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Scheme of Work
Year____Term____
Dynamo 2 RougeUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 2 Rouge Module 1: Vive les vacances! Week(s) ____
Point de départ, pp. 8–9
Talking about school holidays
Revising the verbs avoir and être
Builds onUnderstanding of avoir and être(D1 M1 U1 & U4)Knowledge of key sounds in French (D1 M1 PdD)Adjectives to give opinions (D1 M2 U1, D1 M3 U4)
Learning outcomes Pupils talk about how much
school holiday they have Pupils talk about what they
are doing on holiday Pupils refresh their knowledge
of the verbs avoir and être Pupils use opinion adjectives
and qualifiers to talk about their holiday
Pupils learn about liaisons in French pronunciation
Extension (ex. 7) Pupils write a short text about
themselves/their holiday
GrammarThe verb avoirThe verb être
Cultural capitalLearning about school holidays in different countries in the French-speaking world
Key Language examplesTu as combien de semaines de vacances en été / hiver?Ici, on a / nous avons huit semaines de vacances en été.[…]
Tu es où en vacances?Je suis / Nous sommes en vacances …au bord de la mer / à la montagne / …… avec mes amis / ma famille / …
C’est trop marrant / assez intéressant / complètement nul / …
Front-of-classp.008 Grammar videop.009 Class gamep.009 Flashcardsp.009 Grammar quizHomeworkVocabulary
Week(s) Unité 1, pp. 10–11 Builds on Grammar Front-of-class
2
____ Tu as passé de bonnes vacances?
Saying what you did during the holidays
Using the perfect tense of regular –er verbs
Knowledge of the perfect tense (D1 M5 En plus – if used from Dynamo 1)
Learning outcomes Pupils understand and use a
set of verbs in the perfect tense with avoir
Pupils ask simple questions in the perfect tense using Tu as …?
Pupils read/listen and decode a song in the perfect tense with some unknown words and verbs in it
Pupils understand that on can mean ‘we’
Extension (ex. 6) Pupils write about a week of
holidays from the point of view of a celebrity using the song in ex. 5 as a stimulus
The perfect tense of regular –er verbs
Cultural capital–
Key Language examplesPendant les vacances …J’ai joué au tennis.J’ai mangé des glaces.J’ai retrouvé mes amis.J’ai écouté de la musique.J’ai acheté des baskets.J’ai regardé des clips vidéo.J’ai nagé dans la mer.J’ai traîné à la maison.
p.010 Class gamep.010 Flashcardsp.010 Grammar quizp.010 Grammar videoHomeworkListeningReadingPronunciationVocabulary
Week(s)____
Unité 2, pp. 12–13Qu’est-ce que tu as fait?
Describing a visit to a theme park
Using the perfect tense of irregular verbs
Builds onKnowledge of perfect tense with avoir (D2 M1 U1)Knowledge of sequencers (D1 M2 U3, D1 M5 U4)Knowledge of opinions (D1 M2 U1, D1 M3 U4)
Learning outcomes Pupils understand and use a
short set of common irregular verbs in the perfect tense
Pupils listen for opinions with
GrammarThe perfect tense of irregular verbs
Cultural capitalLearning about Parc Astérix and Futuroscope, two popular theme parks in France
Key Language examplesQu’est-ce que tu as fait pendant les vacances?Qu’est-ce que tu as fait au parc
Front-of-classp.012 Flashcardsp.013 Writing skills worksheetHomeworkListeningReadingGrammarVocabulary
3
c’était … Pupils speak to describe a trip
to a theme park, using sequencers and opinions
Pupils read and write about a trip to a theme park using the perfect tense, sequencers and opinions
d’attractions?
J’ai visité un parc d’attractions.J’ai bu un coca au café.J’ai pris beaucoup de photos.J’ai vu un spectacle.J’ai fait tous les manèges.[…]
Week(s)____
Unité 3, pp. 14–15Tu es allé(e) où?
Saying where you went and how
Using the perfect tense of verbs that take être
Builds onKnowledge of the perfect tense (D2 M1 U1 & U2)Knowledge of sequencers (D1 M2 & M5, D2 M1 U2)
Learning outcomes Pupils understand and use the
perfect tense with être to describe a holiday
Pupils ask and answer some questions in French on a holiday using … avec qui? … où? … comment? C’était comment?
Pupils understand how to pronounce the perfect tense with aller using liaisons
Extension (exs 5–6) Pupils understand an extract
about Phileas Fogg Pupils translate into French
sentences in the perfect tense
GrammarUsing the perfect tense of verbs that take être
Cultural capitalText about the travels of Phileas Fogg from Le tour du monde en quatre-vingt jours, by Jules Verne
Key Language examplesJe suis allée en vacances avec mes parents / mes copains / …
Nous sommes allé(e)s en Grèce / Espagneaux États-Unisau Maroc
J’ai voyagé / Nous avons voyagé en … avion / bateau / train / voiture / …
Front-of-classp.014 Flashcards 1p.014 Flashcards 2p.014 Grammar quizp.014 Grammar videop.015 Pronunciation quizp.015 Translation skills worksheetHomeworkListeningReadingTranslationVocabulary
Week(s)____
Unité 4, pp. 16–17Quel désastre!(Listening and Reading
Builds onKnowledge of the perfect tense (D2 M1 U1, U2 & U3)
GrammarNegative sentences in the perfect tense
Front-of-classp.017 Class gamep.017 Thinking skills
4
Skills)
Listening for negatives in the perfect tense
Reading to spot the perfect tense in a text
Knowledge of negatives with ne … pas (D1 M1 U4, D1 M3 U1, D1 M5 U2)
Learning outcomes Pupils learn to understand and
use verbs in the perfect tense in the negative (ne … pas)
Pupils start to use TRAPS strategy (P = looking out for whether verbs are positive or negative) in listening and reading
Pupils use reading strategies to spot verbs in the perfect tense in a more extended text
Pupils listen and transcribe sentences in the perfect tense
Extension (ex. 7) Pupils do an extended piece of
writing in the perfect tense about a disastrous holiday using sequencers and opinions with c’était …
The perfect tense of –ir and –re verbs
Cultural capital–
Key Language examplesJe n’ai pas pris de photos parce que j’ai perdu mon portable.Je n’ai pas acheté de souvenirs parce que c’était trop cher.On n’est pas allé(e)s au parc d’attractions parce qu’on a raté le bus.[…]
Je suis tombé(e).J’ai cassé mon portable.J’ai beaucoup vomi.Je ne suis pas sorti(e) de l’hôtel.[…]
worksheetp.017 Video storyp.017 Video worksheetHomeworkListeningReadingGrammarVocabulary
Week(s)____
Unité 5, pp. 18–19Mon voyage extraordinaire!(Speaking Skills)
Asking and answering questionsUsing the present and perfect tenses together
Builds onKnowledge of present tense (D1 all modules)Knowledge of perfect tense (D2 M1 all units)Sequencers (D2 M1 U2, U3 & U4)Contrasting two time frames using time expressions (D1 M5 U5)
Learning outcomes Pupils understand sentences
GrammarUsing the present and perfect tenses togetherSaying ‘to’ or ‘in’ with countries (en, à, au, aux)
Cultural capital–
Key Language examples
Front-of-classp.019 Class gamep.019 Speaking skills worksheetHomeworkListeningReadingPronunciation
5
about what happens normally and what happened on a specific trip
Pupils create new phrases in the present and past time frames using substitution
Pupils understand and ask questions in French based on an extended text in two time frames, using sequencers
Extension (exs 6–7) Pupils research and create an
interview in two time frames by a person who has been on a special trip, using sequencers and opinions with c’était …
Qu’est-ce que tu fais normalement pendant les vacances?Normalement,… D’habitude, …pendant les vacances …Je vais en colo, à la campagne.Je nage dans la piscine.Je fais du sport.[…]C’est un peu ennuyeux.
Et l’année dernière, qu’est-ce que tu as fait?Je suis allé(e) à Vanuatu.J’ai nagé dans la mer.J’ai fait de la voile.[…]C’était vraiment génial!
Week(s) ___
En focus pp. 22–23: Double page unit with a variety of tasks, covering language from the module.
Week(s) ___
Revision and Assessment Bilan and Révisions pp. 20–21 Grammaire pp. 26–27 Vocabulaire pp. 28–29 Assessment Pack End of Module 1 tests
Extension En plus pp. 24–25 À toi pp. 126–127
6
Year ____ Term ____
Dynamo 2 RougeUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 2 Rouge Module 2: J’adore les fêtes! Week(s) ____
Point de départ, pp. 32–33
Talking about festivals and celebrations
Saying what you like and dislike
Builds onVerbs of opinion followed by infinitives (D1 M3 U4)Adjectives to express opinions (D2 M1 U2, D1 M3 U4, D1 M5 PdD)
Learning outcomes Pupils understand and use
words for different festivals Pupils start to express
opinions on different festivals, giving reasons
Pupils focus on words with silent consonants at the end whilst speaking
Pupils learn numbers from 20 up to 2000
Pupils complete a quiz on festivals involving high numbers
Extension (ex. 6) Pupils write a paragraph on
different festivals that are important to them, using opinion phrases and connectives
Grammar–
Cultural capitalLearning about festivals celebrated throughout the French-speaking world
Key Language examplesj’adore / j’aime (beaucoup) / je préfère / je n’aime pas (tellement) / …
Noël / mon anniversaire / Pâques / l’Aïd / le Nouvel An / …
… parce que j’aime / je déteste …danser / chanter / manger / …choisir des cadeauxrendre visite à ma mère / mes cousins
C’est (trop) …marrant / commercial / militaire / …
Numbers: vingt to deux-mille
Front-of-classp.032 Flashcardsp.033 Class gamep.033 FlashcardsHomeworkVocabulary
7
Week(s) ____
Unité 1, pp. 34–35Quelle est ta fête préférée?
Describing festivals and special days
Using the present tense of regular –ir and –re verbs
Builds onKnowledge of verb conjugation patterns (D2 M1 PdD, D1 M2 U3, D1 M3 U2)Knowledge of time expressions (D1 M5 U2)Knowledge of how to describe a photo (D1 M3 U1, D1 M5 U3)
Learning outcomes Pupils become aware of the
three verb groups: –er, –ir and –re verbs
Pupils read/listen and complete a text about a festival
Pupils translate sentences about a festival into French including –er, –ir and –re verbs
Pupils listen to and understand a description of a photo showing a festival
Pupils ask and answer questions on another photo of a festival
GrammarThe present tense of regular –ir and –re verbs
Cultural capitalLearning about popular festivals in the French-speaking world, including la fête de la musique and carnaval
Key Language examplesPour le carnaval, je rends visite à mes grands-parents.Je porte des vêtements rouges et un masque.Je retrouve mes copains en ville.J’entends la musique dans la rue.[…]
Sur la photo, il y a …une parade / des spectateurs / …Ils/Elles sont dans la rue / en ville.Ils/Elles marchent / dansent / …Ils/Elles portent des vêtements traditionnels / incroyables / …
Front-of-classp.034 Class gamep.034 Grammar quizp.034 Grammar video (1)p.034 Grammar video (2)p.034 Grammar video (3)p.034 Pronunciation quizHomeworkListeningReadingGrammarVocabulary
Week(s)____
Unité 2, pp. 36–37Et avec ça?
Buying food at a market
Using transactional language
Builds onKnowledge of how to pronounce cognates (D1 M3 U1 & U3)Knowledge of numbers in French (D2 M2 PdD)Transactional language – asking for things (D1 M5 U3)Knowledge of the verb vouloir (D1 M5 U2)Learning outcomes
Pupils learn and use
Grammarde after quantitiesPresent tense of vouloir
Cultural capitalLearning about food items typically available at a French market
Key Language examples
Front-of-classp.036 Class gamep.036 Flashcardsp.037 Grammar videop.037 Learning skills worksheetp.037 Speaking skills worksheetHomeworkListening
8
vocabulary for items at a market stall and quantities
Pupils refresh their knowledge of the perfect tense with the memory game (Je suis allé(e) au marché et j’ai acheté …)
Pupils learn and use transactional language for buying items at a market stall
Pupils learn to deal with unexpected questions
Je suis allé(e) au marché et j’ai acheté …un melon / un chou-fleur / des artichauts / des œufs / le fromage / le jambon / la salade / …
200 grammes de … / un (demi-)kilo de … / un morceau de …
Vous désirez?Je voudrais …, s’il vous plaît.Et avec ça?C’est tout, merci. Ça fait combien?Ça fait 10€15, s’il vous plaît.Merci, bonne journée.
GrammarTranslationPronunciationVocabulary
Week(s)____
Unité 3, pp. 38–39Miam-miam, c’est bon!(Listening and Reading Skills)
Using prediction to help with challenging listening passages
Giving answers in French for a reading task
Builds onKnowledge of food vocabulary in French (D2 M2 U2, D1 M4 U3)Knowledge of the partitive article (D1 M4 U3)Knowledge of describing experiences using c’était + adjective(D2 M1 U2 & U3)
Learning outcomes Pupils read/listen and
understand extracts about traditional dishes in France, including the ingredients
Pupils work on predicting what they might hear in a listening
Pupils work on answering questions in French by lifting words directly from a text
Extension (ex. 6) Pupils write articles for a
GrammarThe partitive article: ‘some’
Cultural capitalLearning about traditional and speciality meals in France
Key Language examplesDans (une salade niçoise), il y a (du thon, de la salade, des œufs, …)
C’est … un plat typique / une spécialité … du nord / du sud / de l’est / de l’ouest …de la France / de la Guadeloupe.
C’était … vraiment / un peu / trop … délicieux / sucré / salé / savoureux / …
Front-of-classp.039 Reading and writing skills worksheetHomeworkListeningReadingGrammar
9
magazine about a restaurant experience in France
Week(s)____
Unité 4, pp. 40–41Tu vas faire un voyage scolaire?
Talking about a future trip
Using the near future tense (with questions)
Builds onKnowledge of the near future tense (D1 M5 U4 & U5)Modes of transport (D2 M1 U3)Knowledge of questions and question words (D1 M1 U6, D1 M3 U5)Knowledge of on to mean ‘we’ (D2 M1 U1)
Learning outcomes Pupils listen/read and
understand extracts about a school trip to an Alsace Christmas market
Pupils understand and compose phrases in the near future tense
Extension (exs 4–6) Pupils decode Est-ce que …
questions in the near future tense, including question words
Pupils do a listening involving questions with question words
Pupils compose a conversation using questions on a school trip based on a stimulus
GrammarThe near future tenseQuestions in the near future tense
Cultural capitalLearning about the region of Alsace
Key Language examplesLe 3 décembre / Demain / … on va aller à Colmar … en car / en train / en avion / …
Je vais acheter … des cadeaux / des souvenirs / …
Je vais goûter …du pain d’épices / de la choucroute / …
Je vais / On va …visiter / choisir / manger / boire / …
Comment est-ce que tu vas voyager?Avec qui est-ce que tu vas aller à Nice?Où …? Quand …? Pourquoi …?
Front-of-classp.040 Class gamep.040 Flashcardsp.040 Grammar quizp.040 Grammar videop.041 Video storyp.041 Video worksheetHomeworkListeningTranslationVocabulary
10
Week(s)____
Unité 5, pp. 42–43Bonne année!(Writing Skills)
Writing about New Year
Combining the present and near future tenses
Builds onKnowledge of the present (D2 M2 U1, D1 M3) and near future tenses (D2 M2 U4, D1 M5 U4 & U5)Language recycled from previous units of the moduleKnowledge of sequencers and time expressions (D2 M1 U2, D2 M2 U1)
Learning outcomes Pupils read/listen and
understand phrases in the present and near future tenses about New Year’s resolutions
Pupils write sentences about resolutions in the present and near future tenses using a support grid
Extension (exs 5–7) Pupils read an extended text
in two time frames (present and near future) about New Year’s celebrations, including language from the module as a whole
Pupils identify sequencers and time expressions
Pupils do an extended piece of writing in two time frames about their New Year’s celebrations and resolutions
GrammarUsing the present and near future tenses together
Cultural capitalLearning about la fête des Rois
Key Language examplesEn ce moment … je finis mes devoirs à la récré.je n’aide pas mes parents.[…]
L’année prochaine …je vais être patient(e) avec mon frère.je vais faire du sport le samedi matin.[…]
Je vais …passer le 31 décembre à la maison / …danser / retrouver des copains.regarder le feu d’artifice dans la rue.manger des chips / la galette des Rois.aller en ville / …
Front-of-classp.042 Class gamep.042 Grammar quizp.043 Translation skills worksheetp.043 Writing skills worksheetHomeworkListeningReadingTranslationVocabulary
Week(s) ___
En focus pp. 46–47: Double page unit with a variety of tasks, covering language from the module.
Week(s) Revision and Assessment
11
___ Bilan and Révisions pp. 44–45 Grammaire pp. 50–51 Vocabulaire pp. 52–53 Assessment Pack End of Module 2 tests
Extension En plus pp. 48–49 À toi pp. 128–129
12
Year ____ Half ____
Dynamo 2 RougeUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 2 Rouge Module 3: À loisir Week(s) ____
Point de départ, pp. 56–57
Talking about celebrities and TV programmes
Using singular and plural adjective agreement
Builds onDescribing a person’s character (D1 M1 U4, D1 M4 U5)Knowledge of adjective endings (D1 M2 U2, D1 M4 U1)Giving opinions (D1 M2 U1, D1 M3 U4)Knowledge of French phonics (D1 M1, D1 M3 PdD)
Learning outcomes Pupils understand and discuss
opinions of celebrities, giving reasons
Pupils use personality adjectives in the masculine and feminine singular form
Pupils understand statements about TV programmes including adjectives in masculine, feminine, singular and plural forms
Pupils revise key sounds in French
Pupils translate sentences on TV programmes into French
GrammarSingular adjective agreementPlural adjective agreement
Cultural capital–
Key Language examplesQui est ta célébrité préférée?Moi perso, j’aime beaucoup …parce qu’il/elle est …arrogant / modestesérieux / drôleégoïste / généreuxCependant, je n’aime pas …
les comédies / les dessins animés / les documentaires / les infos / …les émissions de musique / de télé-réalité / …
J’adore les séries policières comme … Je n’aime pas du tout les feuilletons comme … … parce qu’ils/elles sont … nul(le)s / divertissant(e)s / ennuyeux/ennuyeuses / …
Front-of-classp.056 Grammar quizp.056 Pronunciation quizp.057 Class gamep.057 Flashcardsp.057 Learning skills worksheetHomeworkVocabulary
13
Week(s) ____
Unité 1, pp. 58–59Ma vie numérique
Talking about digital technology
Forming and answering a range of questions
Builds onKnowledge of asking questions(D2 M2 U4, D1 M3 U5)Knowledge of adverbs of frequency (D1 M3 U2)
Learning outcomes Pupils understand and do a
survey on TV viewing habits Pupils ask questions using a
range of question words Pupils read extracts on music
and gaming habits, including adverbs of frequency
Pupils listen and transcribe questions in French using question words
Pupils do an interview with a partner on TV, music and gaming habits
Extension (ex. 7) Pupils write a text on their
music, TV and gaming habits, including language from the Point de départ on their favourite programmes and actors
GrammarAsking questions (question word + est-ce que)
Cultural capital–
Key Language examplesQuand / Où / Comment / Avec qui est-ce que tu regardes la télé?Qu’est-ce que tu regardes à la télé?Pourquoi est-ce que tu aimes regarder comme ça?
Je regarde la télé … … tous les soirs / le weekend / …… dans le salon / dans le bus / …… seul(e) / avec ma famille / …… à la demande / en streaming sur mon smartphone / …… parce que …… c’est facile / ce n’est pas cher / …
Front-of-classp.058 Grammar quizHomeworkReadingGrammarPronunciationVocabulary
Week(s)____
Unité 2, pp. 60–61On va au ciné?
Arranging to go to the cinema
Buying cinema tickets
Builds onKnowledge of TV programme vocabulary (D2 M3 PdD)Knowledge of the near future tense (D2 M2 U4 & U5, D1 M5 U4 & U5)Knowledge of telling the time (D1 M2 PdD)Knowledge of time expressions
GrammarThe near future tense
Cultural capital–
Key Language examples
Front-of-classp.060 Class gamep.060 Flashcardsp.061 Class gamep.061 Thinking skills worksheetHomework
14
(D1 M5 U1, U2 & U5)Transactional language (buying things) (D2 M2 U3, D1 M5 U3)
Learning outcomes Pupils learn vocabulary for
different types of film Pupils listen to identify types
of film and when they are showing in the 24-hour clock
Pupils understand a conversation agreeing to go to the cinema
Pupils recognise phrases in the near future tense
Pupils create their own dialogue using a variety of time expressions, phrases of agreement and disagreement
Extension (exs 6–7) Pupils read/listen and
compose dialogues buying tickets at the cinema
une comédieun film d’animationun film d’action[…]
Je vais au cinéma ce soir. Tu viens?Désolé(e). Je ne peux pas. / Ça dépend.Qu’est-ce que tu vas voir?Je vais voir …Je veux bien, merci.Rendez-vous où et à quelle heure?Rendez-vous chez moi / chez toi.À plus. / À demain. / À samedi.
ListeningReadingTranslationVocabulary
Week(s)____
Unité 3, pp. 62–63Quels sont tes loisirs?
Talking about leisure activities
Using negatives
Builds onKnowledge of negatives (D1 M1 U3, D1 M3 U1)Knowledge of free time activities (D2 M3 PdD, U1 & U2, D1 M3)Knowledge of TRAPS strategies to support reading and listening (D2 M1 U4, D2 M2 En Focus)Knowledge of verb conjugationsKnowledge of time expressions and adverbs of frequency (D2 M3 U1, D1 M3 U2)
GrammarThe verb lireNegatives (ne … pas, ne … jamais, ne … rien)Possessive adjectives: son, sa, ses
Cultural capitalLearning about leisure activities in French-speaking African countries
Key Language examplesQuels sont tes loisirs?
Front-of-classp.062 Class gamep.062 Grammar quizp.062 Grammar videop.063 Reading and writing skills worksheetp.063 Video storyp.063 Video worksheetHomeworkListening
15
Knowledge of possessive adjectives (D1 M4 U1)
Learning outcomes Pupils read/listen and
understand extracts about what teenagers in French-speaking Africa do in their free time
Pupils use TRAPS (A = alternative words) to support their reading
Pupils translate negative phrases from a text
Pupils understand the conjugation of the verb lire
Pupils answer questions about their free time using adverbs of frequency, time expressions and negatives
Pupils complete a photo description of young people in French-speaking Africa with mobile devices
Pupils understand possessive adjectives son/sa/ses
Extension (ex. 6) Pupils research and describe a
new photo of a group of young people
Qu’est-ce que tu ne fais pas souvent?Qu’est-ce que tu ne fais jamais?
Le samedi / Parfois / Souvent / …j’écoute / je joue / je fais / je vais …
Je n’écoute pas … Je ne joue / lis / vais jamais …Je ne fais / regarde / lis rien.
ReadingGrammar
16
Week(s)____
Unité 4, pp. 64–65Tu as fait des achats? (Listening and Reading Skills)
Spotting synonyms
Looking up perfect tense verbs when reading
Builds onKnowledge of the perfect tense (D2 M1, D2 M2 U3)Awareness of synonyms to support reading skills (D2 M3 U3)Using c’était + adjective to describe what something was like (D2 M1 U2)Knowledge of irregular past participles (D2 M1 U2)
Learning outcomes Pupils read/listen to a rap
about a shopping trip, using knowledge of phonics to spot rhyming words
Pupils spot verbs in the perfect tense and examples of c’était + adjective
Pupils find synonyms Pupils link irregular past
participles back to their infinitives
Pupils write an account of a shopping trip in the perfect tense
Extension (exs 6–7) Pupils understand how to look
up a verb in the dicitionary when they see it in the perfect tense in a text
GrammarUsing the perfect tense and c’était + adjective
Cultural capital–
Key Language examplesJ’ai fait les magasins / des achats.J’ai fait une promenade / une balade.[…]
Hier / Samedi dernier, je suis allé(e) …J’ai acheté … / Je n’ai rien acheté.J’ai bu / mangé / fait / vu / pris …C’était … parce que …
Front-of-classp.065 Thinking skills worksheetHomeworkListeningReadingTranslationVocabulary
Week(s)____
Unité 5, pp. 66–67Normalement, hier et demain(Speaking Skills)Using three tenses when
Builds onKnowledge of present tense (D2 M3 U3, D1 M3 PdD, U1 & U2, D1 M5 U1)Knowledge of perfect tense (D2 M1)
GrammarThe verb prendreUsing three tenses together (present, perfect and near future)Cultural capital
Front-of-classp.067 Class gamep.067 Speaking skills worksheet
17
speaking
Speaking from notes
Knowledge of near future tense (D2 M2 U4 & U5, D1 M5 U4 & U5)Knowledge of connectives (D1 M2 U1 & U5)
Learning outcomes Pupils read/listen to
statements and texts and use verbal clues to determine whether information is about the past, present or future
Pupils play a memory game using questions about the past, present and future
Extension (ex. 7) Pupils create a spoken blog in
three time frames about an exceptional event that has changed their normal routine, including: connectives to extend sentences, nous forms as well as je forms, c’était + adjective
–
Key Language examplesQu’est-ce que tu fais, normalement, le weekend?Normalement, j’écoute de la musique, je joue au foot, …
Qu’est-ce que tu as fait le weekend dernier?Le weekend dernier, je suis allé au parc, j’ai …
Qu’est-ce que tu vas faire le weekend prochain?Le weekend prochain, je vais retrouver mes copains.
mais, cependant, alors, donc
HomeworkListeningReadingPronunciation
Week(s) ___
En focus pp. 70–71: Double page unit with a variety of tasks, covering language from the module.
Week(s) ___
Revision and Assessment Bilan and Révisions pp. 68–69 Grammaire pp. 74–75 Vocabulaire pp. 76–77 Assessment Pack End of Module 3 tests
Extension En plus pp. 72–73 À toi pp. 130–131
18
Year ____ Term ____
Dynamo 2 RougeUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 2 Rouge Module 4: Le monde est petitWeek(s) ____
Point de départ, pp. 80–81
Talking about where you live
Discussing the weather
Builds onKnowledge of landscape vocabulary (D2 M1 PdD)Knowledge of weather expressions(D1 M3 PdD, D1 M5 U4)Knowledge of pronunciation (silent letters) (D2 M1 PdD, D2 M2 PdD)Describing a photo (D2 M2 U1, D2 M3 U3)
Learning outcomes Pupils listen/read and
understand extracts about location, weather and opinions of places in summer and winter
Pupils pronounce weather expressions correctly with silent letters at the end of words
Pupil write a short text about where they live, giving opinions with reasons
Pupils match beginnings and ends of phrases to describe a photo
Extension (ex. 7) Pupils describe a photo, which
country they think it is in, the weather, and their opinion of
Grammar–
Cultural capital–
Key Language examplesOù habites-tu?J’habite …dans un village / dans une ville / …à la campagne / au bord de la mer / …en France / au Maroc / aux Antilles / …
Quel temps fait-il?Il fait beau.Il neige.Il y a du vent.Il y a des orages.[…]
C’est quelle sorte de ville?C’est comment en été / hiver? Pourquoi?En été / hiver …c’est très / vraiment / trop …amusant / tranquille / ennuyeux / nul / genial / joli / calme
Front-of-classp.080 Class gamep.080 Flashcards 1p.080 Flashcards 2HomeworkVocabulary 1Vocabulary 2
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the place
Week(s) ____
Unité 1, pp. 82–83Elle est comment, ta région?
Describing where you live
Using pouvoir + infinitive
Builds onVocabulary about leisure and local area (D1 M3 U2, D1 M5 PdD & U1)Knowledge of modal verbs (D2 M2 U2, D1 M5 U2)Knowledge of negatives (D2 M1 U4, D2 M3 U3)Understanding that on can mean ‘we’
(D2 M1 U1)Understanding of French phonics and silent letters (D2 M1 PdD, D2 M4 PdD, D1 M1 PdD, D1 M3 PdD)
Learning outcomes Pupils read/listen and
understand extracts about what there is in the local area and what you can do there
Pupils use a photo and their imagination to write about a different local area and what you can do there
Pupils understand the conjugation of the verb pouvoir and its use with an infinitive
Extension (exs 4–5) Pupils read/listen and
understand a text about the life of a teenager (Demba) in Mali including different persons of the verb pouvoir
Pupils invent an interview with
GrammarUsing the verb pouvoir
Cultural capitalLearning about different regions in FranceReading about the life of a child in Mali
Key Language examplesElle est comment, ta region?Dans ma région, … il y a peu / beaucoup / trop de … voitures / jardins publics / touristes / magasins / restaurants / …
En été / En hiver on peut / on ne peut pas … visiter les monuments historiques / …faire du ski / du canoë-kayak / des randonnées / …aller au cinéma / à la plage /en ville.
Front-of-classp.082 Flashcardsp.083 Class gamep.083 Grammar quizp.083 Grammar videop.083 Reading skills worksheetHomeworkReadingGrammarPronunciationVocabulary
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Demba including use of the verb pouvoir
Pupils focus on the pronunciation of eu and ou sounds, as well as silent consonants
Week(s)____
Unité 2, pp. 84–85Qu’est-ce qu’on doit faire pour aider à la maison?(Listening and Reading Skills)
Listening for different persons of the verb
Using different strategies to decode words while reading
Builds onKnowledge of modal verbs (D2 M2 U2, D2 M4 U1)Strategies for listening and reading (TRAPS) (D2 M1 U4, D2 M3 U3)Knowledge of family members (D1 M4 U1)Understanding that on can mean ‘we’
(D2 M1 U1, D2 M4 U1)
Learning outcomes Pupils listen to extracts and
understand which family members do which jobs at home
Pupils discuss which jobs they do
Pupils understand how to use devoir with an infinitive to talk about what people must do
Pupils read texts about domestic jobs in different environments and work out new words using reading strategies
GrammarUsing devoir
Cultural capitalLearning about different ways of life
Key Language examplesChez toi, qu’est-ce qu’on doit faire pour aider à la maison?Je dois … / Ma sœur/Mon frère doit …
ranger ma / sa chambre.rapporter l’eau.nourrir le chien / le chat / les animaux.faire la cuisine / la vaisselle / …[…]Je ne fais rien pour aider à la maison!
Je pense que / À mon avis … c’est juste / ce n’est pas juste.
Front-of-classp.084 Flashcardsp.084 Grammar videop.085 Grammar skills worksheetHomeworkListeningReadingGrammarVocabulary
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Week(s)____
Unité 3, pp. 86–87Ma routine, ta routine
Talking about daily routine
Using reflexive verbs
Builds onTelling the time (D2 M3 U2, D1 M2 PdD)Knowledge of –er verb conjugations (D2 M2 U1, D1 M3 U1 & U2)Knowledge of time phrases and sequencers (D2 M1 U2, D2 M3 U1 & U2, D1 M5 U1, U2 & U5)
Learning outcomes Pupils understand and use
verbs of personal routine in speaking and writing
Pupils understand the structure of reflexive verbs, compared with non-reflexive verbs
Extension (exs 5–7) Pupils read/listen and
understand extended extracts on unusual routines using time expressions and adverbs of frequency
Pupils work on preparing for a listening task (checking the task, anticipating content)
Pupils write a text about their routine during the week and at the weekend
GrammarReflexive verbs
Cultural capital–
Key Language examplesJe me lève.Je me douche.Je m’habille.Je me lave les dents.[…]
D’habitude en semaine, je me lève à sept heures et quart. Ensuite, je …Mais le weekend, je …
Front-of-classp.086 Class gamep.086 Flashcardsp.086 Grammar quizp.086 Grammar videop.087 Translation skills worksheetHomeworkListeningReadingGrammarVocabulary
Week(s)____
Unité 4, pp. 88–89J’ai déménagé!
Talking about moving houseUsing irregular
Builds onKnowledge of adjectival agreements (D2 M3 PdD, D1 M2 U2, D1 M4 U1)Knowledge of pronunciation (silent letters) (D2 M1 PdD, D2 M2 PdD, D2 M4 PdD)
GrammarIrregular adjectives: beau, nouveau and vieuxCombining present and past tenses
Front-of-classp.088 Grammar quizp.088 Pronunciation quizp.089 Reading and
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adjectives (beau, nouveau and vieux)
Knowledge of present and perfect tenses (D2 M1 U5, D2 M3 U5)Knowledge of house vocabulary (D1 M4 U2)
Learning outcomes Pupils understand and use
adjectives that come before the noun (beau, nouveau, vieux)
Pupils understand how to pronounce the adjectives
Pupils listen and complete a rap with rhyming words
Extension (exs 5–8) Pupils read/listen and
understand extended extracts in two time frames (present and perfect tenses)
Pupils prepare and conduct a conversation in two time frames about where they live
Cultural capital–
Key Language examplesJ’ai déménagé à la campagne.Voici la nouvelle maison.Il y a un beau jardin.Il y a aussi une belle cuisine.Le village est très vieux.Dans le village, il y a de vieilles maisons.[…]
writing skills worksheetp.089 Video storyp.089 Video worksheetHomeworkListeningTranslationPronunciationVocabulary
Week(s)____
Unité 5, pp. 90–91À la découverte d’une nouvelle région(Writing Skills)
Using three tenses in writing
Using resources to find and translate nouns into French
Builds onReflexive verbs of daily routine (D2 M4 U3)Strategies for listening and reading (TRAPS) (D2 M1 U4, D2 M3 U3)Knowledge of present, perfect and near future tenses (D2 M1, D2 M2 U4 & U5, D2 M3 U5)Knowledge of questions (D2 M3 U1)Dictionary skills (D2 M3 U4, D1 M4 U4)
Learning outcomes
GrammarUsing three tenses together (present, past and near future)
Cultural capital–
Key Language examplesOù est-ce que tu es en vacances?La région, elle est comment?Qu’est-ce qu’on peut faire ici?[…]
Front-of-classp.091 Class gamep.091 Speaking skills worksheetHomeworkListeningReadingTranslation
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Pupils read/listen and understand extracts in three tenses: present, perfect and near future
Pupils understand questions in three tenses
Pupils use a dictionary to support translation of words into French
Pupils plan and write a blog about a visit to Switzerland, using questions for support and dictionary work for words that they need to look up
Qu’est-ce que tu as fait le weekend dernier? C’était comment?
Qu’est-ce que tu vas faire le weekend prochain?
Week(s) ___
En focus pp. 94–95: Double page unit with a variety of tasks, covering language from the module.
Week(s) ___
Revision and Assessment Bilan and Révisions pp. 92–93 Grammaire pp. 98–99 Vocabulaire pp. 100–101 Assessment Pack End of Module 4 tests
Extension En plus pp. 96–97 À toi pp. 132–133
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Year ____ Term ____
Dynamo 2 RougeUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 2 Rouge Module 5: Le sport en direct Week(s) ____
Point de départ, pp. 104–105
Talking about sports
Using jouer à and faire de
Builds onKnowledge of sports and leisure vocabulary (D1 M3 U1 & U2)Knowledge of the modal verb pouvoir
(D2 M4 U1)Knowledge of using jouer à and faire de with masculine, feminine and plural nouns (D1 M3 U1 & U2)Knowledge of pronouncing cognates (D2 M2 U2, D2 M3 U2)Knowledge of adverbs of frequency (D2 M3 U1, D2 M4 U3)Knowledge of high numbers (D2 M2 PdD)Knowledge of TRAPS strategies (D2 M3 U3 & U4)
Learning outcomes Pupils read/listen and
understand extracts about what sports people can do in their local area
Pupils speak about what sports they can do in their area
Pupils listen and identify a range of information about sports including how often people do them
GrammarUsing jouer à and faire de with the definite article
Cultural capital–
Key Language examplesle handball / la voile / l’athlétisme / les arts martiaux / …
On peut jouer à la pétanque.On peut faire du judo.
Je m’entraîne …weekends / une fois par semaine / …
Je suis membre d’un club de …Je joue / fais …Mon héros sportif/Mon héroïne sportive est … Il/Elle a gagné … / a marqué un but …
Front-of-classp.104 Class gamep.104 Flashcardsp.104 Grammar animationp.104 Grammar quizp.104 Grammar videop.104 Pronunciation quizp.105 Listening skills worksheetHomeworkVocabulary
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Extension (exs 5–7) Pupils read/listen and
understand extracts about people’s sporting heroes
Pupils write a longer text about what they can do where they live, how often they do different sports and a sporting hero
Week(s) ____
Unité 1, pp. 106–107Plus ou moins?
Giving opinions about sports
Using the comparative
Builds onKnowledge of adjectives of opinion (D2 M1 PdD, D2 M2 PdD, D1 M3 U4)Knowledge of -er verbs present tense (D2 M2 U1, D1 M3 U1)Knowledge of qualifiers (D2 M1 PdD, D2 M2 U3, D1 M1 U4)Knowledge of adjective agreement with masculine and feminine nouns (D2 M3 PdD, D2 M4 U4)
Learning outcomes Pupils listen/read/speak to
conduct a survey on opinions of different sports
Pupils read/listen and understand extracts comparing different sports, including comparatives
Pupils write and speak about their opinions, comparing different sports
GrammarAdjective agreementUsing the comparative (plus que and moins que)
Cultural capital–
Key Language examplesamusant(e)ennuyeux/ennuyeusefacilefatigant(e)passionnant(e)relaxant(e)[…]
Je trouve le tennis trop fatigant.Je trouve le footing plus fatigant que la natation.La danse est moins passionnante que le patin à glace.
Je préfère …
Front-of-classp.107 Class gamep.107 Writing skills worksheetHomeworkReadingTranslationPronunciationVocabulary
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Week(s)____
Unité 2, pp. 108–109Pour aller au stade?
Asking the way and giving directions
Using the imperative
Builds onKnowledge of places in town (D1 M5 PdD & U1)Knowledge of the 24-hour clock in French (D2 M3 U2, D2 M4 U3)Knowledge of devoir (D2 M4 U2)Knowledge of à + article with masculine and feminine nouns (D2 M5 PdD, D1 M3 U1)Knowledge of French phonics and final silent letters (D2 M2 PdD, D2 M4 U1 & U4)
Learning outcomes Pupils understand and talk
about where they need to go in the Olympic village and by what time
Pupils use à with the definite article correctly
Pupils read/listen and understand extracts containing simple directions
Pupils create dialogues containing simple directions in the Olympic village
GrammarAsking the way, using pour aller à (+ definite article)Using the imperative (vous and tu forms)
Cultural capital–
Key Language examplesle vélodrome / la gare SNCF / l’hôtel / les courts de tennis / …
On doit aller au / à la / à l’ / aux …Pour aller au stade?Allez tout droit.Tournez à droite.Tournez à gauche.Prenez la première rue à droite.Prenez la deuxième rue à gauche.
Front-of-classp.108 Flashcardsp.109 Class gamep.109 Flashcardsp.109 Grammar quizHomeworkListeningGrammarPronunciationVocabulary
Week(s)____
Unité 3, pp. 110–111Qu’est-ce qu’il faut faire?(Listening and Reading Skills)
Using il faut to say ‘you must’
Translating from French
Builds onKnowledge of structures followed by an infinitive (D2 M2 U4, D2 M4 U1 & U2)Knowledge of TRAPS strategies (D2 M1 U4, D2 M4 U5)Listening and reading skills (D2 M2 U3, D2 M4 U2)
GrammarUsing il faut and il ne faut pas + infinitive
Cultural capitalLearning about two French Olympians, Marie-Amélie le Fur and Florent Manaudou
Key Language examples
Front-of-classp.111 Translation skills worksheetp.111 Video storyp.111 Video worksheetHomeworkListeningReading
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into English Learning outcomes Pupils understand and use
phrases with il faut + infinitive Pupils listen/read and
understand extracts involving what people must do to be champions
Pupils understand and translate descriptions of sports people in action
Pupils write a description of a photo of sports people
Il faut … manger équilibré.boire beaucoup d’eau.être motivé(e) et déterminé(e).dormir huit heures par nuit.[…]
Il ne faut pas … fumer de cigarettes.consommer de drogue.
À mon avis, pour … il faut … / il ne faut pas …
GrammarVocabulary
Week(s)____
Unité 4, pp. 112–113Ça va?
Talking about injuries and illness
Taking part in a conversation with the doctor
Builds onKnowledge of il faut + infinitive (D2 M5 U3)Knowledge of Olympic village locations (D2 M5 U2)Knowledge of perfect tense (D2 M1, D2 M3 U4, D2 M4 U4)Knowledge of modal verbs (D2 M4 U1 & U2)
Learning outcomes Pupils listen/read and
understand extracts involving parts of the body and ailments
Pupils understand depuis and use it to say how long they have been ill
Pupils create their own dialogue in the doctor’s office using prompts
Extension (exs 5–7) Pupils read/listen and
GrammarSaying what is wrong, using j’ai mal à / je me suis blessé(e) à (+ definite article)
Cultural capital–
Key Language examplesle pied / le dos / la tête / la gorge / l’estomac / l’œil / les yeux
J’ai mal au bras / à la jambe / à l’oreille / aux épaules.Je me suis blessé(e) au dos.J’ai un rhume.J’ai la grippe.J’ai de la fièvre.
Depuis quand?Depuis trois jours / une semaine …Il faut rester au lit.Il faut prendre des antidouleurs.
Front-of-classp.112 Class gamep.112 Flashcards 1p.112 Flashcards 2p.113 Speaking skills worksheetHomeworkListeningReadingTranslationVocabulary
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understand a text about an athlete in the Olympic village using a variety of structures: present tense, il faut, pouvoir, devoir, perfect tense
Pupils write a text using a variety of structures from the point of view of an athlete in the Olympic village
Il faut boire beaucoup d’eau.[…]
Bonjour, docteur.Vous allez bien?Ça ne va pas.D’accord. Il faut …Merci. À bientôt.
Week(s)____
Unité 5, pp. 114–115Allez, les champions!(Speaking Skills)
Interviewing a sportsperson
Asking and answering questions in three tenses
Builds onKnowledge of question formation (D2 M2 U4, D2 M3 U1, D1 M3 U5)Knowledge of present, perfect and near future tenses (D2 M1, D2 M2 U1 & U4)Knowledge of intonation when asking questions (D2 M1 U1)
Learning outcomes Read, understand and match
questions in three different tenses with their answers
Pupils compose Est-ce que … and Qu’est-ce que … questions in three different tenses with support
Pupils understand how the intonation of questions and answers varies
Pupils prepare and perform an interview with a real sports person, preparing their own questions and answers
GrammarAsking questions in the present, perfect and near future tenses (using Est-ce que … and Qu’est-ce que …)
Cultural capital–
Key Language examplesQu’est-ce que tu fais comme sport?Qu’est-ce qu’il faut faire pour être champion?Est-ce que tu manges équilibré?Est-ce que tu as participé à une compétition récemment?Qu’est-ce que tu vas faire à l’avenir?[…]
Front-of-classp.115 Reading skills worksheetHomeworkListeningReadingGrammar
Week(s) ___
En focus pp. 118–119: Double page unit with a variety of tasks, covering language from the module.
29
Week(s) ___
Revision and Assessment Bilan and Révisions pp. 116–117 Grammaire pp. 122–123 Vocabulaire pp. 124–125 Assessment Pack End of Module 5 tests
Extension En plus pp. 120–121 À toi pp. 134–135