Blaenau Gwent Schools Year 8 Scheme of Work. UNIT 1 January April 2012

Transcription

1 Blaenau Gwent Schools Year 8 Scheme of Work UNIT 1 January April 2012 Objectives To express likes and dislikes and give reasons To make considered comparisons in English as well as the TL and give reasons To take part in class / group / paired discussion about the theme in English and the TL To conduct oral / written surveys in the TL using appropriate questions in the TL To summarize and report orally / in writing on the results of surveys undertaken in the TL To develop confidence + promote creativity in the TL Activities Resources Skills 1. In pairs / groups, put cards (in English) in rank order of happiest countries in their opinion. Follow with discussion in English about their ratings. 2. In pairs / groups, match country cards in English with those in the MFL. 3. Read English article about UNICEF survey. Discuss suggested questions + complete true or false exercise focussing on adjectives / comparatives / superlatives in English. 4. Dominoes game focussing on key structures for comparing countries + key vocabulary, using find the French/Spanish suggestions 5. Pupils now look at the French article from the dominoes activity in its entirety. Pupils complete the cognates worksheet they make a note of any words from the text in the TL they think they recognize + then note their meaning in English. 6. Compare information in article with their rank order of countries were Rank order cards Country matching cards Reading text: How happy are you? French article about UNICEF survey dominoes. Full French article about UNICEF survey. Cognates worksheet.

2 they right why? (Encourage pupils to use TL to make comparisons e.g. Selon le sondage, la France est un pays plus heureux que la Grande Bretagne etc.) 7. In groups / pairs take part in mind mapping exercise what makes you happy? Discussion can be in English but pupils should come up with a list of at least 5-10 things that make them happy in the TL. If set as homework preparation task, pupils could bring in pictures / items that make them happy with them to the lesson to add to the map. 8. At this point you could also try the diamond ranking activity where pupils put the cards into a diamond shape based on how important they think they are to their happiness 9. Pupils must use dictionaries to find new vocabulary for what makes them happy. Teachers may want to spend some time on skill of using a bilingual dictionary and understanding abbreviations used in dictionaries (e.g. fn, mn, adj, v etc). Place lists created from previous activity around classroom and groups move in carousel to look at other groups lists they must then use post it notes to show whether they agree / disagree A4 paper Flipchart/poster paper Diamond ranking cards Bilingual dictionaries.

3 with the items on the lists. 10. Create an online survey to find out what makes people happy or conduct oral survey in class. 11. Class feedback from previous activity + create class version of things that make us happy (in rank order possibly). 12. Pupils now listen to a podcast where young people from France talk about the things that make them happy and complete tasks including comparing with the class list. 13. Create an acrostic poem entitled Recette pour le Bonheur. 14. Prepare for Speaking / Writing Assessment tasks 15. Use the class mind map as springboard for further work on : food / hobbies / sport / technology 16. Metro 3 (Red), p.32 : On s entend bien 17. Metro 3 (Red), p.84 (Module 5), Copains, copines «J ai un problème» text 18. Metro 3 (red), p. 86 Les temps changent 19. Use technology theme as Google docs / Survey monkey? Poster paper. Listening activity. Using Talk your way to success resources (Denbigh High School). Record / film presentations for peer / self assessment. Task 1: What makes you happy / What s happiness? Task 2: Past versus present : compare who s happier and why (pupils v parents) incorporating past tenses. Could also be done as reading / writing task if model answer given. Schools use resources as appropriate for food/hobbies/sport Complete exercises 1a, 1b, + listening 2a. Complete exercises 2a, 3a + 3b. Lower ability laminate text + pupils highlight certain words / phrases. Use J ai un problem as listening activity whilst practising reading play audio, children read as they listen, stop audio what comes next? Give general gist questions on the text. MC Solaar song Les temps changent - sequence lyrics, create own rap. Leading to introduction of imperfect tense.

4 springboard for introducing the imperfect tense. What used to make you / your parents / grandparents happy? Complete exercise 1 2b from OCR textbook. 20. Match image cards to text cards then match them to past or present. Listening exercise 2b to check. 21. Complete exercises on Quand j étais petit(e) PPT. 22. Conduct survey amongst parents / guardians + report back. 23. Create a play about past + present likes + dislikes based on research done on theme so far + perform. Groups of pupils should peer assess based on given success criteria, including references to present, past, opinions, linking words, well acted, funny good pronunciation etc. Link with Welsh?English departments to create trilingual version of the play. Comment compare les loisirs? Unit from OCR textbook Matching cards PPT Core Language and Structures / Grammar Vocabulary for countries La France est un pays plus / moins heureux que la Grande Bretagne etc. Le plus heureux / le moins heuerux. Je suis d accord / Je ne suis pas d accord Qu est-ce qui te rend heureux(se)? Cela me rend heureux (se) / cela ne me rend pas heureux (se) /.. me rend / me rendent plus / moins heureux(se) que. Expressing + justifying opinions : J aime / Je n aime pas / Je préfère etc parce que c est Definite article + feminie / masculine / singular / plural nouns Adjectives : Comparatives + superlatives Personal pronouns including understanding + using «on» Present tense: verbs for expressing opinions, regular verbs (e.g. jouer / regarder etc associated with hobbies / sport) + common irregular verbs

5 (e.g. faire / aller / être / avoir etc) Imperfect tense: e.g. Quand j étais petit(e), je jouais / regardais / faisais, il y avait C était, etc Linking words Questions PoS Skills in MFL Wider skills Oracy 1-13 Reading 1-11 Writing 1-13 Range Intercultural Understanding 1-6 Language Learning Strategies 1-9 Activities + Contexts 1-9 Triple Literacy Developing Thinking Developing Communication Developing ICT Curriculum Cymreig PSE Cross Curricular