SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Vert Module 2 J’arrive
Unité 1 pp26-27 Je te présente ma famille / Activity no.
Learning objectives / Talk about your family and what they do
Grammar / possessive adjectives
Skills
(Programmes of Study – 2008) / 2.1c knowledge of language
2.1d work out meaning
2.2i reuse language they have met
2.2k deal with unfamiliar language
3a spoken and written language
3c apply grammar
4b communicate in pairs etc.
4d make links with English / 1a, 1c
1a, 2a
1d
2a
1b, 1d
2c
2a
2a, 2b
Contexts / Personal and social life
Learning outcomes …
Listening and responding / AT1/3–4 / Understand what jobs people do / 2b
Speaking / AT2/2 / Identify family members and jobs / 1b, 2a
Reading and responding / AT3/4 / Understand description of family members / 1a, 1c
Writing / AT4/3 / Describe family members and jobs / 1d, 2c
Key language / Mon père / ma mère / mon oncle / ma tante / mon grand-père / ma grand-mère / mon frère / ma sœur s’appelle ... .
Il / Elle est coiffeur (coiffeuse) / médecin / menuisier / mécanicien (mécanicienne) / infirmier (infirmière) / maçon / informaticien (informaticienne) / graphiste / cuisinier (cuisinière) / étudiant(e).
ICT Opportunities
Reinforcement / Vert workbook, p13
Extension / Grammaire, PB p18
En plus, PB pp40–43
À toi!, PB p128 (Lire 1)
Resources / Cassette A, side 2 or CD 1, track 10
R & A File: worksheets 1–2, pp27–28; grammar, p30
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Vert Module 2 J’arrive
Unité 2 pp28-29 À la maison / Activity no.
Learning objectives / Talk about your own house
Grammar / using tu and vous
nous form: habitons, jouons, faisons, regardons, dormons, mangeons
Skills
(Programmes of Study – 2008) / 2.1d work out meaning
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2j adapt previously learned language
3b sounds and writing
3c apply grammar
4e use a range of resources
4g use TL in engaging topics / 1b
2a
1a
1c, 2b
3
1a
1d
3
3
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/3 / Understand where people live and how long they have lived there / 2a
Speaking / AT2/4 / Ask and answer questions about French house (example) and your own and your partner’s house / 1c, 2b
Reading and responding / AT3/4 / Understand written description of house and scan text for key information / 1a, 1b
Writing / AT4/3–4 / Draw and describe the interior of a house / 3
Key language /

J’habite une grande (petite) maison / un grand (petit) appartement.

Il y a le salon / la cuisine / la salle de bains / la salle à manger/ les chambres / la douche ... .
ICT Opportunities / Using the internet: consult websites giving descriptions of holiday accommodation. Using the Yahoo search engine, select location devacances, choose a region then click on an individual property:

Reinforcement / Vert workbook, p14
À toi!, PB p128 (Lire 2, Écrire 3)
Extension / Grammaire, PB p19 (Ex. 3)
Resources / Cassette A, side 2 or CD 1, track 11
R & A File: worksheet 3, p29; grammar 2, p31; skills 1–2, pp33–34
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Vert Module 2 J’arrive Unité 3 pp30-31 J’ai ...? / Activity no.
Learning objectives / Say what is wrong and ask for something
Grammar / uses of avoir
Skills
(Programmes of Study – 2008) / 2.1d work out meaning
2.2a listen for gist/detail
3a spoken and written language
3d use a range of vocab/structures
4a use language within the classroom
4b communicate in pairs etc.
4g use TL in engaging topics / 1a, 1c
1a, 2a
1a, 1c, 2b
2c
1b, 2b
1b, 2b
2c
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/2–3 / Understand people saying what is wrong / what is needed / 1a, 2a
Speaking / AT2/2–4 / Say what is wrong / what is needed; ask for what is needed / 1b, 2b
Reading and responding / AT3/2 / Understand written requests explaining what people need / 1c
Writing / AT4/2–3 / Write what is wrong with someone; write request for what is needed / 2c
Key language / j’ai faim, j’ai soif, j’ai froid, j’ai chaud, j’ai mal à la tête, j’ai besoin d’une serviette, j’ai oublié mon shampooing, je suis fatigué(e)
Avez-vous du shampooing / un pull / de l’aspirine / une serviette pour moi / quelque chose à boire?
Est-ce que je peux avoir un sandwich / prendre une douche ...?
Est-ce que je peux aller au lit?
ICT Opportunities
Reinforcement / Vert workbook, p15
Extension / À toi!, PB p129 (Lire 1, Lire 2)
Resources / Cassette A, side 2 or CD 1, track 12
R & A File: grammar 3, p32
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Vert Module 2 J’arrive
Unité 4 pp32-33 Est-ce que tu peux ...? / Activity no.
Learning objectives / Talk about jobs in the house and ask someone to help
Grammar / tu peux + infinitive
Skills
(Programmes of Study – 2008) / 2.1c knowledge of language
2.2a listen for gist/detail
2.2d pronunciation and intonation
3b sounds and writing
4a use language within the classroom
4b communicate in pairs etc. / 1c
1b
1a
1a, 2a
2a, 2b
2a
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/2 / Understand which household tasks are being described / 1a, 1b
Speaking / AT2/3 / Ask for help with household tasks / 2a
Reading and responding / AT3/2 / Understand written descriptions of household tasks / 1c
Writing / AT4/2 / Write about household tasks / 2b, 2c
Key language / Est-ce que tu peux mettre la table / débarrasser la table / vider le lave-vaisselle / passer l’aspirateur / ranger les affaires / faire le lit / sortir la poubelle?
ICT Opportunities
Reinforcement / Vert workbook, p16
Extension / À toi!, PB p129 (Écrire 3)
Resources / Cassette A, side 2 or CD 1, track 13
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Vert Module 2 J’arrive
Unité 5 pp34-35 Mettons la table! / Activity no.
Learning objectives / Say how to lay the table
Grammar / plurals of nouns
Skills
(Programmes of Study – 2008) / 2.1b memorising
2.1c knowledge of language
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2j adapt previously learned language
2.2k deal with unfamiliar language
3c apply grammar / 3
1b
1c
1a
2b
2a
1b
1d
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/ 1–3 / Understand names of kitchen equipment / 1a, 1c
Speaking / AT2/3 / Ask and answer questions about where kitchen equipment is to be found / 2b
Reading and responding / AT3/2 / Read and understand names of kitchen equipment / 1b
Writing / AT4/2 / List items of kitchen equipment and say where they are / 1d, 2a, 3
Key language / le couteau, la cuillère, la petite cuillère, la fourchette, l’assiette (f), le sel, le poivre, le verre, le bol, la bouteille d’eau, la tasse, la soucoupe
Il me faut. Il te faut.
ICT Opportunities / Using Fun with Texts: Scrambler option. Type in the names of the key items for pupils to see if they can unscramble the words.
Reinforcement / Vert workbook, p17
Extension / Grammaire, PB p39 (Ex. 4)
Resources / Cassette A, side 2 or CD 1, track 14
Homework
Notes