FRENCH SCHEME OF WORK

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FRENCH SCHEME OF WORK

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  • THE ALEXANDRA SCHOOL FRENCH SCHEME OF WORK

    TERM 2 2011-2012

  • FIRST (1ST ) YEARTERM TWO (2) GRAMMAR LESSONS

    WEEK TOPIC STRUCTURE ACTIVITIES/ASSIGNMENTS

    Introduction of Adjectives in French http://www.french-linguistics.co.uk/grammar/adjectives_position.shtml a) Students will first be given a thorough note on Adjectives in French, emphasizing placement and agreement. b) Students attention will initially be focussed on the Before-the-Noun adjectives. (N.B. any other adjectives will come AFTER the noun). c) Students will then be introduced to adjectives of personal appearance and personality.

    Dcris ton pre/ta mre. Comment est ta mre? Comment es-tu?

    Students will be given a detailed note on adjectives together with a list of adjectives. Students will create adjective boxes. Students will use adjectives to describe family members & friends.

    2

    Introduction of Adjectives of Colour. Describing class-room/house/flags using colour.

    De quelle couleur est-ce/est ? Dcris ta maison/ton quartier/pays Comment est ton cole?

    Students will draw and colour the national flags of Barbados and of France. Sentence-Building: e.g. Ma famille habite dans une grande maison blanche./Mon amie est une jolie petite fille intelligente./Jai une grande gomme blanche.

    3

    Introduction of ER verbs with spelling-changes verbs in the Present Tense. a) Revise manger and commencer with food vocab. b) Talking about preferences with sports/music. c) Reinforcement of use of sappeler.

    acheterjachte prfrerje prfre Quel sport/type de musique prfres-tu? Je prfre le football/la musique pop. Comment sappellent tes parents?

    Students will receive a list of ER verbs with spelling changes to be stuck in their note-books. Sentence-building: Jachete du pain chez le boulanger/ la boulangerie Reading Comprehensions (DAccord)

    4 & 5

    Introduction to French IRREGULAR Verbs in the Present Tense. Students will begin with Aller (to go) and Venir (to come).

    O vas-tu?

    Students will be given a handout with the French Verbs which are Irregular in the Present Tense.

  • Introduction of Contractions au/aux and du/des. Names of Places ( la plage, au cinma) Point out use of chez with persons la boulangerie/chez le boulanger Use of prepositional phrases: a cote de/en face de/loin de/pres de. Transportation: pied/en auto/en voiture/en avion

    Je vais / la/ l/au/aux Comment viens-tu lcole? Je viens lcole pied. Do viens-tu? Je viens de la Barbade

    Students will be given a list of places/countries (with a note explaining how to say in or to a country) to be stuck in their notebooks. Students will practise simple dialogue-writing. Reading Comprehension Group Work: Students will conduct a survey on student modes transportation. An Oral report/presentation will be made during the Oral class.

    6

    Introduce how to say what sports/musical instruments you play using jouer a/de. Students will be made aware that JOUER is NOT an irregular verb. Its introduction here follows on from the introduction to contractions in the previous weeks. Introduce associated vocabulary: e.g. Je suis membre de lquipe de .

    Qui dans la classe joue au football/joue du piano? Quels sports pratiques-tu? Je joue au football Tu joues dun instrument de musique? Je joue de la trompette Je suis membre de lquipe de

    Students will be given a handout on Sports and Musical Instruments to be stuck in their notebooks. Students will conduct a survey on musical and sporting talents of their class members. Oral presentations will be made during the Oral class.

    7, 8 & 9

    Continuation of the study of IRREGULAR verbs in the Present Tense. Avoir: Introduce Avoir expressions (avoir soif/du sommeil/de la honte) Faire: Introduce weather and faire expressions (faire la grasse matine)

    Present Tense of Irregular Verbs Quest-ce que quil y a? Jai soif Quel temps fait-il? Il fait Quest-ce que tu fais pour aider la maison? Je fais la vaisselle Que fait ton pre dans la vie?

    Students will be given handouts with AVOIR and FAIRE expressions to be stuck in their notebooks. Completing the sentences with correct Present Tense form of the verb in brackets. Reading Comprehensions (DAccord) Students will be given a list of

  • Revise professions with the verb faire. Que fait ton pre/ta mre dans la vie?; Quelle est la profession de ton/ta pre/mre?; Ton pre, comment gagne-t-il la vie? Mettre (to put/put on OR to take (time). Introduce mettre la table/mettre une heure pour arriver/clothing (point out porterto wear.) Also link to weather e.g. quand il fait chaud, je mets/porte mon T-shirt)

    Quelle est la profession de ton pre? Ton pre, comment gagne-t-il la vie? Quest-ce que tu mets le week-end/quand il fait chaud? Je mets

    clothing to be stuck in their notebooks. Sentence-building: Pour arriver lcole, combien de temps mets-tu? Je mets 1 heure en auto. Quand il fait chaud, je mets/porte mon T-shirt. Pour aller la plage, je mets/porte mon maillot de bains.

    10 & 11

    Introduction of Time in French Lheure Introduce the hour (including midday & midnight) Introduce minutes past the hour Introduce half past & quarter past Introduce minutes to the hour moins dix/cinq/etc & moins le quart Introduce 24 hour clock

    Quelle heure est-il? Il est quelle heure manges-tu le djeuner? quelle heure arrives-tu lcole? du matin de laprs-midi du soir Supplemental Vocabulary: de bonne heure; en retard; a lheure; temps; chaque jour; tous les jours; quelquefois

    12

    Strengthening of Question Words (Pourquoi/parce que; Quand; Qui) and Question Formation using Est-ce que.

    Que manges-tu? Quest-ce que tu manges? O habites-tu? O est-ce que tu habites? Qui est la porte? quelle heure? quelle heure est-ce que?

    Students will be given a handout with the Question Words to be stuck in their notebooks. Completing sentences with question words. Dialogue-Completion: Students complete a dialogue with questions.

    13

    Introduction to vocabulary and structures related to Easter and other associated holidays; and celebrations in Francophone countries.

    Les vacances de Paques/le mercredi des cendres/vendredi saint/joyeuses paques/la resurrection.

    Students will be given a handout with Easter vocabulary.

  • Learn Easter songs/poems in French. Students will create Easter cards/eggs.

    FIRST (1st) YEAR--TERM TWO (2) ORAL LESSONS

    Objectives Of The Oral Lesson: To prepare students for the end of year Oral Examinations. To develop the students questioning and answering skills. To augment the students vocabulary and to strengthen the pronunciation of this vocabulary. To improve the reading skills of students to within 80 to 90% accuracy. To develop the students aural skills and their ability to write dictations, with 80 to 90% accuracy.

    WEEK TOPICS SUGGESTED ACTIVITIES

    1

    Students will write down and strengthen the pronunciation of Decris/Decrivez ton/votre pere; ta/votre mere; ...ton ami(e) favori(te)/prefere(e). Comment est ta/votre mere? ton ami(e) favori(te)? ton meilleur/meilleure amie? Comment sont tes camarades de classe? Comment es-tu? (with answers)

    One student will describe another while the others guess who is being described. Dictated sentences to make students aware of the linguistic phenomenon of gender with (feminine and plural) adjectives.

    2

    Students will write down and practise the pronunciation of De quelle couleur est-ce/est ?

    Dictated sentences to make students aware of the linguistic phenomenon of gender with (feminine and plural) adjectives.

  • Decris/Decrivez ta/votre maison/salle de classe; ton quartier/pays Comment est ton/votre ecole?

    Memory game using one colour/adjective with each noun: Quest-ce quil y a sur le bureau? Sur le bureau, il y a . Jeu: Japercois avec mon petit oeil, qulequechose qui commence avec B/est petite et rouge

    3

    Students will write down and practise the pronunciation of Ou vas-tu/allez-vous? Je vais a/a la/a l/au/aux Comment arrives-tu/vas-tu a lecole? Jarrive a pied A quelle ecole vas-tu? Je vais a lecole/au college Alexandra. Ou vas-tu pour acheter des bonbons/regarder un film? Je vais a la boulangerie/chez le boulanger Ou travaille ton/ta pere/mere? Mon pere travaille dans un bureau

    Role-play and dialogue practise. Liste (f) des courses (Shopping list): Je vais au magasin Courts au marche/a la librairie Brydens/Cloisters acheter (use of realia) Group Work: Oral presentations of Transportation Survey to be made. Oral Situations, e.g. Ask your friend where he is going. What is his response?

    4

    Students will write down and practise the pronunciation of Quels sports pratiques-tu/pratiquez-vous? Je joue au football/tennis Tu joues/Vous jouez dun instrument de musique? Je joue du piano/de la trompette Je suis membre de lequipe de..

    Oral presentations of Sports/Musical survey to be made during class. Oral Survey: Dans la classe, combien de personnes jouent du piano?; Dans la classe, qui joue au football?; Answers to be given orally.

    5 & 6

    Students will write down and practise the pronunciation of Quels sports preferes-tu/preferez-vous? Je prefere/Quel type de musique preferes-tu/preferez-vous? Je prefere la musique pop? Strengthening pronunciation of verbs using

    Dictations (les dictees) students should be exposed to vocab beforehand. Reading Passages e.g. from DAccord Books 1 & 2

  • 5 & 6 Students