| Parlons de ta routine journalière | Students learn how to understand and express information related to their free time, the weather, and their daily routine. Key knowledge developed: - Knowing vocabulary and structures related to free time, the weather and their routine
- Knowing key verbs in the present tense as they relate to descriptions of daily routine at home and school
Key skills developed: - How to use prior knowledge to build on and connect the vocabulary, phrases and verbal structures learned in this unit
- How to recognise, understand and produce language describing free time, weather and daily routine
- How to apply developing vocabulary knowledge to a variety of listening, speaking, reading and writing activities
- How to understand others telling the time in French and how to give the time of an action or activity
- How to tell when actions in the past have been completed
- How to use the verbs to be, to have, to play, to do and to go in the present tense, in the context of free time, building an awareness of how to use these verbs in other contexts
- How to use metalanguage such as infinitives, conjugations and subject pronouns to aid retention of the key concepts articulated in language lessons
Assessment: Students are formally assessed on this unit at the start of Term 3. Informal assessment takes place throughout the unit, through interactive tasks and practice in all four language skills. |
| Chez moi et mes projets | Students learn how to understand and give information related to where they live, describing their homes and the rooms in it. In addition, they learn how to talk about their plans and what they are going to do. Key knowledge developed: - Knowing language related to where they live and what they are going to do
- Knowing language related to time and frequency
Key skills developed: - How to to recognise, understand and produce language relating to where they live and their future plans
- How to use prior knowledge and previous sentence builders to build on and develop their knowledge and understanding of the vocabulary and structures they are learning
- How to use the near future so that they are able to communicate what they are going to do and what it will be like
- How to apply developing vocabulary knowledge to a variety of listening, speaking, reading and writing activities
Assessment: Informal assessment takes place throughout the unit, through interactive tasks and practice in all four language skills. |
| Paris, je t’adore! | Students learn to understand and give information about France’s capital city. They learn to describe trips in the past and to understand and express complex opinions about past events. Key knowledge developed: - Knowing about Paris and its most famous monuments and arrondissements
- Knowing vocabulary and structures in the perfect tense
Key skills developed: - How to talk about Paris and describe its landmarks.
- How to recognise and understand the French phonemes related to the perfect tense
- How to employ an understanding of the perfect tense when reading, listening, writing and speaking
- How to use a sentence builder including the perfect tense to develop knowledge and understanding of key verb structures
- How to use interactive tools to support language learning and in particular the memorisation of perfect tense structures
- How to apply developing vocabulary knowledge to a variety of listening, speaking, reading and writing activities
Assessment: Students are assessed formally in Term 6. The assessment ranges across all four skills (listening, speaking, reading and writing) and includes producing two paragraphs of written French and engaging in a longer conversation about a trip to Paris. Informal assessment takes place throughout the unit, through interactive tasks and practice in all four language skills. |
