The KING’S Medium Term Plan - FRENCH

Y9 LC1 Programme

Module This module covers Me, my family and friends (L’Amitié). Within these areas, pupils will learn to describe in

greater detail both the physical and character traits of themselves and others and, more importantly, their

relationships with family and friends. Within this context, pupils will revise structures learnt in Year 7 whilst also

being introduced to more complex adjectival structures to describe self and others. Pupils will also learn to

discuss the concept of different types of relationships: from parents and siblings to friends and

boyfriends/girlfriends. To support their grammatical development, students will study the imperfect tense in

greater detail and learn to conjugate both AVOIR and ÊTRE in the imperfect with gradual building towards an

ability to move confidently between the present and the imperfect tense when discussing relationships.

All pupils will cover all objectives but only those working towards GP 4 - 5 will be expected to cover ‘Progress

Objectives’ that are underlined. Key objectives are taken from the AQA GCSE Specification for the existing

curriculum.

Building on

prior learning

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.

Overarching

Challenge

question

‘How does the use of different tenses add gravitas to our work’?

Lines of

Enquiry

Week 1: Why are AVOIR and ÊTRE so important in descriptions of self and others?

Week 2: How does our understanding and use of the imperfect tense increase complexity in our work?

Week 3: How does more in-depth discussion of your relationships with others enable the use of higher level adjectives and

phrasal structures?

Week 4: Why are two sides to a story better than one?

Week 5: Why is it repetitive practice and not just practice that makes perfect when revising grammar structures?

Week 6-7: Revision and assessment followed by gap teaching – from assessment analysis.

Exam board

links:

Topic

Progress

Statement

Weeks’ 1-5: Me, my family and friends (AQA 8658: 2.1.1 – Identity and Culture) In this unit, pupils will revise the present tense structure of both AVOIR and ÊTRE and study their imperfect tense equivalents in greater detail to provide physical and character descriptions of self and others. In addition, pupils will learn to discuss their relationships with others in both the present and imperfect tense providing a more in-depth analysis and evaluation of these relationships using opposing structures where necessary. To this end, pupils will study more complex linguistic structures to increase the quality of their work: from higher level adjectives and adverbs to French idioms that complement the topic and its content. Students will consolidate their understanding of adjectival agreements and apply this to the description of self and others and relationships with others. Pupils then build upon this to describe previous relationships using a variety of imperfect tense references and past tense time statements to extend complexity to their sentence structures. Pupils working towards a GP 2-3 analyse and create using subject pronouns je/il/elle whilst pupils working towards a GP 4-5 extend further incorporating a wider variety of subject pronouns and analysing texts with this variety built in.

Week 1

2 hours of

lessons plus 1

hour of home

learning each

week

Line of Enquiry - Week 1: Why are AVOIR and ÊTRE so important in descriptions of self and others?

Learning intentions in order of delivery:

Understand and provide information about content and contexts relating to own lifestyle and that of other people and analyse and evaluate information from that of other people including those in other countries/communities where French is spoken.

Students will learn to:

1. Extend knowledge by recalling a variety of different positive and negative adjectives

2. Categorise a series of higher level adjectives to describe the physical appearance and character of self and others

3. Recall ‘all persons’ conjugation of AVOIR and ÊTRE in the present tense

4. Examine and demonstrate understanding of adjectival agreements through use in a sentence

5. Analyse and evaluate information in a text providing information on others

6. Discuss additional language features that can be used in sentences and produce one as an example

Weekly success criteria across 3 lessons: GP 1/2 = Students will recall a series of more basic adjectives and place into positive & negative categories GP 2 = Students will identify the meaning of a series of higher level adjectives to describe physicality and character GP 3 = Students will understand how to conjugate present tense of AVOIR/ETRE & demonstrate use of some GP 3/4 = Students will apply understanding of adjectival agreements to a series of descriptions of self and others GP 4 = Students will analyse and evaluate both listening and reading texts to decipher key information about someone RGP5 (REACH): Students will suggest further structures (word categories with examples) that can be applied to their descriptions of others to produce their own extended structure applying understanding of ‘all persons’ in the present tense using AVOIR and ETRE. Linguistic structures to consider: Agreement of Adjectives; Position of Adjectives. Avoir/Etre – present tense - all persons Possessive Adjectives Interrogatives & question structures Negative: ne … pas Using questions to initiate and develop conversation Using ‘et ‘mais ‘aussi’ ‘cependant/pourtant/par contre’ to develop responses. Intensifiers: très, assez, un peu.

Lesson Hypotheses:

Hypothesis 1 – The revision of previously taught structures always supports our learning. Hypothesis 2 – The understanding of adjectival agreements is essential to accuracy.

Week 2

3 hours of

lessons plus 1

hour of home

learning each

week

Home Learning: For the first home learning tasks, pupils will record themselves giving a description of self and others to be peer assessed in the following lesson. Students are also required to learn the present tense of AVOIR and ETRE across ‘all persons’ for a grammar text the following week. Pupils will learn a list of vocabulary on personality traits.

Line of Enquiry - Week 2: How does our understanding and use of the imperfect tense increase complexity in our

work?

Learning intentions in order of delivery:

Understand why and how the imperfect tense is used and recognise its conjugation across ‘all persons’ using infinitives AVOIR & ETRE.

Decipher and evaluate information about content and contexts relating to self and others in the imperfect tense

Students will learn to:

1. Understand what the imperfect tense means and when it is used

2. Recognise and understand how to conjugate the imperfect tense across ‘all persons’

3. Analyse a series of sentences in the present tense describing self/others and convert to the imperfect tense

using AVOIR and ETRE

4. Deduce information in a listening and/or reading text and apply knowledge to answer questions

5. Translate a series of sentences from English into French using the imperfect tense to describe physical and

character

Weekly success criteria across 3 lessons: GP 1/2 Question = Students will recall how to recognise the imperfect tense and its conjugation across SP je/il/elle

GP 2 = Students will understand how to conjugate in the imperfect tense across ‘all persons’ and identify language patterns that support memory techniques GP 3 = Students will apply understanding of both present & imperfect tenses of AVOIR/ETRE to translate sentences between the two tenses GP 4- = Students will apply understanding to analyse and evaluate a series of reading/listening texts and identify key information RGP5 (REACH): Students will apply additional imperfect tense language structures to their sentences to create a higher level extended sentence structure in both the present and imperfect tenses. Linguistic structures to consider: Avoir/Etre – imperfect tense - all persons (dependent on class ability) Negative: ne … jamais / ne…plus Imperfect tense time statements: Quand j’étais petit(e) / Quand j’avais…..ans etc

Lesson Hypotheses:

Hypothesis 1 – Identifying language patterns in tenses supports memory and recall techniques. Hypothesis 2 – Translating between two tenses improves language flexibility and confidence. Hypothesis 3 – Using a variety of structures in two tenses provides a winning formula for your work. (Reading practice strengthens understanding of key vocabulary Home Learning: Students are required to produce a written description describing the physicality and character of three people ‘then and now’. Students should extend their description incorporating additional language patterns in their work such as time statements and sequencing words to specify when they do these and the sequence in which they do them. Students should provide opinions with reasons to complete their description. Students are also required to learn imperfect tense structures for a vocabulary test next week.

Week 3

2 hours of

lessons plus 1

hour of home

learning each

week

Line of Enquiry - Week 3: How does more in-depth discussion of your relationships with others enable the use of higher-level adjectives and phrasal structures? Learning intentions in order of delivery:

Study a series of phrasal structures in the present tense to describe whether you get on with someone or not

Apply understanding of these structures to use across several person conjugations (je/il/elle/nous)

Apply knowledge of a wide variety of adjectives to produce a series of sentences describing relationship with others in the present tense

Use knowledge of a wide variety of adjectives to produce a series of sentences describing relationship with others in the imperfect tense

Decipher key information about a variety of people discussing their relationships in the past and present tense

Analyse and evaluate a series of French idioms that can be used to extend description and increase the quality of work

Students will learn to:

1. Understand a series of present tense phrasal structures across a variety of subject pronoun conjugations to

describe relationship with someone else

2. Apply extended knowledge of higher level adjectives and adjectival agreements to discuss whether you get on

with family or friends in the present tense

3. Analyse how the same phrasal structures are written in the imperfect tense and demonstrate use across a

variety of subject pronoun conjugations to describe relationship with someone else

4. Evaluate the meaning of certain French idioms and suggest how they can be used in a sentence structure

Weekly success criteria across 3 lessons: GP 1/2 Question = Students will recall the meaning of Je m’entends bien and demonstrate its basic use with adjectives in a sentence GP 2 = Students will understand and demonstrate how this phrase can be conjugated across other subject pronouns and

explain how it is formed in the negative GP 3 = Students will identify how these phrases are written in the imperfect tense and be able to translate a series of basic sentences between the present and imperfect tense. GP 4- = Students will understand and demonstrate how this phrase can be conjugated across other subject pronouns, explain how it is formed in the negative and produce their own sentence structure independently of the teacher GP 4/5: Students will apply understanding to analyse and evaluate a series of French idioms and demonstrate their use in a sentence using the ‘I/he/she’ subject pronouns RGP5 (REACH): Students will adapt the French idioms learnt to a variety of different people in their sentences to create a paragraph describing their relationship with others Linguistic structures to consider: Present tense: Je m’entends bien avec / Je ne m’entends pas bien avec…. Imperfect tense: Je m’entendais bien avec / Je ne m’entendais pas bien avec….. Present tense time statements: Normalement / Quelquefois / De temps en temps / D’habitude /Souvent Imperfect tense time statements: Quand j’étais petit(e) / Quand j’avais…..ans etc French idioms: Il a toujours la tête dans les nuages / Il est mal dans sa peau / C'est un vrai casse-pieds! Se fâcher / se disputer / s’entendre X est digne de confiance; on peut compter sur … X m’enerve; est toujours têtu Il/elle me semble … Il/Elle a l’air d’être (assez/très) ….. Il/Elle est très …, ce qui ne me plaît pas J’aime/je n’aime pas les gens qui sont….. Je pense qu’il/elle est /ils/elles sont…….. Je pensais qu’ il/elle était……. A mon avis/Selon moi…. Ce qui m’enerve sont les gens qui … Ce que j’aime sont les gens qui sont …

Week 4

3 hours of

lessons plus 1

hour of home

learning each

week

Lesson Hypotheses:

Hypothesis 1 – Saying whether you get on with someone or not is important when discussing relationships Hypothesis 2 – It is not the present but imperfect tense that encourages reflection on your relationships with others (Mid-term assessment) Home Learning: Students are required to produce a brief written description describing their relationships with others (minimum of 2 people) using both the present and imperfect tense. Students should extend their description incorporating additional language patterns in their work such relevant time statements and sequencing words and the idioms they have learnt. Students should provide opinions with reasons to complete their description. Students are also required to learn the different imperfect tense endings for ‘all persons’ using AVOIR & ETRE for a grammar test in week 4. Line of Enquiry - Week 4: How can the use of positive and negative structures create a clearer description?

Lesson 1: REACH time (Review, Evaluate, Attain, Challenge, Hone) 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:

Deduce the meaning of a variety of structures used in a series of ‘agony aunt’ scenarios

Analyse and evaluate the information given in the problem and the advice given in a variety of agony aunt letters and answer a series of questions

Answer GCSE style questions (according to KGP) relating to relationship problems etc and identify key information

Create own agony aunt problem page applying all structures learnt

Students will learn to:

1. Recognise and recall a variety of structures/reasons used in agony aunt scenarios

2. Apply knowledge to analyse and evaluate a selection of GCSE exam questions relating to the topic based on

relevant KGP

3. Apply understanding to create own agony aunt page demonstrating use of structures learnt in such a scenario

Weekly success criteria across 3 lessons: GP 1/2 Question = Students will identify specific key words from a text and match up to their English counterpart GP 2 = Students will summarise key points from each agony aunt text and highlight positive/negative factors GP 3 = Students will examine information given in a listening and/or reading text and decipher the relevant information to answer the questions GP 4/5 = Students will apply understanding to analyse and evaluate a series of GCSE style questions and answer questions

RGP5 (REACH): Students will create own agony aunt page discussing a problem they have in their relationship with someone else Linguistic structures to consider:

Tu t’entends bien avec…? Tu t’entendais bien avec…? Comment trouves-tu …? Quelles sont les qualités les plus importantes d’un(e)ami(e)? Pourquoi êtes-vous ami(e)s? Décris sa personalité. Un bon(ne) ami(e) doit être….. (tolerant(e)/accommodant(e)) ne doit pas se prendre au sérieux avoir le sens d’humour avoir le sens pratique avoir les mêmes goûts. avoir beaucoup d’initiative faire attention aux sentiments de … partager/garder les confidences Je ne peux pas supporter les amis qui … Il/elle a tendance à Il/elle (n’) a (pas) (de) de la patience / de l’ambition/ du talent (pour)…

Lesson Hypotheses:

Hypothesis 1 – (REACH time) It is not practice but repetitive practice that makes perfect. Hypothesis 2 – There is no particular way of tackling a GCSE exam paper question. Hypothesis 3 – There are certain structures needed to discuss relationship breakdowns.

Week 5

2 hours of

lessons plus 1

hour of home

learning each

week

Home Learning: Students are required to work in pairs and produce a role play: one pupil is the person seeking advice; the second pupil plays the part of the agony aunt. These are to be acted out in class in lesson 1 of week 5. 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. Line of Enquiry - Week 5: Why is it repetitive practice and not just practice that makes perfect when revising

grammar structures?

Learning intentions in order of delivery:

Recognise and recall present and imperfect tense conjugations for ‘all persons’ for AVOIR & ETRE

Apply understanding to translate a series of sentences in the present tense and in the imperfect tense

Translate a series of phrases discussing relationships from the present tense into the imperfect tense & vice versa

Answer a selection of listening and reading GCSE questions relating to the topic

Students will learn to:

1. Recall AVOIR and ETRE accurately in both the present and imperfect tenses

2. Apply understanding to translate a series of sentences in the present and imperfect tense and create own

sentences using these structures

3. Demonstrate understanding of present and imperfect to translate a series of sentences between both tense

structures

4. Apply understanding to analyse and evaluate a selection of GCSE style questions relating to this topic

Weekly success criteria across 3 lessons:

GP 1/2 Question = Students will recall the conjugation of the present tense of AVOIR and ETRE for all persons GP 2 = Students will demonstrate greater mastery of tense conjugation through use of subject pronouns je/il/elle across both the present and imperfect tense of AVOIR and ETRE GP 3 = Students will identify what language features need to be added in order to increase detail and explain their choices GP 4/5 = Students will apply understanding of the present and imperfect tense to translate sentences between both tenses RGP5 (REACH): Students will apply understanding to analyse and evaluate a series of GCSE style questions and answer questions

Linguistic structures to consider: All structures highlighted in this SOW

Lesson Hypotheses:

Hypothesis 1 – The present and imperfect tenses do not follow any particular pattern with AVOIR & ETRE Hypothesis 2 – Successful translation between tenses leads to ultimate mastery of the language. 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: Intermediate version - Linguastars

GCSE iPod

GCSE BBC Bitesize

Examples of

GCSE

questions

FOUNDATION PAPER

This is an example of an exam question from a Foundation and a 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.

HIGHER PAPER