· Web viewBuilds on. Knowledge of how to refer to the future (D3 M1 U4, D2 M2 U4 & U5, D2 M3 U2) Knowledge of French phonics (D1 M1 PdD) Knowledge of questions with question words

Scheme of Work

Year_____ Term _____

Dynamo 3 RougeUnit number, titleLearning objectives

Builds on (previous learning)Learning outcomes

GrammarCultural capitalKey Language examples

Digital resources

Dynamo 3 Rouge Module 1: Mon monde à moiWeek(s) ____

Point de départ, pp. 8–9

Talking about likes and dislikes

Using aimer (etc.) + noun or infinitive

Builds onKnowledge of opinion verbs with definite articles (D2 M3 PdD, D1 M1 U3)Knowledge of opinion verbs with infinitives (D2 M2 PdD, D1 M3 U4 & U5)Knowledge of connectives (D2 M3 U5, D1 M1 U3, D1 M2 U5)Knowledge of Est-ce que … and Qu’est-ce que … questions (D2 M5 U5, D1 M3 U5)

Learning outcomes Pupils understand extracts

about how people like to spend their free time

Pupils understand how to follow verbs of opinion with definite articles or infinitives

Pupils revise a range of connectives to use in their speaking and writing

Pupils compose Est-ce que … and Qu’est-ce que … questions to ask their classmates about their free

GrammarUsing aimer, adorer, détester + definite article + noun / + a verb in the infinitive

Cultural capital–

Key Language examplesJ’aime (beaucoup) … / J’adore … /Je n’aime pas (tellement / du tout) … /Je déteste …

… le collège / la danse / les mangas.

Le weekend, … / Comme sports, … /Sur mon portable, …… j’aime (beaucoup) / je déteste …

… écouter de la musique.… faire du vélo / de la cuisine / des promenades / les magasins.… bavarder / rigoler.… aller en ville / au cinéma.… jouer au basket / foot / volleyball.… tchatter / bloguer… poster des photos

Front-of-classp.009 Thinking skills worksheetHomework–

time Pupils ask and answer

questions, aiming to give extended answers with connectives

… prendre des selfies.

Week(s) ____

Unité 1, pp. 10–11Qu’est-ce que tu fais comme activités extrascolaires?

Talking about after-school clubs and activities

Using verbs in the present tense

Builds onKnowledge of days of the week and clock times (D2 M3 U2, D2 M4 U3, D2 M5 U2, D1 M2 PdD)Knowledge of present tense verbs (D2 M2 U1, D1 M2 U3, D1 M3 U2, D1 M5 U1)Knowledge of articles (à + article) (D2 M5 U2, D1 M3 U1, D1 M5 U1)Knowledge of articles (de + article) (D2 M2 U3, D1 M4 U3)Knowledge of negatives (ne … pas/jamais/rien) (D2 M3 U3, D2 M4 U2, D1 M3 U1)Knowledge of giving opinions with reasons (c’est + adjective) (D2 M2 PdD, D1 M3 U4, D1 M4 U2, D1 M5 PdD)Knowledge of using a text as a model for your own work (D2 M1 U4, D2 M4 U5, D1 M2 U5, D1 M4 U5)

Learning outcomes Pupils use a web page to read

and talk about school clubs Pupils revise the conjugations

of –er verbs and some key irregular verbs (aller, être, faire)

Pupils use strategies to decode unknown words in

GrammarVerbs in the present tensejouer à / deNegatives (ne ... pas, ne ... jamais, ne ... rien)

Cultural capitalLearning about how French schools get their names

Key Language examplesQu’est-ce que tu fais comme activités extrascolaires?

Tous les lundis / mardis (etc.), …Une fois / Deux fois par semaine, …

après les cours / à (treize) heures / à midi / pendant l’heure du déjeuner

… je chante dans la chorale.… je joue du violon dans l’orchestre.… je vais au club de photographie.… je fais de la gymnastique.… je participe au club de théâtre.

Qu’est-ce que tu ne fais jamais?Je ne chante pas.Je ne danse jamais.Je ne fais rien.

Front-of-classp.010 Flashcardsp.010 Grammar quizp.010 Grammar video 1p.010 Grammar video 2p.010 Grammar video 3p.010 Grammar video 4p.011 Class gamep.011 Pronunciation quizHomeworkListeningPronunciationVocabulary

texts Pupils write about their

extracurricular activities, giving reasons for their opinions and talking about others as well as themselves

Week(s)____

Unité 2, pp. 12–13Amis pour toujours!

Describing your friends

Using reflexive verbs

Builds onKnowledge of physical descriptions (D1 M4 U1)Knowledge of describing a photo (D2 M2 U1, D2 M5 U3, D1 M2 U2, D1 M5 U3)Knowledge of using the ils/elles form of verbs (D2 M2 U1, D2 M5 U3, D1 M4 U4, D1 M5 U3)Knowledge of reflexive verbs (D2 M4 U3)

Learning outcomes Pupils revise their knowledge

of physical descriptions by reading Haikus and describing a friend

Pupils listen and understand a description of a photo, then describe a second photo using the ils/elles form of the verb and the connective qui

Pupils understand information about relationships with friends using reflexive verbs

Pupils understand and write a description of a friend including appearance, personality and their relationship

GrammarReflexive verbs

Cultural capitalReading Haiku poems

Key Language examplesMon ami(e) s’appelle …Il/Elle est …(assez / très) grand(e) / petit(e).de taille moyenne.

Il/Elle a les cheveux …bruns / courts / longs / frisés / raides.

Il/Elle a les yeux …bleus / gris / marron / verts.

Il/Elle …a des taches de rousseur.porte des lunettes.

Comment tu t’entends avec ton meilleur ami/ta meilleure amie?

Je me dispute avec lui/elle.Je m’entends bien avec lui/elle.Je me fâche contre lui/elle.

Front-of-classp.012 Flashcardsp.013 Description skills worksheetp.013 Grammar videoHomeworkListeningTranslationVocabulary

Il/Elle se fâche contre moi.

Week(s)____

Unité 3, pp. 14–15Comment as-tu fêté ton anniversaire?

Describing birthday celebrations

Using the perfect tense

Builds onKnowledge of the perfect tense (D2 M1, D2 M3 U4, D2 M4 U4)Knowledge of sequencers (D2 M1 U2, D2 M4 U3, D1 M2 U3, D1 M5 U4)Vocabulary for leisure activities (D2 M3, D1 M3)Knowledge of TRAPS strategies (listening/reading for tenses) (D2 M1 En focus, D2 M4 En focus, D2 M5 En focus)

Learning outcomes Pupils read and understand

cartoon captions in the perfect tense and using sequencers (describing a birthday)

Pupils listen and note details of birthday activities and learn a song in the perfect tense

Pupils speak about a birthday using prompts as support, including sequencers

Pupils read a longer text and use TRAPS strategies to spot whether information is about the past or the present

Pupils translate sentences in the perfect tense into French

GrammarThe perfect tense

Cultural capital–

Key Language examplesQuand as-tu fêté ton anniversaire?J’ai fêté mon anniversaire le (vingt-neuf mars).

Comment as-tu fêté ton anniversaire?J’ai attendu ma mère.J’ai ouvert mes cadeaux.J’ai reçu …J’ai regardé mes cartes virtuelles et j’ai lu mes messages.J’ai bu (du coca).Je suis allé(e) …Nous avons fait du bowling.Nous avons pris des selfies.Je suis resté(e) au lit.

Normalement, je fête mon anniversaire …… mais cette année, je (suis sorti(e) avec mes copains)!

Front-of-classp.014 Class gamep.014 Flashcardsp.014 Grammar quizp.014 Grammar video 1p.014 Grammar video 2HomeworkListeningReadingGrammarVocabulary

Week(s)____

Unité 4, pp. 16–17Qu’est-ce que tu vas

Builds onKnowledge of clothes items and

GrammarThe near future tense

Front-of-classp.016 Grammar video

porter?

Discussing what you are going to wear

Using the near future tense

colours (D2 M2 U1, D2 M5 U3, D1 M2 U2, D1 M3 PdD)Knowledge of TRAPS strategies (spotting positive or negative) (D2 M1 U4, D2 M3 En focus, D2 M5 En focus)Knowledge of the near future tense D2 M2 U4 & U5, D2 M3 U2, D2 M4 U5, D2 M5 U5)Knowledge of time phrases (D2 M2 U1, D2 M3 U1, D1 M5 U1 & U2)Knowledge of opinions with qualifiers (D2 M1 PdD, D2 M2 U3, D1 M1 U4)Knowledge of negatives (D3 M1 U1, D2 M3 U3, D1 M3 U1)Knowledge of using verbs in three time frames: past, present and future

(D2 M3 U5, D2 M4 U5, D2 M5 U5)

Learning outcomes Pupils listen and match

statements to photos based on what people are going to wear

Pupils listen to longer passages, make notes and write sentences based on an event to be attended, what someone will wear, and their opinion

Pupils invent their own dialogue on plans for an event and what they are going to wear, giving opinions

Using negatives in the perfect and near future tenses

Cultural capital–

Key Language examplesQu’est-ce que tu vas porter pour ta fête d’anniversaire?Je pense que je vais porter / acheter / emprunter / mettre …

un chapeau / une jupe / des bottes / …

bleu(e)(s), blanc(he)(s), violet(te)(s), rouge(s), orange, marron, …

Je pense que c’est … / C’est …un peu / vraiment / complètement …

beau / joli / démodé / ennuyeux / nul.

Qu’est-ce que tu vas faire, le weekend prochain?Je vais (manger au restaurant) parce que c’est (l’anniversaire de ma mère).Je ne vais pas (faire les magasins).

Qu’est-ce que tu as fait, samedi dernier?Je (ne suis pas allé au ciné) parce que (j’ai fêté mon anniversaire).C’était (vraiment génial)!

p.017 Class gamep.017 Video storyp.017 Video worksheetp.017 Writing skills worksheetHomeworkListeningReadingGrammarVocabulary

Extension (exs 5–6) Pupils read and understand a

longer text in three time frames, pulling together information about a person’s interests, friendships, birthday and future plans

Pupils write their own text using ex. 5 as a model, including reasons with parce que and negatives

Week(s) ___

En focus 1: lire et écouter pp. 20–21: Double page unit with a variety of reading and listening tasks, covering language from the module.

En focus 2: parler et écrire pp. 22–23: Double page unit with a variety of speaking and writing tasks, covering language from the module.

Week(s) ___

Revision and Assessment Bilan and Révisions pp. 18–19 Grammaire pp. 26–27 Vocabulaire pp. 28–29 Assessment Pack End-of-Module 1 tests

Extension En plus pp. 24–25 À toi p. 121

Year_____ Term ____




Digital resources

Dynamo 3 Rouge Module 2: Projets d’avenirWeek(s) ____


Talking about earning money

Using pouvoir and devoir

Builds onKnowledge of modal verbs (devoir and pouvoir) + infinitive (D2 M4 U1 & U2, D1 M5 U2)Knowledge of structures followed by an infinitive (D2 M5 U3 il faut)Knowledge of TRAPS strategies (understanding alternative words) (D2 M3 U3, D2 M4 U5)Understanding surprise questions in the context of a role play (D2 M2 U2, D2 M4 & M5 En focus)

Learning outcomes Pupils read/listen and

understand extracts about what teenagers do to earn money

Pupils recognise ideas expressed in alternative words

Pupils understand and use the structure Pour + infinitive

Pupils write about what they do to earn money

Pupils understand how people spend their pocket money

Pupils complete a role play, including surprise questions on what they do to earn money and how they spend it

Grammarpour + infinitiveModal verbs: pouvoir and devoir

Cultural capital–

Key Language examplesQu’est-ce qu’on peut faire pour gagner de l’argent?Pour gagner de l’argent, …on peut travailler dans le jardin.on peut aider les voisins.on peut nourrir les animaux.[…]

Qu’est-ce que tu dois faire pour gagner de l’argent?Pour gagner de l’argent / mon argent de poche, je dois …

Qu’est-ce que tu achètes avec ton argent?J’achète / Je fais des économies pour acheter …du maquillage / de la musique / des jeux vidéo / des vêtements / …

Je n’achète rien.Je ne fais pas d’économies parce que

Front-of-classp.032 Flashcardsp.033 Class gamep.033 Flashcardsp.033 Grammar video 1p.033 Grammar video 2HomeworkVocabulary

je n’ai pas d’argent.

Week(s) ____

Unité 1, pp. 34–35Qu’est-ce que tu veux faire plus tard?

Talking about what you want to do when you are older

Using vouloir

Builds onUnderstanding of masculine and feminine word endings (D2 M3 PdD, D2 M4 U4)Knowledge of vouloir + infinitive (D2 M2 U2, D1 M5 U2)Knowledge of giving opinions with reasons (c’est + adjective) (D3 M1 U1, D2 M2 PdD)Knowledge of language of agreement/disagreement (D2 M5 U1 & U3)

Learning outcomes Pupils understand and use

words for jobs in the masculine and feminine form correctly

Pupils agree and disagree with each other using adjectives of opinion with c’est …

Pupils understand and use vouloir + infinitive to talk about what they want to do at the age of 16 and beyond

Pupils give more extended reasons for their future aspirations using car and parce que …

GrammarSaying what job a person does: masculine and feminine nounsModal verb: vouloir

Cultural capitalLearning about collège and lycée in France

Key Language examplesQu’est-ce qu’on fait comme métier?(Lisa) est scientifique. Elle travaille dans un labo.(Naël) est instituteur. Il travaille avec des enfants.[…]

Est-ce que tu veux être (pilote)?Je veux être …Je ne veux pas être …instituteur/institutriceingénieur/ingénieureinfirmier/infirmièremusicien/musiciennescientifique / pilote / vétérinaire / …

… car (à mon avis) c’est …intéressant / utile / créatif / varié / fatigant / dangereux.

Je suis d’accord. / Je ne suis pas

Front-of-classp.034 Flashcardsp.034 Grammar quizp.034 Grammar videop.035 Thinking skills worksheetHomeworkListeningReadingPronunciationVocabulary 1Vocabulary 2

d’accord.À mon avis … / Je pense que …

À l’âge de 16 ans, …je veux trouver un petit boulot.je veux aller au lycée.je veux faire un apprentissage.[…]Je dois gagner de l’argent.J’aime aider les autres.J’adore les enfants / les animaux / …

Week(s)____

Unité 2, pp. 36–37Qu’est-ce que tu feras à l’avenir?

Talking about what you will do in the future

Using the future tense

Builds onKnowledge of how to refer to the future (D3 M1 U4, D2 M2 U4 & U5, D2 M3 U2)Knowledge of French phonics (D1 M1 PdD)Knowledge of questions with question words (D2 M3 U1, D2 M4 U5)Knowledge of giving extended answers using connectives (D3 M1 PdD, D2 M3 U5, D1 M1 U3)Knowledge of using a text as a model for your own work (D3 M1 U1, D2 M1 U4, D2 M4 U5, D1 M2 U5, D1 M4 U5)

Learning outcomes Pupils match the French and

English phrases for a range of verbs in the future tense

Pupils listen/read and decode a set of questions in the future tense, paying attention to the

GrammarThe future tense

Cultural capitalLearning a French proverb

Key Language examplesQu’est-ce que tu feras à l’avenir?À l’avenir …

Où est-ce que tu habiteras?J’habiterai en Afrique / à l’étranger.

Qu’est-ce que tu achèteras?J’achèterai une belle maison / …

Où est-ce que tu travailleras?Je travaillerai chez Google / …

Où est-ce que tu iras?J’irai à New York / en Chine.

Qu’est-ce que tu feras?

Front-of-classp.036 Pronunciation quizp.037 Grammar quizp.037 Grammar videop.037 Learning skills worksheetHomeworkListeningReadingVocabulary

question words Pupils use prompts to answer

a set of questions in the future tense, paying attention to the pronunciation of the r sound

Pupils write a set of sentences using connectives et, aussi, ou

Pupils read and understand texts in the future tense recognising the je/il/elle forms

Extension (exs 6–7) Pupils speak at greater length

about what they will do at different times in their life, using the texts from ex. 5 as models and sources of language

Pupils listen, understand and sing along to a song in the future tense

Je ferai du travail bénévole / …

Qu’est-ce que tu auras?J’aurai cinq enfants / …

Comment est-ce que tu seras?Je serai heureux(–euse) / célèbre / …

Qu’est-ce que tu feras d’ici (dix) ans?D’ici (dix) ans, je serai …Je gagnerai beaucoup d’argent.J’aiderai les autres.

Week(s)____

Unité 3, pp. 38–39Retour vers le futur

Talking about what things will be like in the future

Consolidating the future tense

Builds onKnowledge of the future tense (D3 M2 U2)Knowledge of language of agreement/disagreement (D3 M2 U1, D2 M5 U1 & U3)Giving opinions with je trouve (D3 M1 U4, D2 M5 U1)Knowledge of giving opinions with reasons (c’est + adjective) (D3 M1 U1, D3 M2 U1, D2 M2 PdD)Using pour + infinitive (D3 M2 PdD)Using sequencers (D3 M1 U3, D2 M1 U2, D2 M4 U3)

GrammarThe future tense: on …, ce sera, il y aura

Cultural capital–

Key Language examplesÀ l’avenir, le monde sera comment?

On mangera des insectes.On ira en vacances sur la Lune.Il y aura des collèges virtuels pour les enfants.Il y aura un robot dans chaque maison.

Front-of-classp.038 Class gamep.039 Video storyp.039 Video worksheetHomeworkListeningGrammarVocabulary


understand phrases in the future tense using on and il y aura and ce sera

Pupils discuss whether they agree or disagree with the statements, and give their opinion on the ideas using ce sera …

Pupils translate sentences in the future into French, understanding that they cannot translate word for word

Extension exs 5–7 Pupils read/listen and

understand extracts on robots of the future

Pupils write a text about two other robots using prompts, including verbs in the future tense, opinions with ce sera, pour + infinitive, sequencers

[…]

Ce sera …(très) différent / passionnant / effrayant / dangereux / utile.

Je suis d’accord.Je ne suis pas d’accord.À mon avis … / Je trouve que … / Je pense que …

(Robo-Boulot-Dodo) …travaillera (au centre sportif / à la maison / …).

Il/Elle sera un robot pour …aider à la maison / travailler dans le jardin / organiser les matchs / …

D’abord / Ensuite / Après, il/elle …rangera la maison.fera la cuisine.ira au supermarché (où il/elle fera les courses).

Week(s)____

Unité 4, pp. 40–41Profil d’un inventeur ou d’une inventrice

Writing about an inventor

Using questions in three different tenses

Builds onKnowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz)Knowledge of three time frames (D3 M1 U4, D2 M3 U5, D2 M4 U5, D2 M5 U5)Knowledge of questions with question words (D3 M2 U2, D2 M3 U1, D2 M4 U5)Knowledge of how to answer questions by lifting information

Grammar–

Cultural capitalLearning about the life and work of Bertin Nahum from Senegal

Key Language examplesQui est (…)?(…) est inventeur/inventrice.Quand est-ce qu’il/elle est arrivé(e) en

Front-of-classp.041 Class gamep.041 Learning skills worksheetHomeworkListeningGrammarTranslation

directly from a text (D2 M2 U3)Knowledge of using a text as a model for your own work (D3 M1 U1, D3 M2 U2, D2 M1 U4, D2 M4 U5, D1 M2 U5, D1 M4 U5)

Learning outcomes Pupils read and translate

questions with question words into English

Pupils answer the questions from a profile, understanding that they can lift the answers straight from the text

Pupils listen and decode questions with question words

Pupils translate a set of questions with question words from English to French, breaking down each question into three parts

Pupils listen/read and understand extended interviews with young inventors

Pupils imagine that they are a young inventor and write an interview for a magazine, using three time frames

France?Il/Elle est né(e) (au Sénégal). Il/Elle a immigré en France quand il/elle (était très jeune).Où est-ce qu’il/elle a étudié?Il/Elle a fait des études (d’ingénieur) à (Lyon).Qu’est-ce qu’il/elle a inventé?Il/Elle a développé (un robot qui travaille dans les hôpitaux).Pourquoi est-ce qu’il/elle a créé (ce robot)?Il/Elle a inventé (ce robot) pour (aider dans les opérations).

Qu’est-ce que tu fais comme métier?Je suis inventeur/inventrice.Où est-ce que tu travailles pour gagner de l’argent?Je dois travailler (dans un restaurant).Avec mon argent, je fais des économies pour acheter (…).Pourquoi est-ce que tu veux être inventeur/inventrice professionnel(le)?Je veux être inventeur/inventrice professionnel(le) car c’est (vraiment créatif) et j’aime (aider les autres).Qu’est-ce que tu as inventé récemment, et quand?(L’année dernière), j’ai inventé (un robot / une appli / un jeu / …).J’ai gagné (un prix).Avec qui est-ce que tu as travaillé sur ton invention?J’ai travaillé (avec … / seul(e) / en équipe).Qu’est-ce que tu inventeras à l’avenir?

J’inventerai (un robot pour aider les personnes handicapées).À mon avis, ce sera (très utile).

Week(s) ___



Week(s) ___



Year_____ Term ____




Digital resources

Dynamo 3 Rouge Module 3: Ma vie en musiqueWeek(s) ____


Talking about your musical tastes

Using direct object pronouns (le, la, les)

Builds onKnowledge of noun gender and whether singular or plural (D2 M3 PdD, D2 M5 PdD & U1, D1 M1 U2, D1 M4 U3)Giving opinions with je trouve (D3 M1 U4, D3 M2 U3, D2 M5 U1)Knowledge of language of agreement/disagreement (D3 M2 U1 & U3, D2 M5 U1 & U3)Knowledge of adjectival endings (D3 M1 U4, D2 M3 PdD, D2 M4 U4)Knowledge of pronouncing cognates (D2 M2 U2, D2 M5 PdD)Knowledge of describing a photo (D3 M1 U2, D2 M2 U1, D2 M3 U3, D2 M5 U3)

Learning outcomes Pupils listen and understand

statements about a photo, then complete a text about the photo

Pupils listen and finish sentences giving opinions on a piece of music (using trouver)

Pupils understand and start to use direct object pronouns (le/la/les) taking into account whether a noun is masc./fem./sing./plural

Pupils give opinions in

GrammarUsing direct object pronouns (le, la, les)Adjectival agreement

Cultural capitalTalking about favourite music (mentions music by Soprano and Vianney)

Key Language examplesQu’est-ce qu’il y a sur la photo?Sur la photo, il y a un groupe (pop).Dans le groupe, il y a (une fille et deux garçons).À gauche, il y a (une fille avec un micro, qui chante).Elle a (les cheveux noirs et frisés).À droite, il y a (un garçon qui porte un jean bleu et qui joue de la guitare électrique).Derrière lui, au fond, il y a (un garçon qui joue de la batterie. Il porte une casquette).Je pense qu’ils jouent (de la musique pop).

Comment tu trouves le chanteur/la chanteuse?Comment tu trouves la mélodie?Comment tu trouves les paroles?

Front-of-classp.057 Class gamep.057 Reading skills worksheetHomework–

speaking on a piece of music, taking care to pronounce cognates in French, and agreeing/disagreeing with their partner

Pupils listen/read and understand statements from a chat on musical preferences, understanding more extended reasons for these preferences

Pupils carry out a full photo task: describing a photo, saying which instruments they play and which music they like, giving reasons

Je le/la/les trouve …un peu / assez / très / vraiment …intéressant / démodé / original / ennuyeux / bon / bête / émouvant.

Je suis d’accord. / Je ne suis pas d’accord.

Qu’est-ce que tu aimes comme musique?J’aime toutes sortes de musique.J’écoute souvent (du hip-hop).

Week(s) ____

Unité 1, pp. 58–59Tu étais comment?

Describing what you used to be like

Using the imperfect tense

Builds onKnowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz)Knowledge of verbs vocabulary (D1 & D2)Knowledge of personal appearance and clothes (D3 M1 U2 & U4, D1 M2 U2, D1 M4 U1)Knowledge of personality vocabulary (D3 M1 U2, D2 M3 PdD)Knowledge of school vocabulary (D1 M2)Knowledge of food vocabulary (D2 M2 U2 & U3, D1 M4 U3, D1 M5 U3)

Learning outcomes Pupils listen/read and

understand a song with verbs in the imperfect tense – with

GrammarUsing the imperfect tense

Cultural capitalMemories of being teenagers from three real French-speaking artists (Corneille, Amélie Etasse, Raphaël)

Key Language examplesQuand tu étais petit(e), tu étais comment?

Quand j’étais petit(e) …J’avais les cheveux …longs / noirs / roux / frisés.

J’étais … / Je n’étais pas …timide / mignon(ne) / méchant(e) / …

Je portais (des baskets).

Front-of-classp.058 Flashcardsp.058 Grammar quizp.058 Grammar videop.058 Pronunciation quizp.059 Class gameHomeworkListeningGrammarVocabulary

picture supports Pupils pick out and translate

verbs in the imperfect tense Pupils listen and understand

speakers talking about aspects of childhood, using the imperfect tense

Pupils brainstorm and discuss aspects of their childhoods in speaking, using prompts for support

Extension (exs 5–7) Pupils read and understand

texts about performing artists’ childhoods

Pupils translate sentences into French using their knowledge of the imperfect tense and understanding that it doesn’t have to be translated as ‘used to’ in all cases

Pupils write a paragraph about their childhood using the imperfect tense

J’allais (à l’école de mon village).Je jouais (avec mon chien).Je faisais …Je lisais …Je restais (dans ma chambre).J’aimais … / Je n’aimais pas …

Week(s)____

Unité 2, pp. 60–61Ton école primaire était comment?

Comparing your primary and secondary schools

Using the comparative

Builds onKnowledge of school vocabulary (D3 M1 U1, D1 M2)Knowledge of the imperfect tense (D3 M3 U1)Knowledge of questions with question words (D3 M2 U2 & U4, D2 M3 U1, D2 M4 U5)Knowledge of comparatives (D2 M5 U1)Knowledge of TRAPS strategies

GrammarUsing the imperfect tense to describe someone or something in the pastUsing the comparative

Cultural capitalLearning about l’école primaire in France

Key Language examplesTon école primare était comment?

Front-of-classp.061 Class gamep.061 Grammar quizHomeworkListeningReadingGrammarVocabulary

(listening/reading for tenses) (D3 M1 U3, D3 M2 En focus 1, D2 M4 En focus, D2 M5 En focus)


understand extracts about primary school, putting a list of questions in order, filling in an information grid and making notes

Pupils conduct a short conversation about their own primary school, using verbs in the imperfect tense

Pupils read and understand chats comparing primary and secondary school, categorising them under headings and finding arguments in favour of primary and secondary

Pupils listen to extracts to spot whether verbs are in the present or imperfect tenses

Pupils write a text about their primary school and compare it to their secondary school

Il y avait combien d’élèves?Ton (institutrice) était comment?Qu’est-ce que tu étudiais?Quelle était ta matière préférée?Pourquoi?Tu était (heureux) à l’école?

Mon école primaire était grande / petite / de taille moyenne.Le bâtiment était moderne / vieux / beau / laid.

Mon instituteur(–trice) était …sévère / gentil(le) / (im)patient(e) / …

J’étudiais l’anglais / les sciences / …

Ma matière préférée, c’était (le français) parce que (j’adorais lire).

Qu’est-ce que tu préfères: l’école primaire ou le collège?Je préfère le collège.Je préférais mon école primaire.

Les activités extrascolaires du collège sont plus amusantes.Mon instituteur était moins sérieux.Les repas de la cantine du collège sont meilleurs.À l’école primaire, les cours étaient moins … que les cours au collège.[…]

Week(s)____

Unité 3, pp. 62–63Autrefois … aujourd’hui …

Builds onKnowledge of the imperfect tense (D3 M3 U1 & U2)

GrammarUsing the present and imperfect tenses together

Front-of-classp.063 Reading skills

Talking about how things have changed

Using the present and imperfect tenses together

Knowledge of language of agreement/disagreement (D3 M2 U1 & U3, D3 M3 PdD, D2 M5 U1 & U3)Knowledge of TRAPS strategies (listening/reading for tenses) (D3 M1 U3, D3 M2 En focus 1, D3 M3 U2, D2 M4 En focus, D2 M5 En focus)Knowledge of TRAPS strategies (listening/reading for the subject) (D2 M4 U2, D2 M5 En focus)Knowledge of the perfect tense (D3 M1 U3, D3 M2 U4, D2 M3 U4, D2 M4 U4)

Learning outcomes Pupils read and understand a

quiz about musical habits in the past verses now, which includes verbs in the imperfect and present tenses

Pupils do the quiz with a partner in spoken form and decide if they agree on the answers, using phrases of agreement/disagreement

Pupils listen and understand a speaker talking about the musical habits of their family

Pupils write a short article about music in the past and present, with support


text about Louis’ grandmother in two time frames (present,

Using the perfect and imperfect tenses together

Cultural capitalThinking about musical habits and technologies in the past

Key Language examplesIl y a (cent) ans, pour écouter de la musique …on achetait des CD / on allait à un concert / on utilisait Spotify.

Il y a (cinquante) ans, écouter de la musique à la radio …était plus populaire qu’aujourd’hui.était moins populaire qu’aujourd’hui.n’était pas possible.

Il y a (soixante) ans, on écoutait souvent …du rap et du hip-hop / la musique des Beatles / de la musique punk.

Pour écouter de la musique aujourd’hui, …on utilise un gramophone / on achète des cassettes audio /on écoute en streaming.

Aujourd’hui, acheter des disques en vinyle …est moins populaire qu’autrefois / est plus populaire qu’autrefois / n’est pas possible.

Aujourd’hui, les jeunes Français

worksheetHomeworkListeningTranslationVocabulary

imperfect/perfect) Pupils create an interview

between Louis and his grandmother, based on the text, using three tenses (present, imperfect, perfect)

écoutent …de la musique classique / la musique d’Édith Piaf / toutes sortes de musique.

Aujourd’hui, c’est très différent! On …

Comment est-ce que tu écoutais de la musique?Comment est-ce que tu écoutes de la musique maintenant?

Week(s)____

Unité 4, pp. 64–65De jeunes réfugiés

Interviewing a young refugee

Asking and answering questions in different tenses

Builds onKnowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz & U1)Knowledge of three time frames (D3 M1 U4, D3 M2 U4, D2 M3 U5, D2 M4 U5, D2 M5 U5)Knowledge of the perfect tense (D3 M1 U3, D3 M2 U4, D3 M3 U3, D2 M3 U4, D2 M4 U4)Knowledge of the imperfect tense (D3 M3 U1, U2 & U3)Knowledge of vouloir + infinitive (D3 M2 U1, D2 M2 U2, D1 M5 U2)Knowledge of questions with question words (D3 M2 U2 & U4, D3 M3 U2, D2 M3 U1, D2 M4 U5)


understand a text about a real-life young musician refugee, working out the meaning of key phrases and answering questions on the

GrammarUsing the present, perfect and imperfect tenses together; Using vouloir + infinitive to describe future plans

Cultural capitalMaterial on a real-life refugee (Hekmat) who has moved from Syria to Switzerland (including samples of his music in the Front-of-class product)

Key Language examplesOù est-ce que tu es né(e)?Je suis né(e) au Yémen, mais j’habite maintenant à Montréal, au Canada.

Où est-ce que tu habitais?J’habitais … Maintenant, j’habite …

Pourquoi est-ce que tu as quitté le Yémen / le Soudan?J’ai quitté (le Yémen) à cause de …la guerre / la pauvreté / la famine / …

Quand est-ce que tu as immigré en

Front-of-classp.065 Speaking skills worksheetp.065 Video storyp.065 Video worksheetHomeworkListeningReadingPronunciationVocabulary

text Pupils are able to identify the

tenses used in each paragraph Pupils decode and translate

questions to the musician (from French to English)

Pupils ask and answer the questions from the point of view of the musician

Extension (exs 5–7) Pupils listen and understand

further interviews with refugees

Pupils write an interview with a refugee using three time frames, including present tense, vouloir + infinitive for future plans, perfect tense, imperfect tense

Pupils read and understand an information text on refugees using gapped sentences for support

France / Suisse?Ma mère et moi avons immigré (en France) il y a (quatre ans).

Qu’est-ce que tu fais maintenant?Je vais au collège.Au collège, j’étudie (les sciences).

Qu’est-ce que tu veux faire, à l’avenir?Un jour, je veux être (professeur de musique).À l’avenir, je veux devenir (infirmière ou médecin).

Week(s) ___



Week(s) ___


Extension En plus pp. 72–73

À toi p. 123

Year____Term ____




Digital resources

Dynamo 3 Rouge Module 4: Le meilleur des mondesWeek(s) ____


Talking about food

Describing a photo

Builds onKnowledge of food vocabulary (D3 M3 U1, D2 M2 U2 & U3, D1 M4 U3, D1 M5 U3)Knowledge of the partitive article (D3 M1 U1, D2 M2 U3, D1 M4 U3)Knowledge of countries vocabulary in French (D2 M1, D2 M4 Quiz, D1 M3 Quiz)Knowledge of comparatives (D3 M3 U2, D2 M5 U1)Phrases of opinion (D3 M1 U4, D3 M2 U3, D3 M3 PdD, D2 M5 U1)Knowledge of describing a photo (D3 M1 U2, D3 M3 PdD, D2 M2 U1, D2 M3 U3, D2 M5 U3)Awareness that the present tense has two meanings (D2 M5 U3)Knowledge of using the ils/elles form of verbs (D3 M1 U2, D2 M2 U1, D2 M5 U3, D1 M4 U4, D1 M5 U3)


understand extracts on what pupils in different countries eat for lunch at school

Pupils speak in pairs to compare the school meals using comparatives and opinion phrases

Pupils write a short text on the

Grammarplus … que and moins … que

Cultural capitalComparing school meals in different countries in the French-speaking world

Key Language examplesQu’est-ce qu’on mange à la cantine scolaire dans les différents pays du monde?

En France / Au Gabon / Au Brésil, les enfants mangent …

du riz / du poulet / de la salade / de la viande / des haricots / un fruit / …

Ils boivent de l’eau / du lait.

C’est (assez / très) …équilibré / sain / savoureux / varié.

À mon avis / Je trouve que …le repas (français / gabonais / …) est plus / moins … que le repas …

Tu es d’accord?Oui/Non, je (ne) suis (pas) d’accord.

Qu’est-ce qu’il y a sur la photo?

Front-of-classp.080 Flashcardsp.081 Thinking skills worksheetHomeworkVocabulary

school meals including comparatives and opinion phrases

Pupils look at a photo and are able to complete sentences on it using the ils/elles form

Pupils are able to construct new phrases about a photo in the ils/elles form with support

Pupils are able to describe a new photo using the fours Ws to guide them (who/where/what/weather)

Sur la photo, il y a (trois enfants et …).Ils sont (à la plage).Ils portent …Ils ramassent / cherchent des déchets.Il fait (beau) et il y a (du soleil).

Week(s) ____

Unité 1, pp. 82–83Est-ce que tu manges de la viande?

Discussing eating habits

Using a range of negatives

Builds onKnowledge of food vocabulary (D3 M4 PdD, D2 M2 U2 & U3, D1 M4 U3, D1 M5 U3)Knowledge of negatives (D3 M1 U1 & U4, D2 M3 U3, D1 M3 U1)Knowledge of pronouncing cognates (D3 M3 PdD, D2 M2 U2, D2 M5 PdD)Knowledge of language of agreement/disagreement (D3 M2 U1 & U3, D3 M3 PdD & U3, D2 M5 U1 & U3)


understand extracts about people’s dietary preferences and habits

Pupils understand sentences containing a variety of negatives

Pupils are able to translate phrases including negatives

GrammarNegatives (ne … pas, ne … jamais, ne … plus, ne … rien)

Cultural capitalDebating vegetarianism

Key Language examplesEst-ce que tu manges de la viande?Je mange …du poisson / de la viande / des fruits de mer / des produits laitiers.Je ne refuse rien!Je ne mange pas / jamais / plus de …produits d’origine animale.

Est-ce que tu es pour ou contre le végétarisme / le véganisme?

L’empreinte carbone de la viande est très grande.Il faut protéger l’environnement.Le régime végétarien est plus sain que

Front-of-classp.082 Class gamep.082 Grammar quizp.082 Pronunciation quizHomeworkListeningReadingVocabulary

from English into French Pupils read/listen and

understand more nuanced reasons for eating/avoiding meat

Pupils listen to spot phrases of discourse, understanding what they mean

Pupils are able to hold a group discussion about the pros and cons of vegetarianism

le régime ordinaire.On doit respecter les animaux.

À mon avis, … / Je pense que …Je suis pour / contre (le végétarisme / le véganisme).

Tu es d’accord?Je (ne) suis (pas) d’accord.Tu as raison! / Tu as tort! / Tu rigoles!

par contre … / cependant …d’un côté … mais d’un autre côté …

Week(s)____

Unité 2, pp. 84–85Action pour la nature!

Talking about animals and the natural world

Using the superlative

Builds onStrategies for decoding texts (D3 M1 U1, D3 M3 En focus 1, D2 M1 U4, D2 M4 U2)Knowledge of adjective endings and word order (D3 M1 U4, D3 M3 PdD, D2 M3 PdD, D2 M4 U4)Knowledge of using il faut + infinitive (D2 M5 U3)Knowledge of language of agreement/disagreement (D3 M2 U1 & U3, D3 M3 PdD & U3, D3 M4 U1, D2 M5 U1 & U3)

Learning outcomes Pupils listen/read and work in

pairs to talk through a general knowledge quiz about animals involving superlatives

Pupils use prompts to form sentences about further animals using superlatives

Pupils read/listen and

GrammarThe superlative

Cultural capitalAnimal factsDiscussing how to protect endangered animals

Key Language examplesLe mammifère le plus dangereux, c’est …La plus grande baleine, c’est …L’animal le plus rapide, c’est …Tu as raison. / Tu as tort.Qu’est-ce qu’il faut faire pour protéger les animaux?Pour protéger les animaux, il faut …ramasser les déchets à la campagne.manger moins de viande.utiliser moins de plastique.[…]

Il ne faut jamais …

Front-of-classp.084 Grammar quizp.085 Translation worksheetHomeworkListeningReadingPronunciationVocabulary

understand extracts about endangered animals and what we must do to protect them, using il faut …

Pupils have a discussion about the most important actions for protecting endangered animals, using superlatives and il faut …

Pupils write a blog about endangered animals with prompts for support, using superlatives and il faut …

acheter de souvenirs d’origine animale.consommer des espèces de poisson menacées.laisser des sacs en plastique sur la plage.

À mon avis … / Je pense que …Tu es d’accord?Non, je ne suis pas d’accord.

Week(s)____

Unité 3, pp. 86–87Mission anti-plastique!

Talking about plastic and the environment

Referring to two different time frames

Builds onKnowledge of the present tense (D3 M1 U1, D2 M2 U1)Knowledge of the perfect tense (D3 M1 U3, D3 M2 U4, D2 M1, D2 M3 U4, D2 M4 U4)Knowledge of the imperfect tense (D3 M3 U1, U2 & U3)Knowledge of questions with question words (D3 M2 U2 & U4, D3 M3 U2 & U4, D2 M3 U1, D2 M4 U5)Knowledge of how to answer questions by lifting information directly from a text (D3 M2 U4, D2 M2 U3)


understand extracts in the perfect tense about the life-cycle of a plastic bottle

Pupils are able to identify

GrammarThe perfect tense

Cultural capitalLearning about the life-cycle of a plastic bottleEnvironmental issues where you liveActions to save the environment

Key Language examples(…) était une bouteille en plastique.Elle est née dans une usine.D’abord, elle a voyagé jusqu’au supermarché en camion.Ensuite, elle est rentrée à la maison avec (Luc), un garçon de 14 ans.Le lendemain, (…) est allée au collège avec (Luc).À la récré, elle est entrée dans le bac de recyclage.Puis elle a voyagé en camion jusqu’au centre de recyclage.

Front-of-classp.087 Class gamep.087 Speaking skills worksheetHomeworkListeningReadingGrammarVocabulary

verbs in the perfect tense Pupils are able to decode

questions in French using the question words and find answers to each question in the text

Pupils are able to listen and complete a text with missing verbs in the perfect tense

Pupils listen to extracts and understand what people do to eliminate plastic in different settings (e.g. home or school)

Pupils discuss in pairs what they do to help eliminate plastic, using present tense je and nous forms

Pupils are able to translate a passage into English which uses both the present and the perfect tenses

Extension (exs 7–8) Pupils read short texts about

what people have done and do to eliminate plastic, using present, perfect and imperfect tenses

Pupils write a short text about their efforts to eliminate plastic using present, imperfect and perfect tenses correctly

Elle a retrouvé ses anciennes amies.Finalement, (…) est devenue un ballon de foot … et elle habite maintenant chez (Luc)!

Où …?Comment …?Que …?Qui …?Pourquoi …?

Qu’est-ce que tu fais pour éliminer / réduire le plastique (à la maison / …)?

Je recycle le plastique.Je refuse les sacs en plastique.J’organise des campagnes anti-plastique.J’achète des produits recyclés.J’utilise une bouteille réutilisable / un sac réutilisable.

Normalement, je …La semaine dernière, j'ai organisé …Quand j'étais petit(e), j'utilisais …

Week(s)____

Unité 4, pp. 88–89J’aimerais changer le monde …

Builds onKnowledge of using je voudrais to say what you would like (D2 M2 U2, D2

GrammarThe conditional tense (j’aimerais and je voudrais)

Front-of-classp.088 Grammar video

Talking about what you would like to do

Using the conditional tense (j’aimerais and je voudrais)

M3 U2, D1 M5 U3)Knowledge of using aimer + infinitive

(D3 M1 PdD, D2 M2 PdD)Knowledge of il faut + infinitive (D3 M4 U2, D2 M5 U3)Knowledge of TRAPS strategies (listening/reading for tenses) (D3 M1 U3, D3 M2 En focus 1, D3 M3 U2 & U3, D2 M4 En focus, D2 M5 En focus)


understand extracts (including j’aimerais … / je voudrais …) about what people would like to do to help the environment and what they do at the moment

Pupils understand how the conditional with aimer is formed

Pupils are able to understand reasons after car or parce que, including phrases with il faut …

Pupils are able to prepare and deliver a presentation on the environment including what they do already, what they would like to do, and why

Pupils read and understand a longer text about helping the environment, and are able to pick out a variety of key structures (e.g. negatives,

Cultural capital–

Key Language examplesQu’est-ce que tu voudrais faire pour changer le monde?

J’aimerais acheter moins de vêtements.J’aimerais manger moins de viande.Je voudrais consommer plus de produits bio.J’aimerais refuser le plastique à usage unique.Je voudrais faire du travail bénévole.Je voudrais devenir membre d’un groupe écologique.

Qu’est-ce que tu fais pour l’environnement?Qu’est-ce que tu aimerais faire?

J’aimerais … / Je voudrais … parce que …

p.089 Video storyp.089 Video worksheetHomeworkListeningTranslation

superlatives, etc.) Pupils listen to passages and

are able to distinguish which time frame is being referred to by focussing on the verbs

Pupils write a text in three time frames using prompts for support

Week(s) ___



Week(s) ___



Year____Term ____




Digital resources

Dynamo 3 Rouge Module 5: Le monde francophone (Grammaire)Week(s) ____

Unité 1, pp. 102–103Quel pays voudrais-tu visiter?

Using a range of articles

Discussing where you would like to go

Builds onKnowledge of destinations in the francophone world (D2 M1–M4 Quiz, D1 M3 Quiz)Knowledge of TRAPS strategies (understanding alternative words) (D3 M2 PdD & En focus 1, D2 M3 U3, D2 M4 U5)Knowledge of food vocabulary (D3 M4 PdD & U1, D2 M2 U2 & U3, D1 M4 U3, D1 M5 U3)Knowledge of articles (à + article) (D3 M1 U1, D2 M5 U2, D1 M3 U1, D1 M5 U1)Knowledge of articles (de + article) (D3 M1 U1, D3 M3 Quiz, D2 M2 U3, D1 M4 U3)Knowledge of opinion verbs with definite articles (D3 M1 PdD, D2 M3 PdD, D1 M1 U3)


understand extracts in French about which destinations in the francophone world people would like to visit

Pupils answer questions understanding that they need to use TRAPS strategies (understanding alternative words)

GrammarIndefinite and definite articlesDefinite articles with à and de (partitive articles)

Cultural capitalLearning about different French-speaking countries

Key Language examplesQuel pays francophone voudrais-tu visiter?

Je voudrais / Je veux visiter …le Vietnam / le Sénégal / la Guinée / les Comores / …

parce que j’adore (etc.) …le surf / la plage.la plongée (avec masque et tuba).les fruits de mer.

parce qu’il y a …un musée d’art africain.des temples bouddhistes.

pour faire des promenades.[…]

On va aller au parc national / à la mer / aux grottes / …

Front-of-classp.103 Class gamep.103 Cultural skills worksheetHomeworkListeningGrammarVocabulary

Pupils understand how to use definite and indefinite articles (including countries and after opinion verbs), completing sentences that are dictated

Pupils discuss countries that they would like to visit, using articles correctly

Pupils listen and understand extracts including à + article and the partitive article for food

Pupils are able to write sentences, using partitive articles correctly

Pupils are able to translate a passage into French, showing awareness of how to use a variety of articles correctly

On va manger du poulet / du poisson / du couscous / des glaces / …

C’est une spécialité (canadienne).

Week(s)____

Unité 2, pp. 104–105On va voir des choses extraordinaires!

Using a range of adjectives

Discussing impressive sites and monuments

Builds onKnowledge of monuments and attractions in the francophone world (D2 M4 Quiz, D1 M1 Quiz, D1 M5 U1)Knowledge of adjective endings and word order (D3 M1 U4, D3 M3 PdD, D3 M4 U2, D2 M3 PdD, D2 M4 U4)Knowledge of pronunciation (silent endings) (D2 M1 PdD, D2 M2 PdD, D2 M4 PdD, D2 M5 U2)Knowledge of comparatives (D3 M3 U2, D3 M4 PdD, D2 M5 U1)


adjectives associated with each historical site

GrammarAdjectival agreement (adjective after noun)Adjectival agreement (adjective before noun)Comparative adjectives

Cultural capitalLearning about UNESCO

Key Language examplesLa tour Eiffel / Le pont du Gard / …c’est un pont / une montagne / une tour / une île / une église …

Ce sont des arènes …

Front-of-classp.105 Translation worksheetHomeworkListeningTranslationVocabulary

Pupils write a description of an historical site using a variety of adjectives, including correct adjectival agreement

Pupils listen/read and understand extracts about UNESCO sites, including a range of adjectives that come before the noun

Pupils listen to extracts and understand how two different sites/monuments are being compared

Pupils use comparative structures to compare sites/monuments of their choice

intéressant / impressionnant / extraordinaire / unique / célèbre / ennuyeux / nul / mystérieux / …

Je veux visiter …Je voudrais visiter …Je ne veux pas visiter …parce que …

c’est plus / moins … que …

grand / beau / haut / petit / nouveau / vieux / animé / moderne / …

Week(s)____

Unité 3, pp. 106–107Réserver des excursions

Using infinitives in combination with other verbs

Saying what you like and dislike doing

Builds onKnowledge of opinion verbs with infinitives (D3 M1 PdD, D2 M2 PdD, D1 M3 U4 & U5)Knowledge of modal verbs + infinitive (D3 M2 PdD, D2 M2 U2, D2 M4 U1 & U2, D1 M5 U2)Knowledge of il faut + infinitive (D3 M4 U2 & U4, D2 M5 U3)Extending answers using extra ideas (D3 M2 U1, D2 M2 U4)TRAPS strategies (Reflect, don’t rush) (D3 M2 En focus 1, D2 M1 En focus, D2 M4 U5, D2 M5 U3)


opinions of different holiday

GrammarUsing the infinitive after opinion verbsUsing the infinitive after modal verbs (pouvoir, vouloir, devoir) and il faut

Cultural capitalInsight into two popular tourist attractions in France: le volcan de Lemptégy and le Château du Val

Key Language examplesTu aimes …?J’adore / Je n’aime pas / Je déteste …

aller …au restaurant / à la plage / …apprendre …à cuisiner des plats différents / …faire …

Front-of-class–HomeworkListeningReadingVocabulary

activities Pupils are able to conduct a

conversation in which they ask and answer questions spontaneously to give their opinion of different holiday activities

Pupils are able to add information to their answers by giving a second opinion on something else

Pupils read and understand sentences, working out who is speaking, identifying infinitives and the reasons why infinitives are needed

Pupils listen/read extracts of conversations in the tourist office, and note down the activities selected

Pupils create a dialogue in the tourist office based on a stimulus and including structures with the infinitive (opinions verbs, pouvoir, vouloir, devoir, il faut)

Pupils are able to translate a passage into French, including structures with infinitives

du surf / une visite guidée / …visiter …un musée / le parc national / …voir …des animaux sauvages / …me bronzer sur la plage.

Je peux vous aider?Je veux faire une excursion demain.Qu’est-ce qu’on peut visiter ici?On peut visiter …Je voudrais …Ça fait (35 euros) pour l’excursion.À quelle heure est-ce que vous voulez partir?On peut partir à …Je veux partir à …Vous devez arriver à …Il faut prendre votre passeport.

Week(s)____

Unité 4, pp. 108–109Projet! Visite à un pays francophone!

Preparing a fact file and an advert on a francophone country

Using a range of structures and verbs

Builds onLearning from D3 M5 U1, U2 & U3Knowledge of vocabulary for geographical features (D2 M4 U1)Knowledge of superlatives (D3 M4 U2)

Learning outcomes Pupils read profiles of / listen

to extracts about different francophone destinations to understand facts about them

Pupils are able to discuss which destinations they would like to visit using a variety of structures/opinions correctly (including superlatives)

Pupils start to research a francophone destination of their choice, with support

Pupils listen/read and understand extracts about what you can do in different francophone destinations, identifying infinitives used with on peut

Pupils research their chosen destination further, using dictionary skills

Pupils are able to write an advertisement for their chosen destination, using a model for support and ideas

GrammarSuperlative adjectives

Cultural capitalLearning about/Research on things to see and do in a variety of French-speaking countries

Key Language examplesLe pays se trouve sur quel continent?C’est en Océanie / Afrique / Asie / …Il est comment, le paysage?Il y a des volcans / plages / récifs de corail / forêts (tropicales) / rivières / …Qu’est-ce qu’on peut visiter ici?On peut visiter …le parc national / les cascades / …

Pour moi (le Laos), …c’est la destination la plus intéressante / romantique / sauvage / mystérieuse.c’est le pays le plus intéressant / romantique / sauvage / mystérieux.

J’adore …la formule 1 / les sites historiques / …Je veux visiter …les églises / les récifs de corail / …Je veux faire …de la plongée / des safaris / …Je veux aller …à la plage / aux cascades / …Je veux voir …des animaux sauvages / …

Front-of-classp.109 Pronunciation quizp.109 Research skills worksheetp.109 Video storyp.109 Video worksheetHomework–

Week(s) Unité 5, pp. 110–111 Builds on Grammar Front-of-class

____ Rencontrer des jeunes francophones

Understanding how to use the present tense

Discussing young French-speakers you would like to meet

Knowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz, U1 & U4)Knowledge of the present tense (D3 M1 U1, D3 M4 U3, D2 M2 U1)Awareness that the present tense has two meanings (D3 M4 PdD, D2 M5 U3)Knowledge of how to answer questions by lifting information directly from a text (D3 M2 U4, D3 M4 U3, D2 M2 U3)


statements describing photos using a variety of verbs in the present tense

Pupils are able to use present tense verbs correctly in the third person to describe photos to a partner

Pupils read and understand an interview with a journalist from Gabon, filling in verbs correctly in the present tense

Pupils prepare an interview with another French celebrity, using prompts and verbs in the present tense


text about an emoticon artist from the Ivory Coast, answering questions in French

Pupils translate a paragraph of

Present tense verbs: –er, –ir, –re, irregular, reflexive

Cultural capitalAn introduction to some famous young French-speakers, including Laetitia Ky

Key Language examplesQu’est-ce qu’il y a sur la photo?Sur la photo, il y a un homme / une femme qui …… est acteur/actrice / artiste / auteur / chanteur(–euse) / cuisiner/cuisinière / footballeur / musicien(ne).… a les cheveux noirs / longs / raides.… a l’air content(e) / sérieux(–euse).… fait de la soupe.… porte une chemise / un tee-shirt / …… chante une chanson.… finit une peinture.… joue du piano / de la batterie / …… s’entend bien avec son groupe.

Quelle est votre nationalité?Je suis (gabonais(e) / ivorien(ne) / …).

Qu’est-ce que vous faites comme travail?Je suis footballeur / dessinatrice / …

Je …joue pour l’équipe de (PSG) / marque des buts / m’entraîne beaucoup / poste des images en ligne.

p.110 Class gamep.110 Grammar video 1p.110 Grammar video 2p.110 Grammar video 3HomeworkListeningGrammarVocabulary

the text into English

Week(s)____

Unité 6, pp. 112–113On va jouer au foot!

Understanding how to use the near future and simple future tenses

Discussing plans for the future

Builds onKnowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz, U1 & U4, D3 M5 U5)Knowledge of TRAPS strategies (understanding alternative words) (D3 M2 PdD & En focus 1, D3 M5 U1, D2 M3 U3, D2 M4 U5)Knowledge of the near future tense (D3 M1 U4, D2 M2 U4 & U5, D2 M3 U2, D2 M4 U5, D2 M5 U5)Knowledge of the future tense (D3 M2 U2 & U3)


understand extracts in the near future tense about what footballers plan to do after major tournaments

Pupils invent dialogues on behalf of two further footballers from the French-speaking world

Pupils listen/read and understand extracts in the future tense about young sports people’s plans for the future

Pupils speak about their plans for the future, from the point of view of a sports person, in the future tense

Pupils translate a passage into

GrammarThe near future tenseThe simple future tense

Cultural capitalFootballers from francophone countries

Key Language examplesElle va … / Elle ne va pas …… aller à la plage.… faire de la cuisine.… dormir.… faire du sport / jouer au foot.… lire plein de romans.… rester au lit / à la maison.… rendre visite à sa famille.… passer du temps avec des amis.

Qu’est-ce que tu vas faire?Je vais / Nous allons …… fêter notre victoire.… rentrer en France.… partir au / en …… sortir avec mes / nos amis.[…]

La saison prochaine, / Un jour, / …… je gagnerai des médailles / …… je jouerai pour l’équipe nationale.… je participerai aux Jeux Olympiques.… je ferai une formation.… je serai joueur professionnel.… j’irai (à Paris) / à l’étranger).

Front-of-classp.112 Grammar videop.113 Grammar videoHomeworkPronunciationTranslationVocabulary

French and are able to spot when the near future and future tenses are required

Week(s)____

Unité 7, pp. 114–115On a fait le tour du monde!

Understanding how to use the perfect and imperfect tenses

Discussing a past trip round the world

Builds onKnowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz, U1 & U4, D3 M5 U5 & U6)Knowledge of questions with question words (D3 M2 U2 & U4, D3 M3 U2 & U4, D3 M4 U3, D2 M3 U1, D2 M4 U5)Knowledge of the perfect tense (D3 M1 U3, D3 M2 U4, D3 M4 U3, D2 M1, D2 M3 U4, D2 M4 U4)Knowledge of the imperfect tense (D3 M3 U1, U2 & U3, D3 M4 U3)Knowledge of TRAPS strategies (Reflect, don’t rush; Subject) (D3 M2 En focus 1, D3 M5 U3, D2 M4 U2 & U5)Knowledge of expressions of frequency (D2 M3 U3, D2 M5 PdD, D1 M3 U2)


understand extracts about Caroline Moireaux’s trip round the world

Pupils can use their knowledge of question formation and question words to ask and answer questions to Caroline in the perfect tense

Pupils listen to and

GrammarThe perfect tenseThe imperfect tense

Cultural capitalReal-life adventurers, including Caroline Moireaux and Xavier Rosset, and their experiences

Key Language examplesOù …?Comment …?Combien …?Que …?Combien de pays est-ce que vous avez visités?

J’ai choisi de faire le tour du monde.J’ai déjà visité (30) pays.Je suis allé(e) (à pied) (jusqu’au Japon).J’ai dû prendre le bateau.J’ai pris beaucoup de photos.J’ai fait des vidéos.Le meilleur moment a été quand …Nous sommes arrivés en …Nous avons vu plein d’animaux.J’ai beaucoup appris sur la culture.Je me suis bien amusé(e)!

Chaque matin, / Le soir, / Souvent, …… je faisais du feu.… je mangeais quelque chose.… je prenais des photos.

Front-of-classp.114 Class gamep.114 Grammar video 1p.114 Grammar video 2p.115 Grammar quizp.115 Grammar videoHomeworkListeningReadingVocabulary

understand interviews with further explorers, using TRAPS to help answer questions correctly

Pupils read/listen and understand accounts of adventures which include the imperfect tense

Pupils are able to spot verbs in the imperfect tense, and understand time expressions associated with the imperfect

Pupils can translate a passage into French which includes both the perfect and imperfect tenses

… j’étais très content(e).[…]

Week(s)____

Unité 8, pp. 116–117Projet! On découvre des artistes francophones

Writing an article about a francophone artist, musician, writer or sportsperson

Understanding how to ask and answer questions in a range of tenses

Builds onResearch skills (D3 M5 U4)Knowledge of interesting people from the francophone world (D3 M1 U1, D3 M2 Quiz & U4, D3 M3 Quiz, U1 & U4, D3 M5 U5, U6 & U7)Knowledge of mixed tenses (D3 M5 U5, U6 & U7)Knowledge of questions with question words (D3 M2 U2 & U4, D3 M3 U2 & U4, D3 M4 U3, D3 M5 U7, D2 M3 U1, D2 M4 U5)

Learning outcomes Pupils can read, understand

and match pairs of questions (with question words) and answers about Angèle Van Laeken

GrammarUnderstanding and using mixed tenses: present tense, perfect tense, imperfect tense, near future tense, future tense

Cultural capitalPopular French-speaking artists today: Angèle van Laeken (singer), Antoine Olivier Pilon (actor), ‘Magic System’ (band)

Key Language examplesOù et quand est-il/elle né(e)?Il/Elle est né(e) … à …

Quelle est sa nationalité?Il/Elle est de nationalité …

Quelle est sa profession?

Front-of-classp.117 Speaking skills worksheetHomework–

Pupils are able to identify five different tenses in the text about Angèle

Pupils listen and understand a passage about Antoine Olivier Pilon, filling in gaps in a summary in French

Pupils are able to make notes about Antoine Olivier Pilon, and then create an interview with him, using mixed tenses

Pupils read and understand a text about ‘Magic System’ from the Ivory Coast, which includes mixed tenses

With support, pupils research and create a presentation about another artist using mixed tenses correctly

Il/Elle est (acteur/actrice).

Qu’est-ce qu’il/elle faisait quand il/elle était plus jeune?Il/Elle allait à une école de jazz / jouait dans une série/un groupe.

Quel a été son premier succès?Son premier succès a été …

Qu’est-ce qu’il/elle a fait plus récemment?Il/Elle a gagné un / plusieurs prix.

Quels sont ses projets d’avenir?L’année prochaine, il/elle va …… continuer sa tournée en France.… sortir son prochain album.… jouer dans un nouveau film.À l’avenir, il/elle …… travaillera avec des organisations caritatives.… fera le tour du monde.

Week(s) ___

Revision and Assessment Vocabulaire pp. 118–120 Les verbes pp. 125–130 Assessment Pack End-of-Module 5 and End-of-Year tests

· Web viewBuilds on. Knowledge of how to refer to the future (D3 M1 U4, D2 M2 U4 & U5, D2 M3 U2) Knowledge of French phonics (D1 M1 PdD) Knowledge of questions with question words

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