SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Rouge Module 2 J’arrive
Unité 1 pp24-25 La famille de Ludo / Activity no.
Learning objectives / Talking about your family: saying who they are and what they do
Grammar / future tense (aller + infinitive)
masculine and feminine endings
Skills
(Programmes of Study – 2008) / 2.1c knowledge of language
2.1e use reference materials
2.2i reuse language they have met
2.2k deal with unfamiliar language
3c apply grammar
4b communicate in pairs etc.
4d make links with English / 1
1, 2a
3
1, 2a
2c, 3
2a, 2c
2a
Contexts / Personal and social life
Learning outcomes …
Listening and responding / AT1/4 / Understand details of future plans / 2b
Speaking / AT2/3–4 / Say what jobs people do and are going to do / 2a, 2c
Reading and responding / AT3/3–4 / Understand information about a family / 1
Writing / AT4/3 / Write about what job someone will do and where / 3
Key language / Mon père / Ma mère / Mon frère / Ma soeur s’appelle ... .
Il / Elle est grand(e) / petit(e) / brun(e).
Il / Elle est étudiant(e) / instituteur (institutrice) / médecin / menuisier / coiffeur (coiffeuse) / infirmier (infirmière).
Il / Elle est au chômage.
Il / Elle travaille à son compte.
Il / Elle travaille dans un bureau / à la poste / sur un chantier.
Je vais (faire) ... .
Il / Elle va (travailler) ... .
ICT Opportunities / Using Fun With Texts : Scrambler option, as suggested on TB p42
Reinforcement / Rouge workbook, p13
A toi!, PB, p116
Extension / En plus, PB pp36–37
Resources / Cassette A, side 2 or CD 1, track 10
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Rouge Module 2 J’arrive Unité 2 pp26-27 À la maison / Activity no.
Learning objectives / Talking about your home
Grammar /

depuis

ordinal numbers: premier / première, deuxième, troisième
Skills
(Programmes of Study – 2008) / 2.1d work out meaning
2.2a listen for gist/detail
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2j adapt previously learned language
3b sounds and writing
3c apply grammar
3d use a range of vocab/structures
4e use a range of resources
4g use TL in engaging topics / 1b
2a
1a
1c, 2b
2d, 3
1a
2b
2d, 3
2d
3
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/3 / Understand where people live and how long they have been there / 2a
Speaking / AT2/3–4 / Talk about your accommodation and that of other people / 1a, 1c,
2b, 3
Reading and responding / AT3/3–4 / Understand descriptions of houses and key expressions / 1a, 1b, 2c
Writing / AT4/3–4 / Draw up plan of a house and describe / 2d
Key language /

C’est une grande maison / un grand appartement.

Au rez-de-chaussée, il y a ... .
En bas / Au sous-sol / Au premier étage, il y a ... .
la cave, la chambre, la cuisine, la salle de bains, le salon
Nous habitons ... depuis ... .
ICT Opportunities / Using the internet: consult websites giving descriptions of holiday accommodation. Using the Yahoo search engine, select location devacances, choose a region then click on an individual property:

Reinforcement / Rouge workbook, p14
Extension / A toi!, PB p117
Resources / Cassette A, side 2 or CD 1, track 11
R & A File: worksheets 1–4, pp28–31
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Rouge Module 2 J’arrive
Unité 3 pp28-29 Est-ce que je peux ...? / Activity no.
Learning objectives / Asking if you may do something
Saying you are hungry / thirsty / cold / hot etc.
Grammar / expressions with avoir: j’ai faim, j’ai soif, j’ai froid, j’ai chaud, j’ai besoin de ..
pouvoir – all forms of present tense
Je peux ...?
Skills
(Programmes of Study – 2008) / 2.1d work out meaning
2.2a listen for gist/detail
2.2e ask and answer questions
3a spoken and written language
3c apply grammar
3d use a range of vocab/structures
4a use language within the classroom
4b communicate in pairs etc. / 2a
1a, 3a
1b,3b
1b
1b, 3b
3c
1b, 3b
3b
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/3 / Understand responses to your requests; understand domestic chores / 1a, 3a
Speaking / AT2/3-4 / Make requests; describe the chores that people have done / 1b, 3b
Reading and responding / AT3/2 / Understand the links between needs and solutions to them / 2a
Writing / AT4/4 / Express your own needs; say what others needed to do / what they did / 2b, 3c
Key language / Est-ce que je peux ... téléphoner à mes parents / manger / boire quelque chose?
J’ai faim / soif / froid / chaud.
Il / Elle devait ... .
vraiment
ICT Opportunities / Word processing – using a table: create a table with three columns for activity 3c. 1 = names, 2 = the things they were supposed to do and 3 = the things they were not supposed to do.
Reinforcement / Rouge workbook, p15
Extension
Resources / Cassette A, side 2 or CD 1, track 12
R & A File: worksheet 5, p32; grammar 1–2, pp33–34
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:

Métro 3 Rouge Module 2 J’arrive

Unité 4 pp30-31 La boum. Mettons la table! / Activity no.
Learning objectives / Helping with the preparation for a party and saying what you need
Choosing a menu Setting the table
Grammar / il faut + infinitive
it: le, la them: les
some of it / them: en
Skills
(Programmes of Study – 2008) / 2.1c knowledge of language
2.1e use reference materials
2.2b skim and scan
3a spoken and written language
3c apply grammar
4a use language within the classroom / 1a
1a, 1b
1b
1d
1d, 2b
2a
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/4 / Understand what someone needs to get for a party / 1c
Speaking / AT2/3–4 / Say what is needed for a party / 1d, 2a
Reading and responding / AT3/4 / Understand a party invitation and who will be bringing what / 1a, 1b
Writing / AT4/2 / Write a menu for a party and list other needs / 2b
Key language /

Je vais apporter des pizzas.

Denis va apporter des chips.
l’assiette, le bol, le couteau, la cuillère, la fourchette, la paille, le sac en plastique, le sac poubelle, le saladier, les serviettes en papier, le verre
ICT Opportunities / Using a graphics program: design party invitation using graphics program as suggested on p51 of the TG. Copy and paste clipart and vary the size and colour of the text to add interest.
Reinforcement / Rouge workbook, p16
Extension / En plus, PB p38
Resources / Cassette A, side 2 or CD 1, track 13
R & A File: grammar 3, p35 (or save for Unit 5)
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Métro 3 Rouge Module 2 J’arrive
Unité 5 pp32-33 On s’entend bien, ou on s’entend pas? / Activity no.
Learning objectives / Talking about how you get on with people
Saying what you have to do
Grammar / reflexive verbs: s’amuser, se disputer, s’entendre avec, s’énerver, se plaindre
devoir: present tense – all forms
Skills
(Programmes of Study – 2008) / 2.1c knowledge of language
2.2a listen for gist/detail
2.2b skim and scan
2.2e ask and answer questions
2.2j adapt previously learned language
2.2k deal with unfamiliar language
3c apply grammar
4f language for interest/enjoyment / 1a, 1b
2a
1a, 1b
1c
1c
1a
2c
3
Contexts / Personal and social life
Learning outcomes …
Listening and responding / AT1/5 / Understand someone talking about their home life / 2a
Speaking / AT2/3-4 / Discuss members of the family; discuss aspects of home life / 1c, 2b
Reading and responding / AT3/5 / Understand text about family relationships / 1a, 1b
Writing / AT4/4 / Write about whether you and others get on with people / 2c, 3
Key language / Je (ne) m’entends (pas) bien avec ... parce que (qu’) ...
Il / Elle (ne) s’entend (pas) bien avec ... parce que (qu’) ...
... il /elle m’aide à faire mes devoirs / est rigolo / me laisse jouer sur son ordinateur (écouter ses disques) / vient dans ma chambre / est gâté(e) /a toujours tout ce qu’il / elle veut / m’empêche de regarder la télé (sortir le soir avant d’avoir fini mes devoirs).
Mon frère m’énerve quand ... .
ICT Opportunities
Reinforcement / Rouge workbook, p17
Extension
Resources / Cassette A, side 2 or CD 1, track 14
R & A File: grammar 3, p35
Homework
Notes