Métro 1 Teacher’s Guide Replacement pages
Covering the Programmes of Study
1. Key concepts
There are a number of key concepts outlined in the QCA Programmes of Study, which underpin the study of languages. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. These are addressed in all modules of Métro 1, so are not included in the tables below, but are listed here for reference.
Linguistic competence
a developing the skills of listening, speaking, reading and writing in a range of situations and contexts
b applying linguistic knowledge and skills to understand and communicate effectively
Knowledge about language
a understanding how a language works and how to manipulate it
b recognising that languages differ but may share common grammatical, syntactical or lexical features
Creativity
a using familiar language for new purposes and in new contexts
b using imagination to express thoughts, ideas, experiences and feelings
Intercultural understanding
a appreciating the richness and diversity of other cultures
b recognising that there are different ways of seeing the world, and developing an international outlook
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Métro 1 Teacher’s Guide Replacement pages
The table below indicates where in Métro1, pupils have the opportunity to progress in the Key processes, Range and content, and Curriculum opportunities prescribed in the QCA Programmes of Study. For each area we have indicated where these appear in the core units of the Pupil’s Book. There are further opportunities both in the Pupil’s Book and the supplementary components. More detail is provided in the grids at the beginning of each module in this Teacher’s Guide.
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Métro 1 Teacher’s Guide Replacement pages
2. Key processes
These are the essential skills and processes in languages that pupils need to learn to make progress.
2.1 Developing language-learning strategies – pupils should be able to:a identify patterns in the target language / Mod. 2 Unit 3, Mod. 3 Unit 4, Mod. 4 Unit 4
b develop techniques for memorising words, phrases and spellings / Mod. 1 Unit 2, Mod. 2 Unit 1, Mod. 5 Unit 3
c use their knowledge of English or another language when learning the target language / Mod. 5 Unit 2, Mod. 6 Unit 2, Mod. 4 Unit 2
d use previous knowledge, context and other clues to work out the meaning of what they hear or read / Mod. 5 Unit 5, Mod. 6 Unit 2, Mod. 4 Unit 4
e use reference materials such as dictionaries appropriately and effectively / Mod. 3 Unit 1, Mod. 3 Unit 4, Mod. 4 Unit 2
2.2 Developing language skills – pupils should be able to:
a listen for gist or detail / Mod. 2 Unit 5, Mod. 3 Unit 3, Mod. 4 Units 2 & 4
b skim and scan written texts for the main points or details / Mod. 2 En plus, Mod.3 Unit 4, Mod. 5 Á toi B
c respond appropriately to spoken and written language / Mod. 1 Unit 1, Mod. 4 Unit 3, Mod. 6 Unit 5
d use correct pronunciation and intonation / Mod. 1 Unit 1, Mod. 2 Units 3 & 4, Mod. 5 Unit 1
e ask and answer questions / Mod. 1 Unit 5, Mod. 2 Unit 4, Mod. 6 Unit 3
f initiate and sustain conversations / Mod.1 Unit 4, Mod. 5 Unit 4, Mod. 6 Unit 4
g write clearly and coherently, including an appropriate level of detail / Mod.3 Unit 5, Mod. 4 En plus, Mod. 6 Unit 3
h redraft their writing to improve accuracy and quality / Métro 2 onwards
i re-use language that they have heard or read in their own speaking and writing / Á toi A & B pages (throughout)
j adapt language they already know in new contexts for different purposes / Mod. 5 Unit 5, Mod. 6 Unit 2, Mod. 4 Á toi B
k deal with unfamiliar language, unexpected responses and unpredictable situations / Mod. 5 Unit 2, Mod. 6 Unit 5, Mod. 4 En plus
3. Range and content
This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The study of languages should include:
a the spoken and written form of the target language / All modulesb the interrelationship between sounds and writing in the target language / Mod. 1 Unit 5, Mod. 2 Unit 5, Mod. 5 Unit 2
c the grammar of the target language and how to apply it / Mod. 1 Unit 6, Mod. 2 Units 2 & 3, Mod. 5 Units 2 & 4
d a range of vocabulary and structures / Mod. 4 En plus,Mod. 5 En plus, Mod. 6 Unit 2,
e learning about different countries and cultures / Mod. 3 Unit 4 & En plus, Mod. 6 Unit 2
f comparing pupils’ own experiences and perspectives with those of people in countries and communities where the target language is spoken / Mod. 3 Unit 5, Mod. 5 Unit 3, Mod. 6 Unit 2
4. Curriculum opportunities
During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to:
a hear, speak, read and write in the target language regularly and frequently within the classroom and beyond / Mod. 1 Unit 2, Mod. 2 Unit 5, Mod. 3 Unit 2,b communicate in the target language individually, in pairs, in groups and with speakers of the target language, including native speakers, where possible, for a variety of purposes / Mod. 1 Unit 4, Mod. 2 Unit 2, Mod. 3 Unit 3, Mod. 5 Unit 1
c use an increasing range of more complex language / Mod. 4 Á toi, Mod. 5 Unit 5, Mod. 6 Unit 5
d make links with English at word, sentence and text level / Mod. 1 Unit 3, Mod. 2 Unit 1, Mod. 4 Unit 1
e use a range of resources, including ICT, for accessing and communicating information / Mod. 5 Unit 3 & Á toi B, Mod. 6 Unit 2
f listen to, read or view a range of materials, including authentic materials in the target language, both to support learning and for personal interest and enjoyment / Mod. 2 Unit 3, Mod. 3 Unit 1, Mod. 4 Units 1 & 3
Songs pp 116-120
g use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum / Mod. 1 Unit 3, Mod. 2 Unit 2, Mod. 4 Unit 4, Mod. 6 Units 1,3 & 4
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Métro 1 Teacher’s Guide Replacement pages
Module 1: Bienvenue! (Pupil’s Book pages 6-23)
Unit / Main topics and objectives / PoS / Context / Grammar and key language1 Comment tu t’appelles?
(pp. 6-7) / Unchanged – please refer to original edition / 2.2c respond appropriately
2.2d pronunciation and intonation
3a spoken and written language / Unchanged – please refer to original edition / Unchanged – please refer to original edition
2. Mes affaires
(pp. 8-9) / 2.1b memorising
4a use language within the classroom etc.
4b communicate in pairs etc.
3. Comment ça s’écrit?
(pp. 10-11) / 2.2d pronunciation and intonation
4b communicate in pairs etc.
4d make links with English
4g use TL in engaging topics
4. Quel âge as-tu?
(pp. 12-13) / 2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2f initiate/sustain conversations
4b communicate in pairs etc.
5. Quelle est la date de ton anniversaire?
(pp. 14-15) / 2.2a listen for gist/detail
2.2e ask and answer questions
3b sounds and writing
6. C’est de quelle couleur?
(pp. 16-17) / 2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2g write clearly and coherently
3c apply grammar
Bilan et Contrôle révision
pp. 18-19) / 2.2a listen for gist/detail
2.2e ask and answer questions
En plus:
La Francophonie
(pp. 20-21) / 3e different countries/cultures
4d make links with English
Á toi
(pp. 104-105) / 2.2c respond appropriately
2.2i reuse language they have met
Chanson:
Bonjour, Salut!
(p. 116) / 4f language for interest/enjoyment
Métro 1 Teacher’s Guide Replacement pages
Module 2: Toi et moi (Pupil’s book pages 24-39)
Unit / Main topics and objectives / PoS / Contexts / Grammar and key language1. Où habites-tu?
(pp. 24-25) / Unchanged – please refer to original edition / 2.1b memorising
2.2a listen for gist/detail
3c apply grammar
3e different countries/cultures
4d make links with English / Unchanged – please refer to original edition / Unchanged – please refer to original edition
2. As-tu des frères et sœurs?
(pp. 26-27) / 2.1a identify patterns
2.2a listen for gist/detail
2.2e ask and answer questions
3c apply grammar
4b communicate in pairs etc.
4g use TL in engaging topics
3. As-tu un animal?
(pp.28-29) / 2.1a identify patterns
2.2a listen for gist/detail
2.2d pronunciation and intonation
3c apply grammar
4f language for interest/enjoyment
4. Les yeux et les cheveux
(pp. 30-31) / 2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2g write clearly and coherently
5. Tu es comment? / 2.1a identify patterns
2.2a listen for gist/detail
3b sounds and writing
4b communicate in pairs etc.
Bilan et Contrôle révision
(pp. 34-35) / 2.2b skim and scan
2.2f initiate/sustain conversations
2.2g write clearly and coherently
En plus:
Lettre de mon correspondant
(pp.36-37) / 2.1d work out meaning
2.2b skim and scan
2.2c respond appropriately
À toi
(pp. 106-107) / 2.2i reuse language they have met
Chanson:
Qui est-ce?
(p.116) / 4f language for interest/enjoyment
Métro 1 Teacher’s Guide Replacement pages
Module 3: Au collège (Pupil’s Book pages 40-55)
Unit / Main topics and objectives / PoS / Contexts / Grammar and key language1. Les matières
(pp. 40-41) / Unchanged – please refer to original edition / 2.1e use reference materials
2.2d pronunciation and intonation
2.2e ask and answer questions
4b communicate in pairs etc.
4g use TL in engaging topics / Unchanged – please refer to original edition / Unchanged – please refer to original edition
2. Quelle heure set-il?
(pp. 42-43) / 3b sounds and writing
4a use language within the classroom
4b communicate in pairs etc.
3. L’emploi du temps
(pp. 44-45) / 2.1a identify patterns
2.2a listen for gist/detail
4b communicate in pairs etc.
4.Une journée au collège
(pp. 46 -47) / 2.1a identify patterns
2.1e use reference materials
2.2b skim and scan
3e different countries/cultures
4b communicate in pairs etc.
4d make links with English
5. Qu’est-ce que tu portes?
(pp. 48-49) / 2.1e use reference materials
3f compare experiences
4c use more complex language
Bilan et Contrôle révision
(pp. 50-51) / 2.2b skim and scan
2.2e ask and answer questions
En plus:
Mon collège
(pp. 52-53) / 2.2g write clearly and coherently
2.2j adapt previously-learned language
3e different countries/cultures
3f compare experiences
4b communicate in pairs etc.
4c use more complex language
À toi
(pp. 108-109) / 2.1c knowledge of language
2.2i reuse language they have met
Chanson:
Le collège, c’est super!
(p. 117) / 4f language for interest/enjoyment
Métro 1 Teacher’s Guide Replacement pages
Module 4: Mes loisirs (Pupil’s Book pages 56-71)
Unit / Main topics and objectives / PoS / Contexts / Grammar and key languageLes sports
(pp. 56-57) / Unchanged – please refer to original edition / 2.2a listen for gist/detail
2.2b skim and scan
4b communicate in pairs etc.
4d make links with English
4f language for interest/enjoyment / Unchanged – please refer to original edition / Unchanged – please refer to original edition
2. Que fais-tu?
(pp. 58-59) / 2.1c knowledge of language
2.1e use reference materials
2.2a listen for gist/detail
3. Qu’est-ce que tu aimes faire?
(pp. 60-61) / 2.2a listen for gist/detail
2.2f initiate/sustain conversations
4b communicate in pairs etc.
4f language for interest/enjoyment
4. Le weekend
(pp. 62-63) / 2.1a identify patterns
2.1d work out meaning
2.1e use reference materials
2.2a listen for gist
2.2e ask and answer questions
4g use TL in engaging topics
5. Que fais-tu quand il pleut?
(pp. 64-65) / 2.2a listen for gist/detail
2.2c respond appropriately
2.2e ask and answer questions
4b communicate in pairs etc.
Bilan et Contrôle révision
(pp. 66-67) / 2.2a listen for gist/detail
4b communicate in pairs etc.
En plus:
Champion de sport
(pp. 68-69) / 2.1c knowledge of language
2.2g write clearly and coherently
2.2k deal with unfamiliar language
3d use a range of vocab/structures
4d make links with English
À toi
(pp. 110-111) / 2.2j adapt previously learned language
3d use a range of vocab/structures
4c use more complex language
4e use a range of resources
Chanson: Un weekend actif
(p. 118) / 4f language for interest/enjoyment
Module 5: Chez moi (Pupil’s Book pages 72-87)
1. Nous habitons…
(pp. 72-73) / Unchanged – please refer to original edition / 2.1a identify patterns
2.2d pronunciation and intonation
4b communicate in pairs etc. / Unchanged – please refer to original edition / Unchanged – please refer to original edition
2. La maison
(pp. 74-75) / 2.1c knowledge of language
2.2a listen for gist
2.2e ask and answer questions
2.2k deal with unfamiliar language
3b sounds and writing
3c apply grammar
3. Le plan de la maison
(pp. 76-77) / 2.1b memorising
2.2d pronunciation and intonation
2.2g write clearly and coherently
3d use a range of vocab/structures
3f compare experiences
4e use a range of resources
4. Chez moi
(pp. 78-79) / 2.1a identify patterns
2.2a listen for gist/detail
2.2f initiate/sustain conversation
3c apply grammar
5. Dans ma chambre
(pp. 80-81) / 2.1a identify patterns
2.1d previous knowledge
2.2e ask and answer questions
2.2j adapt previously learned language
3c apply grammar
4c use more complex language
Bilan et Contrôle révision
(pp. 82-83) / 2.2a listen for gist/detail
2.2b skim and scan
4e use a range of resources
En plus:
La chambre d’Alexia
(pp. 84-85) / 2.2a listen for gist/detail
2.2b skim and scan
3e different countries/cultures
4b communicate in pairs etc.
À toi
(pp. 112-113) / 2.2b skim and scan
3d use a range of vocab/structures
Chanson:
Ma maison
(p. 119) / 4f language for interest/enjoyment
Module 6: Les vacances (Pupil’s Book pages 88-103)