The KING’S Medium Term Plan - FRENCH

Y8 LC1 Programme – 2016- 2017

Module

This unit is about food and drink in France, how French food/drink stereotypes can prejudice or influence our understanding of

French culture and the influence of French food on global culinary culture. This unit will also enable pupils to begin to develop

their understanding of the term ‘national identity’ and the many different cultural facets that constitute this.

All pupils will cover all objectives but only those working towards GP 3 - 4 will be expected to cover ‘Progress Objectives’ that

are indicated below. Key objectives are taken from the AQA GCSE French Specification 8658 for the new curriculum.

Building on

prior learning

This will be the students’ second year of studying French. Thus far, students have explored in detail how a sentence is built through the

analysis of different word categories and language patterns to consolidate their understanding of the language itself. Students have learnt

vocabulary and appropriate sentence structures used within a variety of topics (see Year 7 schemes of work). In Year 7, students also

studied conjugation of verbs in the present tense and the formation of the immediate future tense when talking about activities they are

going to do.

Overarching

Challenge

question

Why have people made challenges to those in power?

Subject

Challenging

Question

To what extent do French food & drink stereotypes challenge the reality of French culture?

Lines of

Enquiry

Week 1: How do ‘food & drink’ gender frameworks challenge structural inaccuracy?

Week 2: To what extent does the study of French markets challenge our perceptions of French food/drink & its vocabulary?

Week 3: How can the notions of time and sequence be used in the study of food and drink?

Week 4: How does the breakdown of healthy/unhealthy food groups challenge our understanding of French meal structures?

Week 5: What would be the main linguistic challenges to consider for a restaurant critic writing a food review?

Week 6-7: Revision and assessment followed by gap teaching – from assessment analysis.

Exam board

links:

Topic

Progress

Statement

Weeks’ 1-5: Free Time Activities: ‘Food and Eating Out’ (AQA 8658: 3.1.1 Identity and Culture) In this unit, students will learn how the partitive article for food and drink is used in conjunction with gender, plural formations and quantity (of food and drink items) and will research the different question formations used to ask for food and drink and model this in a series of tasks. Students will learn set phrases in the past tense using the infinitives MANGER and BOIRE with subject pronouns je/il/elle/nous/ils/elles and demonstrate its use in relation to a past meal. Students will also focus on how additional language components such as ‘C’était’ can be applied to a past food review to improve linguistic quality. The more able student will use a variety of subject pronouns and linking words in order to produce a ‘French food review’ relating to a meal in a restaurant developing key grammatical areas learnt (e.g. opinions, negative sentence structures, past tense sentence structure with two different subject pronouns).

Learning

strategies

Literacy: Literacy focus present throughout every lesson when discussing sentence structures and the importance of spelling and grammatical accuracy. Writing frame support for pupils where appropriate and the highlighting of key words. Each week there will be a minimum of one “Do now” task that places emphasis on an area of literacy. Numeracy: Application of number and their impact on plural structures within a sentence. Use of numbers and sequencing words in pupils work. Use

of numbers and patterns to break down different sentence structures. . Each week there will be a minimum of one numeracy “Do now” task, pupils will be engage in authentic numeracy tasks using a number grid for support. Pupils will also track the progress of their LC1-5 results using a bar chart at the back of their exercise books. Cognitive Acceleration: Cognitive Acceleration strategies are used in lessons each week targeting specific skills sets and consolidation of these. Three ‘1 hour’ cognitive acceleration lessons are taught throughout the learning cycle whilst other lessons incorporate cognitive acceleration strategies targeting specific parts of the lesson journey. This is done through the medium of varied activities e.g. ‘find the odd one out’, ‘find the link between the words or pictures’, socratic discussion and problem solving in groups that supports the ultimate goal of mastery.

Week 1

2 hours of

lessons plus 1

hour of home

learning each

week

Line of Enquiry - Week 1: How do ‘food & drink’ gender frameworks challenge structural inaccuracy?

Learning intentions in order of delivery:

Recall vocabulary of food and drinks items

Identify the difference between the partitive and definite article

Apply the partitive article with food and drinks items accurately in a series of sentences

Students will learn to:

1. Identify and categorise masculine/feminine genders of food & drink nouns through language patterns.

2. Recall the four forms of the partitive article and apply understanding to match each form to the correct noun. 3. Understand the meaning of the three infinitives PRENDRE/MANGER and BOIRE and part conjugation of all three (students have

studied ‘ER’ verb conjugation in Year 7) 4. Examine the vocabulary for breakfast/lunch/tea and demonstrate its use in sentence to specify when you eat/drink something. 5. Understand that when giving an opinion on food/drink, the definite article must be used after the opinion eg. j’aime les céréales 6. Devise an extended sentence structure on food and drink incorporating ‘opinion with reason’ structure. 7. Produce an extended structure applying the partitive and definite articles correctly.

Weekly success criteria across 3 lessons:

GP 1 = Students will identify the gender of a food/drink item and categorise into a ‘definite article’ gender table GP 2 = Students will understand the difference between the partitive and definite article and write out partitive and definite food & drinks items eg. le pain = du pain GP 2/3 = Students will learn the words for meal times and translate a series of sentences to describe what they eat and drink GP 3 = Compare & contrast sentences using positive/negative opinion structures + INFINITIVE with reasons and assess the level of challenge eg. j’aime MANGER / PRENDRE / je n’aime pas BOIRE + food item + connective + reason (Higher level opinions can be inserted for more able pupils). GP 3 = Students will analyse (briefly) the present tense conjugation of prendre, manger & boire with other subject pronouns and

endeavour to use in a structure GP 3 = Students will evaluate a text and identify the different language patterns to aid contextual understanding. They will evaluate a text to pick out key information about what people like and dislike to eat/drink. RGP 3/4 = Students will produce a simple extended structure applying the partitive, indefinite and definite articles correctly to describe what they and someone else likes to eat/drink (1st and 3rd person singular). Lesson Hypotheses:

Hypothesis 1 – Partitive articles and definite articles are linked by gender. (Cognitive Acceleration lesson focusing on

discovering language patterns from a list of sentences and identifying rules to support language learning). Hypothesis 2 – ‘OPINION + INFINITIVE’ is better than ‘OPINION + NOUN’

Linguistic structures to consider:

Partitive articles (du/de la/de l’ /des) used with food items

Definite articles (le/la/les) used with food items

Indefinite articles (un/une/des) used with food items

Je mange/bois/ prends - je ne mange/bois pas de

Conjugation of the three infinitives : PRENDRE / MANGER / BOIRE

Opinion + Infinitive eg. j’aime manger … car c’est…

Meal time introductions: Pour le petit déjeuner/ Pour le déjeuner/ Pour le dîner

Time statements: Souvent, quelquefois, rarement

Adjectives to describe food and drink : dégoûtant / fade/ salé(e) / épicé(e) / délicieux/ savoureux Home Learning:

Week 2

3 hours of

lessons plus 1

hour of home

learning each

week

This week’s home learning requires students to write a short account of what they eat at the three different meal times. Students must incorporate a variety of different word categories and structures such as intensifiers, time statements and opinions with reasons. This will be marked in the following week by the teacher. Then students will complete personalised REACH TASK based on the outcome of their home learning. Pupils will also be set a vocabulary test on different food and drink items. Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk / www.wordreference.com

REACH: (Research; Explore; Analyse; Create and Hypothesise) Use IPad to research a real French menu from a French restaurant and record unknown food and drink vocabulary, categorising into masculine/feminine genders applying language patterns they have learnt.

Line of Enquiry – To what extent do the use of quantities and measures aid numerical comprehension in French? Lesson 1: : Review and Evaluate, Attain then Challenge and Hone (REACH) Pupils will use this lesson to feedback and respond to work marked and done in their books. They will read through teacher comments and respond by following a given set of criteria. This will allow them to make improvements on their work, carry out corrections, seek help and make further progress before moving to the next unit of work. To consolidate their existing knowledge and understanding throughout the learning cycle so far, pupils will be required to explore mistakes and areas of misunderstanding and research the correct answer using a variety of criteria from marking in books, work done in exercise books to dictionary use. Pupils will be given examination style questions that complement the GCSE specification at and above their targeted grade point to stretch their comprehension. Linguascope and GCSEPod will also be used as REACH activities and can be personalised in the level of difficulty. Learning intentions in order of delivery:

Analyse higher order numbers and different quantities/measures and apply them to a simple sentence

Apply understanding of question formations and statements used to ask for food and drink

Students will learn to:

1. Understand the structure of the infinitive PRENDRE and how it is used when buying different food/drink items

2. Apply literacy and mathematical skills to analyse a French shopping list and answer questions

3. Apply an understanding of adjectival structures to explain the adjectival rules for quantity with ‘J’ai’

4. Apply understanding of question formations and statements used to ask for food and drink

Weekly success criteria across 3 lessons: GP 1/2 = Students will recall a series of higher order numbers, quantities and measures and intonation patterns used when buying

food/drink. GP 2 = Students will understand how to conjugate the verb PRENDRE and know it is used GP 2 = Students will learn a variety of different food quantities and how to form them in the plural. GP 2/3 = Students will apply the verb PRENDRE and the conditional structure ‘je voudrais’ accurately using a variety of different subject

pronouns il/elle/nous/ils/elles when ordering food/drink in a market.

GP 3 = Students will evaluate the order and structure of a market conversation and suggest what could be added/improved.

RGP 3/4 (REACH) = Students will create own conversation in a market ordering variety of different food and drink items from a variety of

different food stalls.

Lesson Hypotheses:

Hypothesis 1 – (REACH time) Quantities and measures are written differently in the singular and in the plural. Hypothesis 2 – Only grammatical accuracy is essential to having a conversation in a foreign language. Hypothesis 3 – Mastery of pronunciation can be achieved without studying letter combinations and accents.

Linguistic structures to consider:

Conjugation of PRENDRE across some/all subject pronouns (depending on ability)

Je prends/ tu prends/ il/elle prend

Je voudrais…….

Numbers : multiples of 10 / 50/ 100 eg. 250g = deux cent cinquante grammes de…..

(100) grammes de

un kilo de

une tranche de

une dizaine de….

un paquet de….

Quantities ALWAYS followed by de

Above quantities in the plural

Connectives : pourtant / cependant/ par contre Home learning:

This week’s home learning requires students to revise how to ask for something in a French food market using PRENDRE and ‘je

voudrais’ followed by the quantities. Students will need to revise food items for this. Students will complete a translation activity of 8

Week 3

2 hours of

lessons plus 1

hour of home

learning each

week

sentences the following lesson and this will then be peer marked against a rubric of correct answers on the board. Pupils are

required to learn vocabulary on quantities and measures.

Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk / www.wordreference.com

REACH: Investigate the influence of French food on British food culture.

Line of Enquiry - Week 3: To what extent can time statements and sequencing words be useful in the study of food and drink? Learning intentions in order of delivery:

Determine the difference between time statements and sequencing words (puis/après cela) and their role within a sentence

Recall how to construct the past tense (with MANGER/ BOIRE/ PRENDRE infinitives only) using the principles of 1, 2.

Students will learn to:

1. Determine the difference between time statements and sequencing words (puis /après cela/ ensuite) and their role within a

sentence

2. Analyse a series of sequencing words and apply to a variety of sentences

3. Apply the structure of the past tense with ‘PRESENT TENSE OF AVOIR + PAST PARTICIPLE’

4. Produce a written account describing what you ate/drank at the three different meal times

Weekly success criteria across 3 lessons: GP 2 = Students will understand the difference between a time statement and a sequencing word and their importance in a sentence structure. GP 2/3 = Students will understand how the perfect/past tense is formed with AVOIR using the 1, 2 linguistic formula of ‘PRESENT TENSE OF AVOIR + PAST PARTICIPLE’ GP 3 = Students will understand the meaning of ‘c’était + ADJECTIVE ’ and apply knowledge to translate a series of sentences in the past tense into French and English. GP 3 = Students will analyse a series of past tense structures using the infinitives MANGER, PRENDRE and BOIRE and identify key errors. GP 3/4 = Student will evaluate information given in listening/reading texts describing what people ate/drank. RGP 4/5* (REACH) = Students will create own description about what you and another person ate at a past meal. (*GP5 can be attained if students use imperfect reference, perfect tense references/ present tense references at least twice each).

Week 4

3 hours of

lessons plus 1

hour of home

learning each

week

Lesson Hypotheses:

Hypothesis 1 – Time statements and sequencing words complement each other. (Cognitive Acceleration lesson focusing on

discovering the similarities of French “le Passé Composé” and “English Past Perfect”). Hypothesis 2 – The past tense structure is as easy as 1, 2. Linguistic structures to consider:

Sequencing words : puis / ensuite / après cela Past tense linguistic formula: ‘PRESENT TENSE OF AVOIR + PAST PARTICIPLE’ (j’ai mangé/ j’ai bu/ j’ai pris + other subj. pronouns)

Additional time statements: Le weekend dernier / Hier /

Imperfect tense reference: c’était + adj Home Learning: This week’s home learning requires students to complete a French reading comprehension where students answer a series of questions

based on information they must derive from a written text discussing a description of a past meal. This will be self-marked following the

answers displayed on the board at the beginning of the following lesson. Pupils are required to learn adjectives to describe food and

some past perfect grammatical structures.

Additional learning support: www.linguascope.com / www.languagesonline.co.uk / www.wordreference.com / www.duolingo.com

REACH: Students investigate the increasing number of American food chains in France and the extent to which it is affecting French national identity. Students use their iPads to complete their research. Line of Enquiry - Week 4: To what extent does discussing healthy and unhealthy food allow us to incorporate a variety of positive and negative structures in our work?

Lesson 1: REACH task and feedback from Mid-Cycle assessment. Pupils will make corrections of their Mid-Cycle assessment and complete REACH task based on their results. Learning intentions in order of delivery:

Learn healthy and unhealthy structures for food and drink & apply to a description.

Evaluate what a food review should contain when reviewing different types of food.

Students will learn to:

1. Understand the positive and negative structures used to describe healthy/unhealthy food and drink.

2. Interpret a range of food reviews & identify key information to answer a series of levelled comprehension questions.

3. Evaluate what a food review should contain when reviewing different types of food.

4. Evaluate how the food reviews’ overall linguistic content could be improved.

5. Produce a plan for your own food review of healthy and unhealthy foods.

Weekly success criteria across 3 lessons: GP 1/2 = Students will recall a series of healthy and unhealthy structures used to describe food and drink. GP 2 = Students will identify negative structures and positive structures within a sentence and explain how they have been identified. GP 3 = Students will apply knowledge to translate and identify key information in a listening/reading text. GP 3/4 = Students will compare and contrast a series of short food reviews and identify key information. RGP 5 (REACH) = Students will create their own food review based upon a past meal that they ate in a restaurant.

.Lesson Hypotheses:

Hypothesis 1 – Discussing healthy and unhealthy food stretches our own elastic band descriptions. Hypothesis 2 – Opinions without reasons can achieve high marks in an assessment. Hypothesis 3 – A food review should always give a balance of opinions. Linguistic structures to consider:

je mange / ne mange pas beaucoup de…/ assez de…./ trop de…../ peu de…..

je bois / ne bois pas beaucoup de…/ assez de…./ trop de…../ peu de…..

Higher opinion phrases (je dirais que / je pense que / je trouve que / je crois que) Connectives: parce que / car / cependant / pourtant* / par contre* / sans doute* / vu que* / puisque* (*Higher level connectives)

c’est plein de…. (vitamines)

c’est sain/ ce n’est pas sain

c’est mauvais/bon pour la santé

c’est gras

c’est bon/mauvais pour la forme Home Learning: This week, students are required to produce a written food review of different food and drinks items and discuss their healthy and

unhealthy aspects. Students should provide reasons for their opinions. Pupils will be set a vocabulary test on a variety of higher level

opinion phrases and connectives.

This will be marked by the teacher and students will make correction at the start of the following lesson. Student will complete REACH task in order to challenge them.

Additional learning support: www.linguascope.com / www.duolingo.com / www.languagesonline.co.uk / www.wordreference.com

REACH: Students begin to research different French regional food specialities and choose a minimum of three French regions to discuss their food heritage and culture, food traditions and their influence both on French culinary culture and other countries’ national dishes. (The image of the different French regions below can be used to support their learning).

Week 5

2 hours of

lessons plus 1

hour of home

learning each

week

Line of Enquiry - Week 5: What would be the main linguistic challenges to consider for a restaurant critic writing a food review? Learning intentions in order of delivery:

1. Apply present, perfect and imperfect tense structures to describe eating routines. 2. Consolidate the use of positive and negative sentence structures across the tenses mentioned above.

Students will learn to:

1. Recognise and apply a variety of different subject pronouns to a sentence to discuss food and drink using the main infinitives

learnt.

2. Apply the negative structures ne…pas / ne…..jamais / ne…..plus using the imperfect tense to express an opinion.

3. Apply understanding of tense structures to the translation of a series of sentence structures in several tenses.

4. Describe a number of features in a more detailed food review of a critic and summarise its structure.

5. Produce a short review discussing opinions on the food you ate in a restaurant visit incorporating several references in the past

and imperfect tense.

Weekly success criteria across 3 lessons: GP 1 = Students will learn the names of a variety of well-known French and English food critics. GP 2 = Students will understand the core purpose of a food review and the types of language structures used. GP 3/4/5 = Students will analyse a food review and pick out key information to answer a series of GP targeted questions GP 3/4/5 = Students will evaluate structures that you could include in your own food review using the models provided as guidance.

RGP 5/6 (REACH) = Students will produce a food review as a famous food critic of a past meal including a variety of language

components that you have analysed and evaluated.

Lesson Hypotheses:

Hypothesis 1 – Knowing how to apply different negative structures increases the level of your work. Hypothesis 2 – Tense and opinion variety are essential to achieving a higher GP. Linguistic structures to consider:

Past tense time statements : Hier / Le weekend dernier/ La semaine dernière

je suis allé(e) à + place

Higher opinion structures: Quant à moi (c’est/ c’était…) / selon moi (c’est/ c’était…) / j’ai trouvé que (c’était…) / je l’ai trouvé(e)

Le service est/était + adjectives

Le repas est/était + adjectives

Le chef est/était + adjectives

Le vin est/était + adjectives

Les boissons sont/étaient + adjectives

Negative sentence structures using : ne…pas / ne…..jamais / ne….plus

Je ne mange pas de

Je n’ai pas mangé de

Je ne mange jamais de

Je n’ai jamais mangé de Home Learning: Students are required to revise all they have learnt throughout the learning cycle in preparation for the end of learning cycle assessment next week.

Extended Learning

Students can consolidate knowledge through the practice of REACH GCSE (or similar) past paper questions.

Students can further consolidate knowledge through accessing the:

Linguascope website: Beginners/Intermediate version

Duolingo application

GCSEPod

GCSE BBC Bitesize

Examples of

GCSE

questions