S4: N4/N5 LEVEL French - eduBuzz.org · 2014-01-09 · Literature of another country Straightforward fiction, ... Lifestyle Lifestyle-related illnesses ... Going to a restaurant –

S4: N4/N5 LEVEL French N4 Course content – 3 Units 1. Understanding Language ability to READ AND LISTEN 2. Using Language ability to TALK and WRITE 3. Added value ability to READ AND LISTEN to the language while researching a topic and then WRITE AND TALK about the topic in a presentation. Society Family and friends Saying how you get on with family members/

house rules/housework (gender roles)/ what makes a good friend/importance of friends

Lifestyle Physical, mental and social wellbeing, eg sport and relaxation methods

Media TV, cinema, music, computers and computer games, TV viewing habits

Global languages Languages — language use

Citizenship Roles and responsibilities, being a global citizen

Learning Learning in context learning in modern languages/in each subject/ record of achievement

Education Purpose of education/ pressures of learning/ the role of the teacher/learner

Employability Jobs Pocket money and managing money, advantages/disadvantages of different jobs

Work and CVs Planning for work experience/preparing CVs/ambitions

Culture Planning a trip Choice of destination /transport/activity options/evaluation of trip

Other countries Impressions/aspects of other countries

Celebrating a special event Comparison of celebrations/events in another country

Literature of another country Straightforward fiction, eg poems, songs, stories

Film and television Studying films in the modern language Studying television in other countries

N4 Assessment in S4 All of the EIGHT assessments (2 for each skill) for these Units are carried out and marked by the teacher. These may be volunteered moderated by the regional moderation team. The teacher must build up a bank of EVIDENCE to show that units have been passed. Learners have the opportunity to retake a test on one or, in exceptional circumstances, two occasions. The assessments should be administered when the learner is ready. You may find that this creates staggered assessment calendars.

N5 Course content – 3 Units 1. Understanding Language ability to READ AND LISTEN 2. Using Language ability to TALK and WRITE 3. Added value ability to READ AND LISTEN to the language while researching a topic and then WRITE AND TALK about the topic in a presentation.

Society Family and friends Saying how you get on with family members/who has influenced you in your life Arguments Ideal parents Different types of friends/ Peer pressure

Lifestyle Lifestyle-related illnesses Advantages and disadvantages of healthy/unhealthy lifestyle

Media Impact of TV reality shows Advantages/disadvantages of new technology, eg

internet, mobile phones

Global languages Language-learning and relevance

Citizenship Description of local area as a tourist centre Comparison of town and country life Being environmentally friendly in the home

Learning Learning in context Talk about what learning activities you like/dislike in modern languages/in each subject Preparing for exams

Education Comparing education systems Improving own education system Learner responsibilities

Employability Jobs Part-time jobs and studying Qualities for present/future jobs/future plans

Work and CVs Planning, reporting back on work experience Reviewing achievements/ambitions

Culture Planning a trip Importance of travel and learning a foreign language describing your best holiday/trip/attitudes to travel

Other countries Aspects of other countries including educational, social, historical, political aspects

Celebrating a special event

Comparing special occasions/traditions/ celebrations/events in another country Importance of customs/traditions

Literature of another country

Literary fiction, eg short stories — understanding and analysis

Film and television Studying films in the modern language Studying television in other countries

N5 Assessment in S4

There are FOUR internal assessments (1 for each skill) for these Units are carried out and marked by the teacher. These may be volunteered moderated by the regional moderation team.

The teacher must build up a bank of EVIDENCE to show that units have been passed.

Learners have the opportunity to retake a test on one or, in exceptional circumstances, two occasions.

The assessments should be administered when the learner is ready. You may find that this creates staggered assessment calendars.

At National 5 candidates also sit EXTERNAL EXAMS and these will assess READING, LISTENING and WRITING.

TALKING is dual assessed within the centre EXTERNAL ASSESSMENT Component 1 — question paper: Reading and Writing This question paper will have 50 marks (50% of the total mark), across two sections.

Section one, titled ‘Reading’, will have 30 marks. Three texts in the modern language, response to questions in English by using English. Dictionary and glossary (if appropriate). Section two, titled ‘Writing’, will have 20 marks. Produce one written text in response to a stimulus supported by six bullet points. Dictionary.

Component 2 — question paper: Listening This question paper will have 20 marks (20% of the total mark).

Listen to one monologue and one short conversation in the modern language. Answer questions in English and respond in English. Listen to one monologue and one short conversation in the modern language. Answer questions in English and respond in English.

Component 3 — performance: Talking The performance will have 30 marks (30% of the total mark). A presentation in the modern language – followed by a natural, spontaneous conversation with the teacher. The presentation and conversation will be from one of the topics of the candidate’s choice.

N4/N5 – DIFFERENTIATE AS APPROPRIATE Weeks (June): Travel Plan projects (revision of present tense as applicable)

Talking about holidays in general (first in English, then in French, present tense) – sports holiday got to the Alps, adventure holiday go to Reunion, beach holiday in Mauritius, cruise in the Caribbean… (research the country)

Researching destinations in the TL (it may be appropriate to pre-select a handful of destinations and information, especially for N4)

Recommending holidays

Role play travel agent/check-in/air or train attendants - Asking questions

Future tense (both) week 1-6 (Aug-Sept): Past travel

What did you do on holiday – compare to your best holiday;

Things that went wrong ;

Importance of travel / speaking another language;

What did you enjoy / find of particular interest – aspects of other countries: social / historical / political o Attending local celebrations: 14 July, Fête de la Musique, local wine & food celebrations, family Sundays in

France, Brocante…

Asking questions about the events;

Perfect tense (revision) & Imperfect tense. N4 and N5 READING and LISTENING NAR (depending on resource suitability) for both levels Week 7-13 : AVU and preparation for prelims in Jan (letter of application for job - writing element)

Jobs/world of work

expectation for work experience

preparation for the “letter” – booklets + checklists (pupils should go over it regularly up to prelims)

Grammar revision

Topic “wash up”

Past papers as possible – Use P&N Int 2 papers for level and practice Tie in with Mick?

Week 14 N4 – to sit TALKING NAR Week 15 – 19: Lifestyle: Health Project

Health: core vocab

Revise all core grammar (present/perfect/imperfect/future/conditional)

Also – revise sports/food

Advantages and disadvantages of a healthy / unhealthy lifestyle; comparisons

Devoir / falloir / pouvoir … Suggest: “you are what you eat” programme / “Come dine with me” asking questions & giving advice Or choose role models good & bad

N5 READING or LISTENING NAR (depending on resource suitability) for both levels – use also as practice for prelims N4 LISTENING NAR Week 19 – 20- XMAS BREAK Week 21 - -prelim practice for N5 Week 22: N5 PRELIMS Week – 23-26 Week 24 (“Ski/Work Experience week” w/c 23.01.12) Film study (lifestyle / media / global languages / citizenship / social & political aspects / film & TV) La Haine / Amélie – « les deux Paris »

Contrast between lifestyles

Immigration

Society

Verlan

Language for comparisons / contrasts / talking about youth culture & adolescence

Perfect, imperfect tenses See workbooks N4 and N5 WRITING – evidence collection – could be open jotter or supported according to ability or prompted by bullet points. NOT AS OVERPREPARED AS ERV.

Week 27 February break Week 28 – 31 Orals – preparation and assessment N4 and N5 TALKING

The performance will have 30 marks (30% of the total mark).

A presentation in the modern language – followed by a natural, spontaneous conversation with the teacher. The presentation and conversation will be from one of the topics of the candidate’s choice (could choose the "traditional" topics from a personal angle, or discuss film, culture, etc.).

Asking questions – conversation with interlocutor.

Emphasis on spontaneity over accuracy. Week 32 ORAL DEADLINE Week 32-34 Mini-project through the last two weeks of term: TBD (resources in AS level text book…)

Start as soon as finished oral;

Advantages / disadvantages of new technology, e.g.: internet, mobile phones;

Use of social media (facebook / twitter / instagram);

Some revision of lifestyle / hobbies / health / friendship group ;

Basic language on dangers of social media; Create own “facebook profile” in French or twitter feed – only if time!… Revise all tenses + regular / irregular verbs N4 – READING NAR - Reading someone’s online profile (what hobbies, interests, what status updates…) TO BE CREATED / see if suitable text on the NAR

Week 34-35 Easter break Week 36 – 37: N5 Pre-exam workshops

topic revision

grammar revision

past papers N4 – WRITING Folio – candidate’s choice of topic Week 38 – SQA EXAMS COURSE END

S3 SPANISH Level 2-4

Family and Friends, covering the Present tense including go/yo/boot verbs, reflexives, negatives and common irregulars. Ser/estar

Town and Country, covering adjectives, adverbs, and more negative expressions, as well as giving opinions.

Leisure & Free time, including regular past tenses and common verbs, reflexive forms, and possessive adjectives. Also - interrogative pronouns, verbs followed by a, use of por/para, demonstrative pronouns.

Weeks (June): Basics and holiday Spanish First two periods:

Teach + hand-outs the basics: numbers, alphabet, greetings & introductions, dates – stick vocab in jotter to save time + focus for first four weeks to be use of language: listening & talking.

Classroom language & questions. Through the last 3 weeks of term:

Spanish-speaking places that you might visit; (is anyone going to one over the summer?) Using basic questions (What is your name? Where are you from? How old are you? Would you like a

drink/ice-cream?); Use BBC broadband clips as appropriate; Practice sketches.

Week 1-9 (Aug-Sept): Meeting people and going out

Recap June language; Meeting someone Spanish-speaking; Arranging to meet up – places to go / things to do in town

o Focus on questions (Qué quieres hacer? Donde te gustaría ir? Adónde vamos?) Going to a restaurant – basic food & drink + ordering: sketches in a café Directions to the places to meet; Telling the time; The Present tense including go/yo/boot verbs, reflexives, negatives and common irregulars.

Ser/estar.

SPEAKING – evidence collection – record any of the role plays

Week 10 – October break Week 10 – 19 (Oct-Dec): Describing your friends: “Te presento a mi pandilla‖

Describing your friends – adjectives & agreements – physical & character Relationships with friends – positive and negative – me llevo bien con … porque … / no me llevo bien

con … porque … Activities that you do together / why (this recaps & expands some material from going out topic) –

going shopping, to the café, playing sports etc… Time frequency expressions; - we play football every Friday after school. Discuss adolescent life in Spanish-speaking countries; At the end of topic, introduce family members and teach pupils how to recycle language:

o Ie: “no me llevo bien con Pablo” would become “no me llevo bien con mi hermano” o

WRITING – evidence collection – this will be used to go into the Christmas cards Last week of term: Mini-research project (2 periods)

Christmas in Spain (ppt in drive); Possible Christmas cards for Badajoz – use as a wash-up revision of all of the vocab and possibly use

Writing from previous (inc. family) as body of text. Week 20 – 21- XMAS BREAK

Comment [CC1]: Charlie

Weeks Christmas to Easter: Week 27 February break

School life – classes and clubs

Discussing school life in Spain – BBC Broadband Clips Make up their timetable in Spanish; Timetable – school routine (when does school start? / when is break? Lunch? etc…) revise time from

going out topic. What subjects you like / dislike and why? What are the teachers like? Transport – how do you get to school? And with whom? (friends/family members) Extracurricular – school clubs and activities – sport or other:

o When? Why? With whom? Personal achievement o Asking other people what they do

Including regular and irregular present tenses and some reflexive forms and possessive adjectives. Also - interrogative pronouns, verbs followed by a, use of por/para, demonstrative pronouns.

Use present continuous – explain if appropriate to class. ―?Qué día es? estoy jugando al fútbol?‖

Describing the school building and making basic comparisons – Es más/menos grande / pequeño / moderno… que

Opinions: Creo que es mejor/peor en Escocia porque… READING – evidence collection – someone discussing their school day

House and home

Describe the rooms in the house – NOT FURNITURE – ―el salón es bastante grande” “la cocina es muy moderna”…

Tie in to household chores – who does what (recap family members and time expressions: “todos los días, mi padre pone la mesa en el comedor”)

Draw a house with the people in it doing the actions. Explanation of Present Continuous (Cluedo type activity with people in the house & home)

LISTENING – evidence collection – who/when/where/how often?

Easter to new timetable Cultural enrichment – Film study - Planta 4

Use booklet in drive Recycle all vocab from all topics – descriptions, friendships, hobbies, adolescent life… Introduce preterite, perfect & imperfect as appropriate (without necessarily giving the full

explanation if not appropriate – ie: he visto una película… el protagonista fue a … era interesante…)

S4 Spanish N4/5:

Explicit teaching of tenses, where possible use songs / videos / etc…

S4 assessments: made up of Int.1 + Int.2 NABs (self-differentiating)

Part-time jobs & household chores (pocket money), the immediate future. Life at School & plans for the future, covering simple imperfect forms, the

Future tense, adverbs and modal verbs.

Try to include past papers through the course: P&N in Term 1, SQA in term 2 – roughly one every 2 weeks equal amount Reading & Listening, this can include given as homework, start off with P&N 03-04, SQA 2001.

These does not have to be sat in test conditions – can be used in various ways.

There are two units to the course:

Language

Extended Reading / Viewing

Extreme sports like in French

Employability – after school plans Weeks (June): Travel Plan projects (revision of present tense as applicable)

Talking about travel plans Researching destinations Role play travel agent/check-in/air or train attendants


What did you do on holiday Perfect tense (revision) Imperfect tense Tie in to environment: sustainable travel/carbon footprint

Week 5-8 (Sept):

jobs/world of work

expectation for work experience preparation for the ―letter‖ – booklets + checklists (pupils should go over it

regularly up to prelims)

Week 9-13 (Oct-Nov): Grammar revision Topic ―wash up‖

Past papers – Use P&N papers Reading / Listening NABs –

topic of wider world or world of work

Prelims week 14 (w/c 14.11.11): Week 15 – 19: ERV – with assessment on w/c 09.01.12 * Planta Cuatro + workbook

Week 20 – 21- XMAS BREAK Orals (5 weeks) & topic (5 weeks) can be swapped round

Week – 22-26 Week 24 (“Ski/Work Experience week” w/c 23.01.12) Health Project

Health core vocab

Revise all core grammar (present/perfect/imperfect/future/conditional)

Also – revise sports/food Suggest: “you are what you eat” programme / “come dine with me”

Week 27 February break

Week 28 – 31

Orals

Inc. oral prep & exam Week 32 INT 1/2 ORALS DEADLINE

Week 34-35 Easter break

Week 36 – 37: Pre-exam workshops

topic revision grammar revision

past papers (up to SQA 11) Week 38 – SQA EXAMS COURSE END

S3 GERMAN Level 2-4 ONLY 2 PERIODS PER WEEK!

Family and Friends, covering the Present tense including reflexives, separables,

negatives and common irregulars. Haben and Sein. Town and Country, covering adjectives, adverbs, and more negative

expressions, as well as giving opinions. Word order!

Leisure & Free time, including regular past tenses and common verbs, reflexive forms, and possessive adjectives. Also - interrogative pronouns, use of um…zu, demonstrative pronouns, forming questions and recycling language to provide an answer.

Weeks (June): Basics and holiday German First two periods:

Teach + hand-outs the basics: numbers, alphabet, greetings & introductions, dates – stick vocab in jotter to save time + focus for first four weeks to be use of language: listening & talking.

Classroom language & questions. Through the last 3 weeks of term:

German-speaking places that you might visit; (is anyone going to one over the summer?) Using basic questions (What is your name? Where are you from? How old are you? Would you like a

drink/ice-cream?); Use BBC broadband clips as appropriate; Practice sketches. Show 7-Zwerge to introduce German film, vocab about describing people’s appearance and

personality, and to get pupils using language to answer questions (intro to work in term 1 of next session).

Week 1-9 (Aug-Sept): Meeting people and going out

Recap June language; Meeting someone German-speaking; Arranging to meet up – places to go / things to do in town

o Focus on questions (Was möchtest du machen? Wo möchtest du hingehen? Wohin gehen

wir?) Going to a restaurant – basic food & drink + ordering: sketches in a café Directions to the places to meet; Telling the time; The Present tense including common irregular verbs (haben, sein, warden), reflexives, separables,

negatives. SPEAKING – evidence collection – record any of the role plays

Week 10 – October break Week 10 – 19 (Oct-Dec): Describing your friends: “Ich stelle meine Freunde vor‖

Describing your friends – adjectives & agreements – physical & character Relationships with friends – positive and negative – ich verstehe mich gut mit … weil (WORD

ORDER!) … / ich verstehe mich nicht gut mit … weil … Activities that you do together / why (this recaps & expands some material from going out topic) –

going shopping, to the café, playing sports etc… Time frequency expressions; - we play football every Friday after school. Discuss adolescent life in German-speaking countries; At the end of topic, introduce family members and teach pupils how to recycle language:

o i.e.: “ich verstehe mich gut mit John” would become “ich verstehe mich gut mit meinem Bruder”

o WRITING – evidence collection – this will be used to go into the Christmas cards Last week of term: Mini-research project (2 periods)

Christmas in Germany/Austria/Switzerland (ppt in drive); Learn a Christmas carol (Stille Nacht? O Tannenbaum? ).

Week 20 – 21- XMAS BREAK

Comment [CC2]: Charlie

Weeks Christmas to Easter: Week 27 February break

School life – classes and clubs

Discussing school life in Germany – BBC Broadband Clips Make up their timetable in German; Timetable – school routine (when does school start? / when is break? Lunch? etc…) revise time from

going out topic. What subjects you like / dislike and why? What are the teachers like? Transport – how do you get to school? And with whom? (friends/family members) Extracurricular – school clubs and activities – sport or other:

o When? Why? With whom? Personal achievement o Asking other people what they do

Including regular and irregular present tenses and some reflexive forms and possessive adjectives. Also - interrogative pronouns, forming questions and using correct word order.

Describing the school building and making basic comparisons – Es ist gröβer, kleiner, moderner,

alter als… Opinions: Ich glaube/ finde / denke (dass) es ist besser/ schlechter in Schottland, weil…

READING – evidence collection – someone discussing their school day

House and home

Describe the rooms in the house – NOT FURNITURE – ―Das Wohnzimmer ist ziemlich groβ” “Die Kuche ist sehr modern”…

Tie in to household chores – who does what (recap family members and time expressions: “jeden Tag, mein Vater räumt die Spülmaschine ein”)

Draw a house with the people in it doing the actions. Focus on use of Present Tense in German and correct use of separable verbs. E.g.: ―Ich wasche ab‖

could mean ―I wash up‖, ―I do wash up‖ or ―I am washing up‖ (Cluedo activity to help speaking practice?)

LISTENING – evidence collection – who/when/where/how often?

Easter to new timetable Cultural enrichment – Film study – Das Wunder von Bern

Use resources in drive Recycle all vocab from all topics – descriptions, friendships, hobbies, adolescent life… Introduce perfect & imperfect as appropriate (without necessarily giving the full explanation if not

appropriate – ie: Der Hauptcharakter war sehr jung als sein Vater weggegangen ist…. Es gab wenig Geld im Haushalt… Es war interessant…)

S4 German N4/5:

Explicit teaching of tenses, where possible use songs / videos / etc…

S4 assessments: made up of Int.1 + Int.2 NABs (self-differentiating)

Part-time jobs & household chores (pocket money), the immediate future. Life at School & plans for the future, covering simple imperfect forms, the

Future tense, adverbs and modal verbs.

Try to include past papers through the course: P&N in Term 1, SQA in term 2 – roughly one every 2 weeks equal amount Reading & Listening, this can include given as homework, start off with P&N 03-04, SQA 2001.

These does not have to be sat in test conditions – can be used in various ways.


Language


Extreme sports like in French

Employability – after school plans Weeks (June): Travel Plan projects (revision of present tense as applicable)

Talking about travel plans Researching destinations Role play travel agent/check-in/air or train attendants


What did you do on holiday Perfect tense (revision) Imperfect tense Tie in to environment: sustainable travel/carbon footprint

N4 and N5 READING and LISTENING NAR (depending on resource suitability) for both levels

Week 5-8 (Sept): jobs/world of work expectation for work experience preparation for the ―letter‖ – booklets + checklists (pupils should go over it

regularly up to prelims) Week 9-13 (Oct-Nov):

Grammar revision Topic ―wash up‖

Past papers – Use P&N papers Reading / Listening NABs – topic of wider world or world of work

Prelims week 14 (w/c 14.11.11): N4 to sit TALKING NAR

Week 15 – 19: ERV – with assessment on w/c 09.01.12 * Die Welle + workbook - how this ties in with Das Wunder von Bern (contrasting views of the war from

German/Scottish perspectives) - implications of blind obedience in other contexts (daily life, society, instances from

other countries around the world – get discussion going) N4 and N5 WRITING – evidence collection – could be open jotter, supported, or

prompted by bullet points according to ability. NOT as overprepared as ERV.

Week 20 – 21- XMAS BREAK Orals (5 weeks) & topic (5 weeks) can be swapped round

Week – 22-26 Week 24 (“Ski/Work Experience week” w/c 23.01.12)

Health Project Health core vocab Revise all core grammar (present/perfect/imperfect/future/conditional)

Also – revise sports/food Suggest: “you are what you eat” programme / “come dine with me”

N5 READING or LISTENING NAR (depending on resource suitability) for both levels N4 LISTENING NAR



Week 28 – 31 Orals – preparation and assessment

N4 and N5 TALKING The performance will have 30 marks (30% of the total mark). A presentation in the modern language – followed by a natural, spontaneous

conversation with the teacher. The presentation and conversation will be from

one of the topics of the candidate’s choice (could choose the "traditional" topics from a personal angle, or discuss film, culture, etc.).

Asking questions – conversation with interlocutor.

Emphasis on spontaneity over accuracy. Week 32 ORAL DEADLINE

Week 32-34 Mini-project through the last two weeks of term:

Start as soon as finished oral; Advantages / disadvantages of new technology, e.g.: internet, mobile phones; Use of social media (facebook / twitter / instagram); Some revision of lifestyle / hobbies / health / friendship group ;

Basic language on dangers of social media; Create own ―facebook profile‖ in French or twitter feed – only if time!… Revise all tenses + regular / irregular verbs

N4 – READING NAR - Reading someone’s online profile (what hobbies, interests, what status updates…) TO BE CREATED / see if suitable text on the NAR


Week 36 – 37: N5 Pre-exam workshops

topic revision

grammar revision past papers

N4 – WRITING Folio – candidate’s choice of topic

Week 38 – SQA EXAMS COURSE END

HIGHER

HIGHER French For each topic, at least 2 PR response essay of length – to type up, double space etc.

Times New Roman 12. ANY SCRAP/DOODLED ESSAYS rejected.


Language


Weeks (June): Topic 1 – Lifestyles Family/Friends/home area

Core topic + writing Strong grammar focus ―take it from the top‖ (regular esp) Monday test grammar test (to include the topic vocab)

week 1-4 (Aug-Sept): Topic 2 – Lifestyles Leisure / health Core topic + writing (mention pocket money?)

Grammar – revise the 5 core tenses from June + emphasise irregulars

Outcome: drama/monologues/plays/Jeremy Kyle/Counselling

Week 5-8 (Sept): Topic 3 – Wider World Travel & holidays Core topic Grammar continue to go over core issues/recurring problems Also to start Directed Writing – bullet point by bullet point

Week 9-13 (Oct-Nov): Topic 4 – School & World of work

Core topic + writing

Grammar: continue to go over core issues/recurring problems + introduce some set phrases in Subjunctive/Conditional but not explicit ―how to form‖

Continue Directed Writing – bullet point by bullet point / putting it all together.

Week 14: NABs Week 15 – 19: ERV – with assessment on w/c 09.01.12 La classe / ―être et avoir‖- contrast of school experiences, what makes a good teacher,

rural school v. urban… (this will also work with potential Int.2 candidates) Week 20 – 21- XMAS BREAK

Week – 22-26: TV / media / adverts / culture/music

Core topic + writing Grammar: continue to go over core issues/recurring problems

Directed Writing – should be able to write a DW from scratch by this point (even if not perfect!), then going on to Oral prep, to have oral ready by Feb break

outcome: project on TV/media/adverts/culture/music

Portrayal of women/roles of women/sexism – also to include other French-speaking countries (Algeria, Morocco, Tunisia, Senegal, Ivory Coast…)


Week 28 PRELIMS

Week 29 – 31

Oral practice & assessment Week 32 HIGHER ORALS DEADLINE

Week 33 term 2 ―wash up‖



topic revision grammar revision

past papers (up to SQA 11) Week 38 – SQA EXAMS COURSE END

HIGHER Spanish For each topic, at least 2 PR response essay of length – to type up, double space etc. Times New Roman 12. ANY SCRAP/DOODLED ESSAYS rejected.


Language


Weeks (June): Topic 1 – Lifestyles Family/Friends/home area Core topic + writing

Strong grammar focus ―take it from the top‖ (regular esp) Monday test grammar test (to include the topic vocab)

week 1-4 (Aug-Sept): Topic 2 – Lifestyles Leisure / health

Core topic + writing (mention pocket money?)


Outcome: drama/monologues/plays/Jeremy Kyle/Counselling Week 5-8 (Sept): Topic 3 – Wider World Travel & holidays

Core topic Grammar continue to go over core issues/recurring problems Also to start Directed Writing – bullet point by bullet point

Week 9-13 (Oct-Nov): Topic 4 – School & World of work Core topic + writing Grammar: continue to go over core issues/recurring problems + introduce

some set phrases in Subjunctive/Conditional but not explicit ―how to form‖

Continue Directed Writing – bullet point by bullet point / putting it all together. Week 14: NABs

Week 15 – 19: ERV – with assessment on w/c 09.01.12 Poniente / El Espinazo del Diablo

Week 20 – 21- XMAS BREAK Week – 22-26: TV / media / adverts / culture/music


Grammar: continue to go over core issues/recurring problems Directed Writing – should be able to write a DW from scratch by this point

(even if not perfect!), then going on to Oral prep, to have oral ready by Feb

break outcome: project on TV/media/adverts/culture/music Portrayal of women/roles of women/sexism – also to include other Spanish-

speaking countries (Argentina, Mexico, Chile…)


Week 28 PRELIMS

Week 29 – 31





topic revision grammar revision past papers (up to SQA 11)


HIGHER German For each topic, at least 2 PR response essay of length – to type up, double space etc.

Times New Roman 12. ANY SCRAP/DOODLED ESSAYS rejected.


Language


Weeks (June): Topic 1 – Lifestyles Family/Friends/home area


Strong grammar focus ―take it from the top‖ (regular esp) Monday test grammar test (to include the topic vocab)

week 1-4 (Aug-Sept): Topic 2 – Lifestyles Leisure / health

Core topic + writing (mention pocket money?)


Outcome: drama/monologues/plays/Jeremy Kyle/Counselling Week 5-8 (Sept): Topic 3 – Wider World Travel & holidays

Core topic Grammar continue to go over core issues/recurring problems Also to start Directed Writing – bullet point by bullet point

Week 9-13 (Oct-Nov): Topic 4 – School & World of work Core topic + writing Grammar: continue to go over core issues/recurring problems + introduce

some set phrases in Subjunctive/Conditional but not explicit ―how to form‖ Continue Directed Writing – bullet point by bullet point / putting it all together.

Week 14: NABs

Week 15 – 19: ERV – with assessment on w/c 09.01.12 A choice of Das Leben der Anderen compared to Goodbye Lenin to highlight different

portrayals of the former East Germany (―nOSTalgie‖ vs harsh realities for the oppressed) or Sophie Scholl. Room for tailoring DVD choice to pupils’ tastes. Week 20 – 21- XMAS BREAK

Week – 22-26: TV / media / adverts / culture/music

Core topic + writing Grammar: continue to go over core issues/recurring problems

Directed Writing – should be able to write a DW from scratch by this point (even if not perfect!), then going on to Oral prep, to have oral ready by Feb break

outcome: project on TV/media/adverts/culture/music

Portrayal of women/roles of women/sexism – also to include other French-speaking countries (Algeria, Morocco, Tunisia, Senegal, Ivory Coast…)


Week 28 PRELIMS

Week 29 – 31




Week 36 – 37: Pre-exam workshops topic revision grammar revision past papers (up to SQA 11)


ADVANCED HIGHER

AH FRENCH – term 2 to be revised as course progresses Try to include past papers through the course:

Listening – self study time


Language – through themes to build up bank of short essay/paragraphs etc. /

may include L&R NAB tied in to topic


Mon – AG: topic Tue – not in dept.

Wed – DH: conversation Thurs – x2: ERV / topic Fri – ―self-study‖ AG: Listening past papers/internet research (list of specific

websites to be provided)/reading for pleasure etc.

Theme 1 - Personal, social and cultural issues.

Weeks (June):

Start with discussion – why have you chosen this course/expectations

Theme 1a) patterns of family life:

- marriage,

- the generation gap,

- gender issues,

- changing work patterns and lifestyles.

week 1-4 (Aug-Sept):

Theme 1b) media and the arts:

- the press,

- TV

- information technology,

- aspects of film, art, literature, theatre and music.

Theme 2 - Topical and cultural issues

Week 5-8 (Sept):

Theme 2a) European issues:

- the European Union and its institutions. Week 9-13 (Oct-Nov):

Theme 2b) important issues in France:

- the way people live;

- immigration;

- education;

- unemployment.

Week 15 – 19:

Theme 3 - Environmental issues

- pollution and conservation; - energy sources; - urban expansion;

- transport; - the countryside; - endangered species.

Week 20 – 21- XMAS BREAK Weeks 22 – 26

NABs

Folios Topic wash-up Start Oral prep – topic revision etc

Build up exam condition prep – timed essays/past papers Week 27 February break

Week 28 - PRELIMS Week 29 – 33

Orals Inc. oral prep & exam Week 34-35 Easter break


topic revision grammar revision past papers (up to SQA 11)


AH GERMAN – to be updated throughout the course Try to include past papers through the course: Listening – self study time


Language – through themes to build up bank of short essay/paragraphs etc. /

may include L&R NAB tied in to topic


Theme 1 - Topical and cultural issues

Weeks (June):

Start with discussion – why have you chosen this course/expectations

Theme : media and the arts:

- the press,

- TV

- information technology,

- aspects of film, art, literature, theatre and music.

Documents

S4: N4/N5 LEVEL French - eduBuzz.org · 2014-01-09 · Literature of another country Straightforward fiction, ... Lifestyle Lifestyle-related illnesses ... Going to a restaurant –