie. (15) (Listening L2)
Listening. Pupils listen to the five sentences in exercise 4 to check whether their pronunciation was correct.
Audioscript Track 33
1 Tu regardes tout le temps des clips vidéo!
2 Je parle tous les soirs à mes amis.
3 De temps en temps, tu envoies des SMS.
4 Quelquefois, je tchatte avec mes copines.
5 Tu joues à la console deux fois par semaine.
6 Tu fais souvent ça? Dis ce que tu fais avec ton ordinateur/ton portable. (Speaking L3)
T
Speaking. Pupils talk about the activities they do on their computer and mobile phone, including details of how frequently. An example is given.
7 Lis et choisis la bonne réponse. (Reading L3)
Reading. Pupils read Lucass text and answer the questions on it, choosing from the two options given each time. les jeux is glossed for support.
Answers
1 Lucas 2 Lucas et David 3 la mère de Lucas
4 le père de Lucas 5 le père de Lucas
6 la sur de Lucas
8 Relis le texte. Complète les phrases en anglais. (Reading L4)
Reading. Pupils re-read the text in exercise 7 and complete the sentences summarising it in English.
Answers
1 Lucas plays on his computer every day.
2 Lucas and David text each other often.
3 Lucass mum downloads music once or twice a week.
4 His dad sends e-mails every evening.
5 Sometimes he plays Formula One games.
6 Lucass sister watches video clips on YouTube all the time.
9 Écris un court paragraphe: «La technologie et moi». (Writing L4)
Writing. Pupils write a short paragraph about their own use of technology, giving details of what they use their computer and mobile phone for and including information on frequency. A sample opening is given.
Pupils also write about how a friend or family member uses his/her computer and mobile phone.
Plenary
Put the class into teams. Challenge them to write down as quickly as they can the je form of the seven verbs used in the unit to talk about computer/mobile phone use. You could increase the level of challenge by asking them to write the infinitive form too. The first team to complete the list correctly wins.
Workbook A, page 22
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Answers
1 1 Je tchatte sur MSN.
2 Jenvoie des SMS.
3 Je télécharge de la musique.
4 Je regarde des clips vidéo.
5 Je surfe sur Internet.
6 Je parle avec mes copains.
2 1 e 2 a 3 b 4 f 5 d 6 c
Workbook B, page 22
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Answers
1 1 Je tchatte sur MSN.
2 Jenvoie des SMS.
3 Je télécharge de la musique.
4 Je regarde des clips vidéo.
5 Je surfe sur Internet.
6 Je parle avec mes copains.
2 1 Je surfe sur Internet tous les jours.
2 Je parle avec mes copains tous les soirs.
3 Je regarde souvent des clips vidéo.
4 Jenvoie des SMS tout le temps.
5 Quelquefois, je télécharge de la musique.
6 Je tchatte sur MSN une fois par semaine.
Worksheet 3.1 High-frequency words
Answers
C (Answers will vary.)
Video
Episode 5: Les jeunes et la technologie
Samira, the producer, is looking for inspiration for StudioFRs next video. Shes looking around at what the team is doing and has an idea. Video worksheet 5 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1 A MP3, surf, Internet, SMS, clip, vidéo
B [PLTS T] Because shes deciding what the teams next video project should be.
C [F1.3] (Answers will vary.)
2 A Because shes downloading music instead of working.
B Because he thinks it should be obvious that he uses the Internet for StudioFR.
C She is amazed that he watches videos on his phone.
D Ça dépend. Incroyable! Ça y est!
E tous les jours Hugo every day deux fois par semaine Marielle twice a week
3 A sending texts, sending photos, talking with friends
B (Choose from:) watch videos, play Internet games, chat, listen to music, download music, surf the net
C He doesnt have a mobile phone.
D None of them.
4 A Because he lists so many things, proving hes a technology enthusiast.
B to download.
5 (Answers will vary.)
Starter 2 resource
Match the halves of the sentences.
On a à trois heures.
On na pas cours le samedi.
On commence à à la récré.
On étudie cours le mercredi.
On rigole neuf matières.
On finit fatigués.
On est neuf heures.
Learning objectives
Talking about which sports you play
Using jouer à
Programme of Study references
LC4 Expressing ideas (speaking)
LC5 Accurate pronunciation and intonation
FCSE links
Unit 4: Leisure (Hobbies/activities)
Unit 5: Healthy lifestyle (Exercise; Sports; Activities)
Grammar
jouer à + a sportKey language
Je joue
au basket
au billard
au foot(ball)
au hockey
au rugby
au tennis
au tennis de table/ping-pong
au volleyball
à la pétanque
aux boules
sur la Wii
Tu es sportif/sportive?
Oui, je suis (assez/très) sportif/ sportive.
Non, je ne suis pas (très) sportif/ sportive.
Mon sportif/Ma sportive préféré(e) est
PLTS
I Independent enquirersCross-curricular
ICT: Internet research
Resources
Audio files:
34_Module3_Unit2_Ex1.mp3
35_Module3_Unit2_Ex4.mp3
Accès Studio: pages 1415
Workbooks:
Cahier dexercices A & B, page 23
ActiveTeach:
p.052 Flashcards
p.052 Grammar skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès Sports) Accès Studio Unit 6 (pp. 1415) can be used with this unit to review or introduce sports vocabulary.
Starter 1
Aim
To review regular er verbs
Give pupils three minutes working in pairs to complete ActiveTeach p. 052 Grammar skills Worksheet 3.2 Regular er verbs, exercises A and B. Ask the class for answers.
1 Écoute et complète le texte. (13) (Listening L3)
Listening. Pupils listen to three people talking about how sporty they are and complete the gap-fill versions of the texts. The answers are supplied in random order. Before they start, read together through the cultural note on the French sports of boules and pétanque.
Audioscript Track 34
Je suis très sportif! Je joue au rugby, je joue au foot et je joue au tennis sur la Wii. De temps en temps, je joue aussi au basket! Jadore le sport!
Je suis assez sportive. Je joue au hockey et je joue au volleyball. Je joue aussi au tennis de table sur la Wii. Le ping-pong, cest génial!
Je ne suis pas très sportif, mais je joue au billard. Quelquefois, je joue aux boules ou à la pétanque avec mes copains.
Answers
(Also in bold in the audioscript)
1 foot 2 basket 3 volleyball 4 tennis de table
5 billard 6 pétanque
Studio Grammaire: jouer à + a sport
Use the Studio Grammaire box to cover jouer au/à la/aux with sports. There is more information and further practice on Pupil Book p. 65.
Pupils working in pairs take it in turn to prompt with a sport and to give a sentence saying they play the sport, e.g. basket Je joue au basket.
2 Fais un sondage. Pose la question à cinq amis et note les réponses. (Speaking L3)
Speaking. Pupils carry out a survey, asking five friends if they are sporty. Before they start, read together through the key language speech bubble (which includes symbols to use in noting responses). A sample exchange and a framework are supplied for support.
3 Écris des phrases sur cinq amis. (Writing L3)
Writing. Pupils write up their results from exercise 2, saying how sporty their five friends are and which sports they play. Examples are given.
Starter 2
Aim
To practise using the correct form of à
Give pupils three minutes working in pairs to complete ActiveTeach p. 052 Grammar skills Worksheet 3.2 Regular er verbs, exercise D. Ask the class for answers.
Alternative Starter 2:
Use ActiveTeach p. 052 Flashcards to review and practise the language for playing sports.
4 Écoute et lis. Écris la bonne lettre/les bonnes lettres. (14) (Listening L3, Reading L3)
Listening. Pupils listen to four people talking about their favourite sportspeople and read the text at the same time. For each speaker, they note the letter(s) of the appropriate picture(s). il est né is glossed for support.
Audioscript Track 35
1 Mon sportif préféré est Frédéric Michalak. Il joue au rugby. Il joue pour Toulouse et pour la France.
2 Ma sportive préférée est Justine Henin. Elle joue au tennis. Elle est belge mais elle parle français.
3 Mon sportif préféré joue au basket. Il sappelle Tony Parker. Il est français, mais il est né en Belgique. Il joue pour les San Antonio Spurs.
4 Jai deux sportifs préférés. Mes sportifs préférés sont Karim Benzema et Florent Malouda. Benzema vient de France et Malouda vient de Guyane.
Answers
1 d 2 a 3 e 4 b, c
5 Lis les phrases. Écris le bon nom. (Reading L4)
Reading. Pupils read the text in exercise 4 again and identify which sportsperson is being described in each of the questions.
Answers
1 Karim Benzema 2 Tony Parker
3 Justine Henin 4 Florent Malouda
5 Frédéric Michalak 6 Tony Parker
6 Fais un mini exposé sur le sport. (Speaking L34)
Speaking. Pupils prepare and give a short presentation on sport, giving details of how sporty they are, which sports they play and their favourite sportsperson. An example is given. Encourage them to read through the tip box on how to tackle a presentation before they begin.
7 Fais des recherches sur Internet sur un sportif français et écris un court paragraphe. (Writing L34)
I
Writing. Pupils do some Internet research on a French sportsperson, using one of the suggestions supplied or their own ideas. They then write a short paragraph about him/her. Example sentence openings are supplied.
Plenary
Play a chain game round the class. Start it off: Je suis très sportif/sportive. Je joue au tennis. The next person repeats what you have said and adds another sport (e.g.
et je joue au hockey.). Continue round the class. If someone cant remember the chain, makes a mistake or cant think of anything to add, he/she sits down and the chain starts again.
Workbook A, page 23
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Answers
1 1 Je joue au ping-pong. d
2 Je joue au hockey. g
3 Je joue au basket. f
4 Je joue sur la PlayStation. e
5 Je joue au rugby. h
6 Je joue au tennis. b
7 Je joue au volleyball. c
8 Je joue au foot. a
2 1 Il joue au football.
2 Elle joue au tennis.
3 Il joue au basket.
4 Elle joue au ping-pong.
5 Il joue au tennis.
6 Il joue au rugby.
Workbook B, page 23
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Answers
1 1 Oui, je suis très sportive.
2 Je joue au tennis sur la Wii.
3 Jadore le sport, surtout le hockey.
4 Je joue au basket avec mes copains.
5 Je joue à la pétanque avec mes parents.
6 Je joue au football avec mes amis.
7 Je joue au volleyball deux fois par semaine.
8 Ma sportive préférée est Marion Bartoli.
2 a 1 b 3 c 5 d 4/6 e 2 f 8
3 (Example answers:) Je ne joue pas au tennis. Je ne joue pas au football. Je ne joue pas à la pétanque. Je ne fais pas de sport. Je ne suis pas sportif.
Worksheet 3.2 Regular er verbs
Answers
A aimer to like jouer to play regarder to watch surfer to surf tchatter to chat
B 1 Tu télécharges de la musique? Je télécharge de la musique une fois par semaine.
2 Est-ce que tu joues sur ton ordinateur? Oui! Je joue tout le temps!
3 Est-ce que tu tchattes sur MSN? Oui, je tchatte sur MSN deux fois par semaine.
4 Est-ce que ta sur surfe sur Internet? Oui, elle surfe souvent sur Internet.
C Je joue tous les soirs sur mon ordi. Je suis accro. Jadore les jeux, surtout Mario! Ma sur aime la musique. Elle télécharge de la musique tous les jours et elle partage avec moi. Cest génial! Mon frère tchatte beaucoup sur MSN. Il adore ça!
D 1 Je joue à la pétanque avec mes amis.
2 On joue aux boules une fois par semaine.
3 Je joue au hockey avec mes copines.
4 Il joue tous les jours au tennis de table.
Learning objectives
Talking about activities
Using the verb faire
Programme of Study references
GV2 Grammatical structures (faire de)
LC3 Conversation
LC4 Expressing ideas (writing)
FCSE links
Unit 4: Leisure (Hobbies; Free time/hobbies; Hobbies/activities)
Grammar
faire de + a sport/activityKey language
Quest-ce que tu fais?
Je fais du judo.
Je fais du parkour.
Je fais du patin à glace.
Je fais du roller.
Je fais du skate.
Je fais du vélo.
Je fais de la danse.
Je fais de la gymnastique.
Je fais de la natation.
Je fais de léquitation.
Je fais des promenades.
en été/en hiver
quand il fait beau/chaud/froid
quand il pleut
PLTS
R Reflective learnersResources
Audio files:
36_Module3_Unit3_Ex2.mp3
37_Module3_Unit3_Ex3.mp3
38_Module3_Unit3_Ex7.mp3
Accès Studio: pages 89, 1415 & 2829
Workbooks:
Cahier dexercices A & B, page 24
ActiveTeach:
Starter 2 resource
p.054 Flashcards
p.054 Thinking skills
p.055 Class activity
p.055 Grammar
p.055 Grammar practice
p.055 Grammar skills
p.055 Reading skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès Weather) Accès Studio Unit 6 (pp. 1415) can be used to review or introduce sports vocabulary.
Accès Studio Unit 3 (pp. 89) can be used with this unit to review months.
Accès Studio Unit 13 (pp. 2829) can be used to review or introduce weather vocabulary.
Starter 1
Aim
To introduce more language for talking about sports
Use exercises 1 and 2 on p. 54 of the Pupil Book as the Starter.
1 Associe les images et les phrases. (Reading L1)
Reading. Pupils match the pictures and the sentences.
Answers
(See the audioscript for exercise 2: pupils listen to check their own answers.)
2 Écoute et vérifie. (16) (Listening L1)
Listening. Pupils listen and check their answers to exercise 1.
Audioscript Track 36
1 d Je fais de la natation.
2 f Je fais des promenades.
3 a Je fais du parkour.
4 e Je fais de léquitation.
5 c Je fais du roller.
6 b Je fais du patin à glace.
Discuss with pupils how they can note and learn the vocabulary for playing/doing sports from Units 2 and 3. For example, they could draw pictures to help the words stick in their mind, list items alphabetically, list items grammatically (e.g. all the du examples together, etc.). Ask them to think of ideas for remembering which sports take jouer à and which take faire de. For example, they could use different colours to note them, look for links between the sports in each category, look for links with English, etc.
3 Écoute. Copie et complète le tableau en anglais. (15) (Listening L4)
Listening. Read through the key language box together. Pupils then copy out the table. They listen to five conversations about what people do in different seasons/types of weather and complete the table in English.
Audioscript Track 37
1 Quest-ce que tu fais en été? En été, je fais de la natation. Et quest-ce que tu fais en hiver? En hiver, je fais de la danse.
2 Quest-ce que tu fais quand il fait beau? Quand il fait beau, je fais des promenades. Et quand il pleut? Quand il pleut? Je fais du judo.
3 Quest-ce que tu fais quand il fait chaud? Euh
Quand il fait chaud, je fais de la natation. Et quand il fait froid? Quand il fait froid, je fais du roller.
4 Quest-ce que tu fais en hiver? En hiver, je fais du patin à glace. Et en été? En été? Je fais de léquitation.
5 Quest-ce que tu fais quand il fait froid? Je fais du parkour. Cest génial! Et quand il fait beau? Je fais du skate. Jadore ça aussi!
Answers
a swimming b walking c roller-skating
d winter e summer f parkour g nice weather
h skateboarding
4 En tandem. Fais trois dialogues. Utilise les images. (Speaking L3)
Speaking. In pairs: using the pictures supplied, pupils make up three dialogues. A sample exchange is given.
Starter 2
Aim
To review the language for playing sports
Write up the following. Give pupils working in pairs three minutes to complete the table with as many sports as they can (from Units 2 and 3), writing each sport in the appropriate column. When the time is up, they swap answers with another pair to check. The pair with the most correct answers wins.
Alternative Starter 2:
Use ActiveTeach p. 054 Flashcards to review and practise the language for doing sports.
5 Écris une phrase pour chaque personne de lexercice 3. (Writing L3)
Writing. Using their completed table from exercise 3, pupils write a sentence for each person. An example is given.
Answers
1 En été, je fais de la natation, mais en hiver, je fais de la danse.
2 Quand il fait beau, je fais des promenades, mais quand il pleut, je fais du judo.
3 Quand il fait chaud, je fais de la natation, mais quand il fait froid, je fais du roller.
4 En hiver, je fais du patin à glace, mais en été, je fais de léquitation.
5 Quand il fait froid, je fais du parkour, mais quand il fait beau, je fais du skate.
Studio Grammaire: faire de + a sport/activity
Use the Studio Grammaire box to cover faire du/ de la/de l/des with sports and activities and the singular forms of faire. There is more information and further practice on Pupil Book p. 64.
Ask pupils to translate the following sentences into French.
1 He goes swimming.
2 She goes walking.
3 Do you do judo?
6 Lis le texte de la chanson. Quels sont les mots qui manquent? Devine! (Reading L4)
Reading. Pupils read and complete the gap-fill version of the song. Some vocabulary is glossed for support. Before they start, draw their attention to the tip box on reading strategies.
Answers
(For reference only: pupils listen to check their own answers in exercise 7.)
1 vélo 2 parkour 3 famille 4 fait 5 roller
6 très 7 skateboard 8 judo
7 Écoute et vérifie. Puis chante! (Listening L4)
Listening. Pupils listen to the song and check their answers to exercise 6. They listen again and sing along.
Audioscript Track 38
Ma famille est très active. Hé-oh, hé-oh, hé! Elle est aussi très sportive. Hé-oh, hé-oh, hé!
Mon père fait du vélo tous les jours, Et ma mère fait souvent du parkour. Du vélo, du parkour, Ma famille adore le sport! Ma famille est très active. Hé-oh, hé-oh, hé!
Mon frère fait du patin en hiver, Et ma grand-mère, elle fait du roller. Du patin, du roller, Ma famille, cest un mystère! Ma famille est très active. Hé-oh, hé-oh, hé!
Mon chien fait du skateboard tout le temps, Et mon chat fait du judo, cest marrant! Du skateboard, du judo, Cest rigolo, cest rigolo! Ma famille est très active. Hé-oh, hé-oh, hé!
Answers
(See exercise 6; also in bold in the audioscript.)
8 Imagine que ta famille est très active! Écris un paragraphe. (Writing L4)
R
Writing. Pupils imagine that their own family is very active and write a paragraph about the sports activities they do. An example opening and a list of language features to include are supplied.
When they have finished, pupils swap with a partner and check each others texts, awarding points for how well they have included the features listed (time and frequency expressions, opinions).
Plenary
Give pupils three minutes working in pairs to complete ActiveTeach p. 055 Grammar skills Worksheet 3.4 Faire, exercise C. Ask the class for answers.
Alternative Plenary:
Use ActiveTeach p. 055 Class activity to review the language for playing sports (from U2 and U3).
Workbook A, page 24
SHAPE \* MERGEFORMAT
Answers
1 1 du patin à glace 2 du roller 3 du judo
4 de la gymnastique 5 de la danse
6 de la natation 7 de léquitation
8 du vélo 9 du skate
2 1 judo and gymnastics
2 ice-skating and dancing
3 horse riding and walking
4 swimming and cycling (with friends)
Workbook B, page 24
SHAPE \* MERGEFORMAT
Answers
1 1 de la 2 du 3 du 4 de la 5 de l 6 des
7 du 8 du
2 1 judo or sometimes rollerblading
2 ice-skating and dancing
3 horse-riding or walking
4 swimming and cycling (with friends)
3 1 jadore 2 fais 3 en temps 4 hiver
5 du patin 6 aussi 7 fait 8 la natation
9 ça 10 promenades 11 Quand 12 je
Worksheet 3.3 Logic puzzle
Answers
B 1 Marie est extrêmement sportive et elle est fan de lOlympique de Marseille.
2 Kévin est assez sportif et il est fan de Nantes.
3 Jamel est très sportif et il est fan de Paris St-Germain.
4 Coline nest pas du tout sportive et elle est fan de lOlympique Lyonnais.
Worksheet 3.4 Faire
Answers
A Ma copine Liza (1) fait du triathlon. Elle est championne. Elle sentraîne trois fois par semaine. Dabord, elle (2) fait du jogging. Ensuite, elle (3) fait du vélo. Quelquefois, je (4) fais du vélo avec elle. Puis elle (5) fait de la natation. Est-ce que tu (6) fais de la natation? Moi, je naime pas ça. Lentraînement, cest fatigant, mais Liza adore. Le soir, Liza aime écouter de la musique. Elle télécharge un peu de reggae et on (7) fait les devoirs dans sa chambre! Où est-ce que tu (8) fais tes devoirs?
B 1 Tu fais de la danse de temps en temps?
2 Moi, je fais du patin à glace tous les weekends.
3 Elodie fait du roller avec ses copines.
4 Ryan fait de la natation tous les jours.
5 Je fais de léquitation. Jadore ça, cest ma passion.
6 Moi, je fais des promenades avec ma famille.
7 On fait du vélo une fois par semaine.
8 Quand est-ce que tu fais de la gymnastique?
C 1 Quand il pleut, je fais du judo.
2 Quand il fait froid, je fais de la natation.
3 En hiver, je fais du patin à glace.
4 En été, je fais de léquitation.
Worksheet 3.5 Understanding a poem
Answers
A (Answers will vary.)
B three colours: blanc, vert, noir
two seasons: le printemps, lhiver
three kinds of weather: le grand froid, le soleil, la neige
C 1 green 2 spring 3 winter 4 sun 5 snow 6 black
D (Answers will vary.)
Starter 2 resource
Fill in the table with as many sports as you can.
jouer au / à la / à l / aux
faire du / de la / de l / des
Learning objectives
Saying what you like doing
Using aimer + the infinitive
Programme of Study references
LC1 Listening and responding
LC3 Conversation
LC5 Accurate pronunciation and intonation
FCSE links
Unit 1: Relationships, family and friends (Meeting up with friends/activities)
Grammar
aimer/adorer/détester + infinitiveKey language
Quest-ce que tu aimes faire
?
le soir/le weekend
le samedi/dimanche matin/ après-midi/soir
Jaime
retrouver mes amies en ville.
regarder la télévision/la télé.
jouer sur ma PlayStation.
écouter de la musique.
faire les magasins.
faire du sport.
traîner avec mes copains.
téléphoner à mes copines.
PLTS
E Effective participators
Cross-curricular
ICT: e-mailingResources
Audio files:
39_Module3_Unit4_Ex1.mp3
40_Module3_Unit4_Ex2.mp3
41_Module3_Unit4_Ex3.mp3
42_Module3_Unit4_Ex6.mp3
Workbooks:
Cahier dexercices A & B, page 25
ActiveTeach:
Starter 2 resource
p.056 Video 6
p.056 Video worksheet 6
p.056 Flashcards
p.056 Listening skills
p.057 Learning skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary Starter 1
Aim
To review aimer + the infinitive
Give pupils three minutes to write six sentences using jaime + a different infinitive. If necessary, model an example for support (e.g. Jaime tchatter sur MSN.).
Hear some answers. Explain that this unit will cover different verbs used to express likes/ dislikes, all of which are followed by the infinitive.
1 Écoute et trouve la bonne image. (18) (Listening L2)
Listening. Pupils listen to eight conversations and identify the correct picture and phrase for each, writing the appropriate letter.
Audioscript Track 39
1 Bonjour. Quest-ce que tu aimes faire le soir? Euh
Le soir, jaime écouter de la musique.
2 Pardon. Quest-ce que tu aimes faire le weekend? Le dimanche matin, jaime faire du sport.
3 Et toi? Quest-ce que tu aimes faire le weekend? Moi? Le samedi après-midi, jaime faire les magasins.
4 Salut! Quest-ce que tu aimes faire le weekend? Le samedi soir, jaime regarder la télévision.
5 Pardon. Quest-ce que tu aimes faire le weekend? Le samedi matin, jaime retrouver mes amies en ville.
6 Bonjour. Quest-ce que tu aimes faire le soir? Alors, le soir, jaime jouer sur ma PlayStation.
7 Et toi? Quest-ce que tu aimes faire le soir? Le soir, jaime téléphoner à mes copines.
8 Salut! Quest-ce que tu aimes faire le weekend? Euh
Le weekend, jaime traîner avec mes copains.
Answers
1 d 2 f 3 e 4 b 5 a 6 c 7 h 8 g
2 Écoute à nouveau. Ils font ça quand? Note en anglais. (18) (Listening L2)
Listening. Pupils listen to the recording from exercise 1 again and note in English when the speakers do the activities.
Audioscript Track 40
As for exercise 1
Answers
1 in the evenings 2 on Sunday mornings
3 on Saturday afternoons
4 on Saturday evenings
5 on Saturday mornings 6 in the evenings
7 in the evenings 8 at the weekend
Use the pronunciation box to review and practise the sounds en and in/ain.
3 Écoute et répète. (Listening L1)
Listening. Pupils listen to and repeat the examples featuring en and in/ain. The text is supplied.
Audioscript Track 41
en: en ville, en été, en hiver
in: matin, patin, copain, Martin
Le matin, en hiver, mon copain Martin fait du patin en ville.
Studio Grammaire: aimer + infinitive
Use the Studio Grammaire box to cover aimer/ adorer/détester + infinitive. There is more information and further practice on Pupil Book p. 65.
Prompt with an activity from exercise 1, e.g. Le weekend, je joue sur ma PlayStation. Pupils respond with their opinion of it, e.g. Jaime assez jouer sur ma PlayStation.
4 En tandem. Interviewe ton/ta camarade. (Speaking L34)
Speaking. In pairs: pupils take it in turn to ask and answer questions about what they like to do in the evening and at the weekend, and what they dont like to do. A sample exchange is given. Encourage pupils to use expression to emphasise the activities that they like and those that they dont like.
Starter 2
Aim
To review aimer/adorer/détester + the infinitive
Write up the following, jumbling the order of the words in each sentence. Give pupils three minutes to write out each sentence in the correct order.
1 Jaime assez faire du sport.
2 Je déteste faire les magasins.
3 Jaime beaucoup retrouver mes amies en ville.
4 Je naime pas téléphoner à mes copains.
Alternative Starter 2:
Use ActiveTeach p. 056 Flashcards to review and practise the language for expressing likes and dislikes regarding leisure time activities.
5 Associe les phrases de lexercice 1 et les phrases ci-dessous. Copie les paires de phrases. (Reading L3)
Reading. Pupils match the sentences from exercise 1 with the sentences supplied here, copying out the pairs of sentences. au centre-ville is glossed for support. Before they start, draw their attention to the tip box on verb forms (je joue/jaime jouer).
Answers
a Jaime retrouver mes amies en ville. Je retrouve mes copines chez McDonalds.
b Jaime regarder la télévision/la télé. Je regarde Doctor Who et Les Simpson.
c Jaime jouer sur ma PlayStation. Je joue à Final Fantasy.
d Jaime écouter de la musique. Jécoute du hip-hop et du rap.
e Jaime faire les magasins. Je fais du shopping le samedi matin.
f Jaime faire du sport. Je fais du sport le dimanche après-midi.
g Jaime traîner avec mes copains. Je traîne avec mes copains au centre-ville.
h Jaime téléphoner à mes copines. Je téléphone à mes copines sur mon portable.
Studio Grammaire: saying you do something vs saying you like doing something
Use the Studio Grammaire box to cover the difference between (for example) je joue and jaime jouer. There is more information and further practice on Pupil Book p. 65.
6 Écoute et complète le texte de Yasmine. (Listening L4, Reading L4)
Listening. Pupils listen and complete the gap-fill version of Yasmines text.
Audioscript Track 42
Jadore le weekend! Le samedi matin, jaime jouer au basket avec ma sur. Mais en été, je joue au tennis avec mon frère.
Le samedi après-midi, jaime retrouver mes copines en ville. On traîne, on fait du shopping et quelquefois, on mange de la pizza. Cest chouette! Le samedi soir, je regarde la télé, mais jaime aussi surfer sur Internet.
Le dimanche matin, jaime faire des promenades avec mon chien. Laprès-midi, je fais mes devoirs. Je déteste ça parce que cest ennuyeux!
Normalement, le dimanche soir, jaime écouter de la musique.
Et toi? Quest-ce que tu fais le weekend?
Answers
(Also in bold in the audioscript.)
1 jouer 2 joue 3 retrouver 4 mange
5 regarde 6 surfer 7 faire 8 écouter
7 Prépare et dis six phrases sur ton weekend. Si possible, parle de mémoire. (Speaking L34)
E
Speaking. Pupils prepare and say six sentences about their own weekend, three on what they do and three on what they like doing. Once they have prepared the sentences, they should try to say them from memory. If you have a partner school in France, pupils could exchange e-mails on the activities they like doing.
8 Écris une réponse à Yasmine. (Writing L34)
Writing. Pupils write a reply to Yasmines text from exercise 6, giving details of what they do and what they like to do at the weekend.
Plenary
Ask pupils to summarise how verbs such as aimer, adorer and détester are used. Then say sentences from the unit using these verbs (including beaucoup/assez/ne/n
pas too). Make grammatical errors in some sentences e.g. jadorer or jaime pas or je déteste regarde, etc. Pupils put up their hand to identify and correct an error.
Workbook A, page 25
SHAPE \* MERGEFORMAT
Answers
1 1 Jaime écouter de la musique.
2 Jaime jouer sur ma PlayStation.
3 Jaime regarder la télévision.
4 Jaime retrouver mes copains en ville.
5 Jaime faire les magasins.
6 Jaime jouer au football.
Workbook B, page 25
SHAPE \* MERGEFORMAT
Answers
1 1 Jaime téléphoner à mes copines.
2 Jaime traîner avec mes copains.
3 Jaime retrouver mes copines en ville.
4 Jaime faire les magasins.
5 Jaime jouer au football.
6 Jaime écouter de la musique.
2 (Example answers:)
1 Jaime téléphoner à ma mère.
2 Jaime traîner avec mes amis.
3 Jaime retrouver mon frère en ville.
4 Jaime faire du sport.
5 Jaime jouer au basket.
6 Jaime écouter du metal.
3 (Example answer:)
Jaime retrouver mes copines en ville et jaime faire les magasins. Le soir, jaime écouter de la musique. Le weekend, jaime jouer sur ma Wii et jaime aussi traîner avec mes amis. Le samedi matin, jaime regarder la télévision et le samedi après-midi, jaime jouer au billard. Le dimanche matin, jaime faire de la natation.
Worksheet 3.6 Listening for small differences
Answers
1 ticks next to: 1, 2, 4
crosses next to: 3, 5, 6
2 aussi/assez also/quite
il fait beau/il fait chaud it is nice/it is hot
de temps en temps/tout le temp from time to time/all the time
frère/mère brother/mother
3 1 a 2 b 3 b 4 a 5 b
4 1 F 2 T 3 F 4 T 5 F 6
Worksheet 3.7 Building your vocabulary
Answers
A tous les jours
souvent
une ou deux fois par semaine
une fois par semaine
quelquefois
de temps en temps
B souvent rarement
commencer finir
intelligent stupide
petit grand
poli impoli
bonjour au revoir
en été en hiver
patient impatient
beaucoup pas du tout
je déteste jadore
jaime je naime pas
nul super
facile difficile
il fait froid il fait chaud
C (Answers will vary.)
Video
Episode 6: Les jeunes sapeurs pompiers
StudioFR is going to visit Verzenay fire station. Alex and Marielle are interviewing Charles, who trains with the young firemen of Verzenay. Video worksheet 6 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1 A The team is making a documentary about weekend activities in this case, the Young Fire Brigade.
B [PLTS T/E] She seems to be falling for the hunky fireman!
C (Answers will vary.)
2 A She asks who he is and Alex introduces him. Even though he kisses her, its just a French custom.
B (His reasons are:) He likes sport and he likes helping people and saving lives. He doesnt like watching TV and he hates hanging around in town.
C passion (passion)
easy (facile)
exercise (exercice)
serious (sérieux)
D lance à eau hose pipe
traîner en ville hang around in town
en pleine forme on top form, fit
E In winter as well as summer.
3 A [PLTS T/E] They are doing exercises about rescue equipment. He also mentions that its the youngest members today.
B Its an exam.
C Simulating a mission
D More boys. (Answers will vary.)
E Are you ready?
Starter 2 resource
Write out the sentences in the correct order.
1 du faire sport Jaime assez
2 déteste les Je magasins faire
3 ville beaucoup mes retrouver Jaime amies en
4 pas mes naime Je à copains téléphone
Learning objectives
Describing what other people do
Using ils and elles
Programme of Study references
GV1 Tenses (present)
LC1 Listening and responding
LC4 Expressing ideas (speaking)
FCSE links
Unit 1: Relationships, family and friends (Hobbies/free-time activities)
Unit 5: Healthy lifestyle (Exercise; Activities)
Grammar
ils/elles verb forms (regular er verbs + être, faire)
Key language
Il fait de la lutte.
Elle fait du jogging.
Il a gagné le match.
Il est champion régional.
Elle est championne régionale.
Elle sentraîne (trois) fois par semaine.
Ils font de la musculation.
Elles écoutent de la musique.
Ils jouent au foot.
Elles regardent la télé.
Ils sont des clowns.
Elles aiment le R&B.PLTS
C Creative thinkers
Resources
Audio files:
43_Module3_Unit5_Ex1.mp3
44_Module3_Unit5_Ex3.mp3
45_Module3_Unit5_Ex5.mp3
Workbooks:
Cahier dexercices A & B, page 26
ActiveTeach:
Starter 1 resource
p.059 Class activity
Plenary resource
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar Starter 1
C
Aim
To review present tense singular verbs
Write up the following. Give pupils three minutes working in pairs to identify the grammatical odd one out in each group, giving a reason for their choice.
1 fait regarde aime
2 parle téléphones joue
3 écouter traîne être
4 ai est suis
5 envoies écoutes télécharge
(Answers: 1 fait irregular verb
2 téléphones tu form
3 traîne not an infinitive; or être irregular verb
4 est il/elle form; or ai not part of être
5 télécharge not a tu form; or envoies has a spelling change)
1 Écoute et lis. Mets les images dans le bon ordre. (Listening L4, Reading L4)
Listening. Pupils listen to the information about Guillaume, reading the text at the same time. They then put the pictures into the order they are mentioned in the text.
Audioscript Track 43
Mon copain Guillaume a un passetemps original. Il fait de la lutte!
Il sentraîne trois fois par semaine. Dabord, il fait du jogging. Ensuite, il fait de la musculation. Puis il fait de la natation. Cest fatigant, mais il adore faire de la lutte.
Dhabitude, le samedi, il a un match. Samedi dernier, il a gagné le match. Il est champion régional.
Le soir, Guillaume aime regarder la télé. Quest-ce quil regarde? Il regarde la lutte, bien sûr!
Answers
c, b, e, d, a
2 Relis le texte et complète les phrases en anglais. (Reading L4)
Reading. Pupils re-read the text in exercise 1 and complete the sentences summarising it in English.
Answers
1 Guillaumes hobby is wrestling.
2 He trains three times a week.
3 First of all he goes jogging.
4 Then he does weight training.
5 Then he goes swimming.
6 Usually on Saturdays he has a match.
7 Last Saturday Guillaume won the match.
Pupils identify all the verbs in the text in exercise 1 and translate them into English.
3 Écoute la description du passetemps de Marie. Choisis la bonne réponse. (16) (Listening L4)
Listening. Pupils listen to the description of Maries hobby. They then complete each sentence, choosing from the two options each time.
Audioscript Track 44
1 Ma copine Marie a un passetemps très dynamique. Elle fait de la gymnastique!
2 Elle sentraîne quatre fois par semaine.
3 Dabord, elle fait du vélo.
4 Puis elle fait de la natation.
5 Dimanche dernier, elle a gagné une compétition. Elle est championne régionale!
6 Le soir, Marie aime écouter de la musique.
Answers
1 Marie fait de la gymnastique.
2 Elle sentraîne quatre fois par semaine.
3 Dabord, elle fait du vélo.
4 Puis elle fait de la natation.
5 Dimanche dernier, elle a gagné une compétition. Elle est championne régionale!
6 Le soir, Marie aime écouter de la musique.
Starter 2
Aim
To practise reading for gist; To use reading strategies
Give pupils 30 seconds to read the text in exercise 4. Ask them to summarise what it is about. Ask them which techniques are useful in this kind of task. Prompt as necessary to cover: using pictures, focusing on headings and the first sentence of each paragraph, looking for key words, using cognates and context.
Studio Grammaire: ils/elles verb forms (regular er verbs + être, faire)
Use the Studio Grammaire box to cover ils/elles verb forms. There is more information and further practice on Pupil Book p. 65.
4 Lis le texte. Complète les phrases. (Reading L4)
Reading. Reading. Pupils read the text about the circus school, then complete the gap-fill sentences summarising it by writing in the missing verbs.
Answers
(See the audioscript in exercise 5: pupils listen to check their own answers.)
5 Écoute et vérifie. (18) (Listening L4)
Listening. Pupils listen to check their answers to exercise 4.
Audioscript Track 45
1 Rémi et Dimitri sont des clowns.
2 Ils adorent la comédie.
3 Ils font de la musculation.
4 Le soir, ils jouent au foot ou ils regardent la télé.
5 Luna et Marina sont des funambules.
6 Elles font de la gymnastique et de la danse.
7 Le soir, elles écoutent de la musique.
8 Elles aiment le R&B.
Answers
(Also in bold in the audioscript)
1 sont 2 adorent 3 font 4 jouent, regardent
5 sont 6 font 7 écoutent 8 aiment
6 Regarde les images et écris les phrases. (Writing L4)
Writing. Pupils adapt the sentences given using ils or elles as appropriate to match the symbols shown, and using the ils/elles verb form.
Answers
1 Ils aiment le sport.
2 Ils regardent la télé.
3 Elles écoutent de la musique.
4 Elles font du judo.
5 Ils jouent au tennis.
6 Ils sont sympas.
7 Regarde les images. Décris le weekend de Thomas et Tariq ou de Claire et Clarisse. (Speaking L4)
Speaking. Using the picture prompts, pupils describe Thomas and Tariqs weekend or Claire and Clarisses weekend. An example opening is supplied.
Answers
a Le vendredi soir, Thomas et Tariq/Claire et Clarisse regardent la télé.
b Le samedi matin, ils/elles font de la natation.
c Le samedi après-midi, ils/elles jouent au foot(ball).
d Le samedi soir, ils/elles mangent de la pizza.
e Le dimanche matin, ils/elles font du vélo.
f Le dimanche après-midi, ils/elles jouent au basket.
g Le dimanche soir, ils/elles écoutent de la musique.
Read together through the Stratégie on Pupil Book p. 67, covering high-frequency words. Pupils carry out the task given there (identifying high-frequency words in the Vocabulaire sections in Modules 13).
Plenary
Play a team game to review the ils/elles form of present tense verbs. Prepare a sheet of paper for each team with the prompts below on it (six prompts for a shorter game). Leave a space by each prompt for the ils/elles form to be written in.
ils/elles
aimer regarder être surfer parler
téléphoner faire jouer écouter traîner
retrouver tchatter
Put the class into teams and put each teams sheet of paper with a pen at the front of the class in a place where the team can easily get to it. Each team member in turn comes to the front of the class and writes one of the verbs. The team with the most correct verbs at the end of the allotted time is the winner.
Alternative Plenary:
Use ActiveTeach p. 059 Class activity to review general grammar from the module.
Workbook A, page 26
SHAPE \* MERGEFORMAT
Answers
1 1 basketball
2 America (for San Antonio Spurs)
3 French 4 tall (2.11m) 5 every day
6 weight lifting and jogging 7 Saturdays
8 playing on his PlayStation and watching TV
Workbook B, page 25
SHAPE \* MERGEFORMAT
Answers
1 a 4 trendy/generous
b 3 very tall and handsome; short, black hair and brown eyes
c 5 plays on PlayStation and watches TV
d 6 team trains five or six times a week; they jog and do weight training
e 1 plays for San Antonio Spurs in USA
f 7 team also plays volleyball or football
g 2 born in Rouen on 5/11/86
2 1 Ils jouent au basket.
2 Elles jouent au tennis.
3 Ils jouent au volley(ball).
4 Ils jouent au rugby.
5 Elles jouent au foot(ball).
Starter 1 resource
Work out which is the grammatical odd one out in each group.
1faitregardeaime2parletéléphonesjoue3écoutertraîneêtre4aiestsuis5envoiesécoutestélécharge
Plenary resource
Write the ils/elles forms of the following verbs.
aimer
regarder
être
surfer
parler
téléphoner
faire
jouer
écouter
traîner
retrouver
tchatter
Bilan
Pupils use this checklist to review language covered in the module, working on it in pairs in class or on their own at home. Encourage them to follow up any areas of weakness they identify. There are Target Setting Sheets included in the Assessment Pack, and an opportunity for pupils to record their own levels and targets on the Javance page in the Workbook, p. 29. You can also use the Bilan checklist as an end-of-module plenary option.Révisions
These revision exercises can be used for assessment purposes or for pupils to practise before tackling the assessment tasks in the Resource & Assessment File.
Resources
Audio file:
46_Module3_Rev_Ex1.mp3
Workbooks:
Cahier dexercices A & B, pages 27 & 28 1 Écoute et note la bonne lettre. (16) (Listening L3)
Listening. Pupils listen to six conversations and identify the pair of pictures for each one, writing the appropriate letter. You could extend the Learning outcome level of the activity to Level 4 by asking pupils to also note the expression of frequency used each time.
Audioscript Track 46
1 Quest-ce que tu fais, le soir ou le weekend? Tu regardes la télévision? Oui, tous les soirs, je regarde la télé. Tu fais aussi du sport? Jaime le tennis. En été, je joue au tennis.
2 Quest-ce que tu fais, le soir ou le weekend? Tu envoies des SMS? Ah, oui! Jenvoie tout le temps des SMS. Et quest-ce que tu fais aussi? De temps en temps, je fais du vélo. Jaime faire du vélo!
3 Quest-ce que tu fais, le soir ou le weekend? Euh
Quelquefois, je télécharge de la musique. Ah bon? Tu télécharges de la musique? Et quest-ce que tu fais aussi? Une fois par semaine, je joue au basket. Cest génial, le basket!
4 Quest-ce que tu fais, le soir ou le weekend? Quand il fait beau, je fais de léquitation. De léquitation! Et quand il pleut? Quand il pleut, je joue sur mon ordinateur. Jadore mon ordi!
5 Quest-ce que tu fais, le soir ou le weekend? Moi, jadore la natation! Je fais tous les jours de la natation! Et quest-ce que tu fais aussi? Le samedi matin, je retrouve mes amis en ville. Cest cool!
6 Quest-ce que tu fais, le soir ou le weekend? Dhabitude, je fais les magasins. Jadore faire les magasins! Et à part ça, quest-ce que tu fais? Souvent, je joue au volleyball. Jadore ça aussi!
Answers
1 d 2 a 3 c 4 f 5 b 6 e
2 En tandem. Interviewe ton/ta camarade. Change les mots soulignés. (Speaking L3)
Speaking. In pairs: pupils take it in turn to ask and answer questions about which activities they do in the evening and at the weekend. A sample exchange is supplied, with the details to be changed underlined. You could Learning outcome level to Level 4 by asking pupils to add opinions and extra detail, such as when or how often they do things.
3 Lis le texte et trouve les quatre phrases correctes. (Reading L4)
Reading. Pupils read the text and the eight English statements about it. They identify the four statements that are correct.
Answers
1, 3, 5, 8
4 Écris un court paragraphe sur tes passetemps. (Writing L24)
Writing. Pupils write a short paragraph on their own leisure activities. A list of points to include is supplied. To achieve a higher Learning outcome level, pupils should also write about someone else.
Workbook A, page 27
SHAPE \* MERGEFORMAT
Answers
1 1 C2 2 F4 3 B3 4 E4 5 A6 6 D1
7 C3 8 F2
Workbook A, page 28
SHAPE \* MERGEFORMAT
Answers
1 a 4 b 2 c 5 d 6 e 1 f 3 g 7 h 4 i 8
2 1 Enzo is 19.
2 He does parkour on Saturdays.
3 He does parkour with his friends.
4 He lives in Paris.
5 He doesnt like football and rugby.
6 He likes parkour and snowboarding.
7 In the evenings, he plays on his PlayStation.
8 At the weekend, he likes hanging out with his friends.
Workbook B, page 27
SHAPE \* MERGEFORMAT
Answers
13 (Answers will vary.)
Workbook B, page 28
SHAPE \* MERGEFORMAT
Answers
1 Fais-tu souvent du parkour?
Où fais-tu du parkour?
Tu aimes aussi dautres sports?
Quest-ce que tu fais pour te relaxer?
2 1 Enzo is 19.
2 He does parkour every weekend.
3 He also does parkour sometimes in the evening.
4 He does it with a group of friends.
5 In La Défense, there are a lot of obstacles.
6 He likes extreme sports.
7 In the evening, he plays on his Xbox.
8 At the weekend, he likes hanging out with his friends.
3 1 sport préféré 2 tous les weekends
3 en groupe 4 un quartier de Paris
5 un peu dangereux 6 pour te relaxer
7 dautres sports 8 hypercool
Learning objective
Talking about extreme sports
Developing writing skills
Programme of Study references
GV2 Grammatical structures (son/sa/ses)
GV3 Developing vocabulary
LC4 Expressing ideas (writing)
FCSE links
Unit 4: Leisure (Free time/hobbies)
Unit 5: Healthy lifestyle (Exercise)
Grammar
Ï% possessive adjectives (son/sa/ses)
Key language
Review of language from the module
les sports extrêmes
j adore faire du snowboard
C est hypercool!
impressionnant(e)
PLTS
S Self-managers
Cross-curricular
ICT: word processing
Resources
ActiveTeach:
p.063 Assignment 3
p.063 Assignment 3: prep Starter
Aim
To review the possessive pronouns mon, ma, mes
Write up the following. Pupils work in pairs. Give them two minutes to complete the table with their own preferences.
Hear some answers. Award a point to anyone who has an answer which no one else has come up with. Reward the pupils with the most points.
1 Lis le blog en 30 secondes. Choisis le bon titre en anglais pour chaque paragraphe. (Reading L4)
Reading. Give pupils 30 seconds to read the blog. They then choose the correct English heading for each paragraph. Draw pupils attention to the tip box on reading for gist.
Answers
Paragraph 1: c Paragraph 5: g
Paragraph 2: e Paragraph 6: f
Paragraph 3: a Paragraph 7: b
Paragraph 4: d
2 Trouve cinq mots nouveaux dans le texte. Devine ce que cest en anglais et explique pourquoi. (Reading L4)
Reading. Pupils identify five new words in the text in exercise 1 and try to work out what they mean, giving reasons for their deductions.
Studio Grammaire: possessive adjectives (son/sa/ses)
Use the Studio Grammaire box to cover the possessive adjectives son, sa and ses.
3 Relis le texte. Copie et complète les phrases. (Reading L4)
Reading. Pupils re-read the text in exercise 1, then copy and complete the sentences summarising it in French.
Answers
1 Elle sappelle Maelys.
2 Son groupe préféré sappelle les BB Brunes.
3 En hiver, son sport préféré, cest le snowboard.
4 En été, ses sports préférés sont le skate et le roller.
5 Sa ville sappelle Chamonix.
6 Sa meilleure copine sappelle Natascha.
4 Lis les phrases. Qui est-ce? Choisis la bonne réponse. (Reading L4)
Reading. Pupils re-read the text in exercise 1. They then read the sentences and decide who is being described in each one.
Answers (in random order)
1 Maelys et sa famille 5 Charles Gagnon
2 Maelys 6 Julien Cudot
3 Maelys et ses copains 7 Maelys et Natascha
4 Maelys et son frère 8 les parents de Maelys
5 Copie et améliore le texte. (Writing L4)
S
Writing. Read together through the tip box on language features used in an extended text.
Suggest pupils create and add to a similar checklist to refer to whenever they do a piece of extended writing. Pupils identify these features in the text in exercise 1. They rewrite the short text, improving it with some of the features listed.
6 Écris un blog sur tes passetemps. (Writing L4)
Writing. Pupils write a blog about their own leisure activities, using Maelyss text in exercise 1 as a model. A list of details to include is supplied. This could be done on a computer. Draw attention to the tip box on using a dictionary.
7 Vérifie et corrige ton texte. (Reading L4)
Reading. Pupils check and correct their text, writing a second draft. A list of items to check is supplied for support.
Plenary
Ask the class to tell you the different forms of the French possessive adjectives my and his/her (mon/ma/mes; son/sa/ses), saying when each one is used. Bring six pupils to the front of the class and give each of them a classroom/school bag item to hold up. Ask the class to name the items (e.g. un crayon). The pupils holding the items name them using the correct possessive form (e.g. mon crayon). The class then names them using son/sa/ses (e.g. son crayon).
Worksheet 3.8 Les graphiques vivants
Worksheet 3.9 Les graphiques vivants. Prépa
Answers
A Le lundi, je joue au ping-pong, jaime ça.
Normalement, je fais du shopping avec ma
mère le samedi.
Je déteste ça, cest ennuyeux.
Dhabitude, le mercredi soir,
je fais du parkour. Jadore ça, cest cool.
Jaime jouer au rugby le dimanche.
Cest bien.
Le mardi, je joue au basket.
Jaime ça. Cest génial!
Le jeudi soir, je joue au volley,
mais je naime pas ça. Cest nul.
Je joue au foot le vendredi.
Je naime pas beaucoup
ça. Cest un peu ennuyeux.
B & C (Answers will vary, as this is a personal interpretation.)
The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points. Grammar topics
verbs the present tense (regular er verbs), faire (and faire de + a sport/activity),
jouer à + a sport/game
using verbs with nouns and infinitives
saying they in French Verbs the present tense
Regular verbs
1 Find the parts of eleven er verbs in the word snake. Then complete the sentences using the correct verbs.
Pupils identify the eleven present tense verbs in the word snake there are some extra letters between words. They then complete the gap-fill sentences using the appropriate verbs.
Answers
parle, surfes, envoie, regarde, écoutes, télécharge, joue, tchatte, parles, envoies, regardes
1 Je joue sur ma PlayStation.
2 Tu surfes sur Internet tous les soirs!
3 Il tchatte sur MSN.
4 Elle envoie des e-mails.
5 Tu regardes un DVD?
6 Je parle avec mes copains sur mon portable.
7 Tu écoutes de la musique sur ton iPod?
8 On regarde des clips vidéo.
2 Write three sentences in French, each using one of the leftover verbs from exercise 1.
Pupils write three sentences, each using a different verb from those not used in the sentences from exercise 1. These are: télécharge, parles, envoies.
faire
3 Write six sentences in French, using the correct form of faire de.
Pupils use the picture and word prompts to write six sentences about sports, paying attention to the form of faire they need to use each time, as well as to the form of de.
Answers
1 Je fais du judo.
2 Il fait de la natation.
3 On fait de léquitation.
4 Tu fais de la danse.
5 Mon frère fait du skate.
6 Ma sur fait de la gymnastique.
jouer à
4 Translate the following sentences into French, using the correct form of jouer à.
Pupils translate the sentences into French, paying attention to the form of jouer they need to use each time, as well as to the form of à. Some of the sports and games are glossed for support.
Answers
1 Je joue au billard.
2 Est-ce que tu joues au tennis de table?/Tu joues au tennis de table?
3 Elle joue au golf.
4 Il joue aux cartes.
5 Je joue aux échecs.
6 On joue à la bataille.
Using verbs with nouns and infinitives
5 Copy and complete the grid.
Pupils copy and complete the grid with the correct verb forms.
Answers
6 Write six sentences about the activities you do. Use the three ways of talking about activities.
Pupils write six sentences about their own leisure activities, using the three different ways covered in this section: present tense verb; jaime + noun, jaime + infinitive.
Saying they in French
7 Write sentences using the pictures and the ils/elles form of the verb.
Using the picture prompts, pupils write sentences with the ils/elles form of the verb and using ils or elles as appropriate.
Answers
1 Ils jouent au rugby.
2 Elles font de la gymnastique.
3 Ils regardent la télé(vision).
4 Elles écoutent de la musique.
5 Ils font de la natation.
Self-access reading and writing A Reinforcement
1 Complète les phrases. (Reading L2)
Reading. Pupils match the sentence halves.
Answers
1 Je regarde des clips vidéo.
2 Je parle avec mes amis.
3 Jenvoie des e-mails.
4 Je joue au rugby.
5 Je fais du vélo.
6 Jenvoie des SMS avec mon portable.
2 Regarde la chambre de Zahra. Trouve les deux phrases fausses. (Reading L3)
Reading. Pupils look at the picture of Zahras bedroom. They then read the eight sentences about it and identify the two sentences that are false (i.e. which mention items not shown in the picture).
Answers
3 and 6
3 Regarde la chambre de Jamel. Écris six phrases pour Jamel. (Writing L3)
Writing. Pupils write six sentences describing Jamels hobbies, based on the picture supplied.
Answers
(Any six from:)
Je joue sur ma PlayStation.
Je joue au foot(ball).
Je joue au billard.
Je fais du judo.
Je fais du patin à glace.
Je fais du skate.
Je joue de la guitare.
B Extension
1 Trouve un copain/une copine anglais(e) pour chaque Français(e). (Reading L4)
Reading. Pupils read about the activities that the people on the penpal site like, then match each French person to an appropriate English penpal.
Answers
Axelle et Tom
Rémi et Natasha
Tariq et Nassim
Clémence et Zoe
Laurine et Emma
2 Relis les textes français de lexercice 1. Cest quelle(s) personne(s)? (Reading L4)
Reading. Pupils read the French texts again and identify the person/people being described in each of the six sentences.
Answers
1 Laurine 2 Rémi 3 Clémence
4 Rémi et Tariq 5 Axelle et Clémence
6 Axelle et Tariq
3 Écris des e-mails à trouvedesamis.fr pour Nadia, Max et toi. (Writing L4)
Writing. Using the picture prompts, pupils write e-mails on behalf of Nadia and Max to the penpal site in exercise 1. They then write an e-mail presenting themselves on the site.
Answers
(Possible answers:)
Nadia: Jaime/Jadore jouer au basket et faire du patin à glace. Jaime aussi envoyer des SMS. Je naime pas jouer au foot(ball).
Max: Jaime/Jadore jouer sur ma PlayStation, faire du vélo et jouer au rugby, mais je naime pas nager/faire de la natation.
Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Là où jhabite
(pp. 7071)
Talking about your town/village
Using il y a
/il ny a pas de
GV2 Grammatical structures (il y a
/il ny pas de
)
LC1 Listening and responding
LC3 Conversation
LC4 Expressing ideas (writing)
Quest-ce quil y a
?
Il y a
un café, une patinoire, des magasins, etc.
Cest
bien, super, ennuyeux, trop petit, etc.
Je pense que
À mon avis
Tu es daccord?
Oui, je suis daccord.
Non, je ne suis pas daccord.G il y a
/il ny a pas de
2 Perdu dans le parc dattractions!
(pp. 7273)
Giving directions
Understanding when to use tu and vousGV2 Grammatical structures
LC1 Listening and responding
LC3 Conversation (using modes of address)
LC6 Translation into English
Où est/sont
?
Cest
à gauche, tout droit, etc.
entre, derrière, devant le manège,
la soucoupe volante, les autos tamponneuses, etc.G tu and vous
Où est
?/Où sont
?3 Le weekend
(pp. 7475)
Talking about where you go
Using à + the definite articleGV1 Tenses (present)
GV2 Grammatical structures (à + the definite article)
LC1 Listening and responding
LC3 Conversation
LC4 Expressing ideas (speaking/writing)
Review of vocabulary for places in town (from Unit 2)
dhabitude
normalement
quelquefois
tous les weekendsG à + the definite article
G aller (present tense)
speaking/writing skills: using expressions of frequency and opinions to extend sentences4 Coucou!
(pp. 7677)
Asking someone to go somewhere
Using je veux/tu veux + infinitiveGV2 Grammatical structures (vouloir + infinitive)
LC3 Conversation
LC4 Expressing ideas (writing)
LC5 Accurate pronunciation and intonation
je veux, tu veux, etc.
Tu veux aller (au cinéma) (samedi soir)?
Bonne idée!
Cest super top. etc.
Oui, je veux bien.
Non, je nai pas envie.
Si tu veux.
Non merci.G vouloir + infinitive5 Quest-ce quon peut faire à
?
(pp. 7879)
Saying what you can do in town
Using on peut + infinitiveGV2 Grammatical structures (pouvoir + infinitive)
LC1 Listening and responding
LC4 Expressing ideas (writing)
Quest-ce quon peut faire à
?
je peux, tu peux, on peut
aller au concert
faire du bowling
manger au restaurant etc.G pouvoir + infinitive
speaking skills: using model texts as a source of language; including connectives and opinions
writing skills: avoiding complicated language; using a dictionaryBilan et Révisions
(pp. 8081)
Pupils checklist and practice exercisesEn plus: Destination France
(pp. 8283)
Facts about France
Researching a region of FranceGV2 Grammatical structures (si clauses)
LC1 Listening and responding
Review of language from the module
Il y a
des montagnes, des rivières, des plateaux, etc.
Les villes principales
sont
listening skills: anticipating what you might hear
writing skills: using si clauses to extend sentencesStudio Grammaire
(pp. 8485)
Detailed grammar summary and practice exercisesG aller
G looking for patterns in language
G modal verbsÀ toi
(pp. 124125)
Self-access reading and writing at two levels
Learning objectives
Talking about your town/village
Using il y a
/il ny a pas de
Programme of Study references
GV2 Grammatical structures (il y a
/il ny pas de
)
LC1 Listening and responding
LC3 Conversation
LC4 Expressing ideas (writing)
FCSE links
Unit 7: Local area and environment (Facilities; Local area)
Grammar
il y a
/il ny a pas de
Key language
Quest-ce quil y a
?
Il y a
un café
un centre commercialun centre de loisirs
un château
un cinéma
un hôtel
un marché
un parc
un restaurant
un stade
une église
une patinoire
une piscine
des magasins
des musées
Il ny a pas de (café).
Tu aimes ta ville/ton village?
Je pense que
À mon avis,
cest
bien/super/joli/intéressant/ ennuyeux
vraiment nul/trop petit
Tu es daccord?
Oui, je suis daccord.
Non, je ne suis pas daccord.
PLTS
T Team workers
Resources
Audio files:
47_Module4_Unit1_Ex1.mp3
48_Module4_Unit1_Ex2.mp3
49_Module4_Unit1_Ex4.mp3
Accès Studio: pages 2223
Workbooks:
Cahier dexercices A & B, page 32
ActiveTeach:
Starter 1 resource
p.070 Flashcards
p.070 Thinking skills
p.071 Learning skills
p.071 Writing skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès Where you live) Accès Studio Unit 10 (pp. 2223) can be used with this unit to review or introduce vocabulary to talk about where you live.
Starter 1
Aim
To practise reading strategies; To review the indefinite article
Write up the following, jumbling the order of the second column. Give pupils three minutes to match up the French and English.
un centre commercial a shopping centre
un centre de loisirs a leisure centre
un château a castle
un marché a market
un stade a stadium
un parc a park
une piscine a swimming pool
des magasins some shops
des musées some museums
Check answers, asking pupils how they worked them out. Ask pupils to tell you what un, une and des mean and when they are used.
1 Écoute. Quest-ce quil y a dans la ville/le village? Écris la bonne lettre. (110) (Listening L2)
Listening. Pupils listen to ten conversations and identify the place mentioned in each, writing the appropriate letter.
Audioscript Track 47
1 Quest-ce quil y a dans ton village? Dans mon village, il y a une église.
2 Quest-ce quil y a dans ta ville? Dans ma ville, il y a un stade.
3 Quest-ce quil y a dans ton village? Dans mon village, il y a une piscine.
4 Quest-ce quil y a dans ta ville? Dans ma ville, il y a un marché.
5 Quest-ce quil y a dans ta ville? Dans ma ville, il y a un château.
6 Quest-ce quil y a dans ta ville? Dans ma ville, il y a des musées.
7 Quest-ce quil y a dans ta ville? Dans ma ville, il y a une patinoire.
8 Quest-ce quil y a dans ta ville? Dans ma ville, il y a un centre de loisirs.
9 Quest-ce quil y a dans ta ville? Dans ma ville, il y a un centre commercial.
10 Quest-ce quil y a dans ta ville? Dans ma ville, il y a des magasins.
Answers
1 f 2 e 3 g 4 d 5 a 6 j 7 h 8 b 9 c 10 i
Studio Grammaire: il y a
/il ny a pas de
Use the Studio Grammaire box to cover il y a (un/une/des)
and il ny a pas de
2 Écoute. Quest-ce quil y a? Quest-ce quil ny a pas? Note les informations en anglais. (15) (Listening L2)
Listening. Pupils listen to the descriptions of towns and identify which amenities each town has and doesnt have.
Audioscript Track 48
1 Il y a une piscine, mais il ny a pas de patinoire.
2 Il y a des magasins, mais il ny a pas de centre de loisirs.
3 Il y a un centre commercial, mais il ny a pas de stade.
4 Il y a un marché, mais il ny a pas de musée.
5 Il y a un château, mais il ny a pas déglise.
Answers
1 swimming pool, no ice rink
2 shops, no sports centre
3 shopping centre, no stadium
4 market, no museum
5 castle, no church
3 En tandem. Décris une ville. Ton/ta camarade dit la bonne lettre. (Speaking L2)
Speaking. In pairs: pupils take it in turn to describe a town using the picture prompts supplied. The other pupil identifies the town by giving the appropriate letter. An example dialogue is given.
Starter 2
Aim
To transcribe a short passage accurately.
Ask pupils which place-names from this unit have silent endings. Which letters are not pronounced at the end of a word? (-e, -s, -es, -t.)
Read the following passage out loud and ask pupils to transcribe it accurately: Dans ma ville il y a un stade, une piscine, un château, un centre de loisirs et des magasins.
Ask pupils which words they found difficult to spell and why. Can they come up with a way of remembering the spelling?
Alternative Starter 2:
Use ActiveTeach p. 070 Flashcards to review and practise the language for buildings in town.
4 Écoute et écris la bonne lettre/les bonnes lettres. (15) (Listening L4)
Listening. Pupils listen to five conversations about towns and identify the opinion given in each, writing the appropriate letter.
Audioscript Track 49
1 Tu aimes ta ville? Oui, à mon avis, cest bien.
2 Tu aimes ton village? Non, je pense que cest ennuyeux.
3 Aimes-tu ton village? Oui, à mon avis, cest un endroit intéressant.
4 Tu aimes ta ville? Oui, je pense que cest super et intéressant aussi.
5 Aimes-tu ta ville? Non, à mon avis, cest trop petit. Cest vraiment nul. Tu es daccord? Ben non, je ne suis pas daccord, je pense que cest bien.
Answers
1 a 2 d 3 c 4 b, c 5 f, e; a
Pupils working in pairs take it in turn to prompt with one of the expressions from exercise 4 and to draw the appropriate face symbol (smiley or sad).
5 Lis et note: vrai (V) ou faux (F)? (Reading L4)
Reading. Pupils read the four chatroom entries. They then read the six sentences in English about the entries and write V if the sentence is true or F if it is false. joli is glossed for support.
Answers
1 V 2 F 3 F 4 V 5 V 6 F
6 En tandem. Fais quatre conversations: une très positive, une assez positive, une assez négative et une très négative. (Speaking L4)
T
Speaking. In pairs: pupils put together four conversations about towns one very positive, one quite positive, one quite negative and one very negative. A key language box is supplied.
7 Écris un paragraphe sur ta ville/ton village. (Writing L4)
Writing. Pupils write a paragraph about their own town or village. A writing frame is supplied for support. When pupils have finished their work, ask them to check it for errors and to identify two ways they could improve the content (e.g. using connectives, intensifiers, adjectives, etc.). They then do a second draft.
Plenary
Ask the class: Tu aimes ta ville/ton village? Pupils respond using the opinion phrases from exercise 6. Prompt them to say whether they agree with one another and to justify their opinions with Il y a
and Il ny a pas de
to review the vocabulary of the unit. Encourage them to include intensifiers in their opinions.
Workbook A, page 32
SHAPE \* MERGEFORMAT
Answers
1 1 château; magasins 2 marché; église
3 piscine; patinoire
4 centre de loisirs; centre commercial
2 1 Ahmed 2 Camille 3 Ahmed 4 Nathan
5 Camille 6 Ahmed 7 Nathan 8 Camille
Workbook B, page 32
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Answers
1 1 Jade 2 Ahmed
2 (Example answers:) Camille: Jhabite à Montargis. Cest une petite ville. Il y a un château, une patinoire et un marché mais il ny a pas de stade et il ny a pas de piscine. Nathan: Jhabite à Néré. Cest un village. Il y a un café et des magasins mais il ny a pas de château, il ny a pas déglise et il ny a pas de patinoire. Cest nul!
Worksheet 4.1 Mnemonics
Answers
A & B (Answers will vary.)
Worksheet 4.2 Using a dictionary (ii)
Answers
A 1 baguette (f.) stick (often stick of French bread), baton
2 couverture (f.) blanket
3 siège (m.) seat
4 clavier (m.) keyboard
5 truite (f.) trout
6 manège (m.) merry-go-round
B 1 door n. porte f.
2 branch n. branche f.
3 window n. fenêtre f.
4 squirrel n. écureuil m.
C 1 a Did you enjoy your stay? noun séjour
b I cant stay long. verb rester
2 a You are very kind. adjective gentil
b What kind of racket do you use? noun sorte
3 a It was an excellent play. noun pièce
b Does she play tennis? verb jouer
4 a I watch TV every night. verb regarder
b Do you like my new watch? noun montre
Worksheet 4.3 Checking for accuracy
Answers
A 1 ville, piscine
2 loisirs, musée
3 Mais, bibliothèque
4 village, beau
5 beaucoup, parcs
B ça va, très, église, château, musée, hôtel, déteste, intéressant
C Dans ma ville, il y a une piscine, un château, un marché, un musée et des magasins. Mais, il ny a pas de patinoire. Jaime habiter ici. Cest un endroit intéressant.
D (Answers will vary.)
Starter 1 resource
Match up the French and the English.
un centre commercial some shops
un centre de loisirs a stadium
un château a shopping centre
un marché a swimming pool
un stade a castle
un parc a leisure centre
une piscine some museums
des magasins a market
des musées a park
Learning objectives
Giving directions
Understanding when to use tu and vous
Programme of Study references
GV2 Grammatical structures (être)
LC1 Listening and responding
LC3 Conversation (using modes of address)
LC6 Translation into English
Grammar
tu and vous
Key language
Pardon
Où est
?
Où sont
?Cest
à gauche
à droite
tout droit
au carrefour
entre
derrière
devant
le bateau pirate
le café
le Cheval de Troie
le manège
le restaurant
le petit train
le toboggan géant
le trampoline magique
la grotte mystérieuse
la rivière enchantée
la soucoupe volante
lhôtel
les autos tamponneuses
les chaises volantesPLTS
R Reflective learners
Resources
Audio files:
50_Module4_Unit2_Ex1.mp3
51_Module4_Unit2_Ex5.mp3
Workbooks:
Cahier dexercices A & B, page 33
ActiveTeach:
Starter 2 resource
p.073 Class activity
p.074 Video 7
p.074 Video worksheet 7
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary Starter 1
Aim
To review être
Write up the following. Give pupils three minutes to unscramble the parts of the verb être and to translate the verbs into English.
1 ej ussi 2 leel ste 3 lis nots 4 li tes
5 selle tons
Answers: 1 je suis I am 2 elle est she is
3 ils sont they are (male) 4 il est he is
5 elles sont they are (female)
Check answers. Ask pupils to confirm which subjects are used with est and sont.
1 Écoute. Écris la bonne lettre et la bonne direction. (18) (Listening L2)
Listening. Pupils listen to eight conversations in which people are asking for directions in a theme park. For each conversation, they identify the correct picture (writing the appropriate letter) and draw the appropriate direction symbol.
Audioscript Track 50
1 Où est le petit train? Cest à gauche.
2 Où est la rivière enchantée? Tout droit.
3 Où sont les chaises volantes? À droite.
4 Où est le restaurant? À droite.
5 Où est lhôtel? Lhôtel? Au carrefour.
6 Où sont les autos tamponneuses? À gauche.
7 Où est le manège? À gauche.
8 Où est la soucoupe volante? Tout droit.
Answers
1 b SHAPE \* MERGEFORMAT 2 e SHAPE \* MERGEFORMAT 3 h SHAPE \* MERGEFORMAT 4 a SHAPE \* MERGEFORMAT 5 d SHAPE \* MERGEFORMAT
6 g SHAPE \* MERGEFORMAT 7 c SHAPE \* MERGEFORMAT 8 f SHAPE \* MERGEFORMAT
2 En tandem. Quelle est la question? Demande le chemin pour chaque attraction. (Speaking L2)
Speaking. In pairs: pupils take it in turn to ask directions to the theme park attractions in exercise 1, using Où est
or Où sont
? as appropriate.
Studio Grammaire: tu/vous
Use the Studio Grammaire box to cover the difference between tu and vous.
3 En tandem. Fais deux conversations avec tu et deux avec vous au parc dattractions. Change les détails soulignés. (Speaking L3)
Speaking. In pairs: pupils make up four conversations at the theme park, two using tu and two using vous. Two model conversations, with the details to be changed underlined, are supplied. Draw pupils attention to the cultural note on the use of monsieur/madame/mademoiselle. You could suggest that pupils use gestures to reinforce the directions they give (pointing to the left for à gauche, etc.).
Starter 2
Aim
To review vocabulary from the unit
Write up only the bold letters in the following, leaving a gap or drawing an underline for the text to be supplied by the pupils. Explain that these are the starting letters of the eight theme park features introduced in the last lesson. Give pupils three minutes working in pairs to write them all out, including the correct definite article for each. Then check answers.
[les] a[utos] t[amponneuses] [le] r[estaurant]
[la] r[ivière] e[nchantée] [le] m[anège]
[la] s[oucoupe] [volante] [l]h[ôtel]
[les] c[haises] v[olantes] [le] p[etit] t[rain]
(Where there are two words, you can omit the initial letter of the second word to make it slightly more challenging.)
Alternative Starter 2:
Use ActiveTeach p. 073 Class activity to review and practise general sentences about town.
4 Écris le message en anglais. (Reading L3)
Reading. Pupils translate the message into English, writing it out.
Answers
The restaurant is between the dodgems and the flying chairs, behind the merry-go-round, but in front of the little train.
5 Où vont-ils? Écoute et écris la bonne lettre. (18) (Listening L3)
Listening. Pupils listen to eight conversations. For each conversation they identify the picture of the place being discussed, writing the appropriate letter.
Audioscript Track 51
1 Où est (
), sil vous plaît? Cest devant le toboggan géant. Merci, monsieur.
2 Sil vous plaît, où est (
)? Cest derrière le bateau pirate.
3 Où est (
)? Là voilà. Entre le bateau pirate et le café.
4 Et où est (
)? Devant le Cheval de Troie.
5 Où est (
)? Cest derrière le trampoline magique.
6 Sil vous plaît, où est (
)? Cest derrière le Cheval de Troie.
7 Où est (
)? Entre le toboggan géant et le Cheval de Troie. Derrière la grotte mystérieuse et devant lhôtel. Ah oui, génial. On y va?
8 Sil vous plaît, où est (
)? Cest derrière le café et devant le restaurant. Merci, madame.
Answers
1 d 2 a 3 g 4 h 5 b 6 c 7 e 8 f
6 Regarde le plan et lis le message. Cest quelle attraction? (Reading L4)
Reading. Pupils read the text message and, using the map in exercise 5, they follow the directions and work out which attraction they end up at.
Answer
le Cheval de Troie
Pupils play a memory game in pairs. The first pupil closes his/her Pupil Book. The other says a letter from a to f and the first pupil tries to remember which theme park feature on the map in exercise 5 this letter represents. After four prompts, they change roles.
7 Tu es dans le parc dattractions. Écris des SMS pour tes copains. (Writing L3)
Writing. Pupils imagine they are in the theme park. Using the picture prompts supplied, they write texts to their friends to give them directions.
Answers
1 Tu vas tout droit, puis tu tournes à gauche. Au carrefour, tu vas tout droit, puis tu tournes à droite. À tout de suite!
2 Tu tournes à gauche. Au carrefour, tu tournes à droite. Puis tu tournes à droite et ensuite, tu vas tout droit. À tout de suite!
3 Tu tournes à droite. Au carrefour, tu vas tout droit. Tu vas tout droit et puis tu tournes à gauche.
4 Tu vas tout droit. Au carrefour, tu tournes à gauche. Puis tu tournes à droite et ensuite, tu tournes à gauche.
If you have a partner school in France, pupils could exchange brochures for local theme parks. Ask pupils to summarise what rides there are in the French theme park.
Plenary
R
Ask the class for ideas on what they think they could usefully spend time reviewing from Units 1 and 2 (vocabulary/grammar). Make a list of their suggestions and then get them to write down two areas covered in the list to focus on at home.
Then ask pupils to tell you the difference between the two words for you in French, and when each is used. As a class, work out what the formal instructions would be for the first set of prompts in exercise 7, reminding them as necessary of the verb forms allez and tournez. Continue with the other three sets of prompts, this time allowing pupils to do more of the work. They should not refer to their answers to exercise 7, but work just from the prompts.
Workbook A, page 33
SHAPE \* MERGEFORMAT
Answers
1
SHAPE \* MERGEFORMAT
Le château, cest C.
2 1 droite 2 derrière 3 devant 4 gauche
5 tout 6 carrefour
Workbook B, page 33
SHAPE \* MERGEFORMAT
Answers
1 4 allez 5 entre 6 tournes
7 derrière 8 tout droit 9 tournez
1 devant 2 gauche 3 carrefour
4 droite
Video
Episode 7: Perdu dans la ville!
Samira and Hugo are working in StudioFR headquarters. Samira is wondering where Alex and Marielle are. Video worksheet 7 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1 A We learn about asking for directions and understanding them. But the original intention was to make a video about the town it only turned out this way because Marielle got lost!
B She is increasingly exasperated by Marielles behaviour. She shakes her head, tuts and looks scornful.
C [F3.1/2.2] (Examples of things that might come up:) It seems very historic. The pedestrian facilities seem very good. It seems very green. The close-ups reveal that it is a bit dilapidated.
2 A [PLTS T/E] She thinks shes dippy and unreliable. She says Of course its you. I phoned you! She tuts when she hears she is lost. She shakes her head when she hears she has lost Alex as well. She is exasperated when she hears Marielle has no credit on her phone.
B jar is the abbreviation for jardin public park. Alex uses it.
C à gauche, à droite, tout droit
D I dont know Where are you? Stay there.
3 A Because by the time Marielle gets to the park, Alex has already left.
B Ils sont impossibles!
C There are several cafés there and Marielle doesnt know which one Alex is in.
D Tous les deux: au studio! Maintenant! Both of you, get back to the studio! Now!
4 (Answers will vary.)
Starter 2 resource
Fill in the blanks to give the names of eight theme park features.
__ __ __ a __ __ __ __ t __ __ __ __ __ __ __ __ __ __ __
__ __ r __ __ __ __ __ __ e __ __ __ __ __ __ __ __
__ __ s __ __ __ __ __ __ __ v __ __ __ __ __ __
__ __ __ c __ __ __ __ __ __ v __ __ __ __ __ __ __
__ __ r __ __ __ __ __ __ __ __ __
__ __ m __ __ __ __ __
__ h __ __ __ __
__ __ p __ __ __ __ t __ __ __ __
Learning objectives
Talking about where you go
Using à + the definite article
Programme of Study references
GV1 Tenses (present)
GV2 Grammatical structures (à + the definite article)
LC1 Listening and responding
LC3 Conversation
LC4 Expressing ideas (speaking/writing)
FCSE links
Unit 4: Leisure (Around town)
Unit 7: Local area and environment (Preferences; Activities)
Grammar
à + the definite article
aller (present tense)
Key language
Review of vocabulary for places in town (from Unit 2)
dhabitude
normalement
quelquefois
tous les weekends
Jaime ça./Jadore ça.
PLTS
I Independent enquirersCross-curricular
ICT: drawing a graph to show survey results
Resources
Audio file:
52_Module4_Unit3_Ex2.mp3
Workbooks:
Cahier dexercices A & B, page 34
ActiveTeach:
Starter 1 resource
p.074 Grammar
p.074 Grammar practice
p.074 Grammar skills
p.075 Grammar skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary Starter 1
Aim
To review à + the definite article
Write up the following as a model. Score through le and write au above it (au cinéma).
Le weekend, je vais
le cinéma.
Ask pupils to translate the sentence. Then write up the following. Give pupils three minutes working in pairs to change all the definite articles to à + definite article. If necessary, go through and/or write up the different forms for reference.
Le weekend, je vais
le café la piscine les magasins léglise la patinoire le centre de loisirs les musées le marché
Alternative Starter 1:
Use ActiveTeach p. 074 Grammar practice to review and practise à + the definite article.
1 Lis les textes et réponds aux questions. (Reading L3)
Reading. Pupils read the three texts and then answer the questions on them, giving the appropriate names.
Answers
1 Emma and Alice 2 Magali
3 Emma and Alice 4 Magali 5 Magali
6 Nino 7 Nino 8 Emma and Alice
Studio Grammaire: à + the definite article
Use the Studio Grammaire box to cover à + the definite article. There is more information and further practice on Pupil Book p. 84.
2 Écoute. Copie et complète le tableau. (14) (Listening L3)
Listening. Pupils copy out the table. They listen to four conversations and complete the table with the details of where each person goes and who with.
Audioscript Track 52
1 Tu vas où, le weekend, Lara? Le weekend, je vais au centre commercial avec mes copines.
2 Et toi, Aurélien, tu vas où, le weekend? Euh
Normalement, le weekend, je vais à la piscine avec mes copains.
3 Tu vas où le weekend, Sarah? Je vais au marché avec mes parents.
4 Et toi, Youssuf? Tu vas où, le weekend? Le weekend, je vais au centre de loisirs avec mon frère et ma sur.
Answers
Studio Grammaire: aller (present tense)
Use the Studio Grammaire box to cover the irregular verb aller (present tense). There is more information and further practice on Pupil Book p. 84.
3 En tandem. Fais des dialogues. (Speaking L4)
Speaking. In pairs: pupils make up dialogues using the picture prompts. They take it in turn to ask and say what they do at the weekend and who with. Key language is supplied. Before they start, draw their attention to the tip box on including expressions of frequency and opinions.
Starter 2
Aim
To review talking about going to places in town
Write up the following, jumbling the order of the words in each sentence. Give pupils three minutes to write out each sentence in the right order. You can include capital letters and punctuation for support, if necessary.
1 je vais au stade avec mon frère
2 il va à la piscine avec son copain
3 elle va aux magasins avec ses parents
Check answers, asking pupils to translate the sentences into English.
4 Lis le texte et fais un graphique. (Reading L4)
Reading. Pupils read the text on the findings of a survey and draw a graph of the results. This could be done on a computer. voici is glossed for support.
5 Fais le même sondage dans ta classe. (Speaking L4)
I
Speaking. Pupils carry out the survey from exercise 4, asking other members of the class where they go at the weekend.
6 Écris une description de tes resultats. (Writing L4)
Writing. Pupils write a description of their survey results, using the text in exercise 4 as a model.
7 À trois. Jeu du Weekend. (Speaking L4)
Speaking. In threes: pupils play the board game. The rules and the instructions to use while playing are supplied. Some vocabulary is glossed for support.
Plenary
Play a chain game round the class to practise à + the definite article. Start it off: Le weekend, je vais au cinéma. The next person repeats what you have said and adds a different place (e.g.
et je vais à la piscine.). Continue round the class. If someone cant remember the chain, makes a mistake or cant think of anything to add, he/she sits down and the chain starts again. If you have time, play it again, using on va
Alternative Plenary:
Use ActiveTeach p. 074 Grammar practice to review and practise aller and faire.
Workbook A, page 34
SHAPE \* MERGEFORMAT
Answers
1 1 Dhabitude 2 Quelquefois 3 Normalement
4 Tous les weekends
2
Workbook B, page 34
SHAPE \* MERGEFORMAT
Answers
1
2 Dhabitude, le dimanche, je vais aux magasins avec mes copains/mes copines/mes amis. Cest génial, jaime ça.
3 1 au 2 aux 3 au 4 au 5 à la 6 à l
7 à la 8 au
Worksheet 4.4 Aller
Answers
A a Le weekend, il va au cinéma.
b Le weekend, je vais à la patinoire.
c Tu vas au centre-ville?
d Le weekend, nous allons au stade.
e Le weekend, elle va à la piscine.
f Le weekend, ils vont au parc.
g Vous allez au McDo?
h Le weekend, elles vont aux magasins.
B 1 elle va
2 nous allons
3 ils vont
4 je vais
5 tu vas
6 elles vont
7 il va
8 vous allez
C 1 b 2 c 3 a 4 e 5 d 6 g 7 f 8 h
Worksheet 4.5 Negatives
Answers
A 1 Je ne vais pas au musée.
2 Il ne va pas en ville.
3 Je naime pas ma ville.
4 Je ne suis pas daccord.
5 Ce nest pas ennuyeux.
6 Tu ne vas pas au MacDo?
7 Elle ne surfe pas sur Internet.
8 Il ne joue pas au foot.
B 1 Je naime pas linjustice.
2 Elle naime pas les insectes.
3 Tu naimes pas la musique?
4 Je nai pas de sur.
5 On ne va pas au cinéma
6 Ils naiment pas les animaux.
C 1 Il ny a pas de café.
2 Il ny a pas de restaurant.
3 Il ny a pas de centre commercial.
4 Il ny a pas de centre de loisirs.
5 Il ny a pas de stade.
6 Il ny a pas de parc dattractions.
Starter 1 resource
Fill in the blanks with either à la, au, à l or aux.
le cinéma:
Example: Le weekend, je vais _au_ cinéma.
le café:
Le weekend, je vais _____ café.
les magasins:
Le weekend, je vais _____ magasins.
la patinoire:
Le weekend, je vais _____ patinoire.
les musées:
Le weekend, je vais _____ musées.
la piscine:
Le weekend, je vais _____ piscine.
léglise:
Le weekend, je vais _____ église.
le centre de loisirs:
Le weekend, je vais _____ centre de loisirs.
le marché:
Le weekend, je vais _____ marché.
Learning objectives
Asking someone to go somewhere
Using je veux/tu veux + infinitive
Programme of Study references
GV2 Grammatical structures (vouloir + infinitive)
LC3 Conversation
LC4 Expressing ideas (writing)
LC5 Accurate pronunciation and intonation
FCSE links
Unit 1: Relationships, family and friends (Meeting up with friends/activities)Grammar
vouloir + infinitive
Key language
je veux, tu veux, il/elle/on veut
Tu veux aller (au cinéma) (samedi soir)?
Bonne idée!
Super!
Génial!
Daccord.
Oui, cest super top.
Oui, je veux bien.
Non, je nai pas envie.
Si tu veux.
Non merci.
Cest vraiment nul!
Cest ennuyeux.PLTS
C Creative thinkers
Cross-curricular
English: grammatical terms
Resources
Audio files
53_Module4_Unit4_Ex1.mp3
54_Module4_Unit4_Ex2.mp3
55_Module4_Unit4_Ex3.mp3
Accès Studio: pages 89
Workbooks:
Cahier dexercices A & B, page 35
ActiveTeach:
Starter 1 resource
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary Accès Studio Unit 3 (pp. 89) can be used with this unit to review days of the week.
Starter 1
Aim
To review infinitives; To review grammatical terms
Write up the following, omitting the underline (which denotes correct answers). Ask pupils working in pairs to write down all the infinitives and to put up their hand when they finish. Note the first three or four pairs to complete the task.
aller sont avoir sur retrouver tchatter
allons soir jour finir commencer être
jouer sur par traîner au ils gourde
Check answers. Award a prize to the first pair to finish with all the answers correct. Ask pupils to identify what kind of words the remaining words are.
(Answers: sont verb (they), sur preposition, allons verb (we), soir noun, jour noun, sur noun, par preposition, au preposition + definite article, ils pronoun, gourde noun)
1 Écoute et lis. Associe les dialogues et les bonnes images. (16) (Listening L3)
Listening. Pupils listen to six conversations, reading the text at the same time. They match each conversation to the correct picture, writing the appropriate letter.
Audioscript Track 53
1 Tu veux aller au centre-ville dimanche après-midi? Non merci, je nai pas envie.
2 Tu veux aller au cinéma vendredi soir? Non merci, cest ennuyeux.
3 Tu veux aller au MacDo dimanche matin? Daccord, si tu veux.
4 Tu veux aller à la patinoire samedi soir? Ben non, cest vraiment nul.
5 Tu veux aller au parc samedi après-midi? Oui, je veux bien.
6 Tu veux aller aux magasins samedi matin? Ah oui, super.
Answers
1 b 2 f 3 c 4 e 5 a 6 d
Pupils read the text in exercise 1 again and note whether the invitation is accepted or refused each time. Remind them that listening for intonation will help them to work out whether the response is positive or negative.
Studio Grammaire: vouloir + infinitive
Use the Studio Grammaire box to cover vouloir (singular) + infinitive. There is more information and further practice on Pupil Book p. 85.
2 Écoute et chante. (Listening L4)
Listening. Pupils listen to the song and sing along. franchement is glossed for support.
Audioscript Track 54
Veux-tu sortir aujourdhui?
Oui, peut-être cet après-midi.
Veux-tu aller au parc avec ma sur?
Mouais, cest ennuyeux, mais si tu veux.
Je ne suis pas daccord, cest super!
Je mappelle Aline, je suis sa sur!
Veux-tu aller plus tard au centre-ville?
Oui, je veux bien. Génial!
Veux-tu aller à la patinoire demain soir?
Ben, non merci, jai beaucoup de devoirs.
Veux-tu aller à la piscine avec moi mardi?
Euh, non merci, je nai pas envie.
Jeudi après-midi, veux-tu aller au ciné?
Aller au ciné? Oui! Bonne idée!
Veux-tu aller au café Pénélope?
Cest génial. Cest super top.
Aller au café? Je naime pas ça.
Franchement, je préfère rester chez moi.
Starter 2
C
Aim
To review the days of the week
Write up the following, using a different symbol for each vowel. Give pupils three minutes to break the code, working out what (, lð, ( and ' mean, and writing out the words in full. If they need help to get started, tell them to think about which set of words would come in a group of seven.
l'nd( vlðndrlðd(
m(rd( s(mlðd(
mlðrcrlðd( d(m(nchlð
jlð'd(
(Answers: ( = a, lð = e, (= i, ' = u)
Read together through the pronunciation box on eux and fillers to help pupils sound French.
3 Écoute et répète. (Listening L1)
Listening. Pupils listen and repeat the pronunciation examples. The pronunciation box explains how to make the sounds needed, and when to use these fillers.
Audioscript Track 55
Tu veux
ennuyeux
Euh, ben, mouais
4 Mets les images dans lordre de la chanson. (Reading L4)
Reading. Pupils re-read the text of the song in exercise 2, then put the pictures of places in the order they are mentioned.
Answers
f, e, c, a, b, d
5 Relis la chanson. Trouve ces phrases en français. (Reading L4)
Reading. Pupils re-read the song in exercise 2 and find in the text the French versions of the English phrases listed.
Answers
1 aujourdhui 2 cet après-midi
3 jeudi après-midi 4 peut-être
5 je ne suis pas daccord
6 jai beaucoup de devoirs
7 je préfère 8 je naime pas ça
6 À trois. Fais un dialogue. (Speaking L4)
Speaking. In threes: two of the pupils make up a conversation, one suggests an outing and the other responds to the invitation; the third pupil comments on their pronunciation, intonation and the language used. All pupils should have a turn at each of the three roles. Key language is supplied.
7 Écris une chanson ou un poème. (Writing L4)
Writing. Pupils write a five-verse song or poem about an invitation to go on an outing and the response to the invitation. Details of what to include are supplied.
Plenary
Ask pupils to summarise how vouloir is used to say what you want to do. Go round the class. Pupils take it in turn to give an invitation (e.g. Tu veux aller à la piscine lundi soir?) and to respond (e.g. Bonne idée!).
Workbook A, page 35
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Answers
1 1 f 2 b 3 c 4 a 5 e 6 d
2 (Other suitable answers may also be accepted.)
1 Marine: Tu veux aller à la piscine samedi? Tom: Non, je nai pas envie.
2 Marine: Tu veux aller au cinéma samedi après-midi? Tom: Non merci.
3 Marine: Tu veux aller à la patinoire samedi soir? Tom: Non, cest ennuyeux!
4 Marine: Alors, tu veux surfer sur Internet? Tom: Oui, je veux bien.
Workbook B, page 35
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Answers
1 1 Veux-tu sortir aujourdhui?
2 Tu veux aller à la piscine samedi matin?
3 Tu veux aller au cinéma samedi soir?
4 Tu veux aller à la patinoire dimanche matin?
5 Tu veux aller au centre commercial dimanche après-midi?
6 Alors, on reste à la maison et on surfe sur Internet dimanche soir?
2 Go out Today Perhaps Go to the swimming pool Saturday morning I dont want to Go to the cinema Saturday evening Its boring Go to the ice rink Sunday morning I dont like that Go to the shopping centre Sunday afternoon Its really rubbish Surf the net Sunday evening Good idea!
3 Théo: Tu veux aller au centre de loisirs aujourdhui? Jade: Non merci, je naime pas ça. Théo: Tu veux aller au château samedi matin? Jade: Non merci, je nai pas envie. Théo: Tu veux aller au stade samedi soir? Jade: Non merci, cest ennuyeux. Théo: Tu veux aller au café dimanche après-midi? Jade: Non, cest vraiment nul. Théo: Tu veux regarder la télé? Jade: Oui, bonne idée!
Starter 1 resource
Which of the words below are infinitives?
aller sont avoir sur retrouver tchatter
allons soir jour finir commencer être
jouer soeur par traîner au ils gourde
Learning objectives
Saying what you can do in town
Using on peut + infinitive
Programme of Study references
GV2 Grammatical structures (pouvoir + infinitive)
LC1 Listening and responding
LC4 Expressing ideas (writing)
FCSE links
Unit 7: Local area and environment (Facilities; Activities)
Grammar
pouvoir + infinitiveKey language
Quest-ce quon peut faire à
?
je peux, tu peux, il/elle/on peut
aller au concert
faire du bowling
faire du roller ou du skate
faire du vélo
faire une promenade en barque
jouer au babyfoot et au flipper au café
manger au restaurant
visiter les jardins/les monuments/ les musées
PLTS
S Self-managers
Cross-curricular
ICT: word processing/DTP, scanning/using a drawing packageResources
Audio files:
56_Module4_Unit5_Ex1.mp3
57_Module4_Unit5_Ex4.mp3
Workbooks:
Cahier dexercices A & B, page 36
ActiveTeach:
Starter 1 resource
Starter 2 resource
p.078 Video 8
p.078 Video worksheet 8
p.078 Flashcards
p.078 Grammar
p.078 Grammar practice
p.079 Learning skills
p.079 Speaking skills
p.079 Class activity
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès Countries) Starter 1
Aim
To review verb structures
Write up the following, omitting the text in brackets. Give pupils three minutes to correct the grammatical error in each sentence.
1 Je veux allez au concert. [aller]
2 Jaime visite les musées. [visiter]
3 Je manger au restaurant. [mange]
4 Tu veux joue au babyfoot? [jouer]
5 Je naime faire du bowling. [naime pas]
6 Il veut fais du vélo. [faire]
Check answers. Ask pupils to tell you which verbs are often followed by an infinitive: verbs of opinion (aimer, adorer, détester) and the modal verb vouloir. Explain that in this unit they will learn another modal verb pouvoir which is also followed by an infinitive.
1 Écoute et écris les bonnes lettres. (14) (Listening L2)
Listening. Pupils listen to four conversations about what you can do in Châlons-en-Champagne and identify the pictures of the activities mentioned, writing the appropriate letters.
Audioscript Track 56
1 Quest-ce quon peut faire à Châlons-en- Champagne? On peut jouer au babyfoot et au flipper au café. On peut aussi faire du bowling.
2 Quest-ce quon peut faire à Châlons-en- Champagne? À Châlons-en-Champagne, on peut visiter les monuments. Si on veut, on peut faire du roller ou du skate.
3 Quest-ce quon peut faire à Châlons-en- Champagne? On peut visiter les jardins, faire une promenade en barque et faire du vélo.
4 Quest-ce quon peut faire à Châlons-en- Champagne? On peut visiter les musées, aller au concert et manger au restaurant.
Answers
1 f, j 2 b, h 3 c, g, i 4 a, e, d
Studio Grammaire: pouvoir + infinitive
Use the Studio Grammaire box to cover pouvoir + infinitive. There is more information and further practice on Pupil Book p. 85.
2 En tandem. Décris les villes. Quelle ville préfères-tu? (Speaking L4)
Speaking. In pairs: pupils make up dialogues about what there is to do in each of four French towns, using the picture prompts supplied. A framework is given for support.
Starter 2
Aim
To review vocabulary for activities in town; To practise using grammar to make connections
Write up the following, jumbling the order of the second column. Give pupils three minutes to match and write out the phrases.
1 visiter les monuments
2 faire une promenade en barque
3 jouer au flipper au café
4 faire du roller ou du skate
5 manger au restaurant
6 aller au concert
7 faire du bowling
8 visiter les jardins
Check answers, asking pupils to translate each completed phrase into English.
Alternative Starter 2:
Use ActiveTeach p. 078 Flashcards to review and practise the language for activities in town.
3 Lis le-mail de Thibault. Corrige les phrases. (Reading L4)
Reading. Pupils read Thibaults e-mail and then read the eight sentences about it. They rewrite the sentences, correcting the error in each one. Some vocabulary is glossed for support.
Answers
1 Thibault habite à Toulouse.
2 Il y a des magasins, des musées et des monuments.
3 Il y a beaucoup de restaurants.
4 Il ny a pas de patinoire.
5 Thibault adore le bowling.
6 Dhabitude, au café, il joue au babyfoot.
7 Tous les weekends, il va au parc avec son frère.
8 Thibault aime sa ville.
Pupils read aloud and translate Thibaults text into English round the class, a sentence each.
4 Écoute. Comment est Villandraut? Note les informations en anglais. (Listening L4)
Listening. Pupils listen to someone describing Villandraut and note the details in English.
Audioscript Track 57
Jhabite à Villandraut. Cest un petit village. À Villandraut, il y a un château. Il y a aussi un musée, il y a des restaurants et des cafés, mais il ny a pas de patinoire, il ny a pas de centre commercial et il ny a pas de centre de loisirs.
On peut faire du canoë-kayak, mais cest tout.
Moi, je vais au café. Jaime ça. Cest bien. Dhabitude, je joue au flipper avec mes copains.
Quelquefois, je vais au château.
Tous les weekends, je vais au marché avec ma mère.
Je déteste ça.
Je naime pas habiter ici. À mon avis, cest nul. Cest très ennuyeux.
Answers
Villandraut small village
a castle, a museum, restaurants and cafés
no ice rink, shopping centre or leisure centre
You can go canoeing.
Speaker goes to café, plays pinball; sometimes goes to the castle
Goes to the market every weekend hates it
Doesnt like living there thinks its boring
5 Prépare un exposé sur ta ville/ton village. (Speaking L4)
Speaking. Pupils prepare and give a presentation on their town or village. A framework is supplied for support. Read through the tip box and encourage pupils to use earlier units in the module as well as Thibaults text in exercise 3 to identify how to work in connectives and opinions.
When pupils have given their presentation, ask the rest of the class to give constructive feedback. Details of how to do this are supplied.
6 Écris une description de ta ville virtuelle idéale. Cherche les mots inconnus dans un dictionnaire. (Writing L4)
Writing. Pupils write a description of their own ideal virtual town, using a dictionary to look up words they dont know. Draw pupils attention to the tip box on avoiding language which is too complicated at this stage. The writing could be done using word processing or DTP to produce a brochure: pupils could add scanned in sketches or, if you have a drawing package, a layout/map done on screen.
S
Read together through the Stratégie on Pupil Book p. 87, covering mnemonics. Set pupils the task of choosing and learning five words using this approach, either in the classroom or at home.
Plenary
Ask pupils to give you examples of verbs usually followed by an infinitive, prompting as necessary to review aimer, adorer, détester, vouloir and pouvoir. Then ask what there is to do in the pupils own town/village and/or a larger city nearby: Quest-ce quon peut faire à
? Encourage as many pupils as possible to answer using On peut + infinitive.
Alternative Plenary:
Use ActiveTeach p. 079 Class activity to review and practise general vocabulary from the module.
Workbook A, page 36
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Answers
1 1 manger au restaurant 2 faire du bowling
3 aller au concert 4 faire du vélo
5 faire du skate 6 jouer au babyfoot
2 1 Hugo 2 Jade 3 Hugo 4 Jade 5 Jade
6 Hugo 7 Jade 8 Hugo
Workbook B, page 36
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Answers
1 A 3, 5, 1, 6, 2, 4 Jhabite à Montpellier. Cest une grande ville. Il y a des magasins, des musées et une patinoire. On peut faire du bowling ou on peut aller au concert. Jadore habiter ici.
B 5, 2, 4, 1, 6, 3 Jhabite à Nulvillage. Cest un très petit village. Il y a un café et une église. On peut faire du vélo et on peut faire du skate. On peut aussi jouer au flipper au café. Cest un peu ennuyeux.
2 (Example answer:) Jhabite à Riberac. Cest une petite ville. Il y a un cinéma, des magasins et des musées mais il ny a pas de château et il ny a pas de patinoire. On peut faire du vélo ou on peut faire des promenades. Jadore habiter ici.
Worksheet 4.6 Summarising
Answers
B 1 Bonjour, je mappelle Jimmy. Jhabite au Bénin. Le Bénin est un petit pays francophone dans lAfrique de lOuest. Cest un pays plat avec des plaines, des lacs et des lagunes.
2 Porto Novo, cest la capitale officielle du Benin, mais Cotonou est une ville importante et moi, jhabite à Cotonou. À Cotonou, il y a une gare, un stade et un aéroport. Il y a un marché et le port. Il y a aussi le Hall des Arts et de la Culture. Mais il ny a pas de patinoire!
3 On peut visiter les musées ou observer les animaux sauvages dans les plaines. On peut aussi aller à la pêche, mais on ne peut pas nager dans locéan, cest trop dangereux. On ne peut pas nager dans les rivières non plus, car il y a des crocodiles!
4 Tous les weekends, je joue au foot avec mes copains et je vais à la pêche avec mon père. Cest génial. Nous pêchons le thon et le barracuda! Jaime habiter ici. À mon avis, cest super.
C & D (Answers will vary.)
Worksheet 4.7 Presentation skills
Answers
(Answers will vary.)
Video
Episode 8: Voici Châlons-en-Champagne
The StudioFR team are in their headquarters brainstorming ideas for a piece about their town, Châlons-en-Champagne. Video worksheet 8 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1 A Things already experienced and which might be included are the school, the cinema, the square and the park.
B market, shops, flats, town hall, museum, ice rink, bowling alley
C il y a
(there is
), on peut
(you can
)
2 A Because, as usual, she is trying to hog the limelight.
B go shopping, go on a boat trip, visit the gardens
C Positive: génial. Negative: cest nul, ennuyeux, pas intéressant
D Lets get to work! everyone in my opinion
E [PLTS T/E] shops, flats, museum boring, not very interesting
3 A intéressant (interesting), vieux (old), modern (modern)
B visit the gardens, go on a boat trip, go to a restaurant, do some sport
C sensationnelle!
D They are unimpressed.
E [F3.1/3.2]
4 (Answers will vary.)
Starter 1 resource
Find the grammatical error in each sentence and correct it.
1 Je veux allez au concert.
2 Jaime visite les musées.
3 Je manger au restaurant.
4 Tu veux joue au babyfoot?
5 Je naime faire du bowling.
6 Il veut fais du vélo.
Starter 2 resource
Match up the halves of the phrases.
1 visiter flipper au café
2 faire une au restaurant
3 jouer au concert
4 faire du roller promenade en barque
5 manger du bowling
6 aller au jardins
7 faire les monuments
8 visiter les ou du skate Bilan
Pupils use this checklist to review language covered in the module, working on it in pairs in class or on their own at home. Encourage them to follow up any areas of weakness they identify. There are Target Setting Sheets included in the Assessment Pack, and an opportunity for pupils to record their own levels and targets on the Javance page in the Workbook, p. 49. You can also use the Bilan checklist as an end-of-module plenary option.Révisions
These revision exercises can be used for assessment purposes or for pupils to practise before tackling the assessment tasks in the Resource & Assessment File.
Resources
Audio files:
75_Module5_Rev_Ex1.mp3
76_Module5_Rev_Ex2.mp3
Workbooks:
Cahier dexercices A & B, pages 47 & 48 1 Écoute et écris la bonne lettre. (15) (Listening L3)
Listening. Pupils listen to five conversations, in which people order food and drinks in a café. They identify the picture for each order, writing the appropriate letter.
Audioscript Track 75
1 Monsieur? Que désirez-vous? Je voudrais un coca et un croquemonsieur, sil vous plaît. Voilà, monsieur. Un coca et un croquemonsieur. Merci. C est combien, s il vous plaît? 10,10¬ , s il vous plaît.
2 Mademoiselle? Que désirez-vous? Je voudrais une limonade et un sandwich au jambon, s il vous plaît. Voilà, mademoiselle. Une limonade et un sandwich au jambon. Merci. C est combien, s il vous plaît? 5,00¬ , s il vous plaît.
3 Monsieur? Que désirez-vous? Je voudrais un jus d orange et une glace au chocolat, s il vous plaît. Voilà, monsieur. Un jus d orange et une glace au chocolat. Merci. C est combien, s il vous plaît? 6,35¬ , s il vous plaît.
4 Mademoiselle? Que désirez-vous? Je voudrais un café-crème et un sandwich au fromage, s il vous plaît. Voilà, mademoiselle. Un café-crème et un sandwich au fromage. Merci. C est combien, s il vous plaît? 4,50¬ , s il vous plaît.
5 Monsieur? Que désirez-vous? Je voudrais un thé au citron et une crêpe, s il vous plaît. Voilà, monsieur. Un thé au citron et une crêpe. Merci. C est combien, s il vous plaît? 7,20¬ , s il vous plaît.
Answers
1 d 2 e 3 b 4 a 5 c
2 Écoute à nouveau et note les prix. (1 5) (Listening L4)
Listening. Pupils listen to the recording from exercise 1 again and note the prices using figures.
Audioscript Track 76
As for exercise 1
Answers
1 10,10¬ 2 5,00¬ 3 6,35¬ 4 4,50¬ 5 7,20¬
3 Dis comment tu te prépares quand tu sors. Utilise les images ou tes propres idées. (Speaking L2 4)
Speaking. Pupils say how they get ready when they re going out, using either the picture prompts supplied or their own ideas.
4 Lis le texte et réponds aux questions en anglais. (Reading L5)
Reading. Pupils read Candices text and answer the questions on it in English.
Answers
1 Spain 2 go camping (in the countryside)
3 its boring
4 (Any two of:) swim (in the sea), sailing, karaoke
5 Australia 6 surfing and fishing
5 Écris un court paragraphe sur les vacances. (Writing L35)
Writing. Pupils write a short paragraph about their own holidays. Details of what to include are supplied. Draw pupils attention to the tip box on how to attain a higher level by including details of what they are going to do this year and where they would like to go in the future.
Workbook A, page 47
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Answers
1 1 soixante 2 soixante-quinze
3 quatre-vingt-dix 4 soixante-dix
5 quatre-vingts 6 cinquante
2 1 Nous allons en Espagne.
2 Nous faisons de la natation.
3 Je me brosse les cheveux.
4 Je me lave les dents.
5 Je voudrais un chocolat chaud.
6 Je voudrais une glace à la fraise.
Workbook A, page 48
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Answers
1 1 Buzz.21 2 Kiddo76 3 Buzz.21 4 Kiddo76
5 Kiddo76 6 Buzz.21
2 1 Nous restons en France.
2 Nous allons à la montagne.
3 Je vais faire de la planche à voile.
4 Nous faisons de la rando.
5 Je vais nager dans la mer.
6 Jadore les vacances!
3 1 rubbish 2 France 3 mountains
4 camping 5 walking 6 like 7 dont like
Workbook B, page 47
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Answers
1
2 1 Normalement, nous allons en Espagne.
2 Normalement, nous faisons de la natation.
3 Ce weekend, je vais jouer au basket.
4 Ce weekend, je vais retrouver mes cousins.
5 Un jour, je voudrais être chanteur professionnel/chanteuse professionnelle.
6 Un jour, je voudrais aller au Canada.
Workbook B, page 48
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Answers
1 1 Yannis80 2 Buzz.21 3 Kiddo76
4 Yannis80 5 Kiddo76 6 Buzz.21
2 1 Je voudrais faire les magasins.
2 Quelquefois, nous visitons lEspagne.
3 Pour les vacances, cet été
4 Nous faisons de la rando tous les jours.
5 Je voudrais rencontrer le président des États-Unis.
6 Cest super, les vacances!
Learning objective
Facts about France
Researching a region of France
Programme of Study references
GV2 Grammatical structures (si clauses)
LC1 Listening and responding
FCSE links
Unit 7: Local area and environment (Locations)
Key language
Review of language from the module
un pays
la région
diverseau nord-ouest, au sud, à louest la mer du Nord, la Manche, la Méditerranée, locéan Atlantique la Belgique, le Luxembourg, lAllemagne, la Suisse, lItalie, lEspagne
le Rhône, la Loire, la Seine, la Garonne
les Pyrénées, les Alpes
Les villes principales sont
Il y a
des plateaux/des plaines/des forêts/des lacs/des fleuves/des rivières/des montagnes/des plagesPLTS
E Effective participators
Cross-curricular
ICT: Internet research
Geography: France
Resources
Audio files:
59_Module4_EnPlus_Ex2.mp3
60_Module4_EnPlus_Ex3.mp3
61_Module4_EnPlus_Ex4.mp3
ActiveTeach:
p.083 Assignment 4
p.083 Assignment 4: prep Starter
Aim
To introduce key places in France
Bring in or prepare a map of France with the places listed below clearly shown on it.
In pairs: pupils quickly sketch an outline map of France (one for each pair), copying the one on p. 82 of the Pupil Book. Write up the following. Give pupils three minutes working in their pairs to mark the places/features on their map.
Paris, Marseille, Toulouse, Châlons-en-Champagne
the Alps, the Pyrenees, the Seine
Normandy, Brittany
at least one other place they know in France
1 Sylvain va parler de sa ville, Besançon. Prédis ce que tu vas entendre. Copie et remplis le tableau. (Writing L2)
Writing. Read together through the tip box on the listening skill of anticipating what you might hear. Pupils then copy the table and complete it by predicting the language that might come up in the recording about Sylvains town in each of the specified categories.
Answers
(Answers will vary.)
2 Écoute et vérifie le vocabulaire que tu as noté. (Listening L5)
Listening. Pupils listen to Sylvain talking about his town, Besançon, and check whether their predictions in exercise 1 were correct.
Audioscript Track 59
Bonjour, je mappelle Sylvain. Jhabite à Besançon, dans lest de la France. Jaime habiter ici. Cest bien. Cest très joli. À Besançon, il y a un centre commercial et un cinéma. Il y a aussi un aquarium. Jadore laquarium, cest intéressant. Il y a aussi beaucoup de jardins.
Ici, on peut jouer au basket ou au foot. On peut faire du bowling ou de la natation. On peut aussi jouer au mini-golf. Il y a un très beau musée, le musée du Temps.
On peut visiter la citadelle de Vauban. On peut faire une promenade en bateau si on veut, cest super. Jaime ça. Samedi dernier, jai fait du canoë-kayak avec mon frère. Cétait génial.
Answers
3 Écoute à nouveau et choisis la bonne réponse. (Listening L4)
Listening. Pupils listen to the recording from exercise 2 again and complete the six sentences about it, choosing from the two options given each time.
Audioscript Track 60
As for exercise 2
Answers
1 Besançon est dans lest de la France.
2 À Besançon, il y a un centre commercial et un cinéma.
3 Sylvain adore laquarium.
4 À Besançon, on peut jouer au mini-golf.
5 Le musée sappelle le musée du Temps.
6 Le weekend dernier, Sylvain a fait du canoë-kayak avec son frère.
4 Écoute et lis le texte. (Listening L4)
Listening. Pupils listen to the information about France, reading the text at the same time.
After playing the recording, draw pupils attention to the tip box on extending sentences using si clauses. Ask them to identify the si clauses used in the text. Encourage them to use this structure in their own writing. Some vocabulary is glossed for support.
Audioscript Track 61
Je découvre la France
La mer du Nord et la Manche bordent la France au nord-ouest. La Méditerranée borde la France au sud, et à louest il y a locéan Atlantique.
Six pays importants touchent la France: la Belgique, le Luxembourg, lAllemagne, la Suisse, lItalie et lEspagne.
Paris est la capitale de la France. Ici, on peut visiter des monuments. Il y a 80 musées et 200 galeries dart.
Les régions de la France sont très diverses. Si tu aimes lhistoire, tu peux visiter les châteaux de la Loire. Si tu préfères le grand air, tu peux faire des randonnées dans les Pyrénées ou les Alpes. Et en hiver, on peut faire du ski. Génial!
Le Rhône, la Loire, la Seine et la Garonne sont des fleuves très importants. On peut faire une promenade en barque sur le Canal du Midi. Au bord de la mer, on peut faire du surf. Cool!
En France, il y a des plateaux et des plaines, des forêts, des lacs, des fleuves et des rivières. On tattend chez nous!
5 Donne les informations suivantes mentionnées dans le texte. (Reading L4)
Reading. Pupils re-read the text in exercise 4 and identify the places and features specified.
Answers
(six countries bordering France:) Belgium, Luxembourg, Germany, Switzerland, Italy, Spain
(four rivers that flow into the sea:) the Rhône, the Loire, the Seine, the Garonne
(four seas/oceans:) the North Sea, the English Channel, the Mediterranean, the Atlantic Ocean
(two mountain ranges:) the Pyrenees, the Alps
(five geographical features:) plateaux, plains, forests, lakes, rivers
6 Choisis une région de France et fais des recherches. Prépare un exposé pour ta classe. (Speaking L34)
E
Speaking. Pupils research a region of France, then prepare and give a presentation on it. Headings for notes and a framework for speaking are supplied.
Plenary
Challenge the class to a quiz on France. As well as the information in this unit, you can use facts that pupils have read in the module openers in Modules 14. Pupils close their books. Use the headings in exercise 5 as prompts. If they can remember all the features of France specified there, they win. Otherwise you win.
Alternative Plenary:
Remind the class of your discussion on French stereotypes at the start of the year. Discuss what they have learned since then and their opinions of France and French people now.
Worksheet 4.8 Mon royaume à moi
Worksheet 4.9 Mon royaume à moi. Prépa
The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points. Grammar topics
aller
looking for patterns in language
modal verbs aller
1 Choose the correct verb, then translate the sentences into English.
Pupils write out the completed sentences, choosing the correct form of aller from the two options given each time. They then translate the sentences into English.
Answers
1 Elle va à la piscine. She goes/is going to the swimming pool.
2 Six personnes vont au stade. Six people go/are going to the stadium.
3 Je vais souvent au cinéma. I often go to the cinema.
4 Tu vas à la patinoire. You go/are going to the ice rink.
5 Elles vont au centre commercial tous les jours. They go to the shopping centre every day.
6 Vous allez au centre de loisirs? Do you go/Are you going to the leisure centre?
7 Il va au café avec son frère. He goes/is going to the café with his brother.
8 On va au parc tous les weekends. We go to the park every weekend.
9 Nous allons au château. We go/are going to the castle.
Looking for patterns in language
2 Correct the mistakes in the sentences.
Pupils rewrite the sentences, correcting the grammatical errors in them.
Answers
1 Jaime les maths.
2 Je vais au stade ce soir.
3 Tu aimes les magazines?
4 Mon frère joue au foot tous les soirs.
5 Jadore le tennis.
3 au, à la, à l or aux? Complete the messages.
Pupils complete the gap-fill sentences with the appropriate form of à + definite article.
Answers
1 Je vais au parc.
2 On va au café.
3 Tu vas au stade?
4 Elle va à lhôtel
5 Il va à la patinoire.
6 Nous allons à la piscine.
4 Complete the text.
Pupils complete the gap-fill text with the correct form of the definite article, the indefinite article or à + definite article, as appropriate.
Answers
1 les 2 au 3 un 4 des 5 au 6 le 7 au
8 au
Modal verbs
5 Find five sentences in this word snake. Write them out, then translate them into English.
Pupils write out the five sentences contained in the word snake, then translate them into English.
Answers
Je peux aller au parc. I can go to the park.
Il veut sortir. He wants to go out.
Tu veux aller au stade. You want to go to the stadium.
On peut aller au café. We/You can go to the café.
Elle veut aller au cinéma. She wants to go to the cinema.
6 Choose the correct option to complete each sentence.
Pupils write out the completed sentences, choosing the correct verb form from the three options given each time.
Answers
1 visiter 2 manger 3 aller 4 faire 5 surfer
6 jouer 7 faire 8 jouer
7 Translate the sentences into French.
Pupils translate into French the eight sentences featuring the modal verb + infinitive structure.
Answers
1 Il peut aller à la patinoire.
2 Elle veut jouer au foot.
3 Tu veux aller au centre commercial?
4 On peut aller au parc.
5 Je veux jouer à des jeux vidéo.
6 Je ne veux pas sortir.
7 Il ne veut pas jouer au tennis.
8 Je peux aller au concert.
Self-access reading and writing A Reinforcement
1 Écris chaque endroit correctement et note la bonne lettre. (Reading L2)
Reading. Pupils unscramble the anagrams and write out the places. They match each place to the correct picture, writing the appropriate letter.
Answers
1 une piscine f
2 une patinoire i
3 des magasins b
4 un centre commercial e
5 un château c
6 un centre de loisirs h
7 un stade a
8 un marché d
9 une église j
10 des musées g
2 Lis les textes. Écris la bonne lettre. (Reading L3)
Reading. Pupils read the three speech bubbles and match each to the correct picture, writing the appropriate letter.
Answers
1 a 2 c 3 b
3 Décris la semaine de Romain. (Writing L3)
Writing. Using the information in the diary, pupils describe Romains week, writing a sentence for each day.
Answers
Lundi, il va au centre de loisirs avec Samir.
Mardi, il va à la piscine avec Régine.
Mercredi, il va à la patinoire avec Grégoire.
Jeudi, il va au cinéma avec Fatima.
Vendredi, il va au centre commercial avec Jamel.
B Extension
1 Prends un élément de chaque case et écris cinq phrases. Ensuite, traduis les phrases en anglais. (Writing L3)
Writing. Pupils write five sentences, each containing one element from each box. They then translate their sentences into English.
Answers
(Answers will vary.)
2 Lis et note: vrai (V) ou faux (F)? (Reading L4)
Reading. Pupils read Lauras text. They then read the six sentences about it and decide whether each is true (writing V) or false (writing F).
Answers
1 F 2 F 3 V 4 V 5 F 6 F
3 Dans le texte, retrouve: (Reading L3)
Reading. Pupils re-read the text in exercise 2 and identify: three opinions, eleven places in town, two frequency expressions and three infinitives.
Answers
(opinions:) à mon avis, cest génial; Jadore habiter à Nîmes; Je pense que cest top.
(endroits:) des magasins, des musées, des monuments, un amphithéâtre, des restaurants, des cafés, des hôtels, un stade, un théâtre, un parc, une piscine
(expressions de fréquence:) tous les weekends, quelquefois
(infinitifs:) faire, aller, habiter
4 Écris une conversation sur ta ville. Voici des mots pour taider. (Writing L34)
Writing. Pupils write a conversation about their own town. A list of useful words is supplied for support.
Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Les vacances, mode demploi
(pp. 9091)
Using nous to say we
Talking about your holidaysGV1 Tenses (present)
GV3 Opinions and discussions
GV4 Accuracy
LC1 Listening and responding
LC8 Writing creatively
Tous les ans,
Normalement,
nous allons
nous restons
en France, au Portugal, aux Etats-Unis, etc.
à la campagne
à la mer
à la montagne
Nous visitons des monuments.
Nous faisons de la rando.
etc.G nous forms
(regular er verbs + aller, faire)
writing skills: attaining a higher level by including a reason2 Je me prépare
(pp. 9293)
Talking about getting ready to go out
Using reflexive verbs (singular)GV2 Grammatical structures (reflexive verbs)
GV3 Developing vocabulary
GV4 Accuracy
Je me douche.
Je mhabille.
Je me regarde dans la glace.
etc.G reflexive verbs (singular)
using ne
pas with reflexive verbs
writing skills: using expressions of time and frequency to improve sentences3 Au Café de la Plage
(pp. 9495)
Buying drinks and snacks
Using higher numbersLC1 Listening and responding
LC3 Conversation (dealing with the unexpected)
Numbers: quarante to quatre-vingt-quinze
Tu as combien dargent?
Jai (dix euros cinquante).
Je voudrais
un café-crème
un sandwich au fromage
une crêpe
une glace à la vanille etc. reading strategies: using what you know4 Je vais aller en colo!
(pp. 9697)
Talking about holiday plans
Using the near future tenseGV1 Tenses (near future tense)
GV4 Accuracy
LC1 Listening and responding
LC3 ConversationQuest-ce que tu vas faire pendant les vacances?
Je vais
aller à la pêche
danser
faire de la voile
rester au lit
etc.G the near future tense5 Mes rêves
(pp. 9899)
Saying what you would like to do Using je voudrais + infinitiveGV2 Grammatical structures (je voudrais + infinitive)
GV3 Developing vocabulary
GV4 Accuracy
LC5 Accurate pronunciation and intonationQuels sont tes rêves?
Je voudrais aller
à Paris
en Australie
au Canada
Je voudrais
être footballeur
professionnel
faire le tour du monde
etc.G je voudrais + infinitive
G to/in a place or countryBilan et Révisions
(pp. 100101)
Pupils checklist and practice exercisesEn plus: Tu vas aller où?
(pp. 102103)
Talking about where people go on holiday
Finding out about holidays in FranceGV3 Developing vocabulary
GV3 Opinions and discussions
LC4 Expressing ideas (speaking)
Review of language from the module
le canoë-kayak,
la randonnée,
léquitation, etc. using a dictionary to find out gender
speaking skills: personalising a response by including opinions and reactionsStudio Grammaire
(pp. 104105)
Detailed grammar summary and practice exercisesG regular er verbs in the present tense
G using nous in the present tense
G reflexive verbs
G je voudrais + infinitive
G the near future tenseÀ toi
(pp. 126127)
Self-access reading and writing at two levels
Learning objectives
Using nous to say we
Talking about your holidays
Programme of Study references
GV1 Tenses (present)
GV3 Opinions and discussions
GV4 Accuracy
LC1 Listening and responding
LC8 Writing creatively
FCSE links
Unit 3: Holidays and travel (Holidays; Destination)
Grammar
nous forms (regular er verbs + aller, faire)Key language
Tous les ans,
Normalement,
nous allons/restons
en France/Espagne/Grèce/Italie
au Portugal
aux États-Unis
à la mer
à la montagne
à la campagne
Nous faisons du camping.
Nous faisons de la rando.
Nous faisons de la natation.
Nous faisons des activités sportives.
Nous allons au restaurant.
Nous visitons des monuments.
PLTS
I Independent enquirersCross-curricular
ICT: collate and present survey results
Resources
Audio files:
62_Module5_Unit1_Ex1.mp3
63_Module5_Unit1_Ex2.mp3
64_Module5_Unit1_Ex4.mp3
65_Module5_Unit1_Ex6.mp3
Accès Studio: pages 2627
Workbooks:
Cahier dexercices A & B, page 42
ActiveTeach:
p.090 Flashcards
p.091 Flashcards
p.091 Thinking skills
p.091 Writing skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary Accès Studio Unit 12 (pp. 2627) can be used with this unit to review countries.
Starter 1
Aim
To review subject pronouns
Say aloud a series of sentences in English using the subject pronouns I, you, he, she, we and they (e.g. They went to the park.). For each sentence, pupils say (or write) the corresponding subject pronoun in French. Prompt as necessary to review both tu and vous. Explain that, in addition to on, French has another word for we, which will be covered in this unit.
1 Écoute et écris la bonne lettre. (15) (Listening L2)
Listening. Pupils listen to five people talking about where they normally go on holiday. They identify the picture of each place mentioned, writing the appropriate letter. You might want to warn them that there are two answers for one of the people.
Audioscript Track 62
1 Tous les ans, nous allons en Espagne. Nous allons à la mer. Jaime bien.
2 Normalement, nous allons aux États-Unis. Cest super. Nous allons à la montagne. Jadore ça. Cest super.
3 Tous les ans, nous allons en Italie, à la campagne. Cest cool.
4 Tous les ans, nous restons en France, mais nous allons à la mer et cest génial.
5 Normalement, nous allons en Grèce ou au Portugal. Nous allons tous les jours à la mer. Cest top.
Answers
1 b 2 e 3 d 4 a 5 c, f
Pupils working in pairs take it in turn to prompt with one of the country names from exercise 1 and to respond with the correct word for to/in (en, au or aux).
2 Écoute à nouveau. À la campagne, à la montagne ou à la mer? Écris la bonne lettre. (15) (Listening L2)
Listening. Pupils listen to the recording from exercise 1 again. They identify whether each speaker is talking about going to the countryside, the mountains or the seaside, writing the letter of the appropriate picture.
Audioscript Track 63
As for exercise 1
Answers
1 c 2 b 3 a 4 c 5 c
Studio Grammaire: nous forms (regular er verbs + aller, faire)
Use the Studio Grammaire box to cover nous forms (regular er verbs + aller, faire). There is more information and further practice on Pupil Book p. 104.
3 Fais un sondage dans la classe. Fais un graphique des résultats. (Speaking L2)
I
Speaking. Pupils carry out a survey on where people in the class normally go on holiday (country and location). A sample exchange is given. Pupils then make a graph of their results. This could be done on a computer.
Starter 2
Aim
To review present tense nous forms
Write up the following, jumbling the order of the words in each phrase. Give pupils three minutes to write them out as sentences, using capitals and inserting punctuation where needed.
1 nous restons en France
2 nous allons à la mer
3 nous visitons des monuments
4 nous faisons de la natation
Alternative Starter 2:
Use ActiveTeach p. 090 Flashcards to review and practise the language for holiday destinations.
4 Écoute et écris les bonnes lettres. (13) (Listening L2)
Listening. Pupils listen to three people talking about what they normally do on holiday. They identify the two activities mentioned by each person, writing the letters of the appropriate pictures.
Audioscript Track 64
1 Normalement, nous faisons de la rando et des activités sportives.
2 Dhabitude, nous faisons du camping et nous faisons tous les jours de la natation.
3 Normalement, nous visitons des monuments et quelquefois, nous allons au restaurant.
Answers
1 d, f 2 c, e 3 a, b
5 Lis les textes et réponds aux questions en anglais. (Reading L5)
Reading. Pupils read the two e-mails from Adélaïde and Damien and identify which of them is described in each of the questions in English. Some vocabulary is glossed for support.
Answers
1 Adélaïde 2 Damien 3 Adélaïde 4 Damien
5 Adélaïde 6 Damien
6 Écoute. Que fait William pendant les grandes vacances? Prends des notes en anglais. (Listening L5)
Listening. Pupils listen to William talking about what he and his family do during the summer holidays and note the main details in English.
Audioscript Track 65
Lannée dernière, nous sommes allés en Espagne, mais normalement, nous allons au Portugal. Nous allons à la mer, à la plage. Nous faisons de la natation et des activités sportives. Quelquefois, nous allons au restaurant ou nous visitons des monuments. Cest génial.
Answers
last year, they went to Spain; usually go to Portugal, to the beach; swim and do sports activities; sometimes go to a restaurant or visit monuments
7 Que fait ta famille pendant les vacances? Prépare un exposé. (Speaking L5)
Speaking. Pupils prepare and give a presentation on what their family does on holiday. A list of details to include and a framework are supplied.
8 Écris ton exposé. (Writing L5)
Writing. Pupils adapt their presentation from exercise 7 and write it out. When they have finished, they should check and correct their text and produce a second draft. Draw pupils attention to the tip box on how they can attain a higher level by including a reason.
Plenary
Put the class into teams. Teams take it in turn (with a different team member speaking each time) to say a sentence about their holidays. Explain that accurate sentences will score points as follows: any sentence using nous in the present tense wins 1 point; a sentence using nous sommes allés wins 2 points; and a sentence using both forms of nous (e.g. Lannée dernière, nous sommes allés en France, mais normalement, nous allons au Portugal.) wins 3 points. The team with most points wins.
Alternative Plenary:
Use ActiveTeach p. 091 Flashcards to review and practise the language for activities on holiday.
Workbook A, page 42
SHAPE \* MERGEFORMAT
Answers
1 1 au Portugal 2 en France 3 en Espagne
4 aux États-Unis 5 en Italie 6 en Grèce
2 1 Nous allons à la mer.
Nous faisons du camping.
Nous visitons des monuments.
Nous faisons de la natation.
2 Nous allons à la montagne.
Nous faisons de la rando.
Nous faisons des activités sportives.
Nous allons au restaurant.
Workbook B, page 42
SHAPE \* MERGEFORMAT
Answers
1 1 aux États-Unis, en France, en Grèce, en Italie, au Portugal, en Espagne
2 à la campagne, à la mer, à la montagne
3 normalement, dhabitude, tous les ans
2 1 Nous allons au restaurant.
2 Nous faisons de la rando.
3 Nous restons en France.
4 Nous visitons des monuments.
5 Nous faisons de la natation.
6 Nous faisons des activités sportives.
7 Nous faisons du camping.
Worksheet 5.1 Sound patterns
Answers
A 1 REGARDE regardes regarder regardent
regardons
2 BLEU bleue bleus bleues
3 FAIS fait faire faisons
faites
4 À a avons ont as
5 VERT verts verte vertes
6 COPIENT copiez copies copie
copions
7 JOUER joue jouet joues
jouez
8 NOIRS noire noires noir
9 BLANCHE blanc blanches blancs
10 TRAVAILLEZ travaille travail travailles
travailler
B verbs: regarde, fais, copient, jouer, travaillez adjectives: bleu, vert, noirs, blanche
Odd one out = à
Worksheet 5.2 Creating longer sentences
Answers
A (Answers will vary.)
B 1 normalement, quelquefois
2 Quelquefois, nous visitons des monuments parce que mon père aime ça.
3 Quand il fait chaud, nous faisons de la natation.
C & D (Answers will vary.)
Learning objectives
Talking about getting ready to go out
Using reflexive verbs (singular)
Programme of Study references
GV2 Grammatical structures (reflexive verbs)
GV3 Developing vocabulary
GV4 Accuracy
FCSE links
Unit 4: Leisure (Going out)
Grammar
reflexive verbs (singular)Key language
Je me douche.
Je me fais une crête.
Je me parfume.
Je mhabille.
Je me brosse les cheveux.
Je me lave les dents.
Je me regarde dans la glace.
Je me prépare.
Je me maquille.
Je me rase.
PLTS
E Effective participators
Cross-curricular
ICT: word processingResources
Audio files:
66_Module5_Unit2_Ex1.mp3
67_Module5_Unit2_Ex3.mp3
Workbooks:
Cahier dexercices A & B, page 43
ActiveTeach:
Starter 1 resource
p.092 Flashcards
p.092 Grammar
p.092 Grammar practice
p.092 Learning skills
p.093 Class activity
p.093 Grammar skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Starter 1
Aim
To review sappeler (singular) to introduce reflexive verbs
Write up the following, leaving the second column of the table blank. Give pupils two minutes to read the text and complete the table with the correct French versions of the verbs.
Salut! Je mappelle Luc. Jhabite à Marseille avec ma famille. Ma mère sappelle Mathilde. Elle a quarante ans. Jai une sur et deux frères. Ils sappellent Thérèse, Marc et Kévin. Jai aussi un chien. Il est très grand. Il sappelle Obélix! Comment tappelles-tu? Tu as des frères et des surs?
Check answers. Ask pupils what the difference is between the verb sappeler and a verb like aimer. Prompt as necessary to cover the reflexive pronoun forms. Explain that this kind of verb is called a reflexive verb and that these will be covered in detail in this unit.
1 Écoute et écris la bonne lettre. (110) (Listening L2)
Listening. Pupils listen to people describing their morning routine and identify the picture for each activity mentioned, writing the appropriate letter.
Audioscript Track 66
1 Je me douche.
2 Je me maquille.
3 Je me brosse les cheveux.
4 Je me parfume.
5 Je mhabille.
6 Je me prépare.
7 Je me rase.
8 Je me fais une crête.
9 Je me lave les dents.
10 Je me regarde dans la glace.
Answers
1 a 2 i 3 e 4 c 5 d 6 h 7 j 8 b 9 f
10 g
Studio Grammaire: reflexive verbs (singular)
Use the Studio Grammaire box to cover reflexive verbs (singular). Draw pupils attention to the way the pronoun contracts before a vowel sound (e.g. il shabille, elle sappelle). There is more information and further practice on Pupil Book pp. 104105.
2 En tandem. Réponds à ces questions par une phrase affirmative ou une phrase négative. (Speaking L3)
Speaking. In pairs: pupils take it in turn to ask and answer the six questions supplied, either negatively or positively. A sample response is given. Draw pupils attention to the tip box, which explains how to make reflexive verbs negative.
Pupils write out negative responses to the six questions to practise using ne
pas with reflexive verbs.
3 Écoute et chante. (Listening L3)
Listening. Pupils listen to the song and sing along.
Audioscript Track 67
Que fais-tu quand tu te prépares
Que fais-tu quand tu te prépares
Que fais-tu quand tu te prépares
Pour sortir le soir?
Je me douche et je me maquille. Je me douche et je me maquille. Je me douche et je me maquille. Ensuite, je mhabille.
Je me rase et je me lave les dents. Je me rase et je me lave les dents. Je me rase et je me lave les dents. Se préparer, cest amusant!
Que fais-tu quand tu te prépares
Que fais-tu quand tu te prépares
Que fais-tu quand tu te prépares
Pour sortir le soir?
Starter 2
Aim
To review reflexive verbs
Write up je mappelle as a model. Give pupils three minutes working in pairs to list the je form of as many different reflexive verbs as they can.
Check answers. Ask pupils to give you the tu, il and elle forms of some of the verbs.
Alternative Starter 2:
Use ActiveTeach p. 092 Flashcards to review and practise reflexive verbs.
4 Trouve ces phrases en français dans la chanson. (Reading L3)
Reading. Pupils re-read the song in exercise 3 and identify the French versions of the English sentences listed.
Answers
1 Que fais-tu quand tu te prépares?
2 Ensuite, je mhabille.
3 Je me lave les dents.
4 Se préparer, cest amusant!
5 Pour sortir le soir.
5 Lis et note: vrai (V) ou faux (F)? (Reading L4)
Reading. Pupils read the two texts, then read the eight sentences about them. They decide whether each sentence is true (writing V) or false (writing F). Some vocabulary is glossed for support.
Answers
1 V 2 V 3 V 4 F 5 F 6 V 7 F 8 F
6 Que fais-tu quand tu te prépares pour sortir? (Writing L4)
Writing. Pupils write a paragraph about how they get ready to go out. A framework is supplied. Draw pupils attention to the tip box on using expressions of time and frequency to improve their sentences. This work could be done on computers, with pupils checking each others texts and then producing a second draft.
Plenary
E
Construct sentences about going out, going round the class. Ask the class to stand. Pupils take it in turn to add a word each time, e.g. Pupil 1 Dabord, Pupil 2 je, Pupil 3 me, etc. If a sentence is complete, the next pupil starts a new one. If a pupil makes a mistake or cant think of a word to add, he/she sits down and the game continues.
Alternative Plenary:
Use ActiveTeach p. 093 Class activity to review and practise reflexive verbs.
Workbook A, page 43
SHAPE \* MERGEFORMAT
Answers
1 a 7 b 3 c 5 d 1 e 2 f 6 g 4
2 1 Je me lave les dents.
2 Je me douche.
3 Je me maquille.
4 Je me regarde dans la glace.
5 Je me brosse les cheveux.
6 Je me parfume.
Workbook B, page 43
SHAPE \* MERGEFORMAT
Answers
1 a 8 b 3 c 5 d 1 e 7 f 2 g 6 h 4
2 1 Je me douche et je me lave les dents.
2 Je me brosse les cheveux.
3 Je me maquille. Je mets du glitter!
4 Je me parfume. Cest important, ça!
5 Je mhabille et je mets mes lunettes de soleil.
6 Voilà, je suis prête!
Worksheet 5.3 Using connectives, intensifiers and time expressions
Answers
A
B 1 tous les ans j 6 dhabitude d
2 normalement g 7 dabord f
3 tous les jours h 8 ensuite a
4 souvent b 9 après e
5 quelquefois i 10 puis c
C (Example answer:) Pendant les vacances, normalement, je vais à la mer. Tous les jours, je fais de la natation ou je fais du vélo. Je visite des monuments. Cest assez intéressant. Cette année, je vais aller à la montagne et je vais faire de la rando. Je vais faire aussi de lescalade et je vais faire du camping. Jadore faire du camping parce que cest cool.
Worksheet 5.4 Reflexive verbs
Answers
A 1 Je me parfume.
2 Il se lave les dents.
3 Tu te douches.
4 Je mhabille.
5 Elle se brosse les cheveux.
B 1 je me douche I have a shower
2 tu te laves les dents you brush your teeth
3 il se prépare he gets himself ready
4 elle se parfume she puts on perfume
5 il se rase he shaves
6 tu te maquilles you put on make-up
C 1 Je ne me parfume pas.
2 Tu ne te prépares pas.
3 Il ne se brosse pas les cheveux.
4 Elle ne se lave pas les dents.
5 Tu ne te maquilles pas.
6 Je ne mhabille pas.
Starter 1 resource
Fill in the French words in the table, using the text below to help you.
EnglishFrenchIm calledyoure calledhes calledshes called
Salut! Je mappelle Luc. Jhabite à Marseille avec ma famille. Ma mère sappelle Mathilde. Elle a quarante ans. Jai une soeur et deux frères. Ils sappellent Thérèse, Marc et Kévin. Jai aussi un chien. Il est très grand. Il sappelle Obélix! Comment tappelles-tu? Tu as des frères et des soeurs?
Learning objectives
Buying drinks and snacks
Using higher numbers
Programme of Study references
LC1 Listening and responding
LC3 Conversation (dealing with the unexpected)
FCSE links
Unit 6: Food and drink (eating out)
Key language
quarante
quarante-cinq
cinquante
cinquante-cinq
soixante
soixante-cinq
soixante-dix
soixante-quinze
quatre-vingts
quatre-vingt-cinq
quatre-vingt-dix
quatre-vingt-quinzeTu as combien dargent?
Jai (dix euros cinquante).
Jai faim et jai soif.
Vous désirez, monsieur/
mademoiselle?
Je voudrais
un café
un café-crème
un thé (au lait/au citron)
un chocolat chaud
un coca
un jus dorange
un Orangina
une limonade
un sandwich au fromage
un sandwich au jambon
un croquemonsieur
une crêpe
une glace (à la vanille/à la fraise/ au chocolat)PLTS
C Creative thinkers
Cross-curricular
Maths: number sequences
Resources
Audio files:
68_Module5_Unit3_Ex2.mp3
69_Module5_Unit3_Ex4.mp3
70_Module5_Unit3_Ex7.mp3
Accès Studio: pages 67, 89 & 2425
Workbooks:
Cahier dexercices A & B, page 44
ActiveTeach:
p.094 Flashcards
p.094 Listening skills
p.095 Video 9
p.095 Video worksheet 9
p.095 Flashcards
p.095 Class activity
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Vocabulary Accès Studio Units 2 & 3 (pp. 69) can be used with this unit to review numbers to 31.
Accès Studio Unit 11 (pp. 2425) can be used with this unit to review food vocabulary.
Starter 1
Aim
To review numbers 130
Write up the following. Give pupils three minutes to add two more numbers to continue each sequence (answers shown in brackets).
1 trente, vingt-six, vingt-deux,
(dix-huit, quatorze minus 4 each time)
2 trois, six, neuf,
(douze, quinze 3 times table)
3 un, quatre, neuf,
(seize, vingt-cinq square numbers)
4 un, deux, quatre, sept,
(onze, seize add 1 more each time, so add 1, then 2, then 3, etc.)
1 Associe les chiffres et les mots. (Reading L1)
C
Reading. Pupils match the numbers to the words. Draw their attention to the tip box on reading strategies and remind them, if necessary, to look for cognates and patterns.
Answers
(See the audioscript for exercise 2: pupils listen to check their own answers.)
2 Écoute et vérifie (Listening L1)
Listening. Pupils listen and check their answers to exercise 1.
Audioscript Track 68
40 quarante
45 quarante-cinq
50 cinquante
55 cinquante-cinq
60 soixante
65 soixante-cinq
70 soixante-dix
75 soixante-quinze
80 quatre-vingts
85 quatre-vingt-cinq
90 quatre-vingt-dix
85 quatre-vingt-quinze
3 À quatre. Joue au loto! (Speaking L1)
Speaking. In fours: pupils play bingo. The instructions are given in English.
4 Écoute. Ils ont combien dargent? (15) (Listening L4)
Listening. Pupils listen to five conversations about money and note how much money each person has. Some vocabulary is glossed for support.
Audioscript Track 69
1 Tu as combien dargent? Jai huit
, neuf
, dix euros cinquante. Dix euros cinquante? OK. On va au café? Daccord. Allons-y!
2 Tu as combien dargent? Euh, attends
sept euros et
cinquante
soixante. Jai sept euros soixante. Pourquoi? On va au café. Daccord?
3 Tu as soif? Oui, jai soif. On va au café? Tu as combien dargent? Pas beaucoup. Jai cinq euros quarante-cinq. Cinq euros quarante-cinq! Cest tout?
4 Oh, jai faim! Et toi, tu as faim? Oui, jai faim. Tu as combien dargent? Je suis riche! Jai neuf euros quatre-vingts! Neuf euros quatre-vingts! Daccord. On va au café!
5 Oh, il fait chaud! Tu as faim? Jai faim et jai soif! On va au café? Tu as combien dargent? Alors, jai
douze euros soixante-dix. Ça va. Allons-y!
Answers
1 10,50¬ 2 7,60¬ 3 5,45¬ 4 9,80¬ 5 12,70¬
5 En tandem. Mets les phrases dans le bon ordre et fais un dialogue. (Speaking L3)
Speaking. In pairs: pupils put the sentences into the correct order to make a dialogue. They take it in turn to play each part. The opening is supplied for support.
Answers
( Tu as soif?
( Oui, j ai faim et j ai soif!
( On va au café?
( Tu as combien d argent?
( J ai 12,80¬ . Et toi, tu as combien?
( Pas beaucoup. J ai 3,70¬ .
( D accord. Allons-y!
Starter 2
Aim
To review prices
Write up the following, with the first one as a model. Give pupils three minutes to write out each price in words.
1 8,60¬ huit euros soixante
2 5,80¬ 3 3,40¬ 4 12,75¬ 5 30,55¬
6 20,95¬
Alternative Starter 2:
Use ActiveTeach p. 094 Flashcards to review and practise numbers.
6 Regarde le menu et les photos. Complète les prix sur le menu. (Reading L3)
Reading. Pupils use the prices from the photos to fill in the missing prices in the menu.
Answers
1 1,50¬ 2 2,50¬ 3 2,50¬ 4 3,00¬ 5 2,60¬
6 2,50¬ 7 4,50¬ 8 2,60¬
Pupils working in pairs take it in turn to prompt with one of the items of food/drink pictured and to give the price in French.
7 Écoute. Qu est-ce qu ils commandent au Café de la Plage? Note en anglais. (1 5) (Listening L4)
Listening. Pupils listen to five conversations in which people are ordering food/drink in a café and note in English the details of what each person orders.
Audioscript Track 70
1 Vous désirez, monsieur? Je voudrais une limonade et un sandwich au jambon, sil vous plaît.
2 Mademoiselle, vous désirez? Euh
je voudrais un jus dorange et une glace à la vanille, sil vous plaît.
3 Et pour vous, monsieur? Pour moi, un croquemonsieur et un café-crème, sil vous plaît.
4 Mademoiselle, que désirez-vous? Jai faim, moi! Je voudrais une crêpe, sil vous plaît. Et comme boisson? Heu
un chocolat chaud, sil vous plaît.
5 Et pour vous, mademoiselle? Moi, je voudrais un thé au lait et un sandwich au fromage, sil vous plaît.
Answers
1 lemonade and ham sandwich
2 orange juice and vanilla ice-cream
3 toasted cheese and ham sandwich and white coffee
4 pancake and hot chocolate
5 tea with milk and cheese sandwich
8 En groupe. Imagine que tu vas au Café de la Plage avec tes copains. (Speaking L4)
Speaking. In groups: pupils make up conversations at Café de la Plage. One pupil plays the waiter/ waitress; the others play the part of customers ordering food and drinks. A framework is supplied. Each pupil should take a turn as the waiter/ waitress.
9 Écris un menu pour le Café Fou! Ensuite, écris un dialogue. (Writing L4)
Writing. Pupils write a menu for Café Fou the Mad Café which specialises in strange food. An example is given. They then write a dialogue in which some customers order food at Café Fou.
Plenary
Tell pupils they are a waiter/waitress in a café and ask them to take your order. However they are not allowed to miss out or abbreviate any words!
Read out the following: Je voudrais un coca, un café-crème, un jus dorange, un sandwich au fromage, une crêpe et une glace à la fraise.
Are there any words they misspelled? How could they remember the correct spelling next time?
Alternative Plenary:
Use ActiveTeach p. 095 Class activity to review and practise numbers and the language for food and drink.
Workbook A, page 44
SHAPE \* MERGEFORMAT
Answers
1 1 une glace 2 un chocolat chaud
3 un sandwich au fromage
4 un croquemonsieur 5 un jus dorange
6 un thé 7 une crêpe 8 un café
2 1 un sandwich au fromage 2 une glace
3 un café 4 un croquemonsieur
5 une crêpe 6 un jus dorange
Workbook B, page 44
SHAPE \* MERGEFORMAT
Answers
1 1 une glace 2 un thé
3 un sandwich au fromage
4 un croquemonsieur 5 un jus dorange
6 une limonade 7 une crêpe
8 un chocolat chaud
2 Bonjour monsieur, vous désirez?
Je voudrais un croquemonsieur, s il vous plaît.
Et comme boisson?
Un café-crème, s il vous plaît.
Et pour vous, mademoiselle?
Pour moi, une crêpe et un jus d orange, s il vous plaît.
3 12,85¬ (douze euros quatre-vingt-cinq)
Worksheet 5.5 Listening for number
Answers
1 (Answers will vary.)
2 A 40 B 12 C 55 D 80 E 70 F 95
3 (Answers will vary.)
4 F, B, C, H, A, G, E, D
Video
Episode 9: Jai faim!
The StudioFR team are in a treetop adventure park. Samira is ready to film but Hugo is too hungry and Marielle is too thirsty to start so they go to the snack bar. Video worksheet 9 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1 A French food.
B They actually want to film the treetop adventure attraction in this leisure park.
C [PLTS T/E] Not at all, as they start eating and drinking instead.
2 A They are hungry and thirsty.
B Ham sandwich, cheese sandwich, croquemonsieur (toasted cheese and ham sandwich), pancakes, waffles
C Vanilla ice-cream, chocolate ice-cream, strawberry ice-cream
D On the board there are: cola, Orangina, lemonade, coffee, tea, hot chocolate
3 A She tries to order a salad presumably to maintain her appearance.
B He seems shocked that its so much. (He has to take more money out of his pocket.)
C Marielle ordered a pancake but gets a ham sandwich.
D Samira starts out with a sweatshirt but ends up wearing a coat.
E He starts to fall asleep, but she says its out of the question.
F Alex should prepare the camera, Hugo the questions and Marielle
herself!
5 [F3.1/3.2]
Learning objectives
Talking about holiday plans
Using the near future tense
Programme of Study references
GV1 Tenses (near future tense)
GV4 Accuracy
LC1 Listening and responding
LC3 Conversation
FCSE links
Unit 3: Holidays and travel (Holidays; Activities)
Grammar
the near future tense
Key language
Quest-ce que tu vas faire pendant les vacances?Je vais
aller à la pêche
danser
faire de laccrobranche
faire du karaoké
faire de la voile
faire de la planche à voile
nager dans la mer
rester au lit
retrouver mes copains/copines
Normalement,
Cette année,
PLTS
R Reflective learnersResources
Audio files:
71_Module5_Unit4_Ex1.mp3
72_Module5_Unit4_Ex5.mp3
Workbooks:
Cahier dexercices A & B, page 45
ActiveTeach:
Starter 1 resource
p.096 Flashcards
p.096 Grammar
p.096 Grammar practice
p.096 Speaking skills
p.097 Video 10
p.097 Video worksheet 10
p.097 Thinking skills
p.099 Grammar skills, exercise B
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary Starter 1
Aim
To review infinitive forms
Write up the following (omitting the answers given in brackets). Give pupils three minutes to write the infinitive form of each of the verbs listed.
1 nages (nager) 5 restent (rester)
2 fais (faire) 6 ai (avoir)
3 retrouve (retrouver) 7 aime (aimer)
4 dansons (danser) 8 vont (aller)
Check answers. Ask pupils for examples of sentences using these infinitives, prompting as necessary to cover structures such as jaime/je peux/je veux + infinitive. Remind pupils that the infinitive is the verb form used in a dictionary. Explain that this unit covers another use of the infinitive: with the verb aller, to talk about the future.
1 Écoute. Quest-ce quils vont faire pendant les vacances? Écris la bonne lettre. (16) (Listening L3)
Listening. Pupils listen to six conversations and identify the picture of the activity that each person is going to do in the holidays, writing the appropriate letter.
Audioscript Track 71
1 Bonjour. Quest-ce que tu vas faire pendant les vacances? Pendant les vacances? Je vais aller à la pêche avec mon frère. Cest top!
2 Et toi? Quest-ce que tu vas faire pendant les vacances? Moi? Je vais faire de la voile avec ma famille.
3 Pardon. Quest-ce que tu vas faire pendant les vacances? Je vais nager dans la mer! Jadore nager!
4 Et toi, quest-ce que tu vas faire? Pendant les vacances, je vais faire de la planche à voile. De la planche à voile? Oui. Cest ma première fois! Alors, bonne chance!
5 Salut! Quest-ce que tu vas faire pendant les vacances? Moi, je vais danser! Je vais danser avec mes copines!
6 Excuse-moi. Quest-ce que tu vas faire pendant les vacances? Je vais rester au lit! Tu vas rester au lit? Oui. Je suis très fatiguée!
Answers
1 c 2 b 3 a 4 e 5 f 6 d
Studio Grammaire: the near future tense
Use the Studio Grammaire box to introduce the near future tense. There is more information and further practice on Pupil Book p. 105.
2 Lis le texte et réponds aux questions. (Reading L3)
Reading. Pupils read the three texts, then identify who is being described in each of the six questions in English.
Answers
1 Hugo 2 Éloïse 3 Medhi 4 Éloïse 5 Medhi
6 Éloïse
3 En tandem. Fais un dialogue. Utilise les images A, B ou C. (Speaking L3)
Speaking. In pairs: pupils take it in turn to ask what they are going to do on holiday and answer using the picture prompts A, B or C. A sample conversation is given.
Starter 2
Aim
To review the near future tense
Give pupils three minutes working in pairs to complete ActiveTeach p. 099 Grammar skills, Worksheet 5.8 Using two tenses together, exercise B. Ask the class for answers. (See p. 161 of this Teachers Guide for the answers.)
4 Lis le texte. Regarde les images: Nathan fait ça normalement ou il va faire ça en colo? (Reading L5)
Reading. Pupils read Nathans text and look at the pictures of activities below. They identify which activities he normally does and which he is going to do at holiday camp, writing the appropriate letters. Some vocabulary is glossed for support.
Answers
Normalement: e, g, d
En colo: a, c, h, f, b
Pupils work in pairs with their books closed. Between them they try to recall the three activities Nathan normally does (using Normalement + the present tense) and the five activities hes going to do this year (using Cette année + the near future tense).
5 Écoute. Cest au présent ou au futur? Écris P ou F. (110) (Listening L5)
Listening. Pupils listen to ten sentences about activities and note whether each one uses the present tense (writing P) or the near future tense (writing F).
Audioscript Track 72
1 Je fais du camping.
2 Je vais faire du VTT.
3 Je vais rester au lit.
4 Je vais aller à la pêche.
5 Je retrouve mes copains en ville.
6 Je vais jouer au tennis.
7 Je vais nager dans la mer.
8 Je joue au basket.
9 Je vais danser avec mes copains.
10 Je regarde la télé.
Answers
1 P 2 F 3 F 4 F 5 P 6 F 7 F 8 P 9 F
10 P
6 Écris des phrases. (Writing L5)
Writing. Using the picture prompts supplied, pupils write sentences saying what they normally do and what they are going to do this year. They should use the connective mais to join the two parts of each sentence, as shown in the example. When they have finished, pupils swap with a partner and underline any errors in each others work. Pupils then correct their own work.
Answers
1 Normalement, je vais en Espagne, mais cette année, je vais aller en France.
2 Normalement, je fais du skate, mais cette année, je vais faire du VTT.
3 Normalement, je joue au foot(ball), mais cette année, je vais jouer au volley(ball).
4 Normalement, je mange au restaurant, mais cette année, je vais danser.
5 Normalement, je nage dans la mer, mais cette année, je vais faire de la planche à voile.
6 (Pupils own answers)
R
Explain to pupils that being able to use two tenses together will help them to attain a higher level. Ask pupils to make up and memorise five sentences at home, saying what they normally do and what they are going to do at some point in the future. Encourage them to use examples from the unit, but to personalise these so that they can talk about themselves.
Plenary
Ask the class to summarise how the near future tense is formed and when it is used.
Then put the class into teams and get them to close their books. Give each team a piece of paper and a pen. Tell them they have three minutes to come up with as many different answers as they can to the question Quest-ce que tu vas faire ce weekend? All answers must feature the near future tense and a different activity. When they have finished they swap and correct another teams answers: two points for a completely correct sentence, one point if theres a minor error. The team with the most points wins.
Alternative Plenary:
Use ActiveTeach p. 096 Grammar practice to review and practise the near future tense.
Workbook A, page 45
SHAPE \* MERGEFORMAT
Answers
1 1 aller à la pêche 2 rester au lit
3 faire de la planche à voile
4 faire du karaoké 5 nager dans la mer
6 danser 7 faire de la voile
2 (Symbols for:)
Samuel: fishing, swimming (in sea), karaoke
Chloé: staying in bed, meeting friends, playing basketball
Workbook B, page 45
SHAPE \* MERGEFORMAT
Answers
1 1 vais 2 États-Unis 3 famille 4 aller
5 nager 6 faire 7 vacances 8 rester
9 heures 10 retrouver 11 vais 12 nager
2 1 Samuel 2 Chloé 3 Samuel 4 Samuel
5 Chloé 6 Chloé 7 Chloé 8 Samuel
3 (Example answer:)
Pendant les vacances, je vais aller en Espagne avec ma famille. Je vais rester au lit jusquà midi. Laprès-midi, je vais nager dans la mer et je vais jouer au volley. Le soir, je vais faire du karaoké. Jadore ça!
Worksheet 5.6 Spontaneous speech
Answers
A 1 P 2 P 3 N 4 N 5 N 6 P 7 N
8 P 9 N 10 P
B & C (Answers will vary.)
Worksheet 5.7 Logic puzzle
Answers
Marc va aller à Bordeaux du 1 au 31 août où il va visiter des vignobles.
Lucie va aller à la Martinique du 20 au 31 juillet où elle va faire du cyclisme.
Caroline va aller au Québec du 1 au 15 juillet où elle va aller aux restaurants.
Ahmed va aller à Paris du 1 au 15 août où il va visiter des musées.
Video
Episode 10: Fans daccrobranche
For their next video StudioFR is at Cap Aventures, a treetop adventure park, where they are trying out accrobranche for their viewers. Video worksheet 10 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1 A They indicate the level of difficulty.
B No. They use the word tester (to test).
C [PLTS T/E) Hugo, who goes for the red level.
2 A Shes talking about what she normally does in the holidays.
B He uses the word challenge.
C Shes worried it might be too high.
D Hes doing the filming.
3 A They are talking about what they are going to do in the future.
B Because Marielle was saying Samira and Hugo are going to climb the ladder
, but she should have been saying we are going to climb the ladder
.
C He has a go after all, despite saying he was going to do the filming.
D Now she says green is too easy. Next time she will do red.
E Its too easy
We enjoy it!/We love it!
See you soon!
F Superman!
Starter 1 resource
Write the infinitive form of each of the verbs below.
1 nages
2 fais
3 retrouve
4 dansons
5 restent
6 ai
7 aime
8 vont
Learning objectives
Saying what you would like to do
Using je voudrais + infinitive
Programme of Study references
GV2 Grammatical structures (je voudrais + infinitive)
GV3 Developing vocabulary
GV4 Accuracy
LC5 Accurate pronunciation and intonation
FCSE links
Unit 2: Education and future plans (Plans for after school; Future plans)
Grammar
je voudrais + infinitive
to/in a place or countryKey language
Quels sont tes rêves?
Je voudrais aller
à Paris
en Australie
au Canada
aux États-Unis
Je voudrais
être footballeur professionnel
être danseuse professionnelle
habiter dans une grande maison
avoir une voiture très cool
faire le tour du monde
rencontrer mon acteur/actrice préféré(e)
PLTS
S Self-managers
Resources
Audio files:
73_Module5_Unit5_Ex1.mp3
74_Module5_Unit5_Ex4.mp3
Workbooks:
Cahier dexercices A & B, page 46
ActiveTeach:
p.098 Flashcards
p.099 Grammar skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary Starter 1
Aim
To review the near future tense
Read out sentences from Unit 4, using a mixture of present tense and near future tense examples. Sometimes include Normalement/ Cette année or Ce weekend as markers. Pupils sit down for sentences in the present and stand up for those in the near future.
Ask pupils to summarise how the near future tense is formed, giving their own examples. Explain that this unit covers another way of talking about the future: in it pupils will learn how to say what they would like to do in the future.
1 Écoute. Cest Olivia ou Samuel? Écris les bonnes lettres. (Listening L4)
Listening. Pupils listen to two people talking about their dreams and identify what each person would like to do, writing the letters of the appropriate pictures.
Audioscript Track 73
Bonjour. Jai avec moi Olivia
Bonjour!
et Samuel.
Salut!
Ma question, cest: Quels sont tes rêves? Samuel?
Jadore le foot. Je voudrais être footballeur professionnel.
Ah, bon? Footballeur professionnel!
Et toi, Olivia?
Moi, jaime danser. Je voudrais être danseuse professionnelle!
Danseuse professionnelle! Fantastique!
Alors, Samuel, tu voudrais avoir beaucoup dargent?
Ah, oui! Je voudrais habiter dans une grande maison.
Et toi, Olivia?
Je voudrais avoir une voiture très cool une Porsche, par exemple.
Est-ce que tu voudrais voyager aussi?
Oui. Je voudrais aller en Australie et aux États-Unis.
Et toi, Samuel, tu voudrais voyager aussi?
Oui, mais moi, je voudrais faire le tour du monde!
Et finalement, Olivia, tu as un autre rêve, je crois!
Ah, oui
je voudrais rencontrer mon acteur préféré
Cest qui, ton acteur préféré?
Cest Robert Pattinson.
Ah, oui. Il est beau, nest-ce pas? Bon, merci, Olivia et Samuel, et au revoir.
Answers
Olivia: d, f, a, b, h
Samuel: c, e, g
Studio Grammaire: je voudrais + infinitive
Use the Studio Grammaire box to cover je voudrais + infinitive. There is more information and further practice on Pupil Book p. 105.
2 Écris dix phrases qui commencent par Je voudrais. (Writing L3)
Writing. Pupils write ten sentences using Je voudrais and their own choice of the verbs and phrases supplied.
Answers
(Any ten of:)
Je voudrais
avoir une Xbox 360/un vélo BMX.
aller à Paris/à Disneyland/en France/au Canada.
être chanteur/chanteuse professionnel(le).
faire du snowboard/de la planche à voile.
habiter à Paris/en France/au Canada.
rencontrer mon actrice préférée/mon sportif/ma
sportive préféré(e)/mon groupe préféré.
Write up sentences from exercise 1 (e.g. Je voudrais avoir une voiture très cool.), jumbling the order of the words. With books closed, pupils say the sentences in the correct order.
3 En tandem. Interviewe ton/ta camarade. (Speaking L4)
Speaking. In pairs: pupils take it in turn to ask about their dreams and to respond using je voudrais. A sample exchange is given.
Starter 2
Aim
To review je voudrais + infinitive
Put pupils into pairs. Tell them to imagine what their partners dreams for the future are. Give them three minutes working individually to write three dreams for their partner using je voudrais. Check that everyone remembers that je voudrais is followed by the infinitive before they start.
Hear some answers. Ask partners to comment on the accuracy of the French and of the dreams chosen.
Alternative Starter 2:
Use ActiveTeach p. 098 Flashcards to review and practise je voudrais + infinitive.
4 Écoute et regarde les images. Qui parle? (14) (Listening L4)
Listening. Pupils listen to four conversations, in which people talk about their dreams, and use the pictures to identify the speaker each time.
Audioscript Track 74
1 Je suis canadien, mais un jour, je voudrais aller en France. Je voudrais aller à Paris. Je voudrais visiter la tour Eiffel. Ensuite, je voudrais faire les magasins!
2 Moi, je voudrais aller en Angleterre parce que jadore langlais! Je voudrais aller à Londres, la capitale. Je voudrais visiter Big Ben. Et le soir, je voudrais manger des fish and chips du poisson avec des frites. Miam-miam!
3 Mon rêve, cest daller aux États-Unis. Je voudrais aller à New York. Je voudrais visiter la Statue de la Liberté, je voudrais manger un hamburger-frites et je voudrais rencontrer le Président, Barack Obama!
4 Un jour, je voudrais habiter en Australie parce que jadore le soleil! Je voudrais faire un barbecue sur la plage. Et je voudrais faire du surf et aller à la pêche.
Answers
1 Baptiste 2 Emma 3 Morgane 4 Abdel
Studio Grammaire: to/in a place or country
Use the Studio Grammaire box to cover the different ways of saying to or in a place/ country.
5 Écris des textes pour les personnes de lexercice 4. (Writing L4)
Writing. Using the picture prompts in exercise 4 and the gap-fill versions supplied, pupils write a short text for each of the people in exercise 4. The missing words are supplied in random order.
Answers
Moi, je voudrais aller en Angleterre. Je voudrais aller à Londres. Je voudrais visiter Big Ben. Le soir, je voudrais manger des fish and chips.
Je voudrais aller en France. Je voudrais aller à Paris. Je voudrais visiter la tour Eiffel. Ensuite, je voudrais faire les magasins.
Un jour, je voudrais aller en Australie. Je voudrais faire un barbecue sur la plage. Je voudrais faire du surf et aller à la pêche.
Je voudrais aller aux États-Unis. Je voudrais aller à New York. Je voudrais manger un hamburger-frites. Je voudrais rencontrer le Président, Barack Obama.
6 Fais un mini exposé au sujet de tes rêves. (Speaking L4)
Speaking. Pupils prepare and give a short presentation about their own dreams for the future. A list of the details to include and a sample opening are supplied. Ask the rest of the class to give constructive feedback on content and pronunciation.
7 Écris un court paragraphe sur «Mes rêves». (Writing L4)
Writing. Pupils write a short paragraph about their own dreams for the future, adapting their presentation from exercise 6.
S
Read together through the Stratégie on Pupil Book p. 107, covering letter and sound patterns. Set pupils the challenge of choosing and learning five pairs of words using this approach, either in the classroom or at home.
Plenary
Ask pupils to summarise how to talk about what they would like to do in the future using je voudrais + infinitive. Then ask them to give examples of the structure from their presentations in exercise 6. Reward the most imaginative ideas.
Workbook A, page 46
SHAPE \* MERGEFORMAT
Answers
1 1 f, b 2 e, d 3 c, a
2 1 Je voudrais être danseuse.
2 Je voudrais aller aux États-Unis.
3 Je voudrais avoir une voiture très cool.
4 Je voudrais aller au Canada.
5 Je voudrais faire le tour du monde.
6 Je voudrais être footballeur.
Workbook B, page 46
SHAPE \* MERGEFORMAT
Answers
1 1 Je voudrais être chanteuse professionnelle./Jadore chanter.
2 Je voudrais aussi faire de la planche à voile.
3 Je voudrais jouer au basket aux États-Unis.
4 Je voudrais habiter dans une très grande maison.
5 Je voudrais avoir une voiture très cool, comme une Porsche.
6 Je voudrais représenter la France aux Jeux paralympiques.
7 Je voudrais faire du surf.
8 Moi, je voudrais être joueur de basket professionnel./Je voudrais jouer au basket aux États-Unis.
2 1 Je voudrais avoir une voiture très cool.
2 Je voudrais être danseuse.
3 Je voudrais aller au Canada.
4 Je voudrais faire le tour du monde.
5 Je voudrais être footballeur.
6 Je voudrais rencontrer mon acteur préféré.
Worksheet 5.8 Using two tenses together
Answers
A 1 Je vais aller en Grèce et je vais visiter des monuments. F
2 Je fais de la natation et je fais des activités sportives. P
3 Tu vas rester en France? F
4 Je nage dans la mer et quelquefois, nous visitons des monuments. P
5 Normalement, je vais en vacances avec ma famille. P
6 On va manger une pizza. F
B 1 Cette année, nous allons visiter des monuments.
2 Cette année, je vais aller au restaurant.
3 Cette année, il va faire du camping.
4 Cette année, on va faire de la rando.
5 Cette année, ils vont faire de la natation.
C 1 Je ne vais pas rester au lit.
2 Il ne va pas nager dans la mer.
3 Ils ne vont pas jouer au foot.
4 Vous nallez pas danser.
5 Tu ne vas pas faire du karaoké.
6 Elle ne va pas faire de la planche à voile.
Bilan
Pupils use this checklist to review language covered in the module, working on it in pairs in class or on their own at home. Encourage them to follow up any areas of weakness they identify. There are Target Setting Sheets included in the Assessment Pack, and an opportunity for pupils to record their own levels and targets on the Javance page in the Workbook, p. 49. You can also use the Bilan checklist as an end-of-module plenary option.Révisions
These revision exercises can be used for assessment purposes or for pupils to practise before tackling the assessment tasks in the Resource & Assessment File.
Resources
Audio files:
75_Module5_Rev_Ex1.mp3
76_Module5_Rev_Ex2.mp3
Workbooks:
Cahier dexercices A & B, pages 47 & 48 1 Écoute et écris la bonne lettre. (15) (Listening L3)
Listening. Pupils listen to five conversations, in which people order food and drinks in a café. They identify the picture for each order, writing the appropriate letter.
Audioscript Track 75
1 Monsieur? Que désirez-vous? Je voudrais un coca et un croquemonsieur, sil vous plaît. Voilà, monsieur. Un coca et un croquemonsieur. Merci. Cest combien, sil vous plaît? 10,10¬ , s il vous plaît.
2 Mademoiselle? Que désirez-vous? Je voudrais une limonade et un sandwich au jambon, s il vous plaît. Voilà, mademoiselle. Une limonade et un sandwich au jambon. Merci. C est combien, s il vous plaît? 5,00¬ , s il vous plaît.
3 Monsieur? Que désirez-vous? Je voudrais un jus d orange et une glace au chocolat, s il vous plaît. Voilà, monsieur. Un jus d orange et une glace au chocolat. Merci. C est combien, s il vous plaît? 6,35¬ , s il vous plaît.
4 Mademoiselle? Que désirez-vous? Je voudrais un café-crème et un sandwich au fromage, s il vous plaît. Voilà, mademoiselle. Un café-crème et un sandwich au fromage. Merci. C est combien, s il vous plaît? 4,50¬ , s il vous plaît.
5 Monsieur? Que désirez-vous? Je voudrais un thé au citron et une crêpe, s il vous plaît. Voilà, monsieur. Un thé au citron et une crêpe. Merci. C est combien, s il vous plaît? 7,20¬ , s il vous plaît.
Answers
1 d 2 e 3 b 4 a 5 c
2 Écoute à nouveau et note les prix. (1 5) (Listening L4)
Listening. Pupils listen to the recording from exercise 1 again and note the prices using figures.
Audioscript Track 76
As for exercise 1
Answers
1 10,10¬ 2 5,00¬ 3 6,35¬ 4 4,50¬ 5 7,20¬
3 Dis comment tu te prépares quand tu sors. Utilise les images ou tes propres idées. (Speaking L24)
Speaking. Pupils say how they get ready when theyre going out, using either the picture prompts supplied or their own ideas.
4 Lis le texte et réponds aux questions en anglais. (Reading L5)
Reading. Pupils read Candices text and answer the questions on it in English.
Answers
1 Spain 2 go camping (in the countryside)
3 its boring
4 (Any two of:) swim (in the sea), sailing, karaoke
5 Australia 6 surfing and fishing
5 Écris un court paragraphe sur les vacances. (Writing L35)
Writing. Pupils write a short paragraph about their own holidays. Details of what to include are supplied. Draw pupils attention to the tip box on how to attain a higher level by including details of what they are going to do this year and where they would like to go in the future.
Workbook A, page 47
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Answers
1 1 soixante 2 soixante-quinze
3 quatre-vingt-dix 4 soixante-dix
5 quatre-vingts 6 cinquante
2 1 Nous allons en Espagne.
2 Nous faisons de la natation.
3 Je me brosse les cheveux.
4 Je me lave les dents.
5 Je voudrais un chocolat chaud.
6 Je voudrais une glace à la fraise.
Workbook A, page 48
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Answers
1 1 Buzz.21 2 Kiddo76 3 Buzz.21 4 Kiddo76
5 Kiddo76 6 Buzz.21
2 1 Nous restons en France.
2 Nous allons à la montagne.
3 Je vais faire de la planche à voile.
4 Nous faisons de la rando.
5 Je vais nager dans la mer.
6 Jadore les vacances!
3 1 rubbish 2 France 3 mountains
4 camping 5 walking 6 like 7 dont like
Workbook B, page 47
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Answers
1
2 1 Normalement, nous allons en Espagne.
2 Normalement, nous faisons de la natation.
3 Ce weekend, je vais jouer au basket.
4 Ce weekend, je vais retrouver mes cousins.
5 Un jour, je voudrais être chanteur professionnel/chanteuse professionnelle.
6 Un jour, je voudrais aller au Canada.
Workbook B, page 48
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Answers
1 1 Yannis80 2 Buzz.21 3 Kiddo76
4 Yannis80 5 Kiddo76 6 Buzz.21
2 1 Je voudrais faire les magasins.
2 Quelquefois, nous visitons lEspagne.
3 Pour les vacances, cet été
4 Nous faisons de la rando tous les jours.
5 Je voudrais rencontrer le président des États-Unis.
6 Cest super, les vacances!
Learning objectives
Talking about where people go on holiday
Finding out about holidays in France
Programme of Study references
GV3 Developing vocabulary
GV3 Opinions and discussions
LC4 Expressing ideas (speaking)
FCSE links
Unit 3: Holidays and travel (Types of holiday)Key language
Review of language from the module
le canoë-kayak, le surf, le ski nautique, le VTT, le tir à larc,
le quad
la voile, la planche à voile,
la plongée sous-marine,
la spéléologie, la randonnée
laccrobranche, lescalade, léquitationPLTS
T Team workers
Cross-curricular
ICT: Internet research
Resources
Audio files:
77_Module5_EnPlus_Ex1.mp3
78_Module5_EnPlus_Ex3.mp3
ActiveTeach:
p.103 Assignment 5
p.103 Assignment 5: prep Starter
Aim
To use reading strategies
Give pupils three minutes working in pairs to translate into English the activities listed on the holiday camp website in exercise 1 (voile, planche à voile, etc.).
Check answers, asking pupils to explain how they worked them out (cognates, context or educated guesswork).
(Answers: A sailing, wind-surfing, kayaking, surfing, water-skiing, scuba diving, B horse-riding, mountain biking, treetop adventure, hiking, archery, quad biking, C climbing, hiking, kayaking, mountain biking, caving)
1 Écoute et regarde le texte. Où vont-ils colo A, B ou C? (13) (Listening L5)
Listening. Pupils listen to three conversations in which people talk about the holiday camp they are going to this year. For each person, they identify the holiday camp A, B or C using the information supplied on the website.
Audioscript Track 77
1 Bonjour, Flavie. Quest-ce que tu vas faire pendant les vacances? Cette année, je vais partir en colo. En colo? Cest top, ça! Quest-ce que tu vas faire en colo? Alors, je vais faire du VTT, de léquitation, du tir à larc
Du tir à larc? Super! Tu as de la chance! Je vais faire du quad aussi.
Du quad! Moi aussi, je voudrais faire du quad. Oui, cest génial, hein? Et je vais faire de laccrobranche. De laccrobranche? Cool! Alors, amuse-toi bien! Merci.
2 Alors, Quentin. Quest-ce que tu vas faire pendant les vacances? Je vais partir en colo avec mon frère. Cool! Quest-ce que vous allez faire, comme activités? On va faire du canoë-kayak, de la voile, de la planche à voile
Cest super, ça. Tu vas aussi faire de la plongée sous-marine? Oui, moi, je vais faire de la plongée sous-marine, mais mon frère naime pas ça. Il va faire du ski nautique. Je voudrais bien faire du ski nautique, moi. Tu as de la chance! Alors, bonnes vacances! Merci, au revoir.
3 Salut, Aurélie. Quest-ce que tu vas faire pendant les vacances? Je vais partir en colo à la montagne. Cest fantastique. Tu vas faire de la randonnée? Oui, je vais faire de la randonnée. Je vais aussi faire du canoë-kayak, du VTT
Cest top, ça! Jadore faire du VTT. Tu vas faire de lescalade? Oui, je vais faire de lescalade. Et je vais aussi faire de la spéléologie. De la spéléologie! Beurk! Je ne voudrais pas faire ça. Alors, amuse-toi bien! Merci. Et bonnes vacances!
Answers
1 Flavie: B 2 Quentin: A 3 Aurélie: C
2 Cest quelle activité? (Writing L4)
Writing. Pupils label the seven pictures with the correct activity. Draw their attention to the tip box on using a dictionary to find out the gender of a word.
Answers
1 le canoë-kayak 2 la plongée sous-marine
3 le ski nautique 4 laccrobranche
5 le tir à larc 6 le quad 7 la spéléologie
3 Écoute à nouveau. On mentionne combien dactivités? Fais une liste. (13) (Listening L5)
Listening. Pupils listen to the recording from exercise 1 again and note all the activities listed.
Audioscript Track 78
As for exercise 1
Answers
(13 activities are mentioned:)
1 VTT, équitation, tir à larc, quad, accrobranche
2 canoë-kayak, voile, planche à voile, plongée sous-marine, ski nautique
3 randonnée, (canoë-kayak), (VTT), escalade, spéléologie
4 En tandem. Choisis la colo A, B ou C et fais un dialogue. (Speaking L5)
Speaking. In pairs: pupils choose holiday camp A, B or C from exercise 1 and have a dialogue about it. A framework is supplied. Draw pupils attention to the tip box on including opinions and reactions.
5 Regarde la carte et lis les textes. Ils vont aller où? (Reading L5)
Reading. Pupils look at the map and photos, and read the texts. They identify where the people are going to go, writing a sentence for each person.
Answers
Albane: Je vais aller à Tours.
Frank: Je vais aller à Paris.
Leïla: Je vais aller à Marseille.
Clément: Je vais aller à Rouen.
Zoë: Je vais aller à Chamonix.
Damien: Je vais aller à Disneyland Paris.
6 Quest-ce que cest en anglais? Explique comment tu as trouvé le sens. (Reading L5)
Reading. Pupils work out the meanings of the six French expressions taken from the texts in exercise 5. They explain which reading strategies they used to work out each one.
Answers
1 a monument 2 seafood 3 cider
4 to meet my idol 5 to go skiing on grass
6 fondue
7 Imagine que tu vas aller en vacances en France. Fais des recherches sur Internet. Choisis une ville. Quest-ce que tu vas faire? (Writing L35)
T
Writing. Pupils imagine that they are going to go on holiday in France and research a destination of their choice on the Internet. They then write a paragraph about what they are going to do there. A sample opening is given. Ask pupils in groups of three or four to read each others work and decide individually which of the holidays sounds most appealing.
Pupils could use this task as an opportunity to exchange information with French pupils, if you have a partner school in France. In return for information about France, they could supply information in English about holiday areas of the UK. Pupils could also exchange details of what they typically do on holiday and what their future plans are.
Plenary
To review the near future tense, ask pupils round the class to talk about the place they researched in exercise 7, saying some of the things they are going to do there.
Alternative Plenary:
Give pupils three minutes to look through Module 6 and select a text that they are looking forward to reading. Ask them to say why in English.
Alternatively, you could bring in a range of short simple texts from French magazines, books or Internet sites on one of the topics already covered in the course and ask pupils to choose from these.
Worksheet 5.9 Chanson pour lEurope!
Worksheet 5.10 Chanson pour lEurope! Prépa
Answers
A (Answers will vary.)
B
C (Answers will vary.)
The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points. Grammar topics
regular er verbs in the present tense
using nous in the present tense
reflexive verbs
je voudrais + infinitive
the near future tense Regular er verbs in the present tense
1 Find all the parts of jouer (to play) and match them with the English.
Pupils identify all the parts of jouer in the word snake and match them with the English versions listed.
Answers
ils jouent tu joues il joue nous jouons
on joue je joue vous jouez elles jouent
elle joue
1 je joue 2 tu joues 3 il joue 4 elle joue
5 nous jouons, on joue 6 vous jouez
7 ils jouent 8 elles jouent
2 Complete each sentence by selecting the correct form of the verb.
Pupils write the completed sentences, choosing the correct verb form from the two options given each time.
Answers
1 Il mange un sandwich.
2 Jécoute de la musique.
3 Vous désirez?
4 Tu restes au lit.
5 Elles dansent.
6 Elle aime les vacances.
7 Nous jouons au volley.
8 On adore le reggae.
Using nous in the present tense
3 Replace the verbs in brackets with the correct form.
Pupils complete the gap-fill text, replacing each infinitive with the nous form of the verb.
Answers
1 allons 2 allons 3 aimons 4 allons
5 visitons 6 faisons
Reflexive verbs
4 Translate into French (se réveiller to wake up).
Pupils translate the verb forms into French using se réveiller.
Answers
1 il se réveille 2 tu te réveilles
3 elle se réveille 4 je me réveille
5 on se réveille
5 Describe these morning routines.
Pupils use the picture prompts to write descriptions of Rémy and Mias morning routines.
Answers
Rémy se réveille. Il se douche. Il shabille. Il se lave les dents. Il se rase.
Mia se réveille. Elle se lave les dents. Elle se maquille. Elle se parfume. Elle shabille.
Je voudrais + infinitive
6 Translate the sentences into French.
Pupils translate the sentences into French using je voudrais + infinitive.
Answers
1 Je voudrais visiter la France.
2 Je voudrais aller aux États-Unis.
3 Je voudrais jouer au tennis.
4 Je voudrais nager dans la mer.
5 Je voudrais faire le tour du monde.
6 Je voudrais rencontrer Johnny Depp.
The near future tense
7 Copy and complete the text using the correct forms of the near future tense.
Pupils copy and complete the gap-fill text, using the picture prompts and the near future tense.
Answers
1 vais nager 2 vais faire de la planche à voile
3 allons danser 4 allons faire du karaoké
5 vont faire de la rando(nnée)
6 vont aller à la pêche 7 va faire du rafting
8 vas faire
8 Translate the text in exercise 7 into English.
Pupils translate the completed text from exercise 7 into English.
Answers
Its the holidays soon and I cant wait. Im going to swim in the sea and Im going to go windsurfing. In the evening were going to dance and were going to do karaoke. My friends/mates are going to go to the mountains. Theyre going to go hiking and theyre going to go fishing. My sister is going to go to holiday camp. Shes going to do white water rafting. What are you going to do?
Self-access reading and writing A Reinforcement
1 Décode les mots en gras et copie les phrases. (Reading L2)
Reading. Pupils use the code supplied to decode the words in bold and copy out the sentences.
Answers
1 Nous allons en Espagne.
2 Nous allons en France.
3 Nous allons à la montagne.
4 Nous faisons du camping.
5 Nous faisons de la natation.
6 Nous allons au restaurant.
2 Associe chaque phrase de lexercice 1 à la bonne image. (Reading L2)
Reading. Pupils match the sentences in exercise 1 to the correct pictures.
Answers
1 d 2 c 3 a 4 e 5 b 6 f
3 Regarde les images. Cest Ronan le clown ou Zahra la gymnaste? (Reading L2)
Reading. Pupils look at the pictures and read the texts. They decide whether the items pictured belong to Ronan the clown or Zahra the gymnast.
Answers
a Zahra b Ronan c Ronan d Zahra
e Ronan f Zahra
4 Tu as combien dargent? Écris des phrases. (Writing L23)
Writing. Pupils add up each group of notes and coins and write a sentence in French saying how much money they have.
Answers
1 Jai dix euros cinquante.
2 Jai deux euros soixante.
3 Jai vingt euros soixante-dix.
4 Jai cinq euros quarante.
5 Jai dix euros quatre-vingts.
B Extension
1 Cherche lintrus à chaque ligne et explique pourquoi en anglais. (Reading L4)
Reading. Pupils find the odd one out in each line and explain why in English. The tip box points out that they are looking for grammatical differences here.
Answers
(The following are suggested answers. Other answers which have a valid explanation may also be possible.)
1 b because the noun is masculine
2 a because the others are reflexive verbs
3 c because me is shortened to m
4 b because the noun is feminine
5 a because the others are in the near future tense
6 c because the others use je voudrais
2 Lis le texte et réponds aux questions pour Colette. (Reading L5)
Reading. Pupils read the text and answer the questions for Colette. The tip box gives support in using the appropriate tense.
Answers
1 Non, nous ne partons pas en vacances./Non, nous restons en France.
2 Non, je déteste ça parce que cest ennuyeux.
3 Je fais du vélo, je vais à la piscine et jécoute de la musique.
4 Je vais aller en Grèce.
5 Je vais aller à la plage, je vais nager dans la mer, je vais faire du jet-ski, je vais manger au restaurant et je vais danser. (Answers using on va can also be accepted.)
6 Je voudrais être danseuse professionnelle.
3 Écris tes réponses aux questions de lexercice 2. Écris un paragraphe. (Writing L5)
Writing. Pupils write a paragraph giving their own answers to the questions in exercise 2.
Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Animaux
(pp. 110111)
Talking about animalsGV1 Tenses (perfect)
GV3 Developing vocabularyJai choisi (le zèbre).
Jai étudié son habitat.
Jai recherché son alimentation.
etc.G the perfect tense
giving feedback on a presentation2 Poésie
(pp. 112113)
Writing a poemGV1 Tenses (perfect)
GV3 Developing vocabulary
GV4 Accuracy
LC8 Writing creatively
Review of language from throughout the course
Il est né
Il a travaillé
Il a écrit
Il est allé
etc.G the perfect tense
giving feedback on pronunciation
writing skills: adapting a model text; using language and structures you know3 Peintures
(pp. 114115)
Describing a paintingGV1 Tenses (perfect)
GV3 Developing vocabulary
LC3 Conversation
Review of language for expressing opinions
Jai choisi
Jai bien regardé.
Jai identifié (douze) couleurs différentes.
etc.
au centre, sur la gauche/droite, devant, derrièreG the perfect tenseStudio Grammaire
(pp. 116117)
Detailed grammar summary and practice exercisesG the perfect tense
using the perfect tense in other contexts
attaining Level 5: using the present tense and one other tense
attaining Level 6: using the present tense and two other tenses
Learning objectives
Talking about animals
Programme of Study references
GV1 Tenses (perfect)
GV3 Developing vocabulary
Grammar
the perfect tense
Key language
Jai choisi (le zèbre).
On peut trouver (des tigres) en
Jai étudié son habitat.
(Le loup) habite
Jai examiné son caractère.
Jai observé son aspect physique.
Il/Elle est
Il/Elle aime/naime pas
Jai recherché son alimentation.
En général, il/elle mange
Jai trouvé son ennemi.
Ses prédateurs sont
PLTS
E Effective participators
Cross-curricular
Science: animals and their habitats
English: vocabulary groups (animal sounds)Resources
Audio file:
79_Module6_Unit1_Ex6.mp3
Accès Studio: pages 1819
Workbooks:
Cahier dexercices A & B, pages 5253
ActiveTeach:
p.110 Reading skills
p.111 Thinking skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Vocabulary (Accès Animals) Accès Studio Unit 8 (pp. 1819) can be used with this unit to review or introduce vocabulary to talk about animals.
Starter 1
Aim
To review verb structures; To use grammatical knowledge to work out connections
Write up the following, jumbling the order of the second column. Give pupils three minutes to match the sentence halves.
1 Je veux aller au a cinéma.
2 Il adore traîner b avec ses copains.
3 On c peut manger au restaurant.
4 Amélie naime d pas jouer au football.
5 Je vais e faire du karaoké.
Check answers, asking pupils to explain how they worked them out. Pupils then translate the sentences into English.
1 Lis les textes. Copie et remplis la carte didentité pour chaque animal. (Reading L3)
Reading. Pupils read the two texts, then copy and complete the identity card for each animal. Some vocabulary is glossed for support.
Answers
Animal: tigre
Habitat: la forêt
Caractère: solitaire, nocturne; naime pas partager son habitat
Aspect physique: orange avec des rayures noires et un peu de blanc sur la poitrine
Alimentation: carnivore mange les herbivores
Ennemi: lhomme
Animal: loup
Habitat: la montagne, dans la forêt
Caractère: intelligent, pas solitaire habite dans un groupe/une meute
Aspect physique: fauve avec un peu de gris et un peu de noir, les yeux jaunes
Alimentation: carnivore
Ennemi: lhomme
2 Associe les animaux et leurs cris. Traduis les phrases en anglais. (Reading L2)
Reading. Pupils complete the sentences by matching the animals with the sounds they make, then translate the sentences into English. You may want to draw their attention to the strategies listed in exercise 3 for support.
Answers
1 Le tigre rugit. A tiger roars.
2 Le loup hurle. A wolf howls.
3 Léléphant barrit. An elephant trumpets.
4 Le serpent siffle. A snake hisses.
5 Le zèbre hennit. A zebra neighs.
6 Lhippopotame grogne. A hippopotamus grunts.
7 La girafe meugle. A giraffe moos.
8 La hyène ricane. A hyena laughs.
9 Le singe crie. A monkey shouts (chatters/gibbers in English).
3 À trois. Discute et décide.
Speaking. In threes: pupils compare their answers to exercises 1 and 2 and decide who is right. They then discuss how they tackled exercises 1 and 2, referring to the list of strategies supplied.
Starter 2
Aim
To review language for talking about animals
Write up the headings from the identity card in exercise 1 on p. 110 of the Pupil Book. Give pupils three minutes working in pairs to remember as many of the facts as they can for either the tiger or the wolf. Pupils can answer in French or English, depending on the level of the class.
4 Lis lexposé de Yanis et complète les phrases en anglais. (Reading L5)
Reading. Pupils read Yaniss presentation on zebras and complete the sentences summarising it in English.
Answers
1 You can find zebras in Africa.
2 They live on the plains and in the mountains.
3 Zebras are sociable they live together in a group.
4 Zebras dont like predators.
5 Zebras eat grass and plants.
6 Their predators are hyenas, lions and crocodiles.
5 Trouve les verbes dans le texte. (Reading L5)
Reading. Pupils re-read the text in exercise 4 and find the French versions of the six English verbs listed.
Answers
1 jai choisi 2 jai étudié 3 jai examiné
4 jai observé 5 jai recherché 6 jai trouvé
Explain how to form the perfect tense of regular er verbs which take avoir (singular forms). Pupils write out the je and il forms of the perfect tense of the following verbs: manger, jouer, regarder, surfer, télécharger, envoyer. Explain that the perfect tense is covered in detail in Studio 2.
6 Écoute. Cest quel animal? (Listening L5)
Listening. Pupils listen to a presentation and identify the animal being described.
Audioscript Track 79
Jai choisi (
). Jai étudié son habitat.
On peut trouver cet animal dans lhémisphère sud, dans lAntarctique. Cest un oiseau. Il habite au bord de la mer.
Jai examiné son caractère. Il est drôle. Il aime rester en groupe: une colonie.
Jai observé son aspect physique. Il est grand. Il est noir et blanc. Il a un bec et des ailes. Il nage, mais il ne vole pas.
Jai recherché son alimentation. En général, il mange des poissons. Ses prédateurs sont lorque et le phoque.
Answer
le pingouin (penguin)
7 Choisis un animal. Fais des recherches. Prépare un exposé sur ton animal. (Speaking L15)
E
Speaking. Pupils research an animal of their choice, then prepare and give a presentation on it. Key language is supplied.
When pupils are ready to do their presentations, they should work in groups of four. They take it in turn to present to the rest of the group, then vote on which of the four presentations they liked best, giving reasons for their preference.
Plenary
Make up a presentation on an imaginary animal as a class, using the presentation topics outlined in exercise 7 (animal name, country, habitat, character, likes/dislikes, physical appearance, food, enemy). Encourage the class to be imaginative. Note the details on the board, then get pupils to use the details to say a sentence each about the animal.
Workbook A, pages 5253
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Answers
1 1 la grenouille 2 lescargot 3 la vache
4 laigle 5 labeille 6 le chien
2 (Accept any one fact for each animal:)
1 Cow: cant see colours, sees well to the sides and slightly behind, doesnt see very well close up
2 Dog: cant see colours very well, cant see red, sees quite well to the sides, sees movement very well
3 Eagle: sees red, blue and green very well. When flying, it sees prey easily, does not fly at night
4 Bee: doesnt see things that are near it very well, cant see red, but sees colours that humans cant see
5 Frog: doesnt see shapes very well but sees movement very well, can see colours very well
6 Snail: can hardly see anything, can detect movement and light which are near to it
3 a 3 b 2, 4 c 2, 5 d 6 e 4 f 1 g 1 h 6
4 1 doesnt see; to the sides
2 colours; red; movement 3 shapes; very well
5 (Example answers:)
1 Le chat ne voit pas très bien.
2 Le chat peut détecter les mouvements.
3 Le pigeon voit très bien.
4 Le pigeon voit bien les couleurs.
5 Le hibou voit en noir et blanc.
Workbook B, pages 5253
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Answers
2 a 5 (la grenouille) b 6 (lescargot)
c 1 (la vache) d 3 (laigle) e 4 (labeille)
f 2 (le chien)
3 a 2, 4 b 5 c 3 d 1 e 3 f 6 g 4 h 2
i 1 j 6
4 1 does not see 2 to the sides 3 behind it
4 does not see 5 colours 6 does not see
7 sees quite well 8 movement 9 shapes
10 movement 11 sees 12 very well
Worksheet 6.1 Looking up French words in a dictionary
Answers
A & B (Answers will vary.)
C 1 alone 2 others 3 to communicate 4 whistles 5 to escape 6 runs 7 disappears
D Animal: Marmot
Habitat: mountains
Appearance: small; grey, brown or red fur
Behaviour: lives with other marmots; whistles to communicate, runs away from predators
Diet: grass and insects
Enemy: wolf, lynx, eagle
Worksheet 6.2 Les animaux
Answers
A 1 d 2 b 3 a 4 c
B
C 1 Pollutes the seas, pollutes the forests, hunts animals.
2 Ice melting and fires.
3 23%
4 Giant pandas, polar bears, koalas, (Sumatran) tigers.
Learning objectives
Writing a poem
Programme of Study references
GV1 Tenses (perfect)
GV3 Developing vocabulary
GV4 Accuracy
LC8 Writing creatively
Grammar
the perfect tenseKey language
Review of language from throughout the course
Il est né
Il a travaillé
Il a écrit
Il est allé
Il est décédé
PLTS
C Creative thinkers
Cross-curricular
English: discussing and writing poetryResources
Audio files:
80_Module6_Unit2_Ex1.mp3
81_Module6_Unit2_Ex3.mp3
Workbooks:
Cahier dexercices A & B, pages 5455
ActiveTeach:
p.113 Learning skills
p.116 Grammar
p.116 Grammar practice
ActiveLearn:
Listening A, Listening B
Reading A, Reading B Starter 1
Aim
To introduce the topic of poetry
Ask the class what poetry they have read. Do they have any favourite poems? Ask what makes a poem, prompting as necessary to cover rhyme, rhythm, repetition and linguistic features such as alliteration. Point out that poems dont need to contain all of these elements.
1 Écoute et mets les images dans lordre du poème. (Listening L4, Reading L4)
Listening. Pupils listen to the poem, reading the text at the same time. They then put the pictures in the order they are mentioned. Some vocabulary is glossed for support.
Audioscript Track 80
La fourmi (par Robert Desnos) Une fourmi de dix-huit metres Avec un chapeau sur la tête, Ça nexiste pas, ça nexiste pas.
Une fourmi traînant un char Plein de pingouins et de canards, Ça nexiste pas, ça nexiste pas.
Une fourmi parlant français, Parlant latin et javanais, Ça nexiste pas, ça nexiste pas. Et pourquoi pas?
Answers
c, a, b
2 En tandem. Lis le poème à voix haute. Commente la prononciation de ton/ta camarade. (Speaking L4)
Speaking. In pairs: pupils take it in turn to read the poem in exercise 1 aloud and to comment on their partners pronunciation. A tip box with expressions to use in giving this feedback is supplied.
3 Écoute et écris les mots qui manquent. (16) (Listening L3, Reading L3)
Listening. Pupils listen to and read another poem and complete the gap-fill version of the text.
Audioscript Track 81
Un éléphant de quarante mètres Avec des lunettes sur la tête, Ça nexiste pas, ça nexiste pas.
Un éléphant jouant au flipper Avec un tigre et un lion vert, Ça nexiste pas, ça nexiste pas.
Un éléphant faisant du vélo, Regardant la télé et des vidéos, Ça nexiste pas, ça nexiste pas. Et pourquoi pas?
Answers
(Also in bold in the audioscript.)
1 éléphant 2 lunettes 3 flipper 4 lion 5 vélo
6 télé
Starter 2
Aim
To review the features of poems; To look at a poem critically
Ask pupils to read the poem in exercise 1 on p. 112 of the Pupil Book aloud. Then ask the class questions about the poem. Is it a good poem? Which features can they spot? Prompt as necessary to cover repetition (Une fourmi, Ça nexiste pas), humour, rhythm, surprise ending, etc. Ask pupils if they like the poem.
4 Lis le texte. Copie et remplis la fiche didentité. (Reading L5)
Reading. Pupils read the text about the poet Robert Desnos and complete the identity card about him. il a été arrêté is glossed for support.
Answers
Date of birth: 4/7/1900
Profession: journalist
Other interests: poetry
Wartime activity: went to war, then worked for the Resistance, then was arrested
Cause of death: typhoid
Explain that the text contains three verbs in the perfect tense which dont use avoir as the auxiliary. Ask pupils to find the verbs and, if possible, to identify the verb used (il est né, il est allé, il est décédé être). Explain that most verbs use avoir in the perfect tense, but some common verbs (mainly verbs of movement) use être. Introduce je suis allé(e) and je suis sorti(e) as two of the most useful forms. The je form of the perfect tense (for both avoir and être verbs) is summarised and practised on p. 116.
5 Compose un poème suivant le modèle de La fourmi. Puis dessine trois images pour illustrer ton poème. (Writing L4)
C
Writing. Pupils write a poem using La fourmi as a model and draw three pictures to illustrate their poem. A spidergram that they can use as a model to prepare what they will write is supplied for support. Draw pupils attention to the tip box on adapting a written model.
Plenary
Ask some pupils to read their poems aloud, with the rest of the class giving constructive feedback.
Alternative Plenary:
Use ActiveTeach p. 116 Grammar practice activities to review and practise the perfect tense.
Workbook A, pages 5455
SHAPE \* MERGEFORMAT
SHAPE \* MERGEFORMAT
Answers
2 a 1 b 4 c 3 d 2 e 2 f 1 g 4 h 3
3 a 4 b 2 c 1 d 4 e 3 f 2 g 1 h 3
Workbook B, pages 5455
SHAPE \* MERGEFORMAT
SHAPE \* MERGEFORMAT
Answers
2 1 (Any two of:) orange and black with a bit of white, runs quickly; man is its enemy
2 India and Asia
3 (Any four of:) handsome, kind, charming, polite, cool, really nice
4 listens to music on the radio and watches their videos
5 footballer who plays for Chelsea
6 (Any two of:) great, very young, very quick, extremely talented
4 Name: Jacques Prévert Date of birth: 4 February 1900 Profession: Poet and scriptwriter Writing style: He writes funny poems Famous friends: Robert Desnos and André Breton (surrealist people) Age he died: 77
Worksheet 6.3 Les poèmes
Answers
A Rouge comme un fruit du Mexique
Orangé comme le sable dAfrique
Jaune comme les girafes chics
Vert comme un sorbet de Jamaïque
Bleu comme les vagues du Pacifique
Indigo comme un papillon des tropiques
Violet comme les volcans de Martinique
Qui donc est aussi fantastique
Est-ce un rêve ou est-ce véridique?
Cest dans le ciel magnifique
Larc aux sept couleurs magiques
C 1 volcanoes les volcans
2 sand le sable
3 waves les vagues
4 giraffes les girafes
5 butterfly un papillon
D (Answers will vary.)
Learning objectives
Describing a painting
Programme of Study references
GV1 Tenses (perfect)
GV3 Developing vocabulary
LC3 Conversation
Grammar
the perfect tense
Key language
Review of language for expressing opinions
Jai fait des recherches sur
Jai choisi un tableau qui sappelle
Jai bien regardé.
Jai identifié (douze) couleurs différentes.
Jai trouvé
au centre
sur la gauche/droite
devant
derrière
il y a
/on peut voir
PLTS
I Independent enquirers
Cross-curricular
Art: famous painters
ICT: Internet researchResources
Audio files:
82_Module6_Unit3_Ex1.mp3
83_Module6_Unit3_Ex3.mp3
84_Module6_Unit3_Ex4.mp3
Accès Studio: pages 1617
Workbooks:
Cahier dexercices A & B, pages 5657
ActiveTeach:
p.115 Learning skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B Accès Studio Unit 7 (pp. 1617) can be used with this unit to review colours and adjective agreement.
Starter 1
Aim
To review adjectives
Give pupils three minutes working in pairs to list as many adjectives in French as they can.
Check answers, asking pupils to translate them into English. Write up: bleu, un livre, une fleur. Ask the class the French for a blue book and a blue flower to review agreement and position of adjectives.
1 Écoute et lis. (Listening L4)
Listening. Pupils listen to the description of a painting by Henri le Douanier Rousseau, reading the text at the same time. Explain that his nickname, le Douanier, came from the fact that he used to work as a customs officer before he became an artist. Some vocabulary is glossed for support.
Audioscript Track 82
Au centre, on peut voir le peintre. Il sappelle Henri «le Douanier» Rousseau. Il a les cheveux blancs. Il porte un béret et il a une moustache. Il est assis sur un tigre et il joue de la guitare.
Le tigre est superbe. Il est de couleur orange avec des rayures noires. Il a aussi un peu de blanc. Il a de grandes dents.
Sur la gauche et sur la droite du tableau, il y a des fleurs roses, blanches et bleues.
Sur la gauche, on peut voir un lion parmi les fleurs.
Derrière, on peut voir la lune. Devant, il y a des plantes.
2 Trouve ces phrases en français dans le texte. (Reading L4)
Reading. Pupils re-read the text in exercise 1 and identify in it the French versions of the English phrases listed.
Answers
1 au centre 2 sur la gauche 3 sur la droite
4 on peut voir 5 il y a 6 derrière 7 devant
8 sur
Reinforce the prepositions in exercise 2 by using a soft toy or classroom item as a prompt.
3 Écoute. Qui dit quoi? Écris le bon nom. (16) (Listening L4)
Listening. Pupils listen to three people discussing the painting shown in exercise 1. They read the six comments on the painting and identify who said each one.
Audioscript Track 83
Décris ce tableau, Alyzée.
Eh bien, au centre il y a un oiseau. Il est bleu et rouge. Sur la gauche, il y a un singe dans un arbre. Il est drôle! Il y a aussi des fleurs blanches et des oranges. Sur la droite, il y a une fleur bleue et, en haut du tableau, des fleurs roses. Devant, il y a un groupe de singes avec des oranges. Derrière, on peut voir le soleil orange.
Quelle est ton opinion sur le tableau, Lucie?
Moi, jaime les singes et jaime les couleurs. Jadore, surtout les fleurs et les plantes. Jadore le tableau. À mon avis, cest très intéressant et amusant. Tu es daccord, Florian?
Non, je ne suis pas du tout daccord. À mon avis, cest bizarre. Je naime pas les fleurs et je naime pas les plantes non plus. Est-ce quon trouve des oranges dans la jungle? Je ne sais pas, moi. Je naime pas du tout le tableau. Pour moi, cest nul. Et toi, Alyzée? Tu aimes ce tableau?
Oui, jaime bien. Jaime les plantes et les couleurs, mais je naime pas beaucoup les singes. Ils sont un peu bizarres. Moi, personnellement, je préfère les tableaux de Monet.
Answers
1 Florian 2 Alyzée 3 Lucie 4 Lucie 5 Alyzée
6 Florian
Starter 2
Aim
To review language for expressing opinions; To use grammatical knowledge to work out connections
Write up the following, jumbling the order of the second column. Give pupils three minutes to match the sentence halves.
1 Jaime le a tableau.
2 Je naime b pas les couleurs.
3 À mon c avis, cest amusant.
4 Cest d très intéressant.
5 Surtout, jadore e le tigre.
6 Je préfère les f tableaux de Picasso.
7 Pour moi, g cest nul.
Check answers, asking pupils to explain how they worked them out. Pupils then translate the sentences into English.
4 Écoute à nouveau. Identifie lattitude de chaque personne. (Listening L4)
Listening. Pupils listen to the recording from exercise 3 again and answer the questions on it, identifying the attitude of the three speakers towards the painting.
Audioscript Track 84
As for exercise 3
Answers
1 Lucie 2 Alyzée 3 Florian
5 En tandem. Décris le tableau de Rousseau et donne ton opinion. Adapte les phrases de Florian, dAlyzée et de Lucie. Utilise les mots à droite. (Speaking L4)
Speaking. In pairs: pupils describe another painting by Rousseau, shown on the page, and give their opinion of it.
6 Lis le texte et trouve les phrases en français. (Reading L5)
Reading. Pupils read the text and identify in it the French versions of the English verbs listed. This involves the perfect tense. une montgolfière is glossed for support.
Answers
1 jai observé 2 jai fait des recherches sur
3 jai trouvé 4 jai choisi 5 jai identifié
6 jai (bien) regardé
7 Choisis un tableau. Écris une description. (Writing L5)
I
Writing. Pupils research a painting of their own choice, either using books or the Internet. The painting can be by any artist. They then write a description of the painting, using the perfect tense. A framework is supplied.
8 Crée un tableau dans le style dHenri Rousseau. Présente le tableau à la classe. (Speaking L4)
Speaking. Pupils draw or paint a scene in the style of Henri Rousseau, then present their drawing/painting to the class.
Plenary
Challenge pupils to remember the six verbs in the perfect tense that they found in exercise 6. Then ask pupils to tell the class which picture they chose to research in exercise 7 and to say one thing about it using one of the perfect tense verbs.
Workbook A, pages 5657
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SHAPE \* MERGEFORMAT
Answers
1 (The picture should be coloured as follows:)
1 yellow 2 black 3 blue 4 orange 5 green
6 blue 7 green 8 red 9 pink 10 orange
11 yellow 12 red
2 1 F 2 T 3 F 4 T 5 F
Workbook B, pages 5657
SHAPE \* MERGEFORMAT
SHAPE \* MERGEFORMAT
Answers
1 (The picture should be coloured as follows:)
two rectangles of tail: yellow and black
eye: blue
three rectangles forming top of fish, starting at the left: orange, green and blue
three rectangles forming bottom of fish, starting on the right: green, red and pink
rectangle under the fish on the left: orange
rectangle under the fish on the right: yellow
frame: red
3 Jai fait des recherches sur Claude Monet.
Jai choisi un tableau qui sappelle Le pont japonais.
Jai observé beaucoup de choses.
Jai identifié beaucoup de couleurs différentes.
Jadore ce tableau.
Jaime surtout les plantes et les fleurs.
Cest vraiment super!
Worksheet 6.4 La peinture
Answers
A Au centre du tableau, il y a une table. Sur la table, on peut voir une cage. Dans la cage, il y a un oiseau. Il y a aussi une lampe sur la table. Entre la cage et la lampe, on peut voir des fruits. Il y a une chaise derrière la table et sous la table, on peut voir un petit chat.
B (Answers will vary.)
C (Answers will vary.)
The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points. Grammar topics
the perfect tense
Resources
ActiveTeach:
p.117 Grammar skills The perfect tense
1 How would you say the following in French?
Pupils look in the summary of the perfect tense on this page, to find the French versions of the English verbs listed.
Answers
1 jai choisi 2 jai examiné 3 jai fait
4 je suis allé(e) 5 je suis sorti(e) 6 jai regardé
7 jai rencontré 8 jai aimé 9 jai mangé
10 jai étudié
2 Read the text, then complete the sentences in English, as though you were Rebecca.
Pupils read Rebeccas text, then complete the sentences summarising it in English as if they were her.
Answers
1 I chose the coral snake.
2 I studied its habitat.
3 I examined its character.
4 I observed what it looks like/its physical appearance.
5 I researched its food.
6 I found its enemy.
3 Make a list of the six verbs in the perfect tense in the text.
Pupils re-read the text in exercise 2 and list the six verbs in the perfect tense that are used in it.
Answers
jai choisi jai étudié jai examiné jai observé
jai recherché jai trouvé
4 Write out the past participles of the verbs.
Pupils write the past participles of the infinitives listed. Draw pupils attention to the tip box, which explains that learning how the perfect tense is formed will help them to apply it in other contexts, and achieve a higher level.
Answers
surfé partagé regardé dansé travaillé
nagé téléchargé fini
5 Ryan has made six mistakes in the perfect tense. Can you correct them for him?
Pupils read Ryans text and correct the six errors he has made in using perfect tense verbs.
Answers
Hier soir, jai fait mes devoirs et ensuite, jai surfé sur Internet.
Jai regardé des clips vidéo et jai aussi téléchargé de la musique.
Plus tard, jai regardé la télévision et jai envoyé des e-mails à mes copains.
6 Read these sentences. Copy out and fill in the grid.
Pupils copy out the grid. They read the five sentences and complete the grid with the verbs used, separating them into present tense and perfect tense. The tip box points out that pupils need to show they can use the present tense plus another tense in order to attain Level 5.
Answers
7 Write out these sentences to show you can use the present tense and the perfect tense together.
Pupils use the phrases supplied to write sentences using a combination of the present tense and the perfect tense. Draw pupils attention to the tip box on using the present tense plus two other tenses to attain Level 6.
Answers
1 Normalement, pendant les vacances, je danse, mais cet été, jai fait du karaoké.
2 Normalement, pendant les vacances, je fais de la voile, mais cet été, jai fait de la planche à voile.
3 Normalement, pendant les vacances, je joue au volley, mais cet été, jai joué au football.
4 Normalement, pendant les vacances, je vais à la campagne, mais cet été, je suis allé(e) à la mer.
5 Normalement, pendant les vacances, je vais en Grèce, mais cet été, je suis allé(e) en Italie.
Worksheet 6.5 The perfect tense
#
Answers
A Pour mon exposé, jai choisi le gorille des montagnes. Dabord, jai étudié son habitat. On peut trouver le gorille en Afrique Centrale. Ils habitent dans les montagnes. Puis, jai examiné son caractère. Le gorille est sociable et intelligent. Il habite en groupe. Il y a un mâle à dos argenté qui domine le groupe. Jai observé son aspect physique. Le gorille est noir! Il est grand et beau. Ensuite, jai recherché son alimentation. En général, il mange des plantes, des fruits et des insectes. Finalement, jai trouvé son ennemi. Son prédateur est lhomme. Il est responsable du trafic des gorilles et aussi de la destruction de son habitat.
B (Example answer:) Pour mon exposé, jai choisi lorque. Dabord, jai étudié son habitat. On peut trouver lorque dans les mers glaciales et les mers tropicales. Puis, jai examiné son caractère. Lorque est sociable et intelligente. Elle habite en groupe, en clan. Jai observé son aspect physique. Lorque est noire et blanche! Elle est longue et lourde. Ensuite, jai recherché son alimentation. En général, elle mange des poissons, des oiseaux de mer, des lions de mer, des phoques et des dauphins. Finalement, jai trouvé son ennemi. Elle na pas de prédateur sauf lhomme.
PAGE 2
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Cest perso
Cest perso
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PAGE 17(Pupil Book pp. 625)
Module 1: Cest perso
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Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 89)
1 Mon autoportrait
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Cest perso 1 Mon autoportrait
1 Mon autoportrait Cest perso
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 1011)
2 Mon kit de survie
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Cest perso 2 Mon kit de survie
Mon kit de survie Cest perso
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 1213)
3 Comment je me vois
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Cest perso 3 Comment je me vois
3 Comment je me vois Cest perso
Cest perso 3 Comment je me vois
(Pupil Book pp. 1415)
4 Et les autres?
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Cest perso 4 Et les autres?
4 Et les autres? Cest perso
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 1617)
5 Il est hypercool!
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Cest perso 5 Il est hypercool!
5 Il est hypercool! Cest perso
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 42
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(Pupil Book pp. 1819)
Bilan et Révisions
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Cest perso Bilan et Révisions
Bilan et Révisions Cest perso
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 2021)
En plus: Cest moi!
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Cest perso En plus: Cest moi!
En plus: Cest moi! Cest perso
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 2223)
Studio Grammaire
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Cest perso Studio Grammaire
Studio Grammaire Cest perso
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 42
PAGE 41
(Pupil Book pp. 118119)
À toi
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Cest perso À toi
À toi Cest perso
Mon collège
Mon collège
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(Pupil Book pp. 2647)
Module 2: Mon collège
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Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 2829)
1 Mes matières
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Mon collège 1 Mes matières
1 Mes matières Mon collège
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 3031)
2 Cest génial
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Mon collège 2 Cest génial
2 Cest génial Mon collège
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 3233)
3 Jai cours!
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Mon collège 3 Jai cours!
3 Jai cours! Mon collège
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 3435)
4 Au collège en France
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Mon collège 4 Au collège en France
4 Au collège en France Mon collège
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 3637)
5 Miam-miam!
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Mon collège 5 Miam-miam!
5 Miam-miam! Mon collège
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 3839)
Bilan et Révisions
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Mon collège Bilan et Révisions
Bilan et Révisions Mon collège
(Pupil Book pp. 3839)
Bilan et Révisions
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Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 4041)
En plus 1: Mon collège au paradis
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Mon collège En plus 1: Mon collège au paradis
En plus 1: Mon collège au paradis Mon collège
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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(Pupil Book pp. 4243)
En plus 2: Joyeux Noël!
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Mon collège En plus 2: Joyeux Noël!
En plus 2: Joyeux Noël! Mon collège
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
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PAGE 89
(Pupil Book pp. 4445)
Studio Grammaire
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Mon collège Studio Grammaire
Studio Grammaire Mon collège
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 80
PAGE 89
(Pupil Book pp. 120121)
À toi
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Studio découverte Studio Grammaire
Studio Grammaire Studio découverte
Mes passetemps
Mes passetemps
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(Pupil Book pp. 4867)
Module 3: Mes passetemps
PAGE 91
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Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 86
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PAGE 98
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(Pupil Book pp. 5051)
1 Mon ordi et mon portable
PAGE 93
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Mes passetemps 1 Mon ordi et mon portable
1 Mon ordi et mon portable Mes passetemps
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 88
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PAGE 101
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(Pupil Book pp. 5253)
2 Tu es sportif/sportive?
PAGE 99
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Mes passetemps 2 Tu es sportif/sportive?
2 Tu es sportif/sportive? Mes passetemps
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 94
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PAGE 107
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(Pupil Book pp. 5455)
3 Quest-ce que tu fais?
PAGE 102
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Mes passetemps 3 Quest-ce que tu fais?
3 Quest-ce que tu fais? Mes passetemps
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 100
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PAGE 113
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(Pupil Book pp. 5657)
4 Jaime faire ça!
PAGE 108
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Mes passetemps 4 Jaime faire ça!
4 Jaime faire ça! Mes passetemps
(Pupil Book pp. 5455)
3 Quest-ce que tu fais?
PAGE 112
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Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 104
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PAGE 118
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(Pupil Book pp. 5859)
5 Ils sont actifs!
PAGE 114
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Mes passetemps 5 Ils sont actifs!
5 Ils sont actifs! Mes passetemps
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 104
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PAGE 121
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(Pupil Book pp. 6061)
Bilan et Révisions
PAGE 119
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Mes passetemps Bilan et Révisions
Bilan et Révisions Mes passetemps
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 98
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PAGE 98
(Pupil Book pp. 6263)
En plus: Jadore les sports extrêmes!
PAGE 122
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Mes passetemps En plus: Jadore les sports extrêmes!
En plus: Jadore les sports extrêmes! Mes passetemps
PAGE 123
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Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 100
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PAGE 125
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(Pupil Book pp. 6465)
Studio Grammaire
PAGE 124
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Mes passetemps Studio Grammaire
Studio Grammaire Mes passetemps
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 102
PAGE 41
(Pupil Book pp. 122123)
À toi
PAGE 126
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Mes passetemps À toi
À toi Mes passetemps
Ma zone
Ma zone
PAGE 112
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PAGE 128
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(Pupil Book pp. 6887)
Module 4: Ma zone
PAGE 127
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Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 116
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PAGE 133
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(Pupil Book pp. 7071)
1 Là où jhabite
PAGE 129
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Ma zone 1 Là où jhabite
1 Là où jhabite Ma zone
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 120
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PAGE 138
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(Pupil Book pp. 7273)
2 Perdu dans le parc dattractions!
PAGE 134
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Ma zone 2 Perdu dans le parc dattractions!
2 Perdu dans le parc dattractions! Ma zone
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 124
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PAGE 143
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(Pupil Book pp. 7475)
3 Le weekend
PAGE 139
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Ma zone 3 Le weekend
3 Le weekend Ma zone
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 128
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PAGE 147
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(Pupil Book pp. 7677)
4 Coucou!
PAGE 144
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Ma zone 4 Coucou!
4 Coucou! Ma zone
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 134
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PAGE 154
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(Pupil Book pp. 7879)
5 Quest-ce quon peut faire à ... ?
PAGE 148
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Ma zone 5 Quest-ce quon peut faire à ... ?
5 Quest-ce quon peut faire à ... ? Ma zone
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 166
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PAGE 157
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(Pupil Book pp. 100101)
Bilan et Révisions
PAGE 155
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3
2
1 Partez! Bilan et Révisions
Bilan et Révisions 3
2
1 Partez!
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 138
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PAGE 160
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(Pupil Book pp. 8283)
En plus: Destination France
PAGE 158
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Ma zone En plus: Destination France
En plus: Destination France Ma zone
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 140
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PAGE 162
(Pupil Book pp. 8485)
Studio Grammaire
PAGE 161
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Ma zone Studio Grammaire
Studio Grammaire Ma zone
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 132
PAGE 133
(Pupil Book pp. 124125)
À toi
PAGE 163
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Ma zone À toi
À toi Ma zone
3
2
1 Partez!
3
2
1 Partez!
PAGE 134
PAGE 165
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(Pupil Book pp. 88107)
Module 5: 3
2
1 Partez!
PAGE 164
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Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 146
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PAGE 169
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(Pupil Book pp. 9091)
1 Les vacances, mode demploi
PAGE 166
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3
2
1 Partez! 1 Les vacances, mode demploi
1 Les vacances, mode demploi 3
2
1 Partez!
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 152
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PAGE 174
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(Pupil Book pp. 9293)
2 Je me prépare
PAGE 170
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3
2
1 Partez! 2 Je me prépare
2 Je me prépare
3
2
1 Partez!
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 154
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PAGE 178
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(Pupil Book pp. 9495)
3 Au Café de la Plage
PAGE 175
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3
2
1 Partez! 3 Au Café de la Plage
3 Au Café de la Plage 3
2
1 Partez!
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 160
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PAGE 190
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(Pupil Book pp. 9697)
4 Je vais aller en colo!
PAGE 179
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3
2
1 Partez! 4 Je vais aller en colo!
5 Mes rêves 3
2
1 Partez!
(Pupil Book pp. 9899)
5 Mes rêves
PAGE 184
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(Pupil Book pp. 100101)
Bilan et Révisions
PAGE 188
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Bilan et Révisions 3
2
1 Partez!
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 168
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PAGE 195
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(Pupil Book pp. 102103)
En plus: Tu vas aller où?
PAGE 191
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3
2
1 Partez! En plus: Tu vas aller où?
Studio Grammaire 3
2
1 Partez!
(Pupil Book pp. 104105)
Studio Grammaire
PAGE 194
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Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 132
PAGE 163
(Pupil Book pp. 126127)
À toi
PAGE 196
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3
2
1 Partez! À toi
À toi 3
2
1 Partez!
Studio découverte Studio Grammaire
Studio Grammaire Studio découverte
Studio découverte
Studio découverte
PAGE 164
PAGE 165
(Pupil Book pp. 108117)
Module 6: Studio découverte
PAGE 197
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Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 176
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PAGE 201
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(Pupil Book pp. 110111)
1 Animaux
PAGE 198
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Studio découverte 1 Animaux
1 Animaux Studio découverte
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 180
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PAGE 204
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(Pupil Book pp. 112113)
2 Poésie
PAGE 202
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Studio découverte 2 Poésie
2 Poésie Studio découverte
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 184
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PAGE 208
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(Pupil Book pp. 114115)
3 Peintures
PAGE 205
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Studio découverte 3 Peintures
3 Peintures Studio découverte
Cest perso 1 Mon autoportrait
(Pupil Book pp. 6-25)
Module 1: Cest perso
PAGE 186
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PAGE 210
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