1 Scheme of Work Year ____ Term ____ Dynamo 2 Vert Unit number, title Learning objectives Builds on (previous learning) Learning outcomes Grammar Cultural capital Key Language examples Digital resources Dynamo 2 Vert Module 1: Vive les vacances! (GCSE theme: Local, national, international and global areas of interest) Week(s) ____ Point de départ, pp. 8–9 Talking about school holidays Using the verbs avoir and être Builds on Understanding of avoir and être (D1 M1 U1 & U4) Knowledge of opinion adjectives (D1 M2 U1, D1 M3 U4) Knowledge of qualifiers (D1 M1 U4) Learning outcomes Pupils understand and talk about how much school holiday they have Pupils talk about where they are on holiday Pupils refresh their knowledge of the verbs avoir and être Pupils use opinion adjectives and qualifiers to talk about their holiday Pupils learn about Grammar The verb avoir The verb être Cultural capital Learning about school holidays in different countries in the French-speaking world Key Language examples J’ai une semaine / deux semaines de vacances en janvier / février / … J’ai trois / dix jours de vacances en septembre. C’est … pour Noël / pour Pâques / pour les grandes vacances. Je suis … au bord de la mer / à la montagne / … C’est … Front-of-class p.008 Grammar video p.009 Class game p.009 Flashcards p.009 Grammar quiz p.009 Grammar video Homework Vocabulary
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1
Scheme of Work
Year ____ Term ____
Dynamo 2 VertUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 2 Vert Module 1: Vive les vacances! (GCSE theme: Local, national, international and global areas of interest)Week(s) ____
Point de départ, pp. 8–9
Talking about school holidays
Using the verbs avoir and être
Builds onUnderstanding of avoir and être (D1 M1 U1 & U4)Knowledge of opinion adjectives (D1 M2 U1, D1 M3 U4)Knowledge of qualifiers (D1 M1 U4)
Learning outcomes Pupils understand and talk
about how much school holiday they have
Pupils talk about where they are on holiday
Pupils refresh their knowledge of the verbs avoir and être
Pupils use opinion adjectives and qualifiers to talk about their holiday
Pupils learn about liaisons in French pronunciation
Extension (ex. 7) Pupils write a short text about
themselves/their holiday
GrammarThe verb avoirThe verb être
Cultural capitalLearning about school holidays in different countries in the French-speaking world
Key Language examplesJ’ai une semaine / deux semaines de vacances en janvier / février / …J’ai trois / dix jours de vacances en septembre.
C’est …pour Noël / pour Pâques / pour les grandes vacances.
Je suis …au bord de la mer / à la montagne / …
C’est … très amusant / assez intéressant / un peu ennuyeux / complètement nul!
Front-of-classp.008 Grammar videop.009 Class gamep.009 Flashcardsp.009 Grammar quizp.009 Grammar videoHomeworkVocabulary
Week(s) Unité 1, pp. 10–11 Builds on Grammar Front-of-class
2
____ Qu’est-ce que tu as visité?
Saying what you visited and what it was like
Using the perfect tense of visiter
Knowledge of avoir (D2 M1 PdD)Knowledge of places in town (D1 M5 PdD & U1)Knowledge of sequencers (D1 M2 U3, D1 M5 U4)Knowledge of French phonics (D1 M1, D1 M3 PdD)
Learning outcomes Pupils learn to understand and
use the phrase j’ai visité with different attractions in a city
Pupils learn a simple 1-2-3 rule for forming the perfect tense
Pupils recap how to pronounce ai and é sounds
Pupils listen/read and understand accounts of a visit to Geneva
Pupils produce a dialogue based on a visit to Geneva
Pupils write a short account of a visit using sequencers and qualifiers
The perfect tense of regular –er verbs (visiter)
Cultural capitalLearning about the city of Geneva
Key Language examplesQu’est-ce que tu as visité à Genève?
J’ai visité …le château / la mosquée / la chocolaterie / …
d’abord, ensuite, puis, après, finalement
D’abord, j’ai visité le lac. Puis j’ai visité la chocolaterie, parce que j’adore le chocolat!
C’était comment?C’était (très / assez / un peu / …) …cool / ennuyeux / génial / sympa / …
p.010 Flashcardsp.011 Class gameHomeworkListeningReadingPronunciationVocabulary
Week(s)____
Unité 2, pp. 12–13Qu’est-ce que tu as fait pendant les vacances?
Saying what you did during the holidays
Using the perfect tense of regular –er verbs
Builds onKnowledge of the perfect tense (D1 M5 En plus – if used from Dynamo 1)
Learning outcomes Pupils understand and use a
set of –er verbs in the perfect tense with avoir
Pupils ask and respond to the question Qu’est-ce que tu as
GrammarThe perfect tense of regular –er verbs
Cultural capital–
Key Language examplesPendant les vacances, j’ai …joué au tennis / mangé des glaces / acheté des baskets / …
theme park using the perfect tense, sequencers and negatives
Je n’ai pas pris de photos.[…]
Week(s)____
Unité 4, pp. 16–17Tu es allé(e) où?(Speaking Skills)
Taking part in an interview about a special holiday
Using the perfect tense of aller (to go)
Builds onKnowledge of the perfect tense (D2 M1 U1, U2 & U3)Knowledge of family members (D1 M4 U1)Sequencers (D2 M1 U3, D1 M2 U3, D1 M5 U4)
Learning outcomes Pupils understand and
produce dialogues about where, who with and how they travelled on holiday
Pupils understand and use aller with être in the perfect tense
Extension (exs 4–7) Pupils read/listen and
understand dialogues which pull together content and structures from Module 1
Pupils prepare their own dialogue with support
GrammarUsing the perfect tense of verbs which take êtreSaying ‘to’ or ‘in’ with countries (en, au, aux, à)
Cultural capitalLearning about Morocco
Key Language examplesTu es allé(e) où en vacances?Je suis allé(e) …en Espagne / au Maroc / aux États-Unis / …
Avec qui?Je suis allé(e) en vacances …avec ma famille / avec mes amis / …
Tu as voyagé comment?J’ai / Nous avons voyagé …en avion / en bateau / en train / …
Front-of-classp.016 Flashcards 1p.016 Flashcards 2p.016 Grammar quizp.016 Grammar videop.016 Pronunciation quizp.017 Class gamep.017 Learning skills worksheetp.017 Video storyp.017 Video worksheetHomeworkListeningReadingTranslationVocabulary
Week(s) ___
En focus pp. 20–21: Double page unit with a variety of tasks, covering language from the module.
5
Week(s) ___
Revision and Assessment Bilan and Révisions pp. 18–19 Grammaire pp. 24–25 Vocabulaire pp. 26–27 Assessment Pack End of Module 1 tests
Extension En plus pp. 22–23 À toi pp. 124–125
6
Year ____ Term ____
Dynamo 2 VertUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 2 Vert Module 2: J’adore les fêtes! (GCSE theme: Identity and culture)Week(s) ____
Point de départ, pp. 30–31
Understanding dates
Saying what festivals you like and dislike
Builds onNumbers from 1 to 31 (D1 M1 PdD, D1 M4 PdD, D1 M5 U3)Verbs of opinion followed by infinitives (D1 M3 U4)Adjectives to express opinions (D1 M2 U1, D1 M3 U4, D1 M5 PdD)
Learning outcomes Pupils understand and use
numbers to 31 and months to relay dates of festivals
Pupils understand and use words for different festivals
Pupils start to express opinions on different festivals, giving reasons
Pupils focus on useful key sounds in French whilst speaking
Grammar–
Cultural capitalLearning about festivals celebrated throughout the French-speaking world
Key Language examplesMon anniversaire, c’est le douze juillet.
Numbers: un to trente-et-un
Quelle est ta fête préférée?Quelle fête est-ce que tu n’aimes pas?
J’adore / J’aime / Je déteste / …Noël / l’Aïd / la Chandeleur / Diwali / …
parce que j’adore / j’aime / je déteste … danser / acheter des cadeaux / aller chez ma mère/mes cousins / …
parce que c’est … sympa / (très) commercial / …
Front-of-classp.030 Class gamep.030 Flashcardsp.031 Speaking skills worksheetHomeworkVocabulary
7
Week(s) ____
Unité 1, pp. 32–33C’est carnaval!
Describing a festival
Using the present tense of regular –er verbs
Builds onKnowledge of verb conjugation patterns (D2 M1 PdD, D1 M2 U3, D1 M3 U1 & U2)Knowledge of time expressions (D1 M5 U2)Knowledge of how to describe a photo (D1 M3 U1, D1 M5 U3)Knowledge of weather vocabulary (D1 M3 PdD, D1 M5 U4)
Learning outcomes Pupils use a number of –er
verbs in the present tense (je form)
Pupils listen/read and complete a text about a festival
Pupils write about a festival using basic time expressions
Pupils listen and understand a description of a photo showing a festival, using the four Ws to support them (Who, Where, What, Weather)
Pupils describe a photo of a festival using the four Ws
GrammarThe present tense of regular –er verbs
Cultural capitalLearning about carnaval and mardi gras
Key Language examplesMa fête préférée, c’est le carnaval.Je porte un masque et un déguisement.Je regarde la parade en ville.[…]
Le matin, l’après-midi, le soir
Sur la photo, il y a un homme / une femme / …Il/Elle est dans une parade / …Il/Elle chante / joue d’un instrument / …Il/Elle porte un déguisement / un masque bleu / vert / rouge / …Je pense qu’il fait beau / mauvais / chaud / froid.
Unité 2, pp. 34–35La fête de la musique(Listening and Reading Skills)
Understanding more detailed information about a festivalIdentifying the subject
Builds onKnowledge of verb conjugations (D2 M1 PdD, D2 M2 U1, D1 M3 U1)Using TRAPS strategies to support listening and reading (D2 M1 U3)Knowledge of time expressions (D2 M2 U1, D1 M5 U2)
Learning outcomes
GrammarThe present tense of regular –ir and –re verbs
Cultural capitalLearning about la fête de la musique
Key Language examples
Front-of-classp.034 Class gamep.034 Grammar quizp.034 Grammar video 1p.034 Grammar video 2p.034 Pronunciation
8
when listening and reading
Pupils learn about la fête de la musique in France
Pupils recognise and understand verbs in the je form from the –ir and –re groups
Pupils listen and read, spotting who is being talked about (TRAPS: S = subject)
Pupils translate some phrases using –ir and –re verbs into English
Extension (ex. 8) Pupils write a blog on la fête
de la musique, using time expressions and opinions with c’est …
Chaque année, j’attends la fête de la musique avec impatience.Le matin, je vends des disques vinyles au marché.Je finis à midi.L’après-midi, je choisis un groupe de rock.[…]
Ma mère chante dans la chorale.Mon frère choisit un groupe folk.
quizHomeworkListeningReadingGrammarVocabulary
Week(s)____
Unité 3, pp. 36–37Et avec ça?
Buying food at a market
Working on a role play task
Builds onKnowledge of how to pronounce cognates (D1 M3 U1 & U3)Knowledge of numbers in French (D2 M2 PdD)Transactional language – asking for things (D1 M5 U3)
Learning outcomes Pupils learn and use
vocabulary for items at a market stall and quantities
Pupils refresh their knowledge of the perfect tense with the memory game (Je suis allé(e) au marché et j’ai acheté …)
Pupils learn and use transactional language for
GrammarDifferent ways of expressing quantity
Cultural capitalLearning about food items typically available at a French market
Key Language examplesVous désirez?Je voudrais …, s’il vous plaît.Et avec ça?C’est tout, merci.Ça fait combien?Ça fait 10€60, s’il vous plaît.Merci, bonne journée.
Front-of-classp.036 Class gamep.036 Flashcardsp.037 Speaking skills worksheetHomeworkListening 1Listening 2PronunciationVocabulary
9
buying items at a market stall Pupils learn to deal with
unexpected questions
Je suis allé(e) au marché et j’ai acheté …un melon / des oignons / des œufs / le fromage / le jambon / …
un (demi-)kilo de / une tranche de …Numbers: vingt to cent
Week(s)____
Unité 4, pp. 38–39Qu’est-ce que tu vas manger?
Talking about what you are going to eat on a special day
Using the partitive article (du, de la, des)
Builds onKnowledge of food vocabulary in French (D2 M2 U3, D1 M4 U3)Knowledge of the partitive article (D1 M4 U3)Knowledge of the near future tense (D1 M5 U4 & U5)Knowledge of using c’est + adjective
Learning outcomes Pupils read/listen and
understand extracts about traditional dishes in France, including the ingredients
Pupils work on using cognates, context and pictures to decode new words
Pupils talk about what they are going to eat and what it is like
Extension (exs. 4–6) Pupils read, listen and write
texts about specialities in France, eaten on particular festival days
GrammarThe partitive article: ‘some’The near future tense
Cultural capitalLearning about traditional and speciality meals in France
Key Language examplesÀ Pâques / Noël … Pour le Nouvel An / l’Aïd …
je vais manger … un couscous / une tarte flambée / du jambon / des moules-frites …
C’est un plat typique / une spécialité …du nord / du sud / de l’est / de l’ouest de la France.
C’est très / vraiment délicieux / savoureux / bon.
Week(s) Unité 5, pp. 40–41 Builds on Grammar Front-of-class
10
____ Le marché de Noël(Writing Skills)
Talking about a future trip
Using the near future tense with questions
Knowledge of the near future tense (D2 M2 U1, D1 M5 U4 & U5)Modes of transport (D2 M1 U4)Knowledge of questions and question words (D1 M1 U6, D1 M3 U5)Knowledge of sequencers (D2 M1 U3 & U4)
Learning outcomes Pupils read/listen and
understand extracts about a school trip to an Alsace Christmas market
Pupils understand and compose phrases in the near future tense
Extension (exs 4–6) Pupils read/listen and
understand a short set of questions using question words
Pupils match questions to paragraphs of a text (including sequencers)
Pupils translate sentences into French including the near future tense, sequencers and a question
Pupils write a plan for a trip to a Christmas market using the near future tense and sequencers
The near future tenseAsking questions in the near future tense
Cultural capitalLearning about the region of Alsace
Key Language examplesJe vais …visiter le marché de Noël.écouter les chorales sur la rivière.boire un jus de pomme chaud.[…]
Où est-ce que tu vas aller?Qu’est-ce que tu vas faire?Comment est-ce que tu vas voyager?Qu’est-ce que tu vas manger?
Le weekend prochain / Demain, …… je vais aller à Colmar en car / en train / en voiture / en avion.
Je vais acheter des cadeaux / … … et je vais manger de la choucroute /…
p.040 Flashcardsp.041 Class gamep.041 Thinking skills worksheetp.041 Video storyp.041 Video worksheetHomeworkListeningReadingGrammarVocabulary
Week(s) ___
En focus pp. 44–45: Double page unit with a variety of tasks, covering language from the module.
Week(s) Revision and Assessment
11
___ Bilan and Révisions pp. 42–43 Grammaire pp. 48–49 Vocabulaire pp. 50–51 Assessment Pack End of Module 2 tests
Extension En plus pp. 46–47 À toi pp. 126–127
12
Year____ Term ____
Dynamo 2 VertUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 2 Vert Module 3: À loisir (GCSE theme: Identity and culture)Week(s) ____
Point de départ, pp. 54–55
Talking about TV programmes, actors and actresses
Using adjective agreement
Builds onGiving opinions (D1 M2 U1, D1 M3 U4)Pronouncing cognates (D2 M2 U3, D1 M3 U1)Describing a person’s character (D1 M1 U4, D1 M4 U5)Knowledge of adjective endings (D1 M2 U2, D1 M4 U1)Knowledge of using qualifiers (D1 M1 U4)
Learning outcomes Pupils listen, read and discuss
TV programmes, including verbs of opinion
Pupils remember that cognates are pronounced differently in French
Pupils understand and write their opinions of celebrities, giving reasons
Pupils use personality adjectives in the masculine and feminine singular form
Extension (ex. 6) Pupils write a short extract
describing what they like watching on TV and which actors they like and why
GrammarAdjective agreement
Cultural capital–
Key Language examplesQu’est-ce que tu aimes à la télé?J’adore / J’aime / Je n’aime pas / …
les comédies / les dessins animés / les infos / …les émissions de musique / de sport …
Qui est ton acteur préféré?Qui est ton actrice préférée?
J’adore / J’aime / …… parce qu’il/elle est …… parce qu’il/elle n’est pas …
un peu / assez / très / troparrogant / arrogantegénéreux / généreuse[…]
Builds onKnowledge of asking questions (D2 M2 U5, D1 M3 U5)Knowledge of adverbs of frequency (D1 M3 U2)
Learning outcomes Pupils understand and do a
survey on TV viewing habits Pupils ask questions using a
range of question words Pupils read/listen and
understand extracts on music and gaming habits, including adverbs of frequency
Pupils write a text on their music and gaming habits
GrammarAsking questions (question word + est-ce que + tu form of the verb)
Cultural capital–
Key Language examplesQuand / Où / Avec qui / Comment est-ce que tu regardes la télé?Qu’est-ce que tu regardes à la télé?
Je regarde la télé … … le soir / le weekend / …… à la maison / dans le bus / …… seul(e) / avec ma famille / …… à la demande / sur mon portable / …
Je regarde …les feuilletons / les émissions de télé-réalité / …
Front-of-classp.056 Grammar quizp.057 Class gameHomeworkListeningReadingTranslationVocabulary
Week(s)____
Unité 2, pp. 58–59On va au ciné?
Arranging to go to the cinema
Using the 24-hour clock
Builds onKnowledge of TV programme vocabulary (D2 M3 PdD)Knowledge of the near future tense (D2 M2 U4 & U5, D1 M5 U4 & U5)Knowledge of telling the time (D1 M2 PdD)Knowledge of time expressions (D1 M5 U1, U2 & U5)Transactional language (buying things) (D2 M2 U3, D1 M5 U3)
Learning outcomes Pupils learn vocabulary for
GrammarThe near future tense
Cultural capital–
Key Language examplesC’est … une comédie / un film d’animation / …
Je vais aller au cinéma (ce soir / …).Tu viens?Désolé. Je ne peux pas.Alors, demain après-midi / soir?
Front-of-classp.058 Flashcardsp.059 Class gamep.059 Thinking skills worksheetHomeworkListeningReadingVocabulary
14
different types of film Pupils understand a
conversation agreeing to go to the cinema
Pupils recognise phrases in the near future tense
Pupils understand and give times in the 24-hour clock
Pupils create their own dialogue arranging to go to the cinema
Oui, je veux bien, merci. Qu’est-ce que tu vas voir?Je vais voir (…).Rendez-vous à quelle heure?Rendez-vous à (dix-sept heures).
Week(s)____
Unité 3, pp. 60–61Quels sont tes loisirs?
Talking about leisure activities
Using negatives
Builds onKnowledge of negatives (D1 M1 U3, D1 M3 U1)Knowledge of free time activities (D2 M3 PdD, U1 & U2, D1 M3)Knowledge of possessive adjectives (D1 M4 U1)
Learning outcomes Pupils read/listen and
understand extracts about what teenagers in French-speaking Africa do in their free time
Pupils listen and understand phrases in the negative
Pupils translate negative phrases into French with support
Pupils talk about their free time including what they don’t do
Pupils complete a photo description of young people in French-speaking Africa with
GrammarNegatives (ne … pas, ne … jamais, ne … rien)Possessive adjectives: son, sa, ses
Cultural capitalLearning about leisure activities in French-speaking African countries
Key Language examplesJ’ai un smartphone et une tablette.Je surfe, je tchatte et je blogue.Je ne fais pas de sport.Je ne regarde jamais la télé.Je ne lis rien.
Sur la photo, il y a (…) filles / garçons.Au centre / À gauche / À droite, il y a …Il/Elle regarde …Il/Elle joue sur … son portable / sa tablette …avec ses copains / avec ses copines
Front-of-classp.060 Grammar quizp.061 Class gamep.061 Video storyp.061 Video worksheetHomeworkReadingGrammarTranslationVocabulary
15
mobile devices Pupils understand possessive
adjectives son/sa/ses Pupils describe a photo of
young people with mobile devices
Week(s)____
Unité 4, pp. 62–63Tu as fait des achats? (Listening and Reading Skills)
Spotting synonyms when listening and reading
Spotting verbs in the perfect tense in a song
Builds onKnowledge of the perfect tense (D2 M1, D2 M2 U3)Knowledge of sequencers (D2 M1 U3 & U4, D1 M5 U4)Using c’était + adjective to describe what something was like (D2 M1 U1)Knowledge of irregular past participles (D2 M1 U3)
Learning outcomes Pupils read/listen to extracts
and demonstate understanding of synonyms
Pupils use TRAPS strategy (A = alternative words)
Pupils read/listen to a rap about a shopping trip, spotting synonyms
Pupils find verbs in the perfect tense in the rap
Pupils write an account of a shopping trip in the perfect tense
GrammarSpotting verbs in the perfect tense (regular –er verbs, irregular verbs, verbs which take être)
Cultural capital–
Key Language examplesd’abord, ensuite, puis, après …J’ai écouté de la musique.J’ai acheté des vêtements.J’ai fait une balade.Je suis allé en vacances.[…]
Le weekend dernier, je suis allé(e) au centre commercial.Samedi matin, j’ai fait … Puis, j’ai …Samedi après-midi / soir, j’ai …C’était amusant / ennuyeux / ennuyeux / genial / passionnant / sympa
Front-of-classp.063 Grammar video 1p.063 Grammar video 2p.063 Learning skills worksheetHomeworkListeningReadingGrammarVocabulary
16
Week(s)____
Unité 5, pp. 64–65Ça, c’est la question!(Speaking Skills)
Creating a chat show interview
Asking and answering questions in two tenses
Builds onKnowledge of the present tense (D2 M3 U3, D1 M3 PdD, U1 & U2, D1 M5 U1)Knowledge of the perfect tense (D2 M1)Knowledge of leisure activities and TV/film preferences (D2 M3 PdD, U1 & U2)Knowledge of time expressions and sequencers (D2 M1 U3 & U4, D1 M2 U3)
Learning outcomes Pupils match statements to
questions Pupils determine whether
statements are about the past or present
Pupils use spoken prompts to talk about leisure activities normally and recently
Extension (exs 5–7) Pupils listen/read and
understand an interview with questions and answers in two time frames, including key time expressions and sequencers
Pupils create their own version of the interview
GrammarThe present and perfect tenses (regular –er verbs, irregular verbs, verbs which take être)
Cultural capital–
Key Language examplesQuels sont tes loisirs?Je joue au basket, je fais du vélo et …
Qu’est-ce que tu as fait le weekend dernier?Le weekend dernier, j’ai fait du sport et je suis allé(e) au cinéma.
[…]
J’écoute de la musique tout le temps. Je lis souvent et parfois je …
Front-of-classp.078 Flashcardsp.079 Class gamep.079 FlashcardsHomeworkVocabulary 1Vocabulary 2
19
Week(s) ____
Unité 1, pp. 80–81Elle est comment, ta région?
Describing where you live
Using pouvoir + infinitive
Builds onVocabulary about leisure and local area (D1 M3 U2, D1 M5 PdD & U1)Knowledge of modal verbs (D1 M5 U2)Understanding that on can mean ‘we’ (D2 M1 U2)
Learning outcomes Pupils read/listen and
understand extracts about what you can do in the local area and what it is like
Pupils ask and answer questions about what you can do in the local area and what it is like
Pupils understand the conjugation of the verb pouvoir and its use with an infinitive
Pupils do a piece of writing about their local area (what you can do and what it is like)
Extension (ex. 7) Pupils read/listen and
complete a translation into English about the life of a teenager in Mali
GrammarUsing the verb pouvoir
Cultural capitalLearning about different regions in France
Key Language examplesQu’est-ce qu’on peut faire en (Dordogne) / dans ta région?
Dans ma ville / ma région, on peut …… visiter des grottes / le marché / …… faire du ski / des randonnées / …… aller au cinéma / à la plage.[…]
C’est comment, ta région?Il y a des / Il y a beaucoup de / Il n’y a pas de … bâtiments / touristes / forêts / …
Front-of-classp.081 Class gamep.081 Flashcardsp.081 Grammar videop.081 Reading skills worksheetHomeworkListeningReadingGrammarVocabulary
Week(s)____
Unité 2, pp. 82–83Qu’est-ce que tu dois faire à la maison?
Talking about how you must help at home
Builds onKnowledge of modal verbs(D2 M4 U1, D1 M5 U2)Strategies for listening and reading (TRAPS) (D2 M1 U3, D2 M2 U2, D2 M3 U4)
GrammarUsing the verb devoir
Cultural capitalLearning about different ways of lifeKey Language examples
Pupils understand and use verbs of personal routine in speaking and writing
Pupils understand the structure of reflexive verbs
Extension (exs 5–7) Pupils read/listen and
understand extended extracts on unusual routines using time expressions and adverbs of frequency
Pupils write a text about a personal routine using prompts
Je me lave les dents.[…]
À quelle heure est-ce que tu te lèves?Je me lève à …(sept) heures …… et quart… moins le quart… et demie… cinq / dix / vingt / vingt-cinq… moins cinq / dix / vingt / vingt-cinq
HomeworkListeningReadingGrammarVocabulary
Week(s)____
Unité 4, pp. 86–87J’ai déménagé!(Listening and Reading Skills)
Reading texts for overall meaning
Spotting alternative ways of saying the same thing
Builds onKnowledge of adjectival agreements (D2 M3 PdD, D1 M2 U2, D1 M4 U1)Knowledge of pronunciation (silent letters) (D2 M1 PdD, D2 M4 PdD)Knowledge of the perfect tense (D2 M1, D2 M3 U4)Knowledge of TRAPS strategies (D2 M3 U4)
Learning outcomes Pupils understand and use
adjectives that come before the noun (beau, nouveau, vieux)
Pupils understand how to pronounce the adjectives
Pupils listen and complete a rap with rhyming words
Pupils listen to and read extracts in the perfect tense,
GrammarIrregular adjectives: beau, nouveau and vieux
Cultural capital–
Key Language examplesJ’ai déménagé à la campagne / en ville.Voici ma nouvelle maison.Il y a un beau jardin.Il y a aussi une belle cuisine.Il y a un vieux collège.Il y a une vieille église.[…]
Le weekend dernier, j’ai … visité le centre commercial.vu un film / le château / la cathédrale.
Front-of-classp.087 Grammar quizp.087 Video storyp.087 Video worksheetHomeworkReadingGrammarPronunciation
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using TRAPS strategy (A = alternative words) to deal with synonyms
Pupils write a blog in the perfect tense using adjectives that come before nouns
fait un pique-nique / du sport / …[…]… je suis allé(e) …en ville / au cinéma / à la plage / …
Week(s)____
Unité 5, pp. 88–89Bienvenue en Corse (Writing Skills)
Bringing together what you have learned into a piece of writing
Using two tenses in writing
Builds onReflexive verbs of daily routine (D2 M4 U3)Knowledge of present and perfect tenses (D2 M1, D2 M3 U5)Knowledge of questions (D2 M2 U5, D2 M3 U1 & U5)
Learning outcomes Pupils listen/read and
understand extracts in two tenses: present and perfect
Pupils understand questions in two tenses
Pupils plan and write a blog using questions and English prompts for support
GrammarUsing two tenses together (present and past)
Cultural capitalLearning about the island of Corsica
Key Language examplesLa Corse, c’est comment?C’est vraiment animé.Il y a des montagnes et …
Qu’est-ce qu’on peut faire en Corse?En Corse, on peut faire des randonnées et on peut …
À quelle heure est-ce que tu te lèves?Je me lève à neuf heures et je …
Qu’est-ce que tu dois faire à la maison?À la maison, je dois faire la cuisine …
Qu’est-ce que tu as fait le weekend dernier?Dimanche dernier je suis allé à …
Front-of-classp.089 Class gamep.089 Writing skills worksheetHomeworkListeningReadingTranslation
Week(s) ___
En focus pp. 92–93: Double page unit with a variety of tasks, covering language from the module.
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Week(s) ___
Revision and Assessment Bilan and Révisions pp. 90–91 Grammaire pp. 96–97 Vocabulaire pp. 98–99 Assessment Pack End of Module 4 tests
Extension En plus pp. 94–95 À toi pp. 130–131
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Year ____Term ____
Dynamo 2 VertUnit number, titleLearning objectives
Builds on (previous learning)Learning outcomes
GrammarCultural capitalKey Language examples
Digital resources
Dynamo 2 Vert Module 5: Le sport en direct (GCSE theme: Identity and culture / Local, national, international and global areas of interest)Week(s) ____
Point de départ, pp. 102–103
Talking about sports
Using jouer à and faire de
Builds onKnowledge of sports and leisure vocabulary (D1 M3 U1 & U2)Knowledge of using jouer à and faire de with masculine, feminine and plural nouns (D1 M3 U1 & U2)Knowledge of adverbs of frequency (D2 M3 U1, D2 M4 U2)Knowledge of the modal verb pouvoir
Builds onKnowledge of places in town (D1 M5 PdD & U1)Knowledge of à + article with masculine and feminine nouns (D2 M5 PdD, D1 M3 U1)Knowledge of intonation when asking questions (D1 M5 U2)Knowledge of French phonics and final silent letters (D2 M2 PdD,
GrammarAsking the way, using pour aller à (+ definite article)Using the imperative (vous form)
Cultural capital–
Key Language examplesle vélodrome / la gare / l’hôtel / les
Front-of-classp.106 Flashcardsp.107 Class gamep.107 FlashcardsHomeworkListeningGrammarVocabulary 1
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D2 M4 PdD)
Learning outcomes Pupils listen and ask about
destinations in the Olympic village
Pupils use à with the definite article correctly
Pupils listen/read and understand extracts containing simple directions
Pupils create dialogues containing simple directions in the Olympic village
courts de tennis / …
Pour aller au / à la / à l’ / aux …, s’il vous plaît?Allez tout droit.Tournez à gauche / droite.Prenez la première / deuxième / troisième rue à gauche / droite.
Vocabulary 2
Week(s)____
Unité 3, pp. 108–109Qu’est-ce qu’il faut faire?(Listening and Reading Skills)
Listening for cognates
Translating from French into English
Builds onKnowledge of structures followed by an infinitive (D2 M2 U4 & U5, D2 M4 U1 & U2)Knowledge of pronunciation (cognates) (D2 M2 U3, D2 M3 PdD)
Learning outcomes Pupils understand and use
phrases with il faut + infinitive Pupils listen and spot
cognates, dealing with differences in pronunciation from English
Pupils understand and translate descriptions of sports people in action
Pupils write a description of a photo of a sports person, using and adapting a model text
GrammarUsing il faut and il ne faut pas + infinitive
Cultural capitalLearning about Marie-Amélie le Fur, French Paralympian
Key Language examplesQu’est-ce qu’il faut faire pour être champion(ne)?
Il faut … travailler durmanger des fruits et des légumesboire beaucoup d’eauêtre déterminé(e)[…]
Il ne faut pas … fumer / consommer de drogue
Front-of-classp.108 Flashcardsp.109 Translation skills worksheet:p.109 Video storyp.109 Video worksheetHomeworkGrammarTranslationPronunciationVocabulary
Week(s) Unité 4, pp. 110–111 Builds on Grammar Front-of-class
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____ Vous allez bien?
Talking about injuries and illness
Taking part in a conversation with the doctor
Knowledge of il faut + infinitive (D2 M5 U3)Knowledge of Olympic village locations (D2 M5 U2)Knowledge of the near future tense (D2 M2 U4 & U5, D2 M3 U2)
Learning outcomes Pupils listen/read and
understand extracts involving parts of the body and ailments
Pupils understand and say what is wrong with them
Pupils create their own dialogue in the doctor’s office using prompts
Extension (exs 5–7) Pupils listen/read and
understand a text about an athlete in the Olympic village using a variety of structures: present tense, il faut, near future tense
Pupils write a text using a variety of structures from the point of view of an althlete in the Olympic village
Near future tense
Cultural capital–
Key Language examplesle pied / le dos / la jambe / la tête / l’oreille / l’œil / les yeux / …
J’ai mal au bras / à la jambe / à l’oreille / aux yeux.J’ai un rhume.J’ai de la fièvre.
Il faut boire beaucoup d’eau.Il faut rester au lit.[…]
p.110 Class gamep.110 FlashcardsHomeworkListeningReadingTranslation
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Week(s)____
Unité 5, pp. 112–113Allez les futurs champions!(Speaking Skills)
Understanding sportspeople
Using three tenses together in speaking
Builds onKnowledge of present, perfect and near future tenses (D2 M1, D2 M2 U1 & U4)Knowledge of question formation (Qu’est-ce que … questions) (D2 M2 U5, D2 M3 U1 & U5)Knowledge of French pronunciation (cognates) (D2 M2 U3, D2 M3 PdD, D2 M5 U3)
Learning outcomes Pupils read and understand
statements about a young athlete in the present tense
Pupils read/listen and complete a text about another young athlete in three tenses, with support
Pupils listen to distinguish statements in three different tenses
Pupils read/listen and understand interviews with young athletes in three tenses, including Qu’est-ce que … questions
Pupils prepare and perform an interview with a young sports person including questions from the reading text in three tenses
GrammarRecognising key questions in different tenses (present, perfect, near future)
Cultural capital–
Key Language examplesJe joue au foot.Je suis membre d’une équipe locale.Je marque beaucoup de buts.[…]
Qu’est-ce que tu fais tous les jours?Je vais à la salle de fitness.
Qu’est-ce qu’il faut faire pour être champion(ne)?Il faut travailler très dur.
Qu’est-ce que tu as fait récemment?J’ai gagné une médaille aux J.O.
Qu’est-ce que tu vas faire à l’avenir?Je vais jouer pour la France.
[…]
Front-of-classp.113 Class gamep.113 Grammar quizp.113 Speaking skills worksheetHomeworkListeningReadingGrammar
Week(s) ___
En focus pp. 116–117: Double page unit with a variety of tasks, covering language from the module.
29
Week(s) ___
Revision and Assessment Bilan and Révisions pp. 114–115 Grammaire pp. 120–121 Vocabulaire pp. 122–123 Assessment Pack End of Module 5 tests