subject: french scheme of work: y8 term: summer
TRANSCRIPT
Subject @ SAA
Subject: French
Scheme of Work: Y8
Term: Summer
Topic / Unit(s) Unit 2 Studio 3 Bien dans sa peau
Overview / Context Learning about parts of the body and Illnesses
Assessment/Mastery
Success criteria
• Demonstrate understanding of a range of short passages which include opinions with basic reasons, details and reference to either the present and the past, or the present and the future, spoken clearly (including some grammar up to and including the 5th Step).
• Take part in short conversations on a range of topics, describing, informing, expressing opinions and giving reasons.
• Demonstrate understanding of a range of short and longer texts which include opinions and refer to the past or future as well as the present.
Transcribe short sentences.
Demonstrate spontaneity by asking some unsolicited questions.
Use processes to work out meaning in short authentic texts (e.g. adapted adverts, poems and songs).
Refer to the past or future, as well as the present, using a range of familiar vocabulary and common grammatical structures (including some grammar up to and including the 5th Step).
Demonstrate understanding of a range of short and longer texts which include opinions and refer to the present, the past and the future.
Read short authentic texts (e.g. adapted adverts, information leaflets, poems and songs).
Demonstrate understanding of short and longer passages which include opinions with reasons, a range of basic grammatical structures and reference to the present, the past and the future, spoken clearly (including some grammar up to and including the 6th Step).
Use increasingly accurate pronunciation and intonation.
Transcribe sentences.
Demonstrate spontaneity by asking unsolicited questions, and expand answers.
Translate into English short passages containing a variety of tenses, vocabulary and grammatical structures (including some grammar up to and including the 6th Step). Use increasingly accurate pronunciation and intonation.
Demonstrate understanding of overall message and key points of a range of texts, including extracts from literary texts, which include a range of at least three different tenses, opinions and some less familiar vocabulary and more complex grammatical structures (including some grammar up to and including the 7th Step).
Subject @ SAA
Begin to initiate and develop conversations and narrate events.
Use a wide range of common vocabulary and grammatical structures (including some grammar up to and including the 7th Step), referring to the past, present and future.
Use processes to work out meaning in a variety of short and longer authentic texts (e.g. emails and short magazine extracts, and adapted or abridged short stories).
Deduce meaning and demonstrate understanding of overall message and key points in a range of passages which include a range of at least three different tenses, justified opinions and some less familiar, as well as familiar, vocabulary and grammatical structures (including some grammar up to and including the 7th Step), spoken clearly.
Demonstrate spontaneity by asking unsolicited questions, responding to unexpected questions and expanding answers where appropriate.
Use increasingly accurate pronunciation and intonation.
Translate with increasing accuracy, into English, short passages containing occasional more complex grammatical structures and less common vocabulary.
Curriculum Opportunities
SMSC Spiritual Moral Social Cultural
Assessment Opportunities
PAIR Marking to be completed:
PAIR task: writing a paragraph to introduce yourself including character description and physical description.
Assessment Cycle:
1 2 3
Key Vocabulary e.g. la bouche le bras le corps le dos l’épaule (f) les fesses (fpl)
Subject @ SAA
le front le genou la jambe la main le nez les oreilles (fpl) le pied la tête le visage les yeux (mpl) Qu’est-ce qui s’est passé? Tu es touché(e)? Où est-ce que tu es touché(e)?
Wider Reading Students can visit www.linguascope.com to practise new vocabulary and extend their vocabulary through presentations and games.. Students will be given access to Active Learn to complete interactive tasks for homework and for independent revision. This can be monitored by the teacher. Staff should familiarise themselves with the specification.
Teacher Notes
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 1(Learning the parts of the body)
1. Gathering. 2. Processing
Name the different body parts
Bell task
Complete intervention and prevention task
Learning toolbox
Thinking caps: white + green + red+ black + yellow
Self-assessment of bell task and plenary.
Resources:
Task worksheet provided in intervention handout
Key Vocabulary/Literacy
Subject @ SAA
3. Applying
Judge which part of the body has been hit.
Habits of mind: Strive for accuracy + persist + think before acting
Bubble map circle map
Memorise and learn
Listen to the song to learn the body parts https://www.youtube.com/watch?v=T03nOwZeWos https://www.youtube.com/watch?v=FBwua8IBMfo
Classroom talk
Ask your partner to give their opinion of each activity
Grammar and application
Create and perform dialogues Create and perform a scenario in a group
Discuss who different body features pictured belong to
Plenary
Recall different parts of the body in French
Teacher assessment of accurate pronunciation. Teacher/ student assessment of accurate conjugation and
Use of traffic light cards to check understanding
Targeted questioning or random using popcorn, name generator, lollipop sticks etc.
Self/Peer assessment
MWB responses
Question wall
Quiz
Journal evaluation
opportunities
la bouche
le bras
le corps
le dos
les yeux (mpl)
Qu’est-ce qui s’est
passé?
Tu es touché(e)?
Où est-ce que tu es
touché(e)?
le terrain
les règles (fpl)
le respect
Marking Opportunity: Teacher marks / corrects spelling and grammar in red pen during the lesson and halts the class to go over any common issues.
Recall/Homework: Complete intervention task
SMSC:
Misconceptions:
Subject @ SAA
Lesson 2(Touché)
1. Gathering.
Recall body parts in French
Complete intervention task
2. Processing
Explain the different ways of using articles in French
3. Applying
Imagine a scenario of paint ball including where you have been hit
Bell task
Translate any one of the 5 texts on the IWB.
Learning toolbox
Thinking caps: white + green
Habits of mind: Strive for accuracy
Tasks Learning the different forms of à + the definite article Reviewing the parts of the body Using à + the definite article à + definite article the nous form of the present tense
Describe an ideal person, consisting of the body features of different celebrities Play Simon says with body parts in French
Plenary
Reflect on your learning and write down how well you understand articles in French
Self-assessment of bell task and plenary. Self-assessment of extended reading text. Teacher assessment of accurate pronunciation. Teacher assessment of accurate paragraphs.
Use of traffic light cards to check understanding
Self/Peer assessment
MWB responses
Question wall
Quiz
Journal evaluation
Resources:
Studio Grammaire page 48, ex. 1
Key Vocabulary/Literacy opportunities
la bouche le bras le corps le dos l’épaule (f) les fesses (fpl) le front le genou la jambe la main le nez les oreilles (fpl) le pied la tête le visage les yeux (mpl) Qu’est-ce qui s’est passé? Tu es touché(e)? Où est-ce que tu es touché(e)?
Marking Opportunity:
Teacher marks / corrects spelling and grammar in red pen during the lesson and halts the class to go over any common issues.
Recall/Homework: SMSC:
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson3 (Reading skillsPg 32)
1. Gathering: Name strategies that develop reading skills
2. Processing: Explain the meaning of an authentic text using reading skills and strategies
3. Applying: Apply reading and understanding skill to answer questions from the text
Bell task
Draw a circle map and write all activities you do and how long you’ve been doing them or Green pen improvement on Pair Task
Learning toolbox
Thinking caps: white + green
Habits of mind: Strive for accuracy + persist + think before acting
Tasks
Circle map to brain storm the 5 senses in English Read the narration for each sense/body part and work out the meaning Reading comprehension Show understanding of a text by choosing the correct answer. Speaking:
Plenary
Write
Peer-assessment of pronunciation Teacher assessment of plenary sentences.
Use of traffic light cards to check understanding
Targeted questioning or random using popcorn, name generator, lollipop sticks etc.
Self/Peer assessment
MWB responses
Question wall
Quiz
Journal evaluation
Resources:
PowerPoint and Activeteach + Edexcel revision cards
Key Vocabulary/Literacy opportunities
goûter = to taste mon cerveau = my brain
classer = to classify
Marking Opportunity:
Teacher marks / corrects spelling and grammar in red pen during the lesson and halts the class to go over any common issues.
Recall/Homework:
Listening
Reading
Vocabulary
SMSC:
Misconceptions:
Subject @ SAA
Lesson 4
Mon corps et moi (Edexcel higher book P150)
1. Gathering.
Recall parts of the body to say where it hurts
2. Processing
Sort the sentences to match the appropriate images
3. Applying
Distinguish expressions with Avoir
Bell task from intervention and prevention pack
find the odd one out
Learning toolbox
Thinking caps: white + green + red+ black + yellow
Habits of mind: Strive for accuracy + persist + think before acting
Tasks Review how articles change in French
Reading comprehension: read the texts in French and select the correct sentences Match the expressions to the correct body parts
Plenary
Self/Peer assessment of your work
Self-assessment of reading task. Peer-assessment of pronunciation Teacher assessment of bell task spellings plus plenary sentences.
Use of traffic light cards to check understanding
Targeted questioning or random using popcorn, name generator, lollipop sticks etc.
Self/Peer assessment
MWB responses
Question wall
Quiz
Journal evaluation
Resources
Edexcel foundation book page 142
Key Vocabulary/literacy opportunities
Using j’ai mal a to say
where it hurts
la bouche le bras le corps le dos l’épaule (f) les fesses (fpl) le front le genou la jambe la main le nez les oreilles (fpl) le pied la tête le visage les yeux (mpl) Qu’est-ce qui s’est passé? Tu es touché(e)? Où est-ce que tu es touché(e)?
Marking Opportunity:
Teacher marks / corrects spelling and grammar in red pen during the lesson
Subject @ SAA
and halts the class to go over any common issues.
Recall/Homework:
Active Learn grammar
SMSC:
Misconceptions:
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Ca ne va pas
(Edexcel foundation book P 143)
Lesson 5
1. Gathering.
Recall and name the different parts of the body
2. Processing
Reason which part of the body is being talked about and who is talking
3. Apply Evaluate which expression will complete the sentence correctly
Bell task: With a bubble map, write a solution for 5 illnesses/body aches
Learning toolbox
Thinking caps: white + green + red+ black + yellow
Habits of mind: Strive for accuracy + persist + think before acting
Bubble map circle map
Reading comprehension:
Gap fill exercise
Listening task
Read and complete a dialogue
Create your own dialogue (At the doctors)
Simon says to review body parts
Plenary
Self-assessment of reading task. Peer-assessment of pronunciation Teacher assessment of bell task spellings plus plenary sentences.
Use of traffic light cards to check understanding
Targeted questioning or random using popcorn, name generator, lollipop sticks etc.
Self/Peer assessment
MWB responses
Resources:
PowerPoint Edexcel Foundation Text book
Key Vocabulary/Literacy opportunities
la bouche le bras le corps le dos l’épaule (f) les fesses (fpl) le front le genou la jambe la main
Subject @ SAA
to form a meaningful dialogue
Write 5 new vocabulary you have learnt with their meaning in English.
Question wall
Quiz
Journal evaluation
le nez les oreilles (fpl) le pied la tête le visage les yeux (mpl) Qu’est-ce qui s’est passé? Tu es touché(e)? Où est-ce que tu es touché(e)?
Marking Opportunity:
Teacher marks / corrects spelling and grammar in red pen during the lesson and halts the class to go over any common issues.
Recall/Homework:
Active Learn vocab to learn
SMSC:
Misconceptions:
Manipulating verbs,
pronouns and possessive
adjectives in your
answers
Subject @ SAA
Touche Lesson 6
4. Gathering.
Recall body parts
5. Processing
Explain how to use the definite article with body parts
6. Imagine and talk about your online activities and media preferences
Bell task
can you match the parts of the face to the labels
Learning toolbox
Thinking caps: white + green + red+ black + yellow
Habits of mind: Strive for accuracy + persist + think before acting
Tasks
Introduce à + definite article
the nous form of the present tense
Plenary
Write appropriate answers to the questions based on the photo
Front-of-class
p.032 Flashcards
p.032 Grammar
p.033 Grammar
p.033 Reading skills
Homework/practice
Listening
Reading
Grammar
Vocabulary
Targeted questioning or random using popcorn, name generator, lollipopsticks etc.
Self/Peer assessment
MWB responses
Question wall
Quiz
Journal evaluation
Resources
PowerPoint and Activeteach + Edexcel revision cards
Key Vocabulary/literacy opportunities
la bouche
le bras
le corps
le dos
les yeux (mpl)
Qu’est-ce qui s’est
passé?
Tu es touché(e)?
Où est-ce que tu es
touché(e)?
le terrain
les règles (fpl)
le respect
Marking Opportunity:
Teacher marks / corrects spelling and grammar in red pen during the lesson and halts the class to go over any common issues.
Recall/Homework:
SMSC:
Misconceptions:
Using the comparative
Subject @ SAA
Relative pronouns
que
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Le sport et le fitness
Lesson 7
1. Gathering.
Recall different sports in French
2. Processing
Explain the uses of il faut
3.Applying
Bell task
Circle map-different sports
Learning toolbox
Thinking caps: white + green + red
Habits of mind: Strive for accuracy
Bubble map circle map
Tasks
Using il faut depuis + present tense Reading comprehension Read the texts and fill the table correctly Write
Plenary
Front-of-class
Starter 1 resource
Starter 2 resource
p.034 Grammar
p.034 Grammar practice
p.035 Video 3
p.035 Video worksheet 3
p.035 Thinking skills
Homework/practice
Listening
Reading MWB responses
Peer assessment
Question wall
Resources:
PowerPoint and Activeteach + Edexcel revision cards
Key Vocabulary/Literacy opportunities
Pour arriver en forme, il
faut …
avoir un bon programme
bien manger
être motivé(e)
faire du sport tous les
jours
Le sport …
diminue le stress
est bon pour le moral
Subject @ SAA
Quiz
Journal evaluation
Ça me fatigue.
Moi, je trouve ça très
ennuyeux de ... (+ inf).
Je crois fermement que ...Marking Opportunity:
Teacher marks / corrects spelling and grammar in red pen during the lesson and halts the class to go over any common issues.
Recall/Homework:
Learn irregular verbs
SMSC:
Misconceptions:
Imperfect tense
Mes résolutions pour
manger sain Lesson 8
3. Gathering.
Describe what you eat
4. Processing
Compare healthy and unhealthy eating habits
Explain how to form and use the imperfect tense
5. Applying Apply the negative form in sentences
Bell task
Dating site questions
Learning toolbox
Habits of mind: Strive for accuracy
Learning about healthy eating
Using the future tense
talking about the future
negatives: ne … pas and ne … jamais
Plenary
Review your learning and copy any new vocabulary in the dictionary part of your journal
Front-of-class
Starter 1 resource Starter 2 resource
p.036 Flashcards
p.036 Flashcards
p.036 Grammar
p.036 Grammar practice
p.037 Grammar
p.037 Grammar practice
p.037 Class activity
p.037 Grammar skills
Targeted questioning or random using popcorn, name generator, lollipopsticks etc.
Self/Peer assessment
MWB responses
Key Vocabulary/Literacy opportunities
les boissons gazeuses
les céréales (fpl)
les fruits (mpl)
les gâteaux (mpl)
les légumes secs
la nourriture salée Marking Opportunity:
Teacher marks / corrects spelling and grammar in red pen during the lesson and halts the class to go over any common issues.
Recall/Homework:
Homework/practice
Subject @ SAA
Question wall
Quiz
Journal evaluation
Listening
Reading
Grammar
Learn irregular verbs
SMSC:
Misconceptions:
Imperfect tense
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Je serai en forme! Lesson 9
1. Gathering. 2. Say how you plan to
get fit
3. Processing
Explain how the future tense is formed
4. Applying
Evaluate your PAIR task and make
Bell task
Draw a circle map and write al the TV programmes you enjoy watching
Learning toolbox
Thinking caps: white
Habits of mind: Strive for accuracy
Grammar:
Making plans to get fit
Practicing the future tense
Read text and answer questions that follow
Plenary
Design a revision poster of how the past tense is formed.
Use of traffic light cards to check understanding
Targeted questioning or random using popcorn, name generator, lollipopsticks etc.
Self/Peer assessment
MWB responses
Question wall
Quiz
Resources:
PowerPoint and Activeteach + Edexcel revision cards
Key Vocabulary/Literacy opportunities
Je ferai du sport.
J’irai au collège à vélo et
pas en voiture.
Je mangerai équilibré.
Je marcherai jusqu’au
collège.
Je ne boirai jamais de
boissons gazeuses.
Je ne jouerai plus à des
jeux vidéo.
Subject @ SAA
improvements.
Starter 1 resource
p.038 Grammar
p.038 Grammar practice
p.039 Class activity
p.039 Video 4
p.039 Video worksheet 4
p.039 Grammar skills
p.039 Thinking skills
Homework/practice
Listening
Reading
Journal evaluation
Je prendrai des cours d’arts martiaux.Marking Opportunity:
Teacher marks / corrects spelling and grammar in red pen during the lesson and halts the class to go over any common issues.
Recall/Homework:
SMSC:
Misconceptions:
Using direct object
pronouns
le, la, les
Agreeing and
disagreeing with
opinions
Subject @ SAA
Es-tu en forme?
Lesson 10
1. Gathering.
describe how fit you are
2. Processing
Compare different tenses in French.
3. Applying Judge the personality of someone simply by looking at them.
Bell task
Write 5 sentences using the direct objects pronouns
Learning toolbox
Thinking caps: white + green + red+
Habits of mind: Strive for accuracy + think before acting
Tasks
Describing levels of fitness
Using three tenses together
Plenary
Write a short description of an English TV series.
Self-assessment of reading task. Peer-assessment of pronunciation Teacher assessment of bell task spellings plus plenary sentences.
Use of traffic light cards to check understanding
Targeted questioning or random using popcorn, name generator, lollipopsticks etc.
Self/Peer assessment
MWB responses
Question wall
Quiz
Journal evaluation
Resources
PowerPoint and Activeteach + Edexcel revision cards
Key Vocabulary/literacy opportunities
Review of language from
the module
.Marking Opportunity:
Teacher marks / corrects spelling and grammar in red pen during the lesson and halts the class to go over any common issues.
Recall/Homework:
Active Learn listening
SMSC:
Misconceptions:
Agreeing and
disagreeing with
opinions