KS3 Clic! Access Teacher Book sample section

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available from The best motivation for differentiation and motivationOffering alternative pathways (Star and Plus) from Year 7, Clic! has always offered full differentiation. Clic! users also love the motivating approach and have asked us for separate resources for their lowest attaining students so everyone can benefit from what Clic! has to offer. We’ve worked closely with teachers to bring you…

Access resources 3 Two new Access Student Books for KS3 – just the right amount

of content3 Aimed at the right levels – written for NC levels 1–2/33 Clear structure and layout – a straightforward route through the course3 Manageable grammar and skills progression – helps reinforce and

support language learning 3 The engaging and relevant material you expect from Clic! – keeps

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Clic! Access Student Book 1 September 2010 978 019 912749 8


Clic! Access Teacher Book September 2010 978 019 912752 8

Clic! Audio CD September 2010 978 019 912753 5

Advance Material

Uncorrected sample section

from the Teacher Book

NEW!

2

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23

1 La France et le français

24

1.1 Vive la France! pages 4–5 Planner

Objectives

– [Extract in English] – [Extract in German] – [Extract in Chinese] – [Extract in French]

1 – Guten Morgen.

2 – Good morning.

3 – [Hello in Chinese]

4 – Bonjour!

• Talk about France • Recognise words in French

Resources Student Book, pages 4–5 CD 1, track 1–2 Video clip 2

Key language Bonjour!

Framework reference 3.1, 5.3

Starters • In English, students name as many

foreign languages as they can in 30 seconds.

• Name a country and students tell you which languages they think are spoken there.

Plenaries • Discuss which languages students have

experience of. Do they speak another language at home? Have they heard any other languages on holiday or on television or in their town? Why is it important to be able to speak different languages?

• Each student says hello in French to create a Mexican wave around the class.

1 Discute.

• Students look at the map and the photos. Discuss with them what they already know about France and then explain details about the photos. Talk about the fact that not only people in France speak French, but that French is also the main language of many other countries too.

2 Lis. • Students read the information about France,

then discuss it as a class. Did they know France is spoken in many African counties?

3 Écoute. (1–4)

• Students listen to snippets of four different languages – English, French, German and Chinese. They identify in which order they hear them.

• In English, discuss the general sound of the languages: are they hard, soft, flowing, choppy etc.?

Answers: d, b, a, c

CD 1, track 1 page 5, activité 3

4 Écoute. • Students hear people saying the greeting in the

bubbles and say in what order they hear them.

Answers: 1d; 2c; 3a; 4b CD 1, track 2 page 5, activité 4

24 25

La France et le français 1

5 Lis. • Students read and match each of the bubbles,

which all mean ‘hello’. • Do students know any other languages (apart

from Chinese) which use different letters or scripts?

• Do students see any similarities between English and German?

Answers: a Chinese; b French; c English; d German

1.2 Bonjour! pages 6–7

Planner Objectives


1 – Bonjour! Je m’appelle Thomas.

2 – Je m’appelle Manon.

3 – Je m’appelle Kouakou.

4 – Bonjour! Je m’appelle Adama!






• Say your name • Say what nationality you are

Resources Student Book, pages 6–7 CD 1, tracks 3–5

Key language Bonjour! Je m’appelle … Je suis français(e), sénégalais(e), britannique

Grammar je suis, tu es masculine and feminine adjectives

Framework reference 1.1, 1.4, 5.1

Starters • Focus on the Senegalese teenagers on page 8

and point out that French is the official language of Senegal. Can students remember any other countries where French is spoken?

• Bring in some photos of celebrities from magazines or the internet. Hold each one up, slowly revealing the image. Students say a greeting followed by the person’s name in French, e.g. Bonjour! Je m’appelle …

Plenaries • Display some French/British celebrity photos

and the nationalities, français, française, britannique. Students match each photo to a nationality.

• In pairs or groups, students discuss why it is important to use French as much as possible in the classroom. Suggestions could include: it’s fun, it helps you learn more quickly, etc.

Assessment opportunities • Writing: Student Book page 7, activity 8

AT 1.1 2 Écoute, lis et répète. • Students listen while following the captions in

the book and repeat. This is to give them a clear model of correct pronunciation and intonation. It introduces how to say your name in French.

AT 1.1 2 Écoute. Qui parle? • Students listen again to the same four

characters and note in which order they hear them speak.

Answers: 1 Adama, Thomas, Manon, Kouakou

25

1 La France et le français

24

1.1 Vive la France! pages 4–5 Planner

Objectives

– [Extract in English] – [Extract in German] – [Extract in Chinese] – [Extract in French]

1 – Guten Morgen.

2 – Good morning.

3 – [Hello in Chinese]

4 – Bonjour!

• Talk about France • Recognise words in French

Resources Student Book, pages 4–5 CD 1, track 1–2 Video clip 2

Key language Bonjour!


Starters • In English, students name as many

foreign languages as they can in 30 seconds.

• Name a country and students tell you which languages they think are spoken there.

Plenaries • Discuss which languages students have

experience of. Do they speak another language at home? Have they heard any other languages on holiday or on television or in their town? Why is it important to be able to speak different languages?

• Each student says hello in French to create a Mexican wave around the class.

1 Discute.

• Students look at the map and the photos. Discuss with them what they already know about France and then explain details about the photos. Talk about the fact that not only people in France speak French, but that French is also the main language of many other countries too.

2 Lis. • Students read the information about France,

then discuss it as a class. Did they know France is spoken in many African counties?

3 Écoute. (1–4)

• Students listen to snippets of four different languages – English, French, German and Chinese. They identify in which order they hear them.

• In English, discuss the general sound of the languages: are they hard, soft, flowing, choppy etc.?

Answers: d, b, a, c


4 Écoute. • Students hear people saying the greeting in the

bubbles and say in what order they hear them.

Answers: 1d; 2c; 3a; 4b CD 1, track 2 page 5, activité 4

24 25


5 Lis. • Students read and match each of the bubbles,

which all mean ‘hello’. • Do students know any other languages (apart

from Chinese) which use different letters or scripts?

• Do students see any similarities between English and German?

Answers: a Chinese; b French; c English; d German

1.2 Bonjour! pages 6–7

Planner Objectives











• Say your name • Say what nationality you are


Key language Bonjour! Je m’appelle … Je suis français(e), sénégalais(e), britannique

Grammar je suis, tu es masculine and feminine adjectives


Starters • Focus on the Senegalese teenagers on page 8

and point out that French is the official language of Senegal. Can students remember any other countries where French is spoken?

• Bring in some photos of celebrities from magazines or the internet. Hold each one up, slowly revealing the image. Students say a greeting followed by the person’s name in French, e.g. Bonjour! Je m’appelle …

Plenaries • Display some French/British celebrity photos

and the nationalities, français, française, britannique. Students match each photo to a nationality.

• In pairs or groups, students discuss why it is important to use French as much as possible in the classroom. Suggestions could include: it’s fun, it helps you learn more quickly, etc.

Assessment opportunities • Writing: Student Book page 7, activity 8

AT 1.1 2 Écoute, lis et répète. • Students listen while following the captions in

the book and repeat. This is to give them a clear model of correct pronunciation and intonation. It introduces how to say your name in French.

AT 1.1 2 Écoute. Qui parle? • Students listen again to the same four

characters and note in which order they hear them speak.

Answers: 1 Adama, Thomas, Manon, Kouakou

25

La France et le français

1

1.3 En français! pages 8–9 Planner


1 – Bonjour, la classe!

2 – Bonjour!

3 – Faites l’activité 3!

4 – Je ne comprends pas.

5 – Tu as un stylo, s’il te plaît? 6 – Silence! 7 – Madame, les toilettes, s’il vous plaît!

3 – Fais vite!


A B C D E F G H I J K L M N O P Q R S T U V W X Y Z On chante l’alphabet L’ABC en français! On chante l’alphabet en rap. ABC DEF GHI JKL MNO PQR STU VWX YZ [repeated]

Objectives • Use French in class • Spell words in French


Key language Je ne comprends pas. s’il te plaît s’il vous plaît Tu as un stylo? Les toilettes, s’il vous plaît?

Grammar tu, vous

Framework reference 1.4, 2.1, 4.1, 5.4

Starters • Write six letters on the board or OHP.

Give students 30 seconds to put them into alphabetical order. If they already know the French alphabet (from primary school), ask them to read the letters aloud. Repeat this with other sets of letters.

• Play Hangman using students’ names.

Plenaries • Spell out the names of nationalities or

countries students have met so far. Students note down the letters and work out what the words spell.

• Students say the alphabet as a whole class, in a Mexican wave, with each student saying one letter.

Assessment opportunities • Writing: Student Book page 9, activity

AT1.1/2 1 Écoute et lis! AT3.1/2 Students listen to the cartoon while following it in their books. Can they guess the meanings of the phrases from the pictures? Explain any they can’t guess.

AT3.1/2 2 Relis. • Students match the English phrases to the

French phrases in the cartoon. • As follow-up, they could read the cartoon out

loud in pairs to practise pronunciation. Answers: a 6; b 4; c 1; d 7; e 5; f 8; g 3; h 2

Follow-up

Discuss strategies for practising and remembering classroom language. You could display a ‘phrase of the week’ somewhere in class and encourage students to use it as often as possible during that week.

AT1.1 3 Écoute, lis et répète! AT2.1 This activity asks students to repeat the letters of

the alphabet, first of all just read out simply and then in a rap format.

27


1


1 – Je m’appelle Thomas. Je suis français.

2 – Je m’appelle Manon. Je suis française.

3 – Je m’appelle Kouakou. Je suis sénégalais.

4 – Je m’appelle Adama. Je suis sénégalaise.

5 – Je m’appelle Harry. Je suis britannique. 6 – Je m’appelle Emily. Je suis britannique.


1 – Tu es britannique?

Harry – Oui, je suis britannique.


AT1.1 3 Réécoute.

Emily – Oui, je suis britannique


Thomas – Non, je suis français.


Adama – Non, je suis sénégalaise.

5 – Tu es français?

Kouakou – Non, je suis sénégalais. 6 – Tu es française?

Manon – Non, je suis française.

• Students listen again and put up their hand when they hear the word for ‘hello’. They have met this in the previous unit. Students are also asked to pick out the specific phrase for ‘My name is …’

Answers: a 1, 2; b Je m’appelle

AT2.1 3 Parle et écris. AT4.1 Students now work in pairs and pretend to be a

celebrity and introduce themselves to their partner. This could also work as a group activity. • As follow-up, students write down how they

would introduce themselves as three different celebrities.

• You may like to point out that Je m’appelle actually means ‘I call myself’.

AT1.1 5 Écoute et lis.

AT3.1 Students listen and follow the captions of six young people giving their nationality. They are asked questions on differences in the pronunciation of masculine and feminine nationalities. Answers: a silent s when it is the final letter; b silent s when it is the final letter; c no

Grammaire • Discuss why pronunciation and spelling

changes when using masculine and feminine nationalities. Explain in as much detail as your students can cope with.

• Ask students to say what nationality they are. You may need to introduce new nationalities appropriate to your students.

AT1.1 6 Écoute. Qui parle?

• Students listen and say which of the people from exercise 5 is speaking each time. Point out the Top tips! box.

Answers: 1 Harry; 2 Emily; 3 Thomas; 4 Adama; 5 Kouakou; 6 Manon

Top Tips! • Point out to students that the endings of words

can help them understand what they hear or read . If they hear/read français it has to be referring to a male and if they hear/read française, it must be a female.

AT2.1 7 Parle.

• Students work in pairs and interview each other, pretending to be people from this spread. This would also work as a group or whole class activity. The key language box provides support for this activity.

AT4.1 8 Écris.

• Students find a photo of a famous British or French person from a magazine or the internet and write a speech bubble which includes name and nationality.

Follow-up • Throw a soft ball to someone in the class. They

introduce themselves by saying Bonjour! followed by Je m’appelle … and Je suis + nationality, before throwing the ball to someone else. Continue around the class making sure no one is left out.

• At this point you could use the interactive

activity in Oxbox. Students listen to nationalities and match them to a picture. They identify meaning and gender.

26 26 27


1

1.3 En français! pages 8–9 Planner


1 – Bonjour, la classe!

2 – Bonjour!

3 – Faites l’activité 3!

4 – Je ne comprends pas.

5 – Tu as un stylo, s’il te plaît? 6 – Silence! 7 – Madame, les toilettes, s’il vous plaît!

3 – Fais vite!


A B C D E F G H I J K L M N O P Q R S T U V W X Y Z On chante l’alphabet L’ABC en français! On chante l’alphabet en rap. ABC DEF GHI JKL MNO PQR STU VWX YZ [repeated]

Objectives • Use French in class • Spell words in French


Key language Je ne comprends pas. s’il te plaît s’il vous plaît Tu as un stylo? Les toilettes, s’il vous plaît?

Grammar tu, vous

Framework reference 1.4, 2.1, 4.1, 5.4

Starters • Write six letters on the board or OHP.

Give students 30 seconds to put them into alphabetical order. If they already know the French alphabet (from primary school), ask them to read the letters aloud. Repeat this with other sets of letters.

• Play Hangman using students’ names.

Plenaries • Spell out the names of nationalities or

countries students have met so far. Students note down the letters and work out what the words spell.

• Students say the alphabet as a whole class, in a Mexican wave, with each student saying one letter.

Assessment opportunities • Writing: Student Book page 9, activity

AT1.1/2 1 Écoute et lis! AT3.1/2 Students listen to the cartoon while following it in their books. Can they guess the meanings of the phrases from the pictures? Explain any they can’t guess.

AT3.1/2 2 Relis. • Students match the English phrases to the

French phrases in the cartoon. • As follow-up, they could read the cartoon out

loud in pairs to practise pronunciation. Answers: a 6; b 4; c 1; d 7; e 5; f 8; g 3; h 2

Follow-up

Discuss strategies for practising and remembering classroom language. You could display a ‘phrase of the week’ somewhere in class and encourage students to use it as often as possible during that week.

AT1.1 3 Écoute, lis et répète! AT2.1 This activity asks students to repeat the letters of

the alphabet, first of all just read out simply and then in a rap format.

27


1


1 – Je m’appelle Thomas. Je suis français.

2 – Je m’appelle Manon. Je suis française.

3 – Je m’appelle Kouakou. Je suis sénégalais.

4 – Je m’appelle Adama. Je suis sénégalaise.

5 – Je m’appelle Harry. Je suis britannique. 6 – Je m’appelle Emily. Je suis britannique.



Harry – Oui, je suis britannique.


AT1.1 3 Réécoute.

Emily – Oui, je suis britannique


Thomas – Non, je suis français.


Adama – Non, je suis sénégalaise.

5 – Tu es français?

Kouakou – Non, je suis sénégalais. 6 – Tu es française?

Manon – Non, je suis française.

• Students listen again and put up their hand when they hear the word for ‘hello’. They have met this in the previous unit. Students are also asked to pick out the specific phrase for ‘My name is …’

Answers: a 1, 2; b Je m’appelle

AT2.1 3 Parle et écris. AT4.1 Students now work in pairs and pretend to be a

celebrity and introduce themselves to their partner. This could also work as a group activity. • As follow-up, students write down how they

would introduce themselves as three different celebrities.

• You may like to point out that Je m’appelle actually means ‘I call myself’.

AT1.1 5 Écoute et lis.

AT3.1 Students listen and follow the captions of six young people giving their nationality. They are asked questions on differences in the pronunciation of masculine and feminine nationalities. Answers: a silent s when it is the final letter; b silent s when it is the final letter; c no

Grammaire • Discuss why pronunciation and spelling

changes when using masculine and feminine nationalities. Explain in as much detail as your students can cope with.

• Ask students to say what nationality they are. You may need to introduce new nationalities appropriate to your students.

AT1.1 6 Écoute. Qui parle?

• Students listen and say which of the people from exercise 5 is speaking each time. Point out the Top tips! box.

Answers: 1 Harry; 2 Emily; 3 Thomas; 4 Adama; 5 Kouakou; 6 Manon

Top Tips! • Point out to students that the endings of words

can help them understand what they hear or read . If they hear/read français it has to be referring to a male and if they hear/read française, it must be a female.

AT2.1 7 Parle.

• Students work in pairs and interview each other, pretending to be people from this spread. This would also work as a group or whole class activity. The key language box provides support for this activity.

AT4.1 8 Écris.

• Students find a photo of a famous British or French person from a magazine or the internet and write a speech bubble which includes name and nationality.

Follow-up • Throw a soft ball to someone in the class. They

introduce themselves by saying Bonjour! followed by Je m’appelle … and Je suis + nationality, before throwing the ball to someone else. Continue around the class making sure no one is left out.


activity in Oxbox. Students listen to nationalities and match them to a picture. They identify meaning and gender.

26 26 27


1

Clic-test! page 11

Planner The page is divided into four sections: listening, speaking, reading and writing. Each section can be marked out of five to give a total score out of 20.


1 Je m’appelle Jonathan. 2 Jonathan, c’est j-o-n-a-t-h-a-n. 3 Je suis français. 4 Bonjour, Susie ! 5 S’il vous plaît! S’il vous plaît? Un stylo, s’il

vous plaît! 6 Susie! Un stylo, s’il te plaît … Super, merci!

Objectives • To enable students to recap on the language

and structures of the unit • To provide an opportunity for quick testing of

all four skills

Resources Student Book, page 11 CD 1, track 10

Framework reference 5.7

AT1.1/2 1 Écoute! (1–6) • Students listen and match each of the sentences to

one of the English summaries.

Answers: 1 b; 2 a; 3 e; 4 e; 5 d; 6 c

AT3.1/2 2 Lis! • Students read and complete the sentences with the

correct words from the box.

Answers: a française; b Amélie; c britannique ; d m’appelle; e suis; f sénégalais

AT2.1/2 3 Parle! • Students work with a partner and try to say six

things in French from the list in less than two minutes.

AT4.1/2 4 Écris! • Students write a bubble for each of the people

pictured, saying their name and nationality.

Answers: a Bonjour! Je m’appelle Thierry Henri. Je suis français. Bonjour! Je m’appelle Audrey Tautou. Je suis française. Bonjour! Je m’appelle Lewis Hamilton. Je suis britannique. Bonjour! Je m’appelle Lily Allen. Je suis britannique.

29


1

Follow-up

Students could make up their own alphabet raps by clicking fingers, clapping, etc.

AT1.1 4 Écoute, répète et continue. AT2.1 Students listen, repeat and say the next letter in the sequence.


1 m, n, o… p 2 q, r, s… 3 e, f, g… 4 a, b, c… 5 u, v, w… 6 g, h, i…

AT2.1 5 Parle! • Students work in pairs. One of them spells out

the name of one of the famous French people listed. The other indicates which one they’re spelling.

Follow-up • Students could work in pairs and spell out the

name of a famous celebrity for their partner to write down.


activity in Oxbox where students listen to and practise the French alphabet.

AT4.1 6 Écris. AT2.1 Students work in pairs. One of them spells out

the name of a celebrity. The other writes the names down.

1.4 Vocabulaire page 10

Planner

Resources Student Book, page 10

Objectives • Vocabulaire: to provide a theme-based

summary of the key language of the unit, which

• students can use as a reference or as an aid to

learning • To practise pronunciation


Sound French! • Aim: To practise pronunciation.

• The points practised here are: not pronouncing the final ‘s’ in French words and the ending ‘se’ sounding like a ‘z’.

• Ask students to find examples of these in the vocabulary list and practise saying them out loud.

28 28 29


1

Clic-test! page 11

Planner The page is divided into four sections: listening, speaking, reading and writing. Each section can be marked out of five to give a total score out of 20.


1 Je m’appelle Jonathan. 2 Jonathan, c’est j-o-n-a-t-h-a-n. 3 Je suis français. 4 Bonjour, Susie ! 5 S’il vous plaît! S’il vous plaît? Un stylo, s’il

vous plaît! 6 Susie! Un stylo, s’il te plaît … Super, merci!

Objectives • To enable students to recap on the language

and structures of the unit • To provide an opportunity for quick testing of

all four skills

Resources Student Book, page 11 CD 1, track 10

Framework reference 5.7

AT1.1/2 1 Écoute! (1–6) • Students listen and match each of the sentences to

one of the English summaries.

Answers: 1 b; 2 a; 3 e; 4 e; 5 d; 6 c

AT3.1/2 2 Lis! • Students read and complete the sentences with the

correct words from the box.

Answers: a française; b Amélie; c britannique ; d m’appelle; e suis; f sénégalais

AT2.1/2 3 Parle! • Students work with a partner and try to say six

things in French from the list in less than two minutes.

AT4.1/2 4 Écris! • Students write a bubble for each of the people

pictured, saying their name and nationality.

Answers: a Bonjour! Je m’appelle Thierry Henri. Je suis français. Bonjour! Je m’appelle Audrey Tautou. Je suis française. Bonjour! Je m’appelle Lewis Hamilton. Je suis britannique. Bonjour! Je m’appelle Lily Allen. Je suis britannique.

29


1

Follow-up

Students could make up their own alphabet raps by clicking fingers, clapping, etc.

AT1.1 4 Écoute, répète et continue. AT2.1 Students listen, repeat and say the next letter in the sequence.


1 m, n, o… p 2 q, r, s… 3 e, f, g… 4 a, b, c… 5 u, v, w… 6 g, h, i…

AT2.1 5 Parle! • Students work in pairs. One of them spells out

the name of one of the famous French people listed. The other indicates which one they’re spelling.

Follow-up • Students could work in pairs and spell out the

name of a famous celebrity for their partner to write down.


activity in Oxbox where students listen to and practise the French alphabet.

AT4.1 6 Écris. AT2.1 Students work in pairs. One of them spells out

the name of a celebrity. The other writes the names down.

1.4 Vocabulaire page 10

Planner

Resources Student Book, page 10

Objectives • Vocabulaire: to provide a theme-based

summary of the key language of the unit, which

• students can use as a reference or as an aid to

learning • To practise pronunciation


Sound French! • Aim: To practise pronunciation.

• The points practised here are: not pronouncing the final ‘s’ in French words and the ending ‘se’ sounding like a ‘z’.

• Ask students to find examples of these in the vocabulary list and practise saying them out loud.

28 28 29


À moi page x Planner

Objectives • To provide reinforcement activities for quiet

work • To provide alternative class and homework

material for students who finish other activities quickly

Resources Students’ Book, page x


Les célébrités

AT3.2 1 Read the bubbles. Who’s speaking? Fill in the correct name.

Answers: tbc

Follow-up • Talk about the strategies students used when doing

exercise 1, e.g. looking for masculine and feminine adjective endings to help work out the answers.

AT4.2 2 Adapt one of the bubbles to write about a footballer, an athlete, a musician, an actress or a top model you like.

• Demonstrate how to adapt the sentences on the whiteboard, if necessary. Ask students to bring in photos from magazines or the internet.

30 30


À moi page x Planner

Objectives • To provide reinforcement activities for quiet

work • To provide alternative class and homework

material for students who finish other activities quickly

Resources Students’ Book, page x


Les célébrités

AT3.2 1 Read the bubbles. Who’s speaking? Fill in the correct name.

Answers: tbc

Follow-up • Talk about the strategies students used when doing

exercise 1, e.g. looking for masculine and feminine adjective endings to help work out the answers.

AT4.2 2 Adapt one of the bubbles to write about a footballer, an athlete, a musician, an actress or a top model you like.

• Demonstrate how to adapt the sentences on the whiteboard, if necessary. Ask students to bring in photos from magazines or the internet.

30 30

2

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available from The best motivation for differentiation and motivationOffering alternative pathways (Star and Plus) from Year 7, Clic! has always offered full differentiation. Clic! users also love the motivating approach and have asked us for separate resources for their lowest attaining students so everyone can benefit from what Clic! has to offer. We’ve worked closely with teachers to bring you…

Access resources 3 Two new Access Student Books for KS3 – just the right amount

of content3 Aimed at the right levels – written for NC levels 1–2/33 Clear structure and layout – a straightforward route through the course3 Manageable grammar and skills progression – helps reinforce and

support language learning 3 The engaging and relevant material you expect from Clic! – keeps

students on task

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Clic! Access Teacher Book September 2010 978 019 912752 8

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