What are the language features needed to provide a complete account of a holiday?

Transcription

1 The KING S Medium Term Plan - FRENCH Y9 LC1 Programme Module This module covers Holidays (Les vacances). Within this, pupils will learn to discuss a variety of different aspects of a holiday including travel and tourism. This unit will place primary focus on both linguistic content and grammatical structures needed to produce work of a more complex and higher level nature when describing a holiday across three different tenses. The module builds on work covering the use of other tenses and extends pupils knowledge of these. Pupils will consolidate and extend their range of vocabulary holidays and travel. All pupils will cover all objectives but only those working towards GP 5-6 will be expected to cover Progress Objectives that are highlighted. Key objectives are taken from the new AQA GCSE French Specification 8658 for the new curriculum. Building on prior learning Overarching Challenge question Lines of Enquiry In Year 8, pupils established their knowledge and understanding of the perfect tense and applied it to their work for all AVOIR infinitives. In this learning cycle (Year 9), pupils will consolidate their understanding and use of the perfect tense using AVOIR and will be introduced to the perfect tense using ÊTRE, which will support their use of describing a past holiday experience. Pupils will describe different aspects of their holiday across three different tenses including travel, transport and general experiences there. What are the language features needed to provide a complete account of a holiday? Week 1: What are the key elements needed to describe your holidays? Week 2: Why is it important to know the immediate future tense across as many subject pronoun structures as possible? Week 3: What are the main features to remember when forming the past tense with AVOIR? Week 4: To what extent is the formation of the past tense with ÊTRE similar to the past tense with AVOIR?

2 Week 5: To what extent does repetitive practice of grammar make your understanding perfect? Week 6-7: Revision and assessment followed by gap teaching from assessment analysis. Exam board links: Topic Progress Statement Weeks 1-5: Travel and Tourism (AQA 8658: Local, national, international and global areas of interest) In this unit, pupils will learn to describe their holidays across three separate tenses to ensure a complete description on their present, past and future holiday experiences. Pupils will consolidate the structure of the perfect tense using both AVOIR and ÊTRE infinitives and revise their understanding of the immediate future tense to discuss their future holiday aspirations. Detail will be provided through description of travel, transport, aspects of tourism and general experiences. To reach the higher grade point echelons, pupils will justify their opinions, ideas and points of view; write in more detail with more complex structures and a range of other tenses (where applicable) and begin to deal with unpredictable elements in conversations. They will then apply their knowledge and grammatical understanding to analyse a variety of listening and reading texts discussing this topic. In addition, pupils will be required to translate paragraphs from French to English and English to French to support the new curriculum and exam based content. Pupils working towards a GP 3-4 will analyse and create using subject pronouns je/il/elle whilst pupils working towards a GP 5-7 will extend further incorporating a wider variety of subject pronouns and analysing texts with this variety built in. Literacy: Literacy focus present throughout every lesson when discussing sentence structures and the importance of spelling and grammatical accuracy. Writing frame support for pupils where appropriate and the highlighting of key words. Learning strategies Numeracy: Application of number and their impact on plural structures within a sentence. Use of numbers and sequencing words in pupils work. Use of numbers and patterns to break down different sentence structures and linguistic components of the simple future tense. Cognitive Acceleration: Cognitive Acceleration strategies are used in lessons each week targeting specific skills sets and consolidation of these. Three 1 hour cognitive acceleration lessons are taught throughout the learning cycle whilst other lessons incorporate cognitive acceleration strategies targeting specific parts of the lesson journey. This is done through the medium of varied activities e.g. find the odd one out, find the link between the words or pictures, socratic discussion and problem solving in groups that supports the ultimate goal of mastery.

3 Knowledge and Skills Week 1 3 hours of lessons plus 1 hour of home learning each week Immediate Future tense (Recap from Years 7 and 8) Appropriate time statements. Asking and responding to questions. Opinions and Reasons. Use detail to extend sentences. Adapt previously learnt language. Understand and use language from longer texts. Take part in extended conversation. Appropriate vocabulary for holidays, travel and tourism. Line of Enquiry - Week 1: What are the key elements needed to describe your holidays? Learning intentions in order of delivery: Understand and provide information about your holiday time in the present tense. Analyse and evaluate information from that of other people including those in other countries/communities where French is spoken. Students will learn to: Recall a variety of different countries Understand what information is required to complete a description of holidays Examine key language elements that need to be incorporated to provide a more detailed holiday account Analyse and evaluate information in a reading and listening text discussing holidays and answer questions Produce own holiday account in the present tense incorporating all aspects learnt Weekly success criteria across 3 lessons: GP 1 = Students will recall a series of different countries and French and identify key linguistic features GP 2 = Students will identify the main types of information that are required to provide a satisfactory holiday account.

4 GP 3 = Students will examine and explain how a holiday account can be improved by listing important linguistic features and elements (eg. word categories) and demonstrating through the translation of a series of sentences from French to English and English to French. GP 4 = Students will analyse and evaluate both listening and reading texts to decipher key information about different holiday experiences. RGP 4/5 (REACH): Students will produce their own written account of their holiday experience using the present tense and apply a variety of different linguistic features. Linguistic structures to consider: Countries Important words : à l étranger / dans une colonie de vacances / sur l autoroute Present tense of ALLER (Specific focus on je/on/nous for less able pupils BUT all subj. pronouns for more able) Family members Transport : en + type of transport Time references : eg. deux semaines / une quinzaine / un mois/ cinq jours Present tense of RESTER (Specific focus on je/on/nous for less able pupils BUT all subj. pronouns for more able) Types of accommodation : un hôtel / un appartement / une villa / une auberge de jeunesse / une caravane Time statements : Normalement, Quelquefois, de temps en temps, Chaque année /été / hiver, En (juillet) Lesson Hypotheses: Hypothesis 1 There are several key elements that must be included to describe a holiday. Hypothesis 2 The verbs ALLER and RESTER do not follow the same pattern in the present tense. Hypothesis 3 Listening and reading practice strengthens exam technique and accuracy. Home Learning: For the first home learning tasks, pupils will provide a written description of their normal holiday to be teacher marked the following week. Students are also required to learn the present tense conjugation of ALLER and RESTER for a grammar test in the following lesson.

5 Week 2 3 hours of lessons plus 1 hour of home learning each week Line of Enquiry - Week 2: Why is it important to know the immediate future tense across as many subject pronoun structures as possible? Learning intentions in order of delivery: Recall how to form the immediate future tense across all subject pronouns. Identify key infinitives that can be used to support a holiday description and apply in the future tense. Students will learn to: Recall how to conjugate ALLER in the present tense Identify key infinitives that can be used to describe a holiday account Recall how to form the immediate future tense and apply to translate a series of sentences Analyse a series of holiday activities in order to describe what you are going to do on holiday Examine key language elements that need to be incorporated to provide a more detailed holiday account Produce own holiday account in the immediate future tense incorporating all aspects learnt Weekly success criteria across 3 lessons: GP 2 = Students will recall how to conjugate the present tense of ALLER. Teacher will play following ALLER clip and pupils will sing along: GP 2 = Students will identify other key infinitives that are needed to provide an account of the main features of a holiday and translate into French. GP 3/4 = Students will revise the structure of the immediate future tense: PRESENT TENSE OF ALLER + INFINITIVE and apply to a series of sentences. GP 4 = Students will examine a series of different holiday activities to say what they are going to do on holiday. RGP 4/5 (REACH): Students will translate a GP targeted short paragraph from French into English. RGP 5/6 (REACH): Students will translate a GP targeted short paragraph from French into English. Linguistic structures to consider:

6 All subject pronouns (for recognition purposes) Present tense of ALLER Structure of immediate future tense : PRESENT TENSE OF ALLER + INFINITIVE Description of what one will take: Dans ma valise, je vais prendre.(un maillot de bain) Clothes items and holiday items eg. la crème solaire Conjugation of RESTER/ ALLER/ VOYAGER Holiday activities: eg. se baigner / bronzer (à la plage) /se coucher / nager (dans la mer) / se promener / louer / faire des randonnées Cette année/ cet été L année prochaine En été Où est-ce que tu vas aller en vacances? Quels sont tes projets pour les vacances? Avec qui? Logement? Durée? Activités? Excursions? Quand? Transport? Lesson Hypotheses: Hypothesis 1 Forming the immediate future tense is as easy as 1, 2,. (Cognitive Acceleration lesson focusing on developing greater abstract thinking skills towards the breakdown techniques that can be used to support grammatical memory). Hypothesis 2 There are a variety of language patterns in vocabulary for holiday items in a suitcase. Hypothesis 3 There are a range of infinitives used to introduce the holiday activities you are going to do.

7 Home Learning: Week 3 3 hours of lessons plus 1 hour of home learning each week Students are required to complete a written account of their future holiday plans. This will be peer assessed against a rubric on the board the following lesson. Students are also required to learn vocabulary taught throughout the week for a vocabulary test (out of 6) AND a grammar test on the immediate future tense (out of 6) next week. Line of Enquiry - Week 3: What are the main features to remember when forming the past tense with AVOIR? Learning intentions in order of delivery: Recall how to form the past tense using AVOIR Apply to describe a range of past tense holiday activities that take AVOIR infinitives Students will learn to: Recall how to conjugate the present tense of AVOIR Recall and explain how to form the past tense with AVOIR Apply understanding to translate a series of sentences from and into both languages Consolidate understanding of past tense with AVOIR by examining and responding to information in a written text. Weekly success criteria across 3 lessons: GP 2 = Students will recall how to conjugate the present tense of AVOIR. Teacher will play following AVOIR clip and pupils will sing along: (Ask KAL for clip). GP 2/3 = Students will explain how to form the past tense with AVOIR and apply the linguistic formula PRESENT TENSE OF AVOIR + PAST PARTICIPLE. GP 3 = Students will apply understanding to translate a series of past participles (that take AVOIR) and identify key features. Students focus on formation of past tense with AVOIR across a variety of different subject pronouns. GP 4/5 = Students will translate a series of past tense sentences from and into French to consolidate understanding GP 4/5: Students will analyse and evaluate a selection of written texts and identify key French phrases and respond to hierarchical questions and decide upon a GP for each text

8 RGP 4/5/6 (REACH): Students will produce a spoken piece of work discussing where they went on holiday etc and what they did. Students will incorporate different word categories to add complexity and detail to their work. Linguistic structures to consider: Present tense of AVOIR Understanding of past tense with AVOIR structure Past tense formation with subject pronoun variety (Less able pupils focus on je/il/elle/nous) Different AVOIR past participles: eg. voyagé, duré, nagé, mangé, joué, fait, visité, pris (eg. j ai pris un maillot de bain) Lesson Hypotheses: Hypothesis 1 Forming the past tense with AVOIR is as easy as 1, 2,. Hypothesis 2 There are key reading skills you need to apply when analysing a written text. Hypothesis 3 (Mid-term assessment) Producing a piece of French writing is like building a wall. Home Learning: Students are required to complete a translation activity translating ten sentences into French and inputting a time statement with the correct form of the present tense of AVOIR, the correct past participle followed by the correct activity eg. L année dernière, j ai voyagé en Grèce pendant que ma soeur a voyagé au Danemark pendant deux semaines. (Able pupils teach them breakdown techniques before this homework). L année dernière, j ai voyagé en Grèce pendant deux semaines OR Le weekend dernier, mes parents ont voyagé en Espagne (Less able). This will be peer assessed by fellow students in class as a Do Now task the following lesson. Students will also revise for a past tense grammar test in week 4.

9 Week 4 3 hours of lessons plus 1 hour of home learning each week Line of Enquiry - Week 4: To what extent is the formation of the past tense with ÊTRE similar to the past tense with AVOIR? Lesson 1: Review, Evaluate, Attain, Challenge and Hone Time (REACH) Pupils will use this lesson to engage with their mid-term results and feedback and respond to work marked and done in their books. They will read through teacher comments and respond by following a given set of criteria. This will allow them to make improvements on their work, carry out corrections, seek help and make further progress before moving to the next unit of work. To consolidate their existing knowledge and understanding throughout the learning cycle so far, pupils will be required to explore mistakes and areas of misunderstanding and research the correct answer using a variety of criteria from marking in books, work done in exercise books to dictionary use. Pupils will be given examination style questions that complement the GCSE specification at and above their targeted grade point to stretch their comprehension as and when necessary. Linguascope and GCSE ipod will also be used as REACH activities and can be personalised in the level of difficulty. Prior learning will be ascertained in this lesson on the use of tenses learnt in conjunction with the content taught in weeks 1-3. Learning intentions in order of delivery: Recall how to form the past tense using AVOIR Apply to describe a range of past tense holiday activities that take AVOIR infinitives Students will learn to: Recall how to conjugate the present tense of ÊTRE Recognise and recall the 14 MRS VAN DER TRAMP infinitives that only take the verb ÊTRE in the past tense Learn how to form the past tense with the 14 ÊTRE verbs Apply understanding to translate a series of sentences from and into both languages Consolidate understanding of past tense with ÊTRE by examining and responding to information in a written text. Weekly success criteria across 3 lessons: GP 2 = Students will recall how to conjugate the present tense of ÊTRE. Using the Dancing Queen tune, the teacher will sing the present tense of ÊTRE to the pupils who will copy and sing along. (Ask KAL for guidance).

10 GP 2 = Students will be introduced to the 14 infinitives that take ÊTRE in the past tense and apply them to the acrostic MRS VAN DER TRAMP to support memory purposes. GP 2/3 = Students will explain how to form the past tense with ÊTRE and apply the linguistic formula PRESENT TENSE OF ÊTRE + PAST PARTICIPLE. Students will learn that, unlike AVOIR, all 14 ÊTRE past participles MUST agree with the noun it describes. GP 3/4 = Students will apply understanding to translate a series of past participles (that take ÊTRE) and identify key features. Students focus on formation of past tense with ÊTRE across a variety of different subject pronouns. GP 4/5 = Students will translate a series of past tense sentences from and into French discussing a past holiday (using ÊTRE verbs only) to consolidate understanding. GP 4/5: Students will analyse and evaluate a selection of written texts and identify key French phrases and respond to hierarchical questions. RGP 4/5/6 (REACH): Students will produce a spoken piece of work discussing where they went on holiday etc and what they did. Students will incorporate different word categories to add complexity and detail to their work.. Linguistic structures to consider: Present tense of ÊTRE Understanding of past tense with ÊTRE structure Past tense formation with subject pronoun variety (Less able pupils focus on je/il/elle/nous) All 14 MRS VAN DER TRAMP past participles Grammar rule : Agreement of ÊTRE past participle with the subject pronoun Lesson Hypotheses: Hypothesis 1 (REACH time) Forming the past tense with ÊTRE is as easy as 1, 2,. Hypothesis 2 You are more limited when using the past tense with ÊTRE than using the past tense with AVOIR. (Cognitive Acceleration lesson focusing on strengthening memory skills to produce greater accuracy when using both future tense structures). Hypothesis 3 Practice of spoken French improves the accuracy of your written work.

11 Home Learning: Students are required to produce a spoken paragraph describing a past holiday experience using only the past tense with ÊTRE. Students must apply additional language features eg. word categories to increase detail, length and complexity. This will be marked by the teacher the following week. Students learn vocabulary from the week s lesson (teacher guides pupils to the AQA vocabulary books each pupil has been given) for a vocabulary test the following week. Week 5 3 hours of lessons plus 1 hour of home learning each week Line of Enquiry - Week 5: To what extent does repetitive practice of grammar make your understanding perfect? Learning intentions in order of delivery: Recall the past tense using both AVOIR and ÊTRE and demonstrate understanding Recall and apply the immediate future tense structure Produce a written account of a present, past and future holiday applying a series of different linguistic elements Students will learn to: Identify the different tenses used in a series of written texts and categorise accordingly Recall a variety of techniques to support successful completion of a GCSE listening and reading paper. Produce their own holiday account Weekly success criteria across 3 lessons: GP 2/3 = Students will recall all three tenses that they have studied during the learning cycle GP 3 = Students will accurately apply their understanding of each tense through the completion of a series of activities GP 4 = Students will complete an activity incorporating all three tenses together GP 4/5 = Students will complete a series of GCSE listening and reading questions and identify key information. RGP 5/6 (REACH): Students will produce their own written account of holiday experiences in the present, past and future tense and extend detail through the application of different word categories and phrasal structures learnt throughout the learning cycle.

12 Linguistic structures to consider: All structures highlighted in this SOW Lesson Hypotheses: Hypothesis 1 Three tenses are better than one. Hypothesis 2 Successful breakdown and understanding of a text supports eventual mastery of the language. (Cognitive Acceleration lesson focusing on techniques to develop contextual breakdown). Hypothesis 3 It is not practice but repetitive practice that makes written accuracy perfect. Home Learning: Students are required to revise all they have learnt throughout the learning cycle in preparation for the end of learning cycle assessment next week. Extended Learning Students can consolidate knowledge through the practice of REACH GCSE (or similar) past paper questions. Students can further consolidate knowledge through accessing the: Linguascope website: Linguastars Intermediate version Duolingo GCSE ipod GCSE BBC Bitesize

13 Examples of GCSE questions This is an example of an exam question from both the 2012 Foundation and Higher Reading paper. Pupils will be given work to suit their target level. Those studying the Higher curriculum will work towards the more difficult types of problems in year 10 but will have chance to try them in REACH.