1
Scheme of work
Tout le monde 3
Ma ville
Overview of the module
Learning outcomes
New language
la ville le parc
la place le cinéma
la plage l’hôtel de ville
la gare le drapeau
la piscine les magasins
le musée l’immeuble
Où vas-tu? Je vais au/à la …
Comment y vas-tu? la rue
tournez à droite
tournez à gauche
le nord
le sud
l’est
l’ouest
Qu’est-ce qu’il y a dans ta ville?
Il y a … (+ places)
letters of the alphabet A–J
Où 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 language
je voyage …
la boulangerie
en voiture
le marché
en bateau
le café
en avion
la poste
en train
la rivière
en hélicoptère
la montagne
en soucoupe volante
days of the week
Additional language
une carte
le centre-ville
un plan
le tramway
O
• 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
Language content and concepts
Core language
F
Module
PR
O
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 tonguetwister 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 videoconferencing with a partner school where
facilities are available.
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
21
Module
1
Text for Livre électronique (Electronic big book)
Tout le monde 3
My town
Voici une carte de France. Montpellier est une
grande ville dans le sud de la France.
This is a map of France. Montpellier is a city in the
south of 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.
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.
«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!»
“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!”
«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.»
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.”
«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.»
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.”
«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.»
“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.”
«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.»
“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.
«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!»
“On Saturdays, I usually go to the beach. Oh, I
love the sea! I like swimming. And I love making
sandcastles!”
«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!»
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!”
«Le samedi, je vais aux magasins pour faire le
shopping. Voici le centre-ville. J’habite loin du
centre-ville. Je voyage en tramway.»
“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.”
PR
O
O
F
Ma ville
22
Module
1
Text for Livre électronique (Electronic big book)
Tout le monde 3
“This is a clothes shop. Today, I am going to buy
a pair of jeans. Oh, I like this black sweater – it’s
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.»
“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.”
«J’habite assez loin de mon école. Je viens à l’école
en voiture … »
I live quite far from my school. I come to school by
car …
«… Salut Sabine, tu viens à l’école comment?»
…Hi Sabine, how do you come to school?”
«Moi, je voyage en bus.»
“I travel by bus.”
O
F
«Voici un magasin de vêtements. Aujourd’hui, je
vais acheter un jean. Ah, j’aime ce pull noir – c’est
cool!»
“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!”
«Où habites-tu? Qu’est-ce qu’il y a dans ta ville? Où
vas-tu en ville? Tu viens à l’école comment?»
“Where do you live? What is there in your town or
city? How do you get to school?”
PR
O
«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!»
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.
23
Module
Unit 1 – Teaching notes
1
Tout le monde 3
Ma ville
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
Core language
Images électroniques 1–6
Cartes-images: la boulangerie, le marché, le café,
la rivière and la poste Level 1, Module 5
Cartes-images 2–6
Bilingual dictionaries (between 2 and 15 copies)
New language
la ville
the town
la place
the town square
la plage
the beach
la gare
the station
la piscine
the swimming pool
le musée
the museum
Où 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 language
Je voyage en…
I am travelling by…
Modes of transport from Level 2, Module 5
Places of a town from Level 1, Module 5
Resources for activities 7, 8 and follow-up work
Cross-curricular links
O
Jeu de paires Level 2, Module 5
Cartes-images 1–6 and Mots
Feuille de travail 1.1
Pictures of transport from Level 2, Module 5
Foam dice
F
Minimum resources (activities 1–6)
Literacy: Y3 T2 W19: To use dictionaries to learn or check the definitions and spellings of words
Key Stage 2 Framework focus
Prepare and practise a simple conversation reusing familiar vocabulary and structures in new contexts
Write words, phrases and short sentences, using a reference
Manipulate language by changing an element in a sentence
Recognise similarities and differences between places (i.e. comparing town squares)
Use actions and rhymes to aid memorisation
PR
Starter activities
O
O 5.1:
L 5.3:
KAL:
IU 5.2
LLS
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
Teacher section of the Dictionary. Ask the class to work in pairs to sort them into
hôtel, gare, café, boulangerie, 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 photosways. 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 opportunityrepeat 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.
24
Module
1
Unit 1 – Teaching notes
Tout le monde 3
Ma ville
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
If you have an hour or more
Use the columns from activity 4. Give an example of a sentence for a picture from
each column: point to the station and say Je vais à la gare, performing the agreed
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.
O
6 • Où vas-tu?
• Game using le/la columns from activity 4
F
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).
O
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 + transportvoyage 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.
PR
Plenary activities
Play Devinez!
Play Devinez! with the six Cartes-images. Hold the cards in a pile. Ask children to
Extension opportunityguess 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 songFrench. 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 1.1Children 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?
Comment y vas-tu? using Cartes-images 2–5 and pictures of transport from Level 2, Module 5
Stick Cartes-images around the classroom
Label with Mots
Display a Carte-image next to a picture of a mode of transport. Give a sentence: for
a picture of a beach and a car, say Je vais à la plage en voiture. Display another
two cards. Ask the class to say a sentence, helping them if necessary. Display a
picture of a place and ask Où vas-tu? Add a form of transport. Ask Comment y vastu? Display all the pictures. In pairs, children make up sentences.
Stick Cartes-images 1–6 around the classroom. Ask volunteers to put the Mots
under the pictures, reading them as they do so. Leave them in place. Children can
read them during the week.
25
Module
Unit 2 – Teaching notes
1
Tout le monde 3
Ma ville
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
Minimum resources (activities 1–6)
Core language
Images électroniques 7–12
Qu’est-ce que c’est?
Chanson
Jeu de paires
Mini whiteboards
Foam dice
New language
le parc
le cinéma
l’hôtel de ville
le drapeau
les magasins
l’immeuble
la rue
tournez à droite
tournez à gauche
le nord
le sud
l’est
l’ouest
the park
the cinema
the town hall
the flag
the shops
block of flats
the road
turn right
turn left
the north
the south
the east
the west
Revisited language
la rivière
la montagne
the river
the mountain
Cross-curricular links
O
Cartes-images 1–12
Mots to go with Cartes-images
Feuille de travail 1.2a/1.2b
F
Resources for activities 7, 8 and follow-up work
PR
O
Music: 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 focus
O 5.1:
L 5.2:
KAL:
IU 5.3
LLS:
Prepare and practise a simple conversation, reusing familiar vocabulary and structures in new contexts
Make simple sentences and short texts
Develop accuracy in pronunciation and intonation
Compare symbols, objects or products which represent their own culture with those of another country
Apply grammatical knowledge to make sentences
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 soundchildren 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 waysin 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.
26
Module
1
Unit 2 – Teaching notes
Tout le monde 3
Ma ville
• 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?
• Place answers in response to
suggestions
• Invite volunteers
Select Qu’est-ce que c’est? to practise all twelve vocabulary items. Point to an image
and ask Qu’est-ce que c’est? When a child suggests an answer, drag it to the correct
picture. Check the answers by clicking on the reveal icon. Select volunteers to find 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.
F
If you have 45 minutes
O
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 gameand 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 teamsteams 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.
PR
O
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 pointspoints 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 words
Extension opportunity
Display jumbled-up words on the board (transport or places). For example train Ask more able could be rtian. Children work in pairs to ‘unjumble’ the words.
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 skillsthan 1.2a. Decide which to use with each child.
Cartes-images 7–12 and corresponding Mots Add the Cartes-images from this unit to the wall display started in the previous
unit. Volunteers read the Mots and stick them under the correct pictures.
27
Module
Unit 3 – Teaching notes
1
Tout le monde 3
Ma ville
Objectives
•
•
•
•
To
To
To
To
share the story Ma ville
become familiar with the alphabet A–J
recognise and say the difference in sound by adding the ‘magic’ e to the end of a word
learn to use street map co-ordinates in French
Minimum resources (activities 1–6)
Core language
Cartes images 1–12
Images électroniques
Livre électronique
Chamboule-tout (vert)
Chanson
Homemade cards with letters A–J printed on
New 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
Resources for activities 7, 8 and follow-up work
Additional language
une carte
un plan
le centre-ville
le tramway
Cross-curricular links
F
a map
a street map
the town centre
the tram
O
Cartes-images 1–12
Livre électronique
Piles of small Cartes-images per child
Six sentences ready on board
Feuille de travail 1.3a/1.3b
Feuille de travail 1 (I can …)
O
Literacy: Y5 T1 S1: Investigate word order by examining how far the order of words in sentences can be changed
Literacy: Y5 T1 W3: To use independent spelling strategies
Geography: NC Unit 6: Investigating our local area and to use and interpret maps
Key Stage 2 Framework focus
Listen attentively and understand more complex phrases and sentences
Understand that the order of words in a sentence influences the meaning
Apply knowledge of rules when building sentences
Recognise similarities and differences between places
PR
O 5.3
L 5.2: KAL:
IU 5.2:
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 buildingDisplay 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 • All the way through once
• Q and A work
• Repetition of alphabet 28
Select Livre électronique. The class listens to the story and looks at the pictures. Play
the story again. Stop at each picture and point to familiar images, asking questions
like, Montpellier est une ville ou un village? C’est un café ou une gare? On screen 4
point to the tram and discuss in English whether or not it is a good form of
Module
1
Unit 3 – Teaching notes
Tout le monde 3
Ma ville
• Study of co-ordinates on maptransport. 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
• Point out ‘magic’ e words
• Practise with nonsense words
Select Livre électronique. Go through the story. Ask children to find all the un/une,
in/ine words. Show the difference in sound the e makes, comparing it to the ‘magic
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.
F
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.
O
If you have an hour or more
O
6 • Chamboule-tout (vert)
Divide the class into two teams and type their team names in place of Equipe 1 and
Support opportunityEquipe 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.
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 songwords and perform actions. Play verses 1 and 2 again. Children join in when they can.
PR
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 CartesExtension opportunityimages 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 turningAsk the class to stand up. Call out compass points and directions for turning left and
right and the children do actions accordingly.
Negative sentence buildingUse 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 opportunityFeuille 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’ emade by the ‘magic’ e. Add words with and without the ‘magic’ e.
29
Module
Unit 4 – Teaching notes
1
Tout le monde 3
Ma ville
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
Core language
Minimum resources (activities 1–6)
Livre électronique
Compréhension
Chanson
Foam dice
Home made IWB activity for questions and answers
Mini whiteboards
New language
Où 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?
Revisited language
days of the week
Resources for activities 7, 8 and follow-up work
Cross-curricular links
O
Pupil activities: Ecouter vert and Ecouter rouge
Questions and answers on strips of laminated cards
cut up into words.
Feuille de travail 1.4a/1.4b
Where do you live?
I live in (+ town)
I live near / far away
from …
I live (2) km away
from …
I live in the north of
town.
What do you do on
(Saturdays)?
On (Mondays) I go to …
Where do you go in town?
F
Minimum resources (activities 1–6)
Listening Grade 1 and 2: Pupil activity: Ecouter vert
Listening Grade 2 and 3: Pupil activity: Ecouter rouge
Writing Grades 1 and 2: Feuille de travail 1.4a
Writing Grades 2 and 3: Feuille de travail 1.4b
O
Music: NC 4a: To listen with attention to detail and
to internalise and recall sounds with increasing
aural memory
Literacy: Y5: Use and explore different question
types and different ways words are used
Geography: Unit 6: Investigating our local area types
Breakthrough assessment opportunities
PR
Key Stage 2 Framework focus
O 5.2:
L 5.3:
KAL:
LLS:
Listen attentively and understand more complex phrases and structures
Write words, phrases and short sentences, using a reference
Recognise patterns in simple sentences
Plan and prepare – analyse what needs to be done to carry out a task
Starter activities
Foam dice Put some music on and pass a foam dice around the class. The child holding
Revise days of the weekthe dice when the music stops says a day of the week.
é and an soundsTell 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
30
Module
1
Unit 4 – Teaching notes
Tout le monde 3
Ma ville
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 opportunityfollowed 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.
F
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.
If you have 45 minutes
• 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 3–4first 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.
O
5
O
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 whiteboardstogether. 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.
PR
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 questionssamedi? 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 opportunitywith 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 recentlylearnt 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 gCall 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?
Cartes-images
Ask Où vas-tu en ville? Hold up a Carte-image and ask a child to say je vais +
the place you are holding. Continue with several children.
Follow-up work to do during the week
Feuille de travail 1.4a/1.4b
W assessment opportunity
Distribute Feuille de travail 1.4a (vert)
ability.
and 1.4b (rouge)
according to children’s
Start a word wall
Create another phoneme word wall for words containing gé and gi.
31
Module
Unit 5 – Teaching notes
1
Tout le monde 3
Ma ville
Objectives
• To watch and understand a video about places and activities in town
• To learn a tongue-twister
Minimum resources (activities 1–6)
Core language
Vidéo
Virelangue
Chanson
Feuille de travail 1.5
Chamboule-tout (vert)
Tu viens à l’école comment?How do you get to
school?
Je viens à l’école + I come here +
transport
transport
Tu habites loin de l’école?Do you live far from
school?
Resources for activities 7, 8 and follow-up work
F
Pupil activities: Lire vert and Lire rouge
Feuille de travail 1.5
Breakthrough assessment opportunities
Literacy: Y5 Presentation: Use a range of ICT
programs to present texts
ICT: 3a share and exchange information in a
variety of forms
Speaking Grades 1, 2 and 3: Feuille de travail 1.5
Reading Grades 1 and 2: Pupil activity: Lire vert
Reading Grades 2 and 3: Pupil activity: Lire rouge
Key Stage 2 Framework focus
Prepare a short presentation on a familiar topic
Re-read frequently a variety of short texts
Understand and use negatives
Recognise similarities and differences between places
Ask for repetition and clarification. Use context and previous knowledge to help understanding
Starter activities
O
O 5.4:
L 5.1:
KAL:
IU 5.2:
LLS:
O
Cross-curricular links
Write groups of three letters on the board. Call out a group of three letters and ask
children to pick out the correct one from the list on the board.
PR
Listen to and pick out groups of letters
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 languagewho 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 questionsthe 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
32
Module
1
Unit 5 – Teaching notes
Tout le monde 3
Ma ville
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 actionstheir 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
• 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
Grades 1, 2 and 3. Ask children the four questions individually to conduct a speaking
• Extension opportunity
Extend the interview with a partner using questions and answers they
• Support opportunityassessment.
Ask those who are not ready for Grade 1+
have used in this and other modules.
assessment to name the flashcards.
F
5
If you have an hour or more
O
6 • Chamboule-tout (vert)Play Chamboule-tout again. See Unit 3, page 29 for more details on how to play.
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 opportunityactivity, but there is audio support for the English questions. (Work together on the
whiteboard if there are no computers available.)
Allow children an opportunity to complete the speaking assessment, if they did not
have time earlier in the lesson.
O
8 • Feuille de travail 1.5
• S assessment opportunity
Plenary activities
Practise reading and start learning Virelangue
‘Unjumble’ questionsDisplay 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?
PR
Write the Virelangue on the board and ask the class to say it with you. Rub out a
few words and repeat. Choose volunteers to read aloud.
Follow-up work to do during the week
Station game in the hallCreate 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 opportunityRemind children that to say they don’t like doing something, they need to say je
They could act out their questions and answers as they saw
n’aime pas + verb.
in the Vidéo or use them in a PowerPoint presentation.
33
Module
Unit 6 – Teaching notes
1
Tout le monde 3
Ma 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
Breakthrough assessment opportunities
Virelangue
Chanson
Quiz
Feuille de travail 1.6
Chamboule-tout (rouge)
Mini whiteboards
Questions and answers on strips of card
Foam dice
Speaking Grades 1, 2 and 3 Feuille de travail 1.5
(complete)
Resources for activities 7, 8 and follow-up work
Cross-curricular links
O
Pupil activities: Langue vert, Langue rouge
Feuille de travail 1.5
Feuille de travail 1.6
F
Minimum resources (activities 1–6)
Literacy: Y5: Use and explore different question types and different ways words are used
Key Stage 2 Framework focus
Understand and express simple opinions
Make simple sentences and short texts
Develop accuracy in pronunciation and intonation
Look and listen for visual and aural clues
Starter activities
O
O 5.2:
L 5.2:
KAL:
LLS:
Mime words
Mouth and use gestures to depict words covered in this module. Children guess
Extension opportunitywhat it is. You could also invite volunteers to mime words for the class to guess.
Include some questions.
Dictation on mini whiteboardsCall 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.
PR
If you have 30 minutes
1 • Learn the Virelangue by heartDisplay 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.
whiteboardsChildren 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
34
Module
1
Unit 6 – Teaching notes
Tout le monde 3
Ma ville
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 onbank 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 actionshard 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
O
F
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
individuallysound 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.
O
8 • Feuille de travail 1.5
Allow children an opportunity to complete the Grade 1+ to 3 speaking assessment,
Those who are not ready for
• S assessment opportunityif they did not have time earlier in the module.
Grade 1+ assessment could name the flashcards.
Plenary activities
Hot potatoThrow 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.
PR
Stand up and sit downCall 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 …)
Children review progress Distribute Feuille de travail 1 (I can…) and discuss whether the children feel they
have made further progress.
35
Feuille de travail
1
I can …
Tout le monde 3
Nom ............................................... Classe .............................. Date ...................
Colour the boxes red, orange or green.
rouge = I am learning to do this
r o v
orange = I can do this with the class
vert = I can do this on my own
I can understand and say words for places in town and directions
I can read and copy words for places in town and directions.
I can write from memory words for places in town and directions.
I can say and use the French alphabet from A to J,
including understanding and giving grid references.
F
I can sing a song about places in town and directions.
O
I can listen to, understand and read aloud Ma ville.
I can say the tongue twister in this module.
I can say where I go to in town on different days
of the week, and how I travel there.
O
I can understand and ask questions about where I live,
using j’habite à + km de, près de and loin de.
PR
I can say where I go using Je vais / Tu vas au / à la …
and how I go there using en + transport.
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 write a paragraph that includes information about where I live.
I can change words in a sentence to alter the meaning.
I can put a short, simple sentence into the right order.
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.
36
Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.
1
Answers
Tout le monde 3
Feuille de travail 1.1
1 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.
2 Je vais au cinéma.
3 Je vais à la gare.
4 Je vais à plage.
5 Où vas-tu?
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 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.
O
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 1.4a (Ecrire vert: Grade 1–2 Writing
assessment)
F
Feuille de travail
Feuille de travail 1.5 (Grade 1–3 Speaking assessment)
O
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 1.3a (Lire vert)
Part A:
1 Voilà la gare.
2 Il y a un cinéma.
3 Voila la plage.
4 Il y a un parc.
5 Regarde les magasins.
6 Il y a un immeuble.
PR
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
2 She
3 She
4 She
5 She
6 She
lives in a flat near the station.
is twelve years old.
likes shopping with her mum.
does not like swimming.
has a dog.
plays with it in the garden.
Feuille de travail 1.6
Children listen to the song and use the words at the
bottom of the page to fill in the blanks.
1 nord
5 gauche
9 loin
2 près
6 sud
10 Comment
3 vas
7 la place
11 café
4 droite
8 Avec
12 qui
avec = with mais = but
Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.
37
Feuille de travail
1.1
Mots cachés
Tout le monde 3
Nom ............................................... Classe .............................. Date ...................
Trouve les mots dans la grille. Copie les mots.
Find the words in the grid. Copy the words.
1
12
2
3
__ __ __ __ __
__ __ __ __ __ __
__ __ __ __ __
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
c
é
â
e
v
i
p
e
o
v
o
i
t
u
r
t
l
i
r
r
c
a
f
é
g
o
I
u
c
h
é
o
s
t
e
r
e
f
b
o
p
h
a
r
j
a m
i
e
l
i
s
i
s
i
e
v
10
__ __ __ __ __ __ __
O
r
__ __ __ __ __
4
F
p
O
11
t
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
e
PR
9
__ __ __ __ __
8
5
__ __ __ __ __ __ __
6
7
_ _ _ _ _ _ _ _ _ _ _
__ __ __ __ __
__ __ __ __ __ __ __
__ __ __ __
__ __ __ __
m_rc__
pl _ c _
ri__è_e
pi____e
ca__
ga__
v_ l l _
t_a_n
b__l_n_erie
p_ _ ge
pos__
vo_t__e
Skill: L5.3 write words […] using a reference source
38
Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.
Feuille de travail
1.2a
Où vas-tu? (Langue vert)
Tout le monde 3
Nom ............................................... Classe .............................. Date ...................
A Regarde les images. Choisis ‘le’ ou ‘la’ et écris les mots.
Look at the pictures. Choose ‘le’ or ‘la’ and write the words.
Example:
1 le / la ___________.
2 le / la ___________.
5 le / la ____________.
O
4 le / la ____________.
nge
boula
O
3 le / la ___________.
F
le / la boulangerie.
6 le / la ____________.
riecafé lagepar
p
ccin
émarivièreplace
PR
B Ecris les mots dans le bon ordre. Write the sentences in the correct order.
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 vas6 Je au vais parc
-
?
.
Skill: L5.3 write words using a reference; KAL: apply knowledge of rules when building sentences.
Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.
39
Feuille de travail
1.2b
Où vas-tu? (Langue rouge)
Tout le monde 3
Nom ............................................... Classe .............................. Date ...................
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.
2 l _ p _ _ _ _
3 l _ p_ _ _
5 l _ c _ _ _ m _
6 l _ r_ _ _è _ _
7 l _ _ _ f _
4 l _ g _ _ _
F
1 l _ v _ _ l _
O
8 l _ p _ _ c _
9 l _ m _ _ _ _
10l _ p _ _ _ _ n e
O
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!
.
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.
.
PR
1 Je vais à la piscine.
à la plage Nı̂mes au musée taxi tramway
Où avion bus à la piscine au café Montpellier
Skill: L
5.3 write words using a reference;
KAL: manipulate language by changing an element in a sentence
40
Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.
Feuille de travail
1.3a
Les images (Lire vert)
Tout le monde 3
Nom ............................................... Classe .............................. Date ...................
A Relie lets phrases et les images. Join the sentences to the pictures.
1
4
Il y a un parc.
Voilà la gare.
2
Regarde les magasins.
5
Il y a un immeuble.
Voilà la plage.
6
F
3
O
Il y a un cinéma.
B Regarde l’image. Lis les phrases. Choisis vrai ou faux.
Look at the picture. Read the sentences. Choose true (vrai) or false (faux).
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
PR
O
Exemple: Il y a des voitures en centre-ville.
If you have finished, correct the sentences that are false.
Breakthrough Reading Grade 1: I can recognise and read out a few familiar words and phrases
Breakthrough Reading Grade 2: I can understand familiar written phrases
Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.
41
Feuille de travail
1.3b
Augustin et Caroline
Tout le monde 3
Nom ............................................... Classe .............................. Date ...................
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.
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
F
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.
4 likes going to the museum
vrai / faux
O
5 doesn’t like going to the beach vrai / faux
6 is going to the train station
vrai / faux
PR
O
B Lis le texte. Ecris les réponses en anglais. Read the text. Answer the questions
in English.
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.
1 Where does Caroline live?
2 How old is she?
3Who 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?
Breakthrough Reading Grade 2: I can understand familiar written phrases
Breakthrough Reading Grade 3: I can understand the main point(s) from a short written text in clear
printed script
42
Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.
Feuille de travail
1.4a
Ma ville (Ecrire vert)
Tout le monde 3
Nom ............................................... Classe .............................. Date ...................
A Trouve les mots et remplis les blancs. Find the words and fill in the gaps.
2
4
5
mal
6
amontagne
la p la g e le p a r c l’im
O
né
leci
3
F
1
____
12
meu
b lel’h ô t
eldeville
PR
O
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.
1 Nadia:
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
a
b
c
d
J’habite dans un chalet.
J’habite dans le nord de
Montpellier.
Il y a une gare.
Le samedi, je vais au musée.
2 Me:
Type of home you live in
Where in town you live
A place in your town or village
Where you go on Saturdays
a
b
maison parc cinéma
le sud l’est l’ouest
Breakthrough Writing Grade 1: I can write simple words to a model
Breakthrough Writing Grade 2: I can write 1 or 2 short sentences to a model and fill in the words
on a simple form
Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.
43
Feuille de travail
1.4b
Mes activités (Ecrire rouge)
Tout le monde 3
Nom ............................................... Classe .............................. Date ...................
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.
____
12
Henri:
a
b
Activity he likes
faire de la natation
c
Where he goes
à la piscine
d
Where he doesn’t like to go au musée
What he lives near
l’hôtel de ville
F
Me:
J’habite près de l’hôtel de ville.
J’aime faire de la natation.
Je vais à la piscine.
Je n’aime pas aller au musée.
a
What you live near
Where you go in town
Where you don’t like to go
b
O
Activity you like
O
B Regarde les images. Ecris trois phrases. Look at the pictures. Write three
sentences.
PR
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.
Montpellier cinéma magasins il y a
café tramway ville je vais
Exemple: J’habite à Montpellier.
1
2
3
Breakthrough Writing Grade 2: I can write 1 or 2 short sentences to a model and fill in the words on a simple form
Breakthrough Writing Grade 3: I can write a few short sentences with support using expressions which I
have already learned
44
Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.
Feuille de travail
1.5
Dis-moi! (Parler)
Tout le monde 3
Nom ............................................... Classe .............................. Date ...................
Réponds aux questions. Utilise les images pour les réponses.
Answer the questions. Use the picture clues to help you make
up your answers.
____
12
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.
O
1 Où habites-tu?
O
F
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.
PR
2 Qu’est-ce qu’il y a dans ta ville?
3 Ou vàs-tu dans la ville?
4 Comment y vas-tu?
Breakthrough Speaking Grade 1: I can say/repeat a few words and short simple phrases
Breakthrough Speaking Grade 2: I can answer simple questions and give basic information
Breakthrough Speaking Grade 3: I can ask and answer simple questions and talk about my interests
Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.
45
Feuille de travail
1.6
Ma ville
Tout le monde 2
Nom ............................................... Classe .............................. Date ...................
Remplis les blancs. Fill in the gaps.
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 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.
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 _______________
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.
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.
PR
O
O
F
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 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.
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.
qui
gauche
avec
sud
vas
comment
droite
loin
nord
près
la place
café
Skill: O5.3 listen attentively and understand more complex phrases and sentences
46
Tout le monde © Pearson Education Ltd 2008. Copying permitted for purchasing schools only. This material is not copyright free.