1 Scheme of work Tout le monde 3 - Pearson Education · 1 Scheme of work Tout le monde 3 Ma ville PROOF Language content and concepts Core language New language la ville le parc la

21

Module

1 Scheme of work Tout le monde 3

Ma ville

PROOF

Language content and concepts

Core languageNew languagela ville le parcla place le cinémala plage l’hôtel de villela gare le drapeaula piscine les magasinsle musée l’immeubleOù vas-tu? Je vais au/à la …Comment y vas-tu? la ruetournez à droite tournez à gauchele nord le sudl’est l’ouestQu’est-ce qu’il y a dans ta ville?Il y a … (+ places)letters of the alphabet A–JOù habites-tu? J’habite à … (+ town)J’habite près de/loin de …J’habite à (2) kilomètres de …J’habite dans le nord de la ville.Qu’est-ce que tu fais le (samedi)?Le (lundi), je vais à …Où vas-tu en ville?Tu viens à l’école comment?Je viens à l’école (+ transport)Tu habites loin de l’école?Revisited languageje voyage … la boulangerieen voiture le marchéen bateau le caféen avion la posteen train la rivièreen hélicoptère la montagneen soucoupe volante days of the weekAdditional languageune carte le centre-villeun plan le tramway

Knowledge about language• Use of aller: je vais, tu vas• Use of the alphabet (A–J)• Revise and explore further use of prepositions• Sounds: nasal sounds un, om, in, im, ain, aim,

an, am, une, ime• Comparison between im/ime, in/ine, un/une• Comparison between J/G; gé/gi/j/g• Use a dictionary• Build positive and negative sentences

Cross-curricular links• Introduction to grid references on maps• Introduction to compass points

Overview of the module• Recognise and use the core language for places

in town and compass directions• Understand, use and respond to: Qu’est-ce qu’il

y a dans ta ville? Où habites-tu? Où vas-tu? Comment y vas-tu?

• Recognise and understand questions and answers about what children like/don’t like to do in town

• Recognise the sounds and words introduced in previous levels and explore new sound patterns: nasal sounds un, om, in, im, ain, aim, an, am; une, ime, ine and compare J/G; gé /gi /j /g

• Recognise and use the alphabet A–J • Recognise and use aller: je vais, tu vas with au/à

la with en + transport• Recognise and use a range of prepositions, in

particular près de, loin de• Geography: use simple grid references and

compass directions to describe where things are on a map

Learning outcomes By the end of the module, the majority of children

will be able to: understand and pronounce accurately the words for places in town and compass directions; use a dictionary to look for additional words for places in town; listen carefully and follow a story, perform a song and a tongue-twister from memory; spell accurately core words and write some short phrases from this module from memory; use il y a to describe what there is in a town; talk about what they like doing in town and how they travel to these places; use simple grid references and compass directions to describe where things are on a map.

Some children may not have progressed as far and will be able to: recognise the words for places in town and compass directions; respond to questions about the core language with short phrases; join in with performing the song and tongue-twister; copy single words or short phrases; recognise and understand a range of familiar phrases and respond to visual cues to pronounce them.

Some children may have made greater progress and will be able to: use accurately and extend the vocabulary introduced in this module; ask and answer a range of questions from memory; describe their own town; extend and apply their knowledge of transport without support; create PowerPoint presentations about their town and present this information in a school assembly or convey it to a partner school via e-mail; use the questions and answers to conduct video-conferencing with a partner school where facilities are available.

22

Module

Tout le monde 3Text for Livre électronique (Electronic big book)1

PROOFMy town

This is a map of France. Montpellier is a city in the south of France.

This is a map of the city centre. There is a museum, a park, and a town hall. There is also a train station, a cinema and an Olympic swimming pool.

“Hi! I’m Céline. I live in Montpellier. This is the central square, Place de la Comédie. It is D,5 on the map. I like the cafés and the restaurants here. Mmm, I’m hungry!”

In the city you can travel by tram. Trams are good for the environment. It’s a green form of transport. I go to school by tram.”

I live in the east of the city, near the town hall. The town hall is F,6 on the map. Look at the flags! The French flag is called the Tricolore.”

“Hello! I’m Jérôme. I’m nine years old. I live in the north of the city in a big block of flats. It isn’t far from the city centre.”

“This is the train station. Today, I am taking the train to Nı̂mes with my mother. My grandfather lives in Nı̂mes. It’s 50 kilometres away.

“On Saturdays, I usually go to the beach. Oh, I love the sea! I like swimming. And I love making sandcastles!”

Hi! My name is Sabine. I’m ten years old. I live near a park. The park is D,6 on the map. I like going to the playground in the park. Yippee!”

“On Saturdays, I go to the shops to do some shopping. This is the city centre. I live a long way from the city centre. I travel by tram.”

Ma ville

Voici une carte de France. Montpellier est une grande ville dans le sud de la France.

Voici un plan du centre-ville. Il y a un musée, un parc, et un hôtel de ville. Il y a aussi une gare, un cinéma et une piscine olympique.

«Salut! Je suis Céline. J’habite à Montpellier. Voici la place de la Comédie. Elle est à D,5 sur le plan. J’aime les cafés et les restaurants ici. Mmm, j’ai faim!»

«Dans la ville il y a des tramways pour voyager. Les tramways sont bons pour l’environnement. C’est un moyen de transport vert. Je vais à l’école en tramway.»

«J’habite dans l’est de la ville, près de l’hôtel de ville. L’hôtel de ville est à F,6 sur la carte. Regarde les drapeaux! Le drapeau français s’appelle le Tricolore.»

«Bonjour! Je suis Jérôme. J’ai neuf ans. J’habite dans le nord de la ville, dans un grand immeuble. Ce n’est pas loin du centre-ville.»

«Voici la gare. Aujourd’hui, je vais à Nîmes en train avec ma mère. Mon grand-père habite à Nîmes. C’est à 50 kilomètres d’ici.»

«Le samedi, je vais normalement à la plage. Ah, j’adore la mer! J’aime faire de la natation. Et j’adore faire des châteaux de sable!»

«Salut! Je m’appelle Sabine. J’ai dix ans. J’habite près d’un parc. Le parc est à D,6 sur le plan. J’aime jouer sur l’aire de jeux dans le parc. Youpi!»

«Le samedi, je vais aux magasins pour faire le shopping. Voici le centre-ville. J’habite loin du centre-ville. Je voyage en tramway.»

23

Module

Tout le monde 3Text for Livre électronique (Electronic big book)1

PROOF

PROOF

“This is a clothes shop. Today, I am going to buy a pair of jeans. Oh, I like this black sweater – it’s cool.”

“Hi! I’m Laurent. I’m ten years old. I live in the south of the city. There is a cinema near my house. I love Harry Potter films.”

I live quite far from my school. I come to school by car …

…Hi Sabine, how do you come to school?”

“I travel by bus.”

“Today, I am going to the Fabre Museum with my class. I am travelling by tram with my friends. In the museum there are paintings. I love trips!”

“Where do you live? What is there in your town or city? How do you get to school?”

«Voici un magasin de vêtements. Aujourd’hui, je vais acheter un jean. Ah, j’aime ce pull noir – c’est cool!»

«Salut! Je suis Laurent. J’ai dix ans. J’habite dans le sud de la ville. Il y a un cinéma près de ma maison. J’adore les films d’Harry Potter.»

«J’habite assez loin de mon école. Je viens à l’école en voiture … »

«… Salut Sabine, tu viens à l’école comment?»

«Moi, je voyage en bus.»

«Aujourd’hui, je vais au Musée Fabre avec ma classe. Je voyage en tramway avec mes amis. Dans le musée il y a des peintures. J’adore les excursions!»

«Où habites-tu? Qu’est-ce qu’il y a dans ta ville? Où vas-tu en ville? Tu viens à l’école comment?»

Text for Virelangue (Tongue-twister)En juin Jean jongle dans le joli jardin jaune.In June Jean juggles in the pretty yellow garden.

En juillet Juliette joue dans le joli jardin jaune.In July Juliette plays in the pretty yellow garden.

24

Objectives • To recognise and say the names of places in town in French• To learn to say à la and au when going to places

Module

Unit 1 – Teaching notes1Ma ville

Tout le monde 3

PROOF

Starter activities Mime modes of transport Revise modes of transport (Level 2, Module 5). Mime a car, a plane, a boat, a flying Children guess action saucer, a helicopter or a train and ask Je voyage comment? Children say en avion,

en voiture, en bateau, en train, en hélicoptère, en soucoupe volante.

Dictionary Activity (introduction) Display the eight words on the board and read them out or play the list from the hôtel, gare, café, boulangerie, Teacher section of the Dictionary. Ask the class to work in pairs to sort them into film, drapeau, environnement, alphabetical order. Read them or play them in the correct order as the children mark immeuble their work. Ask which ones they can already translate (previously learnt or cognates) and put the activity aside to return to later.

If you have 30 minutes 1 • Images électroniques, T off, A on Select Images électroniques, with the text off and the audio on. Introduce the first • Repeat in various ways six places around town. Ask the class to repeat the words several times, in different • Discuss photos ways. Explain that most towns in France have a town square with cafés and

restaurants and often a statue or fountain. Compare this with British towns.

2 • Create actions to represent Show the Images électroniques 1–6 again. Ask children to note the small word le and la words that means ‘the’. Is it is the same every time? Point out that one is different (le

musée). With the class, decide on an action for le words and one for la words, and play all six once more asking the children to use the actions.

3 • Images électroniques, T on, A on Show the Images électroniques again and ask the class to repeat, encouraging them Class and individuals read aloud to read as they listen. Select six confident volunteers, and give them a word each to • Extension opportunity repeat and remember (including the action). With the sound turned off, ask them to

read aloud. Next, turn the text off and ask them to say the words from memory.

Cross-curricular linksLiteracy: Y3 T2 W19: To use dictionaries to learn or check the definitions and spellings of words

Key Stage 2 Framework focusO 5.1: Prepare and practise a simple conversation reusing familiar vocabulary and structures in new contextsL 5.3: Write words, phrases and short sentences, using a referenceKAL: Manipulate language by changing an element in a sentenceIU 5.2 Recognise similarities and differences between places (i.e. comparing town squares)LLS Use actions and rhymes to aid memorisation

Minimum resources (activities 1–6)Images électroniques 1–6Cartes-images: la boulangerie, le marché, le café, la rivière and la poste Level 1, Module 5Cartes-images 2–6Bilingual dictionaries (between 2 and 15 copies)

Resources for activities 7, 8 and follow-up workJeu de paires Level 2, Module 5Cartes-images 1–6 and MotsFeuille de travail 1.1Pictures of transport from Level 2, Module 5Foam dice

Core languageNew languagela ville the townla place the town squarela plage the beachla gare the stationla piscine the swimming poolle musée the museumOù vas-tu? Where are you going?Je vais à la/au… I am going to the…Comment y vas-tu? How are you getting there?Revisited languageJe voyage en… I am travelling by…Modes of transport from Level 2, Module 5Places of a town from Level 1, Module 5

25

Module


Tout le monde 3

PROOF

PROOF

Play a memory game where they try to remember the next image in the sequence and say aloud what this is.

4 • Cartes-images (Level 1, M5) Display Cartes-images from Level 1, Module 5 (la boulangerie, le marché, le café, la • le or la rivière, la poste) Remind children of any words they have forgotten. Write la on one • Je vais à la/au, using Cartes- side of the board and le on the other, hold up each card in turn and ask the class images 2–6 and Cartes-images to perform the agreed action. Put the card in the correct column. Add Cartes-images (Level 1, Module 5) 2–6 to the board in the same way. Point to each card in the la column and say Je

vais à la place, Je vais à la plage, Je vais à la gare, Je vais à la piscine. Stress à la. Repeat with le musée, le café, le marché but say je vais au musée, au café, au marché. Stress au each time. Ask the children about the differences in the sentences for all the la places and the le places.

If you have 45 minutes 5 • Dictionary activity Use the list of words from Starter activity 2. Ask children which of the words are from (2–15 copies of dictionaries) this module, which are from a previous module, which are easy to guess and which

need to be looked up. Show a bilingual dictionary. Explain how the two sections work. Ask two children to look up words they don’t know. Write the translations next to the words. Ask children whether they are le or la words. They can check in the dictionaries if they don’t know. Say that when a word has m next to it in the dictionary it is a le word (masculine) and f means that it is a la word (feminine).

6 • Où vas-tu? Use the columns from activity 4. Give an example of a sentence for a picture from • Game using le/la columns each column: point to the station and say Je vais à la gare, performing the agreed from activity 4 la action; point to the museum and say Je vais au musée, with the agreed le action.

Ask Où vas-tu? Point to a picture and give options Je vais au café ou à la plage? When children are confident, continue without the options. Divide the class into two teams. Children from each team look at the picture you point at and say je vais au/à la + place. Give one point if they say both the place and preposition correctly and half a point if they say the place correctly but misuse à la/au.

If you have an hour or more 7 • Jeu de paires (Level 2, Module 5) Point to modes of transport in the Jeu de paires game. Say how you travel, Je • Je voyage en + transport voyage en train, etc. Now point to pictures and ask children how they travel. Play

the game from Level 2, Module 5.

8 • Pair work Write the questions Où vas-tu? Comment y vas-tu? on the board and ask children to • Small pictures of places and read them aloud. In pairs, Child A selects a card from a pile of place cards facing modes of transport down. Child B asks Où vas-tu? Child A replies according to the card, Je vais à la • Où vas-tu? Comment y vas-tu? plage, etc. Child A then picks up a card from a pile of transport cards and Child B asks

Comment y vas-tu? Child A replies according to the card, Je voyage en voiture, etc.

Plenary activities Play Devinez! Play Devinez! with the six Cartes-images. Hold the cards in a pile. Ask children to Extension opportunity guess the top picture, C’est la place? etc. Give them three chances. Include some

places you have revised.

Familiarisation with tune Tell children you want them to think of all the places in town they have learnt in of module song French. Ask for suggestions, le musée, la plage, etc. Play the Chanson with text and

singing off and pass the foam dice around. When the music stops, the child holding the dice says a place. They cannot repeat a place. Continue until enough places have been recollected.

Follow-up work to do during the week Feuille de travail 1.1 Children complete Feuille de travail 1.1. They find the twelve words hidden in the

wordsearch and use these words to write the complete word into the blanks under each box.

Où vas-tu? Display a Carte-image next to a picture of a mode of transport. Give a sentence: for Comment y vas-tu? using a picture of a beach and a car, say Je vais à la plage en voiture. Display another Cartes-images 2–5 and pictures two cards. Ask the class to say a sentence, helping them if necessary. Display a of transport from Level 2, picture of a place and ask Où vas-tu? Add a form of transport. Ask Comment y vas- Module 5 tu? Display all the pictures. In pairs, children make up sentences.

Stick Cartes-images around Stick Cartes-images 1–6 around the classroom. Ask volunteers to put the Mots the classroom under the pictures, reading them as they do so. Leave them in place. Children can Label with Mots read them during the week.

26

Module


Tout le monde 3

Objectives • To recognise the core language that will be encountered in the Module 1 story• To listen to a song and make up actions for the first part of the song

PROOF

Starter activities Dictation of words with on, Write up the sounds on, ou and ch on the board and practise the sounds with ou, and ch sound children aloud. Call out a list of words, real or invented, and ask children try to write

them on their whiteboards: fou, mon, bon, mou, chat, chou, cochon.

Recall places, using foam dice Select Chanson with text and singing off and pass the foam dice around. When the music stops, the child holding the dice says a place. They cannot repeat a place. Continue until enough places have been recollected.

If you have 30 minutes 1 • Images électroniques 7–12, Introduce the new vocabulary using Images électroniques 7–12 with the text turned T off, A on off and the audio switched on. Encourage children to repeat the words several times • Repeat in various ways in different ways. Pause on the French flag and talk about what it represents,

comparing it with the flag of your country and others they may know.

2 • Images électroniques T & A on, Show the Images électroniques 7–12 again, this time with the text turned on. Ask • Class repeat and read the class to repeat, but this time they will be reading as they listen. Select six • Memory exercises confident volunteers, and give them a word each to repeat and then remember.

Minimum resources (activities 1–6)Images électroniques 7–12 Qu’est-ce que c’est?ChansonJeu de pairesMini whiteboardsFoam dice

Resources for activities 7, 8 and follow-up workCartes-images 1–12 Mots to go with Cartes-imagesFeuille de travail 1.2a/1.2b

Core languageNew languagele parc the parkle cinéma the cinemal’hôtel de ville the town hallle drapeau the flagles magasins the shopsl’immeuble block of flatsla rue the roadtournez à droite turn righttournez à gauche turn leftle nord the northle sud the southl’est the eastl’ouest the west

Revisited languagela rivière the riverla montagne the mountain

Cross-curricular linksMusic: Unit 6 1 NC 4a: To listen with attention to detail and to internalise and recall sounds with increasing aural memory. Literacy: Y5 T1 W2: to use known spellings as a basis for spelling other words with similar patterns

Key Stage 2 Framework focusO 5.1: Prepare and practise a simple conversation, reusing familiar vocabulary and structures in new contexts L 5.2: Make simple sentences and short textsKAL: Develop accuracy in pronunciation and intonation IU 5.3 Compare symbols, objects or products which represent their own culture with those of another countryLLS: Apply grammatical knowledge to make sentences

27

Module


Tout le monde 3

PROOF

PROOF

• Notice genders Now, repeat with the sound turned off, asking them to read. Turn the text off • Extension opportunity and ask them to say the words from memory. Play again and ask children to

perform actions if they know whether the words are le or la words, or to do nothing if they don’t know. Explain that the two l’ words are in fact shortened le words, and devise an action for les (explaining it is plural) and then repeat.

3 • Qu’est-ce que c’est? Select Qu’est-ce que c’est? to practise all twelve vocabulary items. Point to an image • Place answers in response to and ask Qu’est-ce que c’est? When a child suggests an answer, drag it to the correct suggestions picture. Check the answers by clicking on the reveal icon. Select volunteers to find • Invite volunteers the correct word to match each remaining picture.

4 • Chanson, T off, M on, S on Select Chanson and play it with the text turned off, but the music and singing on. • Listen all the way through Ask the class to listen all the way through to familiarise themselves with the music • Chanson, T, M, S on and language. Play the chorus and verses 1 and 2. Ask children to spot any

language they know. Create actions for the questions. Play the first two verses again, with text on. Do actions to go with the questions and play it once more. Encourage children to join in.

If you have 45 minutes 5 • Jeu de paires Select the class game Jeu de paires, with the audio on. Click on the ‘Show pairs’ • Learn new words button to match up text with pictures. Click on each square to enlarge the picture • Practise letters in the game and listen to the audio. Ask children to repeat the word. Point to each picture and

ask children to repeat the words in different voices. Point to the letters on the horizontal axis and practise saying these out loud as a class.

6 • Play Jeu de paires Jeu de paires. Press the ‘Reset’ button to mix up the cards. Divide the class in two • Choose teams teams and type their team names in place of Équipe 1 and Equipe 2. Press ‘Reveal’

to show all cards. Remind children that purple cards are words and orange cards are pictures. Hide the cards. Team 1 selects two cards using the co-ordinates. Click on the cards. If they match they remain face up. If they do not match, click on either of the cards to turn them back over. Continue until all cards have been matched.

If you have an hour or more 7 • Tournez à droite, Ask children to stand up. Display an arrow pointing to the right and another one Tournez à gauche pointing left on the board. Label the arrows Tournez à droite! and Tournez à • Extension opportunity gauche! Call out a direction. Children turn as you direct. Select volunteers to call

out directions instead of you.

8 • Compass points on the board Display compass points on the board in French and practise saying them (le nord, • Children stand and turn le sud, l’est, l’ouest). Children repeat after you in different voices. Call out the towards compass points points and children point accordingly (make sure you know which direction is

north!). Then get them to stand up and turn to different directions. Say Tournez vers le nord / le sud / l’est / l’ouest.

Plenary activities Memory game Begin by saying, for example, Je vais à la plage. Ask a child to say your sentence Je vais à la/au around the class and to add their own place. For example, Je vais à la plage et au café. Continue

around the class. Don’t repeat the same place twice.

Children ‘unjumble’ mixed up Display jumbled-up words on the board (transport or places). For example train words could be rtian. Children work in pairs to ‘unjumble’ the words. Ask more able Extension opportunity children to put the word into a simple sentence, e.g. Je vais à la plage en train.

Follow-up work to do during the week Feuille de travail 1.2a/1.2b Feuille 1.2a and Feuille 1.2b consolidate KAL goals. 1.2b is slightly more challenging Practise reading skills than 1.2a. Decide which to use with each child.

Cartes-images 7–12 and Add the Cartes-images from this unit to the wall display started in the previous corresponding Mots unit. Volunteers read the Mots and stick them under the correct pictures.

28

Module


Tout le monde 3

Objectives • To share the story Ma ville• To become familiar with the alphabet A–J• To recognise and say the difference in sound by adding the ‘magic’ e to the end of a word• To learn to use street map co-ordinates in French

PROOF

Starter activities Cartes images 1–12 Display the Cartes-images. Let the class study them. Ask them to close their eyes Qu’est-ce qui manque? (fermez les yeux). Remove a picture. They open their eyes (ouvrez les yeux) and say

which is missing. Say Qu’est-ce qui manque?

Sentence building Display the six sentences with the words jumbled: Céline voyage en tramway, Il y a un cinéma, Je vais à la gare, Il y a trois boulangeries, Thomas voyage en voiture, Grand-père va à Nîmes. Children put the sentences in the correct order. Recorded versions are in the Teaching language section of the Dictionary (La première phrase–La sixième phrase).

If you have 30 minutes 1 • Images électroniques, A off, T off Select Images électroniques, and turn the audio and text off. Go through quickly,

asking the class to say the words in chorus. You might like to time them. Then ask individual volunteers to have a go.

2 • Livre électronique, A on Select Livre électronique. The class listens to the story and looks at the pictures. Play • All the way through once the story again. Stop at each picture and point to familiar images, asking questions • Q and A work like, Montpellier est une ville ou un village? C’est un café ou une gare? On screen 4 • Repetition of alphabet point to the tram and discuss in English whether or not it is a good form of

Minimum resources (activities 1–6)Cartes images 1–12Images électroniquesLivre électroniqueChamboule-tout (vert)ChansonHomemade cards with letters A–J printed on

Resources for activities 7, 8 and follow-up workCartes-images 1–12Livre électroniquePiles of small Cartes-images per childSix sentences ready on boardFeuille de travail 1.3a/1.3bFeuille de travail 1 (I can …)

Core languageNew language Qu’est-ce qu’il y a dans What is there in your ta ville? town?Il y a … (+ places) There is/There are …letters of the alphabet A–J

Additional languageune carte a mapun plan a street maple centre-ville the town centrele tramway the tram

Cross-curricular linksLiteracy: Y5 T1 S1: Investigate word order by examining how far the order of words in sentences can be changedLiteracy: Y5 T1 W3: To use independent spelling strategiesGeography: NC Unit 6: Investigating our local area and to use and interpret maps

Key Stage 2 Framework focusO 5.3 Listen attentively and understand more complex phrases and sentencesL 5.2: Understand that the order of words in a sentence influences the meaningKAL: Apply knowledge of rules when building sentencesIU 5.2: Recognise similarities and differences between places

29

Module


Tout le monde 3

PROOF

PROOF

• Study of co-ordinates on map transport. Point to the letters of the alphabet on the map on screen 2. Say them in alphabetical order in various voices. Discuss in English why the map has numbers and letters. Practise grid references in English, then French, La gare est à D,2, etc.

3 • Livre électronique, A, T on Switch the text and highlighter on (if not on the first time) so that children can • Listen, read and repeat follow the text, this time repeating each section in chorus after they hear it (pause • Work out meanings from context button available!). Ask them to work out where Céline, Jérome, Sabine and Laurent • Compare French and English live in town. Encourage children to work out meanings of words from context, and words to compare French and English spellings and pronunciation.

4 • Livre électronique, T, A on Select Livre électronique. Go through the story. Ask children to find all the un/une, • Point out ‘magic’ e words in/ine words. Show the difference in sound the e makes, comparing it to the ‘magic • Practise with nonsense words e’ in English words. Screen 1: une carte, une ville Screen 2: un plan, un musée Screen

3: Céline Screen 9: Sabine Screen 10: magasins. Say that the same would happen with im/ime (Nîmes). Show the difference between faim and j’aime on Screen 3. Display words using some of the above sounds mixed with nonsense words: sapin, sapine, nim, nime, din, dine, j’aim, j’aime and see if children can work out how each would sound, thinking about how the ‘magic e’ changes the vowel phoneme.

If you have 45 minutes 5 • Chamboule-tout (vert) Select the class game Chamboule-tout (vert) and point out the letters at the bottom of the spelling game. Practise saying the letters (audio available) so that children

feel confident pronouncing them.

6 • Chamboule-tout (vert) Divide the class into two teams and type their team names in place of Equipe 1 and • Support opportunity Equipe 2. Teams take turns to suggest a letter that might be in the mystery word or

phrase. Click on the letter to play the audio and ask the volunteer and then the whole class to repeat. Click on the Feu button to ‘throw’ the ball. If the letter is in the word, add one point. If the team correctly guess the word, add three points. To discourage random guessing of whole words, take away two points for incorrect word guesses. Encourage children to look at spellings around the class and call out letters in French. You could allow children to say the letters in either English or French. Then ‘throw’ the ball.

If you have an hour or more 7 • Chanson, M on, S on Select Chanson and play the first two verses. Encourage the class to join in with the • Perform actions for the song actions for the questions and to sing. Play verses 1 and 2, discuss the meaning of the • Whole song words and perform actions. Play verses 1 and 2 again. Children join in when they can.

8 • Qu’est-ce qu’il y a dans ta ville? Display the question Qu’est-ce qu’il y a dans ta ville? on the board and practise with • Livre électronique, T & A on the class by repeating it in varying voices. Discuss what the question meant in the • Cartes-images story and how the children in the story answered it, looking again at the story if • Small Cartes-images for necessary. Remind the class that il y a means ‘there is’ or ‘there are’. Hold up Cartes- pairwork images to practise il y a + places. Divide the class into pairs. Give small Cartes- • Extension opportunity images of places to each child. Ask a child Qu’est-ce qu’il y a dans ta ville? The child

picks up a card and says il y a + name of place on the card. If the place is the same as the top card in your pile, they win the pair. If not, you have the card to create a pair if you have both pictures. Children continue in pairs.

Plenary activities Compass points and turning Ask the class to stand up. Call out compass points and directions for turning left and

right and the children do actions accordingly.

Negative sentence building Use the sentences in Starter activity 2 but add ne … pas to each one. Children put the sentences in the correct order placing the ne … pas around the verb. First show an example: Céline ne voyage pas en tramway.

Follow-up work to do during the week Feuille de travail 1 (I can) Distribute Feuille de travail 1 (I can…). Which statements do children they feel they Feuille de travail 1.3a/1.3b can already do? Ask them to think of three that they feel confident about at this Practise reading skills stage, and colour them in green. Return to the list throughout the Module. They use Support opportunity a ‘traffic light’ system to show how good they feel their understanding is. Distribute Extension opportunity Feuille 1.3a (Lire vert) or Feuille 1.3b (Lire rouge) according to children’s ability.

Start a word wall showing words Create a word wall in the shape of the letter E to show the difference in sound with and without the ‘magic’ e made by the ‘magic’ e. Add words with and without the ‘magic’ e.

30

Module


Tout le monde 3

Objectives • To recognise the difference in sound between J/G and say the phonemes gi, gé and hard g• To read French texts about characters in the story and use the information to answer questions in English• To understand and answer questions about where you live, what there is to do in your town, what you do

in town on different days of the week and where you go in town

PROOF

Starter activities Foam dice Put some music on and pass a foam dice around the class. The child holding Revise days of the week the dice when the music stops says a day of the week.

é and an sounds Tell children to hold their hands up in the air each time they hear the é sound and to fold their arms each time they hear the an sound. Read out the following list, café, marché, grand, Panpan, janvier, décembre.

If you have 30 minutes 1 • Livre électronique, T on, A on Select Livre électronique. Go through the whole story, with the audio and text • Read to the class without audio switched on. Do this again without the audio, reading the story with the class to • Questions about the story encourage children to read without relying on the audio prompt. Ask questions • Support opportunity Où est Montpellier? Qu’est-ce qu’il y a à Montpellier? Où habite Jérome? Explain that près de means near to and loin de means far from. Stand close to and

then far from a chair and ask, Je suis loin de la chaise ou près de la chaise? Ask Où

Minimum resources (activities 1–6)Minimum resources (activities 1–6)Livre électroniqueCompréhensionChansonFoam diceHome made IWB activity for questions and answersMini whiteboards

Resources for activities 7, 8 and follow-up workPupil activities: Ecouter vert and Ecouter rougeQuestions and answers on strips of laminated cards cut up into words.Feuille de travail 1.4a/1.4b

Core languageNew languageOù habites-tu? Where do you live?J’habite à .. (+ town) I live in (+ town)J’habite près de / loin I live near / far away de… from …J’habite à (2) kilomètres I live (2) km away de… from …J’habite dans le nord I live in the north of de la ville. town. Qu’est-ce que tu fais What do you do on le (samedi)? (Saturdays)?Le (lundi), je vais à… On (Mondays) I go to …Où vas-tu en ville? Where do you go in town?Revisited languagedays of the week

Cross-curricular linksMusic: NC 4a: To listen with attention to detail and to internalise and recall sounds with increasing aural memoryLiteracy: Y5: Use and explore different question types and different ways words are usedGeography: Unit 6: Investigating our local area types

Breakthrough assessment opportunitiesListening Grade 1 and 2: Pupil activity: Ecouter vertListening Grade 2 and 3: Pupil activity: Ecouter rougeWriting Grades 1 and 2: Feuille de travail 1.4aWriting Grades 2 and 3: Feuille de travail 1.4b

Key Stage 2 Framework focusO 5.2: Listen attentively and understand more complex phrases and structuresL 5.3: Write words, phrases and short sentences, using a referenceKAL: Recognise patterns in simple sentencesLLS: Plan and prepare – analyse what needs to be done to carry out a task

31

Module


Tout le monde 3

PROOF

PROOF

habites-tu? Près de l’école? Please note that the map of Montpellier has been simplified and in some cases slightly altered to make it more suitable for classroom use. As a support activity give options to choose from initially, Montpellier est dans le nord ou dans le sud de la France? etc.

2 • Practise the sound made by the Practise the gé sound with the children, and point out that it sounds like the letter G letters G and J and the in French (and confusingly more like J in English!). Practise the gi sound, and point phonemes gé, gi and g out that it sounds like the letter J in French. Display these words on the board. • Call out list of words When children understand this, practice the hard g sound. Explain that if a g is not • Extension opportunity followed by e or i, it is pronounced as a hard g (as in magasin). Display these words

on the board: changé, magasin, géographie, gomme, géant, girafe, guitare, gilet, gâteau, gifle. Read them out in order and ask children to perform agreed actions when they hear each phoneme (gé, gi or g). Repeat with the words jumbled up.

3 • Livre électronique, T & A on Select Livre électronique. Ask children to look at screens 5, 6, 9, 12, and 13 and find • Asking and answering questions the answer to Où habites-tu? Practise asking this question and giving answers such • Extension opportunity as J’habite dans le nord de la ville or J’habite près du parc. Point out that de • changes to du in front of le words. Say that J’habite à 50 kilomètres means I live 50km away. Use the answers they have been practising and say three things

about where they live.

4 • Compréhension Select Compréhension. There are three layers of text (A, B and C) with information • Children decide on answers in about different characters from the module. Use the tabs at the top of the screen pairs and write answers on to move between the layers. Click on the audio icon to listen, and read the text mini whiteboards together. Ask the class about each text in turn, Where does Sabine live? What does

Thomas not like doing?, etc. At the bottom of the screen is a question in English. Children work in pairs to decide which character the question is about. When they are ready, they give their answer. Select A, B or C from the buttons on the right hand side and click the Envoi button to submit the answer. Click on the arrow at the bottom of the screen to move to the next question.

If you have 45 minutes 5 • Chanson, T, S, M on Select Chanson with text, singing and music on. Play the first two verses. Encourage • Sing along with verses 1–2 the class to join in with the actions and to sing along. Look at the language of • Look at language verse 3–4 verses 3 and 4. Discuss the vocabulary and possible actions. Play the whole tune • Verses 1–2 in karaoke style again, but with the singing turned off for verses 1–2. See if children can sing the • Sing along with verse 3–4 first two verses in karaoke style. As they are not so familiar with the rest of the

song, turn the singing back on for verses 3–4.

6 • Livre électronique Ask children to look at screen 10 and find the answer to Qu’est-ce que tu fais le • Asking and answering questions samedi? Practise asking and answering this question. Start with Le samedi je vais à

la piscine and go round the class with each child in turn saying all the places others have mentioned and adding a new place.

If you have an hour or more 7 • Demonstrate Ecouter vert Demonstrate Ecouter vert and/or rouge, depending on the children’s ability. Refer and/or rouge to the information screen for instructions. Children complete the rest on their own • L assessment opportunity with headphones. Work together on the whiteboard if no headphones or computers

are available.

8 • Répétez s’il vous plaît. Je ne Use the Dictionary as support if required to demonstrate this sentence and practise comprends pas. saying it out loud as a class. Tell the children that you are going to call out recently-

learnt words but that some will be in gobbledygook. When they do not understand they need to ask you to repeat the word and say they don’t understand.

Plenary activities Revise gé, gi and g Call out words with the gé and gi sound (see activity 2 above). Children perform an

agreed action for each sound.

Où vas-tu en ville? Ask Où vas-tu en ville? Hold up a Carte-image and ask a child to say je vais + Cartes-images the place you are holding. Continue with several children.

Follow-up work to do during the week Feuille de travail 1.4a/1.4b Distribute Feuille de travail 1.4a (vert) and 1.4b (rouge) according to children’s W assessment opportunity ability.

Start a word wall Create another phoneme word wall for words containing gé and gi.

32

Module

1 Tout le monde 3

Ma ville

Unit 5 – Teaching notes

Objectives • To watch and understand a video about places and activities in town• To learn a tongue-twister

PROOF

Starter activities Listen to and pick out groups Write groups of three letters on the board. Call out a group of three letters and ask of letters children to pick out the correct one from the list on the board.

Revision of Répétez s’il vous plaît. Revise the sentences introduced in Unit 4 activity 8 and call out recently-learnt Je ne comprends pas. words some of which will be nonsense words. When they do not understand, they

ask you to repeat the word.

If you have 30 minutes 1 • Vidéo Select Vidéo and play the first set of clips. Ask children to work out what the • Discuss language presenter is asking. Discuss the new vocabulary about what the children do and • Practise new language who with. Explain that the children are sometimes saying ‘I come here to do …’ (Je

viens …) and sometimes ‘I go to do …’ (Je vais …). Play the second set of clips and explain that il y a is used to talk about what places there are in town. Ask children to work out which part of town the presenter asks about when she interviews the last girl dans le sud de Montpellier. Discuss similarities and differences between your pupils’ town and the one in the Vidéo. Play the Vidéo again and ask children what the presenter is asking. Explain that loin de means far from and près de means near to. Also explain that the children in the video are talking about how far they live from school and that they say j’habite à + km de l’école to express this.

2 • Select Vidéo Select Vidéo again and pause on the first clip. Ask children where the children in • Practise the questions the video go on Saturday and what they do? Ask Qu’est-ce que tu fais le samedi?

Encourage children to repeat your question and practise the intonation rising at the end. Practise the question, changing the day of the week. Listen to the answer in the clip and ask children to work out other alternatives faire du kayak, faire de

Minimum resources (activities 1–6)VidéoVirelangueChansonFeuille de travail 1.5Chamboule-tout (vert)

Resources for activities 7, 8 and follow-up workPupil activities: Lire vert and Lire rougeFeuille de travail 1.5

Core languageTu viens à l’école comment? How do you get to

school?Je viens à l’école + I come here + transport transportTu habites loin de l’école? Do you live far from

school?

Cross-curricular linksLiteracy: Y5 Presentation: Use a range of ICT programs to present textsICT: 3a share and exchange information in a variety of forms

Breakthrough assessment opportunitiesSpeaking Grades 1, 2 and 3: Feuille de travail 1.5Reading Grades 1 and 2: Pupil activity: Lire vertReading Grades 2 and 3: Pupil activity: Lire rouge

Key Stage 2 Framework focusO 5.4: Prepare a short presentation on a familiar topicL 5.1: Re-read frequently a variety of short texts KAL: Understand and use negativesIU 5.2: Recognise similarities and differences between placesLLS: Ask for repetition and clarification. Use context and previous knowledge to help understanding

33

Module

1Ma ville

Tout le monde 3Unit 5 – Teaching notes

PROOF

PROOF

la natation, etc. and people they could do the activity with Je vais au musée avec mon frère, etc.

3 • Virelangue, A on, T on Select Virelangue. Explain that children are going to hear a French tongue-twister • Practise with the whole class, that uses the letter J, pronounced gi. Practise this sound out loud. Discuss how

tongue-twisters can be said faster and faster. Play the recording while children follow the text on screen, and then repeat without the recording, using different voices and speeds. Point out that the ‘magic’ e at the end of Juliette requires you to pronounce the t. Compare this with juillet.

4 • Chanson, T on, S on, M off Select Chanson and turn the text and singing on, but the music off. Ask the class to • T on, M on, S off, karaoke listen very carefully but not to sing or perform actions, as they will be singing on • T, M, S on with actions their own. Now turn the singing off and the music on, and ask the class to sing,

karaoke style, without the actions. Finally turn the singing on again and ask the class to stand up and perform the actions as they join in with the singing.

If you have 45 minutes 5 • Feuille de travail 1.5 Distribute Feuille de travail 1.5. Children write their answer under each question. • S assessment opportunity See Introduction (page 10) for guidance on what type of responses to expect for • Extension opportunity Grades 1, 2 and 3. Ask children the four questions individually to conduct a speaking • Support opportunity assessment. Extend the interview with a partner using questions and answers they

have used in this and other modules. Ask those who are not ready for Grade 1+ assessment to name the flashcards.

6 • Chamboule-tout (vert) Play Chamboule-tout again. See Unit 3, page 29 for more details on how to play.

If you have an hour or more 7 • Demonstrate Lire vert and/or Demonstrate Lire vert and/or rouge, depending on children’s ability. Refer to the Lire rouge information screen for instructions. Children complete the rest on their own, with • Carry out activity individually headphones if required. There is no audio for the French texts as it is a reading • R assessment opportunity activity, but there is audio support for the English questions. (Work together on the

whiteboard if there are no computers available.)

8 • Feuille de travail 1.5 Allow children an opportunity to complete the speaking assessment, if they did not • S assessment opportunity have time earlier in the lesson.

Plenary activities Practise reading and start Write the Virelangue on the board and ask the class to say it with you. Rub out a learning Virelangue few words and repeat. Choose volunteers to read aloud.

‘Unjumble’ questions Display the questions prepared for Unit 4 with the words in the wrong order. Ask children to re-order the words to create correct sentences. Qu’est-ce que tu fais le samedi? Qu’est-ce qu’il y a à Montpellier? Où habites-tu? Où vas-tu en ville? Comment y vas-tu?

Follow-up work to do during the week Station game in the hall Create four ‘stations’ in the hall by placing labels for compass points on the walls.

Ask the children to position themselves at the stations. Say that you are going to call out the alphabet up to J but that you will not look at them. They must move to another station by the time you reach J. At that moment still not looking, call out a compass point. All the children on that compass point are out. Continue until only a small number remain or there is a winner.

Create a PowerPoint or video clip Children work in pairs to create answers to questions about their town, where they Negatives live, what they do in it and how they travel to places. Extension opportunity Remind children that to say they don’t like doing something, they need to say je

n’aime pas + verb. They could act out their questions and answers as they saw in the Vidéo or use them in a PowerPoint presentation.

34

Module

1Ma ville


Objectives • To carry out a differentiated quiz to show understanding of Module 1 language• To carry out KAL tasks based on Module 1 language

PROOF

Starter activities Mime words Mouth and use gestures to depict words covered in this module. Children guess Extension opportunity what it is. You could also invite volunteers to mime words for the class to guess.

Include some questions.

Dictation on mini whiteboards Call out spellings of words, real and invented, incorporating letters of the alphabet up to J: cad, baj, age, gij, hij, deja, fiji, ead. Write possible options on the board which the children can choose from.

If you have 30 minutes 1 • Learn the Virelangue by heart Display Virelangue and hide/rub out some of the words. Read it out with the class.

Then ask volunteers to read. Repeat gradually hiding more words until there is none left.

2 • Chanson, T, M, S on Select Chanson and play the whole song with the audio and text on, and • Listening for questions in encourage children to repeat an agreed action each time they hear a question. the song Appoint a couple of children to make a tally of the number of questions in the • Chanson, T on, M on, S off song. See if they agree (there are 23 questions in total). Play the song again, with music and text on, but the singing off. Encourage the class to sing in chorus. Play

again with the text off and encourage the whole class to sing from memory.

3 • Quiz vert and/or rouge Select Quiz. Use voting buttons or ask children to write 1–6 on their mini • Children vote or write down whiteboards. Select the easier level quiz (vert) or the harder level quiz (rouge), answers on individual depending on children’s ability. Click on the ‘i’ button on each screen for instructions. whiteboards Children vote, or write down the letter they think is the correct answer. When all

children have shown their answer, agree on the one given by the majority and select this on the screen. Click on the Envoi button to submit your answer. If it is correct, a

Minimum resources (activities 1–6)VirelangueChansonQuizFeuille de travail 1.6Chamboule-tout (rouge)Mini whiteboardsQuestions and answers on strips of cardFoam dice

Resources for activities 7, 8 and follow-up workPupil activities: Langue vert, Langue rougeFeuille de travail 1.5Feuille de travail 1.6

Breakthrough assessment opportunitiesSpeaking Grades 1, 2 and 3 Feuille de travail 1.5 (complete)

Cross-curricular linksLiteracy: Y5: Use and explore different question types and different ways words are used

Key Stage 2 Framework focusO 5.2: Understand and express simple opinionsL 5.2: Make simple sentences and short textsKAL: Develop accuracy in pronunciation and intonationLLS: Look and listen for visual and aural clues

35

Module

1Ma ville


PROOF

PROOF

tick will appear. If it is wrong, a cross will appear. Continue to the end of the quiz.

4 • Feuille de travail 1.6 Distribute Feuille de travail 1.6 and play the song. Children listen to the song • Chanson T off, M on, S on carefully. Pause at regular intervals to allow the children to select words from the • Chanson T, M, S on bank of words and fill in the gaps. Play the whole song with text, music and sound

on so that children can check that they have chosen correct words.

If you have 45 minutes 5 • Chamboule-tout (vert) Play Chamboule-tout (vert) again. See page 29 for full instructions.

6 • Revise soft g and hard g sounds Remind children of the difference in sound between the soft g (gi, gé, ge) and the • Perform agreed actions hard g (ga, go, gu) and ask for suggestions of words that contain them (voyage,

boulangerie, gare, gauche, église, grand, plage, grand-père). Read the above words out in random order and ask children to perform agreed actions, one for the soft g and one for the hard g.

If you have an hour or more 7 • Select Langue vert and/or Select Langue vert and/or rouge depending on the children’s ability. rouge and demonstrate the Langue vert: The best way to carry out this activity is on individual computers activity (headphones are needed). • Carry out the activity Model an answer on the first screen by clicking on the audio icon to listen to the individually sound of the hard g. Look at the first picture and read the label. If it contains the g

sound, colour it red, if it doesn’t, colour it yellow. Ask children to complete the rest of the activity on their own. If you do not have access to individual computers, complete the screen on the whiteboard. Langue rouge: On screens 1–4 click on the blank and choose a word from the word bank to complete the sentence. In screens 5–9, look at the pictures and listen to the audio. Use the pop-up keyboard for letters with accents and type in the correct spelling to complete the sentence. Children can then complete the activities on individual computers.

8 • Feuille de travail 1.5 Allow children an opportunity to complete the Grade 1+ to 3 speaking assessment, • S assessment opportunity if they did not have time earlier in the module. Those who are not ready for

Grade 1+ assessment could name the flashcards.

Plenary activities Hot potato Throw the foam dice and pretend that it is a hot potato. Ask a question as you

throw it. The child that catches it answers the question and throws it to someone else who will ask a new question. The next child to catch the dice answers. Continue the throwing and catching until the dice drops or someone takes too long. The aim is to not get burnt by the hot potato.

Stand up and sit down Call out a series of words that contain the soft g (gi, gé) and the hard g (ga, go) (see activity 6 above). Agree on actions for each of these sounds. Children perform the appropriate agreed action each time they hear the soft g or the hard g.

Follow-up work to do during the week Human sentences Divide the class into groups. Have folders ready with a sentence from the sentence Music building activity in Unit 3 cut up into words. Place the folders at ‘stations’ around

the hall or class. Start some music and ask each group to take out the words from the folder and stand in the correct order by the time the music finishes. Check each group, shuffle words up again and put them back in the folder before moving on to the next ‘station’.

Feuille de travail 1 (I can …) Distribute Feuille de travail 1 (I can…) and discuss whether the children feel they Children review progress have made further progress.

PROOF

36

Feuille de travail

Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.

I can …1

Nom ............................................... Classe .............................. Date ...................

Tout le monde 3

Colour the boxes red, orange or green.rouge = I am learning to do this

orange = I can do this with the classvert = I can do this on my own

I can understand and say words for places in town and directions

I can write from memory words for places in town and directions.

I can sing a song about places in town and directions.

I can say and use the French alphabet from A to J, including understanding and giving grid references.

I can read and copy words for places in town and directions.

I can say the tongue twister in this module.

I can listen to, understand and read aloud Ma ville.

I can understand and ask questions about where I live, using j’habite à + km de, près de and loin de.

I can say where I go to in town on different days of the week, and how I travel there.

I can give a presentation about where I live, what there is where I live, and how and when I go into town.

I can say where I go using Je vais / Tu vas au / à la … and how I go there using en + transport.

I can write a paragraph that includes information about where I live.

I can put a short, simple sentence into the right order.

I can change words in a sentence to alter the meaning.

I can recognise and pronounce sounds of the J and G family and the difference a ‘magic e’ makes at the end of a word.

r o v

PROOF

PROOF

37

Feuille de travail Answers1

Tout le monde 3


Feuille de travail 1.11 ville 2 place 3 plage 4 gare 5 piscine 6 boulangerie 7 café 8 rivière 9 poste 10 voiture 11 train 12 marché

Feuille de travail 1.2a (Langue vert)Part A: 1 la plage 2 le cinéma 3 le parc 4 la rivière 5 la place 6 le café

Part B: 1 Je vais à la montagne. 4 Je vais à plage.2 Je vais au cinéma. 5 Où vas-tu?3 Je vais à la gare. 6 Je vais au parc.

Feuille de travail 1.2b (Langue rouge)Part A:1 la ville 2 la plage 3 le parc 4 la gare 5 le cinéma 6 la rivière 7 le café 8 la place 9 le musée 10 la piscine

Part B: Children read the sentences and re-write them changing the words that are underlined. They need to think of using places that go with au and à la or towns to go with à. Answers could be along the lines of:1 Je vais à la plage.2 Je vais au café.3 Je vais à la piscine en taxi. 4 Je vais au musée en tramway.5 Où vas-tu en ville?6 Je vais à Montpellier en bus.

Feuille de travail 1.3a (Lire vert)Part A:1 Voilà la gare. 4 Il y a un parc.2 Il y a un cinéma. 5 Regarde les magasins.3 Voila la plage. 6 Il y a un immeuble.

Part B:1 vrai, 2 vrai, 3 faux (I am in town / at the shops with my mum), 4 vrai, 5 faux (mum is wearing a skirt), 6 faux (I am near to the shops)

Feuille de travail 1.3b (Lire rouge)Part A:1 faux (they are in the town centre by the shops) 2 vrai 3 faux (he lives near the park) 4 faux (he likes going to the cinema) 5 vrai 6 vrai

Part B: 1 She lives in a flat near the station.2 She is twelve years old.3 She likes shopping with her mum.4 She does not like swimming.5 She has a dog.6 She plays with it in the garden.

avec = with mais = but

Feuille de travail 1.4a (Ecrire vert: Grade 1–2 Writing assessment)Part A: 1 l’hôtel de ville 2 la plage 3 le parc 4 la montagne 5 l’immeuble 6 le cinéma

Part B: This is a Breakthrough Grade 1–2 Writing assessment. Children will receive a score out of 12, based on a score out of 3 for communication and 3 for language for each answer given. You may wish to talk through the example before they complete the assessment individually. Please refer to page 10 for further information on the mark scheme.

Feuille de travail 1.4b (Ecrire rouge: Grade 2–3 Writing assessment)This is a Breakthrough Grade 2–3 Writing assessment. Children will receive a score out of 12, based on a score out of 3 for communication and 3 for language for each answer given. You may wish to talk through the examples before they complete the assessment individually. Please refer to page 10 for further information on the mark scheme.

Feuille de travail 1.5 (Grade 1–3 Speaking assessment)Answers will vary, and could range from single words and short responses for Grade 1 to more complete sentences for Grade 2 and full exchange of questions and answers for Grade 3. For Grade 1 you may wish to ask Qu’est-ce que c’est and point to the pictures to elicit the names of places around town.This is a Breakthrough Grade 1–3 Speaking assessment. Children will receive a score out of 12, based on a score out of 3 for communication and 3 for language for each answer given. Please refer to page 10 for further information on the mark scheme.Answers will be along the lines of:1 J’habite dans le nord de la ville or près de…2 Il y a une piscine.3 Je vais au cinéma.4 Je vais au cinéma en voiture.

Feuille de travail 1.6Children listen to the song and use the words at the bottom of the page to fill in the blanks.1 nord 5 gauche 9 loin2 près 6 sud 10 Comment3 vas 7 la place 11 café4 droite 8 Avec 12 qui

PROOF

38

Feuille de travail


Mots cachés1.1

Nom ............................................... Classe .............................. Date ...................

Tout le monde 3

Skill: L5.3 write words […] using a reference source

Trouve les mots dans la grille. Copie les mots. Find the words in the grid. Copy the words.

m _ r c _ _

c a _ _

b _ _ l _ n _ e r i e

__ __ __ __ ____ __ __ __ __

__ __ __ __ __

__ __ __ __

_ _ _ _ _ _ _ _ _ _ _

__ __ __ __ __ __ __

__ __ __ __ __ __ __

__ __ __ __ __ __ __

__ __ __ __ __

__ __ __ __ __ __

__ __ __ __ __

__ __ __ __

1 23

4p l a g e a é è i o n

l g j a n o v i l l e

a e u r g m a r c h é

c é â e v i p o s t e

e o v o i t u r e f b

r t l i r r o p h a r

c a f é j a m i e l i

g o I u s i t s i e v

r f s i e n o c g o i

h c a d r d è i i à è

ê u l s t r i n è c r

b o u l a n g e r i e6

5

78

9

10

11

12

pl _ c _

g a _ _

p_ _ ge

r i _ _ è _ e

v_ l l _

p o s _ _

p i _ _ _ _ e

t _ a _ n

v o _ t _ _ e

PROOF

PROOF

39

Feuille de travail Où vas-tu? (Langue vert)1.2a

Nom ............................................... Classe .............................. Date ...................

Tout le monde 3


Skill: L5.3 write words using a reference; KAL: apply knowledge of rules when building sentences.

A Regarde les images. Choisis ‘le’ ou ‘la’ et écris les mots. Look at the pictures. Choose ‘le’ or ‘la’ and write the words.

B Ecris les mots dans le bon ordre. Write the sentences in the correct order.

boulangeriecaféplageparccinémarivièreplace

Example:

le / la boulangerie.

3 le / la ___________.

6 le / la ____________.

1 le / la ___________.

4 le / la ____________.

2 le / la ___________.

5 le / la ____________.

1 vais à montagne la Je .

2 au Je cinéma vais .

3 la gare à vais Je .

4 la Je plage vais à .

5 tu Où vas- - ?

6 Je au vais parc .

PROOF

40

Feuille de travail


Où vas-tu? (Langue rouge)1.2b

Nom ............................................... Classe .............................. Date ...................

Tout le monde 3

A Complète les mots. Ecris ‘le’ ou ‘la’. Colorie les mots ‘le’ en bleu et ‘la’ en rouge. Complete the words. Write ‘le’ or ‘la’. Colour ‘le’ words blue and ‘la’ words red.

B Change les mots soulignés et écris des phrases. Attention aux mots ‘le’ et ‘la’! Change the underlined words and write sentences. Pay attention to whether you use le or la words!

There is more than one correct answer for each sentence!

1 Je vais à la piscine. .

2 Je vais au marché. .

3 Je vais à la gare en taxi. .

4 Je vais au cinéma en voiture. .

5 Comment vas-tu en ville? ?

6 Je vais à Paris en train. .

Skill: L5.3 write words using a reference; KAL: manipulate language by changing an element in a sentence

à la plage Nı̂mes au musée taxi tramwayOù avion bus à la piscine au café Montpellier

5 l _ c _ _ _ m _

9 l _ m _ _ _ _

6 l _ r_ _ _è _ _

3 l _ p_ _ _

10 l _ p _ _ _ _ n e

7 l _ _ _ f _

2 l _ p _ _ _ _1 l _ v _ _ l _ 4 l _ g _ _ _

8 l _ p _ _ c _

PROOF

PROOF

41

Feuille de travail Les images (Lire vert)1.3a

Nom ............................................... Classe .............................. Date ...................

Tout le monde 3


Breakthrough Reading Grade 1: I can recognise and read out a few familiar words and phrasesBreakthrough Reading Grade 2: I can understand familiar written phrases

A Relie lets phrases et les images. Join the sentences to the pictures.

B Regarde l’image. Lis les phrases. Choisis vrai ou faux. Look at the picture. Read the sentences. Choose true (vrai) or false (faux).

Exemple: Il y a des voitures en centre-ville. vrai / faux

1 Regarde! Voici le musée. vrai / faux

2 Je vais aux magasins avec ma mère. vrai / faux

3 Je suis à la plage avec ma mère. vrai / faux

4 Je porte un t-shirt et un jean. vrai / faux

5 Ma mère porte un pantalon. vrai / faux

6 Je suis loin des magasins. vrai / faux

Il y a un parc.

Regarde les magasins.

Voilà la plage.

Voilà la gare.

Il y a un immeuble.

Il y a un cinéma.

If you have finished, correct the sentences that are false.

1

2

3

5

6

4

PROOF

42

Feuille de travail


Augustin et Caroline1.3b

Nom ............................................... Classe .............................. Date ...................

Tout le monde 3

Breakthrough Reading Grade 2: I can understand familiar written phrasesBreakthrough Reading Grade 3: I can understand the main point(s) from a short written text in clear printed script

A Lis les phrases. Choisis vrai ou faux. Corrige les phrases qui sont fausses. Read the sentences. Choose vrai (true) or faux (false). Correct the sentences which are false.

B Lis le texte. Ecris les réponses en anglais. Read the text. Answer the questions in English.

1 Where does Caroline live?

2 How old is she?

3 Who does she like to go shopping with?

4 What doesn’t she like to do?

5 What pet does she have?

6 Where does she play with her pet?

This person…

Example: is called Augustin vrai / faux

1 is eleven years old vrai / faux

2 lives in a block of flats vrai / faux

3 lives near the swimming pool vrai / faux

4 likes going to the museum vrai / faux

5 doesn’t like going to the beach vrai / faux

6 is going to the train station vrai / faux

Caroline habite dans un immeuble près de la gare. Elle a douze ans. Elle aime faire du shopping avec sa mère. Elle n’aime pas faire de la natation mais elle adore jouer avec son chien dans le jardin. Le week-end elle va à la plage et elle fait de la gymnastique.

Je m’appelle Augustin.J’ai dix ans.J’habite dans un immeuble. J’habite près du parc. J’aime aller au cinéma.Je n’aime pas aller à la plage.Je vais à la gare.

PROOF

PROOF

l e c i n é m a l a m o n t a g n e l a p l a g e l e p a r c l ’ i m m e u b l e l ’ h ô t e l d e v i l l e

43

Feuille de travail Ma ville (Ecrire vert)1.4a

Nom ............................................... Classe .............................. Date ...................

Tout le monde 3


Breakthrough Writing Grade 1: I can write simple words to a modelBreakthrough Writing Grade 2: I can write 1 or 2 short sentences to a model and fill in the words on a simple form

A Trouve les mots et remplis les blancs. Find the words and fill in the gaps. ____12

B Fais une liste. Ecris des phrases. Make a list. Write some sentences.

Read the information about Nadia. Now fill in the grid with your information. Write two sentences. There are some words underneath that may help you.

Type of home she lives in chalet

Where in town she lives le nord

Place in her town gare

Where she goes on Saturdays musée

Type of home you live in

Where in town you live

A place in your town or village

Where you go on Saturdays

1 Nadia:

2 Me:

a J’habite dans un chalet.b J’habite dans le nord de Montpellier.c Il y a une gare.d Le samedi, je vais au musée.

a b

1

4

2

5

3

6

maison parc cinéma le sud l’est l’ouest

PROOF

44

Feuille de travail


Mes activités (Ecrire rouge)1.4b

Nom ............................................... Classe .............................. Date ...................

Tout le monde 3

Breakthrough Writing Grade 2: I can write 1 or 2 short sentences to a model and fill in the words on a simple formBreakthrough Writing Grade 3: I can write a few short sentences with support using expressions which I have already learned

A Fais une liste. Ecris des phrases. Make a list. Write some sentences.

Read the information about Henri. Now make up another list about you. Write two sentences about where you live, where you go in town, what you like doing or what you don’t like doing.

B Regarde les images. Ecris trois phrases. Look at the pictures. Write three sentences.

____12

What he lives near l’hôtel de ville

Activity he likes faire de la natation

Where he goes à la piscine

Where he doesn’t like to go au musée

What you live near

Activity you like

Where you go in town

Where you don’t like to go

Henri:

Me:

a J’habite près de l’hôtel de ville.b J’aime faire de la natation.c Je vais à la piscine.d Je n’aime pas aller au musée.

a

b

Look at the pictures. Imagine that you live in Montpellier. Write three more sentences about the town. You can use the words in the table to help you.

Exemple: J’habite à Montpellier.

1

2

3

Montpellier cinéma magasins il y acafé tramway ville je vais

PROOF

PROOF

45

Feuille de travail Dis-moi! (Parler)1.5

Tout le monde 3


Breakthrough Speaking Grade 1: I can say/repeat a few words and short simple phrasesBreakthrough Speaking Grade 2: I can answer simple questions and give basic informationBreakthrough Speaking Grade 3: I can ask and answer simple questions and talk about my interests

Réponds aux questions. Utilise les images pour les réponses. Answer the questions. Use the picture clues to help you make up your answers.

Nom ............................................... Classe .............................. Date ...................

____12

1 Où habites-tu?

2 Qu’est-ce qu’il y a dans ta ville?

3 Ou vàs-tu dans la ville?

4 Comment y vas-tu?

How much can you do?Think about how you could answer these questions. Your teacher will ask you the questions. You should answer in French.Think about how you can answer these questions in French. Try to use full sentences if you can. You could even give some extra information if you can.

Think about how you can answer these questions in French. Then practise asking these questions. Work with your teacher or a partner. Ask them the questions, and answer their questions with full sentences. Give extra information if you can.

46

Feuille de travail


Nom ............................................... Classe .............................. Date ...................

Tout le monde 2

PROOF

Ma ville

Skill: O5.3 listen attentively and understand more complex phrases and sentences

1.6Remplis les blancs. Fill in the gaps.

qui

vas

nord

gauche

comment

près

avec

droite

la place

sud

loin

café

Tournez à droite.Tournez à gauche.Est-ce que c’est loin? Non, c’est tout près. Allez au _______________Allez au sud. Est-ce que c’est loin? Non, c’est tout _______________.

Où vas-tu? Je vais à la plage. Et que fais-tu? Je joue et je nage! Comment y _______________-tu? J’y vais en train.Avec qui y vas-tu? Avec Corentin.

Tournez à _______________Tournez à _______________.Est-ce que c’est loin? Non, c’est tout près. Allez au nord.Allez au _______________. Est-ce que c’est loin? Non, c’est tout près.

Où vas-tu? Je vais sur _______________. Et que fais-tu? Je mange une bonne glace! Comment y vas-tu? J’y vais en taxi. Avec qui y vas-tu? _______________ Magali.

Tournez à droite. Tournez à gauche. Est-ce que c’est loin? Non, c’est tout près. Allez à l’ouest.Allez à l’est.Est-ce que c’est _______________? Non, c’est tout près. Où vas-tu? Je vais au zoo. Et que fais-tu? Je vois les oiseaux!_______________ y vas-tu? J’y vais en tramway.Avec qui y vas-tu? Avec Xavier.

Tournez à droite. Tournez à gauche. Est-ce que c’est loin? Non, c’est tout près. Allez à l’ouest.Allez à l’est.Est-ce que c’est loin? Non, c’est tout près.

Où vas-tu? Je vais au _______________. Et que bois-tu? Je bois du lait! Comment y vas-tu? J’y vais en voiture. Avec _______________ y vas-tu? Avec Arthur.

Documents

1 Scheme of work Tout le monde 3 - Pearson Education · 1 Scheme of work Tout le monde 3 Ma ville PROOF Language content and concepts Core language New language la ville le parc la