SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Rouge Module 5 La mode!
Unité 1 pp78-79 Les vêtements / Activity no.
Learning objectives / Talking about what your are wearing
Discussing colour of clothes
Grammar / Adjectives of colour: bleu(e),rouge, vert(e), jaune, noir(e), gris(e), bleu marine, bleu clair, blanc(he)
Skills
(Programmes of Study – 2008) / 2.1a identify patterns
2.1d work out meaning
2.1e use reference materials
2.2a listen for gist/detail
2.2e ask and answer questions
2.2f initiate/sustain
conversations
2.2g write clearly and coherently
3c apply grammar
3d use a range of vocab/structures / 1b
1b
1b
1a, 2a
2b
2b
3b
1b, 3b
2b, 3b
Contexts / Personal and social life
Learning outcomes …
Listening and responding / AT1/3–4 / Understand descriptions of clothing / 1a, 2a
Speaking / AT2/3–4 / Describe clothes; interview partner about clothes / 1b, 2b
Reading and responding / AT3/4 / Understand what clothes people wear for particular events / 3a
Writing / AT4/4–5 / Write about clothes you wear today, were wearing yesterday and will wear tomorrow / 3b
Key language /

un pantalon, un jean, un short, un pull, un tee-shirt, un chemisier, un sweat, une robe, une jupe, une chemise, des sandales, des chaussures, des baskets, des tennis

Je / Il / Elle porte … .

La couleur me va / ne me va pas.

ICT Opportunities / Word processing: using tables. Make your own version of the grammar table on page 78, but put each of the words in the appropriate colour to help you memorise them.
Reinforcement / Rouge workbook, p43
À toi!, p122
Extension / En plus, PB pp90–91
Resources / Cassette C, side 1 or CD 3, track 2
R & A File: worksheet 1, p86; grammar 1, p88
Flashcards 21–33 from Métro 1
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Rouge Module 5 La mode!
Unité 2 pp80-81 Je voudrais ... / Activity no.
Learning objectives / Ask for something in a shop
Ask how much it costs
Ask if there is anything cheaper
Revise larger numbers
Use connecting words
Grammar / this and these: ce / cette / cet / ces
vieux
Skills
(Programmes of Study – 2008) / 2.1a identify patterns
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2i reuse language they have met
3b sounds and writing
3c apply grammar
4b communicate in pairs etc.
4g use TL in engaging topics / 2a
2b
1a, 1b
2c
2e
1a
2c
1b, 2c
2e
Contexts / Personal and social life
Learning outcomes …
Listening and responding / AT1/4 / Understand dialogue in which clothing is purchased / 2b
Speaking / AT2/3–4 / Take part in dialogue about purchasing clothing; interview partner about preferences / 1b, 2c
Reading and responding / AT3/3-4 / Understand dialogue about purchasing clothes; understand descriptions of clothes / 1a, 2a, 2d
Writing / AT4/4 / Describe a favourite item of clothing / 2e
Key language /

Je voudrais un tee-shirt bordeaux.

Il coûte combien?
Avez-vous quelque chose de moins cher?
ICT Opportunities / Exploring the internet: look at collections on the Pimkie website.

Reinforcement / Rouge workbook, p44
À toi!, PB p122
Extension / En plus, PB pp90–91
Resources / Cassette C, side 1 or CD 3, track 3
R & A File: worksheet 2, p87; grammar 2–3, pp89–90
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Rouge Module 5 La mode!
Unité 3 pp82-83 La mode. Pour ou contre? / Activity no.
Learning objectives / Saying how much pocket money you get, and what you do with it
Saying what you think about fashion
Grammar / essayer de …, commencer à …, s’intéresser à …
Skills
(Programmes of Study – 2008) / 2.1d work out meaning
2.1e use reference materials
2.2a listen for gist/detail
2.2c respond appropriately
2.2f initiate/sustain conversations
2.2g write clearly and coherently
3f compare experiences
4a use language within the classroom
4f language for interest/enjoyment / 1b
1b
1c
1b, 2a
2a
2b
1a
2a
2b
Contexts / Everyday activities, personal and social life
Learning outcomes …
Listening and responding / AT1/4-5 / Understand people’s opinions about fashion / 1c
Speaking / AT2/5 / Interview partner to find out his / her views on fashion and how pocket money is spent / 2a
Reading and responding / AT3/5 / Understand people’s views about fashion / 1a, 1b
Writing / AT4/5 / Write what you and partner feel about fashion and how much money was spent / 2b
Key language /

J’ai ... d’argent de poche.

Je fais (du babysitting) et je gagne … .
J’achète ... .
Je mets mon argent à côté.
essayer de, commencer à, s’intéresser à
La mode, qu’en penses-tu?
Je trouve que ... . À mon avis ... . Selon moi ... .
ICT Opportunities / Designing a poster: copy and paste or insert own photosto create your own fashion advert with word-processed text and imported photo.
Reinforcement / Rouge workbook, p45
Extension / En plus, PB pp90–91
Resources / Cassette C, side 1 or CD 3, track 4
R & A File: worksheet 1, p86
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Rouge Module 5 La mode!
Unité 4 pp84-85 Copain-copine / Activity no.
Learning objectives / Talking about teenage problems
Saying what someone is like
Grammar / expressions with avoir: avoir besoin de, avoir honte, avoir envie de
Skills
(Programmes of Study – 2008) / 2.1c knowledge of language
2.1e use reference materials
2.2a listen for gist/detail
2.2j adapt previously-learned language
3a spoken and written language
3b sounds and writing
3e different countries/cultures
3f compare experiences
4a use language within the classroom
4f language for interest/enjoyment / 1b
2a
3a
3c
1a, 1c
1a
1a
3b
1c, 2b
3c
Contexts / Personal and social life
Learning outcomes …
Listening and responding / AT1/5–6 / Understand young people talking about their problems / 3a
Speaking / AT2/2–4 / Speak about people’s characteristics / 1c, 2b
Reading and responding / AT3/5–6 / Understand people writing about their problems and the suggested solutions / 1a, 1b, 3b
Writing / AT4/2–6 / List positive and negative descriptions; write responses to problem letters / 2a, 3c
Key language /

J’ai un problème. J’ai besoin de ... .

J’ai honte ... . J’ai envie de ... .
Je m’énerve facilement.
Paul / Céline est marrant(e) / bavard(e) / charmant(e) / sérieux (sérieuse) / intelligent(e) / poli(e) / farfelu(e) / stupide / gentil (gentille).
ICT Opportunities / Writing letters: word-process your own anonymous teenage problem letter. Someone else in the class, whose identity you don’t know, can word-process an appropriate response.
Reinforcement / Rouge workbook, p46
Extension / En plus, PB pp92–93
Resources / Cassette C, side 1 or CD 3, track 5
R & A File: grammar 4, p91
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Rouge Module 5 La mode!
Unité 5 pp86-87 Bouge ta tête / Activity no.
Learning objectives / Talking about a singer
Grammar
Skills
(Programmes of Study – 2008) / 2.1c knowledge of language
2.2a listen for gist/detail
2.2c respond appropriately
2.2e ask and answer questions
2.2i reuse language they have met
3b sounds and writing
4a use language within the classroom
4d make links with English / 1a
2a
2b
2b, 3a
3b
1b, 1e
2b, 2c
1c, 1d
Contexts / Personal and social life
Learning outcomes …
Listening and responding / AT1/5-6 / Understand people talking about musical preferences / 2a
Speaking / AT2/2-4 / Carry out a class survey about music; talk about who plays what instrument / 2b, 3a
Reading and responding / AT3/5-6 / Understand profile of rap singer and words of song / 1a, 1b, 1c, 1d
Writing / AT4/3-6 / Write rap song; write up the results of class music survey; write portrait of famous singer / song-writer / 1e, 2c, 3b
Key language /

groupe, chanteur, chanteuse

rap, jazz, rock, musique classique
la trompette, le saxophone, la batterie, la guitare, le piano, le synthétiseur
L’album le plus acheté, c’est ... .
Il y a ... personnes qui préfèrent ... .
Personne ne préfère ... .
ICT Opportunities / Using a spread sheet: enter the results of the class survey onto two separate pages of a spread sheet and produce two labelled pie charts to show the results.
Reinforcement / Rouge workbook, p47
Extension / À toi!, PB p123
Resources / Cassette C, side 1 or CD 3, track 6
R & A File: worksheet 1, p86
Homework
Notes