· web viewbuilds on. verbs of opinion followed by infinitives (d1 m3 u4) adjectives to express...

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Scheme of Work

Year____Term____

Dynamo 2 RougeUnit number, titleLearning objectives

Builds on (previous learning)Learning outcomes

GrammarCultural capitalKey Language examples

Digital resources

Dynamo 2 Rouge Module 1: Vive les vacances! Week(s) ____

Point de départ, pp. 8–9

Talking about school holidays

Revising the verbs avoir and être

Builds onUnderstanding of avoir and être(D1 M1 U1 & U4)Knowledge of key sounds in French (D1 M1 PdD)Adjectives to give opinions (D1 M2 U1, D1 M3 U4)

Learning outcomes Pupils talk about how much

school holiday they have Pupils talk about what they

are doing on holiday Pupils refresh their knowledge

of the verbs avoir and être Pupils use opinion adjectives

and qualifiers to talk about their holiday

Pupils learn about liaisons in French pronunciation

Extension (ex. 7) Pupils write a short text about

themselves/their holiday

GrammarThe verb avoirThe verb être

Cultural capitalLearning about school holidays in different countries in the French-speaking world

Key Language examplesTu as combien de semaines de vacances en été / hiver?Ici, on a / nous avons huit semaines de vacances en été.[…]

Tu es où en vacances?Je suis / Nous sommes en vacances …au bord de la mer / à la montagne / …… avec mes amis / ma famille / …

C’est trop marrant / assez intéressant / complètement nul / …

Front-of-classp.008 Grammar videop.009 Class gamep.009 Flashcardsp.009 Grammar quizHomeworkVocabulary

Week(s) Unité 1, pp. 10–11 Builds on Grammar Front-of-class

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____ Tu as passé de bonnes vacances?

Saying what you did during the holidays

Using the perfect tense of regular –er verbs

Knowledge of the perfect tense (D1 M5 En plus – if used from Dynamo 1)

Learning outcomes Pupils understand and use a

set of verbs in the perfect tense with avoir

Pupils ask simple questions in the perfect tense using Tu as …?

Pupils read/listen and decode a song in the perfect tense with some unknown words and verbs in it

Pupils understand that on can mean ‘we’

Extension (ex. 6) Pupils write about a week of

holidays from the point of view of a celebrity using the song in ex. 5 as a stimulus

The perfect tense of regular –er verbs

Cultural capital–

Key Language examplesPendant les vacances …J’ai joué au tennis.J’ai mangé des glaces.J’ai retrouvé mes amis.J’ai écouté de la musique.J’ai acheté des baskets.J’ai regardé des clips vidéo.J’ai nagé dans la mer.J’ai traîné à la maison.

p.010 Class gamep.010 Flashcardsp.010 Grammar quizp.010 Grammar videoHomeworkListeningReadingPronunciationVocabulary

Week(s)____

Unité 2, pp. 12–13Qu’est-ce que tu as fait?

Describing a visit to a theme park

Using the perfect tense of irregular verbs

Builds onKnowledge of perfect tense with avoir (D2 M1 U1)Knowledge of sequencers (D1 M2 U3, D1 M5 U4)Knowledge of opinions (D1 M2 U1, D1 M3 U4)

Learning outcomes Pupils understand and use a

short set of common irregular verbs in the perfect tense

Pupils listen for opinions with

GrammarThe perfect tense of irregular verbs

Cultural capitalLearning about Parc Astérix and Futuroscope, two popular theme parks in France

Key Language examplesQu’est-ce que tu as fait pendant les vacances?Qu’est-ce que tu as fait au parc

Front-of-classp.012 Flashcardsp.013 Writing skills worksheetHomeworkListeningReadingGrammarVocabulary

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c’était … Pupils speak to describe a trip

to a theme park, using sequencers and opinions

Pupils read and write about a trip to a theme park using the perfect tense, sequencers and opinions

d’attractions?

J’ai visité un parc d’attractions.J’ai bu un coca au café.J’ai pris beaucoup de photos.J’ai vu un spectacle.J’ai fait tous les manèges.[…]

Week(s)____

Unité 3, pp. 14–15Tu es allé(e) où?

Saying where you went and how

Using the perfect tense of verbs that take être

Builds onKnowledge of the perfect tense (D2 M1 U1 & U2)Knowledge of sequencers (D1 M2 & M5, D2 M1 U2)

Learning outcomes Pupils understand and use the

perfect tense with être to describe a holiday

Pupils ask and answer some questions in French on a holiday using … avec qui? … où? … comment? C’était comment?

Pupils understand how to pronounce the perfect tense with aller using liaisons

Extension (exs 5–6) Pupils understand an extract

about Phileas Fogg Pupils translate into French

sentences in the perfect tense

GrammarUsing the perfect tense of verbs that take être

Cultural capitalText about the travels of Phileas Fogg from Le tour du monde en quatre-vingt jours, by Jules Verne

Key Language examplesJe suis allée en vacances avec mes parents / mes copains / …

Nous sommes allé(e)s en Grèce / Espagneaux États-Unisau Maroc

J’ai voyagé / Nous avons voyagé en … avion / bateau / train / voiture / …

Front-of-classp.014 Flashcards 1p.014 Flashcards 2p.014 Grammar quizp.014 Grammar videop.015 Pronunciation quizp.015 Translation skills worksheetHomeworkListeningReadingTranslationVocabulary

Week(s)____

Unité 4, pp. 16–17Quel désastre!(Listening and Reading

Builds onKnowledge of the perfect tense (D2 M1 U1, U2 & U3)

GrammarNegative sentences in the perfect tense

Front-of-classp.017 Class gamep.017 Thinking skills

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Skills)

Listening for negatives in the perfect tense

Reading to spot the perfect tense in a text

Knowledge of negatives with ne … pas (D1 M1 U4, D1 M3 U1, D1 M5 U2)

Learning outcomes Pupils learn to understand and

use verbs in the perfect tense in the negative (ne … pas)

Pupils start to use TRAPS strategy (P = looking out for whether verbs are positive or negative) in listening and reading

Pupils use reading strategies to spot verbs in the perfect tense in a more extended text

Pupils listen and transcribe sentences in the perfect tense

Extension (ex. 7) Pupils do an extended piece of

writing in the perfect tense about a disastrous holiday using sequencers and opinions with c’était …

The perfect tense of –ir and –re verbs

Cultural capital–

Key Language examplesJe n’ai pas pris de photos parce que j’ai perdu mon portable.Je n’ai pas acheté de souvenirs parce que c’était trop cher.On n’est pas allé(e)s au parc d’attractions parce qu’on a raté le bus.[…]

Je suis tombé(e).J’ai cassé mon portable.J’ai beaucoup vomi.Je ne suis pas sorti(e) de l’hôtel.[…]

worksheetp.017 Video storyp.017 Video worksheetHomeworkListeningReadingGrammarVocabulary

Week(s)____

Unité 5, pp. 18–19Mon voyage extraordinaire!(Speaking Skills)

Asking and answering questionsUsing the present and perfect tenses together

Builds onKnowledge of present tense (D1 all modules)Knowledge of perfect tense (D2 M1 all units)Sequencers (D2 M1 U2, U3 & U4)Contrasting two time frames using time expressions (D1 M5 U5)

Learning outcomes Pupils understand sentences

GrammarUsing the present and perfect tenses togetherSaying ‘to’ or ‘in’ with countries (en, à, au, aux)

Cultural capital–

Key Language examples

Front-of-classp.019 Class gamep.019 Speaking skills worksheetHomeworkListeningReadingPronunciation

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about what happens normally and what happened on a specific trip

Pupils create new phrases in the present and past time frames using substitution

Pupils understand and ask questions in French based on an extended text in two time frames, using sequencers

Extension (exs 6–7) Pupils research and create an

interview in two time frames by a person who has been on a special trip, using sequencers and opinions with c’était …

Qu’est-ce que tu fais normalement pendant les vacances?Normalement,… D’habitude, …pendant les vacances …Je vais en colo, à la campagne.Je nage dans la piscine.Je fais du sport.[…]C’est un peu ennuyeux.

Et l’année dernière, qu’est-ce que tu as fait?Je suis allé(e) à Vanuatu.J’ai nagé dans la mer.J’ai fait de la voile.[…]C’était vraiment génial!

Week(s) ___

En focus pp. 22–23: Double page unit with a variety of tasks, covering language from the module.

Week(s) ___

Revision and Assessment Bilan and Révisions pp. 20–21 Grammaire pp. 26–27 Vocabulaire pp. 28–29 Assessment Pack End of Module 1 tests

Extension En plus pp. 24–25 À toi pp. 126–127

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Year ____ Term ____




Digital resources

Dynamo 2 Rouge Module 2: J’adore les fêtes! Week(s) ____


Talking about festivals and celebrations

Saying what you like and dislike

Builds onVerbs of opinion followed by infinitives (D1 M3 U4)Adjectives to express opinions (D2 M1 U2, D1 M3 U4, D1 M5 PdD)

Learning outcomes Pupils understand and use

words for different festivals Pupils start to express

opinions on different festivals, giving reasons

Pupils focus on words with silent consonants at the end whilst speaking

Pupils learn numbers from 20 up to 2000

Pupils complete a quiz on festivals involving high numbers

Extension (ex. 6) Pupils write a paragraph on

different festivals that are important to them, using opinion phrases and connectives

Grammar–

Cultural capitalLearning about festivals celebrated throughout the French-speaking world

Key Language examplesj’adore / j’aime (beaucoup) / je préfère / je n’aime pas (tellement) / …

Noël / mon anniversaire / Pâques / l’Aïd / le Nouvel An / …

… parce que j’aime / je déteste …danser / chanter / manger / …choisir des cadeauxrendre visite à ma mère / mes cousins

C’est (trop) …marrant / commercial / militaire / …

Numbers: vingt to deux-mille

Front-of-classp.032 Flashcardsp.033 Class gamep.033 FlashcardsHomeworkVocabulary

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Week(s) ____

Unité 1, pp. 34–35Quelle est ta fête préférée?

Describing festivals and special days

Using the present tense of regular –ir and –re verbs

Builds onKnowledge of verb conjugation patterns (D2 M1 PdD, D1 M2 U3, D1 M3 U2)Knowledge of time expressions (D1 M5 U2)Knowledge of how to describe a photo (D1 M3 U1, D1 M5 U3)

Learning outcomes Pupils become aware of the

three verb groups: –er, –ir and –re verbs

Pupils read/listen and complete a text about a festival

Pupils translate sentences about a festival into French including –er, –ir and –re verbs

Pupils listen to and understand a description of a photo showing a festival

Pupils ask and answer questions on another photo of a festival

GrammarThe present tense of regular –ir and –re verbs

Cultural capitalLearning about popular festivals in the French-speaking world, including la fête de la musique and carnaval

Key Language examplesPour le carnaval, je rends visite à mes grands-parents.Je porte des vêtements rouges et un masque.Je retrouve mes copains en ville.J’entends la musique dans la rue.[…]

Sur la photo, il y a …une parade / des spectateurs / …Ils/Elles sont dans la rue / en ville.Ils/Elles marchent / dansent / …Ils/Elles portent des vêtements traditionnels / incroyables / …

Front-of-classp.034 Class gamep.034 Grammar quizp.034 Grammar video (1)p.034 Grammar video (2)p.034 Grammar video (3)p.034 Pronunciation quizHomeworkListeningReadingGrammarVocabulary

Week(s)____

Unité 2, pp. 36–37Et avec ça?

Buying food at a market

Using transactional language

Builds onKnowledge of how to pronounce cognates (D1 M3 U1 & U3)Knowledge of numbers in French (D2 M2 PdD)Transactional language – asking for things (D1 M5 U3)Knowledge of the verb vouloir (D1 M5 U2)Learning outcomes

Pupils learn and use

Grammarde after quantitiesPresent tense of vouloir

Cultural capitalLearning about food items typically available at a French market


Front-of-classp.036 Class gamep.036 Flashcardsp.037 Grammar videop.037 Learning skills worksheetp.037 Speaking skills worksheetHomeworkListening

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vocabulary for items at a market stall and quantities

Pupils refresh their knowledge of the perfect tense with the memory game (Je suis allé(e) au marché et j’ai acheté …)

Pupils learn and use transactional language for buying items at a market stall

Pupils learn to deal with unexpected questions

Je suis allé(e) au marché et j’ai acheté …un melon / un chou-fleur / des artichauts / des œufs / le fromage / le jambon / la salade / …

200 grammes de … / un (demi-)kilo de … / un morceau de …

Vous désirez?Je voudrais …, s’il vous plaît.Et avec ça?C’est tout, merci. Ça fait combien?Ça fait 10€15, s’il vous plaît.Merci, bonne journée.

GrammarTranslationPronunciationVocabulary

Week(s)____

Unité 3, pp. 38–39Miam-miam, c’est bon!(Listening and Reading Skills)

Using prediction to help with challenging listening passages

Giving answers in French for a reading task

Builds onKnowledge of food vocabulary in French (D2 M2 U2, D1 M4 U3)Knowledge of the partitive article (D1 M4 U3)Knowledge of describing experiences using c’était + adjective(D2 M1 U2 & U3)

Learning outcomes Pupils read/listen and

understand extracts about traditional dishes in France, including the ingredients

Pupils work on predicting what they might hear in a listening

Pupils work on answering questions in French by lifting words directly from a text

Extension (ex. 6) Pupils write articles for a

GrammarThe partitive article: ‘some’

Cultural capitalLearning about traditional and speciality meals in France

Key Language examplesDans (une salade niçoise), il y a (du thon, de la salade, des œufs, …)

C’est … un plat typique / une spécialité … du nord / du sud / de l’est / de l’ouest …de la France / de la Guadeloupe.

C’était … vraiment / un peu / trop … délicieux / sucré / salé / savoureux / …

Front-of-classp.039 Reading and writing skills worksheetHomeworkListeningReadingGrammar

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magazine about a restaurant experience in France

Week(s)____

Unité 4, pp. 40–41Tu vas faire un voyage scolaire?

Talking about a future trip

Using the near future tense (with questions)

Builds onKnowledge of the near future tense (D1 M5 U4 & U5)Modes of transport (D2 M1 U3)Knowledge of questions and question words (D1 M1 U6, D1 M3 U5)Knowledge of on to mean ‘we’ (D2 M1 U1)

Learning outcomes Pupils listen/read and

understand extracts about a school trip to an Alsace Christmas market

Pupils understand and compose phrases in the near future tense

Extension (exs 4–6) Pupils decode Est-ce que …

questions in the near future tense, including question words

Pupils do a listening involving questions with question words

Pupils compose a conversation using questions on a school trip based on a stimulus

GrammarThe near future tenseQuestions in the near future tense

Cultural capitalLearning about the region of Alsace

Key Language examplesLe 3 décembre / Demain / … on va aller à Colmar … en car / en train / en avion / …

Je vais acheter … des cadeaux / des souvenirs / …

Je vais goûter …du pain d’épices / de la choucroute / …

Je vais / On va …visiter / choisir / manger / boire / …

Comment est-ce que tu vas voyager?Avec qui est-ce que tu vas aller à Nice?Où …? Quand …? Pourquoi …?

Front-of-classp.040 Class gamep.040 Flashcardsp.040 Grammar quizp.040 Grammar videop.041 Video storyp.041 Video worksheetHomeworkListeningTranslationVocabulary

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Week(s)____

Unité 5, pp. 42–43Bonne année!(Writing Skills)

Writing about New Year

Combining the present and near future tenses

Builds onKnowledge of the present (D2 M2 U1, D1 M3) and near future tenses (D2 M2 U4, D1 M5 U4 & U5)Language recycled from previous units of the moduleKnowledge of sequencers and time expressions (D2 M1 U2, D2 M2 U1)


understand phrases in the present and near future tenses about New Year’s resolutions

Pupils write sentences about resolutions in the present and near future tenses using a support grid

Extension (exs 5–7) Pupils read an extended text

in two time frames (present and near future) about New Year’s celebrations, including language from the module as a whole

Pupils identify sequencers and time expressions

Pupils do an extended piece of writing in two time frames about their New Year’s celebrations and resolutions

GrammarUsing the present and near future tenses together

Cultural capitalLearning about la fête des Rois

Key Language examplesEn ce moment … je finis mes devoirs à la récré.je n’aide pas mes parents.[…]

L’année prochaine …je vais être patient(e) avec mon frère.je vais faire du sport le samedi matin.[…]

Je vais …passer le 31 décembre à la maison / …danser / retrouver des copains.regarder le feu d’artifice dans la rue.manger des chips / la galette des Rois.aller en ville / …

Front-of-classp.042 Class gamep.042 Grammar quizp.043 Translation skills worksheetp.043 Writing skills worksheetHomeworkListeningReadingTranslationVocabulary

Week(s) ___


Week(s) Revision and Assessment

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___ Bilan and Révisions pp. 44–45 Grammaire pp. 50–51 Vocabulaire pp. 52–53 Assessment Pack End of Module 2 tests


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Year ____ Half ____




Digital resources

Dynamo 2 Rouge Module 3: À loisir Week(s) ____


Talking about celebrities and TV programmes

Using singular and plural adjective agreement

Builds onDescribing a person’s character (D1 M1 U4, D1 M4 U5)Knowledge of adjective endings (D1 M2 U2, D1 M4 U1)Giving opinions (D1 M2 U1, D1 M3 U4)Knowledge of French phonics (D1 M1, D1 M3 PdD)

Learning outcomes Pupils understand and discuss

opinions of celebrities, giving reasons

Pupils use personality adjectives in the masculine and feminine singular form

Pupils understand statements about TV programmes including adjectives in masculine, feminine, singular and plural forms

Pupils revise key sounds in French

Pupils translate sentences on TV programmes into French

GrammarSingular adjective agreementPlural adjective agreement

Cultural capital–

Key Language examplesQui est ta célébrité préférée?Moi perso, j’aime beaucoup …parce qu’il/elle est …arrogant / modestesérieux / drôleégoïste / généreuxCependant, je n’aime pas …

les comédies / les dessins animés / les documentaires / les infos / …les émissions de musique / de télé-réalité / …

J’adore les séries policières comme … Je n’aime pas du tout les feuilletons comme … … parce qu’ils/elles sont … nul(le)s / divertissant(e)s / ennuyeux/ennuyeuses / …

Front-of-classp.056 Grammar quizp.056 Pronunciation quizp.057 Class gamep.057 Flashcardsp.057 Learning skills worksheetHomeworkVocabulary

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Week(s) ____

Unité 1, pp. 58–59Ma vie numérique

Talking about digital technology

Forming and answering a range of questions

Builds onKnowledge of asking questions(D2 M2 U4, D1 M3 U5)Knowledge of adverbs of frequency (D1 M3 U2)

Learning outcomes Pupils understand and do a

survey on TV viewing habits Pupils ask questions using a

range of question words Pupils read extracts on music

and gaming habits, including adverbs of frequency

Pupils listen and transcribe questions in French using question words

Pupils do an interview with a partner on TV, music and gaming habits

Extension (ex. 7) Pupils write a text on their

music, TV and gaming habits, including language from the Point de départ on their favourite programmes and actors

GrammarAsking questions (question word + est-ce que)

Cultural capital–

Key Language examplesQuand / Où / Comment / Avec qui est-ce que tu regardes la télé?Qu’est-ce que tu regardes à la télé?Pourquoi est-ce que tu aimes regarder comme ça?

Je regarde la télé … … tous les soirs / le weekend / …… dans le salon / dans le bus / …… seul(e) / avec ma famille / …… à la demande / en streaming sur mon smartphone / …… parce que …… c’est facile / ce n’est pas cher / …

Front-of-classp.058 Grammar quizHomeworkReadingGrammarPronunciationVocabulary

Week(s)____

Unité 2, pp. 60–61On va au ciné?

Arranging to go to the cinema

Buying cinema tickets

Builds onKnowledge of TV programme vocabulary (D2 M3 PdD)Knowledge of the near future tense (D2 M2 U4 & U5, D1 M5 U4 & U5)Knowledge of telling the time (D1 M2 PdD)Knowledge of time expressions

GrammarThe near future tense

Cultural capital–


Front-of-classp.060 Class gamep.060 Flashcardsp.061 Class gamep.061 Thinking skills worksheetHomework

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(D1 M5 U1, U2 & U5)Transactional language (buying things) (D2 M2 U3, D1 M5 U3)

Learning outcomes Pupils learn vocabulary for

different types of film Pupils listen to identify types

of film and when they are showing in the 24-hour clock

Pupils understand a conversation agreeing to go to the cinema

Pupils recognise phrases in the near future tense

Pupils create their own dialogue using a variety of time expressions, phrases of agreement and disagreement

Extension (exs 6–7) Pupils read/listen and

compose dialogues buying tickets at the cinema

une comédieun film d’animationun film d’action[…]

Je vais au cinéma ce soir. Tu viens?Désolé(e). Je ne peux pas. / Ça dépend.Qu’est-ce que tu vas voir?Je vais voir …Je veux bien, merci.Rendez-vous où et à quelle heure?Rendez-vous chez moi / chez toi.À plus. / À demain. / À samedi.

ListeningReadingTranslationVocabulary

Week(s)____

Unité 3, pp. 62–63Quels sont tes loisirs?

Talking about leisure activities

Using negatives

Builds onKnowledge of negatives (D1 M1 U3, D1 M3 U1)Knowledge of free time activities (D2 M3 PdD, U1 & U2, D1 M3)Knowledge of TRAPS strategies to support reading and listening (D2 M1 U4, D2 M2 En Focus)Knowledge of verb conjugationsKnowledge of time expressions and adverbs of frequency (D2 M3 U1, D1 M3 U2)

GrammarThe verb lireNegatives (ne … pas, ne … jamais, ne … rien)Possessive adjectives: son, sa, ses

Cultural capitalLearning about leisure activities in French-speaking African countries

Key Language examplesQuels sont tes loisirs?

Front-of-classp.062 Class gamep.062 Grammar quizp.062 Grammar videop.063 Reading and writing skills worksheetp.063 Video storyp.063 Video worksheetHomeworkListening

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Knowledge of possessive adjectives (D1 M4 U1)


understand extracts about what teenagers in French-speaking Africa do in their free time

Pupils use TRAPS (A = alternative words) to support their reading

Pupils translate negative phrases from a text

Pupils understand the conjugation of the verb lire

Pupils answer questions about their free time using adverbs of frequency, time expressions and negatives

Pupils complete a photo description of young people in French-speaking Africa with mobile devices

Pupils understand possessive adjectives son/sa/ses

Extension (ex. 6) Pupils research and describe a

new photo of a group of young people

Qu’est-ce que tu ne fais pas souvent?Qu’est-ce que tu ne fais jamais?

Le samedi / Parfois / Souvent / …j’écoute / je joue / je fais / je vais …

Je n’écoute pas … Je ne joue / lis / vais jamais …Je ne fais / regarde / lis rien.

ReadingGrammar

16

Week(s)____

Unité 4, pp. 64–65Tu as fait des achats? (Listening and Reading Skills)

Spotting synonyms

Looking up perfect tense verbs when reading

Builds onKnowledge of the perfect tense (D2 M1, D2 M2 U3)Awareness of synonyms to support reading skills (D2 M3 U3)Using c’était + adjective to describe what something was like (D2 M1 U2)Knowledge of irregular past participles (D2 M1 U2)

Learning outcomes Pupils read/listen to a rap

about a shopping trip, using knowledge of phonics to spot rhyming words

Pupils spot verbs in the perfect tense and examples of c’était + adjective

Pupils find synonyms Pupils link irregular past

participles back to their infinitives

Pupils write an account of a shopping trip in the perfect tense

Extension (exs 6–7) Pupils understand how to look

up a verb in the dicitionary when they see it in the perfect tense in a text

GrammarUsing the perfect tense and c’était + adjective

Cultural capital–

Key Language examplesJ’ai fait les magasins / des achats.J’ai fait une promenade / une balade.[…]

Hier / Samedi dernier, je suis allé(e) …J’ai acheté … / Je n’ai rien acheté.J’ai bu / mangé / fait / vu / pris …C’était … parce que …

Front-of-classp.065 Thinking skills worksheetHomeworkListeningReadingTranslationVocabulary

Week(s)____

Unité 5, pp. 66–67Normalement, hier et demain(Speaking Skills)Using three tenses when

Builds onKnowledge of present tense (D2 M3 U3, D1 M3 PdD, U1 & U2, D1 M5 U1)Knowledge of perfect tense (D2 M1)

GrammarThe verb prendreUsing three tenses together (present, perfect and near future)Cultural capital

Front-of-classp.067 Class gamep.067 Speaking skills worksheet

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speaking

Speaking from notes

Knowledge of near future tense (D2 M2 U4 & U5, D1 M5 U4 & U5)Knowledge of connectives (D1 M2 U1 & U5)

Learning outcomes Pupils read/listen to

statements and texts and use verbal clues to determine whether information is about the past, present or future

Pupils play a memory game using questions about the past, present and future

Extension (ex. 7) Pupils create a spoken blog in

three time frames about an exceptional event that has changed their normal routine, including: connectives to extend sentences, nous forms as well as je forms, c’était + adjective

–

Key Language examplesQu’est-ce que tu fais, normalement, le weekend?Normalement, j’écoute de la musique, je joue au foot, …

Qu’est-ce que tu as fait le weekend dernier?Le weekend dernier, je suis allé au parc, j’ai …

Qu’est-ce que tu vas faire le weekend prochain?Le weekend prochain, je vais retrouver mes copains.

mais, cependant, alors, donc

HomeworkListeningReadingPronunciation

Week(s) ___


Week(s) ___



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Year ____ Term ____




Digital resources

Dynamo 2 Rouge Module 4: Le monde est petitWeek(s) ____


Talking about where you live

Discussing the weather

Builds onKnowledge of landscape vocabulary (D2 M1 PdD)Knowledge of weather expressions(D1 M3 PdD, D1 M5 U4)Knowledge of pronunciation (silent letters) (D2 M1 PdD, D2 M2 PdD)Describing a photo (D2 M2 U1, D2 M3 U3)


understand extracts about location, weather and opinions of places in summer and winter

Pupils pronounce weather expressions correctly with silent letters at the end of words

Pupil write a short text about where they live, giving opinions with reasons

Pupils match beginnings and ends of phrases to describe a photo

Extension (ex. 7) Pupils describe a photo, which

country they think it is in, the weather, and their opinion of

Grammar–

Cultural capital–

Key Language examplesOù habites-tu?J’habite …dans un village / dans une ville / …à la campagne / au bord de la mer / …en France / au Maroc / aux Antilles / …

Quel temps fait-il?Il fait beau.Il neige.Il y a du vent.Il y a des orages.[…]

C’est quelle sorte de ville?C’est comment en été / hiver? Pourquoi?En été / hiver …c’est très / vraiment / trop …amusant / tranquille / ennuyeux / nul / genial / joli / calme

Front-of-classp.080 Class gamep.080 Flashcards 1p.080 Flashcards 2HomeworkVocabulary 1Vocabulary 2

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the place

Week(s) ____

Unité 1, pp. 82–83Elle est comment, ta région?

Describing where you live

Using pouvoir + infinitive

Builds onVocabulary about leisure and local area (D1 M3 U2, D1 M5 PdD & U1)Knowledge of modal verbs (D2 M2 U2, D1 M5 U2)Knowledge of negatives (D2 M1 U4, D2 M3 U3)Understanding that on can mean ‘we’

(D2 M1 U1)Understanding of French phonics and silent letters (D2 M1 PdD, D2 M4 PdD, D1 M1 PdD, D1 M3 PdD)


understand extracts about what there is in the local area and what you can do there

Pupils use a photo and their imagination to write about a different local area and what you can do there

Pupils understand the conjugation of the verb pouvoir and its use with an infinitive


understand a text about the life of a teenager (Demba) in Mali including different persons of the verb pouvoir

Pupils invent an interview with

GrammarUsing the verb pouvoir

Cultural capitalLearning about different regions in FranceReading about the life of a child in Mali

Key Language examplesElle est comment, ta region?Dans ma région, … il y a peu / beaucoup / trop de … voitures / jardins publics / touristes / magasins / restaurants / …

En été / En hiver on peut / on ne peut pas … visiter les monuments historiques / …faire du ski / du canoë-kayak / des randonnées / …aller au cinéma / à la plage /en ville.

Front-of-classp.082 Flashcardsp.083 Class gamep.083 Grammar quizp.083 Grammar videop.083 Reading skills worksheetHomeworkReadingGrammarPronunciationVocabulary

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Demba including use of the verb pouvoir

Pupils focus on the pronunciation of eu and ou sounds, as well as silent consonants

Week(s)____

Unité 2, pp. 84–85Qu’est-ce qu’on doit faire pour aider à la maison?(Listening and Reading Skills)

Listening for different persons of the verb

Using different strategies to decode words while reading

Builds onKnowledge of modal verbs (D2 M2 U2, D2 M4 U1)Strategies for listening and reading (TRAPS) (D2 M1 U4, D2 M3 U3)Knowledge of family members (D1 M4 U1)Understanding that on can mean ‘we’

(D2 M1 U1, D2 M4 U1)

Learning outcomes Pupils listen to extracts and

understand which family members do which jobs at home

Pupils discuss which jobs they do

Pupils understand how to use devoir with an infinitive to talk about what people must do

Pupils read texts about domestic jobs in different environments and work out new words using reading strategies

GrammarUsing devoir

Cultural capitalLearning about different ways of life

Key Language examplesChez toi, qu’est-ce qu’on doit faire pour aider à la maison?Je dois … / Ma sœur/Mon frère doit …

ranger ma / sa chambre.rapporter l’eau.nourrir le chien / le chat / les animaux.faire la cuisine / la vaisselle / …[…]Je ne fais rien pour aider à la maison!

Je pense que / À mon avis … c’est juste / ce n’est pas juste.

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Week(s)____

Unité 3, pp. 86–87Ma routine, ta routine

Talking about daily routine

Using reflexive verbs

Builds onTelling the time (D2 M3 U2, D1 M2 PdD)Knowledge of –er verb conjugations (D2 M2 U1, D1 M3 U1 & U2)Knowledge of time phrases and sequencers (D2 M1 U2, D2 M3 U1 & U2, D1 M5 U1, U2 & U5)


verbs of personal routine in speaking and writing

Pupils understand the structure of reflexive verbs, compared with non-reflexive verbs


understand extended extracts on unusual routines using time expressions and adverbs of frequency

Pupils work on preparing for a listening task (checking the task, anticipating content)

Pupils write a text about their routine during the week and at the weekend

GrammarReflexive verbs

Cultural capital–

Key Language examplesJe me lève.Je me douche.Je m’habille.Je me lave les dents.[…]

D’habitude en semaine, je me lève à sept heures et quart. Ensuite, je …Mais le weekend, je …

Front-of-classp.086 Class gamep.086 Flashcardsp.086 Grammar quizp.086 Grammar videop.087 Translation skills worksheetHomeworkListeningReadingGrammarVocabulary

Week(s)____

Unité 4, pp. 88–89J’ai déménagé!

Talking about moving houseUsing irregular

Builds onKnowledge of adjectival agreements (D2 M3 PdD, D1 M2 U2, D1 M4 U1)Knowledge of pronunciation (silent letters) (D2 M1 PdD, D2 M2 PdD, D2 M4 PdD)

GrammarIrregular adjectives: beau, nouveau and vieuxCombining present and past tenses

Front-of-classp.088 Grammar quizp.088 Pronunciation quizp.089 Reading and

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adjectives (beau, nouveau and vieux)

Knowledge of present and perfect tenses (D2 M1 U5, D2 M3 U5)Knowledge of house vocabulary (D1 M4 U2)


adjectives that come before the noun (beau, nouveau, vieux)

Pupils understand how to pronounce the adjectives

Pupils listen and complete a rap with rhyming words


understand extended extracts in two time frames (present and perfect tenses)

Pupils prepare and conduct a conversation in two time frames about where they live

Cultural capital–

Key Language examplesJ’ai déménagé à la campagne.Voici la nouvelle maison.Il y a un beau jardin.Il y a aussi une belle cuisine.Le village est très vieux.Dans le village, il y a de vieilles maisons.[…]

writing skills worksheetp.089 Video storyp.089 Video worksheetHomeworkListeningTranslationPronunciationVocabulary

Week(s)____

Unité 5, pp. 90–91À la découverte d’une nouvelle région(Writing Skills)

Using three tenses in writing

Using resources to find and translate nouns into French

Builds onReflexive verbs of daily routine (D2 M4 U3)Strategies for listening and reading (TRAPS) (D2 M1 U4, D2 M3 U3)Knowledge of present, perfect and near future tenses (D2 M1, D2 M2 U4 & U5, D2 M3 U5)Knowledge of questions (D2 M3 U1)Dictionary skills (D2 M3 U4, D1 M4 U4)

Learning outcomes

GrammarUsing three tenses together (present, past and near future)

Cultural capital–

Key Language examplesOù est-ce que tu es en vacances?La région, elle est comment?Qu’est-ce qu’on peut faire ici?[…]

Front-of-classp.091 Class gamep.091 Speaking skills worksheetHomeworkListeningReadingTranslation

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Pupils read/listen and understand extracts in three tenses: present, perfect and near future

Pupils understand questions in three tenses

Pupils use a dictionary to support translation of words into French

Pupils plan and write a blog about a visit to Switzerland, using questions for support and dictionary work for words that they need to look up

Qu’est-ce que tu as fait le weekend dernier? C’était comment?

Qu’est-ce que tu vas faire le weekend prochain?

Week(s) ___


Week(s) ___



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Year ____ Term ____




Digital resources

Dynamo 2 Rouge Module 5: Le sport en direct Week(s) ____


Talking about sports

Using jouer à and faire de

Builds onKnowledge of sports and leisure vocabulary (D1 M3 U1 & U2)Knowledge of the modal verb pouvoir

(D2 M4 U1)Knowledge of using jouer à and faire de with masculine, feminine and plural nouns (D1 M3 U1 & U2)Knowledge of pronouncing cognates (D2 M2 U2, D2 M3 U2)Knowledge of adverbs of frequency (D2 M3 U1, D2 M4 U3)Knowledge of high numbers (D2 M2 PdD)Knowledge of TRAPS strategies (D2 M3 U3 & U4)


understand extracts about what sports people can do in their local area

Pupils speak about what sports they can do in their area

Pupils listen and identify a range of information about sports including how often people do them

GrammarUsing jouer à and faire de with the definite article

Cultural capital–

Key Language examplesle handball / la voile / l’athlétisme / les arts martiaux / …

On peut jouer à la pétanque.On peut faire du judo.

Je m’entraîne …weekends / une fois par semaine / …

Je suis membre d’un club de …Je joue / fais …Mon héros sportif/Mon héroïne sportive est … Il/Elle a gagné … / a marqué un but …

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understand extracts about people’s sporting heroes

Pupils write a longer text about what they can do where they live, how often they do different sports and a sporting hero

Week(s) ____

Unité 1, pp. 106–107Plus ou moins?

Giving opinions about sports

Using the comparative

Builds onKnowledge of adjectives of opinion (D2 M1 PdD, D2 M2 PdD, D1 M3 U4)Knowledge of -er verbs present tense (D2 M2 U1, D1 M3 U1)Knowledge of qualifiers (D2 M1 PdD, D2 M2 U3, D1 M1 U4)Knowledge of adjective agreement with masculine and feminine nouns (D2 M3 PdD, D2 M4 U4)

Learning outcomes Pupils listen/read/speak to

conduct a survey on opinions of different sports

Pupils read/listen and understand extracts comparing different sports, including comparatives

Pupils write and speak about their opinions, comparing different sports

GrammarAdjective agreementUsing the comparative (plus que and moins que)

Cultural capital–

Key Language examplesamusant(e)ennuyeux/ennuyeusefacilefatigant(e)passionnant(e)relaxant(e)[…]

Je trouve le tennis trop fatigant.Je trouve le footing plus fatigant que la natation.La danse est moins passionnante que le patin à glace.

Je préfère …

Front-of-classp.107 Class gamep.107 Writing skills worksheetHomeworkReadingTranslationPronunciationVocabulary

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Week(s)____

Unité 2, pp. 108–109Pour aller au stade?

Asking the way and giving directions

Using the imperative

Builds onKnowledge of places in town (D1 M5 PdD & U1)Knowledge of the 24-hour clock in French (D2 M3 U2, D2 M4 U3)Knowledge of devoir (D2 M4 U2)Knowledge of à + article with masculine and feminine nouns (D2 M5 PdD, D1 M3 U1)Knowledge of French phonics and final silent letters (D2 M2 PdD, D2 M4 U1 & U4)

Learning outcomes Pupils understand and talk

about where they need to go in the Olympic village and by what time

Pupils use à with the definite article correctly

Pupils read/listen and understand extracts containing simple directions

Pupils create dialogues containing simple directions in the Olympic village

GrammarAsking the way, using pour aller à (+ definite article)Using the imperative (vous and tu forms)

Cultural capital–

Key Language examplesle vélodrome / la gare SNCF / l’hôtel / les courts de tennis / …

On doit aller au / à la / à l’ / aux …Pour aller au stade?Allez tout droit.Tournez à droite.Tournez à gauche.Prenez la première rue à droite.Prenez la deuxième rue à gauche.

Front-of-classp.108 Flashcardsp.109 Class gamep.109 Flashcardsp.109 Grammar quizHomeworkListeningGrammarPronunciationVocabulary

Week(s)____

Unité 3, pp. 110–111Qu’est-ce qu’il faut faire?(Listening and Reading Skills)

Using il faut to say ‘you must’

Translating from French

Builds onKnowledge of structures followed by an infinitive (D2 M2 U4, D2 M4 U1 & U2)Knowledge of TRAPS strategies (D2 M1 U4, D2 M4 U5)Listening and reading skills (D2 M2 U3, D2 M4 U2)

GrammarUsing il faut and il ne faut pas + infinitive

Cultural capitalLearning about two French Olympians, Marie-Amélie le Fur and Florent Manaudou


Front-of-classp.111 Translation skills worksheetp.111 Video storyp.111 Video worksheetHomeworkListeningReading

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into English Learning outcomes Pupils understand and use

phrases with il faut + infinitive Pupils listen/read and

understand extracts involving what people must do to be champions

Pupils understand and translate descriptions of sports people in action

Pupils write a description of a photo of sports people

Il faut … manger équilibré.boire beaucoup d’eau.être motivé(e) et déterminé(e).dormir huit heures par nuit.[…]

Il ne faut pas … fumer de cigarettes.consommer de drogue.

À mon avis, pour … il faut … / il ne faut pas …

GrammarVocabulary

Week(s)____

Unité 4, pp. 112–113Ça va?

Talking about injuries and illness

Taking part in a conversation with the doctor

Builds onKnowledge of il faut + infinitive (D2 M5 U3)Knowledge of Olympic village locations (D2 M5 U2)Knowledge of perfect tense (D2 M1, D2 M3 U4, D2 M4 U4)Knowledge of modal verbs (D2 M4 U1 & U2)


understand extracts involving parts of the body and ailments

Pupils understand depuis and use it to say how long they have been ill

Pupils create their own dialogue in the doctor’s office using prompts


GrammarSaying what is wrong, using j’ai mal à / je me suis blessé(e) à (+ definite article)

Cultural capital–

Key Language examplesle pied / le dos / la tête / la gorge / l’estomac / l’œil / les yeux

J’ai mal au bras / à la jambe / à l’oreille / aux épaules.Je me suis blessé(e) au dos.J’ai un rhume.J’ai la grippe.J’ai de la fièvre.

Depuis quand?Depuis trois jours / une semaine …Il faut rester au lit.Il faut prendre des antidouleurs.

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understand a text about an athlete in the Olympic village using a variety of structures: present tense, il faut, pouvoir, devoir, perfect tense

Pupils write a text using a variety of structures from the point of view of an athlete in the Olympic village

Il faut boire beaucoup d’eau.[…]

Bonjour, docteur.Vous allez bien?Ça ne va pas.D’accord. Il faut …Merci. À bientôt.

Week(s)____

Unité 5, pp. 114–115Allez, les champions!(Speaking Skills)

Interviewing a sportsperson

Asking and answering questions in three tenses

Builds onKnowledge of question formation (D2 M2 U4, D2 M3 U1, D1 M3 U5)Knowledge of present, perfect and near future tenses (D2 M1, D2 M2 U1 & U4)Knowledge of intonation when asking questions (D2 M1 U1)

Learning outcomes Read, understand and match

questions in three different tenses with their answers

Pupils compose Est-ce que … and Qu’est-ce que … questions in three different tenses with support

Pupils understand how the intonation of questions and answers varies

Pupils prepare and perform an interview with a real sports person, preparing their own questions and answers

GrammarAsking questions in the present, perfect and near future tenses (using Est-ce que … and Qu’est-ce que …)

Cultural capital–

Key Language examplesQu’est-ce que tu fais comme sport?Qu’est-ce qu’il faut faire pour être champion?Est-ce que tu manges équilibré?Est-ce que tu as participé à une compétition récemment?Qu’est-ce que tu vas faire à l’avenir?[…]

Front-of-classp.115 Reading skills worksheetHomeworkListeningReadingGrammar

Week(s) ___


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Week(s) ___



· web viewbuilds on. verbs of opinion followed by infinitives (d1 m3 u4) adjectives to express...

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