Module 1: C'est perso (Pupil Book pp. 6–25) - Pearson
Module 1: C'est perso (Pupil Book pp. 6–25) - Pearson
Module 1: C'est perso (Pupil Book pp. 6–25) - Pearson
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2 Écoute et écris les bonnes lettres<br />
pour Abdel (a, b ou c). (1–3) (AT 1.3)<br />
Listening. <strong>Pupil</strong>s listen to Abdel completing a<br />
quiz with a friend and write the letters of Abdel’s<br />
responses. Draw pupils’ attention to the tip box on<br />
using intensifi ers to make their own speech and<br />
writing more interesting and <strong>perso</strong>nal.<br />
Audioscript CD 1 track 7<br />
– Alors, Abdel, comment es-tu? Numéro 1: Tu es<br />
modeste?<br />
Voici les réponses:<br />
a Je suis très modeste.<br />
b Je suis assez modeste.<br />
c Je ne suis pas modeste.<br />
– c Je ne suis pas modeste.<br />
– D’accord. Numéro 2: Alors, tu es drôle?<br />
Voici les réponses:<br />
a Je suis très drôle.<br />
b Je suis assez drôle.<br />
c Je ne suis pas drôle.<br />
– a Je suis très drôle.<br />
– Numéro 3: Abdel, tu es intelligent?<br />
a Je suis très intelligent.<br />
b Je suis assez intelligent.<br />
c Je ne suis pas intelligent.<br />
– b Je suis assez intelligent. Eh oui …<br />
Answers<br />
1 c 2 a 3 b<br />
Starter 2<br />
Aim<br />
To recognise adjective agreement<br />
<strong>Pupil</strong>s listen as you read out a series of adjectives.<br />
They indicate the gender of each as follows:<br />
masculine – stand up; feminine – hands on head;<br />
could be either from the spoken form – both<br />
arms in the air.<br />
Read out the adjectives one at a time: branché,<br />
gentille, drôle, charmant, généreuse, modeste,<br />
poli, curieux, intelligente.<br />
Finish by prompting with the masculine form<br />
of each adjective and asking pupils to say and<br />
spell the feminine form.<br />
Studio Grammaire: être<br />
(present singular)<br />
Use the Studio Grammaire box to review the<br />
present singular forms of être. There is more<br />
information and further practice on <strong>Pupil</strong><br />
<strong>Book</strong> p. 22.<br />
25<br />
3 Comment je me vois<br />
C’est <strong>perso</strong> 1<br />
3 En tandem. Fais le quiz. Demande si<br />
ton/ta camarade est d’accord. (AT 2.3)<br />
Speaking. In pairs: pupils do the quiz on their own,<br />
then ask their partner if they agree with the answers<br />
they have given. A language box and a sample<br />
exchange are su<strong>pp</strong>lied.<br />
4 Lis le texte et termine les phrases en<br />
anglais. (AT 3.4)<br />
Reading. <strong>Pupil</strong>s read the text and complete the<br />
sentences summarising it in English.<br />
Answers<br />
1 curious 2 intelligent 3 important<br />
4 music and mangas 5 spaghetti<br />
5 Lis le texte. Vrai (V) ou faux (F)?<br />
(AT 3.3)<br />
Reading. <strong>Pupil</strong>s read the text and decide whether<br />
the statements about it are true (V) or false (F).<br />
Answers<br />
1 V 2 F 3 V 4 F 5 F 6 V<br />
R<br />
6 Décris-toi et un copain/une copine.<br />
(AT 4.3)<br />
Writing. <strong>Pupil</strong>s write a description of themselves and<br />
a friend. A framework is su<strong>pp</strong>lied. When they have<br />
fi nished, ask them to read their text over and make<br />
corrections as necessary.<br />
If you have connections with a partner school, pupils<br />
could email their texts to their French peers to<br />
introduce themselves.<br />
Plenary<br />
Go round the class. The fi rst pupil makes a<br />
statement describing himself/herself (e.g. Je<br />
suis branché(e).) The next pupil responds to<br />
this (Je suis d’accord./Je ne suis pas d’accord.),<br />
then makes a statement about himself/herself<br />
for the next pupil to reply to, and so on round<br />
the class.<br />
Alternative Plenary:<br />
Use ActiveTeach p. 13 Grammar practice to<br />
review avoir and être.