ROME INTERNATIONAL MIDDLE/HIGH SCHOOL SYNOPSIS

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1 ROME INTERNATIONAL MIDDLE/HIGH SCHOOL SYNOPSIS TEACHER: SUBJECT: French CLASS: Grade 9 UNIT TITLE DURATION UNIT SUMMARY ASSESSMENT Our world September Pupils develop speaking and writing at greater length on matters of personal or topical interest, applying grammar previously learnt to new contexts, and expressing personal points of view. They read articles independently, and adapt what they have read in their own speaking or writing. To develop ideas, using and adapting previously learnt language, for improving the pupils home town: C.A. how to make and answer questions. Work on pronunciation when asking questions. AHA: To research about a French region using authentic range of materials (touristy brochures, short videos, map/postcards) and summarising writing an article for the school mag. October To answer a multiple-choice questionnaire about facilities in their home town and, using their answers as a basis, suggest solutions to problems identified. This could involve direct object pronouns. Pupils might make up a parallel questionnaire on a different topic, eg ways of improving the school environment. Vocabulary around town facilities. The linguistic features to write an interview. Vocabulary quizzes. Grammatical practice. text types: The regions of France: Pupils read and/or listen to inhabitants of town and country, describing where they live and giving different viewpoints with reasons. They then categorise the pros and cons of living in the town or country, and express their own preferences with reasons. This can include ways of changing or improving the environment, thus building on the next activity. Pupils should be encouraged wherever possible to develop simple opinions, by explaining or justifying. The comparatives and superlatives The agreement on the adjective. Write an interview with the mayor of Rome about living in the city of Rome Writing a touristy brochure on a region of France

2 Pupils could incorporate the use of y and other stylistic features (intensifiers for example) To express ideas and points of view about an issue related to the environment: To brainstorm vocabulary about aspects of the environment. Pupils should be encouraged to develop linguistic skills to find out words (cognates; near-cognates) To identify issue/solution, using modal verbs (il faut, on doit, on peut.) Use si clauses: present/future tenses (si rien n est fait pour protéger la planète, alors la vie sur Terre deviendra très difficile) The linguistic features to write a brochure/leaflet. Pupils produce the recipe for a better environment, re-using the imperative tense. November Cross-curricular links: English literacy (what is a direct object pronoun? What is a modal verb? The use of the imperative tense). Geography and Global Perspectives. Learner profile attribute: Inquirer, knowledgeable -The context of television and cinema. - using the demonstrative article ce. Grammar exo. miniwhiteboard practice, gap filling in a text. Review how to use a dictionary. Written production Vocab learning Review adjectival agreement Demonstrative article À mon avis: December - Learn how to use relative pronouns: qui and que. Grammar exo. Fill in the gaps a text with qui or que and explain why. - Students exchange opinions of TV programmes, discuss kinds of films: TES resource, Bwork, label exo, understand and answer comprehension questions on the tv schedule pgrme, ask themselves questions around their likes/dislikes on tv and films using the demonstrative article je trouve ce genre d émissions, je pense que cette emission est ), listening tasks (listen to the summary of a TV spot and say which kind of pgrme it is).. - authentic resources: watch short extract of tv pgmes broadcasted in france and say the kind of pgrme it is and extend language production orally (ltu regardes ce genre d émission? À quelle heure? Sur quelle chaine? Qu est ce que tu aimes dans cette émission?), use the qui C.A: Test / quiz on imparfait Interviews on preferences eg ask / answer session in groups on which TV programmes they prefer AHA: Writing a film review End of term TESTS: Writing: A film or book review. An informal letter to your favourite actor etc to show your support.

3 que: c est une emission qui passe sur..et que je trouve listening tasks. - ask pupils to bring photos of their favourite actors and actresses or singers. Review the adjective agreement. Next lesson they explain why they like them and others can agree and disagree. - Students read film reviews and do reading comprehension exo type DELF. -- to learn the vocabulary necessary to express opinions on a film: trouve des expressions dans les critiques qui indiquent que le film a plu ou a déplu. Vocab test : categorise + or -, give translation, add a few more you remember. - to do the same type of reading comprehension with video games review or book review. - to write a short film/book or video games review. See devices needed. Listening: DELF tasks on films, tv, world news, opinions and feelings. Reading: DELF tasks on films, tv, world news, opinions and feelings. Speaking: Visual stimuli: on tv programme or world news Role-play at the cinema entrance Presentation (see end of term project) End of term projects: Powerpoint presentations on favourite films - to perform role play at the entrance of a cinema to buy tickets. - to ask about music preferences and write a mini biography of their favourite singer (or sportsman) - to look at Christmas celebrations in France and in Francophone countries. Learner profile attribute: open minded, communicator Cross curricula links: arts

4 ROME INTERNATIONAL MIDDLE/HIGH SCHOOL SYNOPSIS TEACHER: SUBJECT: French CLASS: Grade 9 UNIT TITLE DURATION UNIT SUMMARY ASSESSMENT Being a teenager January- February Pupils learn how to express themselves about their life as a teenager: Body transformation, peer pressure, relationships with parents, school pressure. Reviewing body parts. Using the expression avoir mal à la/au, aux.. and idiomatic expression (avoir le mal de mer..) Using comparisons on physical changes between a child and a teenager: reviewing comparatives and introducing avoir and etre imperfect tense (avant elle ne portait pas de maquillage, maintenant elle porte du maquillage et elle a un piercing au nez) Vocabulary around personality and relationship verbs (aimer, détester, s entendre bien avec, ne pas supporter..) Using opinion words and reviewing the adjectival agreement: (ma mère est agaçante, les profs sont stressants, je suis lunatique ) Expressions using avoir and etre to fit the context (etre mal dans sa peau, avoir honte ) Using negatives, other than ne pas (ne..jamais ; rien, personne..) To study the linguistic features to write a diary page (informal and colloquial language) Range of simple and intermediate connectives. To perform a role-play between the parent and the teenager/ the teenager using learnt colloquial language. Grammar test on the adjectival agreement and the comparatives. Homework on the use of negatives. Practice on the imperfect tense with avoir and etre. Learning work around the expressions with avoir and etre and the body parts (vocab test) C. A: to revise the comparatives and the present tense. AHA: to read authentic extracts of French novels on the topic and answer comprehension questions. types of text: Diary page Cross-curricular links: English literacy (what is an adjective? What is a comparative? The use of the imperfect tense, informal and colloquial language, use of connectives) Learner profile attribute: Communicator, Caring, Reflective

5 Our world March - April Pupils develop speaking and writing at greater length on matters of personal or topical interest, applying grammar previously learnt to new contexts, and expressing personal points of view. They read articles independently, and adapt what they have read in their own speaking or writing. To develop ideas, using and adapting previously learnt language, for improving the pupils home town: To answer a multiple-choice questionnaire about facilities in their home town and, using their answers as a basis, suggest solutions to problems identified. This could involve direct object pronouns. Pupils might make up a parallel questionnaire on a different topic, eg ways of improving the school environment. Vocabulary around town facilities. The linguistic features to write an interview. C.A. how to make and answer questions. Work on pronunciation when asking questions. AHA: To research about a French region using authentic range of materials (touristy brochures, short videos, map/postcards) and summarising writing an article for the school mag. Vocabulary quizzes. Grammatical practice. The regions of France: Pupils read and/or listen to inhabitants of town and country, describing where they live and giving different viewpoints with reasons. They then categorise the pros and cons of living in the town or country, and express their own preferences with reasons. This can include ways of changing or improving the environment, thus building on the next activity. Pupils should be encouraged wherever possible to develop simple opinions, by explaining or justifying. The comparatives and superlatives The agreement on the adjective. Pupils could incorporate the use of y and other stylistic features (intensifiers for example) To express ideas and points of view about an issue related to the environment: To brainstorm vocabulary about aspects of the environment. Pupils should be encouraged to develop linguistic skills to find out words (cognates; near-cognates) To identify issue/solution, using modal verbs (il faut, on doit, on peut.) Use si clauses: present/future tenses (si rien n est fait pour protéger la planète, alors la vie sur Terre deviendra très difficile) The linguistic features to write a brochure/leaflet. Pupils produce the recipe for a better environment, re-using the imperative tense. text types: Write an interview with the mayor of Rome about living in the city of Rome Writing a touristy brochure on a region of France Write imaginatively, using a range of structures and vocabulary : L île de mes rêves pupils imagine they are able to develop a desert island in whatever way they want. They produce either a poster, narrative story or brochure explaining what there will be on the island and why, possible activities, etc, using language highlighted in this and previous units. This could be a group activity with different pupils developing different aspects of the island. Cross-curricular links: English literacy (what is a direct object pronoun? What is a modal verb? The use of the imperative tense). Geography and Global Perspectives. Learner profile attribute: Inquirer, knowledgeable

6 ROME INTERNATIONAL MIDDLE/HIGH SCHOOL SYNOPSIS TEACHER: SUBJECT: French CLASS: Grade 9 UNIT DURATION UNIT SUMMARY ASSESSMENT TITLE To review the future tense in full (regular and irregular) Saying the subjects you ll choose next year and why. Discuss about your ambitions for the future: where you will live, what you will do Discussing as a living, how you hope to be, what you hope to have. the future May Talking about your future holiday plans. Extend the uses of the future tense and hopes (je voudrais + infinitive, j espère que,), thinking about how the world will be in 25 years. Making hypothesis and predictions, using the si clauses. Lignes de la main game. To express justifications about the above. Being able to use different tenses in an oral speech or written task. Vocabulary test on the items covered over this unit. Grammar on the use of the future and expression of hopes and hypothesis. Oral pair work on the predictions. types of text: To write a powerpoint presentation about what you think the world will look like in 25 years. (End-of-year Collaborative Project) Learner profile attribute: reflective, principled. To review the vocabulary covered over the units across the year. All 4 language skills will be tested. End-of-year revision and tests June To review the grammatical devices studied over the units across the year. To review the types of texts seen over the year: (such as diary page, , brochure, formal and informal letter, oral presentation)