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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.

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