Scheme of Work - CILT Cymru
Scheme of Work - CILT Cymru
Scheme of Work - CILT Cymru
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Flint High School – MFL Department – Year 7 French SOW - Unit 1 – Moi et ma famille<br />
UNIT OBJECTIVES<br />
LANGUAGE SKILLS DEVELOPMENT<br />
• To greet someone and ask how they are.☺ • To recognise and use the different subject • Pronunciation <strong>of</strong> alphabet and sound<br />
• To ask how something is spelt and spell<br />
pronouns.☺☺<br />
patterns. ☺☺<br />
words.☺☺<br />
• To use the verbs etre, avoir and s’appeller to • Simple sentence building. (Subject+ verb +<br />
• To understand that French nouns have<br />
describe yourself☺ and your family.☺☺<br />
object.) and use <strong>of</strong> simple connectives to link<br />
different genders and words for ‘a’ and ‘the’. • To use ne..pas to make verbs negative. ☺☺<br />
sentences. ☺☺<br />
And start to look up nouns in a bilingual<br />
• To use the correct word for ‘my’ with family • To give presentations. ☺☺<br />
dictionary.☺☺<br />
members / pets.☺☺<br />
• To pick out key words/ cognates when<br />
• To count to 69 in French. To write dates in • To understand that the gender <strong>of</strong> a noun can<br />
listening.☺<br />
French and say when your birthday is. (to<br />
affect the spelling <strong>of</strong> adjectives. (using pets • To survey and discuss / write up results .☺<br />
20☺ to 31☺☺ to 69☺☺☺)<br />
and colours).☺☺☺<br />
• To use techniques for memorising new<br />
• To use and recognise ‘ il y a…’☺☺<br />
language .☺<br />
LEARNING ACROSS THE CURRICULUM KEY SKILLS CULTURAL FOCUS<br />
CWRICWLWM CYMREIG: cognates in Welsh<br />
PSE: French festivals<br />
Oracy<br />
• To conduct a survey about pets and report<br />
back on responses Levels 1 – 4 (NUMERACY)<br />
• To give a presentation about using personal<br />
details Levels 1 – 4 (COMMUNICATION)<br />
• (See also Reading Task)<br />
COMMUNICATION: presentations<br />
NUMERACY: surveys<br />
IMPROVING OWN LEARNING & PERFORMANCE<br />
(THINKING): memorising language / listening<br />
strategies<br />
ICT: Putting accents into work<br />
KEY & LANGUAGE SKILLS LINKED ASSESSMENT TASKS<br />
Reading<br />
• Letter on Page 22 Equipe 1 (Listen first<br />
then listen and read for more detail)<br />
Level 1 - 3 (IMPROVING OWN LEARNING<br />
AND PERFORMANCE)<br />
• Reading Task Page 125 Equipe 1 Ex 3a Level<br />
3 +<br />
RESOURCES: Boardworks Unit 1&2 (Y7), F19&20 Équipe 1 Feuilles à Photocopier<br />
French Handwriting/ accents, French Alphabet<br />
Song, French Festival calendar, Christmas in<br />
France.<br />
Writing<br />
• 3 Spelling tests using 3 different techniques<br />
to learn words – assess which is the most<br />
effective Level 1 – 2 (IMPROVING OWN<br />
LEARNING AND PERFORMANCE)<br />
• To write a presentation about yourself and<br />
your family Level 1 – 4 (COMMUNICATION)
Bonjour = Hello<br />
Salut = Hi<br />
Bon soir = Good evening<br />
Bonne nuit = Good night<br />
Au revoir = Good bye<br />
Ça va? = How are you<br />
Ça va = I’m fine<br />
Ça ne va pas = I’m not fine.<br />
Comment tu t’appelles = What’s your name ?<br />
Je m’appelle… = My name is…<br />
Quel âge as-tu? = How old are you?<br />
J’ai…ans = I’m… years old.<br />
Unit 1 – Moi et ma famille – Language the pupils should know (Learning Outcomes)<br />
☺ ☺☺ ☺☺☺<br />
Comment ça s’écrit? = How is it spelt?<br />
Il/Elle s’appelle… = He / She is called<br />
Il/Elle a…ans = He/She is … years old.<br />
Je n’ai pas de… = I haven’t got…<br />
Il y a… = There is…<br />
Dans ms famille… = In my family…<br />
Mon frère = my brother<br />
Ma soeur = My sister<br />
Mon père = My dad<br />
Ma mère = My mum<br />
Un chien = a dog<br />
Un chat = a cat<br />
Un lapin = a rabbit<br />
Un serpent = a snake<br />
Un cheval = a horse<br />
Un poisson = a fish<br />
Un hamster = a hamster<br />
Un oiseau = a bird<br />
Une souris = a mouse<br />
Une tortue = a tortoise<br />
Les cheveux = hair<br />
roux/blonds/bruns = red/brown/blonde<br />
Les yeux = eyes<br />
bleus/verts/marron/gris = blue/green/brown/grey<br />
rouge/rouge/rouges/rouges = red<br />
bleu/bleue/bleus/bleues = blue<br />
vert/verte/verts/vertes =green<br />
jaune/jaune/jaunes/jaunes = yellow<br />
noir/noire/noirs/noires = black<br />
blanc/blanche/blancs/blanches = white<br />
marron/marron/marron/marron = brown<br />
violet/violette/violets/violettes = purple
• To learn the verb habiter and use it to say<br />
where someone lives. ☺(je)☺☺(others)<br />
• To say what rooms there are in your house<br />
(il y a…) ☺<br />
• To understand descriptions <strong>of</strong> someone’s<br />
house. ☺<br />
• To say what there is in your bedroom. ☺<br />
Flint High School – MFL Department – Year 7 French SOW - Unit 2 – Où j’habite<br />
UNIT OBJECTIVES<br />
LANGUAGE SKILLS DEVELOPMENT<br />
• To understand descriptions <strong>of</strong> someone’s<br />
bedroom.☺<br />
• To use adjectives correctly to describe<br />
items in your bedroom. ☺☺<br />
• To give simple opinions using C’est+<br />
adjective☺☺☺<br />
• To use common present tense verbs to say<br />
what you do in your bedroom ☺☺☺<br />
• To develop more complex sentences<br />
using connectives and adjectives.☺☺☺<br />
• Sound patterns ☺☺<br />
• High frequency word/verbs☺☺☺<br />
• To develop questioning techniques. ☺☺<br />
• To develop your dictionary skills☺☺<br />
• To use high frequesncy verbs /<br />
dictionaries to form original sentences.<br />
☺☺☺<br />
• To develop conversations ☺☺<br />
• To develop reading skills ☺☺<br />
• To use sound patterns to read aloud. ☺☺<br />
LEARNING ACROSS THE CURRICULUM KEY SKILLS CULTURAL FOCUS<br />
PSE: Francophonie ( Geography)<br />
CWRICWLWM CYMREIG: To compare<br />
francophone countries to Wales<br />
Oracy<br />
• Record role play on room Level 1 – 4<br />
(WORKING WITH OTHERS)<br />
• Listening Ex 5 Page 95 Equipe 1 Level 1 -<br />
4<br />
WORKING WITH OTHERS: developing<br />
Geography <strong>of</strong> Francophonie / France<br />
converstations in pairs (Drama theatre lesson)<br />
PROBLEM SOLVING(thinking): strategies to<br />
develop reading / house designing according to<br />
brief ( reading / library lesson)<br />
ICT: Using digital voice recorders/video to record<br />
role plays.<br />
KEY & LANGUAGE SKILLS LINKED ASSESSMENT TASKS<br />
Reading<br />
• Reading Ex Pg94 Equipe 1 Level 1 - 3<br />
• Feuille 100 Feuilles à photocopier Equipe<br />
1 Level 4 – 5 (PROBLEM SOLVING)<br />
Writing<br />
• Write out role play on room Level 1 - 5<br />
• Write a description <strong>of</strong> your ideal<br />
bedroom Level 1 - 5<br />
RESOURCES: Boardworks Unit 3 (Y7)
Unit 2 - Où j’habite – Language the pupils should know (Learning Outcomes)<br />
J’habite à… - I live in…<br />
Une maison = A house<br />
Une appartement = An appartment<br />
Au Pays de Galles = In Wales<br />
En France = In France<br />
Dans ma chambre il y a… = In my room there is…<br />
Un lit = a bed<br />
Un ordinateur = A computer<br />
Une télé = A telly<br />
Des posters = posters<br />
Une armoire = A wardrobe<br />
Une commode = A chest <strong>of</strong> drawers<br />
Une table = a table<br />
Une chaise = A chair<br />
Des étagères = shelves<br />
Dans ma maison il y a… = In my bedroom there is…<br />
Une chambre = A bedroom<br />
Un salon = A living room<br />
Une salle à manger = A dining room<br />
Une cuisine = A kitchen<br />
Une salle de bain = A bathroom<br />
Une cave = A cellar<br />
Un WC = A toilet<br />
Un jardin = A garden<br />
☺ ☺☺ ☺☺☺<br />
Il habite… = He lives…<br />
Elle habite… = she lives…<br />
Les murs sont…= the walls are<br />
Le tapis est…= The carpet is…<br />
C’est fantastique = It’s fantastic<br />
C’est confortable = It’s comfortable<br />
C’est cool = Its cool<br />
C’est nul = It’s rubbish<br />
Ça va = It’s OK<br />
Au sous-sol = On the ground floor<br />
Au rez-de-chaussée = On the ground floor.<br />
Au premier étage = on the first floor<br />
Au deuxième étage = on the second floor<br />
Au bord de la mer = by the sea<br />
A la montagne = In the mountains<br />
Dans le nord /sud/est/ouest =<br />
In the north/south/east/west<br />
Près de la frontière = By the border<br />
Grand/grande/grands/grandes = big<br />
Petit/petite/petits/petites = small<br />
Je regarde la télé = I watch the telly.<br />
Je lis une livre/une magazine = I read a book / a<br />
magazine.<br />
J’écoute de la musique = I listen to music.<br />
Je fais mes devoirs = I do my homework.<br />
Je joue à l’ordinateur / sur une console. = I play on<br />
the computer / on a games console.<br />
Je surfe sur l’internet. = I surf the internet.<br />
Je dors = I sleep
Flint High School – MFL Department – Year 7 French SOW - Unit 3 – Ma journée scolaire<br />
UNIT OBJECTIVES LANGUAGE SKILLS DEVELOPMENT<br />
• To understand school subjects.☺<br />
• To give and understand opinions about school<br />
subjects. (J’aime.. parce que c’est +<br />
adjective). ☺☺<br />
• To describe teachers ☺☺<br />
• To learn numbers to 100.☺☺☺<br />
• To use reflexive verbs to describe your daily<br />
routine.☺☺<br />
• To understand someone’s daily routine.☺☺<br />
• To tell the time (12 hour clock)☺☺ (24<br />
hour clock) ☺☺☺<br />
• Sequencing connectives.☺☺<br />
• Quantifiers☺☺☺<br />
• To redraft and produce longer pieces <strong>of</strong><br />
writing. ☺☺<br />
• To adapt texts/ conversations for your own<br />
writing/speaking. ☺☺<br />
• To use other verbs from pupils booklet to<br />
form their own sentences ☺☺☺<br />
LEARNING ACROSS THE CURRICULUM KEY SKILLS CULTURAL FOCUS<br />
PSE: School in Francophone countries<br />
ICT: Research a French School / Redrafting work School in francophone countries.<br />
Careers and world <strong>of</strong> work: A day in the life <strong>of</strong>… IMPROVING YOUR OWN LEARNING AND<br />
PERFORMANCE(thinking): Improving and redrafting<br />
written work<br />
NUMERACY: 24 hour clock<br />
KEY & LANGUAGE SKILLS LINKED ASSESSMENT TASKS<br />
Oracy<br />
• Feuille 44 Feuille à Photocopier Equipe<br />
1 Level 1 - 4<br />
• End <strong>of</strong> year speaking test on year 7<br />
speaking questions Level 1 - 5<br />
Reading<br />
• Reading Passage Pg 120 or Pg 121Ex 2a,<br />
2b, 2d & 2f Level 1 - 5<br />
Writing<br />
• To produce and then redraft a piece <strong>of</strong><br />
writing about a typical school day Level<br />
1 – 5 (ICT and IMPROVING OWN<br />
LEARNING AND PERFORMING)<br />
RESOURCES: Bordworks unit 5 (Y7)
Unit 3 - Ma journée scolaire – Language the pupils should know (Learning Outcomes)<br />
☺ ☺☺ ☺☺☺<br />
Je fais… = I do…<br />
J’étudie = I study…<br />
Ma matière préférée est… = My favourite subject is…<br />
Le français = French<br />
L’anglais = English<br />
Le gallois = Welsh<br />
Les maths = Maths<br />
Les sciences = Science<br />
L’informatique = IT<br />
La technologie = Technology<br />
Le dessin = Art<br />
La musique = Music<br />
L’art dramatique = Drama<br />
L’histoire = history<br />
Le géographie = Geography<br />
La religion = RE<br />
La biologie = Biology<br />
La chimie = chemistry<br />
La physique = Physics<br />
L’education civique = PSHE<br />
L’allemand = Geman<br />
L’espagnol = Spanish<br />
Je me reveille = I wake up<br />
Je me lève = I get up<br />
Je me lave = I have a wash<br />
Je me brosse les dents = I brush my teeth<br />
Je m’habille = I get dressed<br />
Je prends le petit déjeuner / le déjeuner / Le diner =<br />
I have my breakfast / lunch/ dinner.<br />
Je mange à la cantine = I eat in the canteen<br />
Je vais au collège = I go to school<br />
J’arrive au collège = I go to school<br />
Je rentre à la maison = I go home<br />
Je fais mes devoirs = I do my homework.<br />
Je me couche = I go to bed.<br />
sévère = strict<br />
sympa = nice<br />
calme = calm<br />
patient(e) = patient<br />
impatient(e) = impatient<br />
faché(e) = angry<br />
comprehensif/ive = understanding<br />
D’abord = First <strong>of</strong> all<br />
Puis = Then<br />
Plus tard = later<br />
Le matin = In the morning<br />
L’après-midi = In the afternoon<br />
Le soir = In the evening<br />
Les cours commencent à… = Lessons start at…<br />
Les cours finissent à…= Lessons finish at…<br />
trop = too<br />
très = very<br />
un peu = a bit<br />
assez = quite