Td corrigé Starter 1 resource pdf (2023)

Td corrigé Starter 1 resource pdf (1)In Year 7 pupils can be assessed at National Curriculum Levels 1 to 5. ...... Workbook A, page 2 ...... 4 Lis la chanson et corrige les erreurs dans les phrases.


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Acknowledgements
We would like to thank Harriette Lanzer and Isabelle Retailleau for their invaluable help in the development of this course.
Every effort has been made to contact copyright holders of material reproduced in this product. Any omissions will be rectified in subsequent updates if notice is given to the publishers.

Contents
Introduction4
Module 1C’est perso17
Module 2Mon collège46
Module 3Mes passetemps80
Module 4Ma zone111
Module 53 … 2 … 1 Partez!142
Module 6Studio découverte173

Introduction
Course description
Studio is a fully differentiated 11–14 French course in three stages – Studio 1 for Year 7, Studio 2 for Year 8 and Studio 3 for Year 9. The Year 7 resources also include a separate short book, Accès Studio, which enables flexibility in teaching the language according to pupils’ prior experience of learning French at Key Stage 2. In Year 7 pupils can be assessed at National Curriculum Levels 1 to 5.
Studio 1 and Studio 2 are suitable for use on their own as a two-year Key Stage 3 course.
The course has been written to reflect the world pupils live in, using contexts familiar to them in their everyday lives and teaching them the vocabulary that they need to communicate with young French people of their own age on topics that interest and stimulate them. They are introduced to young French people and given insight into the everyday life and culture of France and other French-speaking countries, encouraging intercultural understanding.
At the same time, Studio ensures that pupils are taught the language learning skills and strategies that they need to become independent language learners. The four elements of the Key Stage 3 Programmes of Study (Key concepts, Key processes, Range and content and Curriculum opportunities) and the five strands of progression in the Key Stage 3 Framework for languages are fully integrated into the course. In addition, pupils have the chance to experience cross-curricular studies and are given regular opportunities to develop and practise the personal, learning and thinking skills required to operate as independent enquirers, creative thinkers, reflective learners, team workers, self-managers and effective participators.
Studio ActiveTeach (see details on pp. 6–7) provides easy-to-use and exciting technology designed to add dynamism and fun to whole-class teaching. For individual pupil use, Studio ActiveLearn provides a wealth of exciting differentiated material for pupils to access individually via computers or mobile devices, in class or for homework.
Differentiation
Studio 1 provides one book for the whole ability range. Pupil requirements are catered for in the following ways:
There are differentiated activities at a range of NC Levels in listening, speaking, reading and writing throughout the Pupil Book.
Ideas are given in the Teacher’s Guide for simplifying and extending the Pupil Book activities.
En plus units at the end of every module contain longer reading and listening passages to provide opportunities for extension work.
The À toi section at the back of the Pupil Book provides extra reading and writing activities at reinforcement and extension levels.
The workbooks are differentiated at two levels: reinforcement (Cahier d’exercices A) and extension (Cahier d’exercices B).
Studio 2 and Studio 3 are differentiated by means of parallel books:
Studio 2 RougeNC Levels 3–6
Studio 2 VertNC Levels 1–5
Studio 3 RougeNC Levels 4–7
Studio 3 VertNC Levels 1–5
Using Studio 1 and Accès Studio together
Studio 1 and Accès Studio have been carefully planned to give you maximum flexibility in catering for pupils who arrive from primary schools with different experiences of learning French.
Pupils who have no prior knowledge:With Studio, just like any French course, you can start from scratch, using Accès Studio and working through to the Studio 1 Pupil Book.
Pupils who have some prior knowledge:If some of your pupils have already learned French basics, you can go straight to Studio 1 and use Accès Studio when you need to pause and revise topics with the class.
Pupils who are confident with French basics:If you have a confident class that has covered the French basics listed in the table on p. 5, you can go straight to Studio 1. If necessary, you can use Accès Studio as a quick recap.
This symbol in the Studio 1 Pupil Book tells you that at this point some prior knowledge is assumed and you are directed to the appropriate unit in Accès Studio should you need to teach or revise the language required to complete the unit.

Accès Studio Contents
UnitTitleTopic1Bonjour!Meeting and greeting people
Spelling in French2Quel âge as-tu?Counting to 21
Saying how old you are3Joyeux anniversaire!Days and months
Saying when your birthday is4Dans mon sacSaying what there is in your school bag
Using un, une, des – the indefinite articles ‘a’, ‘some’
Using plurals5Ma salle de classeDescribing your classroom
Using le, la, les – the definite article ‘the’6J’adore le judoSaying what you like and dislike
Talking about hobbies7Les goûts et les couleursSaying what colours things are
Using adjectives8Tu as un animal?Talking about animals
Using a dictionary9Ma grand-mère est une hippie!Talking about your family
Using mon, ma, mes10J’habite dans un château!Saying where you live
Using petit and grand11À table!Saying what you eat and drink
Ordering in a café12Mon paysTalking about nationalities and countries
Using the verb être (to be)13La météoTalking about the weather
Exploring rhyming and syllablesGrammaireGender and singular/plural, articles, adjectives, mon/ma/mes, verbs in the present tense (singular forms)Language Learning SkillsLearning vocabulary, listening strategies, reading strategies, study skillsStudio 1
Pupil Book
One book for the whole ability range in Year 7
Full coverage of the 2014 Programmes of Study for Key Stage 3 MFL
Assessment right from the start at National Curriculum Level 4
Exciting video introducing pupils to the lives of young people in France
Fully integrated grammar explanations and practice ensuring logical and rigorous progression
Opportunities for cross-curricular topics and emphasis on language learning skills
Fully integrated opportunities for PLTS
The Pupil Book consists of five core modules and a sixth optional module (see below). Modules 1 to 5 are subdivided as follows:
Five double-page core units (three in Module 6) – these contain the core material that must be taught to ensure that all the key language and grammar is covered in Year 7.
Bilan – this is a checklist of ‘I can’ statements, allowing pupils to check their progress as part of Assessment for Learning.
Révisions – optional revision activities that can be used as a ‘mock’ test preceding the end of module Contrôle in the Assessment Pack.
En plus – an optional unit in which no new core language is introduced. The unit can therefore be missed out if you are short of time. However, these units contain lots of useful activities and tips for developing language learning skills, including longer reading and listening passages and opportunities for oral presentations.
Studio Grammaire – two pages where the key grammar points introduced in the module are explained fully and accompanied by practice activities.
Vocabulaire – two pages of module word lists for vocabulary learning and revision, plus a Stratégie tip box to help pupils acquire the skills they need to learn vocabulary more effectively.
Module 6, Studio découverte, is an optional module with a more cross-curricular focus. The module consists of three units, each one dealing with a particular theme – animals, poetry and painting. These units can be taught as regular units or developed as project work for more individual study. Since Module 6 is the last in the book, it is ideal for less directed work in the final half-term or term of the school year. You can choose to work through all three units in the usual way, or to focus on one particular theme. Each of the units can be taught on its own earlier in the school year if you prefer. Module 6 contains an introduction to the perfect tense, allowing higher-ability pupils to reach NC Level 6 if appropriate.
At the back of the Pupil Book there are four further sections:
À toi – self-access differentiated reading and writing activities. À toi A contains reinforcement activities for lower-ability pupils, and À toi B contains extension activities for higher-ability pupils. These are ideal for use as homework.
Verb tables – two pages showing the present tense conjugation of regular –er verbs, reflexive verbs and the four most common irregular verbs: avoir, être, faire and aller, as well as the near future and perfect tenses.
Dictionary skills – one page explaining to pupils how to use a bilingual dictionary.
Mini-dictionnaire – a comprehensive French- English glossary, organised alphabetically and containing all the vocabulary encountered in Studio 1. There is also a list of the French rubrics used in the Pupil Book.
Teacher’s Guide
The Teacher’s Guide contains all the support required to help you use Studio 1 effectively in the classroom:
Clear and concise teaching notes, including lesson starters, plenaries and PLTS references for every unit
Full cross-referencing to the 2014 National Curriculum Programmes of Study
Overview grids for each module highlighting grammar content and skills coverage
Answers to all the activities
The complete audioscript for all the listening activities in the Studio 1 Pupil Book
Guidance on using the course with the full ability range
With the Teacher’s Guide there is an accompanying customisable scheme of work offering complete help with planning, and showing how the course covers the National Curriculum Programme of Study.
The Teacher’s Guide is available as a printed, spiral-bound book (scheme of work supplied as downloadable Word files with instructions on how to access them inside the front cover). Alternatively both the complete Teacher’s Guide content and scheme of work can be purchased and accessed as Word files online (via the ActiveTeach Library). From there they can be downloaded and printed off as necessary.
ActiveTeach
ActiveTeach is a powerful and motivating resource combining the ‘book on screen’ and a wealth of supporting materials – providing you with the perfect tool for whole-class teaching and individual practice and revision on a PC.
Use the on-screen Pupil Book with all the listening activities included.
Zoom in on areas of text and activities to facilitate whole-class teaching.
Build your own lessons and add in your own resources to help personalise learning.
Use fun and motivating electronic flashcards to teach new vocabulary.
Consolidate language using the whole-class interactive games.
Use the video clips in Modules 1 to 5 to introduce your pupils to the lives of young French people.
Teach and revise grammar using PowerPoint® presentations.
Download and print off a variety of extra worksheets for consolidation of grammar, thinking skills and learning skills – ideal for follow-up work, cover lessons and homework.
You can also download and print off worksheets with a current topical and cultural focus. These are updated half-termly, and, once up online, will remain there to be accessed or downloaded at any time.
In addition to the interactive activities in ActiveTeach, there is a wide variety of extra worksheets that can be used to consolidate and extend pupils’ learning as follows:
Module 1
Speaking skillsLearning French key sounds
Thinking skillsInventing categories
Thinking skillsOdd one out!
Learning skillsUsing a dictionary (i)
Grammar skillsAccents
Listening skillsPredicting for listening
Thinking skillsMaking comments
AssignmentMa star préférée et moi (with NC assessment)
Module 2
Speaking skillsPronunciation and intonation
Learning skillsLearning new words
Thinking skillsNonsense! (spotting illogicalities in text)
Reading skillsCognates and context
Learning skillsNew words (working out meanings)
Grammar skillsParts of speech
Grammar skillsQuestions
AssignmentMon blog (with NC assessment)
Thinking skillsJoyeux Noël!
Module 3
Thinking skillsHigh-frequency words
Grammar skillsRegular –er verbs
Thinking skillsLogic puzzle
Grammar skillsFaire
Reading skillsUnderstanding a poem
Listening skillsListening for small differences
Learning skillsBuilding your vocabulary
AssignmentLes graphiques vivants (with NC assessment)
Module 4
Thinking skillsMnemonics
Learning skillsUsing a dictionary (ii)
Writing skillsChecking for accuracy
Grammar skillsAller
Grammar skillsNegatives
Learning skillsSummarising
Speaking skillsPresentation skills
AssignmentMon royaume à moi (with NC assessment)
Module 5
Thinking skillsSound patterns
Writing skillsCreating longer sentences
Learning skillsImproving sentences
Grammar skillsReflexive verbs
Listening skillsListening for number
Speaking skillsSpontaneous speech
Thinking skillsLogic puzzle
Grammar skillsUsing two tenses together
AssignmentChanson pour l’Europe! (with NC assessment)
Module 6
Reading skillsLooking up French words in a dictionary
Thinking skillsLes animaux
Learning skillsLes poèmes
Learning skillsLa peinture
Grammar skillsThe perfect tense
Audio
The audio files for the course contain all the recorded material for the listening activities in the Pupil Book. These audio files are also contained on ActiveTeach so only teachers who do not purchase ActiveTeach will need to buy the Audio Files. The different types of activities can be used for presentation of new language, comprehension and pronunciation practice. The material includes dialogues, interviews and songs recorded by native speakers.
After purchasing the audio files for Studio, you can access and download them online from the ActiveTeach Library. From there they can be saved onto your computer or network for future use.
Please note: the audio files and ActiveTeach do not contain the listening material for the end of module tests and end of year test. This material can be found in the Assessment Pack (see right).
Workbooks
There are two parallel workbooks to accompany Studio 1: one for reinforcement (Cahier d’exercices A) and one for extension (Cahier d’exercices B). There is one page of activities for each double-page unit in the Pupil Book. The workbooks fulfil a number of functions:
Ï%They provide self-access reading and writing activities designed to offer the pupils enjoyable ways of consolidating and practising the language they have learned in each unit.
They give extra practice in grammar and thinking skills, with integrated activities throughout the workbooks.
Revision pages at the end of each module (Révisions) help pupils revise what they have learned during the module.
Module word lists (Vocabulaire) with English translations are invaluable for language learning homework.
The J’avance! pages at the end of each module allow pupils to record their NC level in each Attainment Target and set themselves improvement targets for the next module.
NC level descriptors in pupil-friendly language at the back of the workbooks allow pupils to see what they must do to progress through the NC levels in all four Attainment Targets.
The Workbooks are available as print books sold in packs of 8 or can be downloaded as PDFs from the ActiveTeach Library.
Assessment Pack
The Assessment Pack contains all the assessment material required to assess pupils in Year 7 in all four skills, as well as self-assessment sheets.
‘Show what you can do’ test
End of module tests in all four Attainment Targets – listening, speaking, reading and writing
End of year test in all four Attainment Targets
Covers National Curriculum Levels 1 to 5
Optional Level 6 test
Target setting sheets
The audio material supports the listening tests. The assessment pages and the audio can be downloaded online from the ActiveTeach Library. There you will find Word files and PDF versions of the test sheets, alongside the sound files for the listening tests.
ActiveLearn
ActiveLearn is a motivating new digital resource for individual pupil use in school or at home. It is accessed online and follows the same topics as the Pupil Book. The ActiveCourse part of the product comprises sequences of exercises that will help pupils to work on their language skills, in particular listening, reading, grammar and vocab.
Activities in the ActiveCourse are structured in the following way:
Interactive listening skills activities at two levels (lower (A) and higher (B)) matched to each core teaching unit (Units 1–4 of each module, or 1–5 of Module 1).
Interactive reading skills activities at two levels (lower and higher) matched to each core teaching unit (Units 1–4 of each module, or1–5 of Module 1).
Interactive grammar activities, one per core unit, covering key grammar points.
Key vocabulary from each core unit, drilled and tested through a unique system of activities.
Pupils’ performance in the activities is tracked and recorded, making it easy for pupils and teachers to review their progress throughout the year.
The other part of ActiveLearn is the ActiveBook, a digital version of the Pupil Book accessed online, which includes all the audio files for the Pupil Book listening activities.
Assignment (Défi)
The worksheets for Modules 1 to 5 include a collaborative assignment or challenge (Défi) to be carried out in pairs or groups.
The assignments consist generally of two worksheets, one containing the instructions for the task, the other providing preparation tasks and language to help the pupils.
The focus of the assignments is to help the pupils develop further their extended speaking and writing skills in cross-curricular contexts whilst fostering PLTS.
Incorporating ICT
Appropriate use of Information and Communication Technology (ICT) to support modern languages is a requirement of the National Curriculum. Suggestions for ICT activities (word-processing, using e-mail, videoconferencing, researching on the Internet, etc.) have been included in the Teacher’s Guide and are identified by this symbol .
Grammar coverage
Grammar is fully integrated into the teaching sequence in Studio to ensure that pupils have the opportunity to learn thoroughly the underlying structures of the French language. All units have a grammar objective so that pupils can see clearly which grammar structures they are learning. The key grammar points are presented in the Studio Grammaire boxes on the Pupil Book pages and fuller explanations and practice are provided in the Studio Grammaire pages at the end of each module. In addition, there are grammar PowerPoint® presentations in ActiveTeach for presenting new grammar concepts to classes, followed by interactive practice activities that can be used with whole classes or for individual practice. Worksheets focusing on the key grammar topics taught in Studio 1 are also provided in ActiveTeach and can be printed off for individual pupil use.
Grammar points explained and practised inStudio 1:
present tense of regular –er verbs
present tense of avoir, être, faire, aller
present tense of reflexive verbs
aimer, vouloir, pouvoir + infinitive
je voudrais + infinitive
the near future (aller + infinitive)
the perfect tense (optional in Module 6)
the imperative
the use of tu and vous
using jouer à
negatives (ne … pas, pas du tout)
adjectives: agreement, position
possessive adjectives
asking questions/question words
connectives/intensifiers/adverbs
prepositions
the partitive article
il y a/il n’y a pas de …
à + definite article
accents
Coverage of the National Curriculum Programme of Study in Studio 1
In Studio the 2014 National Curriculum Programme of Study is covered comprehensively. The Programme of Study is as follows
1 Grammar and vocabulary
Pupils should be taught to:
identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues
use accurate grammar, spelling and punctuation.
2 Linguistic competence
Pupils should be taught to:
listen to a variety of forms of spoken language to obtain information and respond appropriately
transcribe words and short sentences that they hear with increasing accuracy
initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
express and develop ideas clearly and with increasing accuracy, both orally and in writing
speak coherently and confidently, with increasingly accurate pronunciation and intonation
read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
read literary texts in the language, such as stories, songs, poems and letters, to stimulate ideas, develop creative expression and expand understanding of the language and culture
write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.
Activities throughout Studio are specifically designed to give pupils opportunities to cover the Programme of Study. As the Programme of Study is intended to represent learning through Years 7, 8 and 9, not all aspects of it are covered in the Book 1. However Studio 1 and 2 cover the Programme of Study in full. After Book 2, Pupils could either move on to GSCE if time is short, or continue with Studio 3 (which also covers the Programme of Study) in Year 9.
The table below outlines the points from the Programme of Study in short form, and shows where they are covered in Studio 1. The content of the course is also matched to the Programme of Study unit by unit throughout this Teacher’s Guide.
1 Grammar and vocabulary (GV)GV1 TensesM1 U1, M5 U4, M5 U5, M6 U1GV2 Grammatical structuresM3 U4, M4 U1, M4 U4, M5 U5GV3
Developing vocabulary
Opinions and discussions
M3 En plus, M5 U2, M6 U1
M1 U1, M1 U3, M2 U2GV4 AccuracyM2 U1, M3 U2, M4 Gram2 Linguistic competence (LC)LC1 Listening and respondingM2 U3, M4 En Plus, M6 U1LC2 TranscriptionM1 U3 (Starter 2), M3 U1 (Starter 2), M5 U3 (Plenary)LC3
Conversation
Conversation (dealing with the unexpected)
Conversation (using modes of address)
M1 U1, M2 En plus 2, M3 U1
M2 U2, M5 U3
M4 U2LC4
Expressing ideas (speaking)

Expressing ideas (writing)
M1 En Plus, M3 U4, M4 U5

M1 U4, M3 U3, M4 U1LC5
Speaking coherently and confidently

Accurate pronunciation and intonation
M1 En Plus, M3 U2, M4 U4

M2 U1, M2 U4, M4 U4LC6 Reading comprehension

Translation into EnglishM2 En plus 1, M3 En plus, M6 U2 (authentic)

M1 Gram, M4 U2, M5 GramLC7
Literary texts
M6 U2LC8
Writing creatively

Translation into French
M1 U5, M5 U1, M6 U2

M2 Gram, M4 Gram, M5 GramNational Curriculum Levels in Studio
The 2014 National Curriculum no longer includes Level Descriptors for Levels 1–8 and exceptional performance. In order to ensure sound progression, as well as to aiding progress tracking and reporting, Studio keeps the levels in place, using the level descriptors as they were in the previous Curriculum. In the course they feature in the following ways:
All activities in the course are levelled (in the teacher’s notes) from Levels 1–7
End of Module Assessments for Studio have been written using the National Curriculum Levels to indicate the level of challenge
Workbooks contain self assessment and target setting pages based around the old National Curriculum Levels.
As the new National Programmes of Study become established in schools from 2014, their use in Studio, as well as the use of the older NC Level descriptors, will be reviewed to make sure that the course provides the most valid and up to date account of how achievement is measured and progress is tracked.
Coverage of Personal Learning and Thinking Skills in Studio 1
Activities supporting PLTS development are included throughout the course. Key examples are highlighted in the Teacher’s Guide using the PLTS icon : one PLTS is identified in each unit, with Modules 1–5 all featuring the full range of PLTS. Each PLTS is given in the table below, with a selection of examples and details of how they meet the curriculum requirements.

Personal Learning and Thinking SkillsI Independent enquirersPupil Book activities throughout the course (e.g. M5 U1 ex. 3, M6 U3 ex. 7); ICT-based activities (e.g. M3 U2 ex. 7)C Creative thinkersRegular activities developing skills strategies (how to improve listening/speaking, etc.) (e.g. M1 U1 ex. 2); Starters requiring pupils to apply logic and make connections (e.g. M4 U4 Starter 2); regular activities encouraging pupils to identify patterns and work out rules (e.g. M5 U3 ex. 1); activities requiring creative production of language (e.g. M6 U2 ex. 5)R Reflective learnersOngoing opportunities to assess work and identify areas for improvement (e.g. M2 U4 ex. 7, M5 U4 extension suggestion after ex. 6), including all Bilans and Plenaries (e.g. M4 U1 Plenary) T Team workersRegular pairwork activities (e.g. M3 U1 ex. 6), including many Starters; regular peer assessment (e.g. M1 U5 ex. 8); links with partner schools (e.g. M5 En plus ex. 7) S Self-managersOngoing advice on managing learning (e.g. M3 En plus ex. 5), including strategies to improve learning (e.g. M4 U5 extension suggestion after ex. 6)E Effective participatorsOpportunities throughout the course for pupils to contribute (e.g. M3 U4 ex. 7), including presentations (e.g. M6 U1 ex. 7) and all Plenaries (e.g. M5 U2 Plenary)Pupils may find the following short forms useful as a reference in class:
I am a/an …Today I …Independent enquirerIworked on my own to find out something newCreative thinkerCused what I know to work out or create something newReflective learnerRthought about what I’ve learned and how I can improveTeam workerTworked well with other peopleSelf-managerStook responsibility for improving my learningEffective participatorEtook part in the lesson in a positive way
Coverage of the Foundation Certificate of Secondary Education in French (Revised Specification) in Studio 1
Studio can be used to teach the Key Stage 3 FCSE qualification from AQA. The following table shows where each of the FCSE units and sub-topics for the Revised Specification (2014) can be taught using Studio 1. Many of the FCSE units and sub-topics that do not appear in Studio 1 are covered in Studio 2 or Studio 3 Rouge/Vert.

Unit 1 – Relationships, family and friends
Sub-topicsWhere in Studio 1Reading and listeningFamily and step familyPersonal details about familyMini biography of family (Set A only)Rank in family (Set B only)Personal details about friends (Set B only)M1 U4Girlfriend, boyfriendRelationships and reasons for good and bad relations within family and friendsIssues (Set B only)Taking sides in an argument (Set B only)PetsClothes (Set A only)Family celebrationsM2 En plusPrepositions NumbersSpeaking and writingPersonal informationM1 U3Family/friendsMeeting up with friends/activitiesM3 U4, M4 U4
DescriptionsM1 U4Hobbies/free-time activitiesM3 U5

Unit 2 – Education and future plans
Sub-topicsWhere in Studio 1Reading and listeningEducation
School – teachers
problems
transport
timetable
uniform
facilities

type of school (Set A only)
location (Set A only)
subjects
rules (Set A only)
school clubs (Set A only)
sport
progress report (Set A only)
items in school bag (Set B only)

M2 U3

M2 En plus 1

M2 U4

M2 U1, M2 U2

M1 U2Future plans
Plans for after school
Plans for jobs and careers
Plans for future study
Advantages and disadvantages of jobs
Advantages and disadvantages of staying on at school (Set B only)
M5 U5TimeM2 U3Prepositions of placeAlphabet (Set A only)Numbers (Set A only)Sequence (Set B only)Speaking and writingPhysical description of schoolSchool activitiesOpinionsUniformFuture plansM5 U5

Unit 3 – Holidays and travel
Sub-topicsWhere in Studio 1Reading and listeningHolidaysM5 U1, M5 U4Types of holidayM5, En plusCamping (Set A only)Activities (Set A only)M5 U4TravelAccommodationWeather on holidayProblems on holiday (Set B only)Holiday experiences (Set B only)Speaking and writingDestinationM5 U1TravelAccommodationActivitiesM5 U4
Unit 4 – Leisure
Sub-topicsWhere in Studio 1Reading and listeningHobbiesM5 U1, M3 U2, M3 U3Free time/hobbiesM3 U1, M3 U3, M3 En plusTelevision Films (Set A only)Cinema (Set B only)MusicGardening (Set A only)Going out (Set A only)M5 U2Theatre visit (Set A only)ClubsAround town (Set B only)M4 U3Leisure centre (Set B only)

Speaking and writingHobbies/activitiesM3 U2, M3 U3PreferencesM1 U1Going outM5 U2Pocket money
Unit 5 – Healthy lifestyle
Sub-topicsWhere in Studio 1Reading and listeningHealthy livingFood/drink (Set B only)M2 U5Healthy/unhealthy eating (Set A only)Fast food (Set A only)Exercise (Set A only)M3 U2, M3 U5, M3 En plusLife as a footballer (Set B only)Sports M3 U2Leisure centres (Set A only)Alcohol SmokingIllnessChemist’s (Set B only)Stress (Set A only)Exam pressure Health farms (Set A only)Speaking and writingState of healthActivitiesM3 U2, M3 U5Eating and drinkingM2 U5Opinions
Unit 6 – Food and drink
Sub-topicsWhere in Studio 1Reading and listeningFood/drink vocabulary itemsM2 U5Eating outM5 U3Opinions about food and drinkShopping for foodUnhealthy/healthy food choicesSpeaking and writingFood and drink habitsEating outM5 U3Opinions about food and drink

Unit 7 – Local area and environment
Sub-topicsWhere in Studio 1Reading and listeningFacilities M4 U1, M4 U5LocationsM4 En plusPreferencesM4 U3EnvironmentRecyclingWeatherSpeaking and writingLocal areaM4 U1ActivitiesM4 U3, M4 U5Environment
Unit 8 – Celebrations
Sub-topicsWhere in Studio 1Reading and listeningBirthdays Various festivalsM2 En plus 2PartiesCelebrating (Set A only)Engagements and weddings Celebrating success (Set A only)Carnival End of examsSpeaking and writingPartiesOpinionsSpecial celebrationsM2 En plus 2
Games and other teaching suggestions
Reading aloud
There are many reading activities in the Pupil Book which give scope for further activities.
1You can use the texts to practise reading aloud. As an incentive, award five points to a pupil who can read a text without ay errors. Points could also be given to teams, depending on seating arrangements – tables, rows, sides of the room.
2Set a challenge – ‘I bet no one can read this without a single mistake’ or ask a volunteer pupil to predict how many mistakes he/she will make before having a go, then seeing if he/she can do better than predicted.
3Texts could be read round the class with pupils simply reading up to a full stop and then passing it on to someone else in the room. They enjoy this activity if it is fast. Alternatively, pupils can read as much or as little as they want before passing it on.
4You can also read a text, pause and have the pupils say the next word.
Reading follow-up
Motivation and participation can be enhanced by dividing the class into two teams and awarding points. Once they know a text very well, pupils should be able to complete a sentence from memory, hearing just the beginning. Move from a word to a phrase to a sentence: i.e. you say a word, the pupils give the word in a short context and then in a longer context.
1You read aloud and stop (or insert the word ‘beep’) for pupils to complete the word or sentence.
2You read aloud and make a deliberate mistake (either pronunciation or saying the wrong word). Pupils put up their hand as soon as they spot a mistake.
3Hot potato: Pupils read a bit and pass it on quickly to someone who may not be expecting it.
4Marathon: A pupil reads aloud until he/she makes a mistake. Pupils have to put up their hand as soon as they hear a mistake. A second pupil then takes over, starting at the beginning again and trying to get further than the previous pupil.
5Random reading: You read a phrase at random and the pupils have to say the next bit.
6You can play music and get the pupils to pass an object round the class. When the music stops, the person with the object has a turn. Let a pupil control the music, facing away from the class.
Mime activities
Mimes are a motivating way to help pupils to learn words.
1You say a word, for example a job, sport or hobby, or an adjective, and the pupils mime it. This can be done silently with the whole class responding. Alternatively, it can be done as a knock out game starting with six volunteers at the front who mime to the class as you say each word. Any pupil who does the wrong mime or who is slow to react is knocked out. Impose a two-minute time limit.
2Pupils say a word or phrase and you mime it – but only if the pupils say it correctly. This really puts you on the spot and gets the pupils trying very hard. You could also insist that the pupils say it from memory.
3You mime and pupils say the word or phrase.
4Send five or six pupils out of the room. They each have to decide on an adjective which sums up their character. They return to the room individually or together, each one miming their character adjective. The remaining pupils then guess the adjective. Get them to use a sentence, e.g. Daniel est intelligent.
5Envoyé spécial: One person goes out of the room. The rest of the class decides on a character adjective to mime. The volunteer comes back into the room and has to guess the adjective that the class is miming. Again, encourage the use of whole sentences.
6Class knock-down: As Envoyé spécial, but this time everyone in the class can choose different qualities to mime. The volunteer returns to the room with everyone doing his/her own mime. The volunteer points to each pupil and names the character adjective. If the volunteer is correct, the pupil sits down. This works well as a timed or team activity. The aim is to sit your team down as quickly as possible.
7A version of charades is a good activity at the end of the lesson. Organise two teams, A and B. Have all the adjectives written down on separate cards, masculine forms only. Put the cards in a pile at the front. A volunteer from Team A comes to the front, picks up the first card and mimes it. The rest of the team must not see the word on the card. Anyone from Team A can put up his/her hand and is then invited by the volunteer to say the word. If correct, the volunteer picks up the next card and mimes it. The aim is to get through the whole list as quickly as possible. Note down the time for Team A. Team B then tries to beat that time.
Exploiting the songs
1Pupils sing along. Fade out certain bits while they continue. When most of them know the song quite well you can pause the audio to let them give you the next line by heart. Then try the whole chorus, followed by a few verses completely from memory.
2You could try the ‘pick up a song’ game: you fade the song after a few lines, the pupils continue singing, and then you fade the song up again towards the end and they see whether they have kept pace with the recording.
Translation follow-up
Motivation and participation can be enhanced by dividing the class into two teams and awarding points. Once they know the text very well, you should be able to say any word, phrase or sentence from the text at random for the pupils to translate into English without viewing the text.
1You translate the text and stop (or insert the word ‘beep’) for pupils to complete the word or sentence.
2You translate, making a deliberate mistake. Pupils put up their hand as soon as they spot a mistake.
3Hot potato: A pupil translates a bit and passes it on quickly to someone who may not be expecting it.
4Marathon: A pupil translates until he/she makes a mistake. Pupils have to put up their hand as soon as they hear a mistake. A second pupil then takes over, starting from the beginning again and trying to get further than the previous pupil.
5Random translation: You read a phrase in French at random and the pupils have to translate it.
6One half of the class has their books open, the other half has them closed. The half with their books open reads a sentence in French at random. The other side has to translate. Do about five then swap round.
7You can play music and get the pupils to pass an object round. When the music stops, the person with the object has a turn. Let a pupil control the music, facing away from the class.
Writing follow-up (text dissection)
Whiteboards are a useful tool. They do not need to be issued to every pupil. Pupils can work in pairs or groups or they can pass the whiteboards on. You could also divide the class into teams, with one whiteboard per team.
After reading a text in some detail:
1Display some anagrams of key words from the text and ask pupils to write them correctly. You will need to prepare these in advance and check carefully. Award points for correct answers on each board.
2Display some jumbled phrases from the text, e.g. foot au je dimanche joue le. Pupils rewrite the phrase correctly in their exercise books or on the board. They could work in teams, producing one answer per team on paper.
3Display an incorrect word or phrase in French and ask pupils to spot the mistake and correct it. This can also be done as ‘spot the missing word’ or ‘spot the word that is in the wrong place’.
4Ask pupils to spell certain words from memory. Differentiate by first reading out a few words in French and then giving a few in English for them also to write out in French.
5Mini-dictée: Read four or five short sentences in French for pupils to write out. Again, this could be a group exercise.
6Give pupils phrases in English to write out in French.
Comprehension follow-up
1Ask questions in English about the text.
2Ask questions in French about the text.
3True or false?
4Who … ?
Vocabulary treasure hunt
1Find the word for …
2Find (three) opinions.
Grammar treasure hunt
1Find (three) adjectives.
2Find (two) feminine adjectives.
3Find a verb in the nous form.
4Find a plural noun.
5Find a negative.
A variation on pairwork
Musical pass the mobile phone: One pupil controls the music, facing away from the class. While the music is playing, a toy or old mobile phone is passed from pupil to pupil. As soon as the music stops, the music operator (who is ideally also equipped with a phone) says the first statement of a dialogue. The other pupil who has ended up with the phone replies. They can, if they like, disguise their voice. The music operator tries to guess who is speaking. The game then continues.

Symbols used in these teaching notesextension material/suggestion for extending an activityreinforcement material/suggestion for reinforcing languageexample of an activity which supports personal learning and thinking skills developmentICT activity
Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Mon autoportrait
(pp. 8–9)
Talking about likes and dislikes
Using regular –er verbs (je, tu, il/elle)GV1 Tenses (present)J’aime …
Tu aimes …?
Il/Elle aime …
la musique, les animaux, les mangas, etc.
Je n’aime pas …
l’injustice, le hard rock, les araignées, etc.
C’est …
génial, cool, nul, etc.G the definite article (le, la, l’, les)
G –er verbs (singular)

– j’aime/je n’aime pas for likes and dislikes
– questions using intonation
– connectives: et, aussi, mais2 Mon kit de survie
(pp. 10–11)
Talking about your survival kit
Using avoir (je, tu, il/elle)GV2 Grammatical structures (questions; negatives)J’ai …
Tu as …
Il/Elle a …
un appareil photo, une gourde, des chips, etc.
Je n’ai pas de …
cahier, etc.
C’est …
essentiel, importantG avoir (present singular)
G qu’est-ce que …?

– understanding dictionary definitions3 Comment je me vois
(pp. 12–13)
Describing yourself
Understanding adjective agreement (singular)GV1 Tenses (present)
GV3 Developing vocabulary (high-frequency words)
Je suis/Je ne suispas …
Tu es …
Il/Elle est …
branché(e), curieux/ curieuse, drôle, etc.
Tu es d’accord?
Je suis d’accord.
Je ne suis pas d’accord.G adjective agreement (singular)
G être (present singular)

– intensifiers: très, assez4 Et les autres?
(pp. 14–15)
Talking about other people
Understanding adjective agreement (plural)LC1 Listening and responding (gist and detail)
LC4 Expressing ideas (writing)
GV2 Grammatical structures (adjective agreement)C’est un garçon/une fille.
Il a …/Elle a …
les yeux bleus/gris, etc.
les cheveux longs/courts et bruns/roux, etc.
Il/Elle est …
grand(e), petit(e), de taille moyenne
Il/Elle s’appelle …G adjective agreement (plural)
G possessive adjectives (mon/ma/mes, ton/ta/tes)5 Il est hypercool!
(pp. 16–17)
Describing a musician
Using the present tense (je, tu, il/elle)LC4 Expressing ideas (writing)
GV1 Tenses (present)Review of vocabulary from Units 3 & 4:
Il/Elle s’appelle …
Il/Elle aime …
Il/Elle est …
Il/Elle a …G the present tense (singular: aimer, s’appeler, être, avoir)

– pronunciation of eauBilan et Révisions
(pp. 18–19)
Pupils’ checklist and practice exercisesEn plus: C’est moi!
(pp. 20–21)
Introducing yourself in detailLC4 Expressing ideas (writing)Review of language from the module– developing writing skills
– developing presentation skillsStudio Grammaire
(pp. 22–23)
Detailed grammar summary and practice exercisesG the present tense (regular –er verbs, singular)
G irregular verbs (avoir, être – present, singular)
G adjectives (agreement)
G possessive adjectivesÀ toi
(pp. 118–119)
Self-access reading and writing at two levelsLearning objectives
Talking about likes and dislikes
Using regular –er verbs (je, tu, il/elle)
Programme of Study references
GV1 Tenses (present)
FCSE links
Unit 4: Leisure (Hobbies; Preferences)
Grammar
the definite article (le, la, l’, les)
–er verbs (singular)
Key language
J’aime …
Je n’aime pas …
Tu aimes …?
Il/Elle aime ...
Oui, j’aime ça.
Non, je n’aime pas ça.
les animaux
les araignées
les chatsles chiens
le cinéma
les consoles de jeux
la danse
le foot
le hard rock
l’injustice
les insectes
les jeux vidéo
les mangas
les maths
la musique
la Nintendo DS
les pizzas
le racisme
le rap
les reptiles
le roller
le rugby
les spaghettis
le sport
la tecktonik
le tennis
la violence
les voyages
les weekends
C’est …
génial/cool/bien/ennuyeux/nulPLTS
C Creative thinkers
Cross-curricular
English: the definite article
Resources
Audio files:
01_Module1_Unit1_Ex1.mp3
02_Module1_Unit1_Ex4.mp3
Accès Studio: pages 4–5, 6–7,
12–13 & 14–15
Workbooks:
Cahier d’exercices A & B, page 2
Accès Studio ActiveTeach:
p.004 Flashcards
ActiveTeach:
p.008 Video 1
p.008 Video worksheet 1
p.008 Speaking skills video
p.008 Speaking skills
p.009 Grammar
p.009 Grammar practice
p.009 Thinking skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès – Greetings + Numbers)Accès Studio Unit 1 (pp. 4–5) can be used before this unit to review greetings.
Accès Studio Unit 2 (pp. 6–7) can be used with this unit to review numbers and ages.
Accès Studio Unit 5 (pp. 12–13) can be used with this unit to review the definite article, in the context of classroom items.
Accès Studio Unit 6 (pp. 14–15) can be used with this unit for further practice of j’aime/je n’aime pas and to review vocabulary for sports and hobbies.
In conjunction with the module introduction (pages 6–7)
Have a discussion with the class on what France means to them. As well as the better known and more traditional elements, cover the aspects of modern France that will appeal to them – fashion houses such as Dior and Yves St Laurent, French football teams and other sports stars, etc.

Starter 1
Aim
To review greetings and giving your name
Introduce yourself: Bonjour. Je m’appelle … Pupils introduce themselves to you, speaking as a class. Then ask pupils to introduce themselves to the person sitting next to them. Review Au revoir in the same way.
Next play a game. Tell pupils that each row in the class is a team – make sure numbers are equal. The aim is to be the first team to complete introductions. The person at the back starts. Each person in turn says Bonjour, gives his/her name and says Au revoir to the person in front.
The person at the front of the row runs to the back person to complete the introductions.
Alternative Starter 1:
Use Accès Studio ActiveTeach p. 004 Flashcards to review and practise the language for greetings.
1 Écoute. Qui est-ce? (1–6) (Listening L2)
Listening. Pupils listen to six conversations and look at the texts. They identify who is speaking each time.
Audioscript Track 1
1 J’aime: les weekends, le cinéma. Je n’aime pas: le rap, la violence.
2 J’aime: les consoles de jeux, le sport, les pizzas.Je n’aime pas: le racisme, le hard rock.
3J’aime: les animaux, les voyages.Je n’aime pas: le foot, la danse, l’injustice.
4J’aime: les chats, les spaghettis.Je n’aime pas: le rugby, les reptiles.
5 J’aime: les mangas, la tecktonik.Je n’aime pas: le tennis, les chiens, la Nintendo DS.
6 J’aime: la musique, le roller.Je n’aime pas: les insectes, les jeux vidéo, les maths.
Answers
1 Olivia 2 Alex 3 Samira 4 Marielle
5 Samuel 6 Hugo
2 Copie et remplis le tableau avec les mots de l’exercice 1. (Reading L2)
C
Reading. Pupils copy and complete the grid using the words in exercise 1. This exercise helps pupils practise using cognates as a reading strategy.
Studio Grammaire: the definite article
Use the Studio Grammaire box to review the definite article. There is more information and further practice on Pupil Book p. 84.
3 En tandem. Pose cinq questions à ton/ta camarade. (Speaking L2)
Speaking. In pairs: pupils take it in turn to ask and answer five questions about likes/dislikes.
A framework is supplied for support.
Pupils write five things they like and five things they dislike, using j’aime and je n’aime pas.
Use the pronunciation box to review and practise using intonation to form questions. See also Pupil Book p. 44.
Starter 2
Aim
To review talking about likes/dislikes with j’aime/je n’aime pas
Write up the following. Give pupils two minutes to write three sentences with each opening.
J’aime …Je n’aime pas …
Hear some answers. Choose a few good examples and ask some pupils, Tu aimes (les mangas)? They answer using Oui, j’aime ça. or Non, je n’aime pas ça.
4 Qu’est-ce qu’ils mentionnent? Écoute et écris leurs opinions. (1–5) (Listening L3)
Listening. Pupils listen to five conversations and note what the people mention and their opinions.
Audioscript Track 2
1 – Tu aimes le sport?– Oui, j’aime ça. C’est cool.
2 – Tu aimes la tecktonik?– Non, je n’aime pas ça. C’est ennuyeux.
3 – Et toi? Tu aimes le roller?– Oui, j’aime ça. C’est bien.
4 – Tu aimes le cinéma?– Oui, j’aime ça. C’est génial.
5 – Tu aimes le rugby?– Non, je n’aime pas ça. C’est nul.
Answers
1 sport, b
2 tecktonik, d
3 roller, c
4 cinéma, a
5 rugby, e

Studio Grammaire: –er verbs(present singular)
Use the Studio Grammaire box to review the present tense singular of –er verbs, using aimer as the example. There is more information and further practice on Pupil Book p. 22.
5 En tandem. Pose des questions à ton/ta camarade. (Speaking L3)
Speaking. In pairs: pupils take it in turn to ask and answer questions about likes/dislikes, this time giving their opinion of each activity. A framework is supplied for support.
6 Lis et réponds aux questions. (Reading L3)
Reading. Pupils read the four short texts and then identify who is being described in each of the questions which follow.
Answers
1 Mo 2 Lucas 3 Chloé 4 Morgane 5 Chloé
Pupils rework the texts for Chloé and Lucas using the third person. This can be done orally or in writing.
7 Choisis cinq personnes célèbres. Décris leurs préférences. (Writing L3)
Writing. Pupils choose five famous people and write about their likes and dislikes. An example is given. Draw pupils’ attention to the tip box on using connectives.
Plenary
Give pupils three minutes working in pairs to complete ActiveTeach p. 009 Thinking skills, Worksheet 1.1 Inventing categories, which involves categorising vocabulary. Ask the class for answers.
Alternative Plenary:
Use ActiveTeach p. 009 Grammar practice to review regular –er verbs.
Workbook A, page 2
SHAPE \* MERGEFORMAT
Answers
11 c 2 f 3 a 4 e 5 b 6 g 7 d
21J’aime la musique. (
2J’aime le cinéma. (
3Je n’aime pas la violence. (
4Je n’aime pas les reptiles. (
5J’aime les chats et les chiens. (
3(See answers to exercise 2.)
Workbook B, page 2
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Answers
1 1J’aime la musique, c’est cool. (
2J’aime le rugby, c’est génial. (
3Je n’aime pas l’injustice, c’est nul. (
4J’aime les chats et aussi les chiens. ((
5J’aime les insectes mais je n’aime pas les reptiles. ((
21J’aime la musique. (C’est cool.)
2Je n’aime pas les reptiles. (C’est nul.)
3J’aime le foot et aussi les jeux vidéo.
4J’aime les animaux mais je n’aime pas les maths.
Worksheet 1.1 Learning French key sounds

Worksheet 1.2 Inventing categories

Answers
(Answers will vary. Groups might include masculine, feminine, plural, interests, likes, dislikes, etc.)

Video
The video component provides opportunities for speaking activities in a plausible and stimulating context. The StudioFR team – Marielle, Samira, Hugo and Alex – operate from their base in the medieval cellars of Châlons-en-Champagne, which have been lent to them by the Town Hall. They are making video reports about the town to send to StudioGB, their counterpart in the UK. Each video is around three minutes long.
Episode 1: Salut!
Marielle, the presenter, introduces the team from their studio in the medieval cellars of Châlons-en-Champagne. Video worksheet Episode 1 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1A[PLTS] T
BThey are recording a video show for English-speaking learners of French.
CAn old building in the town where they live
D(In this order:) Hugo Marielle Samira Alex
2ABecause she spoke too fast.
BShe says speaking slowly is boring.
CHe agrees with Samira.
DBecause he thinks Marielle already knows how to spell it! Then he remembers it’s for the film.
E14
FIt’s bad/rubbish! It’s true! Cut! too fast
3A12
B13
CFirst to say he doesn’t want to introduce himself, then to say he doesn’t like hard rock music.
DTo show he likes cameras.
EHe says he doesn’t like talking but Hugo says he loves talking about cameras.
Fthe teamHow are you? talkativeSee you soon!
G22 October (two weeks before 5 November)
H(Pupils’ own answers)

Learning objectives
Talking about your survival kit
Using avoir (je, tu, il/elle)
Programme of Study references
GV2 Grammatical structures (questions; negatives)
FCSE links
Unit 2: Education and future plans (School: items in a school bag)
Grammar
avoir (present singular)
qu’est-ce que … ?
Key language
J’ai …
Tu as …
Il/Elle a …
un appareil photo
une barre de céréales
un bâton de colle
un cahier
des chips
des clés
une clé USB
une gourde
des kleenex
des lunettes de soleil
un magazine
un miroir
un MP3
un portable
un portemonnaie
un paquet de mouchoirs
des surligneurs fluo
une trousse
Je n’ai pas de …
C’est …
essentiel/importantPLTS
I Independent enquirers
Resources
Audio files:
03_Module1_Unit2_Ex1.mp3
04_Module1_Unit2_Ex4.mp3
Accès Studio:pages 10–11 & 18–19
Workbooks:
Cahier d’exercices A & B, page 3
ActiveTeach:
Starter 1 resource
p.010 Video 2
p.010 Video worksheet 2
p.010 Flashcards
p.010 Thinking skills
p.010 Learning skills
p.011 Class activity
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès – Items in school bag)Accès Studio Unit 4 (pp. 10–11) can be used with this unit for further practice of the indefinite article and to review vocabulary for school bag items.
Accès Studio Unit 8 (pp. 18–19) can be used with this unit for further dictionary work.
Starter 1
Aim
To introduce language for school bag/survival kit items; To use reading strategies
Write up the following, jumbling the order of the second column. Give pupils two minutes working in pairs to match the French and English versions.
un appareil photoa camera
une barre de céréalesa cereal bar
des lunettes de soleilsunglasses
une gourdea water bottle
un portemonnaiea purse
un portablea mobile phone
des chipssome crisps
un paquet de mouchoirsa packet of tissues
Ask pupils to swap answers with another pair. Check answers as a class. Ask the class how they worked out the meanings of the French items. Point out the usefulness of reading strategies such as recognising cognates, using grammar and using logic.
Alternative Starter 1:
Use ActiveTeach p. 010 Flashcards to review and practise further language for school bag items.

Studio Grammaire: avoir(present singular)
Use the Studio Grammaire box to review the present singular forms of avoir. There is more information and further practice on Pupil Bookp. 22.
1 C’est quel sac? Écoute et écris les bonnes lettres. (1–4) (Listening L2)
Listening. Pupils listen and look at the pictures of items in different people’s bags. They write the letter of the bag being described each time.
Audioscript Track 3
1–Thomas, qu’est-ce que tu as dans ton kit de survie?
–Alors … J’ai une clé USB, un appareil photo, un portable et un MP3.
2–Chloé, qu’est-ce que tu as dans ton kit de survie?
–Alors, moi, j’ai un portemonnaie, des chips, une gourde et une barre de céréales.
–Tu n’as pas de cahier?
–Euh … Non, je n’ai pas de cahier.
3–Charlotte, qu’est-ce que tu as dans ton kit de survie?
–Voyons … J’ai des kleenex, des clés, un bâton de colle et aussi une trousse avec des surligneurs fluo.
4–Et toi, Gaëlle? Qu’est-ce que tu as dans ton kit de survie?
–Alors, moi, j’ai un paquet de mouchoirs, un miroir, un magazine et puis des lunettes de soleil.
Answers
1 b 2 a 3 c 4 d

Studio Grammaire: qu’est-ce que ...?
Use the Studio Grammaire box to review the use of qu’est-ce que in questions. There is more information and further practice on Pupil Book p. 44.
2 Copie et remplis le tableau avec les noms de l’exercice 1. Fais attention au genre des noms! (Reading L1)
I
Reading. Pupils copy and complete the grid using the nouns from exercise 1.
Before pupils start, read together through the tip box on using a dictionary. Point out how to find or check the gender of nouns. Then ask pupils to use their dictionaries to find the gender and meaning of the following words: (un) peigne, (une) brosse à dents, (un) carnet.
Throughout Studio 1 Pupil Book there is support on dictionary use; this is highlighted and developed in the Teacher’s Guide. The Pupil Book also has a useful summary on page 130.
Answers
masculine singular
un portemonnaie – a purse
un appareil photo – a camera
un portable – a mobile phone
un MP3 – an MP3 player
un bâton de colle – a gluestick
un paquet de mouchoirs – a packet of tissues
un miroir – a mirror
un magazine – a magazine
feminine singular
une gourde – a water bottle
une barre de céréales – a cereal bar
une clé USB – a memory stick
une trousse – a pencil case
plural
des chips – some crisps
des kleenex – some tissues
des clés – some keys
des surligneurs fluo – some fluorescent highlighters
des lunettes de soleil – some sunglasses

Starter 2
Aim
To review survival kit language
Give pupils three minutes working in pairs to complete ActiveTeach p. 010 Thinking skills, Worksheet 1.2 Odd one out! Accept all plausibly argued answers.
3 En tandem. Pose des questions à ton/ta camarade. (Speaking L2)
Speaking. Pupils take it in turn to ask and answer questions about what they have in their bags. A framework is supplied for support.
4 Écoute et mets les objets dans l’ordre d’importance pour Renaud. (1–6) (Listening L3)
Listening. Pupils listen and put the objects pictured in order of importance for Renaud, matching each item to the correct opinion (from a–f). Some vocabulary is glossed for support.
Audioscript Track 4
1Alors … Dans mon kit de survie, j’ai un portable.Pour moi, c’est important.
2J’ai un crayon. Pour moi, c’est essentiel.
3Ensuite, j’ai une règle. C’est très important.
4J’ai un stylo. C’est très, très important, ça.
5J’ai un MP3. Mais pour moi, ce n’est pas très important.
6Et dans mon kit de survie, j’ai aussi une calculatrice. Pour moi, ce n’est pas du tout important. Je suis fort en calcul!
Answers
4 d 1 a 3 c 6 b 2 e 5 f
5 En tandem. Mets les objets dans ton sac dans l’ordre d’importance pour toi. Compare avec ton/ta camarade.(Speaking L3)
Speaking. In pairs: pupils list the items in their bag in their personal order of importance. They then compare lists with a partner. A sample answer is given.
6 Fais une liste en anglais du kit de survie de Zahra. (Reading L2)
Reading. Pupils read the text and write a list in English of what is in Zahra’s survival kit. des feutres is glossed for support.
Answers
pencil case, pencils, coloured pencils, felt pens, rubber, gluestick, mobile phone, water bottle, sandwich
7 Choisis un contexte. Utilise un dictionnaire et prépare ton kit de survie. (Writing L3)
Writing. Pupils choose a context in which they might need a survival kit, from the pictures shown. Using a dictionary, they write a sentence about what they would put in their kit. A sample answer is given.
Pupils list by gender three of the new words they looked up and learn them at home. They then test each other in pairs on this vocabulary.
Plenary
Give pupils three minutes working in pairs to complete ActiveTeach p. 010 Learning skills, Worksheet 1.3 Using a dictionary (i). Ask the class for answers.
Alternative Plenary:
Use ActiveTeach p. 011 Class activity to play matching pairs with survival kit items.

Workbook A, page 3
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Answers
11 magazine 2 portable 3 crayon 4 kleenex5 miroir 6 lunettes de soleil 7 bâton de colle8 appareil photo 9 clé USB 10 gourde11 portemonnaie 12 jeux vidéo 13 chips14 barre de céréales
Workbook B, page 3
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Answers
11 magazine 2 portable 3 je n’ai pas4 kleenex 5 J’ai 6 lunettes de soleil 7 de8 appareil photo 9 pas 10 gourde11 portemonnaie 12 jeux vidéo 13 chips14 barre de céréales

21Dans mon sac, j’ai un portable, mais je n’ai pas d’appareil photo.
2Dans mon sac, j’ai un portemonnaie, mais je n’ai pas de lunettes de soleil.
3Dans mon sac, j’ai des jeux vidéo, mais je n’ai pas de magazine.
Worksheet 1.3 Odd one out!

Answers
(If there is a valid reason, other answers may be acceptable.)
1une barre de céréales – feminine
2un magazine – begins with ‘m’
3des chips – they are edible
or des kleenex – begins with ‘k’ or doesn’t have an ‘s’ on the end
4un stylo – masculine and begins with ‘s’
5un sandwich – edible, begins with ‘s’ and is masculine
6un crayon – masculine
7des surligneurs fluo – plural
8aimer – a verb
9des lunettes de soleil – plural
10ennuyeux – an adjective

Worksheet 1.4 Using a dictionary (i)

Answers
A(Answers will vary.)
B1 a 2 b 3 b 4 c 5 a 6 b
C1 b 2 d 3 e 4 a 5 c
D(Answers will vary.)
Video
Episode 2: Mon kit
The team show StudioGB what they need to have in their bags to survive their daily routine. Video worksheet 2 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1AThey are presenting the things they have which help them do their jobs in the team.
B[F3.1] (Pupils’ own answers)
C(In this order:) Marielle Samira Alex Hugo
2A(Any six from:) matériel, journaliste, recherches, informations, scoop, essentiel, accès, Internet, technique
Bordinateur (computer), portable (mobile phone)
3AShe has the keys to the studio!
BGadgets and technology
4AIt’s not the latest model but it’s OK.
BIt can process videos and photos.
Cfirst quite good It’s great!
5AIt’s the very latest model.
Bmirror, sunglasses, camera!
C[PLTS T/E] She’s embarrassed to admit that she carries a pen in order to sign autographs!
DAre you sure? That’s strange!
Starter 1 resource
Match up the French and the English.

un appareil photoa water bottle

une barre de céréalessome crisps

des lunettes de soleila purse

une gourdea cereal bar

un portemonnaiea mobile phone

un portablea packet of tissues

des chipsa camera

un paquet de mouchoirssunglasses

Learning objectives
Describing yourself
Understanding adjective agreement (singular)
Programme of Study references
GV1 Tenses (present)
GV4 Developing vocabulary (high-frequency words)
FCSE links
Unit 1: Relationships, family and friends (Personal information)
Grammar
adjective agreement (singular)
être (present singular)Key language
Je suis/Je ne suis pas …
Tu es …
Il/Elle est …
branché(e)
charmant(e)
curieux/curieuse
drôle
généreux/généreuse
gentil(le)
intelligent(e)
modeste
poli(e)
Tu es d’accord?
Je suis d’accord.
Je ne suis pas d’accord.
PLTS
R Reflective learnersCross-curricular
ICT: e-mailing
Resources
Audio files:
05_Module1_Unit3_Ex1.mp3
06_Module1_Unit3_Ex2.mp3
Accès Studio:pages 16–17 & 26–27
Workbooks:
Cahier d’exercices A & B, page 4
ActiveTeach:
Starter 1 resource
p.012 Grammar skills
p.013 Grammar
p.013 Grammar practice
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, VocabularyAccès Studio Unit 7 (pp. 16–17) can be used with this unit for further practice of adjective agreement and position (and to review colour vocabulary).
Accès Studio Unit 12 (pp. 26–27) can be used for further practice of être.
Starter 1
Aim
To review avoir and introduce/review the present singular of être; To use reading strategies
Write up the following. Give pupils three minutes to complete the table, using the sentences to work out the verb forms.
J’ai des clés.Elle a un portable.
Tu es charmant.Je suis intelligente.
Tu as un bâton de colle.Il est modeste.

Check answers and ask pupils to translate the sentences into English.
1 Écoute. Qui est-ce? (1–9) (Listening L1)
Listening. Pupils listen to nine people describing themselves and identify the speaker each time.
Audioscript Track 5
1Je suis charmant.
2Je suis branché.
3Je suis curieuse.
4Je suis intelligente.
5Je suis polie.
6Je suis drôle.
7Je suis gentil.
8Je suis généreuse.
9Je suis modeste.
Answers
1 Yanis 2 Frank 3 Ophélie 4 Malika
5 Samira 6 Nicolas 7 Valentin 8 Luna
9 Nassim

Studio Grammaire: adjective agreement (singular)
Use the Studio Grammaire box to review the changes to adjectives in the feminine form. There is more information and further practice on Pupil Book p. 23.
Pupils follow the adjective patterns to work out the feminine forms of the following adjectives: petit (small), paresseux (lazy), impoli (rude), heureux (happy), grand (big), facile (easy).
2 Écoute et écris les bonnes lettres pour Abdel (a, b ou c). (1–3) (Listening L3)
Listening. Pupils listen to Abdel completing a quiz with a friend and write the letters of Abdel’s responses. Draw pupils’ attention to the tip box on using intensifiers to make their own speech and writing more interesting and personal.
Audioscript Track 6
–Alors, Abdel, comment es-tu? Numéro 1: Tu es modeste?Voici les réponses:a Je suis très modeste.b Je suis assez modeste.c Je ne suis pas modeste.
–c Je ne suis pas modeste.
–D’accord. Numéro 2: Alors, tu es drôle?Voici les réponses:a Je suis très drôle.b Je suis assez drôle.c Je ne suis pas drôle.
–a Je suis très drôle.
–Numéro 3: Abdel, tu es intelligent?a Je suis très intelligent.b Je suis assez intelligent.c Je ne suis pas intelligent.
–b Je suis assez intelligent. Eh oui …
Answers
1 c 2 a 3 b

Starter 2
Aim
To recognise adjective agreement and transcribe adjectives correctly.
Discuss how agreement affects the sound of some adjectives. Ask pupils which adjectives change their spelling and their sound, which change their spelling but not the sound and which do not change at all. Pupils then listen as you read out a series of adjectives and transcribe them correctly.
Read the adjectives out one at a time: charmant, drôle, intelligente, branché(e), curieuse, généreux, modeste, poli(e), gentil(le).
Point out that three of the words could have been spelt in two different ways. Can they tell you which three? Can they identify any other adjectives they heard that could be either masculine or feminine?

Studio Grammaire: être(present singular)
Use the Studio Grammaire box to review the present singular forms of être. There is more information and further practice on Pupil Bookp. 22.
3 En tandem. Fais le quiz. Demande si ton/ta camarade est d’accord. (Speaking L3)
Speaking. In pairs: pupils do the quiz on their own, then ask their partner if they agree with the answers they have given. A language box and a sample exchange are supplied.
4 Lis le texte et termine les phrases en anglais. (Reading L4)
Reading. Pupils read the text and complete the sentences summarising it in English.
Answers
1 curious 2 intelligent 3 important
4 music and mangas 5 spaghetti
5 Lis le texte. Vrai (V) ou faux (F)?(Reading L3)
Reading. Pupils read the text and decide whether the statements about it are true (V) or false (F).
Answers
1 V 2 F 3 V 4 F 5 F 6 V
6 Décris-toi et un copain/une copine.(Writing L3)
R
Writing. Pupils write a description of themselves and a friend. A framework is supplied. When they have finished, ask them to read their text over and make corrections as necessary.
If you have connections with a partner school, pupils could e-mail their texts to their French peers to introduce themselves.

Plenary
Go round the class. The first pupil makes a statement describing himself/herself (e.g. Je suis branché(e).) The next pupil responds to this (Je suis d’accord./Je ne suis pas d’accord.), then makes a statement about himself/herself for the next pupil to reply to, and so on round the class.
Alternative Plenary:
Use ActiveTeach p. 013 Grammar practice to review avoir and être.
Workbook A, page 4
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Answers
11Je suis assez curieux et je suis très gentil.
2Je suis assez branchée et je suis très modeste.
3Je suis assez charmant et drôle et je suis très poli.
4Je suis assez intelligente et je suis très généreuse.
2

Workbook B, page 4
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Answers
1(underlined:) intelligent, gentil, poli, généreux (circled:) branchée, curieuse, intelligente (highlighted:) modeste, drôle
21 R 2 H 3 H 4 R 5 R 6 R 7 R 8 H
3(Example answer:)Je m’appelle X. J’aime le foot(ball). Aimer le foot(ball), c’est très important pour moi. Je suis assez charmant et je suis très modeste. Je ne suis pas très curieux et je ne suis pas cool. Je suis grand.
Worksheet 1.5 Accents

Answers
A1 cedilla 2 acute accent 3 circumflex accent 4 grave accent
B1 T 2 T 3 T 4 F (Cedillas can only occur on the letter ‘c’.) 5 T 6 T 7 T 8 T 9 F (Circumflex accents can only be found on vowels.)
C1J’aime les jeux vidéo.
2J’aime les gâteaux et aussi la capoeira.
3Qu’est-ce que tu as dans ton sac à dos?
4Tu aimes le foot? Non, je n’aime pas ça.
5Mon ami Nathan est assez drôle.
6Dans mon kit de survie, j’ai un portable. Pour moi, c’est très important.
7Être intelligent, c’est important pour moi.
8C’est un garçon. Il a les yeux bleus.

Starter 1 resource
Fill in the table. You can use the sentences below to work out the answers.

avoirêtreIyouhe/shea

J’ai des clés.Elle a un portable.Tu es charmant.Je suis intelligente.Tu as un bâton de colle.Il est modeste.
Learning objectives
Talking about other people
Understanding adjective agreement (plural)
Programme of Study references
LC1 Listening and responding (gist and detail)
LC4 Expressing ideas (writing)
GV2 Grammatical structures (adjective agreement)
FCSE links
Unit 1: Relationships, family and friends (Personal details about friends; Descriptions)
Grammar
adjective agreement (plural)
possessive adjectives (mon/ma/mes, ton/ta/tes)
Key language
C’est un garçon/une fille.
Il a …/Elle a …
les yeux bleus/gris/marron/verts
les cheveux longs/courts/
mi-longs/frisés/raides/blonds/
bruns/noirs/roux
Il/Elle est …
grand(e)
petit(e)
de taille moyenne
Il/Elle s’appelle …
PLTS
S Self-managersResources
Audio files:
07_Module1_Unit4_Ex1.mp3
08_Module1_Unit4_Ex3.mp3
Accès Studio: pages 16–17 & 20–21
Workbooks:
Cahier d’exercices A & B, page 5
Accès Studio ActiveTeach:
p.016 Flashcards
ActiveTeach:
p.014 Grammar
p.014 Grammar practice
p.014 Listening skills
p.015 Grammar
p.015 Grammar practice
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès – Colours + Family)
Accès Studio Unit 7 (pp. 16–17) can be used with this unit to review or introduce colour vocabulary and adjective agreement and position.
Accès Studio Unit 9 (pp. 20–21) can be used to review or introduce vocabulary for family members and the possessive adjectives mon, ma, mes.
Starter 1
Aim
To review language for describing hair and eyes
Write up the following. Ask pupils to find someone in the class who fits each description. If necessary, ask pupils to review the colours included in each one before finding members of the class who match them. You could also use the opportunity to clarify the meanings of il and elle.
1Il a les cheveux blonds. Il a les yeux marron.
2Elle a les cheveux noirs. Elle a les yeux bleus.
3Il a les cheveux roux. Il a les yeux verts.
4Elle a les cheveux bruns. Elle a les yeux gris.
To check answers, ask pupils to translate the sentences into English.
Alternative Starter 1:
Use Accès Studio ActiveTeach p. 016 Flashcards to review and practise colours.

1 Écoute. Qui est-ce? (1–5) (Listening L3)
Listening. Pupils listen to five descriptions and look at the pictures of people. They identify the person being described each time.
Audioscript Track 7
1C’est une fille. Elle est petite. Elle a les cheveux mi-longs, noirs et raides. Elle a les yeux marron.
2C’est un garçon. Il est de taille moyenne. Il a les cheveux noirs et courts. Il a les yeux verts.
3C’est une fille. Elle a les cheveux longs, roux et frisés. Elle a les yeux marron.
4C’est un garçon. Il est petit. Il a les yeux marron. Il a les cheveux courts et bruns.
5C’est un garçon. Il est grand. Il a les cheveux courts et blonds. Il a les yeux bleus.
Answers
1 Setsuko 2 Ludo 3 Marina 4 Youssef
5 Baptiste

In pairs: pupils take it in turn to describe a person in the class and to identify him/her.
S

Read through the key language box on page 14 together. Check comprehension. Ask pupils to compare the French structures with their English equivalents. What differences are there? Prompt as necessary to elicit the fact that ‘hair’ is plural in French. Ask pupils how they can note the vocabulary in a way that will help them remember this difference.
Studio Grammaire: adjectiveagreement (plural)
Use the Studio Grammaire box to review adjective agreement (plural): les cheveux noirs, etc. There is more information and further practice on Pupil Book p. 23.
2 En tandem. Pose des questions à ton/ta camarade. Qui est-ce? (Speaking L3)
Speaking. In pairs: one pupil chooses one of the people pictured; the other asks questions in order to identify the person. A sample exchange is given.
Pupils choose two of the characters pictured in exercise 2 and write a sentence describing each one (hairand eyes).
3 Écoute et chante. (Listening L4)
Listening. Pupils listen to the song and sing along. les sorties and sur lui are glossed for support.
Audioscript Track 8
Timothy, Timothy, il est ton ami,Timothy, Timothy, ton ami pour la vie!
Mon ami Timothy habite à Tahiti.Il aime la géographie et le rugby.
Timothy, Timothy, il est ton ami,Timothy, Timothy, ton ami pour la vie!
Mon ami Timothy adore les spaghettis.Il est très modeste et il est assez poli.
Timothy, Timothy, il est ton ami,Timothy, Timothy, ton ami pour la vie!
Mon ami Timothy a un kit de survie.Il a toujours du chewing-gum sur lui.
Timothy, Timothy, il est ton ami,Timothy, Timothy, ton ami pour la vie!
Mon ami Timothy a les cheveux longs.Il est assez petit et a les yeux marron.
Timothy, Timothy, il est ton ami,Timothy, Timothy, ton ami pour la vie!
Mon ami Timothy aime les sorties.Il aime son chien Kosto et les reptiles aussi.

Starter 2
Aim
To review possessive adjectives
Write up the following, omitting the underline (used here to indicate the correct answer). Pupils select the correct form for each noun.
1 mon / mes chips4 ton / ta portable
2 mon / ma amie5 ton / tes clés
3 ma / mes clé USB6 ta / tes gourde
Check answers. Ask pupils to summarise when the different forms are used.
Alternative Starter 2:
Use ActiveTeach p. 015 Grammar practice to review possessive adjectives.
4 Lis la chanson et corrige les erreurs dans les phrases. (Reading L4)
Reading. Pupils read the text of the song in exercise 3. They then read six sentences about the song and correct the errors in them.
Answers
1 Timothy lives in Tahiti.
2 He loves spaghetti.
3 He is quite polite.
4 He has long hair.
5 He is (quite) short.
6 He likes outings.

Studio Grammaire: possessive adjectives
Use the Studio Grammaire box to review possessive adjectives (mon/ma/mes and ton/ta/tes). There is further practice on Pupil Book p. 23.
5 Lis le blog et copie et remplis le tableau. (Reading L3)
Reading. Pupils copy out the table. They read Arthur’s blog and complete the table with the details of his family in English.
Answers
Antonin; brother; quite tall; short, brown; green; curious, very generous
Léa; sister; medium height; long, blond, curly; blue; intelligent, not trendy
Cédric; dad; very tall; grey, short; blue; funny, quite nice, but not modest
6 Choisis un membre de ta famille et écris sa description. (Writing L4)
Writing. Pupils choose a member of their family and write a description of him/her. Two writing frames (male/female) are supplied for support, along with a list of family members (including mon, ma or mes).
Plenary
Write up the names of a few famous people (or use pictures of them – you could ask pupils to bring these in). Give pupils two minutes working in teams to prepare a short description of each person (height, hair, eyes, personality), which they then deliver from memory, each person in the team saying a sentence.
Alternative Plenary:
Use ActiveTeach p. 014 Grammar practice to review adjectives.
Workbook A, page 5
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Answers
1(Underlined:) marron, noirs, verts, roux, bleus, bruns
(Coloured as follows:)
abrown eyes and black hair
bgreen eyes and red hair
cblue eyes and brown hair
2ail a les cheveux mi-longs et frisés
belle a les cheveux longs et raides
cil a les cheveux courts et raides
3(Drawings as follows:)Dan Danger: short, curly hair; green eyes; likes rugbyMalika Mauvaise: black, straight hair; brown eyes; likes cats

Workbook B, page 5
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Answers
11 a 2 b 3 a 4 b 5 c 6 c 7 d
8 d 9 c 10 d
2Il a les cheveux longs et frisés.Il est assez grand.Il a les yeux marron.Il est branché/modeste et il est aussi très modeste/branché. / Il est très branché/modeste et il est aussi modeste/branché.Il aime la musique, mais il n’aime pas le racisme. / Il n’aime pas le racisme, mais il aime la musique.
Worksheet 1.6 Predicting for listening

Answers
1très grand/assez petit
2les yeux marron/les yeux gris
3les cheveux courts et bruns/les cheveux longs et noirs
4assez intelligent/très drôle

Learning objectives
Describing a musician
Using the present tense (je, tu, il/elle)
Programme of Study references
LC4 Expressing ideas (writing)
GV1 Tenses (present)
Grammar
the present tense (singular: aimer, s’appeler, être, avoir)Cross-curricular
ICT: word processing
Key language
Review of vocabulary from Units 3 & 4:
Il/Elle s’appelle …
Il/Elle aime …
Il/Elle est …
Il/Elle a …
PLTS
T Team workersResources
Audio files:
09_Module1_Unit5_Ex1.mp3
10_Module1_Unit5_Ex2.mp3
Workbooks:
Cahier d’exercices A & B, page 6
ActiveTeach:
Starter 1 resource
Starter 2 resource
p.014 Flashcards
p.016 Writing skills
p.017 Class activity
p.017 Thinking skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
GrammarStarter 1
Aim
To review language for describing people; To review the first person singular of key verbs
Write up the following, leaving a gap for each word in parentheses. Give pupils three minutes to complete the text. You can supply the missing words in random order for support, if necessary.
Je [m’appelle] Jason. J’ai [les cheveux] bruns et les yeux [marron]. J’[aime] les pizzas, mais je [n’]aime [pas] les spaghettis. Je [suis] branché et aussi [très] intelligent.
Check answers, asking pupils how they worked out each missing word.
Alternative Starter 1:
Use ActiveTeach p. 014 Flashcards to review adjectives for describing appearance.
1 Écoute et mets les phrases dans le bon ordre. (Listening L2)
Listening. Pupils listen to a description of two musicians and put the sentences (a–h) in the order they hear them. beau/belle is glossed for support.
Audioscript Track 9
–Il a les cheveux blonds!Il est cool et beau!Il aime le R&B!Il s’appelle Cool Boy!
–Elle a les cheveux roses!Elle est très belle!Elle aime le rock ‘n’ roll!Elle s’appelle Pink Chick!
Answers
b, d, c, a, h, f, e, g
Use the pronunciation box to review and practise the French eau sound.
2 Écoute et répète aussi vite que possible. (Listening L2)
Listening. Pupils listen to the tongue twister and repeat it as quickly as possible.
Audioscript Track 10
un beau gâteau dans un beau château
un beau gâteau dans un beau château
Studio Grammaire: present tense (singular)
Use the Studio Grammaire box to review the key verbs (aimer, s’appeler, être, avoir) in the present tense singular forms. There is more information and further practice on Pupil Bookp. 22.
3 Décris les deux chanteurs. Utilise les informations du tableau. (Speaking L3)
Speaking. Pupils describe the two singers in the third person, using the details supplied. A framework is supplied.

Answers
Il s’appelle Soul Man. Il aime le soul. Il est cool et beau. Il a les cheveux noirs.
Elle s’appelle Hip Gal. Elle aime le hip-hop. Elle est belle. Elle a les cheveux blonds.
4 Invente un chanteur/une chanteuse et décris-le/la. Dessine-le/la. (Speaking L3)
Speaking. Pupils make up and draw a singer of their own. They then describe him/her to a partner.

Starter 2
Aim
To review grammar from the module; To use reading strategies
Write up the following, jumbling the order of the second column. Give pupils three minutes to match up the sentence halves.
Elle estbelle.
Il jouede la guitare.
Elle aimele punk-rock.
Il esttrès cool.
Elle ales cheveux noirs.
Il n’apas beaucoup de talent.
Check answers, asking pupils to explain their choices and to translate each completed sentence into English.
5 Lis le texte et remplis les blancs avec les verbes de la case. (Reading L4)
Reading. Pupils read and complete the gap-fill text, using the words supplied. sa voix is glossed for support.
Answers
1 J’adore 2 Elle chante 3 elle est 4 Elle a
5 Elle aime 6 Tu es
6 Lis la page web. C’est Adrien, Karim ou Félix? Écris les bons noms. (Reading L4)
Reading. Pupils read the web page about the group BB Brunes. They then identify who is being described in each of the sentences: Adrien, Karim or Félix.
Answers
1 Adrien 2 Karim 3 Félix 4 Adrien
5 Karim 6 Karim 7 Adrien 8 Félix
7 Écris une page web pour un musicien (réel ou imaginaire). (Writing L4)

Writing. Pupils write a web page for a musician (real or imaginary). A list of features to include in their writing is supplied. This work could be done on a computer.
8 Vérifie le texte de ton/ta camarade. (Reading L4)
T
Reading. Pupils swap their texts from exercise 7 with a partner and check and correct each other’s work. A list of language to focus on is supplied: spelling, verb endings and adjective endings. Pupils then do a second draft of their own text.
Read together through the Stratégie on Pupil Book p. 25, covering the Look, say, cover, write, check technique for mastering spelling. Set pupils the challenge of choosing and learning ten words using this approach, either in the classroom or at home.
Plenary
Review and practise key present tense verbs in the singular. Prompt with a subject pronoun and an infinitive. Pupils give you the correct form (e.g. elle, avoir – elle a). Move on to using English prompts to increase the challenge.
Alternative Plenary:
Use ActiveTeach p. 017 Class activity to practise sentence formation using language from the module.
Workbook A, page 6
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Answers
11Il aime le hard rock.
2Elle a les cheveux noirs.
3Il est cool et beau.
4Elle est très petite.
5Elle joue de la batterie.
6Il a les cheveux longs.
2Il s’appelle Punky Jo.
Il a les cheveux courts.
Il aime le punk.
Il joue de la batterie.
Il est branché et charmant.

Workbook B, page 6
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Answers
1je:ai, m’appelle, suis
il/elle:est, s’appelle, a
both:joue, chante, aime
2Il s’appelle Rocky Guy. Il est cool et beau. Il aime le metal. Il chante et il joue de la guitare. Il a beaucoup de talent. Moi, je m’appelle Funky Girl. J’ai les cheveux courts et noirs et je suis de taille moyenne. J’aime le funk et je chante avec les Cool Girls. Je joue de la batterie.
3(Example answer:)Moi, je m’appelle Paul Punk. J’ai les cheveux courts et blonds et je suis de taille moyenne. J’aime le punk et je chante avec les Punk Pistols. Je joue de la batterie.

Worksheet 1.7 Connectives, intensifiers, adjectives, opinions

Answers
A1 sings, piano
2 beautiful, long
3 nice, quite
4 country, hates
Bconnectives: et, mais, aussi (and, also, but)
intensifiers: assez, très (quite, very)
adjectives: blonds, longs, bleus, belle, gentille, modeste, hypercool (blond, long, blue, beautiful, kind, modest, very cool)
opinions: Taylor aime, Elle n’aime pas, Elle est hypercool (Taylor likes, She doesn’t like, She is very cool)
C–E(Answers will vary.)
Worksheet 1.8 Making comments

Answers
C’est génial.It’s great.
C’est super.It’s super.
C’est intéressant.It’s interesting.
C’est bien.It’s good.
C’est important.It’s important.
C’est facile.It’s easy.
C’est difficile.It’s difficult.
À mon avis, c’est ...In my opinion, it’s ...
Je pense que c’est ...I think it’s ...
Tu es d’accord?Do you agree?
Je suis d’accord.I agree.
Je ne suis pas d’accord.I don’t agree.
Il faut mettre un accent.You have to put on anaccent.
Il y a un problème deThere’s a problem prononciation.with pronunciation.
Il y a un problèmeThere’s a grammaticalgrammatical.problem.
Il y a un problèmeThere’s a problemd’orthographe.with spelling.
Je ne comprends pas.I don’t understand.
Tu peux m’expliquer?Can you explain tome?
Positive phrases: C’est génial. C’est super. C’est intéressant. C’est bien. C’est important. C’est facile. Je suis d’accord.
Negative phrases: C’est difficile. Je ne suis pas d’accord. Il y a un problème de prononciation. Il y a un problème grammatical. Il y a un problème d’orthographe. Je ne comprends pas.
Other phrases: À mon avis, c’est … Je pense que c’est … Tu es d’accord? Il faut mettre un accent. Tu peux m’expliquer?
Starter 1 resource
Fill in the blanks with the missing words.

Je ___________ Jason. J’ai _____________ bruns et les yeux _________.
J’______ les pizzas, mais je __aime _____ les spaghettis. Je ______ branché et aussi ______ intelligent.

Missing words:

m’appelle
aime
très
les cheveux
suis
pas
marron

Starter 2 resource
Match up the halves of these sentences.

Elle estles cheveux noirs.

Il jouele punk-rock.

Elle aimebelle.

Il estpas beaucoup de talent.

Elle atrès cool.

Il n’ade la guitare.

Bilan
Pupils use this checklist to review language covered in the module, working on it in pairs in class or on their own at home. Encourage them to follow up any areas of weakness they identify. There are Target Setting Sheets included in the Assessment Pack, and an opportunity for pupils to record their own levels and targets on the J’avance page in the Workbook, p. 9. You can also use the Bilan checklist as an end-of-module plenary option.Révisions
These revision exercises can be used for assessment purposes or for pupils to practise before tackling the assessment tasks in the Resource & Assessment File.
Resources
Audio file:
11_Module1_Rev_Ex1.mp3
Workbooks:
Cahier d’exercices A & B, pages 7 & 81 Qui est-ce? Écoute et écris les bons noms. (1–4) (Listening L2)
Listening. Pupils listen to four people describing themselves and identify each speaker from the pictures.
Audioscript Track 11
1Moi, j’ai les cheveux courts et marron et j’ai les yeux verts.
2J’ai les cheveux blonds, mi-longs et j’ai les yeux bleus.
3Moi, j’ai les cheveux courts et noirs et j’ai les yeux marron.
4J’ai les cheveux longs, frisés et noirs et j’ai les yeux marron.
Answers
1 Frank 2 Clémence 3 Abdel 4 Marina
2 Décris les kits de survie. (Speaking L2)
Speaking. Pupils describe what is in the survival kits pictured. A sample opening is given.
Answers
aDans mon kit de survie, j’ai un portemonnaie, des chips, un portable, un MP3 et des lunettes de soleil.
bDans mon kit de survie, j’ai une clé USB, un appareil photo, une gourde et une trousse avec des surligneurs fluo.
cDans mon kit de survie, j’ai des kleenex/un paquet de mouchoirs, des clés, un bâton de colle et une barre de céréales.
3 Lis le texte et termine les phrases en anglais. (Reading L3)
Reading. Pupils read the text and complete the sentences that summarise it in English.
Answers
1Lou-Anne’s sister is called Amélie.
2Amélie is quite funny and very intelligent.
3She has short black hair.
4Her brother plays in a group.
5He has a lot of talent but he’s quite modest.
4 Fais ton autoportrait. (Writing L3)
Writing. Pupils write a description of themselves, including their likes and dislikes. A writing frame is supplied.
Workbook A, page 7
SHAPE \* MERGEFORMAT
Answers
1

11 beau 2 drôle 3 modeste 4 petit 5 cool
6 branché 7 grand 8 intelligent 9 poli
10 ennuyeux 11 nul 12 génial
2a = * e = @ i = $ o = # u = %
1J’aime les animaux.
2Je n’aime pas les insectes.
3J’ai des lunettes de soleil.
4Je n’ai pas de clé USB.
5J’ai les yeux bleus.
6Il a les cheveux blonds.
Workbook A, page 8
SHAPE \* MERGEFORMAT
Answers
11 Justine 2 Brad 3 Sonia 4 Hugo 5 Sonia
6 Hugo 7 Justine 8 Brad
2Je m’appelle Jo.J’ai les yeux bleus et les cheveux courts.J’aime la musique et le football.
Worksheet B, page 7
SHAPE \* MERGEFORMAT
Answers
1aJe m’appelle Océane.
bJ’aime la musique et les mangas.
cJe n’aime pas le racisme.
dJ’ai une barre de céréales et une clé USB.
eC’est Leona Lewis. Elle est chanteuse.
21 d 2 b 3 e 4 a 5 c
Workbook B, page 8
SHAPE \* MERGEFORMAT
Answers
11 Justine 2 Sonia 3 Hugo 4 Justine
5 Sonia 6 Hugo 7 Brad 8 Justine
21 especially 2 your reply 3 a penfriend
4 American 5 to improve my French
6 I’m looking for 7 horror films
Learning objective
Introducing yourself in detail
Programme of Study references
LC4 Expressing ideas (writing)
Key language
Review of language from the module
PLTS
E Effective participatorsResources
Audio files:
12_Module1_EnPlus_Ex1.mp3
ActiveTeach:
p.012 Flashcards
p.012 Grammar
p.020 Assignment 1
p.020 Assignment 1: prepStarter
Aim
To develop reading skills: reading for gist
Give pupils one minute to skim-read the text in exercise 1 and write in English the topic of each paragraph.
Check answers, asking pupils how they identified the topic each time. Point out that when reading for gist they should look for key words and focus on the opening sentences of paragraphs, which often summarise what the paragraph is about.
Alternative Starter:
Use ActiveTeach p. 012 Flashcards to review adjectives that describe character.
1 Écoute et lis le texte. (Listening L4, Reading L4)
Listening. Pupils listen to Harris talking about himself and follow the text at the same time. Some vocabulary is glossed for support.
Read together through the tip box on text features (connectives, intensifiers, opinions, range of verbs, adjectives). Encourage pupils to work these features into their own speech and writing whenever they can.
Audioscript Track 12
C’est moi! Je m’appelle Harris. Je suis québécois et je parle français. J’habite à Saint-Sauveur. C’est un petit village dans les Laurentides, au nord de Montréal. Les Laurentides sont des montagnes.
J’aime le camping et le rafting. Le rafting, c’est cool. Et le hockey sur glace, j’aime ça. J’aime aussi les couleurs de l’automne, la nature et la forêt. J’aime le ski alpin et le surf des neiges. C’est génial, mais je n’aime pas les compétitions. La motoneige, je n’aime pas ça … C’est ennuyeux! Tu aimes le ski alpin?
Dans mon kit de survie, j’ai toujours mon portable et mon MP3 car j’aime la photographie et la musique. Mon portable est très, très important pour moi. En hiver, j’ai aussi mes gants et mon bonnet.
Je suis assez intelligent et très drôle, mais je ne suis pas très généreux. Je suis de taille moyenne. J’ai les cheveux mi-longs, raides et marron et j’ai les yeux gris.
Mon père a un traîneau à chiens. C’est super! Les chiens s’appellent Bernard et Babette. Ils ont les yeux bleus. Ils sont très drôles et aussi très intelligents. Je joue tous les jours avec les chiens.
Mon chanteur préféré s’appelle Corneille. Il est génial. Il a les cheveux frisés et noirs. Il a les yeux marron. Il chante et il joue de la guitare. Il est charmant et beau et il a beaucoup de talent.
Pupils identify in the text in exercise 1 all instances of the features listed in the tip box.
2 Relis le texte. Mets les images dans le bon ordre (a–f). (Reading L4)
Reading. Pupils read the text in exercise 1 again and put the pictures into the order they are mentioned.
Answers
c, d, f, e, b, a
3 Choisis un titre pour accompagner les images de l’exercice 2. (Reading L4)
Reading. Pupils choose a caption for each picture in exercise 2.
Answers
1 e 2 f 3 d 4 a 5 b 6 c
4 Trouve l’équivalent des phrases dans le texte de l’exercice 1. (Reading L4)
Reading. Pupils find in the exercise 1 text the French for the English sentences given.
Answers
1Je suis québécois et je parle français.
2J’aime aussi les couleurs de l’automne, la nature et la forêt.
3Mais je n’aime pas les compétitions.
4Mon portable est très, très important pour moi.
5Je suis très drôle, mais je ne suis pas très généreux.
6Il chante et il joue de la guitare.
5 Présente-toi! (Writing L1–4)
Writing. Pupils write a detailed presentation of themselves following the framework supplied.
6 À trois. Fais des présentations. (Speaking L1–4)
E
Speaking. Read together through the tip box on preparing for the presentation. In groups of three: the first pupil gives his/her presentation from exercise 5; the second comments on the language and pronunciation of the presentation; the third identifies a favourite sentence in the presentation. Each pupil takes a turn at each role.
Plenary
Put the class into teams. Prompt each team in turn with one of the English headings in the box in exercise 5. Each team works together to form a correct sentence in response, then one person tells you the sentence. Award two points for a completely correct answer, and one point for an answer with a small mistake.
Note: This Studio Teacher’s Guide suggests lots of team games. To save time, you may want to set up permanent teams at the start of term. You could keep a running total of points scored and award a prize to the winning team at the end of each term.

Worksheet 1.9 Ma star préférée et moi!

Worksheet 1.10 Ma star préférée et moi! Prépa

The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points. The activities on ActiveTeach pages 22 and 23 are repeated from elsewhere in the module.Grammar topics
verbs – the present tense (regular, singular)
irregular verbs (avoir, être – present, singular)
adjectives (agreement)
possessive adjectives (mon/ma/mes, ton/ta/tes)Verbs – the present tense
Regular verbs
1 Write out the verb danser (to dance) in the present tense and translate it into English.
Pupils complete the verbs by supplying the endings and then translate them into English.
Answers
je danseI dance/I am dancing
tu dansesyou dance/you are dancing
il/elle dansehe/she dances/he/she is dancing
2 Write out the verbs using the correct form of the present tense.
Pupils complete gap-fill sentences by supplying the correct form of the verb given.
Answers
1Je joue de la guitare.
2Je chante tous les jours.
3Tu aimes les consoles de jeux?
4Tu parles français?
5Il habite à Saint-Sauveur.
6Elle aime les animaux.
Irregular verbs
3 Fill in the gaps in these sentences, then translate them into English.
Pupils complete gap-fill sentences by supplying the whole verb. They then translate the sentences into English.

Answers
1Dans mon kit de survie, j’ai un portable.In my survival kit I’ve got a mobile phone.
2Tu as un animal?Have you got an animal/a pet?
3Il a un frère.He has (got) a/one brother.
4Elle a une sœur.She has (got) a/one sister.
5Il a beaucoup de talent.He has (got) lots of talent.
6Elle a une guitare.She has (got) a guitar.
4 Unjumble the forms of être, then match them to the English.
Pupils work out the anagrams, then match the French and English verbs.
Answers
1il est – he is
2je suis – I am
3tu es – you are
4elle est – she is
Adjectives
5 Choose the correct adjectives to describe the faces.
Pupils complete the three texts by choosing from the two adjective options each time.
Answers
1Il a le visage vert. Il a les yeux rouges et les cheveux courts, jaunes et frisés.
2Elle a le visage jaune. Elle a les yeux bleus. Elle a les cheveux verts.
3Il a le visage bleu. Il a les cheveux mi-longs, noirs et frisés. Il a les yeux verts.
6 Translate the sentences into French.
Pupils translate the English sentences into French, paying particular attention to the agreement of adjectives.
Answers
1Il est généreux.
2Elle est gentille.
3Elle est curieuse.
4Il est branché, mais il n’est pas intelligent.
5Il est ennuyeux.
Possessive adjectives
7 Copy out the profile and fill it in.
Pupils copy out and complete the personal profile with their own details.
8 Change the profile so that your friend can fill it in.
Pupils rewrite the profile in exercise 7, replacing the mon, ma, mes possessive adjectives with ton, ta, tes.
Answers
Ton nom
Ta date de naissance
Ton numéro de téléphone
Ton e-mail
Ta couleur préférée
Ton animal préféré
Ton film préféré
Ta star préférée
Ton groupe préféré
Tes passions
Self-access reading and writingA Reinforcement
1 Complète les phrases. (Reading L2)
Reading. Pupils match the sentence halves, writing out the complete sentences.
Answers
1Je m’appelle Alice.
2J’ai 14 ans.
3J’aime les spaghettis.
4Je n’aime pas la musique classique.
5Je suis assez gentille.
2 Qui est-ce? Associe les images et les descriptions. (Reading L2)
Reading. Pupils match the pictures and the descriptions.
Answers
1 d 2 b 3 c 4 a
3 Décris les personnes. (Writing L2)
Writing. Pupils write a description of the two people pictured.
Answers
aC’est une fille. Elle a les cheveux mi-longs, blonds et frisés. Elle a les yeux bleus. Elle est petite.
bC’est un garçon. Il a les cheveux courts et bruns. Il a les yeux marron. Il est grand.

B Extension
1 Complète le dialogue. (Writing L2)
Writing. Pupils complete the dialogue, using the picture prompts to fill the gaps.
Answers
(Tu aimes le camping?
(Non, je n’aime pas ça. C’est ennuyeux. Tu es d’accord?
(Non, je ne suis pas d’accord. C’est génial/bien/cool.
2 Écris des dialogues. Utilise le dialogue de l’exercice 1 comme modèle. (Writing L4)
Writing. Pupils write out their own dialogues, using the picture prompts supplied and the dialogue in exercise 1 as a model.
Answers
(Tu aimes le tennis?
(Oui, j’aime ça. C’est génial/bien/cool. Tu es d’accord?
(Non, je ne suis pas d’accord. C’est nul/ennuyeux.

(Tu aimes le roller?
(Non, je n’aime pas ça. C’est nul/ennuyeux. Tu es d’accord?
(Non, je ne suis pas d’accord. C’est génial/bien/cool.

(Tu aimes la danse?
(Oui, j’aime ça. C’est génial/bien/cool. Tu es d’accord?
(Oui, je suis d’accord. C’est génial/bien/cool.
3 Choisis la phrase correcte. (Reading L3)
Reading. Pupils read the text then complete the sentences by selecting the correct options.
Answers
1 assez polie 2 très patiente 3 la danse
4 le hip-hop 5 bleus 6 guitare
4 Décris-toi. Choisis six adjectifs. Classe les adjectifs dans l’ordre d’importance pour toi. Écris six phrases. (Writing L4)
Writing. Pupils choose six adjectives describing their character and rate them in order of personal importance. A range of adjectives and an example are given.

Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Mes matières
(pp. 28–29)
Talking about school subjects
Asking questionsGV2 Grammatical structures (questions, definite articles, connectives)
LC1 Listening and responding
le français, la géographie, les arts plastiques, etc.
Tu aimes … ?/Est-ce que tu aimes … ?
J’aime …
J’aime beaucoup …
J’aime assez …
J’adore …
Je n’aime pas …
Je déteste …
C’est ma matière préférée.G forming questions (intonation/with Est-ce que … ?)

– the definite article with likes/dislikes
– connectives to create longer sentences
– accents2 C’est génial!
(pp. 30–31)
Giving opinions and reasons
Agreeing and disagreeingGV2 Grammatical structures (connectives and intensifiers)
LC1 Listening and responding
LC4 Expressing ideas (speaking)C’est …
intéressant, ennuyeux, etc.
On a beaucoup de devoirs.
Le/La prof est sympa/trop sévère.
Moi aussi.
T’es fou/folle.
parce que– listening skills: using tone of voice
– connectives and intensifiers3 J’ai cours!
(pp. 32–33)
Describing your timetable
Using the 12-hour clockGV2 Grammatical structures (definite article; time)
LC1 Listening and responding
LC3 Conversation
Quelle heure est-il?
Il est …
neuf heures, neuf heures et quart, etc.
l’emploi du temps
lundi, mardi, mercredi, jeudi, vendredi
À (neuf heures), j’ai (sciences).
tous les jours
le matin, l’après-midi le (mercredi) après-midi
la récréation/récré
le déjeuner– the definite article with likes and dislikes; no definite article when referring to school subjects without an opinion
– time: giving the current time and saying when something happens
– listening skills: using context4 Au collège en France
(pp. 34–35)
Describing your school day
Using on to say ‘we’GV1 Tenses (present; on form)
LC5 Speak coherently and confidently
On a cours (lelundi, …).
On commence/finit les cours à …
On a (quatre) cours le matin/l’après-midi.
On étudie (neuf) matières.
À la récré, on bavarde et on rigole.
On mange à la cantine.G on form (–er verbs, avoir and être)
– speaking skills: adapting model language5 Miam-miam!
(pp. 36–37)
Talking about food Using the partitive article (du/de la/de l’/des)GV2 Grammatical structures (the partitive article; question forms)
LC4 Expressing ideas (writing)Je mange …
du fromage, de la pizza, des crudités, etc.
avec …
des frites, etc.
Bon appétit!G the partitive article (du, de la, de l’, des)
G Qu’est-ce que … ?
and Est-ce que… ?

– writing skills: adapting model language
– plural nouns(–s)Bilan et Révisions
(pp. 38–39)
Pupils’ checklist and practice exercisesEn plus 1: Mon collège au paradis
(pp. 40–41)
Schools in other French-speaking countriesLC6 Reading comprehension
Review of language from the module– reading skills: reading for gist; near-cognates; using context
– preparing for a videoconferenceEn plus 2: Joyeux Noël!
(pp. 42–43)
Talking about winter celebrationsLC3 Conversation
LC6 Reading comprehension
les bonnes choses à manger, les cadeaux, la messe de minuit, etc.
la veille/le jour de Noël Joyeux Noël!– speaking skills: adapting model language; using a dictionaryStudio Grammaire
(pp. 44–45)
Detailed grammar summary and practice exercisesG asking questions (intonation, est-ce que … ? qu’est-ce que … ?)
G using on
G the partitive articleÀ toi
(pp. 120–121)
Self-access reading and writing at two levels
Learning objectives
Talking about school subjects
Asking questions
Programme of Study references
GV2 Grammatical structures (questions, definite articles, connectives)
LC1 Listening and responding
FCSE links
Unit 2: Education and future plans (School: subjects)
Grammar
forming questions (intonation/withEst-ce que … ?)Key language
le français, le théâtre
la géographie/la géo, la musique, la technologie
l’anglais (m), l’EPS (f), l’histoire(f), l’informatique (f)
les arts plastiques (m),
les maths (f), les sciences (f)
Tu aimes/Est-ce que tuaimes … ?
J’aime …
J’aime beaucoup …
J’aime assez …
J’adore …
Je n’aime pas …
Je déteste …
C’est ma matière préférée.
PLTS
I Independent enquirersCross-curricular
ICT: present survey results
Resources
Audio files:
13_Module2_Unit1_Ex1.mp3
14_Module2_Unit1_Ex2.mp3
15_Module2_Unit1_Ex4.mp3
Accès Studio: pages 12–13 & 14–15
Workbooks:
Cahier d’exercices A & B,page 12
ActiveTeach:
p.028 Flashcards
p.028 Speaking skills
p.029 Class activity
p.029 Learning skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès – Classroom objects)Accès Studio Unit 5 (pp. 12–13) can be used as an introduction to this module on school.
Accès Studio Unit 6 (pp. 14–15) can be used with this unit for further practice of j’aime/je n’aime pas.

Starter 1
Aim
To review language for expressing likes and dislikes; To use reading strategies
Write up the following, jumbling the order of the phrases. Give pupils two minutes to match the symbols to the correct phrases.
j’adore/j’aime beaucoup
j’aime
j’aime assez
je n’aime pas
je déteste
Check answers, asking pupils to explain how they worked them out. Ask them to translate assez and beaucoup.
1 Écoute les questions. C’est quelle matière? (1–12) (Listening L1)
Listening. Pupils listen to 12 questions and note the letter of the correct picture for the school subject mentioned in each.
Audioscript Track 13
1Tu aimes le français?
2Tu aimes la géographie?
3Est-ce que tu aimes la technologie?
4Tu aimes les sciences?
5Tu aimes l’anglais?
6Est-ce que tu aimes les maths?
7Est-ce que tu aimes l’EPS?
8Tu aimes les arts plastiques?
9Est-ce que tu aimes l’histoire?
10Tu aimes la musique?
11Tu aimes l’informatique?
12Est-ce que tu aimes le théâtre?
Answers
1 b 2 c 3 e 4 l 5 f 6 k 7 g 8 j 9 h
10 d 11 i 12 a
Pupils working in pairs take it in turn to quickly sketch a subject for their partnerto name.
Studio Grammaire: asking questions
Use the Studio Grammaire box to review asking questions using rising intonation and using Est-ce que … ? There is more information and further practice on Pupil Book p. 44.
2 Écoute. Note les matières et les opinions. (1–6) (Listening L2)
Listening. Pupils listen to six conversations. For each they note the subject discussed (from pictures a–l in exercise 1) and the opinion given (using the symbols in the key language box).
Audioscript Track 14
1– Tu aimes les maths?– Oui, j’aime les maths.
2– Est-ce que tu aimes la musique?– Oui, j’adore la musique!
3– Tu aimes l’EPS?– Non, je n’aime pas l’EPS.
4– Est-ce que tu aimes les sciences?– Ah, non! Je déteste les sciences!
5– Tu aimes la géographie?– Alors … J’aime assez la géographie.
6– Est-ce que tu aimes le théâtre?– Ah, oui, j’aime beaucoup le théâtre. C’est ma matière préférée!
Answers
1 k 2 d 3 g 4 l
5 c 6 a
3 En tandem. Pose des questions à ton/ta camarade. (Speaking L2–3)
Speaking. In pairs: pupils ask and answer questions on their opinion of school subjects. A sample exchange is given. Draw their attention to the tip box on using the definite article with likes/dislikes.
Starter 2
Aim
To review language for likes/dislikes and school subjects
Draw the following symbols on the board. Give pupils three minutes to write five sentences, each using one of the symbols and a school subject of their choice.
Check answers, asking some pupils to read out sentences and others to translate what they hear, to check comprehension.

Alternative Starter 2:
Use ActiveTeach p. 029 Class activity to review school subjects and opinions.
4 Écoute. Tu entends assez ou aussi dans chaque phrase? Note le bon mot. (1–5) (Listening L2)
Listening. Pupils listen to five sentences and note whether they hear assez or aussi each time. Before playing the recording, draw their attention to the pronunciation box on assez/aussi.
Audioscript Track 15
1J’aime assez les sciences.
2J’aime aussi les maths.
3J’adore l’EPS. J’aime aussi le français.
4J’aime assez l’histoire, mais je préfère la géo.
5J’aime assez la technologie et j’aime aussi les arts plastiques.
Answers
1 assez 2 aussi 3 aussi 4 assez 5 assez, aussi
5 Lis les textes. Regarde les symboles et écris le bon prénom. (Reading L3)
Reading. Pupils read what six people say about their subject preferences, then identify which person is represented by each set of subject/opinion symbols. You may want to warn pupils that some subjects are mentioned in more than one text, so they need to look closely at the opinions in order to differentiate.
Answers
a Clarisse b Manu c Leïla d Élisa e Yanis
f Clarisse g Leïla h Florian
6 Écris ton opinion sur tes matières. (Writing L3–4)
Writing. Pupils write sentences giving their own opinion of all the subjects mentioned in exercise 1. An example is given. Draw pupils’ attention to the tip box on connectives and encourage them to use these in their writing. Also draw their attention to the tip box on remembering to use the correct accents in their writing.
7 Fais un sondage sur six matières.(Speaking L3–4)
I
Speaking. Pupils choose six subjects and do a survey to find out other pupils’ opinions of them. An example grid to note answers and a sample exchange are given.

Pupils could use a computer to create a graph showing the results of their survey and to write some sentences on their findings.

Plenary
Create a chain round the class. The first pupil asks Est-ce que tu aimes + a school subject? The second pupil responds with an opinion. The third asks another question. Continue like this round the class.
Workbook A, page 12
SHAPE \* MERGEFORMAT
Answers
11 l’informatique 2 l’EPS 3 le français
4 l’anglais 5 les sciences 6 l’histoire
7 le théâtre 8 la musique
21 e 2 c 3 b 4 a 5 d
31 Camille 2 Enzo 3 Camille 4 Enzo
5 Camille 6 Camille

Workbook B, page 12
SHAPE \* MERGEFORMAT
Answers
11 e 2 c 3 b 4 a 5 d
21 Camille 2 Théo 3 Camille 4 Chloé
5 Théo 6 Enzo 7 Chloé 8 Camille
Worksheet 2.1 Pronunciation and intonation

Answers
(Answers will vary.)
Worksheet 2.2 Learning new words

Answers
(Answers will vary.)
Learning objectives
Giving opinions and reasons
Agreeing and disagreeing
Programme of Study references
GV2 Grammatical structures (connectives and intensifiers)
LC1 Listening and responding
LC4 Expressing ideas (speaking)
FCSE links
Unit 2: Education and future plans (School: subjects)Key language
C’est …
difficile
génial
nul
marrant
ennuyeux
intéressant
facile
On a beaucoup de devoirs.
Le/La prof est sympa.
Le/La prof est trop sévère.
Moi aussi.
T’es fou/folle.
parce quePLTS
T Team workers
Cross-curricular
ICT: word processing
Resources
Audio files:
16_Module2_Unit2_Ex1.mp3
17_Module2_Unit2_Ex4.mp3
Workbooks:
Cahier d’exercices A & B,page 13
ActiveTeach:
Starter 1 resource
p.030 Flashcards
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
VocabularyStarter 1
Aim
To review and introduce adjectives for giving an opinion
Write up the following, jumbling the order of the second column. Give pupils working in pairs three minutes to match the French and English versions.
génialgreat
nulrubbish
ennuyeuxboring
difficiledifficult
facileeasy
intéressantinteresting
sévèrestrict
marrantfun
sympanice
Check answers, asking pupils to explain how they worked them out.
1 Écoute les opinions. Écris P (positif) ou N (négatif). (1–8) (Listening L3)
Listening. Do this task with Pupil Books closed: the aim is to develop the skill of listening for tone of voice to help work out unknown language (draw pupils’ attention to the tip box on this). Pupils listen to eight people talking about school subjects and note P if the person’s opinion is positive or N if it is negative. t’es fou/folle is glossed for support.
Audioscript Track 16
1Les maths? Ah, non! C’est nul!
2C’est intéressant, l’informatique. J’adore ça!
3J’aime le théâtre. C’est marrant.
4Tu aimes la géographie? T’es fou! C’est ennuyeux!
5C’est facile, les arts plastiques. Et le prof est sympa.
6Beurk! L’histoire! On a beaucoup de devoirs. Je déteste ça.
7Tu aimes les sciences? T’es fou! C’est difficile. Et la prof est trop sévère.
8L’anglais, c’est ma matière préférée. C’est génial!
Answers
1 N 2 P 3 P 4 N 5 P 6 N 7 N 8 P
2 Lis les opinions. Paul est toujours positif. Nadia est toujours négative.Qui dit quoi? (Reading L1)
Reading. Pupils read the opinions and decide who says each one: Paul, who is always positive, or Nadia, who is always negative.
Answers
Paul: 3, 5, 7, 8, 9
Nadia: 1, 2, 4, 6, 10
2 En tandem. Une personne est Paul. L’autre personne est Nadia. Invente une dispute! (Speaking L3–4)
Speaking. In pairs: pupils discuss school subjects, taking it in turn to play the part of Paul (being positive) and Nadia (being negative). A sample exchange is given.
Starter 2
Aim
To review adjectives for giving an opinion on school subjects
Write up the following. Give pupils three minutes to write a sentence for each subject, using c’est + an adjective. Model an example: L’anglais, c’est intéressant. If necessary, write up some adjectives for support.
le théâtreles mathsle français
les sciencesl’histoire
Check answers, asking pupils to translate their sentences into English.
Alternative Starter 2:
Use ActiveTeach p. 030 Flashcards to review and practise the adjectives used to give opinions on school subjects.
4 Écoute. Copie et complète le tableau. (1–5) (Listening L4)
Listening. Pupils copy out the table. They listen to five conversations in which people give their opinion on school subjects, together with a reason for their opinion. They complete the table with the details. Pourquoi? and parce que are glossed for support.
Audioscript Track 17
1– Tu aimes les arts plastiques?– Oui, j’aime les arts plastiques.– Pourquoi?– Parce que c’est marrant.
2– Est-ce que tu aimes les maths?– Non! Je déteste les maths!– Pourquoi?– Parce que c’est difficile!
3– Est-ce que tu aimes l’EPS?– Euh, oui, j’aime l’EPS.– T’es folle! Tu aimes l’EPS? Pourquoi?– Ben, parce que c’est facile.
4– Tu aimes le français?– Non, je n’aime pas le français.– Tu n’aimes pas le français? T’es fou! Pourquoi?– Parce qu’on a beaucoup de devoirs!
5– Est-ce que tu aimes la musique?– Ah, oui! J’adore la musique!– Pourquoi tu aimes la musique, alors?– Parce que la prof est sympa.– Ah, oui. Elle est sympa.
Answers

5 Lis le tchat et réponds aux questions en anglais. (Reading L4)
Reading. Pupils read the chat and answer the questions on it in English.
Answers
1 Emma 2 Yasmine 3 Samuel 4 Frédéric
5 Samuel 6 Emma 7 Yasmine
8 (pupil’s own opinion)
6 Écris ton opinion sur six matières. (Writing L3)
Writing. Pupils write six sentences giving their opinion on six different subjects. An example is given.
7 Relis les textes et trouve ces descriptions en français. (Reading L4)
Reading. Pupils re-read the texts in exercise 5 and find the French for the six English phrases listed.
Answers
1 très marrant 2 assez ennuyeux 3 trop sévère
4 trop difficile 5 très sympa 6 un peu difficile
Pupils working in pairs take it in turn to prompt with a subject and to respond with an opinion, using an intensifier + an adjective.
8 Réponds à Frédéric, Emma, Samuel ou Yasmine. (Writing L4)
T
Writing. Pupils choose one of the four people in exercise 5 and write a reply to him/her, giving their own opinions and the reasons for them. This could be done on a computer. A sample opening is given. Draw pupils’ attention to the tip box on including connectives and intensifiers to extend their sentences. When they have finished, pupils swap with a partner to check each other’s work: they identify errors but don‘t correct them. Pupils then write a second draft.

Plenary
Make a series of statements about school subjects, including intensifiers, e.g. La géographie, c’est très intéressant. Pupils need to contradict you, e.g. Mais non! La géographie, c’est assez ennuyeux. Continue, with pupils taking over the role of making the initial statement.
Workbook A, page 13
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Answers
11 Les sciences, c’est nul.
2 Les maths, c’est intéressant.
3 Les arts plastiques, c’est facile.
4 La technologie, c’est marrant.
5 La géo, c’est difficile.
6 Le français, c’est génial.
7 L’anglais, c’est difficile.
21 Jade 2 Tom 3 Tom 4 Lucas 5 Jade
6 Lucas 7 Jade 8 Lucas

Workbook B, page 13
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Answers
1Salut Tom!
Mon nouveau collège, c’est génial! On a beaucoup de devoirs mais c’est assez facile.
L’EPS, c’est ma matière préférée. Le foot, c’est très marrant et j’adore jouer au rugby. J’aime aussi la musique parce que le prof est sympa. Je n’aime pas les arts plastiques. C’est un peu difficile pour moi et je déteste la géo, c’est nul et la prof est trop sévère.
Hugo
21 teacher too strict
2 great
3 favourite subject
4 likes it – teacher nice
5 doesn’t like – a bit difficult
6 loves playing it
7 gets lots – quite easy
8 football – it’s fun
3(Example answer:)
Salut!
Mon nouveau collège, c’est nul! On a beaucoup de devoirs.
L’informatique, c’est ma matière préférée. J’aime l’informatique parce que c’est génial. Je déteste l’EPS. C’est très difficile pour moi. J’aime les arts plastiques, c’est assez facile.
Starter 1 resource
Match up the French and the English.

génialinteresting

nulboring

ennuyeuxnice

difficilegreat

facilestrict

intéressantdifficult

sévèrefun

marrantrubbish

sympaeasy

Learning objectives
Describing your timetable
Using the 12-hour clock
Programme of Study references
GV2 Grammatical structures (definite article; time)
LC1 Listening and responding
LC3 Conversation
FCSE links
Unit 2: Education and future plans (School: timetable; Future plans: time)
Key language
Quelle heure est-il?
Il est …
neuf heures
neuf heures cinq/dix/vingt/vingt-cinqneuf heures et quart/et demie dix heures moins vingt-cinq/vingt/dix/cinq
dix heures moins le quart
midi
minuit
midi/minuit et demi
l’emploi du temps
lundi, mardi, mercredi, jeudi, vendredi
À (neuf heures), j’ai (sciences).
tous les jours
le matin
l’après-midi
la récréation/la récré
le déjeuner
PLTS
C Creative thinkersResources
Audio files:
18_Module2_Unit3_Ex1.mp3
19_Module2_Unit3_Ex2.mp3
20_Module2_Unit3_Ex7.mp3
Accès Studio:pages 6–7 & 8–9
Workbooks:
Cahier d’exercices A & B,page 14
Accès Studio ActiveTeach:
p.007 Class activity
ActiveTeach:
p.032 Flashcards
p.033 Thinking skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Vocabulary
Vocabulary (Accès – Days of the week + Months)Accès Studio Units 2 & 3 (pp. 6–9) can be used to introduce or review numbers 1–31.
Accès Studio Unit 3 (pp. 8–9) can be used for further practice of days of the week.
Starter 1
Aim
To review numbers 1–20
Ask pupils to stand up. Play round the class, with each pupil taking a turn to speak. If a pupil can’t think of the next number or makes a mistake, he/she is out.
First do a round of the numbers 1–20 in French. Repeat this, but when a number is divisible by 4, the pupil says Fou! instead of the number. Repeat again, this time replacing numbers divisible by 3 as well – these are replaced with Folle! For a number divisible by both 3 and 4, the pupil must say Fou et folle!
Alternative Starter 1:
Use Accès Studio ActiveTeach p. 007 Class activity to review and practise numbers 1–20.
1 Écoute et lis. (1–7) (Listening L2, Reading L2)
Listening. Pupils listen to seven statements saying what time it is and what school subject the speaker has, following the text in their books.

Audioscript Track 18
1Il est neuf heures. J’ai maths.
2Il est neuf heures et quart. J’ai français.
3Il est neuf heures et demie. J’ai technologie.
4Il est dix heures moins le quart. J’ai EPS.
5Il est neuf heures dix. J’ai sciences.
6Il est dix heures moins vingt. J’ai anglais.
7Il est midi. J’ai histoire-géo.
2 Écoute. C’est quelle montre? (1–8) (Listening L3)
Listening. Pupils listen to eight conversations and identify the time given in each, noting the letter of the correct clock.
Audioscript Track 19
1– Quelle heure est-il?– Il est trois heures dix.– Trois heures dix? J’ai anglais!
2– Quelle heure est-il?– Il est deux heures et quart.– Deux heures et quart? Alors, j’ai musique.
3– Quelle heure est-il?– Il est dix heures et demie.– Dix heures et demie? Oh non! J’ai sciences.
4– Quelle heure est-il?– Euh … Il est onze heures.– Il est onze heures? Chouette! J’ai arts plastiques.
5– Quelle heure est-il?– Il est quatre heures moins le quart.– Quoi? Quatre heures moins le quart? J’ai français! Au revoir!
6– Quelle heure est-il?– Il est midi.– Il est midi? Alors, j’ai informatique. C’est ma matière préférée!
7– Quelle heure est-il?– Voyons … Il est une heure moins vingt.– Une heure moins vingt … Beurk! J’ai mathématiques.
8– Quelle heure est-il?– Il est neuf heures vingt-cinq.– Neuf heures vingt-cinq? Youpi! J’ai théâtre! J’adore ça!
Answers
1 d 2 h 3 b 4 g 5 e 6 f 7 a 8 c
3 En tandem. Fais trois dialogues.(Speaking L3–4)
Speaking. In pairs: pupils put together three dialogues, using the framework and picture prompts supplied. Before they start, read together through the key language box on time. Also draw their attention to the tip box on using the definite article with likes and dislikes (unlike in English) and omitting the definite article when referring to school subjects when no opinion is being expressed.
Starter 2
Aim
To review the language for time
Write up the following. Give pupils three minutes in pairs to write a sentence for each time. Model the first as an example: Il est deux heures et demie.
2.30 4.45 3.00 12.30 8.15 6.55 10.35
Check answers: deux heures et demie, cinq heures moins le quart, trois heures, midi/minuit et demi, huit heures et quart, sept heures moins cinq, onze heures moins vingt-cinq.
Alternative Starter 2:
Use ActiveTeach p. 032 Flashcards to review and practise the language for time.
4 Regarde l’emploi du temps de Thomas. Écris en anglais six choses qui sont différentes de ton emploi du temps. (Reading L4)
Reading. Pupils read Thomas’s timetable and write in English six differences between his timetable and their own.
Answers
(Possible answers:)
earlier start time, later finish time, no school on Wednesday afternoons, two breaks, study periods, homework help period, some subjects not studied (e.g. drama), some different subjects (e.g. German), only one class/form period a week, most lessons 55 minutes long, use of the 24-hour clock

5 Copie et complète les phrases pour Thomas. (Writing L2)
Writing. Using the information in the timetable, pupils copy and complete the sentences. You could supply the missing times in random order for support if necessary. tous les jours is glossed for support. Draw pupils’ attention to the tip box on times, highlighting the difference between giving the current time and saying when something happens (à …).
Answers
1Le lundi à huit heures et demie, j’ai maths.
2Le mardi à neuf heures vingt-cinq, j’ai anglais.
3Tous les jours à dix heures vingt, j’ai la récréation.
4Le mercredi à onze heures et demie, j’ai histoire-géo.
5Tous les jours à midi et demi, j’ai le déjeuner.
6Le jeudi à une heure et demie, j’ai français.
7Le vendredi à quatre heures moins vingt, j’ai sciences.
Pupils draw up their own timetable in French and write seven sentences about it like the ones in exercise 5.
6 En tandem. Jeu de mémoire. Pose six questions sur ton emploi du temps à ton/ta camarade. (Speaking L3)
Speaking. In pairs: pupils play a memory game. The first pupil closes his/her book. The other, looking at the timetable, prompts with a time; the first pupil gives a sentence with the time and the subject. After six prompts, they swap roles. A sample exchange is given.
7 Écoute. Thomas a un problème. Qu’est-ce qui se passe? (Listening L4–5)
C
Listening. Pupils listen to the conversation between Thomas and his teacher and work out what Thomas’s problem is. Some vocabulary is glossed for support. Before you play the recording, read through the tip box on listening skills together.
Audioscript Track 20
–Madame, madame! S’il vous plaît!
–Oui, Thomas?
–Pardon, madame. J’ai perdu mon emploi du temps. À huit heures et demie, j’ai permanence?
–Oui. À huit heures et demie, tu as permanence.
–Et à neuf heures vingt-cinq … ?
–Euh, voyons … À neuf heures vingt-cinq, tu as … anglais.
–Et après la récréation, j’ai technologie?
–Non. Après la récréation, tu as français. Et à onze heures et demie, tu as allemand.
–Ah, oui! J’ai allemand. J’aime le français parce que c’est facile, mais l’allemand, c’est un peu difficile. Bon, merci, madame.
–De rien.
–Au revoir, madame
–Au revoir, Thomas.
Answers
Thomas has lost his timetable and is checking with his teacher which classes he has that morning.

Plenary
Play a team game to review times. Prepare a sheet of paper for each team with the following prompts on it. Leave a space by each prompt for the time in words to be written in. (Use just six prompts for a shorter game.)
1.002.053.104.155.206.25
7.308.359.4010.4511.5012.55
Put the class into teams and put each team’s sheet of paper with a pen at the front of the class in a place where the team can easily get to it. Set a time limit. Each team member in turn comes to the front of the class and writes one of the times. The team with the most correct times at the end of the allotted time is the winner.

Workbook A, page 14
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Answers
11 f 2 e 3 d 4 g 5 h 6 a 7 j 8 b9 c 10 i
21 9:10 2 10:15 3 9:40 4 8:30 5 11:156 12:10
Workbook B, page 14
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Answers
19.30: neuf heures et demie10.15: dix heures et quart6.40: sept heures moins vingt10.55: onze heures moins cinq11.45: midi moins le quart6.10: six heures dix4.05: quatre heures cinq1.20: une heure vingt12.10: midi dix1.50: deux heures moins dix12.05: minuit cinq3.15: trois heures et quart
2Le lundi, j’ai musique à neuf heures et maths à dix heures cinq.
Le mardi, j’ai anglais à dix heures et quart et français à onze heures vingt.
Le mercredi, j’ai sciences à huit heures et demie et informatique à dix heures moins vingt-cinq.
Le jeudi, j’ai histoire à midi moins le quart et EPS à midi et demi.
Le vendredi, j’ai théâtre à neuf heures et quart et géo à onze heures moins vingt-cinq.
Worksheet 2.3 Nonsense!

Answers
A1Moi, j’aime les maths! C’est cool! OR Moi, je déteste les maths! C’est nul! Le français, c’est difficile, mais c’est marrant. Le dessin, c’est assez ennuyeux.
2Tu aimes l’histoire? Pourquoi? T’es fou! Mon prof n’est pas très sympa et on a beaucoup de devoirs. L’histoire, c’est trop difficile pour moi!
3Moi, j’aime le théâtre. Mon prof de théâtre est très sympa. Mais ma matière préférée, c’est l’EPS, parce que j’adore le sport. Mon sport préféré, c’est le tennis.
4On commence les cours à huit heures et demie. Aujourd’hui, c’est vendredi. À huit heures et demie, j’ai anglais. C’est ma matière préférée, parce que c’est intéressant. Après la récréation, j’ai EPS. C’est génial parce que j’adore le sport. On a le déjeuner à midi vingt. On mange à la cantine.
B(Answers will vary.)

Learning objectives
Describing your school day
Using on to say ‘we’
Programme of Study references
GV1 Tenses (present; on form)
LC5 Speak coherently and confidently
FCSE links
Unit 2: Education and future plans (School: type of school)
Grammar
on form (–er verbs, avoir and être)Key language
On a cours (le lundi, …).
On commence les cours à …
On a (quatre) cours le matin/l’après-midi.
On étudie (neuf) matières.
À la récré, on bavarde et on rigole.
On mange à la cantine.
On finit les cours à …
PLTS
R Reflective learners
Cross-curricular
ICT: word processing/creating a blogResources
Audio files:
21_Module2_Unit4_Ex1.mp3
22_Module2_Unit4_Ex3.mp3
Workbooks:
Cahier d’exercices A & B,page 15
ActiveTeach:
Starter 1 resource
Starter 2 resource
p.034 Video 3
p.034 Video worksheet 3
p.034 Reading skills
p.035 Learning skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
GrammarStarter 1
Aim
To review singular verb forms of regular –er verbs + avoir and être
Write up the following table. Give pupils three minutes to copy and complete it.

Check answers. Ask pupils what the ending is for the il/elle form of regular –er verbs and the il/elle form of avoir and être.
1 Écoute et lis. (1–8) (Listening L4, Reading L4)
Listening. Pupils listen to Manon talking about her school, and follow the text at the same time.
Audioscript Track 21
1Bonjour. Je m’appelle Manon. J’ai onze ans et je suis en sixième. Voici mon collège.
2On a cours le lundi, le mardi, le mercredi matin, le jeudi et le vendredi. On n’a pas cours le mercredi après-midi. Youpi!
3On commence les cours à huit heures et demie.
4On a quatre cours le matin et trois ou quatre cours l’après-midi.
5On étudie neuf matières.
6À la récré, on bavarde et on rigole.
7À midi et demi, c’est le déjeuner. On mange à la cantine. Miam-miam! C’est bon!
8On finit les cours à cinq heures. On est fatigués!
2 Que dit Manon? Complète les phrases en anglais. (Reading L4)
Reading. Pupils read the text in exercise 1 again, then complete the sentences that summarise it in English.
Answers
1My name is Manon. This is my school.
2We don’t have lessons on Wednesday afternoon.
3We start lessons at 8.30/half past eight.
4We have four lessons in the morning and three or four in the afternoon.
5We study nine subjects.
6At break(time), we chat and have a laugh.
7At lunchtime, we eat in the canteen.
8We finish lessons at 5.00/five o’clock. We’re tired!

Studio Grammaire: on
Use the Studio Grammaire box to cover on. There is more information and further practice on Pupil Book pp. 44–45. Suggest to pupils that they use table layouts to note and learn verb forms and demonstrate ways of highlighting verb endings to help memorise them.
3 Écoute et répète. (Listening L1)
Listening. Read together through the pronunciation box on how to say on. Then play the recording for pupils to repeat.
Audioscript Track 22
on, mon, onze, bon, bonjour
Starter 2
Aim
To review the on form
Write up the following, jumbling the order of the second column. Give pupils three minutes to match the sentence halves.
1 On aa cours le mercredi.
2 On n’ab pas cours le samedi.
3 On commence àc neuf heures.
4 On étudied neuf matières.
5 On rigolee à la récré.
6 On finitf à trois heures.
7 On estg fatigués.
4 Imagine que tu parles avec Manon. Dis-lui six choses sur ton collège.(Speaking L3–4)
Speaking. Pupils imagine they’re talking to Manon. Using Manon’s text as a model, they tell her six things about their own school. Sample sentence openings are given.
5 Lis le texte et mets les images dans le bon ordre. (Reading L4)
Reading. Read together through the cultural note on special lessons in French schools. Pupils then read Ludo’s text and put the pictures in the correct order. je dois travailler is glossed for support.
Answers
d, b, a, c, e
Pupils translate the text in exercise 5 aloud, one sentence each round the class.
6 Relis le texte et corrige les phrases.(Reading L4)
Reading. Pupils read the text in exercise 5 again and correct the sentences about it.
Answers
1Ludo aime les cours à son nouveau collège.
2Il déteste son emploi du temps.
3Au collège, on commence les cours à huit heures.
4Le mardi, on étudie des cours théoriques de musique.
5Le jeudi, on a chorale.
6Ludo aime (bien) ça parce que c’est marrant.
7Ludo joue du saxophone.
8La famille de Ludo n’aime pas ça.
7 Écris un blog sur ton collège. (Writing L4)
R
Writing. Pupils write a blog about their own school. A sample opening is given. This could be done as a word-processing exercise; alternatively you could work with the ICT department to help pupils to set up their own blog. Get pupils to read and correct a partner’s work. Pupils then look at their own work and identify two things they should review in order to improve their French.
Pupils could make their blogs accessible to your partner school, if you have one, or exchange e-mails with French pupils using the information they have put together.
Plenary
Ask pupils to tell you what on means and to give you the on forms of the verbs aimer, avoir and être. Then prompt in English using verbs from Manon’s text in exercise 1 (e.g. ‘we study’) for pupils to respond with the French (e.g. on étudie). Cover regular –er verbs first, then on finit, on a, on est. You could increase the level of challenge by including some negative forms.
Workbook A, page 15
SHAPE \* MERGEFORMAT

Answers
11On commence les cours à huit heures dix.
2À la récré, on bavarde et on rigole.
3On a quatre cours le matin et deux cours l’après-midi.
4On finit les cours à trois heures et demie.
5À midi, on mange à la cantine.
6L’après-midi, on joue au basket.
21 8.10/ten past eight 2 break
3 four; in the afternoon 4 3.30/half past three
5 12.00/twelve o’clock/midday
6 play basketball
Workbook B, page 15
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Answers
11 b 2 f 3 e 4 c 5 d 6 a
21 different 2 basketball
3 8.10/ten past eight 4 in the morning
5 in the afternoon 6 3.30/half past three
7 plays basketball
Worksheet 2.4 Using cognates and context

Answers
A1 histoire2 compliquée3 amusant4 chocolat5 jus de fruits6 practiques
B1 watch videos2 grammar3 patient4 explains things well5 the evening 6 learn vocabulary7 listen to English and American music
C(Answers will vary.)
Worksheet 2.5 Working out the meaning of new words

Answers
A and B

Citalien, végétarien: Adjectives ending in –ien
oranges, pommes, fruits, pêches: Fruits in the plural
nationalité, activité, université: Nouns ending in é, translated by –y
éducation, organisation: Nouns endingin –tion
salaire, milliardaire: Nouns ending in –aire
Video
Episode 3: Au collège
Alex is taking us around his school, le collège Saint Étienne. Video worksheet 3 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1A[F3.1] (The most obvious things are:)It starts very early (it is still dark).They don’t wear uniform.Pupils greet each other with a kiss.The same subject can occur twice in a day. (Here, it is English.)(There will be more suggestions; please discuss them as they occur.)
BIt’s a hidden camera.
CEnglish, maths, (break), French, PE, (lunch), history/geography, English again.
DIt is PE (EPS). Probably difficult for the team to film.
2AIt’s 8 o’clock on Friday.
BShe says ‘salut’
C‘une bonne copine’
3AWhat he actually says is: ‘We have a laugh, we chat and we see friends from other classes.’ (On rigole, on bavarde et on voit des copains des autres classes.)
BIt means ‘You filmed without me?’ confirming the impression that she’s quite taken with her role as the presenter.
C– maths
– technology
– PE (EPS)
DBecause he is using a ‘secret camera’.
Esympa sévère intéressant préféré
Frécré
4ABecause he is about to enter the staff room with his hidden camera.
Bprof (short for professeur) and géo (short for géographie)
5[PLTS T/E] (Answers will vary.)
Starter 1 resource
Fill in the table.

aimerbavarderdétesteravoirêtrein Englishto chatto bejebavardetudétestesesil/elleaimea
Starter 2 resource

Match the halves of the sentences.

On aà trois heures.

On n’apas cours le samedi.

On commence àà la récré.

On étudiecours le mercredi.

On rigoleneuf matières.

On finitfatigués.

On estneuf heures.

Learning objectives
Talking about food
Using the partitive article (du/ de la/de l’/des)
Programme of Study references
GV2 Grammatical structures (the partitive article; question forms)
LC4 Expressing ideas (writing)
FCSE links
Unit 5: Healthy lifestyle (Food/drink; Eating and drinking)
Unit 6: Food and drink (Food/drink vocabulary items)
Grammar
the partitive article (du, de la, de l’, des)
Qu’est-ce que … ? and Est-ce que … ?Key language
Je mange …
du fromage
du poisson
du poulet
du steak haché
du yaourt
de la pizza
de la glace à la fraise
de la mousse au chocolat
de la tarte au citron
des crudités
avec …
de la purée de pommes de terre
des frites
des haricots verts
Bon appétit!
PLTS
S Self-managersResources
Audio files:
23_Module2_Unit5_Ex1.mp3
24_Module2_Unit5_Ex4.mp3
25_Module2_Unit5_Ex7.mp3
Accès Studio:pages 6–7 & 24–25
Workbooks:
Cahier d’exercices A & B,page 16
ActiveTeach:
p.036 Video 4
p.036 Video worksheet 4
p.036 Flashcards
p.036 Grammar
p.036 Grammar practice
p.036 Grammar skills
p.037 Class activity
p.037 Grammar
p.037 Grammar practice
p.037 Grammar skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès – Food and drinkAccès Studio Unit 2 (pp. 6–7) can be used with this unit to review or introduce numbers 1–21.
Accès Studio Unit 11 (pp. 24–25) can be used with this unit to review or introduce food and drink vocabulary.
Starter 1
Aim
To review parts of speech (noun/subject, adjective, verb)
Give pupils three minutes working in pairs to complete ActiveTeach p. 036 Worksheet 2.4 Parts of speech, exercises A and B. Ask the class for their answers.
1 Écoute. Qu’est-ce qu’ils mangent à la cantine? Écris les deux bonnes lettres pour chaque personne. (1–5) (Listening L4)
Listening. Read together through the cultural note on lunch in French schools. Pupils then listen to five conversations about what pupils eat in the canteen at school. They note the letters of the two correct pictures for each person.
Audioscript Track 23
1– Bonjour. Qu’est-ce que tu manges?– Je mange du poulet avec des frites.– Et comme dessert?– Comme dessert, je mange de la mousse au chocolat.– Merci. Bon appétit!
2– Salut! Qu’est-ce que tu manges?– Je mange du poisson avec de la purée de pommes de terre.– Et qu’est-ce que tu manges comme dessert?– De la tarte au citron. Miam-miam! J’adore ça!– Alors, bon appétit!
3– Pardon. Qu’est-ce que tu manges aujourd’hui?– Je mange du steak haché avec des haricots verts.– C’est bon?– Oui, c’est délicieux!– Est-ce que tu manges aussi un dessert?– Oui, je mange du yaourt nature.
4– Salut! Qu’est-ce que tu manges?– Euh … je mange des crudités …– Oui …– … et après, de la pizza.– Est-ce que tu manges un dessert?– Non. Je ne mange pas de dessert.
5– Bonjour. Qu’est-ce que tu manges?– Je mange du fromage – du Camembert et un peu de Brie.– Et qu’est-ce que tu manges comme dessert?– Comme dessert, je mange de la glace à la fraise. J’adore la glace!– Alors, bon appétit!– Merci.
Answers
1 c, h 2 b, I 3 d, e 4 j, f 5 a, g
2 En tandem. Jeu de mémoire.(Speaking L3)
Speaking. In pairs: pupils play a memory game. The first pupil closes his/her book. The other prompts with the letter of one of the pictures in exercise 1. The first pupil says the name of the food. After four prompts, they swap roles. je ne sais pas is glossed for support.
Studio Grammaire: the partitive article
Use the Studio Grammaire box to cover the partitive article (du, de la, de l’, des). There is more information and further practice on Pupil Book p. 45.
3 Écris une phrase pour chaque personne de l’exercice 1. (Writing L3)
Writing. Pupils write a sentence for each of the people in exercise 1. An example is given.
Answers
1Je mange du poulet avec des frites et de la mousse au chocolat.
2Je mange du poisson avec de la purée de pommes de terre et de la tarte au citron.
3Je mange du steak haché avec des haricots verts et du yaourt.
4 Je mange des crudités et de la pizza.
5Je mange du fromage et de la glace à la fraise.
4 Écoute et répète. (Listening L1)
Listening. Read through the pronunciation box on cognates together. Then play the recording for pupils to repeat.
Audioscript Track 24
chocolat, dessert, mousse, pizza, steak, tarte

Starter 2
Aim
To review the definite article and partitive article
Give pupils three minutes working in pairs to complete ActiveTeach p. 036 Worksheet 2.4 Parts of speech, exercises C and D. Ask the class for their answers.
Alternative Starter 2:
Use ActiveTeach p. 036 Grammar activity to review the partitive article.
5 En tandem. Fais un dialogue. Puis change les détails. (Speaking L4)
Speaking. In pairs: pupils practise the dialogue, using the picture prompts supplied. They then make up their own dialogues by substituting other foods. They take it in turn to ask and answer the questions.
Studio Grammaire: qu’est-ce que/est-ce que
Use the Studio Grammaire box to explain the difference between qu’est-ce que and est-ce que. There is more information and further practice on Pupil Book p. 44.
6 Écris ton menu de cantine idéal.(Writing L3–4)
Writing. Pupils write their own ideal school canteen menu. Draw their attention to the tip box on adapting language given as a model.
7 Lis, écoute et chante! (Listening L4–5, Reading L4–5)
Listening. Pupils listen to the song, following the text at the same time. Play the song again and encourage pupils to sing along. Some vocabulary is glossed for support.
Audioscript Track 25
À la cantine aujourd’hui,Les enfants ont mangé …Trois steaks hachés,Deux yaourts natureEt une portion de pizza Reine!
À la cantine aujourd’hui,Les enfants ont mangé …Quatre gros poissons,Trois steaks hachés,Deux yaourts natureEt une portion de pizza Reine!
À la cantine aujourd’hui,Les enfants ont mangé …Cinq poulets-frites,Quatre gros poissons,Trois steaks hachés,Deux yaourts natureEt une portion de pizza Reine!
À la cantine aujourd’hui,Les enfants ont mangé …Six tartes au citron,Cinq poulets-frites,Quatre gros poissons,Trois steaks hachés,Deux yaourts natureEt une portion de pizza Reine!
8 Écris d’autres couplets pour la chanson. (Writing L3–4)
Writing. Pupils write other verses for the song. An example is given. Draw their attention to the tip box on making nouns plural by adding –s.
9 Chante tes couplets. (Speaking L4–5)
Speaking. Pupils sing the verses they have written in exercise 8. You could make a recording of everyone’s efforts.
S
Read together through the Stratégie on Pupil Book p. 47, which covers cognates and near-cognates. Pupils carry out the task given there (identifying English cognates among the vocabulary listed on pp. 46 and 47).
Plenary
Play a game in teams to review the partitive article. Teams nominate one person to write for them. Prompt with French words for food and drink (e.g. un yaourt). Following team discussion, the allotted person writes down the word with the appropriate partitive (e.g. du yaourt). Keep the pace quite quick, so that teams have to work together. To increase the challenge, you could use food/drink words from Unit 11 of Accès Studio (pp. 24–25), as well as the vocabulary from this unit.
Alternative Plenary:
Use ActiveTeach p. 037 Class activity to review general vocabulary from the module.

Workbook A, page 16
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Answers
11 yaourt 2 mousse au chocolat 3 crudités
4 poisson 5 glace à la fraise
6 haricots verts 7 fromage 8 tarte au citron
9 frites 10 poulet 11 pizza
21 du yaourt 2 de la pizza 3 des crudités
4 de la glace (à la fraise) 5 du poisson
6 des haricots verts 7 du fromage
8 de la mousse au chocolat
Workbook B, page 16
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Answers
11 du yaourt 2 du poisson 3 des crudités
4 de la mousse au chocolat 5 de la pizza
6 des haricots verts 7 du fromage
8 de la glace à la fraise
9 de la purée de pommes de terre
2Le matin, je mange du fromage. À la cantine, je mange du poulet avec des frites et comme dessert, une tarte au citron.
Le soir, à huit heures, je mange du steak haché avec des haricots verts et comme dessert, de la glace.
Worksheet 2.6 Parts of speech

Answers
A

BAdjectives: ennuyeux, génial, nul, marrant, facile, sympa, difficile, intéressanthistoire – nounvendredi – nounappétit – nounassez – intensifiermidi – nounest – verb

CThe is the definite article. There are three definite articles in French: le, la and les. le and la become l’ before a vowel or silent ‘h’.
The indefinite article is a or some in the plural. un comes before masculine singular nouns, une comes before feminine singular nouns and des before plural nouns.

D1Je mange de la tarte au citron.
2Tu manges des frites?
3Il mange du poulet.
4Elle mange du yaourt.
5Est-ce que tu manges des crudités?
Worksheet 2.7 Questions

Answers
A1Comment t’appelles-tu?
2Quel âge as-tu?
3Où habites-tu?
4Est-ce que tu aimes l’informatique?
5Tu aimes le dessin?
6Qu’est-ce que tu manges?
7Quelle heure est-il?
8Est-ce que tu manges de la viande?
B1g Je m’appelle Tony.
2b J’ai douze ans.
3a J’habite à Nantes.
4c Non, je déteste l’informatique.
5h J’adore le dessin, c’est ma matière préférée.
6e Je mange du poisson et de la purée de pommes de terre.
7f Il est quatre heures.
8d Non, je suis végétarien.
C1Tu aimes les maths?/Est-ce que tu aimes les maths?
2Quelle heure est-il?
3Qu’est-ce que tu manges?
4Qui est ton prof(esseur) préféré?
5Quel âge as-tu?
Video
Episode 4: À la cantine
StudioFR takes us around the canteen, where they interview the chef who explains what’s on the menu. Video worksheet 4 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1A[F3.1] (Answers will vary.)
B(Answers will vary.)
CSalad (cucumber, carrots), cold meats (charcuterie), fish, minced steak, croquette potatoes, green beans, pizza, pineapple, grapes, apples, fruit salad, raspberry tarts, apple purée, meringues
DThe chef says they are ‘meringues maison’. (maison = house/home)
EYes, she speaks at a much more sensible speed.
2AFriday
BCoucou
CPizza is only on Wednesdays.
DHe asks eagerly if there is any pizza.
E[PLTS C] chef/rendezvous
3AMeringues are available, and they are his favourite dessert.
B500
CWhat are you going to eat today?
DHe’s too busy drooling over the desserts.
EShe tells him to point the camera at HER.
F‘Bon appétit’ – Enjoy your meal.
GHe has missed the fruit salad.
4(Answers will vary.)
Bilan
Pupils use this checklist to review language covered in the module, working on it in pairs in class or on their own at home. Encourage them to follow up any areas of weakness they identify. There are Target Setting Sheets included in the Assessment Pack, and an opportunity for pupils to record their own levels and targets on the J’avance page in the Workbook, p. 19. You can also use the Bilan checklist as an end-of-module plenary option.Révisions
These revision exercises can be used for assessment purposes or for pupils to practise before tackling the assessment tasks in the Resource & Assessment File.
Resources
Audio file:
26_Module2_Rev_Ex1.mp3
Workbooks:
Cahier d’exercices A & B, pages 17 & 181 Écoute. Copie et complète le tableau. (1–6) (Listening L3)
Listening. Pupils copy out the table. They listen to six conversations and complete the table – for each conversation, they note the letter of the subject mentioned and draw the appropriate face symbol for the opinion of the speaker.
Audioscript Track 26
1– Tu aimes la géographie?– Non. Je n’aime pas la géographie.
2– Tu aimes les maths?– Ah, oui. J’adore les maths!
3– Est-ce que tu aimes l’EPS?– Non! Je déteste l’EPS!
4– Est-ce que tu aimes les sciences?– Bof. J’aime assez les sciences.
5– Tu aimes le français?– Oui. J’aime le français. Et toi?– Moi aussi, j’aime le français.
6– Est-ce que tu aimes le théâtre?– J’aime beaucoup le théâtre. C’est ma matière préférée!

Answers

2 En tandem. Fais des conversations sur les matières. (Speaking L3)
Speaking. In pairs: pupils take it in turn to ask and answer on the school subjects they like and why. A sample dialogue is given.
3 Lis l’e-mail de Mélissa. Trouve les quatre bonnes phrases. (Reading L4)
Reading. Pupils read the e-mail. They then read the sentences about it and identify the four that are correct.
Answers
2, 3, 5, 6
4 Écris un paragraphe sur ta journée scolaire. (Writing L4)
Writing. Pupils write a paragraph about their own school day. A list of points to cover is given. Draw their attention to the tip box on using Mélissa’s text as a model.
Workbook A, page 17
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Answers
1Il est trois heures vingt-cinq.
2Il est dix heures moins le quart.
3J’aime les maths.
4Je déteste la musique.
5J’adore l’EPS.
6J’aime assez la géographie.
7On commence les cours à huit heures et demie.
8À midi, on mange à la cantine.
9À une heure et demie, on a anglais.
10On finit les cours à cinq heures.
Workbook A, page 18
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Answers
2a 4 b 3 c 2 d 1 e 2 f 1 g 3 h 4
3(Five underlined from:) arts plastiques, informatique, maths, français, histoire, anglais, musique(Three circled from:) c’est bien, je n’aime pas ça, j’aime, c’est intéressant, c’est très marrant
1 La prof est sympa.
2 Le matin, on a maths.
3 On a trop de devoirs.
4 On chante, on a orchestre.

Worksheet B, page 17
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Answers
1Quelle heure est-il?
Il est huit heures.
Il est midi et demi.
Il est neuf heures et quart.
On commence les cours à huit heures.
On finit à quatre heures.
On a quatre cours le matin.
On mange à la cantine.
Workbook B, page 8
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Answers
21 return to school 2 specialist lessons
3 early 4 all afternoon
5 we play an instrument 6 we have choir
7 we have orchestra
3(Underlined:)musique, informatique, maths, français, histoire, anglais
(Circled:)C’est ma matière préférée, mais je déteste l’informatique.c’est bien, la prof est toujours sympac’est nul. Je n’aime pas ça.c’est différent.J’aime beaucoupon a trop de devoirs.c’est toujours marrant!
(Highlighted:)le matin, à sept heures et demie, l’après-midi
Learning objectives
Schools in other French-speaking countries
Developing reading skills
Programme of Study references
LC6 Reading comprehension
FCSE links
Unit 2: Education and future plans (School: facilities)
Key language
Review of language from the modulePLTS
C Creative thinkers
Cross-curricular
Geography: French-speaking countries
Resources
Audio file:
27_Module2_EnPlus1_Ex2.mp3
ActiveTeach:
p.041 Assignment 2
p.041 Assignment 2: prep
Starter
Aim
To introduce some different countries where French is spoken
Write up the following, omitting the underlining (which shows the answers). Give pupils three minutes working in pairs to identify in which of these countries French is one of the main languages.
Canada / Brazil / Mexico / Algeria / Belgium / Ivory Coast / South Africa / Finland / Morocco
1 Regarde les textes, la carte et les photos. Il s’agit de quoi dans les textes? (Reading L4)
C
Reading. Pupils look at the texts, the map and the photos and work out what the texts are about. Before they start, read together through the tip box on reading for gist.
Answers
The texts are about school life in other French-speaking countries, the island paradises of Mayotte and les Comores.
2 Écoute et lis. Quelles sont les trois choses qu’ils ne mentionnent pas?(Listening L4, Reading L4)
Listening. Pupils listen to the texts from exercise 1 in which two boys talk about their schools. They then read the list of topics and identify the three topics which are not mentioned by the speakers.

Audioscript Track 27
–Bonjour. Ça va? Je m’appelle Mohamed. J’habite à la Mayotte. C’est une île dans l’océan Indien, à l’est de l’Afrique. À la Mayotte, on parle français. Mon collège est assez bien équipé – on a un tableau noir, des livres, des crayons, etc. Mais on n’a pas de gymnase, alors on fait l’EPS sur la plage! On commence les cours à sept heures moins dix et on finit à quatre heures. On n’a pas de cantine au collège – on apporte notre déjeuner. Normalement, je mange du riz et des fruits (des bananes, des mangues et des ananas).
–Salut! Je m’appelle Fouad. Moi, j’habite aux Comores – des îles dans l’océan Indien où on parle français. J’aime mon collège, mais c’est difficile d’apprendre, parce qu’on n’a pas d’équipement scolaire. On n’a pas de tableau noir, pas de papier et pas beaucoup de livres … Le matin, on commence les cours à sept heures et on finit à onze heures. L’après-midi, on recommence les cours à trois heures. Il fait trop chaud pour les cours entre onze heures et trois heures! On n’a pas de cantine au collège, alors je mange à la maison.
Answers
3, 5, 8
3 Qu’est-ce que c’est en anglais? Devine! (Reading L4)
Reading. Pupils translate into English the ten French phrases taken from the text in exercise 1. Draw their attention to the tip box on using near-cognates to work out meaning.

Answers
1 the Indian Ocean6 rice
2 Africa7 bananas
3 gym8 mangos
4 well equipped9 school equipment
5 normally10 fruit
4 Vérifie tes réponses à l’exercice 3 dans le Mini-dictionnaire ou dans un dictionnaire. (Reading L4)
Reading. Pupils use the Mini-dictionnaire section at the back of the Pupil Book, or a French–English dictionary, to check their answers to exercise 3.
5 Lis et complète la traduction sans utiliser un dictionnaire. Devine! (Reading L4)
Reading. Pupils complete the translation of the six sentences without using a dictionary. Draw their attention to the tip box on using context to work out meaning.
Answers
1I live in Mayotte. It’s an island in the Indian Ocean, to the east of Africa.
2We don’t have a gym, so we do PE on the beach.
3We don’t have a canteen at school – we bring our lunch.
4It’s difficult to learn because we don’t have any school equipment.
5It’s too hot for lessons between 11 o’clock and 3 o’clock.
6We don’t have a canteen at school, so I eat at home.
6 En tandem. Imagine que tu fais une vidéoconférence avec Mohamed ou Fouad. Utilise les questions. (Speaking L4)
Speaking. In pairs: pupils imagine that they are having a videoconference with Mohamed or Fouad, taking it in turn to ask and answer questions. The questions and a sample opening to the exchange are supplied. Draw their attention to the tip box on preparing for the task and reviewing their work.

Plenary
Ask pupils to summarise the strategies for working out unknown words which they have learned so far. Prompt as necessary to cover using picture clues, looking for key words, using cognates, using context, using what they know, using a dictionary/wordlist. Encourage pupils to write a checklist of these and to refer to it until the strategies become automatic.

Worksheet 2.8 Mon blog

Worksheet 2.9 Mon blog. Prépa

Answers
BOn commence les cours à neuf heures. On a trois cours le matin et deux cours l’après-midi. On étudie neuf matières.
Aujourd’hui, j’ai EPS. C’est génial parce que j’adore le sport. À dix heures, j’ai géographie. C’est ma matière préférée, parce que c’est facile.
À la récré, on bavarde et on rigole.
Après la récréation à onze heures et quart j’ai anglais. Je n’aime pas l’anglais, parce qu’on a trop de devoirs!
On a le déjeuner à midi et quart. On mange à la cantine.
Aujourd’hui je mange des spaghettis. Comme dessert je mange un fruit. Miam-miam!
Rémy
C(Answers will vary.)
Learning objectives
Schools in other French-speaking countries
Developing reading skills
Programme of Study references
LC6 Reading comprehension
FCSE links
Unit 2: Education and future plans (School: facilities)
Key language
Review of language from the modulePLTS
C Creative thinkers
Cross-curricular
Geography: French-speaking countries
Resources
Audio file:
27_Module2_EnPlus1_Ex2.mp3
ActiveTeach:
p.041 Assignment 2
p.041 Assignment 2: prepStarter
Aim
To introduce some different countries where French is spoken
Write up the following, omitting the underlining (which shows the answers). Give pupils three minutes working in pairs to identify in which of these countries French is one of the main languages.
Canada / Brazil / Mexico / Algeria / Belgium / Ivory Coast / South Africa / Finland / Morocco
1 Regarde les textes, la carte et les photos. Il s’agit de quoi dans les textes? (Reading L4)
C
Reading. Pupils look at the texts, the map and the photos and work out what the texts are about. Before they start, read together through the tip box on reading for gist.
Answers
The texts are about school life in other French-speaking countries, the island paradises of Mayotte and les Comores.
2 Écoute et lis. Quelles sont les trois choses qu’ils ne mentionnent pas?(Listening L4, Reading L4)
Listening. Pupils listen to the texts from exercise 1 in which two boys talk about their schools. They then read the list of topics and identify the three topics which are not mentioned by the speakers.

Audioscript Track 27
–Bonjour. Ça va? Je m’appelle Mohamed. J’habite à la Mayotte. C’est une île dans l’océan Indien, à l’est de l’Afrique. À la Mayotte, on parle français. Mon collège est assez bien équipé – on a un tableau noir, des livres, des crayons, etc. Mais on n’a pas de gymnase, alors on fait l’EPS sur la plage! On commence les cours à sept heures moins dix et on finit à quatre heures. On n’a pas de cantine au collège – on apporte notre déjeuner. Normalement, je mange du riz et des fruits (des bananes, des mangues et des ananas).
–Salut! Je m’appelle Fouad. Moi, j’habite aux Comores – des îles dans l’océan Indien où on parle français. J’aime mon collège, mais c’est difficile d’apprendre, parce qu’on n’a pas d’équipement scolaire. On n’a pas de tableau noir, pas de papier et pas beaucoup de livres … Le matin, on commence les cours à sept heures et on finit à onze heures. L’après-midi, on recommence les cours à trois heures. Il fait trop chaud pour les cours entre onze heures et trois heures! On n’a pas de cantine au collège, alors je mange à la maison.
Answers
3, 5, 8
3 Qu’est-ce que c’est en anglais? Devine! (Reading L4)
Reading. Pupils translate into English the ten French phrases taken from the text in exercise 1. Draw their attention to the tip box on using near-cognates to work out meaning.

Answers
1 the Indian Ocean6 rice
2 Africa7 bananas
3 gym8 mangos
4 well equipped9 school equipment
5 normally10 fruit
4 Vérifie tes réponses à l’exercice 3 dans le Mini-dictionnaire ou dans un dictionnaire. (Reading L4)
Reading. Pupils use the Mini-dictionnaire section at the back of the Pupil Book, or a French–English dictionary, to check their answers to exercise 3.
5 Lis et complète la traduction sans utiliser un dictionnaire. Devine! (Reading L4)
Reading. Pupils complete the translation of the six sentences without using a dictionary. Draw their attention to the tip box on using context to work out meaning.
Answers
1I live in Mayotte. It’s an island in the Indian Ocean, to the east of Africa.
2We don’t have a gym, so we do PE on the beach.
3We don’t have a canteen at school – we bring our lunch.
4It’s difficult to learn because we don’t have any school equipment.
5It’s too hot for lessons between 11 o’clock and 3 o’clock.
6We don’t have a canteen at school, so I eat at home.
6 En tandem. Imagine que tu fais une vidéoconférence avec Mohamed ou Fouad. Utilise les questions. (Speaking L4)
Speaking. In pairs: pupils imagine that they are having a videoconference with Mohamed or Fouad, taking it in turn to ask and answer questions. The questions and a sample opening to the exchange are supplied. Draw their attention to the tip box on preparing for the task and reviewing their work.

Plenary
Ask pupils to summarise the strategies for working out unknown words which they have learned so far. Prompt as necessary to cover using picture clues, looking for key words, using cognates, using context, using what they know, using a dictionary/wordlist. Encourage pupils to write a checklist of these and to refer to it until the strategies become automatic.

Worksheet 2.8 Mon blog

(Video) RA-4 Printing, pt 1: Tools and Materials

Worksheet 2.9 Mon blog. Prépa

Answers
BOn commence les cours à neuf heures. On a trois cours le matin et deux cours l’après-midi. On étudie neuf matières.
Aujourd’hui, j’ai EPS. C’est génial parce que j’adore le sport. À dix heures, j’ai géographie. C’est ma matière préférée, parce que c’est facile.
À la récré, on bavarde et on rigole.
Après la récréation à onze heures et quart j’ai anglais. Je n’aime pas l’anglais, parce qu’on a trop de devoirs!
On a le déjeuner à midi et quart. On mange à la cantine.
Aujourd’hui je mange des spaghettis. Comme dessert je mange un fruit. Miam-miam!
Rémy
C(Answers will vary.)
Learning objectives
Talking about winter celebrations
Developing speaking skills
FCSE links
Unit 1: Relationships, family and friends (Family celebrations)
Unit 8: Celebrations (Various festivals; Special celebrations)Key language
les bonnes choses à manger
les cadeaux
la messe de minuit
les décorations
les chants de Noël
les vacances scolaires
un sapin de Noël
le père Noël
On mange de la dinde.
Douce nuit, sainte nuit
Je suis catholique/musulman(e).
la veille de Noël
le jour de Noël
Joyeux Noël!PLTS
E Effective participators
Resources
Audio files:
28_Module2_EnPlus2_Ex1.mp3
29_Module2_EnPlus2_Ex3.mp3
30_Module2_EnPlus2_Ex6.mp3
ActiveTeach:
p.043 Thinking skillsStarter
Aim
To introduce Christmas vocabulary
Give pupils three minutes to write out in French the six aspects of Christmas illustrated in exercise 1, in order of personal preference. While they are doing this, write your own order of preference. When time is up, read out your answers and ask pupils to give theirs.
1 Écoute. Qu’est-ce que chaque personne aime le plus à Noël? Écris la bonne lettre. (1–6) (Listening L4–5)
Listening. Pupils listen to six conversations about Christmas and identify what each person likes most about it, noting the letter of the correct picture. Some vocabulary is glossed for support.
You could use this recording to illustrate the use of tu with children/teenagers and vous with adults. This is covered more fully in Module 4.
Audioscript Track 28
1– Pardon. Tu aimes Noël?– Ah, oui, c’est génial, Noël!– Qu’est-ce que tu aimes le plus à Noël?– J’aime les cadeaux! Le père Noël m’apporte toujours beaucoup de cadeaux. J’adore les cadeaux!– Merci. Au revoir.– Au revoir et Joyeux Noël!
2– Bonjour! Est-ce que vous aimez Noël?– Noël? Ah, oui, bien sûr! J’aime beaucoup Noël!– Qu’est-ce que vous aimez le plus à Noël?– Alors, j’aime les bonnes choses à manger. On mange de la dinde et une bûche de Noël. C’est délicieux!– Merci. Joyeux Noël!
3– Bonjour. Je peux te demander si tu aimes Noël?– Ben, moi, je suis musulmane. On ne fête pas Noël.– Oh, excuse-moi. Tu ne fêtes pas Noël …– Non, mais j’aime beaucoup les vacances scolaires! On a deux semaines de vacances! Youpi!
4– Et toi, tu fêtes Noël?– Oui, chez moi on fête Noël.– Qu’est-ce que tu aimes le plus à Noël?– J’aime beaucoup les décorations. On a beaucoup de décorations chez nous. On a un sapin de Noël avec beaucoup de boules et des guirlandes. Je trouve ça très beau.– Merci. Joyeux Noël!– À vous aussi.
5– Pardon. Bonjour. Est-ce que vous fêtez Noël?– Ah, oui. Noël, c’est très important pour moi. Je suis catholique.– Qu’est-ce que vous aimez le plus à Noël?– J’aime la messe de minuit. La veille de Noël, je vais à la messe de minuit avec ma famille. On aime beaucoup ça.– Merci. Au revoir.– Au revoir et Joyeux Noël!
6– Salut!– Salut! / Bonjour! / Ça va?– Est-ce que vous aimez Noël?– Ah, oui! / Noël, c’est super! / J’adore Noël!– Qu’est-ce que tu aimes le plus à Noël?– Moi? Euh … Qu’est-ce que j’aime le plus … ?– Les chants de Noël!– Ah, oui! J’adore chanter les chants de Noël! Douce nuit, sainte nuit …– Ah, non! C’est trop religieux, ça! Moi, je préfère Mon beau sapin, Roi des forêts …– Ah, non, je déteste cette chanson! Moi, j’aime Vive le vent, vive le vent, vive le vent d’hiver, Qui s’en va sifflant, soufflant, Dans les grands sapins verts. Oh!– Écoutez! On va chanter quelque chose ensemble. On va chanter «Petit papa Noël». D’accord?– OK. / D’accord. / Si tu veux.– Allez! Un, deux, trois!– Petit papa Noël, Quand tu descendras du ciel, Avec tes jouets par milliers, N’oublie pas mon petit soulier …

Answers
1 b 2 a 3 f 4 d 5 c 6 e
2 Qu’est-ce que c’est en anglais? Devine, puis vérifie dans le Mini-dictionnaire. (Reading L2)
Reading. Using reading strategies, pupils translate into English the eight French phrases taken from the recording in exercise 1. They then check their answers in the Mini-dictionnaire section at the back of the Pupil Book.
Answers
aa Christmas tree
bWe eat turkey
cI’m a Muslim
dFather Christmas
eI’m a Catholic
fSilent night, holy night
gChristmas Eve
hMerry Christmas!
3 Écoute à nouveau et complète les phrases avec les mots de l’exercice 2. (1–6) (Listening L4–5)
Listening. Pupils listen to the recording for exercise 1 again and complete the gap-fill sentences, using the expressions in exercise 2.
Audioscript Track 29
As for exercise 1
Answers
1Le père Noël m’apporte toujours beaucoup de cadeaux.
2On mange de la dinde et une bûche de Noël. C’est délicieux!
3Je suis musulmane. On ne fête pas Noël.
4On a un sapin de Noël avec beaucoup de boules et des guirlandes.
5La veille de Noël, je vais à la messe de minuit avec ma famille.
6J’adore chanter les chants de Noël! Douce nuit, sainte nuit …
4 En tandem. Demande à ton/ta camarade: (Speaking L4)
Speaking. In pairs: pupils ask and answer the three questions supplied about Christmas.
5 Que sais-tu de Noël en France? Fais le quiz! Utilise un dictionnaire, si nécessaire. (Reading L4)
Reading. Pupils do the quiz on Christmas in France. They can use a dictionary to work out what the answer options mean, but encourage them to use reading strategies first.
Answers
(For reference only – pupils listen to check their own answers in exercise 6.)
1 a 2 b 3 a 4 a 5 b 6 b 7 a 8 a
6 Écoute et vérifie. (Listening L4)
Listening. Pupils listen and check their answers to the quiz in exercise 5.
Audioscript Track 30
À Noël, en France, on décore la maison avec un sapin de Noël et des guirlandes.
On n’envoie pas de cartes de Noël, mais on envoie des cartes de voeux pour le Nouvel An.
Le père Noël apporte des cadeaux le 24 ou le 25 décembre. Ça dépend de ta région ou de ta famille.
On mange de la dinde la veille de Noël, c’est-à-dire le 24 décembre.
On mange aussi des huîtres et du foie gras.
Comme dessert, on mange une bûche de Noël.
C’est un gâteau roulé, au chocolat. C’est délicieux!
On chante des chants de Noël, comme «Douce nuit» et «Mon beau sapin».
À Noël, on dit «Joyeux Noël» et au Nouvel An on dit «Bonne Année!»
7 Fais un mini exposé sur Noël dans ton pays. (Speaking L4–5)
E
Speaking. Pupils do a short presentation on Christmas in their own country. Draw their attention to the tip box on adapting the model text and using a dictionary.

8 Écris un poème de Noël en acrostiche. Dessine des images aussi. (Writing L4)
Writing. Pupils write and illustrate an acrostic poem about Christmas in French. A sample opening is given.
Plenary
Put the class into teams. Give the teams three minutes to come up with as many facts about how Christmas is celebrated in France as they can. Award two points for each completely correct answer, one point for an answer with an error. The team with the most points wins.
Worksheet 2.10 Joyeux Noël!

Answers
B

The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points.Grammar topics
asking questions
using on
the partitive articleAsking questions
1 Say the statements as questions by making your voice go up at the end. Then write them out as questions, using est-ce que.
Pupils make the six statements into questions, first orally (using intonation), then in writing (using est-ce que).
Answers
1Est-ce que tu aimes la technologie?
2Est-ce que tu aimes les sciences?
3Est-ce qu’il adore la géographie?
4Est-ce qu’elle déteste le français?
5Est-ce qu’il aime l’EPS?
6Est-ce qu’elle déteste l’histoire?
2 Choose the correct option to complete each question. Then copy out the question and answer.
Pupils write out the complete questions and answers, choosing est-ce que or qu’est-ce que as appropriate.
Answers
1Est-ce que tu manges de la glace? Oui, je mange de la glace.
2Est-ce que tu manges du steak haché? Non, je mange du poulet.
3Qu’est-ce que tu manges? Je mange du poisson avec des frites.
4Est-ce que tu manges un dessert? Non, je ne mange pas de dessert.
5Qu’est-ce qu’il mange aujourd’hui? Il mange du yaourt.
6Est-ce qu’elle mange à la cantine? Oui, elle mange à la cantine.
Using on
3 Choose the correct form of the verb and copy out the text. Then translate the text into English.
Pupils write out the complete text, choosing between the two options for each verb. They then translate the text into English.
Answers
Je m’appelle Louise et mon amie s’appelle Anna. On a onze ans et on est en sixième. On commence les cours à huit heures et demie. On étudie huit matières. On adore les arts plastiques, mais on n’aime pas les maths. À la récré, on bavarde et on rigole. À midi et quart, on mange à la cantine. On finit les cours à cinq heures.
I am called Louise and my friend is called Anna. We are 11 years old and we are in Year 7. We start lessons at half past eight. We study eight subjects. We love art, but we don’t like maths. At break, we chat and have a laugh. At quarter past 12, we eat in the canteen. We finish lessons at five o’clock.
4 Copy and complete the sentences with the on form of the verb. Then translate the sentences into English.
Pupils write out the sentences using the on form of the verbs. They then translate them into English.
Answers
1On joue au tennis. – We play tennis.
2On travaille au collège. – We work at school.
3On regarde un DVD. – We watch a DVD.
4On écoute la radio. – We listen to the radio.
5On surfe sur Internet. – We surf the Internet.
6On parle français. – We speak French.
The partitive article
5 Choose the correct option and copy out the sentences.
Pupils write out the sentences using the correct form of the partitive article.
Answers
1Aujourd’hui, je mange du steak haché.
2Tu manges de la mousse au chocolat?
3Tous les jours, elle mange des frites.
4À la cantine, on mange de la pizza.
5Est-ce qu’il mange des crudités?
6Comme dessert, je mange de la tarte au citron.
6 Translate the sentences into French. You can adapt the sentences in exercise 5. Remember to include the partitive article.
Pupils translate the six sentences into French, using the sentences in exercise 5 as a model, and taking care to use the correct form of the partitive article.
Answers
1Aujourd’hui, je mange de la glace à la fraise.
2Tu manges du poulet?
3Tous les jours, elle mange du fromage.
4À la cantine, on mange de la purée de pommes de terre.
5Est-ce qu’il mange des haricots verts?
6Comme dessert, je mange du yaourt.
Self-access reading and writingA Reinforcement
1 Lis les phrases et dessine les heures(Reading L2)
Reading. Pupils read the sentences giving times and draw a clock for each one.
Answers
(Clocks drawn by pupils should show the following times:)
1 9.00 2 3.10 3 7.15 4 1.30 5 9.45 6 3.55
2 Copie et complète les phrases.(Writing L3)
Writing. Pupils write out the sentences, supplying the French for the picture prompts. The answers are supplied in random order.
Answers
1À neuf heures, j’ai géographie.
2À dix heures dix, j’ai français.
3À onze heures et quart, j’ai théâtre.
4À une heure et demie, j’ai sciences.
5À deux heures moins le quart, j’ai informatique.
6À trois heures moins dix, j’ai arts plastiques.
3 Lis les phrases. C’est possible ou absurde? (Reading L3)
Reading. Pupils read the sentences and decide whether each one is possible (writing possible) or is nonsense (writing absurde).
Answers
1 absurde 2 absurde 3 possible 4 absurde
5 possible 6 absurde
4 Copie et corrige les phrases absurdes. Utilise tes propres idées.(Writing L3)
Writing. Pupils write out corrected versions of the nonsense sentences in exercise 3, using their own ideas.

B Extension
1 Écris les phrases avec les mots dans le bon ordre. (Writing L3)
Writing. Pupils write out the jumbled sentences in the correct order. Draw their attention to the tip box on accents and get them to check that their answers include accents where required.
Answers
1J’aime la musique parce que c’est marrant.
2J’aime le théâtre parce que c’est intéressant.
3J’adore le français parce que c’est facile.
4Je déteste la technologie parce que c’est ennuyeux.
5J’aime beaucoup la géographie parce que c’est génial.
6Je n’aime pas l’histoire parce que le prof est trop sévère.
2 Lis et note: vrai (V) ou faux (F)?(Reading L4)
Reading. Pupils read Karim’s text and then the six sentences about it. They decide whether each sentence is true (writing V) or false (writing F).
Answers
1 F 2 F 3 F 4 V 5 V 6 F
3 Corrige les phrases fausses de l’exercice 2. (Writing L3)
Writing. Pupils rewrite the false sentences from exercise 2 so that they reflect what Karim says in his blog entry.
Answers
1Le mercredi, Karim a quatre cours.
2Il aime beaucoup/adore l’EPS. / L’EPS, c’est sa matière préférée.
3À la récré, il mange du chocolat.
6Il finit les cours à cinq heures et quart.
4 Écris un blog sur ton collège. Adapte le texte de Karim. (Writing L4)
Writing. Pupils write a blog about their own school, adapting Karim’s text in exercise 2. A list of details to include is given. They also need to include at least three connectives and intensifiers, as listed in the tip box.Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Mon ordi et mon portable
(pp. 50–51)
Talking about computers and mobiles
Using regular –er verbsGV1 Tenses (present)
GV2 Grammatical structures (adverbs of frequency)
LC1 Listening and responding
LC4 Expressing ideas (speaking/writing)
LC5 Accurate pronunciation and intonation
LC6 Reading comprehension
Je joue.
Je surfe sur Internet.
Je tchatte sur MSN. etc.
quelquefois, souvent, tous les jours, etc.G regular –er verbs (singular)

– adverbs of frequency2 Tu es sportif/sportive?
(pp. 52–53)
Talking about which sports you play
Using jouer àLC4 Expressing ideas (speaking)
LC5 Accurate pronunciation and intonationJe joue …
au basket, à la pétanque, sur la Wii, etc.
Tu es sportif/sportive?
Oui, je suis (assez/très) sportif/sportive.
Non, je ne suis pas (très) sportif/sportive.
Mon sportif/Ma sportive préféré(e) est …G jouer à + a sport

– preparing for a presentation
– speaking skills: pronunciation, grammar and delivery3 Qu’est-ce que tu fais?
(pp. 54–55)
Talking about activities
Using the verb faireGV2 Grammatical structures (faire de)
LC3 Conversation
LC4 Expressing ideas (writing)

Qu’est-ce que tu fais?
Je fais …
du roller, de la natation, de l’équitation, des promenades, etc.
en été, en hiver
quand il fait beau
quand il pleut etc.G faire de + a sport/activity

– reading strategies: patterns, rhymes, picture clues4 J’aime faire ça!
(pp. 56–57)
Saying what you like doing
Using aimer + the infinitiveLC1 Listening and responding
LC3 Conversation
LC5 Accurate pronunciation and intonation
Qu’est-ce que tu aimes
faire … ?
le soir, le weekend, etc.
J’aime …
retrouver mes amies
en ville
écouter de la musique etc.G aimer/adorer/détester + infinitive

– distinguishing between verb forms (j’aime jouer/je joue)5 Ils sont actifs!
(pp. 58–59)
Describing what other people do
Using ils and ellesGV1 Tenses (present)
LC1 Listening and responding
LC4 Expressing ideas (speaking)
Il fait de la lutte.
Elle s’entraîne (trois) fois par semaine.
Il a gagné le match.
Ils font de la musculation.
Elles aiment le R&B.G ils/elles verb forms (regular –er verbs + être, faire)Bilan et Révisions
(pp. 60–61)
Pupils’ checklist and practice exercisesEn plus: J’adore les sports extrêmes!
(pp. 62–63)
Talking about extreme sportsGV2 Grammatical structures (son/sa/ses)
GV3 Developing vocabulary
LC4 Expressing ideas (writing)
Review of language from the module
les sports extrêmes
j’adore faire du snowboard
C’est hypercool!
impressionnant(e)G possessive adjectives (son/sa/ses)

– reading skills: reading for gist and detail
– writing skills: using model texts as a source of language; using a dictionaryStudio Grammaire
(pp. 64–65)
Detailed grammar summary and practice exercisesG verbs – the present tense (regular –er verbs)
G faire (and faire de + a sport/ activity)
G jouer à + a sport/game
G using verbs with nouns and infinitives
G saying ‘they’ in FrenchÀ toi
(pp. 122–123)
Self-access reading and writing at two levels
Learning objectives
Talking about computers and mobiles
Using regular –er verbs
Programme of Study references
GV1 Tenses (present)
GV2 Grammatical structures (adverbs of frequency)
LC1 Listening and responding
LC4 Expressing ideas (speaking/writing)
LC5 Accurate pronunciation and intonation
LC6 Reading comprehension
FCSE links
Unit 4: Leisure (Free time/hobbies)
Grammar
regular –er verbs (singular)Key language
Je joue.
Je surfe sur Internet.
Je tchatte sur MSN.
Je regarde des clips vidéo.
Je télécharge de la musique.
J’envoie des SMS.
Je parle avec mes ami(e)s/mes copains/mes copines.
J’envoie des e-mails.
quelquefois
souvent
tous les jours/soirs
tout le temps
de temps en temps
une/deux fois par semainePLTS
T Team workers
Resources
Audio files:
31_Module3_Unit1_Ex1.mp3
32_Module3_Unit1_Ex3.mp3
33_Module3_Unit1_Ex5.mp3
Workbooks:
Cahier d’exercices A & B,page 22
ActiveTeach:
Starter 2 resource
p.050 Video 5
p.050 Video worksheet 5
p.050 Flashcards
p.051 Thinking skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, VocabularyStarter 1
Aim
To introduce language for talking about computer use
Write up the following. Give pupils three minutes to number the computer activities 1–5 in order of personal priority, with 1 for the activity they do the most.
aJ’envoie des e-mails.
bJe regarde des clips vidéo.
cJe tchatte sur MSN.
dJe surfe sur Internet.
eJe télécharge de la musique.
Ask pupils to translate each sentence into English and explain how they worked out new words. Pupils then swap lists with a partner and check their partner’s preferences. Did any pairs have the same list? Finally, take a class vote on the most popular activity.
1 Écoute et écris la bonne lettre. (1–8)(Listening L2)
Listening. Pupils listen to eight conversations and identify what each person uses his/her computer or mobile phone for, noting the letter of the correct picture and phrase.

Audioscript Track 31
1– Bonjour. Qu’est-ce que tu fais avec ton ordinateur?– Je regarde des clips vidéo. C’est génial!
2– Et toi? Qu’est-ce que tu fais avec ton ordinateur?– Euh … Je tchatte sur MSN.
3– Pardon. Qu’est-ce que tu fais avec ton ordinateur?– Moi? Je télécharge de la musique.
4– Salut! Qu’est-ce que tu fais avec ton ordinateur?– Alors … J’envoie des e-mails à mes copains.
5– Et toi? Qu’est-ce que tu fais avec ton ordinateur?– Je surfe sur Internet. J’adore ça!
6– Pardon. Qu’est-ce que tu fais avec ton portable?– Je parle! Je parle avec mes amis.
7– Bonjour. Qu’est-ce que tu fais avec ton portable?– J’envoie des SMS. J’envoie beaucoup de SMS!
8– Et toi? Qu’est-ce que tu fais avec ton portable?– Moi? Je joue. Je joue sur mon ordinateur et sur mon portable. J’adore les jeux vidéo!
Answers
1 d 2 c 3 e 4 h 5 b 6 g 7 f 8 a

Studio Grammaire: regular –er verbs (singular)
Use the Studio Grammaire box to review regular –er verbs (singular forms) and to cover the spelling change in envoyer. There is more information and further practice on Pupil Bookp. 64.
2 En tandem. Fais un dialogue avec ton/ta camarade. (Speaking L3)
Speaking. In pairs: pupils take it in turn to ask and answer questions about what they use their computer and mobile phone for. A sample exchange is given.
3 Écoute les interviews. Note les deux activités et la fréquence. (1–4) (Listening L3)
Listening. Read together through the key language box of expressions of frequency. Pupils then listen to four people being interviewed about their computer and mobile phone use. For each speaker, they identify two activities (using pictures a–h in exercise 1) and note the frequency in English.
Audioscript Track 32
– Bonjour. J’ai avec moi Abdoul, Margot, Simon et Irina.– Salut! / Bonjour!– On parle de la technologie – les ordinateurs et les portables.
1– Abdoul, qu’est-ce que tu fais avec ton ordinateur? Tu envoies des e-mails?– Ah, oui. J’envoie tous les jours des e-mails.– Tous les jours! Et tu télécharges de la musique?– Oui. Je télécharge de la musique.– Tu fais ça tous les jours aussi?– Non. Une fois par semaine.– Merci.
2– Margot, qu’est-ce que tu fais? Est-ce que tu joues?– Ah, oui! Je joue tous les soirs.– Est-ce que tu surfes aussi sur Internet?– Oui, de temps en temps, je surfe sur Internet.– D’accord. Merci.
3– Simon, ton portable est important? Tu envoies des SMS?– Ah, oui, j’envoie tout le temps des SMS!– Tout le temps? Et tu parles souvent avec tes copains ou ta famille?– Oui, je parle souvent à mes copains. Mon portable, c’est essentiel!
4– Et finalement, Irina. Est-ce que tu tchattes sur MSN?– Sur MSN? Oui, deux fois par semaine.– Deux fois par semaine. Et tu regardes des clips vidéo?– Oui, quelquefois. Je regarde quelquefois des clips vidéo.
Answers
1Abdoul: h every day, e once a week
2Margot: a every evening, b from time to time
3Simon: f all the time, g often
4Irina: c twice a week, d sometimes

Starter 2
Aim
To transcribe regular –er verb forms correctly.
Ask pupils to recall how regular –er verbs change their endings in the je, tu, il and elle forms. Discuss the fact that the endings are silent and therefore all three forms of the verb sound the same, but that using the correct ending is important when writing.
Read out the following verbs and ask pupils to transcribe them, using the correct endings: je regarde, tu surfes, elle joue, tu parles, je tchatte, il envoie, je télécharge, tu joues.
Afterwards, check pupils’ answers and ask them to translate the verb forms. Finally, ask them what else it is important to bear in mind when transcribing French words or writing them from memory (spelling, accents.)
Alternative Starter 2:
Use ActiveTeach p. 050 Flashcards to review and practise the language for computer and mobile phone use.
Use the pronunciation box to review and practise the pronunciation of terminal –s and –t. Pupils find three words in exercise 4 where the terminal –s is pronounced.(2 Je parle tous les soirs à mes amis. 3 De temps en temps, tu envoies des SMS.)
4 Lis les phrases à voix haute. (Speaking L2)
Speaking. Pupils read the sentences aloud, taking care to leave silent or pronounce each terminal –s as appropriate.

5 Écoute et vérifie. (1–5) (Listening L2)
Listening. Pupils listen to the five sentences in exercise 4 to check whether their pronunciation was correct.
Audioscript Track 33
1Tu regardes tout le temps des clips vidéo!
2Je parle tous les soirs à mes amis.
3De temps en temps, tu envoies des SMS.
4Quelquefois, je tchatte avec mes copines.
5Tu joues à la console deux fois par semaine.
6 Tu fais souvent ça? Dis ce que tu fais avec ton ordinateur/ton portable. (Speaking L3)
T
Speaking. Pupils talk about the activities they do on their computer and mobile phone, including details of how frequently. An example is given.
7 Lis et choisis la bonne réponse.(Reading L3)
Reading. Pupils read Lucas’s text and answer the questions on it, choosing from the two options given each time. les jeux is glossed for support.
Answers
1 Lucas 2 Lucas et David 3 la mère de Lucas
4 le père de Lucas 5 le père de Lucas
6 la sœur de Lucas
8 Relis le texte. Complète les phrases en anglais. (Reading L4)
Reading. Pupils re-read the text in exercise 7 and complete the sentences summarising it in English.
Answers
1Lucas plays on his computer every day.
2Lucas and David text each other often.
3Lucas’s mum downloads music once or twice a week.
4His dad sends e-mails every evening.
5Sometimes he plays Formula One games.
6Lucas’s sister watches video clips on YouTube all the time.
9 Écris un court paragraphe: «La technologie et moi». (Writing L4)
Writing. Pupils write a short paragraph about their own use of technology, giving details of what they use their computer and mobile phone for and including information on frequency. A sample opening is given.
Pupils also write about how a friend or family member uses his/her computer and mobile phone.

Plenary
Put the class into teams. Challenge them to write down as quickly as they can the je form of the seven verbs used in the unit to talk about computer/mobile phone use. You could increase the level of challenge by asking them to write the infinitive form too. The first team to complete the list correctly wins.
Workbook A, page 22
SHAPE \* MERGEFORMAT
Answers
11 Je tchatte sur MSN.
2 J’envoie des SMS.
3 Je télécharge de la musique.
4 Je regarde des clips vidéo.
5 Je surfe sur Internet.
6 Je parle avec mes copains.
21 e 2 a 3 b 4 f 5 d 6 c

Workbook B, page 22
SHAPE \* MERGEFORMAT

Answers
11 Je tchatte sur MSN.
2 J’envoie des SMS.
3 Je télécharge de la musique.
4 Je regarde des clips vidéo.
5 Je surfe sur Internet.
6 Je parle avec mes copains.
21 Je surfe sur Internet tous les jours.
2 Je parle avec mes copains tous les soirs.
3 Je regarde souvent des clips vidéo.
4 J’envoie des SMS tout le temps.
5 Quelquefois, je télécharge de la musique.
6 Je tchatte sur MSN une fois par semaine.

Worksheet 3.1 High-frequency words

Answers

C (Answers will vary.)

Video
Episode 5: Les jeunes et la technologie
Samira, the producer, is looking for inspiration for StudioFR’s next video. She’s looking around at what the team is doing and has an idea. Video worksheet 5 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1AMP3, surf, Internet, SMS, clip, vidéo
B[PLTS T] Because she’s deciding what the team’s next video project should be.
C[F1.3] (Answers will vary.)
2ABecause she’s downloading music instead of working.
BBecause he thinks it should be obvious that he uses the Internet for StudioFR.
CShe is amazed that he watches videos on his phone.
D– Ça dépend.– Incroyable!– Ça y est!
Etous les jours – Hugo – every daydeux fois par semaine – Marielle – twice a week
3Asending texts, sending photos, talking with friends
B(Choose from:) watch videos, play Internet games, chat, listen to music, download music, surf the net
CHe doesn’t have a mobile phone.
DNone of them.
4ABecause he lists so many things, proving he’s a technology enthusiast.
Bto download.
5(Answers will vary.)
Starter 2 resource

Match the halves of the sentences.

On aà trois heures.

On n’apas cours le samedi.

On commence àà la récré.

On étudiecours le mercredi.

On rigoleneuf matières.

On finitfatigués.

On estneuf heures.
Learning objectives
Talking about which sports you play
Using jouer à
Programme of Study references
LC4 Expressing ideas (speaking)
LC5 Accurate pronunciation and intonation
FCSE links
Unit 4: Leisure (Hobbies/activities)
Unit 5: Healthy lifestyle (Exercise; Sports; Activities)
Grammar
jouer à + a sportKey language
Je joue …
au basket
au billard
au foot(ball)
au hockey
au rugby
au tennis
au tennis de table/ping-pong
au volleyball
à la pétanque
aux boules
sur la Wii
Tu es sportif/sportive?
Oui, je suis (assez/très) sportif/sportive.
Non, je ne suis pas (très) sportif/sportive.
Mon sportif/Ma sportivepréféré(e) est …
PLTS
I Independent enquirersCross-curricular
ICT: Internet research
Resources
Audio files:
34_Module3_Unit2_Ex1.mp3
35_Module3_Unit2_Ex4.mp3
Accès Studio:pages 14–15
Workbooks:
Cahier d’exercices A & B,page 23
ActiveTeach:
p.052 Flashcards
p.052 Grammar skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès – Sports)Accès Studio Unit 6 (pp. 14–15) can be used with this unit to review or introduce sports vocabulary.
Starter 1
Aim
To review regular –er verbs
Give pupils three minutes working in pairs to complete ActiveTeach p. 052 Grammar skills Worksheet 3.2 Regular –er verbs, exercises A and B. Ask the class for answers.
1 Écoute et complète le texte. (1–3)(Listening L3)
Listening. Pupils listen to three people talking about how sporty they are and complete the gap-fill versions of the texts. The answers are supplied in random order. Before they start, read together through the cultural note on the French sports of boules and pétanque.
Audioscript Track 34
–Je suis très sportif! Je joue au rugby, je joue au foot et je joue au tennis sur la Wii. De temps en temps, je joue aussi au basket! J’adore le sport!
–Je suis assez sportive. Je joue au hockey et je joue au volleyball. Je joue aussi au tennis de table sur la Wii. Le ping-pong, c’est génial!
–Je ne suis pas très sportif, mais je joue au billard. Quelquefois, je joue aux boules ou à la pétanque avec mes copains.
Answers
(Also in bold in the audioscript)
1 foot 2 basket 3 volleyball 4 tennis de table
5 billard 6 pétanque

Studio Grammaire: jouer à + a sport
Use the Studio Grammaire box to cover jouer au/à la/aux with sports. There is more information and further practice on Pupil Bookp. 65.
Pupils working in pairs take it in turn to prompt with a sport and to give a sentence saying they play the sport, e.g. basket – Je joue au basket.
2 Fais un sondage. Pose la question à cinq amis et note les réponses. (Speaking L3)
Speaking. Pupils carry out a survey, asking five friends if they are sporty. Before they start, read together through the key language speech bubble (which includes symbols to use in noting responses). A sample exchange and a framework are supplied for support.
3 Écris des phrases sur cinq amis.(Writing L3)
Writing. Pupils write up their results from exercise 2, saying how sporty their five friends are and which sports they play. Examples are given.
Starter 2
Aim
To practise using the correct form of à
Give pupils three minutes working in pairs to complete ActiveTeach p. 052 Grammar skills Worksheet 3.2 Regular –er verbs, exercise D. Ask the class for answers.
Alternative Starter 2:
Use ActiveTeach p. 052 Flashcards to review and practise the language for playing sports.
4 Écoute et lis. Écris la bonne lettre/les bonnes lettres. (1–4) (Listening L3, Reading L3)
Listening. Pupils listen to four people talking about their favourite sportspeople and read the text at the same time. For each speaker, they note the letter(s) of the appropriate picture(s). il est né is glossed for support.
Audioscript Track 35
1Mon sportif préféré est Frédéric Michalak. Il joue au rugby. Il joue pour Toulouse et pour la France.
2Ma sportive préférée est Justine Henin. Elle joue au tennis. Elle est belge mais elle parle français.
3Mon sportif préféré joue au basket. Il s’appelle Tony Parker. Il est français, mais il est né en Belgique. Il joue pour les San Antonio Spurs.
4J’ai deux sportifs préférés. Mes sportifs préférés sont Karim Benzema et Florent Malouda. Benzema vient de France et Malouda vient de Guyane.
Answers
1 d 2 a 3 e 4 b, c

5 Lis les phrases. Écris le bon nom.(Reading L4)
Reading. Pupils read the text in exercise 4 again and identify which sportsperson is being described in each of the questions.
Answers
1 Karim Benzema 2 Tony Parker
3 Justine Henin 4 Florent Malouda
5 Frédéric Michalak 6 Tony Parker
6 Fais un mini exposé sur le sport.(Speaking L3–4)
Speaking. Pupils prepare and give a short presentation on sport, giving details of how sporty they are, which sports they play and their favourite sportsperson. An example is given. Encourage them to read through the tip box on how to tackle a presentation before they begin.
7 Fais des recherches sur Internet sur un sportif français et écris un court paragraphe. (Writing L3–4)
I
Writing. Pupils do some Internet research on a French sportsperson, using one of the suggestions supplied or their own ideas. They then write a short paragraph about him/her. Example sentence openings are supplied.

Plenary
Play a chain game round the class. Start it off: Je suis très sportif/sportive. Je joue au tennis. The next person repeats what you have said and adds another sport (e.g. … et je joue au hockey.). Continue round the class. If someone can’t remember the chain, makes a mistake or can’t think of anything to add, he/she sits down and the chain starts again.
Workbook A, page 23
SHAPE \* MERGEFORMAT

Answers
11Je joue au ping-pong. d
2Je joue au hockey. g
3Je joue au basket. f
4Je joue sur la PlayStation. e
5Je joue au rugby. h
6Je joue au tennis. b
7Je joue au volleyball. c
8Je joue au foot. a
21Il joue au football.
2Elle joue au tennis.
3Il joue au basket.
4Elle joue au ping-pong.
5Il joue au tennis.
6Il joue au rugby.
Workbook B, page 23
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Answers
11Oui, je suis très sportive.
2Je joue au tennis sur la Wii.
3J’adore le sport, surtout le hockey.
4Je joue au basket avec mes copains.
5Je joue à la pétanque avec mes parents.
6Je joue au football avec mes amis.
7Je joue au volleyball deux fois par semaine.
8Ma sportive préférée est Marion Bartoli.
2a 1 b 3 c 5 d 4/6 e 2 f 8
3(Example answers:)Je ne joue pas au tennis.Je ne joue pas au football.Je ne joue pas à la pétanque.Je ne fais pas de sport.Je ne suis pas sportif.
Worksheet 3.2 Regular –er verbs

Answers
Aaimerto likejouerto playregarderto watchsurferto surftchatterto chat
B1Tu télécharges de la musique?Je télécharge de la musique une fois par semaine.
2Est-ce que tu joues sur ton ordinateur?Oui! Je joue tout le temps!
3Est-ce que tu tchattes sur MSN?Oui, je tchatte sur MSN deux fois par semaine.
4Est-ce que ta sœur surfe sur Internet?Oui, elle surfe souvent sur Internet.
CJe joue tous les soirs sur mon ordi. Je suis accro.J’adore les jeux, surtout Mario!Ma sœur aime la musique. Elle télécharge de la musique tous les jours et elle partage avec moi. C’est génial!Mon frère tchatte beaucoup sur MSN. Iladore ça!
D1Je joue à la pétanque avec mes amis.
2On joue aux boules une fois par semaine.
3Je joue au hockey avec mes copines.
4Il joue tous les jours au tennis de table.

Learning objectives
Talking about activities
Using the verb faire
Programme of Study references
GV2 Grammatical structures (faire de)
LC3 Conversation
LC4 Expressing ideas (writing)
FCSE links
Unit 4: Leisure (Hobbies; Free time/hobbies; Hobbies/activities)
Grammar
faire de + a sport/activityKey language
Qu’est-ce que tu fais?
Je fais du judo.
Je fais du parkour.
Je fais du patin à glace.
Je fais du roller.
Je fais du skate.
Je fais du vélo.
Je fais de la danse.
Je fais de la gymnastique.
Je fais de la natation.
Je fais de l’équitation.
Je fais des promenades.
en été/en hiver
quand il fait beau/chaud/froid
quand il pleut
PLTS
R Reflective learnersResources
Audio files:
36_Module3_Unit3_Ex2.mp3
37_Module3_Unit3_Ex3.mp3
38_Module3_Unit3_Ex7.mp3
Accès Studio:pages 8–9, 14–15 & 28–29
Workbooks:
Cahier d’exercices A & B,page 24
ActiveTeach:
Starter 2 resource
p.054 Flashcards
p.054 Thinking skills
p.055 Class activity
p.055 Grammar
p.055 Grammar practice
p.055 Grammar skills
p.055 Reading skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès – Weather)Accès Studio Unit 6 (pp. 14–15) can be used to review or introduce sports vocabulary.
Accès Studio Unit 3 (pp. 8–9) can be used with this unit to review months.
Accès Studio Unit 13 (pp. 28–29) can be used to review or introduce weather vocabulary.
Starter 1
Aim
To introduce more language for talking about sports
Use exercises 1 and 2 on p. 54 of the Pupil Book as the Starter.
1 Associe les images et les phrases.(Reading L1)
Reading. Pupils match the pictures and the sentences.
Answers
(See the audioscript for exercise 2: pupils listen to check their own answers.)

2 Écoute et vérifie. (1–6) (Listening L1)
Listening. Pupils listen and check their answers to exercise 1.
Audioscript Track 36
1d – Je fais de la natation.
2f – Je fais des promenades.
3a – Je fais du parkour.
4e – Je fais de l’équitation.
5c – Je fais du roller.
6b – Je fais du patin à glace.

Discuss with pupils how they can note and learn the vocabulary for playing/doing sports from Units 2 and 3. For example, they could draw pictures to help the words stick in their mind, list items alphabetically, list items grammatically (e.g. all the du examples together, etc.). Ask them to think of ideas for remembering which sports take jouer à and which take faire de. For example, they could use different colours to note them, look for links between the sports in each category, look for links with English, etc.

3 Écoute. Copie et complète le tableau en anglais. (1–5) (Listening L4)
Listening. Read through the key language box together. Pupils then copy out the table. They listen to five conversations about what people do in different seasons/types of weather and complete the table in English.
Audioscript Track 37
1– Qu’est-ce que tu fais en été?– En été, je fais de la natation.– Et qu’est-ce que tu fais en hiver?– En hiver, je fais de la danse.
2– Qu’est-ce que tu fais quand il fait beau?– Quand il fait beau, je fais des promenades.– Et quand il pleut?– Quand il pleut? Je fais du judo.
3– Qu’est-ce que tu fais quand il fait chaud?– Euh … Quand il fait chaud, je fais de la natation.– Et quand il fait froid?– Quand il fait froid, je fais du roller.
4– Qu’est-ce que tu fais en hiver?– En hiver, je fais du patin à glace.– Et en été?– En été? Je fais de l’équitation.
5– Qu’est-ce que tu fais quand il fait froid?– Je fais du parkour. C’est génial!– Et quand il fait beau?– Je fais du skate. J’adore ça aussi!
Answers
a swimming b walking c roller-skating
d winter e summer f parkour g nice weather
h skateboarding
4 En tandem. Fais trois dialogues. Utilise les images. (Speaking L3)
Speaking. In pairs: using the pictures supplied, pupils make up three dialogues. A sample exchange is given.
Starter 2
Aim
To review the language for playing sports
Write up the following. Give pupils working in pairs three minutes to complete the table with as many sports as they can (from Units 2 and 3), writing each sport in the appropriate column. When the time is up, they swap answers with another pair to check. The pair with the most correct answers wins.

Alternative Starter 2:
Use ActiveTeach p. 054 Flashcards to review and practise the language for doing sports.

5 Écris une phrase pour chaque personne de l’exercice 3. (Writing L3)
Writing. Using their completed table from exercise 3, pupils write a sentence for each person. An example is given.
Answers
1En été, je fais de la natation, mais en hiver, je fais de la danse.
2Quand il fait beau, je fais des promenades, mais quand il pleut, je fais du judo.
3Quand il fait chaud, je fais de la natation, mais quand il fait froid, je fais du roller.
4En hiver, je fais du patin à glace, mais en été, je fais de l’équitation.
5Quand il fait froid, je fais du parkour, mais quand il fait beau, je fais du skate.

Studio Grammaire: faire de + a sport/activity
Use the Studio Grammaire box to cover faire du/ de la/de l’/des with sports and activities and the singular forms of faire. There is more information and further practice on Pupil Book p. 64.
Ask pupils to translate the following sentences into French.
1He goes swimming.
2She goes walking.
3Do you do judo?
6 Lis le texte de la chanson. Quels sont les mots qui manquent? Devine! (Reading L4)
Reading. Pupils read and complete the gap-fill version of the song. Some vocabulary is glossed for support. Before they start, draw their attention to the tip box on reading strategies.
Answers
(For reference only: pupils listen to check their own answers in exercise 7.)
1 vélo 2 parkour 3 famille 4 fait 5 roller
6 très 7 skateboard 8 judo
7 Écoute et vérifie. Puis chante! (Listening L4)
Listening. Pupils listen to the song and check their answers to exercise 6. They listen again and sing along.
Audioscript Track 38
Ma famille est très active.Hé-oh, hé-oh, hé!Elle est aussi très sportive.Hé-oh, hé-oh, hé!
Mon père fait du vélo tous les jours,Et ma mère fait souvent du parkour.Du vélo, du parkour,Ma famille adore le sport!Ma famille est très active.Hé-oh, hé-oh, hé!
Mon frère fait du patin en hiver,Et ma grand-mère, elle fait du roller.Du patin, du roller,Ma famille, c’est un mystère!Ma famille est très active.Hé-oh, hé-oh, hé!
Mon chien fait du skateboard tout le temps,Et mon chat fait du judo, c’est marrant!Du skateboard, du judo,C’est rigolo, c’est rigolo!Ma famille est très active.Hé-oh, hé-oh, hé!
Answers
(See exercise 6; also in bold in the audioscript.)

8 Imagine que ta famille est très active! Écris un paragraphe. (Writing L4)
R
Writing. Pupils imagine that their own family is very active and write a paragraph about the sports activities they do. An example opening and a list of language features to include are supplied.
When they have finished, pupils swap with a partner and check each other’s texts, awarding points for how well they have included the features listed (time and frequency expressions, opinions).

Plenary
Give pupils three minutes working in pairs to complete ActiveTeach p. 055 Grammar skills Worksheet 3.4 Faire, exercise C. Ask the class for answers.
Alternative Plenary:
Use ActiveTeach p. 055 Class activity to review the language for playing sports (from U2 and U3).
Workbook A, page 24
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Answers
11 du patin à glace 2 du roller 3 du judo
4 de la gymnastique 5 de la danse
6 de la natation 7 de l’équitation
8 du vélo 9 du skate
21judo and gymnastics
2 ice-skating and dancing
3 horse riding and walking
4 swimming and cycling (with friends)

Workbook B, page 24
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Answers
11 de la 2 du 3 du 4 de la 5 de l’ 6 des
7 du 8 du
21judo or sometimes rollerblading
2ice-skating and dancing
3horse-riding or walking
4swimming and cycling (with friends)
31 j’adore 2 fais 3 en temps 4 hiver
5 du patin 6 aussi 7 fait 8 la natation
9 ça 10 promenades 11 Quand 12 je
Worksheet 3.3 Logic puzzle

Answers
B1Marie est extrêmement sportive et elle est fan de l’Olympique de Marseille.
2Kévin est assez sportif et il est fan de Nantes.
3Jamel est très sportif et il est fan de Paris St-Germain.
4Coline n’est pas du tout sportive et elle est fan de l’Olympique Lyonnais.
Worksheet 3.4 Faire

Answers
AMa copine Liza (1) fait du triathlon. Elle est championne.Elle s’entraîne trois fois par semaine. D’abord, elle (2) fait du jogging. Ensuite, elle (3) fait du vélo. Quelquefois, je (4) fais du vélo avec elle. Puis elle (5) fait de la natation. Est-ce que tu (6) fais de la natation? Moi, je n’aime pas ça. L’entraînement, c’est fatigant, mais Liza adore.Le soir, Liza aime écouter de la musique. Elle télécharge un peu de reggae et on (7) fait les devoirs dans sa chambre! Où est-ce que tu (8) fais tes devoirs?
B1Tu fais de la danse de temps en temps?
2Moi, je fais du patin à glace tous les weekends.
3Elodie fait du roller avec ses copines.
4Ryan fait de la natation tous les jours.
5Je fais de l’équitation. J’adore ça, c’est ma passion.
6Moi, je fais des promenades avec ma famille.
7On fait du vélo une fois par semaine.
8Quand est-ce que tu fais de la gymnastique?
C1Quand il pleut, je fais du judo.
2Quand il fait froid, je fais de la natation.
3En hiver, je fais du patin à glace.
4 En été, je fais de l’équitation.

Worksheet 3.5 Understanding a poem

Answers
A (Answers will vary.)
Bthree colours: blanc, vert, noir
two seasons: le printemps, l’hiver
three kinds of weather: le grand froid, le soleil, la neige
C1 green2 spring3 winter4 sun5 snow6 black
D(Answers will vary.)
Starter 2 resource
Fill in the table with as many sports as you can.

jouer au / à la / à l’ / aux…faire du / de la / de l’ / des…Learning objectives
Saying what you like doing
Using aimer + the infinitive
Programme of Study references
LC1 Listening and responding
LC3 Conversation
LC5 Accurate pronunciation and intonation
FCSE links
Unit 1: Relationships, family and friends (Meeting up with friends/activities)
Grammar
aimer/adorer/détester + infinitiveKey language
Qu’est-ce que tu aimes faire … ?
le soir/le weekend
le samedi/dimanche matin/après-midi/soir …
J’aime …
retrouver mes amies en ville.
regarder la télévision/la télé.
jouer sur ma PlayStation.
écouter de la musique.
faire les magasins.
faire du sport.
traîner avec mes copains.
téléphoner à mes copines.
PLTS
E Effective participators
Cross-curricular
ICT: e-mailingResources
Audio files:
39_Module3_Unit4_Ex1.mp3
40_Module3_Unit4_Ex2.mp3
41_Module3_Unit4_Ex3.mp3
42_Module3_Unit4_Ex6.mp3
Workbooks:
Cahier d’exercices A & B,page 25
ActiveTeach:
Starter 2 resource
p.056 Video 6
p.056 Video worksheet 6
p.056 Flashcards
p.056 Listening skills
p.057 Learning skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, VocabularyStarter 1
Aim
To review aimer + the infinitive
Give pupils three minutes to write six sentences using j’aime + a different infinitive. If necessary, model an example for support (e.g. J’aime tchatter sur MSN.).
Hear some answers. Explain that this unit will cover different verbs used to express likes/dislikes, all of which are followed by the infinitive.
1 Écoute et trouve la bonne image.(1–8) (Listening L2)
Listening. Pupils listen to eight conversations and identify the correct picture and phrase for each, writing the appropriate letter.
Audioscript Track 39
1– Bonjour. Qu’est-ce que tu aimes faire le soir?– Euh … Le soir, j’aime écouter de la musique.
2– Pardon. Qu’est-ce que tu aimes faire le weekend?– Le dimanche matin, j’aime faire du sport.
3– Et toi? Qu’est-ce que tu aimes faire le weekend?– Moi? Le samedi après-midi, j’aime faire les magasins.
4– Salut! Qu’est-ce que tu aimes faire le weekend?– Le samedi soir, j’aime regarder la télévision.
5– Pardon. Qu’est-ce que tu aimes faire le weekend?– Le samedi matin, j’aime retrouver mes amies en ville.
6– Bonjour. Qu’est-ce que tu aimes faire le soir?– Alors, le soir, j’aime jouer sur ma PlayStation.
7– Et toi? Qu’est-ce que tu aimes faire le soir?– Le soir, j’aime téléphoner à mes copines.
8– Salut! Qu’est-ce que tu aimes faire le weekend?– Euh … Le weekend, j’aime traîner avec mes copains.
Answers
1 d 2 f 3 e 4 b 5 a 6 c 7 h 8 g
2 Écoute à nouveau. Ils font ça quand? Note en anglais. (1–8) (Listening L2)
Listening. Pupils listen to the recording from exercise 1 again and note in English when the speakers do the activities.
Audioscript Track 40
As for exercise 1
Answers
1 in the evenings 2 on Sunday mornings
3 on Saturday afternoons
4 on Saturday evenings
5 on Saturday mornings 6 in the evenings
7 in the evenings 8 at the weekend
Use the pronunciation box to review and practise the sounds en and in/ain.
3 Écoute et répète. (Listening L1)
Listening. Pupils listen to and repeat the examples featuring en and in/ain. The text is supplied.
Audioscript Track 41
en: en ville, en été, en hiver
in: matin, patin, copain, Martin
Le matin, en hiver, mon copain Martin fait du patin en ville.

Studio Grammaire: aimer + infinitive
Use the Studio Grammaire box to cover aimer/ adorer/détester + infinitive. There is more information and further practice on Pupil Bookp. 65.
Prompt with an activity from exercise 1, e.g. Le weekend, je joue sur ma PlayStation. Pupils respond with their opinion of it, e.g. J’aime assez jouer sur ma PlayStation.
4 En tandem. Interviewe ton/ta camarade. (Speaking L3–4)
Speaking. In pairs: pupils take it in turn to ask and answer questions about what they like to do in the evening and at the weekend, and what they don’t like to do. A sample exchange is given. Encourage pupils to use expression to emphasise the activities that they like and those that they don’t like.
Starter 2
Aim
To review aimer/adorer/détester + the infinitive
Write up the following, jumbling the order of the words in each sentence. Give pupils three minutes to write out each sentence in the correct order.
1J’aime assez faire du sport.
2Je déteste faire les magasins.
3J’aime beaucoup retrouver mes amies en ville.
4Je n’aime pas téléphoner à mes copains.
Alternative Starter 2:
Use ActiveTeach p. 056 Flashcards to review and practise the language for expressing likes and dislikes regarding leisure time activities.
5 Associe les phrases de l’exercice 1 et les phrases ci-dessous. Copie les paires de phrases. (Reading L3)
Reading. Pupils match the sentences from exercise 1 with the sentences supplied here, copying out the pairs of sentences. au centre-ville is glossed for support. Before they start, draw their attention to the tip box on verb forms (je joue/j’aime jouer).

Answers
aJ’aime retrouver mes amies en ville. – Je retrouve mes copines chez McDonald’s.
bJ’aime regarder la télévision/la télé. – Je regarde Doctor Who et Les Simpson.
cJ’aime jouer sur ma PlayStation. – Je joue à Final Fantasy.
dJ’aime écouter de la musique. – J’écoute du hip-hop et du rap.
eJ’aime faire les magasins. – Je fais du shopping le samedi matin.
fJ’aime faire du sport. – Je fais du sport le dimanche après-midi.
gJ’aime traîner avec mes copains. – Je traîne avec mes copains au centre-ville.
hJ’aime téléphoner à mes copines. – Je téléphone à mes copines sur mon portable.

Studio Grammaire: saying you do something vs saying you like doing something
Use the Studio Grammaire box to cover the difference between (for example) je joue and j’aime jouer. There is more information and further practice on Pupil Book p. 65.
6 Écoute et complète le texte de Yasmine. (Listening L4, Reading L4)
Listening. Pupils listen and complete the gap-fill version of Yasmine’s text.
Audioscript Track 42
J’adore le weekend! Le samedi matin, j’aime jouer au basket avec ma sœur. Mais en été, je joue au tennis avec mon frère.
Le samedi après-midi, j’aime retrouver mes copines en ville. On traîne, on fait du shopping et quelquefois, on mange de la pizza. C’est chouette! Le samedi soir, je regarde la télé, mais j’aime aussi surfer sur Internet.
Le dimanche matin, j’aime faire des promenades avec mon chien. L’après-midi, je fais mes devoirs. Je déteste ça parce que c’est ennuyeux!
Normalement, le dimanche soir, j’aime écouter de la musique.
Et toi? Qu’est-ce que tu fais le weekend?
Answers
(Also in bold in the audioscript.)
1 jouer 2 joue 3 retrouver 4 mange
5 regarde 6 surfer 7 faire 8 écouter
7 Prépare et dis six phrases sur ton weekend. Si possible, parle de mémoire. (Speaking L3–4)
E
Speaking. Pupils prepare and say six sentences about their own weekend, three on what they do and three on what they like doing. Once they have prepared the sentences, they should try to say them from memory. If you have a partner school in France, pupils could exchange e-mails on the activities they like doing.
8 Écris une réponse à Yasmine.(Writing L3–4)
Writing. Pupils write a reply to Yasmine’s text from exercise 6, giving details of what they do and what they like to do at the weekend.
Plenary
Ask pupils to summarise how verbs such as aimer, adorer and détester are used. Then say sentences from the unit using these verbs (including beaucoup/assez/ne/n’ … pas too). Make grammatical errors in some sentences – e.g. j’adorer or j’aime pas or je déteste regarde, etc. Pupils put up their hand to identify and correct an error.

Workbook A, page 25
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Answers
11J’aime écouter de la musique.
2J’aime jouer sur ma PlayStation.
3J’aime regarder la télévision.
4J’aime retrouver mes copains en ville.
5J’aime faire les magasins.
6J’aime jouer au football.
Workbook B, page 25
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Answers
11J’aime téléphoner à mes copines.
2J’aime traîner avec mes copains.
3J’aime retrouver mes copines en ville.
4J’aime faire les magasins.
5J’aime jouer au football.
6J’aime écouter de la musique.
2(Example answers:)
1J’aime téléphoner à ma mère.
2J’aime traîner avec mes amis.
3J’aime retrouver mon frère en ville.
4J’aime faire du sport.
5J’aime jouer au basket.
6J’aime écouter du metal.
3(Example answer:)
J’aime retrouver mes copines en ville et j’aime faire les magasins. Le soir, j’aime écouter de la musique. Le weekend, j’aime jouer sur ma Wii et j’aime aussi traîner avec mes amis. Le samedi matin, j’aime regarder la télévision et le samedi après-midi, j’aime jouer au billard. Le dimanche matin, j’aime faire de la natation.
Worksheet 3.6 Listening for small differences

Answers
1ticks next to: 1, 2, 4
crosses next to: 3, 5, 6
2aussi/assez – also/quite
il fait beau/il fait chaud – it is nice/it is hot
de temps en temps/tout le temp – from time to time/all the time
frère/mère – brother/mother
31 a 2 b 3 b 4 a 5 b
41 F 2 T 3 F 4 T 5 F 6

Worksheet 3.7 Building your vocabulary

Answers
Atous les jours
souvent
une ou deux fois par semaine
une fois par semaine
quelquefois
de temps en temps
Bsouvent – rarement
commencer – finir
intelligent – stupide
petit – grand
poli – impoli
bonjour – au revoir
en été – en hiver
patient – impatient
beaucoup – pas du tout
je déteste – j’adore
j’aime – je n’aime pas
nul – super
facile – difficile
il fait froid – il fait chaud
C(Answers will vary.)
Video
Episode 6: Les jeunes sapeurs pompiers
StudioFR is going to visit Verzenay fire station. Alex and Marielle are interviewing Charles, who trains with the young firemen of Verzenay. Video worksheet 6 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1AThe team is making a documentary about weekend activities – in this case, the Young Fire Brigade.
B[PLTS T/E] She seems to be falling for the hunky fireman!
C(Answers will vary.)
2AShe asks who he is and Alex introduces him. Even though he kisses her, it’s just a French custom.
B(His reasons are:) He likes sport and he likes helping people and saving lives. He doesn’t like watching TV and he hates hanging around in town.
Cpassion (passion)
easy (facile)
exercise (exercice)
serious (sérieux)
Dlance à eau – hose pipe
traîner en ville – hang around in town
en pleine forme – on top form, fit
EIn winter as well as summer.
3A[PLTS T/E] They are doing exercises about rescue equipment. He also mentions that it’s the youngest members today.
BIt’s an exam.
CSimulating a mission
DMore boys. (Answers will vary.)
EAre you ready?
Starter 2 resource
Write out the sentences in the correct order.

1 du faire sport J’aime assez

2 déteste les Je magasins faire

3 ville beaucoup mes retrouver J’aime amies en

4 pas mes n’aime Je à copains téléphone
Learning objectives
Describing what other people do
Using ils and elles
Programme of Study references
GV1 Tenses (present)
LC1 Listening and responding
LC4 Expressing ideas (speaking)
FCSE links
Unit 1: Relationships, family and friends (Hobbies/free-time activities)
Unit 5: Healthy lifestyle (Exercise; Activities)
Grammar
ils/elles verb forms (regular–er verbs + être, faire)
Key language
Il fait de la lutte.
Elle fait du jogging.
Il a gagné le match.
Il est champion régional.
Elle est championne régionale.
Elle s’entraîne (trois) fois par semaine.
Ils font de la musculation.
Elles écoutent de la musique.
Ils jouent au foot.
Elles regardent la télé.
Ils sont des clowns.
Elles aiment le R&B.PLTS
C Creative thinkers
Resources
Audio files:
43_Module3_Unit5_Ex1.mp3
44_Module3_Unit5_Ex3.mp3
45_Module3_Unit5_Ex5.mp3
Workbooks:
Cahier d’exercices A & B,page 26
ActiveTeach:
Starter 1 resource
p.059 Class activity
Plenary resource
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
GrammarStarter 1
C
Aim
To review present tense singular verbs
Write up the following. Give pupils three minutes working in pairs to identify the grammatical odd one out in each group, giving a reason for their choice.
1faitregardeaime
2parletéléphonesjoue
3écoutertraîneêtre
4aiestsuis
5envoiesécoutestélécharge
(Answers: 1 fait – irregular verb
2téléphones – tu form
3traîne – not an infinitive; or être –irregular verb
4est – il/elle form; or ai – not part of être
5télécharge – not a tu form; or envoies – has a spelling change)
1 Écoute et lis. Mets les images dans le bon ordre. (Listening L4, Reading L4)
Listening. Pupils listen to the information about Guillaume, reading the text at the same time. They then put the pictures into the order they are mentioned in the text.
Audioscript Track 43
Mon copain Guillaume a un passetemps original. Il fait de la lutte!
Il s’entraîne trois fois par semaine. D’abord, il fait du jogging. Ensuite, il fait de la musculation. Puis il fait de la natation. C’est fatigant, mais il adore faire de la lutte.
D’habitude, le samedi, il a un match. Samedi dernier, il a gagné le match. Il est champion régional.
Le soir, Guillaume aime regarder la télé. Qu’est-ce qu’il regarde? Il regarde la lutte, bien sûr!
Answers
c, b, e, d, a
2 Relis le texte et complète les phrases en anglais. (Reading L4)
Reading. Pupils re-read the text in exercise 1 and complete the sentences summarising it in English.
Answers
1Guillaume’s hobby is wrestling.
2He trains three times a week.
3First of all he goes jogging.
4Then he does weight training.
5Then he goes swimming.
6Usually on Saturdays he has a match.
7Last Saturday Guillaume won the match.

Pupils identify all the verbs in the text in exercise 1 and translate them into English.
3 Écoute la description du passetemps de Marie. Choisis la bonne réponse.(1–6) (Listening L4)
Listening. Pupils listen to the description of Marie’s hobby. They then complete each sentence, choosing from the two options each time.
Audioscript Track 44
1Ma copine Marie a un passetemps très dynamique. Elle fait de la gymnastique!
2Elle s’entraîne quatre fois par semaine.
3D’abord, elle fait du vélo.
4Puis elle fait de la natation.
5Dimanche dernier, elle a gagné une compétition. Elle est championne régionale!
6Le soir, Marie aime écouter de la musique.
Answers
1Marie fait de la gymnastique.
2Elle s’entraîne quatre fois par semaine.
3D’abord, elle fait du vélo.
4Puis elle fait de la natation.
5Dimanche dernier, elle a gagné une compétition. Elle est championne régionale!
6Le soir, Marie aime écouter de la musique.

Starter 2
Aim
To practise reading for gist; To use reading strategies
Give pupils 30 seconds to read the text in exercise 4. Ask them to summarise what it is about. Ask them which techniques are useful in this kind of task. Prompt as necessary to cover: using pictures, focusing on headings and the first sentence of each paragraph, looking for key words, using cognates and context.

Studio Grammaire: ils/elles verb forms (regular –er verbs + être, faire)
Use the Studio Grammaire box to cover ils/elles verb forms. There is more information and further practice on Pupil Book p. 65.
4 Lis le texte. Complète les phrases.(Reading L4)
Reading. Reading. Pupils read the text about the circus school, then complete the gap-fill sentences summarising it by writing in the missing verbs.
Answers
(See the audioscript in exercise 5: pupils listen to check their own answers.)
5 Écoute et vérifie. (1–8) (Listening L4)
Listening. Pupils listen to check their answers to exercise 4.
Audioscript Track 45
1Rémi et Dimitri sont des clowns.
2Ils adorent la comédie.
3Ils font de la musculation.
4Le soir, ils jouent au foot ou ils regardent la télé.
5Luna et Marina sont des funambules.
6Elles font de la gymnastique et de la danse.
7Le soir, elles écoutent de la musique.
8Elles aiment le R&B.
Answers
(Also in bold in the audioscript)
1 sont 2 adorent 3 font 4 jouent, regardent
5 sont 6 font 7 écoutent 8 aiment
6 Regarde les images et écris les phrases. (Writing L4)
Writing. Pupils adapt the sentences given using ils or elles as appropriate to match the symbols shown, and using the ils/elles verb form.
Answers
1Ils aiment le sport.
2Ils regardent la télé.
3Elles écoutent de la musique.
4Elles font du judo.
5Ils jouent au tennis.
6Ils sont sympas.
7 Regarde les images. Décris le weekend de Thomas et Tariq ou de Claire et Clarisse. (Speaking L4)
Speaking. Using the picture prompts, pupils describe Thomas and Tariq’s weekend or Claire and Clarisse’s weekend. An example opening is supplied.
Answers
aLe vendredi soir, Thomas et Tariq/Claire et Clarisse regardent la télé.
bLe samedi matin, ils/elles font de la natation.
cLe samedi après-midi, ils/elles jouent au foot(ball).
dLe samedi soir, ils/elles mangent de la pizza.
eLe dimanche matin, ils/elles font du vélo.
fLe dimanche après-midi, ils/elles jouent au basket.
gLe dimanche soir, ils/elles écoutent de la musique.
Read together through the Stratégie on Pupil Book p. 67, covering high-frequency words. Pupils carry out the task given there (identifying high-frequency words in the Vocabulaire sections in Modules 1–3).
Plenary
Play a team game to review the ils/elles form of present tense verbs. Prepare a sheet of paper for each team with the prompts below on it (six prompts for a shorter game). Leave a space by each prompt for the ils/elles form to be written in.
ils/elles …
aimer regarder être surfer parler
téléphoner faire jouer écouter traîner
retrouver tchatter
Put the class into teams and put each team’s sheet of paper with a pen at the front of the class in a place where the team can easily get to it. Each team member in turn comes to the front of the class and writes one of the verbs. The team with the most correct verbs at the end of the allotted time is the winner.
Alternative Plenary:
Use ActiveTeach p. 059 Class activity to review general grammar from the module.
Workbook A, page 26
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Answers
11 basketball
2 America (for San Antonio Spurs)
3 French 4 tall (2.11m) 5 every day
6 weight lifting and jogging 7 Saturdays
8 playing on his PlayStation and watching TV

Workbook B, page 25
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Answers
1a4 trendy/generous
b3 very tall and handsome; short, black hair and brown eyes
c5 plays on PlayStation and watches TV
d6 team trains five or six times a week; they jog and do weight training
e1 plays for San Antonio Spurs in USA
f7 team also plays volleyball or football
g2 born in Rouen on 5/11/86
21Ils jouent au basket.
2Elles jouent au tennis.
3Ils jouent au volley(ball).
4Ils jouent au rugby.
5Elles jouent au foot(ball).
Starter 1 resource
Work out which is the grammatical odd one out in each group.

1faitregardeaime2parletéléphonesjoue3écoutertraîneêtre4aiestsuis5envoiesécoutestélécharge
Plenary resource
Write the ils/elles forms of the following verbs.

aimer
regarder
être
surfer
parler
téléphoner
faire
jouer
écouter
traîner
retrouver
tchatter
Bilan
Pupils use this checklist to review language covered in the module, working on it in pairs in class or on their own at home. Encourage them to follow up any areas of weakness they identify. There are Target Setting Sheets included in the Assessment Pack, and an opportunity for pupils to record their own levels and targets on the J’avance page in the Workbook, p. 29. You can also use the Bilan checklist as an end-of-module plenary option.Révisions
These revision exercises can be used for assessment purposes or for pupils to practise before tackling the assessment tasks in the Resource & Assessment File.
Resources
Audio file:
46_Module3_Rev_Ex1.mp3
Workbooks:
Cahier d’exercices A & B, pages 27 & 281 Écoute et note la bonne lettre. (1–6)(Listening L3)
Listening. Pupils listen to six conversations and identify the pair of pictures for each one, writing the appropriate letter. You could extend the Learning outcome level of the activity to Level 4 by asking pupils to also note the expression of frequency used each time.
Audioscript Track 46
1– Qu’est-ce que tu fais, le soir ou le weekend? Tu regardes la télévision?– Oui, tous les soirs, je regarde la télé.– Tu fais aussi du sport?– J’aime le tennis. En été, je joue au tennis.
2– Qu’est-ce que tu fais, le soir ou le weekend? Tu envoies des SMS?– Ah, oui! J’envoie tout le temps des SMS.– Et qu’est-ce que tu fais aussi?– De temps en temps, je fais du vélo. J’aime faire du vélo!
3– Qu’est-ce que tu fais, le soir ou le weekend?– Euh … Quelquefois, je télécharge de la musique.– Ah bon? Tu télécharges de la musique? Et qu’est-ce que tu fais aussi?– Une fois par semaine, je joue au basket. C’est génial, le basket!
4– Qu’est-ce que tu fais, le soir ou le weekend?– Quand il fait beau, je fais de l’équitation.– De l’équitation! Et quand il pleut?– Quand il pleut, je joue sur mon ordinateur. J’adore mon ordi!
5– Qu’est-ce que tu fais, le soir ou le weekend?– Moi, j’adore la natation! Je fais tous les jours de la natation!– Et qu’est-ce que tu fais aussi?– Le samedi matin, je retrouve mes amis en ville. C’est cool!

6– Qu’est-ce que tu fais, le soir ou le weekend?– D’habitude, je fais les magasins. J’adore faire les magasins!– Et à part ça, qu’est-ce que tu fais?– Souvent, je joue au volleyball. J’adore ça aussi!
Answers
1 d 2 a 3 c 4 f 5 b 6 e
2 En tandem. Interviewe ton/ta camarade. Change les mots soulignés.(Speaking L3)
Speaking. In pairs: pupils take it in turn to ask and answer questions about which activities they do in the evening and at the weekend. A sample exchange is supplied, with the details to be changed underlined. You could Learning outcome level to Level 4 by asking pupils to add opinions and extra detail, such as when or how often they do things.
3 Lis le texte et trouve les quatre phrases correctes. (Reading L4)
Reading. Pupils read the text and the eight English statements about it. They identify the four statements that are correct.
Answers
1, 3, 5, 8
4 Écris un court paragraphe sur tes passetemps. (Writing L2–4)
Writing. Pupils write a short paragraph on their own leisure activities. A list of points to include is supplied. To achieve a higher Learning outcome level, pupils should also write about someone else.
Workbook A, page 27
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Answers
11 C2 2 F4 3 B3 4 E4 5 A6 6 D1
7 C3 8 F2
Workbook A, page 28
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Answers
1a 4 b 2 c 5 d 6 e 1 f 3 g 7 h 4 i 8
21Enzo is 19.
2He does parkour on Saturdays.
3He does parkour with his friends.
4He lives in Paris.

5He doesn’t like football and rugby.
6He likes parkour and snowboarding.
7In the evenings, he plays on his PlayStation.
8At the weekend, he likes hanging out with his friends.
Workbook B, page 27
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Answers
1–3 (Answers will vary.)

Workbook B, page 28
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Answers
1Fais-tu souvent du parkour?
Où fais-tu du parkour?
Tu aimes aussi d’autres sports?
Qu’est-ce que tu fais pour te relaxer?
21Enzo is 19.
2He does parkour every weekend.
3He also does parkour sometimes in the evening.
4He does it with a group of friends.
5In La Défense, there are a lot of obstacles.
6He likes extreme sports.
7In the evening, he plays on his Xbox.
8At the weekend, he likes hanging out with his friends.
31 sport préféré 2 tous les weekends
3 en groupe 4 un quartier de Paris
5 un peu dangereux 6 pour te relaxer
7 d’autres sports 8 hypercool
Learning objective
Talking about extreme sports
Developing writing skills
Programme of Study references
GV2 Grammatical structures (son/sa/ses)
GV3 Developing vocabulary
LC4 Expressing ideas (writing)
FCSE links
Unit 4: Leisure (Free time/hobbies)
Unit 5: Healthy lifestyle (Exercise)
Grammar
Ï% possessive adjectives(son/sa/ses)
Key language
Review of language from the module
les sports extrêmes
j adore faire du snowboard
C est hypercool!
impressionnant(e)
PLTS
S Self-managers
Cross-curricular
ICT: word processing
Resources
ActiveTeach:
p.063 Assignment 3
p.063 Assignment 3: prepStarter
Aim
To review the possessive pronouns mon, ma, mes
Write up the following. Pupils work in pairs. Give them two minutes to complete the table with their own preferences.

Hear some answers. Award a point to anyone who has an answer which no one else has come up with. Reward the pupils with the most points.
1 Lis le blog en 30 secondes. Choisis le bon titre en anglais pour chaque paragraphe. (Reading L4)
Reading. Give pupils 30 seconds to read the blog. They then choose the correct English heading for each paragraph. Draw pupils’ attention to the tip box on reading for gist.
Answers
Paragraph 1: cParagraph 5: g
Paragraph 2: eParagraph 6: f
Paragraph 3: aParagraph 7: b
Paragraph 4: d
2 Trouve cinq mots nouveaux dans le texte. Devine ce que c’est en anglais et explique pourquoi. (Reading L4)
Reading. Pupils identify five new words in the text in exercise 1 and try to work out what they mean, giving reasons for their deductions.
Studio Grammaire: possessive adjectives (son/sa/ses)
Use the Studio Grammaire box to cover the possessive adjectives son, sa and ses.
3 Relis le texte. Copie et complète les phrases. (Reading L4)
Reading. Pupils re-read the text in exercise 1, then copy and complete the sentences summarising it in French.
Answers
1Elle s’appelle Maelys.
2Son groupe préféré s’appelle les BB Brunes.
3En hiver, son sport préféré, c’est le snowboard.
4En été, ses sports préférés sont le skate et le roller.
5Sa ville s’appelle Chamonix.
6Sa meilleure copine s’appelle Natascha.
4 Lis les phrases. Qui est-ce? Choisis la bonne réponse. (Reading L4)
Reading. Pupils re-read the text in exercise 1. They then read the sentences and decide who is being described in each one.
Answers (in random order)
1 Maelys et sa famille5 Charles Gagnon
2 Maelys6 Julien Cudot
3 Maelys et ses copains7 Maelys et Natascha
4 Maelys et son frère8 les parents de Maelys

5 Copie et améliore le texte. (Writing L4)
S
Writing. Read together through the tip box on language features used in an extended text.
Suggest pupils create and add to a similar checklist to refer to whenever they do a piece of extended writing. Pupils identify these features in the text in exercise 1. They rewrite the short text, improving it with some of the features listed.
6 Écris un blog sur tes passetemps.(Writing L4)
Writing. Pupils write a blog about their own leisure activities, using Maelys’s text in exercise 1 as a model. A list of details to include is supplied. This could be done on a computer. Draw attention to the tip box on using a dictionary.
7 Vérifie et corrige ton texte. (Reading L4)
Reading. Pupils check and correct their text, writing a second draft. A list of items to check is supplied for support.
Plenary
Ask the class to tell you the different forms of the French possessive adjectives ‘my’ and ‘his/her’ (mon/ma/mes; son/sa/ses), saying when each one is used. Bring six pupils to the front of the class and give each of them a classroom/school bag item to hold up. Ask the class to name the items (e.g. un crayon). The pupils holding the items name them using the correct possessive form (e.g. mon crayon). The class then names them using son/sa/ses (e.g. son crayon).
Worksheet 3.8 Les graphiques vivants

Worksheet 3.9 Les graphiques vivants. Prépa

Answers
ALe lundi, je joue au ping-pong, j’aime ça.
Normalement, je fais du shopping avec ma
mère le samedi.
Je déteste ça, c’est ennuyeux.
D’habitude, le mercredi soir,
je fais du parkour. J’adore ça, c’est cool.
J’aime jouer au rugby le dimanche.
C’est bien.
Le mardi, je joue au basket.
J’aime ça. C’est génial!
Le jeudi soir, je joue au volley,
mais je n’aime pas ça. C’est nul.
Je joue au foot le vendredi.
Je n’aime pas beaucoup
ça. C’est un peu ennuyeux.
B & C (Answers will vary, as this is a personal interpretation.)
The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points. Grammar topics
verbs – the present tense (regular –er verbs), faire (and faire de + a sport/activity),
jouer à + a sport/game
using verbs with nouns and infinitives
saying ‘they’ in FrenchVerbs – the present tense
Regular verbs
1 Find the parts of eleven –er verbs in the word snake. Then complete the sentences using the correct verbs.
Pupils identify the eleven present tense verbs in the word snake – there are some extra letters between words. They then complete the gap-fill sentences using the appropriate verbs.
Answers
parle, surfes, envoie, regarde, écoutes, télécharge, joue, tchatte, parles, envoies, regardes
1Je joue sur ma PlayStation.
2Tu surfes sur Internet tous les soirs!
3Il tchatte sur MSN.
4Elle envoie des e-mails.
5Tu regardes un DVD?
6Je parle avec mes copains sur mon portable.
7Tu écoutes de la musique sur ton iPod?
8On regarde des clips vidéo.
2 Write three sentences in French, each using one of the leftover verbs from exercise 1.
Pupils write three sentences, each using a different verb from those not used in the sentences from exercise 1. These are: télécharge, parles, envoies.
faire
3 Write six sentences in French, using the correct form of faire de.
Pupils use the picture and word prompts to write six sentences about sports, paying attention to the form of faire they need to use each time, as well as to the form of de.
Answers
1Je fais du judo.
2Il fait de la natation.
3On fait de l’équitation.
4Tu fais de la danse.
5Mon frère fait du skate.
6Ma sœur fait de la gymnastique.
jouer à
4 Translate the following sentences into French, using the correct form of jouer à.
Pupils translate the sentences into French, paying attention to the form of jouer they need to use each time, as well as to the form of à. Some of the sports and games are glossed for support.
Answers
1Je joue au billard.
2Est-ce que tu joues au tennis de table?/Tu joues au tennis de table?
3Elle joue au golf.
4Il joue aux cartes.
5Je joue aux échecs.
6On joue à la bataille.
Using verbs with nouns and infinitives
5 Copy and complete the grid.
Pupils copy and complete the grid with the correct verb forms.
Answers

6 Write six sentences about the activities you do. Use the three ways of talking about activities.
Pupils write six sentences about their own leisure activities, using the three different ways covered in this section: present tense verb; j’aime + noun, j’aime + infinitive.
Saying ‘they’ in French
7 Write sentences using the pictures and the ils/elles form of the verb.
Using the picture prompts, pupils write sentences with the ils/elles form of the verb and using ils or elles as appropriate.
Answers
1Ils jouent au rugby.
2Elles font de la gymnastique.
3Ils regardent la télé(vision).
4Elles écoutent de la musique.
5Ils font de la natation.
Self-access reading and writingA Reinforcement
1 Complète les phrases. (Reading L2)
Reading. Pupils match the sentence halves.
Answers
1Je regarde des clips vidéo.
2Je parle avec mes amis.
3J’envoie des e-mails.
4Je joue au rugby.
5Je fais du vélo.
6J’envoie des SMS avec mon portable.
2 Regarde la chambre de Zahra. Trouve les deux phrases fausses. (Reading L3)
Reading. Pupils look at the picture of Zahra’s bedroom. They then read the eight sentences about it and identify the two sentences that are false (i.e. which mention items not shown in the picture).
Answers
3 and 6
3 Regarde la chambre de Jamel. Écris six phrases pour Jamel. (Writing L3)
Writing. Pupils write six sentences describing Jamel’s hobbies, based on the picture supplied.
Answers
(Any six from:)
Je joue sur ma PlayStation.
Je joue au foot(ball).
Je joue au billard.
Je fais du judo.
Je fais du patin à glace.
Je fais du skate.
Je joue de la guitare.
B Extension
1 Trouve un copain/une copine anglais(e) pour chaque Français(e).(Reading L4)
Reading. Pupils read about the activities that the people on the penpal site like, then match each French person to an appropriate English penpal.
Answers
Axelle et Tom
Rémi et Natasha
Tariq et Nassim
Clémence et Zoe
Laurine et Emma
2 Relis les textes français de l’exercice 1. C’est quelle(s) personne(s)? (Reading L4)
Reading. Pupils read the French texts again and identify the person/people being described in each of the six sentences.
Answers
1 Laurine 2 Rémi 3 Clémence
4 Rémi et Tariq 5 Axelle et Clémence
6 Axelle et Tariq
3 Écris des e-mails à trouvedesamis.fr pour Nadia, Max et toi. (Writing L4)
Writing. Using the picture prompts, pupils write e-mails on behalf of Nadia and Max to the penpal site in exercise 1. They then write an e-mail presenting themselves on the site.
Answers
(Possible answers:)
Nadia: J’aime/J’adore jouer au basket et faire du patin à glace. J’aime aussi envoyer des SMS. Je n’aime pas jouer au foot(ball).
Max: J’aime/J’adore jouer sur ma PlayStation, faire du vélo et jouer au rugby, mais je n’aime pas nager/faire de la natation.

Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Là où j’habite
(pp. 70–71)
Talking about your town/village
Using il y a …/il n’y a pas de …GV2 Grammatical structures (il y a …/il n’y pas de…)
LC1 Listening and responding
LC3 Conversation
LC4 Expressing ideas (writing)
Qu’est-ce qu’il y a… ?
Il y a …
un café, une patinoire, des magasins, etc.
C’est …
bien, super, ennuyeux, trop petit, etc.
Je pense que …
À mon avis …
Tu es d’accord?
Oui, je suis d’accord.
Non, je ne suis pas d’accord.G il y a …/il n’y a pas de …2 Perdu dans le parc d’attractions!
(pp. 72–73)
Giving directions
Understanding when to use tu and vousGV2 Grammatical structures
LC1 Listening and responding
LC3 Conversation (using modes of address)
LC6 Translation into English
Où est/sont … ?
C’est …
à gauche, tout droit, etc.
entre, derrière, devant le manège,
la soucoupe volante, les autos tamponneuses, etc.G tu and vous

– Où est … ?/Où sont … ?3 Le weekend
(pp. 74–75)
Talking about where you go
Using à + the definite articleGV1 Tenses (present)
GV2 Grammatical structures (à + the definite article)
LC1 Listening and responding
LC3 Conversation
LC4 Expressing ideas (speaking/writing)
Review of vocabulary for places in town (from Unit 2)
d’habitude
normalement
quelquefois
tous les weekendsG à + the definite article
G aller (present tense)

– speaking/writing skills: using expressions of frequency and opinions to extend sentences4 Coucou!
(pp. 76–77)
Asking someone to go somewhere
Using je veux/tu veux + infinitiveGV2 Grammatical structures (vouloir + infinitive)
LC3 Conversation
LC4 Expressing ideas (writing)
LC5 Accurate pronunciation and intonation
je veux, tu veux, etc.
Tu veux aller (au cinéma) (samedi soir)?
Bonne idée!
C’est super top. etc.
Oui, je veux bien.
Non, je n’ai pas envie.
Si tu veux.
Non merci.G vouloir + infinitive5 Qu’est-ce qu’on peut faire à …?
(pp. 78–79)
Saying what you can do in town
Using on peut + infinitiveGV2 Grammatical structures (pouvoir + infinitive)
LC1 Listening and responding
LC4 Expressing ideas (writing)
Qu’est-ce qu’on peut faire à … ?
je peux, tu peux, on peut …
aller au concert
faire du bowling
manger au restaurant etc.G pouvoir + infinitive

– speaking skills: using model texts as a source of language; including connectives and opinions
– writing skills: avoiding complicated language; using a dictionaryBilan et Révisions
(pp. 80–81)
Pupils’ checklist and practice exercisesEn plus: Destination France
(pp. 82–83)
Facts about France
Researching a region of FranceGV2 Grammatical structures (si clauses)
LC1 Listening and responding
Review of language from the module
Il y a …
des montagnes, des rivières, des plateaux, etc.
Les villes principales
sont …– listening skills: anticipating what you might hear
– writing skills: using si clauses to extend sentencesStudio Grammaire
(pp. 84–85)
Detailed grammar summary and practice exercisesG aller
G looking for patterns in language
G modal verbsÀ toi
(pp. 124–125)
Self-access reading and writing at two levels
Learning objectives
Talking about your town/village
Using il y a …/il n’y a pasde …
Programme of Study references
GV2 Grammatical structures (il y a …/il n’y pas de…)
LC1 Listening and responding
LC3 Conversation
LC4 Expressing ideas (writing)
FCSE links
Unit 7: Local area and environment (Facilities; Local area)
Grammar
il y a …/il n’y a pas de …
Key language
Qu’est-ce qu’il y a … ?
Il y a …
un café
un centre commercialun centre de loisirs
un château
un cinéma
un hôtel
un marché
un parc
un restaurant
un stade
une église
une patinoire
une piscine
des magasins
des musées
Il n’y a pas de (café).
Tu aimes ta ville/ton village?
Je pense que …
À mon avis, …
c’est …
bien/super/joli/intéressant/ ennuyeux
vraiment nul/trop petit
Tu es d’accord?
Oui, je suis d’accord.
Non, je ne suis pas d’accord.
PLTS
T Team workers
Resources
Audio files:
47_Module4_Unit1_Ex1.mp3
48_Module4_Unit1_Ex2.mp3
49_Module4_Unit1_Ex4.mp3
Accès Studio:pages 22–23
Workbooks:
Cahier d’exercices A & B,page 32
ActiveTeach:
Starter 1 resource
p.070 Flashcards
p.070 Thinking skills
p.071 Learning skills
p.071 Writing skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès – Where you live)Accès Studio Unit 10 (pp. 22–23) can be used with this unit to review or introduce vocabulary to talk about where you live.
Starter 1
Aim
To practise reading strategies; To review the indefinite article
Write up the following, jumbling the order of the second column. Give pupils three minutes to match up the French and English.
un centre commerciala shopping centre
un centre de loisirsa leisure centre
un châteaua castle
un marchéa market
un stadea stadium
un parca park
une piscinea swimming pool
des magasinssome shops
des muséessome museums
Check answers, asking pupils how they worked them out. Ask pupils to tell you what un, une and des mean and when they are used.
1 Écoute. Qu’est-ce qu’il y a dans la ville/le village? Écris la bonne lettre. (1–10) (Listening L2)
Listening. Pupils listen to ten conversations and identify the place mentioned in each, writing the appropriate letter.

Audioscript Track 47
1– Qu’est-ce qu’il y a dans ton village?– Dans mon village, il y a une église.
2– Qu’est-ce qu’il y a dans ta ville?– Dans ma ville, il y a un stade.
3– Qu’est-ce qu’il y a dans ton village?– Dans mon village, il y a une piscine.
4– Qu’est-ce qu’il y a dans ta ville?– Dans ma ville, il y a un marché.
5– Qu’est-ce qu’il y a dans ta ville?– Dans ma ville, il y a un château.
6– Qu’est-ce qu’il y a dans ta ville?– Dans ma ville, il y a des musées.
7– Qu’est-ce qu’il y a dans ta ville?– Dans ma ville, il y a une patinoire.
8– Qu’est-ce qu’il y a dans ta ville?– Dans ma ville, il y a un centre de loisirs.
9– Qu’est-ce qu’il y a dans ta ville?– Dans ma ville, il y a un centre commercial.
10– Qu’est-ce qu’il y a dans ta ville?– Dans ma ville, il y a des magasins.
Answers
1 f 2 e 3 g 4 d 5 a 6 j 7 h 8 b 9 c 10 i

Studio Grammaire: il y a … /il n’y a pas de …
Use the Studio Grammaire box to cover il y a (un/une/des)… and il n’y a pas de …
2 Écoute. Qu’est-ce qu’il y a? Qu’est-ce qu’il n’y a pas? Note les informations en anglais. (1–5) (Listening L2)
Listening. Pupils listen to the descriptions of towns and identify which amenities each town has and doesn’t have.
Audioscript Track 48
1Il y a une piscine, mais il n’y a pas de patinoire.
2Il y a des magasins, mais il n’y a pas de centre de loisirs.
3Il y a un centre commercial, mais il n’y a pas de stade.
4Il y a un marché, mais il n’y a pas de musée.
5Il y a un château, mais il n’y a pas d’église.
Answers
1swimming pool, no ice rink
2shops, no sports centre
3shopping centre, no stadium
4market, no museum
5castle, no church
3 En tandem. Décris une ville. Ton/ta camarade dit la bonne lettre. (Speaking L2)
Speaking. In pairs: pupils take it in turn to describe a town using the picture prompts supplied. The other pupil identifies the town by giving the appropriate letter. An example dialogue is given.

Starter 2
Aim
To transcribe a short passage accurately.
Ask pupils which place-names from this unit have silent endings. Which letters are not pronounced at the end of a word? (-e, -s, -es, -t.)
Read the following passage out loud and ask pupils to transcribe it accurately: Dans ma ville il y a un stade, une piscine, un château, un centre de loisirs et des magasins.
Ask pupils which words they found difficult to spell and why. Can they come up with a way of remembering the spelling?
Alternative Starter 2:
Use ActiveTeach p. 070 Flashcards to review and practise the language for buildings in town.
4 Écoute et écris la bonne lettre/les bonnes lettres. (1–5) (Listening L4)
Listening. Pupils listen to five conversations about towns and identify the opinion given in each, writing the appropriate letter.
Audioscript Track 49
1– Tu aimes ta ville?– Oui, à mon avis, c’est bien.
2– Tu aimes ton village?– Non, je pense que c’est ennuyeux.
3– Aimes-tu ton village?– Oui, à mon avis, c’est un endroit intéressant.
4– Tu aimes ta ville?– Oui, je pense que c’est super et intéressant aussi.
5– Aimes-tu ta ville?– Non, à mon avis, c’est trop petit. C’est vraiment nul. Tu es d’accord?– Ben non, je ne suis pas d’accord, je pense que c’est bien.
Answers
1 a 2 d 3 c 4 b, c 5 f, e; a
Pupils working in pairs take it in turn to prompt with one of the expressions from exercise 4 and to draw the appropriate face symbol (smiley or sad).
5 Lis et note: vrai (V) ou faux (F)?(Reading L4)
Reading. Pupils read the four chatroom entries. They then read the six sentences in English about the entries and write V if the sentence is true or F if it is false. joli is glossed for support.
Answers
1 V 2 F 3 F 4 V 5 V 6 F
6 En tandem. Fais quatre conversations: une très positive, une assez positive, une assez négative et une très négative. (Speaking L4)
T
Speaking. In pairs: pupils put together four conversations about towns – one very positive, one quite positive, one quite negative and one very negative. A key language box is supplied.
7 Écris un paragraphe sur ta ville/ton village. (Writing L4)
Writing. Pupils write a paragraph about their own town or village. A writing frame is supplied for support. When pupils have finished their work, ask them to check it for errors and to identify two ways they could improve the content (e.g. using connectives, intensifiers, adjectives, etc.). They then do a second draft.

Plenary
Ask the class: Tu aimes ta ville/ton village? Pupils respond using the opinion phrases from exercise 6. Prompt them to say whether they agree with one another and to justify their opinions with Il y a … and Il n’y a pas de … to review the vocabulary of the unit. Encourage them to include intensifiers in their opinions.
Workbook A, page 32
SHAPE \* MERGEFORMAT
Answers
11 château; magasins 2 marché; église
3 piscine; patinoire
4 centre de loisirs; centre commercial
21 Ahmed 2 Camille 3 Ahmed 4 Nathan
5 Camille 6 Ahmed 7 Nathan 8 Camille
Workbook B, page 32
SHAPE \* MERGEFORMAT
Answers
11 Jade 2 Ahmed
2(Example answers:)Camille: J’habite à Montargis. C’est une petite ville. Il y a un château, une patinoire et un marché mais il n’y a pas de stade et il n’y a pas de piscine.Nathan: J’habite à Néré. C’est un village. Il y a un café et des magasins mais il n’y a pas de château, il n’y a pas d’église et il n’y a pas de patinoire. C’est nul!
Worksheet 4.1 Mnemonics

Answers
A & B (Answers will vary.)

Worksheet 4.2 Using a dictionary (ii)

Answers
A1baguette (f.)stick (often stick ofFrench bread), baton
2couverture (f.)blanket
3siège (m.)seat
4clavier (m.)keyboard
5truite (f.)trout
6manège (m.)merry-go-round
B1door n. porte f.
2branchn. branche f.
3windown. fenêtre f.
4squirreln. écureuil m.
C1a Did you enjoy your stay?nounséjour
b I can’t stay long.verbrester
2a You are very kind.adjectivegentil
b What kind of racket do you use?nounsorte
3a It was an excellent play.nounpièce
b Does she play tennis?verbjouer
4aI watch TV every night.verbregarder
b Do you like my new watch?nounmontre

Worksheet 4.3 Checking for accuracy

Answers
A1 ville, piscine
2 loisirs, musée
3 Mais, bibliothèque
4 village, beau
5 beaucoup, parcs
Bça va, très, église, château, musée, hôtel, déteste, intéressant
CDans ma ville, il y a une piscine, un château, un marché, un musée et des magasins. Mais, il n’y a pas de patinoire. J’aime habiter ici. C’est un endroit intéressant.
D(Answers will vary.)
Starter 1 resource
Match up the French and the English.

un centre commercialsome shops

un centre de loisirsa stadium

un châteaua shopping centre

un marchéa swimming pool

un stadea castle

un parca leisure centre

une piscinesome museums

des magasinsa market

des muséesa park
Learning objectives
Giving directions
Understanding when to use tu and vous
Programme of Study references
GV2 Grammatical structures (être)
LC1 Listening and responding
LC3 Conversation (using modes of address)
LC6 Translation into English

Grammar
tu and vous
Key language
Pardon …
Où est … ?
Où sont … ?C’est …
à gauche
à droite
tout droit
au carrefour
entre
derrière
devant
le bateau pirate
le café
le Cheval de Troie
le manège
le restaurant
le petit train
le toboggan géant
le trampoline magique
la grotte mystérieuse
la rivière enchantée
la soucoupe volante
l’hôtel
les autos tamponneuses
les chaises volantesPLTS
R Reflective learners
Resources
Audio files:
50_Module4_Unit2_Ex1.mp3
51_Module4_Unit2_Ex5.mp3
Workbooks:
Cahier d’exercices A & B,page 33
ActiveTeach:
Starter 2 resource
p.073 Class activity
p.074 Video 7
p.074 Video worksheet 7
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, VocabularyStarter 1
Aim
To review être
Write up the following. Give pupils three minutes to unscramble the parts of the verb être and to translate the verbs into English.
1 ej ussi 2 leel ste 3 lis nots 4 li tes
5 selle tons
Answers: 1 je suis – I am 2 elle est – she is
3 ils sont – they are (male) 4 il est – he is
5 elles sont – they are (female)
Check answers. Ask pupils to confirm which subjects are used with est and sont.
1 Écoute. Écris la bonne lettre et la bonne direction. (1–8) (Listening L2)
Listening. Pupils listen to eight conversations in which people are asking for directions in a theme park. For each conversation, they identify the correct picture (writing the appropriate letter) and draw the appropriate direction symbol.

Audioscript Track 50
1– Où est le petit train?– C’est à gauche.
2– Où est la rivière enchantée?– Tout droit.
3– Où sont les chaises volantes?– À droite.
4– Où est le restaurant?– À droite.
5– Où est l’hôtel?– L’hôtel? Au carrefour.
6– Où sont les autos tamponneuses?– À gauche.
7– Où est le manège?– À gauche.
8– Où est la soucoupe volante?– Tout droit.
Answers
1 b SHAPE \* MERGEFORMAT 2 e SHAPE \* MERGEFORMAT 3 h SHAPE \* MERGEFORMAT 4 a SHAPE \* MERGEFORMAT 5 d SHAPE \* MERGEFORMAT
6 g SHAPE \* MERGEFORMAT 7 c SHAPE \* MERGEFORMAT 8 f SHAPE \* MERGEFORMAT
2 En tandem. Quelle est la question? Demande le chemin pour chaque attraction. (Speaking L2)
Speaking. In pairs: pupils take it in turn to ask directions to the theme park attractions in exercise 1, using Où est … or Où sont … ? as appropriate.
Studio Grammaire: tu/vous
Use the Studio Grammaire box to cover the difference between tu and vous.
3 En tandem. Fais deux conversations avec tu et deux avec vous au parc d’attractions. Change les détails soulignés. (Speaking L3)
Speaking. In pairs: pupils make up four conversations at the theme park, two using tu and two using vous. Two model conversations, with the details to be changed underlined, are supplied. Draw pupils’ attention to the cultural note on the use of monsieur/madame/mademoiselle. You could suggest that pupils use gestures to reinforce the directions they give (pointing to the left for à gauche, etc.).
Starter 2
Aim
To review vocabulary from the unit
Write up only the bold letters in the following, leaving a gap or drawing an underline for the text to be supplied by the pupils. Explain that these are the starting letters of the eight theme park features introduced in the last lesson. Give pupils three minutes working in pairs to write them all out, including the correct definite article for each. Then check answers.
[les] a[utos] t[amponneuses][le] r[estaurant]
[la] r[ivière] e[nchantée][le] m[anège]
[la] s[oucoupe] [volante][l’]h[ôtel]
[les] c[haises] v[olantes][le] p[etit] t[rain]
(Where there are two words, you can omit the initial letter of the second word to make it slightly more challenging.)
Alternative Starter 2:
Use ActiveTeach p. 073 Class activity to review and practise general sentences about town.
4 Écris le message en anglais. (Reading L3)
Reading. Pupils translate the message into English, writing it out.
Answers
The restaurant is between the dodgems and the flying chairs, behind the merry-go-round, but in front of the little train.
5 Où vont-ils? Écoute et écris la bonne lettre. (1–8) (Listening L3)
Listening. Pupils listen to eight conversations. For each conversation they identify the picture of the place being discussed, writing the appropriate letter.
Audioscript Track 51
1– Où est (…), s’il vous plaît?– C’est devant le toboggan géant.– Merci, monsieur.
2– S’il vous plaît, où est (…)?– C’est derrière le bateau pirate.
3– Où est (…)?– Là voilà. Entre le bateau pirate et le café.
4– Et où est (…)?– Devant le Cheval de Troie.
5– Où est (…)?– C’est derrière le trampoline magique.
6– S’il vous plaît, où est (…)?– C’est derrière le Cheval de Troie.
7– Où est (…)?– Entre le toboggan géant et le Cheval de Troie. Derrière la grotte mystérieuse et devant l’hôtel.– Ah oui, génial. On y va?
8– S’il vous plaît, où est (…)?– C’est derrière le café et devant le restaurant.– Merci, madame.
Answers
1 d 2 a 3 g 4 h 5 b 6 c 7 e 8 f
6 Regarde le plan et lis le message. C’est quelle attraction? (Reading L4)
Reading. Pupils read the text message and, using the map in exercise 5, they follow the directions and work out which attraction they end up at.
Answer
le Cheval de Troie
Pupils play a memory game in pairs. The first pupil closes his/her Pupil Book. The other says a letter from a to f and the first pupil tries to remember which theme park feature on the map in exercise 5 this letter represents. After four prompts, they change roles.
7 Tu es dans le parc d’attractions. Écris des SMS pour tes copains. (Writing L3)
Writing. Pupils imagine they are in the theme park. Using the picture prompts supplied, they write texts to their friends to give them directions.
Answers
1Tu vas tout droit, puis tu tournes à gauche. Au carrefour, tu vas tout droit, puis tu tournes à droite. À tout de suite!
2Tu tournes à gauche. Au carrefour, tu tournes à droite. Puis tu tournes à droite et ensuite, tu vas tout droit. À tout de suite!
3Tu tournes à droite. Au carrefour, tu vas tout droit. Tu vas tout droit et puis tu tournes à gauche.
4Tu vas tout droit. Au carrefour, tu tournes à gauche. Puis tu tournes à droite et ensuite, tu tournes à gauche.
If you have a partner school in France, pupils could exchange brochures for local theme parks. Ask pupils to summarise what rides there are in the French theme park.

Plenary
R
Ask the class for ideas on what they think they could usefully spend time reviewing from Units 1 and 2 (vocabulary/grammar). Make a list of their suggestions and then get them to write down two areas covered in the list to focus on at home.
Then ask pupils to tell you the difference between the two words for ‘you’ in French, and when each is used. As a class, work out what the formal instructions would be for the first set of prompts in exercise 7, reminding them as necessary of the verb forms allez and tournez. Continue with the other three sets of prompts, this time allowing pupils to do more of the work. They should not refer to their answers to exercise 7, but work just from the prompts.
Workbook A, page 33
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Answers
1
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Le château, c’est C.
21 droite 2 derrière 3 devant 4 gauche
5 tout 6 carrefour
Workbook B, page 33
SHAPE \* MERGEFORMAT
Answers
14 allez 5 entre 6 tournes
7 derrière 8 tout droit 9 tournez
1 devant 2 gauche 3 carrefour
4 droite
Video
Episode 7: Perdu dans la ville!
Samira and Hugo are working in StudioFR headquarters. Samira is wondering where Alex and Marielle are. Video worksheet 7 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1AWe learn about asking for directions and understanding them. But the original intention was to make a video about the town – it only turned out this way because Marielle got lost!
BShe is increasingly exasperated by Marielle’s behaviour. She shakes her head, tuts and looks scornful.
C[F3.1/2.2] (Examples of things that might come up:)– It seems very historic.– The pedestrian facilities seem very good.– It seems very ‘green’.– The close-ups reveal that it is a bit dilapidated.
2A[PLTS T/E] She thinks she’s dippy and unreliable.– She says ‘Of course it’s you. I phoned you!’– She tuts when she hears she is lost.– She shakes her head when she hears she has lost Alex as well.– She is exasperated when she hears Marielle has no credit on her phone.
B‘jar’ is the abbreviation for ‘jardin public’ – park. Alex uses it.
Cà gauche, à droite, tout droit
D– I don’t know– Where are you?– Stay there.
3ABecause by the time Marielle gets to the park, Alex has already left.
BIls sont impossibles!
CThere are several cafés there and Marielle doesn’t know which one Alex is in.
DTous les deux: au studio! Maintenant! – Both of you, get back to the studio! Now!
4(Answers will vary.)
Starter 2 resource
Fill in the blanks to give the names of eight theme park features.

__ __ __ a __ __ __ __ t __ __ __ __ __ __ __ __ __ __ __

__ __ r __ __ __ __ __ __ e __ __ __ __ __ __ __ __

__ __ s __ __ __ __ __ __ __ v __ __ __ __ __ __

__ __ __ c __ __ __ __ __ __ v __ __ __ __ __ __ __

__ __ r __ __ __ __ __ __ __ __ __

__ __ m __ __ __ __ __

__’ h __ __ __ __

__ __ p __ __ __ __ t __ __ __ __

Learning objectives
Talking about where you go
Using à + the definite article
Programme of Study references
GV1 Tenses (present)
GV2 Grammatical structures (à + the definite article)
LC1 Listening and responding
LC3 Conversation
LC4 Expressing ideas (speaking/writing)
FCSE links
Unit 4: Leisure (Around town)
Unit 7: Local area and environment (Preferences; Activities)
Grammar
à + the definite article
aller (present tense)
Key language
Review of vocabulary for places in town (from Unit 2)
d’habitude
normalement
quelquefois
tous les weekends
J’aime ça./J’adore ça.
PLTS
I Independent enquirersCross-curricular
ICT: drawing a graph to show survey results
Resources
Audio file:
52_Module4_Unit3_Ex2.mp3
Workbooks:
Cahier d’exercices A & B,page 34
ActiveTeach:
Starter 1 resource
p.074 Grammar
p.074 Grammar practice
p.074 Grammar skills
p.075 Grammar skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, VocabularyStarter 1
Aim
To review à + the definite article
Write up the following as a model. Score through le and write au above it (au cinéma).
Le weekend, je vais …le cinéma.
Ask pupils to translate the sentence. Then write up the following. Give pupils three minutes working in pairs to change all the definite articles to à + definite article. If necessary, go through and/or write up the different forms for reference.
Le weekend, je vais …le caféla piscineles magasinsl’églisela patinoirele centre de loisirsles muséesle marché
Alternative Starter 1:
Use ActiveTeach p. 074 Grammar practice to review and practise à + the definite article.
1 Lis les textes et réponds aux questions. (Reading L3)
Reading. Pupils read the three texts and then answer the questions on them, giving the appropriate names.

Answers
1 Emma and Alice 2 Magali
3 Emma and Alice 4 Magali 5 Magali
6 Nino 7 Nino 8 Emma and Alice

Studio Grammaire: à + the definite article
Use the Studio Grammaire box to cover à + the definite article. There is more information and further practice on Pupil Book p. 84.
2 Écoute. Copie et complète le tableau. (1–4) (Listening L3)
Listening. Pupils copy out the table. They listen to four conversations and complete the table with the details of where each person goes and who with.
Audioscript Track 52
1– Tu vas où, le weekend, Lara?– Le weekend, je vais au centre commercial avec mes copines.
2– Et toi, Aurélien, tu vas où, le weekend?– Euh … Normalement, le weekend, je vais à la piscine avec mes copains.
3– Tu vas où le weekend, Sarah?– Je vais au marché avec mes parents.
4– Et toi, Youssuf? Tu vas où, le weekend?– Le weekend, je vais au centre de loisirs avec mon frère et ma sœur.
Answers

Studio Grammaire: aller (present tense)
Use the Studio Grammaire box to cover the irregular verb aller (present tense). There is more information and further practice on Pupil Book p. 84.
3 En tandem. Fais des dialogues.(Speaking L4)
Speaking. In pairs: pupils make up dialogues using the picture prompts. They take it in turn to ask and say what they do at the weekend and who with. Key language is supplied. Before they start, draw their attention to the tip box on including expressions of frequency and opinions.
Starter 2
Aim
To review talking about going to places in town
Write up the following, jumbling the order of the words in each sentence. Give pupils three minutes to write out each sentence in the right order. You can include capital letters and punctuation for support, if necessary.
1je vais au stade avec mon frère
2il va à la piscine avec son copain
3elle va aux magasins avec ses parents
Check answers, asking pupils to translate the sentences into English.
4 Lis le texte et fais un graphique.(Reading L4)

Reading. Pupils read the text on the findings of a survey and draw a graph of the results. This could be done on a computer. voici is glossed for support.

5 Fais le même sondage dans ta classe. (Speaking L4)
I
Speaking. Pupils carry out the survey from exercise 4, asking other members of the class where they go at the weekend.
6 Écris une description de tes resultats. (Writing L4)
Writing. Pupils write a description of their survey results, using the text in exercise 4 as a model.
7 À trois. Jeu du Weekend. (Speaking L4)
Speaking. In threes: pupils play the board game. The rules and the instructions to use while playing are supplied. Some vocabulary is glossed for support.

Plenary
Play a chain game round the class to practise à + the definite article. Start it off: Le weekend, je vais au cinéma. The next person repeats what you have said and adds a different place (e.g.… et je vais à la piscine.). Continue round the class. If someone can’t remember the chain, makes a mistake or can’t think of anything to add, he/she sits down and the chain starts again. If you have time, play it again, using on va …
Alternative Plenary:
Use ActiveTeach p. 074 Grammar practice to review and practise aller and faire.
Workbook A, page 34
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Answers
11 D’habitude 2 Quelquefois 3 Normalement
4 Tous les weekends
2

Workbook B, page 34
SHAPE \* MERGEFORMAT
Answers
1

2D’habitude, le dimanche, je vais aux magasins avec mes copains/mes copines/mes amis. C’est génial, j’aime ça.
31 au 2 aux 3 au 4 au 5 à la 6 à l’
7 à la 8 au

Worksheet 4.4 Aller

Answers
AaLe weekend, il va au cinéma.
bLe weekend, je vais à la patinoire.
cTu vas au centre-ville?
dLe weekend, nous allons au stade.
eLe weekend, elle va à la piscine.
fLe weekend, ils vont au parc.
gVous allez au McDo?
hLe weekend, elles vont aux magasins.
B1elle va
2nous allons
3ils vont
4je vais
5tu vas
6elles vont
7il va
8vous allez
C1 b 2 c 3 a 4 e 5 d 6 g 7 f 8 h

Worksheet 4.5 Negatives

Answers
A1Je ne vais pas au musée.
2Il ne va pas en ville.
3Je n’aime pas ma ville.
4Je ne suis pas d’accord.
5Ce n’est pas ennuyeux.
6Tu ne vas pas au MacDo?
7Elle ne surfe pas sur Internet.
8Il ne joue pas au foot.
B1Je n’aime pas l’injustice.
2Elle n’aime pas les insectes.
3Tu n’aimes pas la musique?
4Je n’ai pas de sœur.
5On ne va pas au cinéma
6Ils n’aiment pas les animaux.
C1Il n’y a pas de café.
2Il n’y a pas de restaurant.
3Il n’y a pas de centre commercial.
4Il n’y a pas de centre de loisirs.
5Il n’y a pas de stade.
6Il n’y a pas de parc d’attractions.
Starter 1 resource
Fill in the blanks with either à la, au, à l’ or aux.

le cinéma:
Example: Le weekend, je vais _au_ cinéma.

le café:
Le weekend, je vais _____ café.

les magasins:
Le weekend, je vais _____ magasins.

la patinoire:
Le weekend, je vais _____ patinoire.

les musées:
Le weekend, je vais _____ musées.

la piscine:
Le weekend, je vais _____ piscine.

l’église:
Le weekend, je vais _____ église.

le centre de loisirs:
Le weekend, je vais _____ centre de loisirs.

le marché:
Le weekend, je vais _____ marché.

Learning objectives
Asking someone to go somewhere
Using je veux/tu veux + infinitive
Programme of Study references
GV2 Grammatical structures (vouloir + infinitive)
LC3 Conversation
LC4 Expressing ideas (writing)
LC5 Accurate pronunciation and intonation
FCSE links
Unit 1: Relationships, family and friends (Meeting up with friends/activities)Grammar
vouloir + infinitive
Key language
je veux, tu veux, il/elle/on veut
Tu veux aller (au cinéma) (samedi soir)?
Bonne idée!
Super!
Génial!
D’accord.
Oui, c’est super top.
Oui, je veux bien.
Non, je n’ai pas envie.
Si tu veux.
Non merci.
C’est vraiment nul!
C’est ennuyeux.PLTS
C Creative thinkers
Cross-curricular
English: grammatical terms
Resources
Audio files
53_Module4_Unit4_Ex1.mp3
54_Module4_Unit4_Ex2.mp3
55_Module4_Unit4_Ex3.mp3
Accès Studio:pages 8–9
Workbooks:
Cahier d’exercices A & B, page 35
ActiveTeach:
Starter 1 resource
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, VocabularyAccès Studio Unit 3 (pp. 8–9) can be used with this unit to review days of the week.
Starter 1
Aim
To review infinitives; To review grammatical terms
Write up the following, omitting the underline (which denotes correct answers). Ask pupils working in pairs to write down all the infinitives and to put up their hand when they finish. Note the first three or four pairs to complete the task.
aller sont avoir sur retrouver tchatter
allons soir jour finir commencer être
jouer sœur par traîner au ils gourde
Check answers. Award a prize to the first pair to finish with all the answers correct. Ask pupils to identify what kind of words the remaining words are.
(Answers: sont – verb (they), sur – preposition, allons – verb (we), soir – noun, jour – noun, sœur – noun, par – preposition, au – preposition + definite article, ils – pronoun, gourde – noun)
1 Écoute et lis. Associe les dialogues et les bonnes images. (1–6) (Listening L3)
Listening. Pupils listen to six conversations, reading the text at the same time. They match each conversation to the correct picture, writing the appropriate letter.

Audioscript Track 53
1– Tu veux aller au centre-ville dimanche après-midi?– Non merci, je n’ai pas envie.
2– Tu veux aller au cinéma vendredi soir?– Non merci, c’est ennuyeux.
3– Tu veux aller au MacDo dimanche matin?– D’accord, si tu veux.
4– Tu veux aller à la patinoire samedi soir?– Ben non, c’est vraiment nul.
5– Tu veux aller au parc samedi après-midi?– Oui, je veux bien.
6– Tu veux aller aux magasins samedi matin?– Ah oui, super.
Answers
1 b 2 f 3 c 4 e 5 a 6 d
Pupils read the text in exercise 1 again and note whether the invitation is accepted or refused each time. Remind them that listening for intonation will help them to work out whether the response is positive or negative.
Studio Grammaire: vouloir + infinitive
Use the Studio Grammaire box to cover vouloir (singular) + infinitive. There is more information and further practice on Pupil Book p. 85.
2 Écoute et chante. (Listening L4)
Listening. Pupils listen to the song and sing along. franchement is glossed for support.
Audioscript Track 54
–Veux-tu sortir aujourd’hui?
–Oui, peut-être cet après-midi.
–Veux-tu aller au parc avec ma sœur?
–Mouais, c’est ennuyeux, mais si tu veux.
–Je ne suis pas d’accord, c’est super!
Je m’appelle Aline, je suis sa sœur!
–Veux-tu aller plus tard au centre-ville?
–Oui, je veux bien. Génial!
–Veux-tu aller à la patinoire demain soir?
–Ben, non merci, j’ai beaucoup de devoirs.
–Veux-tu aller à la piscine avec moi mardi?
–Euh, non merci, je n’ai pas envie.
–Jeudi après-midi, veux-tu aller au ciné?
–Aller au ciné? Oui! Bonne idée!
–Veux-tu aller au café Pénélope?
C’est génial. C’est super top.
–Aller au café? Je n’aime pas ça.
Franchement, je préfère rester chez moi.
Starter 2
C
Aim
To review the days of the week
Write up the following, using a different symbol for each vowel. Give pupils three minutes to break the code, working out what (, lð, ( and ' mean, and writing out the words in full. If they need help to get started, tell them to think about which set of words would come in a group of seven.
l'nd(vlðndrlðd(
m(rd(s(mlðd(
mlðrcrlðd(d(m(nchlð
jlð'd(
(Answers: ( = a, lð = e, (= i, ' = u)
Read together through the pronunciation box on eux and fillers to help pupils sound French.
3 Écoute et répète. (Listening L1)
Listening. Pupils listen and repeat the pronunciation examples. The pronunciation box explains how to make the sounds needed, and when to use these fillers.
Audioscript Track 55
Tu veux … ennuyeux …
Euh, ben, mouais
4 Mets les images dans l’ordre de la chanson. (Reading L4)
Reading. Pupils re-read the text of the song in exercise 2, then put the pictures of places in the order they are mentioned.
Answers
f, e, c, a, b, d
5 Relis la chanson. Trouve ces phrases en français. (Reading L4)
Reading. Pupils re-read the song in exercise 2 and find in the text the French versions of the English phrases listed.
Answers
1 aujourd’hui 2 cet après-midi
3 jeudi après-midi 4 peut-être
5 je ne suis pas d’accord
6 j’ai beaucoup de devoirs
7 je préfère 8 je n’aime pas ça
6 À trois. Fais un dialogue. (Speaking L4)
Speaking. In threes: two of the pupils make up a conversation, one suggests an outing and the other responds to the invitation; the third pupil comments on their pronunciation, intonation and the language used. All pupils should have a turn at each of the three roles. Key language is supplied.
7 Écris une chanson ou un poème.(Writing L4)
Writing. Pupils write a five-verse song or poem about an invitation to go on an outing and the response to the invitation. Details of what to include are supplied.
Plenary
Ask pupils to summarise how vouloir is used to say what you want to do. Go round the class. Pupils take it in turn to give an invitation (e.g. Tu veux aller à la piscine lundi soir?) and to respond (e.g. Bonne idée!).
Workbook A, page 35
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Answers
11 f 2 b 3 c 4 a 5 e 6 d
2(Other suitable answers may also be accepted.)
1Marine: Tu veux aller à la piscine samedi?Tom: Non, je n’ai pas envie.
2Marine: Tu veux aller au cinéma samedi après-midi?Tom: Non merci.
3Marine: Tu veux aller à la patinoire samedi soir?Tom: Non, c’est ennuyeux!
4Marine: Alors, tu veux surfer sur Internet?Tom: Oui, je veux bien.
Workbook B, page 35
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Answers
11Veux-tu sortir aujourd’hui?
2Tu veux aller à la piscine samedi matin?
3Tu veux aller au cinéma samedi soir?
4Tu veux aller à la patinoire dimanche matin?
5Tu veux aller au centre commercial dimanche après-midi?
6Alors, on reste à la maison et on surfe sur Internet dimanche soir?
2Go out – Today – PerhapsGo to the swimming pool – Saturday morning – I don’t want toGo to the cinema – Saturday evening – It’s boringGo to the ice rink – Sunday morning – I don’t like thatGo to the shopping centre – Sunday afternoon – It’s really rubbishSurf the net – Sunday evening – Good idea!
3Théo: Tu veux aller au centre de loisirs aujourd’hui?Jade: Non merci, je n’aime pas ça.Théo: Tu veux aller au château samedi matin?Jade: Non merci, je n’ai pas envie.Théo: Tu veux aller au stade samedi soir?Jade: Non merci, c’est ennuyeux.Théo: Tu veux aller au café dimanche après-midi?Jade: Non, c’est vraiment nul.Théo: Tu veux regarder la télé?Jade: Oui, bonne idée!
Starter 1 resource
Which of the words below are infinitives?

aller sont avoir sur retrouver tchatter

allons soir jour finir commencer être

jouer soeur par traîner au ils gourde

Learning objectives
Saying what you can do in town
Using on peut + infinitive
Programme of Study references
GV2 Grammatical structures (pouvoir + infinitive)
LC1 Listening and responding
LC4 Expressing ideas (writing)
FCSE links
Unit 7: Local area and environment (Facilities; Activities)
Grammar
pouvoir + infinitiveKey language
Qu’est-ce qu’on peut faire à … ?
je peux, tu peux, il/elle/on peut
aller au concert
faire du bowling
faire du roller ou du skate
faire du vélo
faire une promenade en barque
jouer au babyfoot et au flipper au café
manger au restaurant
visiter les jardins/les monuments/les musées
PLTS
S Self-managers
Cross-curricular
ICT: word processing/DTP, scanning/using a drawing packageResources
Audio files:
56_Module4_Unit5_Ex1.mp3
57_Module4_Unit5_Ex4.mp3
Workbooks:
Cahier d’exercices A & B,page 36
ActiveTeach:
Starter 1 resource
Starter 2 resource
p.078 Video 8
p.078 Video worksheet 8
p.078 Flashcards
p.078 Grammar
p.078 Grammar practice
p.079 Learning skills
p.079 Speaking skills
p.079 Class activity
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Vocabulary (Accès – Countries)Starter 1
Aim
To review verb structures
Write up the following, omitting the text in brackets. Give pupils three minutes to correct the grammatical error in each sentence.
1Je veux allez au concert. [aller]
2J’aime visite les musées. [visiter]
3Je manger au restaurant. [mange]
4Tu veux joue au babyfoot? [jouer]
5Je n’aime faire du bowling. [n’aime pas]
6Il veut fais du vélo. [faire]
Check answers. Ask pupils to tell you which verbs are often followed by an infinitive: verbs of opinion (aimer, adorer, détester) and the modal verb vouloir. Explain that in this unit they will learn another modal verb – pouvoir – which is also followed by an infinitive.
1 Écoute et écris les bonnes lettres.(1–4) (Listening L2)
Listening. Pupils listen to four conversations about what you can do in Châlons-en-Champagne and identify the pictures of the activities mentioned, writing the appropriate letters.

Audioscript Track 56
1– Qu’est-ce qu’on peut faire à Châlons-en- Champagne?– On peut jouer au babyfoot et au flipper au café. On peut aussi faire du bowling.
2– Qu’est-ce qu’on peut faire à Châlons-en- Champagne?– À Châlons-en-Champagne, on peut visiter les monuments. Si on veut, on peut faire du roller ou du skate.
3– Qu’est-ce qu’on peut faire à Châlons-en- Champagne?– On peut visiter les jardins, faire une promenade en barque et faire du vélo.
4– Qu’est-ce qu’on peut faire à Châlons-en- Champagne?– On peut visiter les musées, aller au concert et manger au restaurant.
Answers
1 f, j 2 b, h 3 c, g, i 4 a, e, d

Studio Grammaire: pouvoir + infinitive
Use the Studio Grammaire box to cover pouvoir + infinitive. There is more information and further practice on Pupil Book p. 85.
2 En tandem. Décris les villes. Quelle ville préfères-tu? (Speaking L4)
Speaking. In pairs: pupils make up dialogues about what there is to do in each of four French towns, using the picture prompts supplied. A framework is given for support.

Starter 2
Aim
To review vocabulary for activities in town; To practise using grammar to make connections
Write up the following, jumbling the order of the second column. Give pupils three minutes to match and write out the phrases.
1visiterles monuments
2faire unepromenade en barque
3jouer auflipper au café
4faire du rollerou du skate
5mangerau restaurant
6aller auconcert
7fairedu bowling
8visiter lesjardins
Check answers, asking pupils to translate each completed phrase into English.
Alternative Starter 2:
Use ActiveTeach p. 078 Flashcards to review and practise the language for activities in town.
3 Lis l’e-mail de Thibault. Corrige les phrases. (Reading L4)
Reading. Pupils read Thibault’s e-mail and then read the eight sentences about it. They rewrite the sentences, correcting the error in each one. Some vocabulary is glossed for support.
Answers
1Thibault habite à Toulouse.
2Il y a des magasins, des musées et des monuments.
3Il y a beaucoup de restaurants.
4Il n’y a pas de patinoire.
5Thibault adore le bowling.
6D’habitude, au café, il joue au babyfoot.
7Tous les weekends, il va au parc avec son frère.
8Thibault aime sa ville.
Pupils read aloud and translate Thibault’s text into English round the class, a sentence each.
4 Écoute. Comment est Villandraut? Note les informations en anglais.(Listening L4)
Listening. Pupils listen to someone describing Villandraut and note the details in English.

Audioscript Track 57
J’habite à Villandraut. C’est un petit village. À Villandraut, il y a un château. Il y a aussi un musée, il y a des restaurants et des cafés, mais il n’y a pas de patinoire, il n’y a pas de centre commercial et il n’y a pas de centre de loisirs.
On peut faire du canoë-kayak, mais c’est tout.
Moi, je vais au café. J’aime ça. C’est bien. D’habitude, je joue au flipper avec mes copains.
Quelquefois, je vais au château.
Tous les weekends, je vais au marché avec ma mère.
Je déteste ça.
Je n’aime pas habiter ici. À mon avis, c’est nul. C’est très ennuyeux.
Answers
Villandraut – small village
a castle, a museum, restaurants and cafés
no ice rink, shopping centre or leisure centre
You can go canoeing.
Speaker goes to café, plays pinball; sometimes goes to the castle
Goes to the market every weekend – hates it
Doesn’t like living there – thinks it’s boring
5 Prépare un exposé sur ta ville/ton village. (Speaking L4)
Speaking. Pupils prepare and give a presentation on their town or village. A framework is supplied for support. Read through the tip box and encourage pupils to use earlier units in the module as well as Thibault’s text in exercise 3 to identify how to work in connectives and opinions.
When pupils have given their presentation, ask the rest of the class to give constructive feedback. Details of how to do this are supplied.
6 Écris une description de ta ville virtuelle idéale. Cherche les mots inconnus dans un dictionnaire. (Writing L4)

Writing. Pupils write a description of their own ideal virtual town, using a dictionary to look up words they don’t know. Draw pupils’ attention to the tip box on avoiding language which is too complicated at this stage. The writing could be done using word processing or DTP to produce a brochure: pupils could add scanned in sketches or, if you have a drawing package, a layout/map done on screen.
S
Read together through the Stratégie on Pupil Book p. 87, covering mnemonics. Set pupils the task of choosing and learning five words using this approach, either in the classroom or at home.
Plenary
Ask pupils to give you examples of verbs usually followed by an infinitive, prompting as necessary to review aimer, adorer, détester, vouloir and pouvoir. Then ask what there is to do in the pupils’ own town/village and/or a larger city nearby: Qu’est-ce qu’on peut faire à … ? Encourage as many pupils as possible to answer using On peut + infinitive.
Alternative Plenary:
Use ActiveTeach p. 079 Class activity to review and practise general vocabulary from the module.
Workbook A, page 36
SHAPE \* MERGEFORMAT
Answers
11 manger au restaurant 2 faire du bowling
3 aller au concert 4 faire du vélo
5 faire du skate 6 jouer au babyfoot
21 Hugo 2 Jade 3 Hugo 4 Jade 5 Jade
6 Hugo 7 Jade 8 Hugo

Workbook B, page 36
SHAPE \* MERGEFORMAT
Answers
1A3, 5, 1, 6, 2, 4J’habite à Montpellier. C’estune grande ville. Il y a desmagasins, des musées et unepatinoire. On peut faire dubowling ou on peut allerau concert. J’adore habiter ici.
B5, 2, 4, 1, 6, 3J’habite à Nulvillage. C’est untrès petit village. Il y a uncafé et une église. On peutfaire du vélo et on peut fairedu skate. On peut aussi jouerau flipper au café. C’est un peu ennuyeux.
2(Example answer:)J’habite à Riberac. C’est une petite ville. Il y a un cinéma, des magasins et des musées mais il n’y a pas de château et il n’y a pas de patinoire. On peut faire du vélo ou on peut faire des promenades. J’adore habiter ici.

Worksheet 4.6 Summarising

Answers
B 1Bonjour, je m’appelle Jimmy. J’habite au Bénin. Le Bénin est un petit pays francophone dans l’Afrique de l’Ouest. C’est un pays plat avec des plaines, des lacs et des lagunes.
2Porto Novo, c’est la capitale officielle du Benin, mais Cotonou est une ville importante et moi, j’habite à Cotonou. À Cotonou, il y a une gare, un stade et un aéroport. Il y a un marché et le port. Il y a aussi le Hall des Arts et de la Culture. Mais il n’y a pas de patinoire!
3On peut visiter les musées ou observer les animaux sauvages dans les plaines. On peut aussi aller à la pêche, mais on ne peut pas nager dans l’océan, c’est trop dangereux. On ne peut pas nager dans les rivières non plus, car il y a des crocodiles!
4Tous les weekends, je joue au foot avec mes copains et je vais à la pêche avec mon père. C’est génial. Nous pêchons le thon et le barracuda! J’aime habiter ici. À mon avis, c’est super.
C & D (Answers will vary.)

Worksheet 4.7 Presentation skills

Answers
(Answers will vary.)
Video
Episode 8: Voici Châlons-en-Champagne
The StudioFR team are in their headquarters brainstorming ideas for a piece about their town, Châlons-en-Champagne. Video worksheet 8 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1AThings already experienced and which might be included are the school, the cinema, the square and the park.
Bmarket, shops, flats, town hall, museum, ice rink, bowling alley
Cil y a … (there is …), on peut … (youcan …)
2ABecause, as usual, she is trying to hog the limelight.
Bgo shopping, go on a boat trip, visit the gardens
CPositive: génial. Negative: c’est nul, ennuyeux, pas intéressant
D– Let’s get to work!– everyone– in my opinion
E[PLTS T/E] shops, flats, museum – boring, not very interesting
3Aintéressant (interesting), vieux (old), modern (modern)
Bvisit the gardens, go on a boat trip, go to a restaurant, do some sport
Csensationnelle!
DThey are unimpressed.
E[F3.1/3.2]
4(Answers will vary.)
Starter 1 resource
Find the grammatical error in each sentence and correct it.

1 Je veux allez au concert.

2 J’aime visite les musées.

3 Je manger au restaurant.

4 Tu veux joue au babyfoot?

5 Je n’aime faire du bowling.

6 Il veut fais du vélo.
Starter 2 resource
Match up the halves of the phrases.

1 visiterflipper au café

2 faire uneau restaurant

3 jouer auconcert

4 faire du rollerpromenade en barque

5 mangerdu bowling

6 aller aujardins

7 faireles monuments

8 visiter lesou du skateBilan
Pupils use this checklist to review language covered in the module, working on it in pairs in class or on their own at home. Encourage them to follow up any areas of weakness they identify. There are Target Setting Sheets included in the Assessment Pack, and an opportunity for pupils to record their own levels and targets on the J’avance page in the Workbook, p. 49. You can also use the Bilan checklist as an end-of-module plenary option.Révisions
These revision exercises can be used for assessment purposes or for pupils to practise before tackling the assessment tasks in the Resource & Assessment File.
Resources
Audio files:
75_Module5_Rev_Ex1.mp3
76_Module5_Rev_Ex2.mp3
Workbooks:
Cahier d’exercices A & B, pages 47 & 481 Écoute et écris la bonne lettre. (1–5)(Listening L3)
Listening. Pupils listen to five conversations, in which people order food and drinks in a café. They identify the picture for each order, writing the appropriate letter.
Audioscript Track 75
1– Monsieur? Que désirez-vous?– Je voudrais un coca et un croquemonsieur, s’il vous plaît.– Voilà, monsieur. Un coca et un croquemonsieur. Merci. C est combien, s il vous plaît? 10,10¬ , s il vous plaît.
2 Mademoiselle? Que désirez-vous? Je voudrais une limonade et un sandwich au jambon, s il vous plaît. Voilà, mademoiselle. Une limonade et un sandwich au jambon. Merci. C est combien, s il vous plaît? 5,00¬ , s il vous plaît.
3 Monsieur? Que désirez-vous? Je voudrais un jus d orange et une glace au chocolat, s il vous plaît. Voilà, monsieur. Un jus d orange et une glace au chocolat. Merci. C est combien, s il vous plaît? 6,35¬ , s il vous plaît.
4 Mademoiselle? Que désirez-vous? Je voudrais un café-crème et un sandwich au fromage, s il vous plaît. Voilà, mademoiselle. Un café-crème et un sandwich au fromage. Merci. C est combien, s il vous plaît? 4,50¬ , s il vous plaît.
5 Monsieur? Que désirez-vous? Je voudrais un thé au citron et une crêpe, s il vous plaît. Voilà, monsieur. Un thé au citron et une crêpe. Merci. C est combien, s il vous plaît? 7,20¬ , s il vous plaît.
Answers
1 d 2 e 3 b 4 a 5 c
2 Écoute à nouveau et note les prix.(1 5) (Listening L4)
Listening. Pupils listen to the recording from exercise 1 again and note the prices using figures.
Audioscript Track 76
As for exercise 1
Answers
1 10,10¬ 2 5,00¬ 3 6,35¬ 4 4,50¬ 5 7,20¬
3 Dis comment tu te prépares quand tu sors. Utilise les images ou tes propres idées. (Speaking L2 4)
Speaking. Pupils say how they get ready when they re going out, using either the picture prompts supplied or their own ideas.
4 Lis le texte et réponds aux questions en anglais. (Reading L5)
Reading. Pupils read Candice’s text and answer the questions on it in English.
Answers
1 Spain 2 go camping (in the countryside)
3 it’s boring
4 (Any two of:) swim (in the sea), sailing, karaoke
5 Australia 6 surfing and fishing
5 Écris un court paragraphe sur les vacances. (Writing L3–5)
Writing. Pupils write a short paragraph about their own holidays. Details of what to include are supplied. Draw pupils’ attention to the tip box on how to attain a higher level by including details of what they are going to do this year and where they would like to go in the future.
Workbook A, page 47
SHAPE \* MERGEFORMAT
Answers
11 soixante 2 soixante-quinze
3 quatre-vingt-dix 4 soixante-dix
5 quatre-vingts 6 cinquante
21Nous allons en Espagne.
2Nous faisons de la natation.
3Je me brosse les cheveux.
4Je me lave les dents.
5Je voudrais un chocolat chaud.
6Je voudrais une glace à la fraise.

Workbook A, page 48
SHAPE \* MERGEFORMAT
Answers
11 Buzz.21 2 Kiddo76 3 Buzz.21 4 Kiddo76
5 Kiddo76 6 Buzz.21
21Nous restons en France.
2Nous allons à la montagne.
3Je vais faire de la planche à voile.
4Nous faisons de la rando.
5Je vais nager dans la mer.
6J’adore les vacances!
31 rubbish 2 France 3 mountains
4 camping 5 walking 6 like 7 don’t like
Workbook B, page 47
SHAPE \* MERGEFORMAT
Answers
1

21Normalement, nous allons en Espagne.
2Normalement, nous faisons de la natation.
3Ce weekend, je vais jouer au basket.
4Ce weekend, je vais retrouver mes cousins.
5Un jour, je voudrais être chanteur professionnel/chanteuse professionnelle.
6Un jour, je voudrais aller au Canada.
Workbook B, page 48
SHAPE \* MERGEFORMAT
Answers
11 Yannis80 2 Buzz.21 3 Kiddo76
4 Yannis80 5 Kiddo76 6 Buzz.21
21Je voudrais faire les magasins.
2Quelquefois, nous visitons l’Espagne.
3Pour les vacances, cet été …
4Nous faisons de la rando tous les jours.
5Je voudrais rencontrer le président des États-Unis.
6C’est super, les vacances!
Learning objective
Facts about France
Researching a region of France
Programme of Study references
GV2 Grammatical structures (si clauses)
LC1 Listening and responding
FCSE links
Unit 7: Local area and environment (Locations)
Key language
Review of language from the module
un pays
la région
diverseau nord-ouest, au sud, à l’ouest la mer du Nord, la Manche, la Méditerranée, l’océan Atlantique la Belgique, le Luxembourg, l’Allemagne, la Suisse, l’Italie, l’Espagne
le Rhône, la Loire, la Seine, la Garonne
les Pyrénées, les Alpes
Les villes principales sont …
Il y a …
des plateaux/des plaines/des forêts/des lacs/des fleuves/des rivières/des montagnes/des plagesPLTS
E Effective participators
Cross-curricular
ICT: Internet research
Geography: France
Resources
Audio files:
59_Module4_EnPlus_Ex2.mp3
60_Module4_EnPlus_Ex3.mp3
61_Module4_EnPlus_Ex4.mp3
ActiveTeach:
p.083 Assignment 4
p.083 Assignment 4: prepStarter
Aim
To introduce key places in France
Bring in or prepare a map of France with the places listed below clearly shown on it.
In pairs: pupils quickly sketch an outline map of France (one for each pair), copying the one on p. 82 of the Pupil Book. Write up the following. Give pupils three minutes working in their pairs to mark the places/features on their map.
Paris, Marseille, Toulouse, Châlons-en-Champagne
the Alps, the Pyrenees, the Seine
Normandy, Brittany
at least one other place they know in France
1 Sylvain va parler de sa ville, Besançon. Prédis ce que tu vas entendre. Copie et remplis le tableau. (Writing L2)
Writing. Read together through the tip box on the listening skill of anticipating what you might hear. Pupils then copy the table and complete it by predicting the language that might come up in the recording about Sylvain’s town in each of the specified categories.
Answers
(Answers will vary.)
2 Écoute et vérifie le vocabulaire que tu as noté. (Listening L5)
Listening. Pupils listen to Sylvain talking about his town, Besançon, and check whether their predictions in exercise 1 were correct.
Audioscript Track 59
Bonjour, je m’appelle Sylvain. J’habite à Besançon, dans l’est de la France. J’aime habiter ici. C’est bien. C’est très joli. À Besançon, il y a un centre commercial et un cinéma. Il y a aussi un aquarium. J’adore l’aquarium, c’est intéressant. Il y a aussi beaucoup de jardins.
Ici, on peut jouer au basket ou au foot. On peut faire du bowling ou de la natation. On peut aussi jouer au mini-golf. Il y a un très beau musée, le musée du Temps.
On peut visiter la citadelle de Vauban. On peut faire une promenade en bateau si on veut, c’est super. J’aime ça. Samedi dernier, j’ai fait du canoë-kayak avec mon frère. C’était génial.

Answers

3 Écoute à nouveau et choisis la bonne réponse. (Listening L4)
Listening. Pupils listen to the recording from exercise 2 again and complete the six sentences about it, choosing from the two options given each time.
Audioscript Track 60
As for exercise 2
Answers
1Besançon est dans l’est de la France.
2À Besançon, il y a un centre commercial et un cinéma.
3Sylvain adore l’aquarium.
4À Besançon, on peut jouer au mini-golf.
5Le musée s’appelle le musée du Temps.
6Le weekend dernier, Sylvain a fait du canoë-kayak avec son frère.
4 Écoute et lis le texte. (Listening L4)
Listening. Pupils listen to the information about France, reading the text at the same time.
After playing the recording, draw pupils’ attention to the tip box on extending sentences using si clauses. Ask them to identify the si clauses used in the text. Encourage them to use this structure in their own writing. Some vocabulary is glossed for support.
Audioscript Track 61
Je découvre la France …
La mer du Nord et la Manche bordent la France au nord-ouest. La Méditerranée borde la France au sud, et à l’ouest il y a l’océan Atlantique.
Six pays importants touchent la France: la Belgique, le Luxembourg, l’Allemagne, la Suisse, l’Italie et l’Espagne.
Paris est la capitale de la France. Ici, on peut visiter des monuments. Il y a 80 musées et 200 galeries d’art.
Les régions de la France sont très diverses. Si tu aimes l’histoire, tu peux visiter les châteaux de la Loire. Si tu préfères le grand air, tu peux faire des randonnées dans les Pyrénées ou les Alpes. Et en hiver, on peut faire du ski. Génial!
Le Rhône, la Loire, la Seine et la Garonne sont des fleuves très importants. On peut faire une promenade en barque sur le Canal du Midi. Au bord de la mer, on peut faire du surf. Cool!
En France, il y a des plateaux et des plaines, des forêts, des lacs, des fleuves et des rivières. On t’attend chez nous!
5 Donne les informations suivantes mentionnées dans le texte. (Reading L4)
Reading. Pupils re-read the text in exercise 4 and identify the places and features specified.
Answers
(six countries bordering France:) Belgium, Luxembourg, Germany, Switzerland, Italy, Spain
(four rivers that flow into the sea:) the Rhône, the Loire, the Seine, the Garonne
(four seas/oceans:) the North Sea, the English Channel, the Mediterranean, the Atlantic Ocean
(two mountain ranges:) the Pyrenees, the Alps
(five geographical features:) plateaux, plains, forests, lakes, rivers
6 Choisis une région de France et fais des recherches. Prépare un exposé pour ta classe. (Speaking L3–4)
E
Speaking. Pupils research a region of France, then prepare and give a presentation on it. Headings for notes and a framework for speaking are supplied.

(Video) Changing the Correction Tape | Brother Electronic Typewriters

Plenary
Challenge the class to a quiz on France. As well as the information in this unit, you can use facts that pupils have read in the module openers in Modules 1–4. Pupils close their books. Use the headings in exercise 5 as prompts. If they can remember all the features of France specified there, they win. Otherwise you win.
Alternative Plenary:
Remind the class of your discussion on French stereotypes at the start of the year. Discuss what they have learned since then and their opinions of France and French people now.
Worksheet 4.8 Mon royaume à moi

Worksheet 4.9 Mon royaume à moi. Prépa

The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points. Grammar topics
aller
looking for patterns in language
modal verbsaller
1 Choose the correct verb, then translate the sentences into English.
Pupils write out the completed sentences, choosing the correct form of aller from the two options given each time. They then translate the sentences into English.
Answers
1Elle va à la piscine. – She goes/is going to the swimming pool.
2Six personnes vont au stade. – Six people go/are going to the stadium.
3Je vais souvent au cinéma. – I often go to the cinema.
4Tu vas à la patinoire. – You go/are going to the ice rink.
5Elles vont au centre commercial tous les jours. – They go to the shopping centre every day.
6Vous allez au centre de loisirs? – Do you go/Are you going to the leisure centre?
7Il va au café avec son frère. – He goes/is going to the café with his brother.
8On va au parc tous les weekends. – We go to the park every weekend.
9Nous allons au château. – We go/are going to the castle.
Looking for patterns in language
2 Correct the mistakes in the sentences.
Pupils rewrite the sentences, correcting the grammatical errors in them.
Answers
1J’aime les maths.
2Je vais au stade ce soir.
3Tu aimes les magazines?
4Mon frère joue au foot tous les soirs.
5J’adore le tennis.
3 au, à la, à l’ or aux? Complete the messages.
Pupils complete the gap-fill sentences with the appropriate form of à + definite article.
Answers
1Je vais au parc.
2On va au café.
3Tu vas au stade?
4Elle va à l’hôtel
5Il va à la patinoire.
6Nous allons à la piscine.
4 Complete the text.
Pupils complete the gap-fill text with the correct form of the definite article, the indefinite article or à + definite article, as appropriate.
Answers
1 les 2 au 3 un 4 des 5 au 6 le 7 au
8 au
Modal verbs
5 Find five sentences in this word snake. Write them out, then translate them into English.
Pupils write out the five sentences contained in the word snake, then translate them into English.
Answers
Je peux aller au parc. – I can go to the park.
Il veut sortir. – He wants to go out.
Tu veux aller au stade. – You want to go to the stadium.
On peut aller au café. – We/You can go to the café.
Elle veut aller au cinéma. – She wants to go to the cinema.
6 Choose the correct option to complete each sentence.
Pupils write out the completed sentences, choosing the correct verb form from the three options given each time.
Answers
1 visiter 2 manger 3 aller 4 faire 5 surfer
6 jouer 7 faire 8 jouer
7 Translate the sentences into French.
Pupils translate into French the eight sentences featuring the modal verb + infinitive structure.
Answers
1Il peut aller à la patinoire.
2Elle veut jouer au foot.
3Tu veux aller au centre commercial?
4On peut aller au parc.
5Je veux jouer à des jeux vidéo.
6Je ne veux pas sortir.
7Il ne veut pas jouer au tennis.
8Je peux aller au concert.
Self-access reading and writingA Reinforcement
1 Écris chaque endroit correctement et note la bonne lettre. (Reading L2)
Reading. Pupils unscramble the anagrams and write out the places. They match each place to the correct picture, writing the appropriate letter.
Answers
1une piscine – f
2une patinoire – i
3des magasins – b
4un centre commercial – e
5un château – c
6un centre de loisirs – h
7un stade – a
8un marché – d
9une église – j
10des musées – g
2 Lis les textes. Écris la bonne lettre.(Reading L3)
Reading. Pupils read the three speech bubbles and match each to the correct picture, writing the appropriate letter.
Answers
1 a 2 c 3 b
3 Décris la semaine de Romain. (Writing L3)
Writing. Using the information in the diary, pupils describe Romain’s week, writing a sentence for each day.
Answers
Lundi, il va au centre de loisirs avec Samir.
Mardi, il va à la piscine avec Régine.
Mercredi, il va à la patinoire avec Grégoire.
Jeudi, il va au cinéma avec Fatima.
Vendredi, il va au centre commercial avec Jamel.
B Extension
1 Prends un élément de chaque case et écris cinq phrases. Ensuite, traduis les phrases en anglais. (Writing L3)
Writing. Pupils write five sentences, each containing one element from each box. They then translate their sentences into English.
Answers
(Answers will vary.)
2 Lis et note: vrai (V) ou faux (F)?(Reading L4)
Reading. Pupils read Laura’s text. They then read the six sentences about it and decide whether each is true (writing V) or false (writing F).
Answers
1 F 2 F 3 V 4 V 5 F 6 F
3 Dans le texte, retrouve: (Reading L3)
Reading. Pupils re-read the text in exercise 2 and identify: three opinions, eleven places in town, two frequency expressions and three infinitives.
Answers
(opinions:) à mon avis, c’est génial; J’adore habiter à Nîmes; Je pense que c’est top.
(endroits:) des magasins, des musées, des monuments, un amphithéâtre, des restaurants, des cafés, des hôtels, un stade, un théâtre, un parc, une piscine
(expressions de fréquence:) tous les weekends, quelquefois
(infinitifs:) faire, aller, habiter
4 Écris une conversation sur ta ville. Voici des mots pour t’aider. (Writing L3–4)
Writing. Pupils write a conversation about their own town. A list of useful words is supplied for support.

Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Les vacances, mode d’emploi
(pp. 90–91)
Using nous to say ‘we’
Talking about your holidaysGV1 Tenses (present)
GV3 Opinions and discussions
GV4 Accuracy
LC1 Listening and responding
LC8 Writing creatively
Tous les ans, …
Normalement, …
nous allons …
nous restons …
en France, au Portugal, aux Etats-Unis, etc.
à la campagne
à la mer
à la montagne
Nous visitons des monuments.
Nous faisons de la rando.
etc.G nous forms
(regular –er verbs + aller, faire)

– writing skills: attaining a higher level by including a reason2 Je meprépare …
(pp. 92–93)
Talking about getting ready to go out
Using reflexive verbs (singular)GV2 Grammatical structures (reflexive verbs)
GV3 Developing vocabulary
GV4 Accuracy
Je me douche.
Je m’habille.
Je me regarde dans la glace.
etc.G reflexive verbs (singular)
– using ne … pas with reflexive verbs
– writing skills: using expressions of time and frequency to improve sentences3 Au Café de la Plage
(pp. 94–95)
Buying drinks and snacks
Using higher numbersLC1 Listening and responding
LC3 Conversation (dealing with the unexpected)
Numbers: quarante to quatre-vingt-quinze
Tu as combien d’argent?
J’ai (dix euros cinquante).
Je voudrais …
un café-crème
un sandwich au fromage
une crêpe
une glace à la vanille etc.– reading strategies: using what you know4 Je vais aller en colo!
(pp. 96–97)
Talking about holiday plans
Using the near future tenseGV1 Tenses (near future tense)
GV4 Accuracy
LC1 Listening and responding
LC3 ConversationQu’est-ce que tu vas faire pendant les vacances?
Je vais …
aller à la pêche
danser
faire de la voile
rester au lit
etc.G the near future tense5 Mes rêves
(pp. 98–99)
Saying what you would like to do Using je voudrais + infinitiveGV2 Grammatical structures (je voudrais + infinitive)
GV3 Developing vocabulary
GV4 Accuracy
LC5 Accurate pronunciation and intonationQuels sont tes rêves?
Je voudrais aller …
à Paris
en Australie
au Canada
Je voudrais …
être footballeur
professionnel
faire le tour du monde
etc.G je voudrais + infinitive
G ‘to’/’in’ a place or countryBilan et Révisions
(pp. 100–101)
Pupils’ checklist and practice exercisesEn plus: Tu vas aller où?
(pp. 102–103)
Talking about where people go on holiday
Finding out about holidays in FranceGV3 Developing vocabulary
GV3 Opinions and discussions
LC4 Expressing ideas (speaking)
Review of language from the module
le canoë-kayak,
la randonnée,
l’équitation, etc.– using a dictionary to find out gender
– speaking skills: personalising a response by including opinions and reactionsStudio Grammaire
(pp. 104–105)
Detailed grammar summary and practice exercisesG regular –er verbs in the present tense
G using nous in the present tense
G reflexive verbs
G je voudrais + infinitive
G the near future tenseÀ toi
(pp. 126–127)
Self-access reading and writing at two levels
Learning objectives
Using nous to say ‘we’
Talking about your holidays
Programme of Study references
GV1 Tenses (present)
GV3 Opinions and discussions
GV4 Accuracy
LC1 Listening and responding
LC8 Writing creatively
FCSE links
Unit 3: Holidays and travel (Holidays; Destination)
Grammar
nous forms (regular –er verbs + aller, faire)Key language
Tous les ans, …
Normalement, …
nous allons/restons …
en France/Espagne/Grèce/Italie
au Portugal
aux États-Unis
à la mer
à la montagne
à la campagne
Nous faisons du camping.
Nous faisons de la rando.
Nous faisons de la natation.
Nous faisons des activités sportives.
Nous allons au restaurant.
Nous visitons des monuments.
PLTS
I Independent enquirersCross-curricular
ICT: collate and present survey results
Resources
Audio files:
62_Module5_Unit1_Ex1.mp3
63_Module5_Unit1_Ex2.mp3
64_Module5_Unit1_Ex4.mp3
65_Module5_Unit1_Ex6.mp3
Accès Studio:pages 26–27
Workbooks:
Cahier d’exercices A & B,page 42
ActiveTeach:
p.090 Flashcards
p.091 Flashcards
p.091 Thinking skills
p.091 Writing skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, VocabularyAccès Studio Unit 12 (pp. 26–27) can be used with this unit to review countries.

Starter 1
Aim
To review subject pronouns
Say aloud a series of sentences in English using the subject pronouns ‘I’, ‘you’, ‘he’, ‘she’, ‘we’ and ‘they’ (e.g. ‘They went to the park.’). For each sentence, pupils say (or write) the corresponding subject pronoun in French. Prompt as necessary to review both tu and vous. Explain that, in addition to on, French has another word for ‘we’, which will be covered in this unit.
1 Écoute et écris la bonne lettre. (1–5)(Listening L2)
Listening. Pupils listen to five people talking about where they normally go on holiday. They identify the picture of each place mentioned, writing the appropriate letter. You might want to warn them that there are two answers for one of the people.

Audioscript Track 62
1Tous les ans, nous allons en Espagne. Nous allons à la mer. J’aime bien.
2Normalement, nous allons aux États-Unis. C’est super. Nous allons à la montagne. J’adore ça. C’est super.
3Tous les ans, nous allons en Italie, à la campagne. C’est cool.
4Tous les ans, nous restons en France, mais nous allons à la mer et c’est génial.
5Normalement, nous allons en Grèce ou au Portugal. Nous allons tous les jours à la mer. C’est top.
Answers
1 b 2 e 3 d 4 a 5 c, f
Pupils working in pairs take it in turn to prompt with one of the country names from exercise 1 and to respond with the correct word for ‘to’/’in’ (en, au or aux).

2 Écoute à nouveau. À la campagne, à la montagne ou à la mer? Écris la bonne lettre. (1–5) (Listening L2)
Listening. Pupils listen to the recording from exercise 1 again. They identify whether each speaker is talking about going to the countryside, the mountains or the seaside, writing the letter of the appropriate picture.
Audioscript Track 63
As for exercise 1
Answers
1 c 2 b 3 a 4 c 5 c

Studio Grammaire: nous forms (regular–er verbs + aller, faire)
Use the Studio Grammaire box to cover nous forms (regular –er verbs + aller, faire). There is more information and further practice on Pupil Book p. 104.
3 Fais un sondage dans la classe. Fais un graphique des résultats. (Speaking L2)
I
Speaking. Pupils carry out a survey on where people in the class normally go on holiday (country and location). A sample exchange is given. Pupils then make a graph of their results. This could be done on a computer.

Starter 2
Aim
To review present tense nous forms
Write up the following, jumbling the order of the words in each phrase. Give pupils three minutes to write them out as sentences, using capitals and inserting punctuation where needed.
1nous restons en France
2nous allons à la mer
3nous visitons des monuments
4nous faisons de la natation
Alternative Starter 2:
Use ActiveTeach p. 090 Flashcards to review and practise the language for holiday destinations.
4 Écoute et écris les bonnes lettres.(1–3) (Listening L2)
Listening. Pupils listen to three people talking about what they normally do on holiday. They identify the two activities mentioned by each person, writing the letters of the appropriate pictures.
Audioscript Track 64
1Normalement, nous faisons de la rando et des activités sportives.
2D’habitude, nous faisons du camping et nous faisons tous les jours de la natation.
3Normalement, nous visitons des monuments et quelquefois, nous allons au restaurant.
Answers
1 d, f 2 c, e 3 a, b
5 Lis les textes et réponds aux questions en anglais. (Reading L5)
Reading. Pupils read the two e-mails from Adélaïde and Damien and identify which of them is described in each of the questions in English. Some vocabulary is glossed for support.
Answers
1 Adélaïde 2 Damien 3 Adélaïde 4 Damien
5 Adélaïde 6 Damien
6 Écoute. Que fait William pendant les grandes vacances? Prends des notes en anglais. (Listening L5)
Listening. Pupils listen to William talking about what he and his family do during the summer holidays and note the main details in English.
Audioscript Track 65
L’année dernière, nous sommes allés en Espagne, mais normalement, nous allons au Portugal. Nous allons à la mer, à la plage. Nous faisons de la natation et des activités sportives. Quelquefois, nous allons au restaurant ou nous visitons des monuments. C’est génial.
Answers
last year, they went to Spain; usually go to Portugal, to the beach; swim and do sports activities; sometimes go to a restaurant or visit monuments
7 Que fait ta famille pendant les vacances? Prépare un exposé. (Speaking L5)
Speaking. Pupils prepare and give a presentation on what their family does on holiday. A list of details to include and a framework are supplied.
8 Écris ton exposé. (Writing L5)
Writing. Pupils adapt their presentation from exercise 7 and write it out. When they have finished, they should check and correct their text and produce a second draft. Draw pupils’ attention to the tip box on how they can attain a higher level by including a reason.

Plenary
Put the class into teams. Teams take it in turn (with a different team member speaking each time) to say a sentence about their holidays. Explain that accurate sentences will score points as follows: any sentence using nous in the present tense wins 1 point; a sentence using nous sommes allés wins 2 points; and a sentence using both forms of nous (e.g. L’année dernière, nous sommes allés en France, mais normalement, nous allons au Portugal.) wins 3 points. The team with most points wins.
Alternative Plenary:
Use ActiveTeach p. 091 Flashcards to review and practise the language for activities on holiday.
Workbook A, page 42
SHAPE \* MERGEFORMAT
Answers
11 au Portugal 2 en France 3 en Espagne
4 aux États-Unis 5 en Italie 6 en Grèce
21Nous allons à la mer.
Nous faisons du camping.
Nous visitons des monuments.
Nous faisons de la natation.
2Nous allons à la montagne.
Nous faisons de la rando.
Nous faisons des activités sportives.
Nous allons au restaurant.
Workbook B, page 42
SHAPE \* MERGEFORMAT
Answers
11aux États-Unis, en France, en Grèce, en Italie, au Portugal, en Espagne
2à la campagne, à la mer, à la montagne
3normalement, d’habitude, tous les ans
21Nous allons au restaurant.
2Nous faisons de la rando.
3Nous restons en France.
4Nous visitons des monuments.
5Nous faisons de la natation.
6Nous faisons des activités sportives.
7Nous faisons du camping.

Worksheet 5.1 Sound patterns

Answers
A1REGARDEregardesregarderregardent
regardons
2BLEUbleuebleusbleues
3FAISfaitfairefaisons
faites
4Àaavonsontas
5VERTvertsvertevertes
6COPIENTcopiezcopiescopie
copions
7JOUERjouejouetjoues
jouez
8NOIRSnoirenoiresnoir
9BLANCHEblancblanchesblancs
10TRAVAILLEZtravailletravailtravailles
travailler
Bverbs: regarde, fais, copient, jouer, travaillezadjectives: bleu, vert, noirs, blanche
Odd one out = à

Worksheet 5.2 Creating longer sentences

Answers
A(Answers will vary.)
B1 normalement, quelquefois
2 Quelquefois, nous visitons des monuments parce que mon père aime ça.
3 Quand il fait chaud, nous faisons de la natation.
C & D (Answers will vary.)

Learning objectives
Talking about getting ready to go out
Using reflexive verbs (singular)
Programme of Study references
GV2 Grammatical structures (reflexive verbs)
GV3 Developing vocabulary
GV4 Accuracy
FCSE links
Unit 4: Leisure (Going out)
Grammar
reflexive verbs (singular)Key language
Je me douche.
Je me fais une crête.
Je me parfume.
Je m’habille.
Je me brosse les cheveux.
Je me lave les dents.
Je me regarde dans la glace.
Je me prépare.
Je me maquille.
Je me rase.
PLTS
E Effective participators
Cross-curricular
ICT: word processingResources
Audio files:
66_Module5_Unit2_Ex1.mp3
67_Module5_Unit2_Ex3.mp3
Workbooks:
Cahier d’exercices A & B,page 43
ActiveTeach:
Starter 1 resource
p.092 Flashcards
p.092 Grammar
p.092 Grammar practice
p.092 Learning skills
p.093 Class activity
p.093 Grammar skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, Vocabulary
Starter 1
Aim
To review s’appeler (singular) to introduce reflexive verbs
Write up the following, leaving the second column of the table blank. Give pupils two minutes to read the text and complete the table with the correct French versions of the verbs.
Salut! Je m’appelle Luc. J’habite à Marseille avec ma famille. Ma mère s’appelle Mathilde. Elle a quarante ans. J’ai une sœur et deux frères. Ils s’appellent Thérèse, Marc et Kévin. J’ai aussi un chien. Il est très grand. Il s’appelle Obélix! Comment t’appelles-tu? Tu as des frères et des sœurs?

Check answers. Ask pupils what the difference is between the verb s’appeler and a verb like aimer. Prompt as necessary to cover the reflexive pronoun forms. Explain that this kind of verb is called a reflexive verb and that these will be covered in detail in this unit.

1 Écoute et écris la bonne lettre. (1–10)(Listening L2)
Listening. Pupils listen to people describing their morning routine and identify the picture for each activity mentioned, writing the appropriate letter.

Audioscript Track 66
1Je me douche.
2Je me maquille.
3Je me brosse les cheveux.
4Je me parfume.
5Je m’habille.
6Je me prépare.
7Je me rase.
8Je me fais une crête.
9Je me lave les dents.
10Je me regarde dans la glace.
Answers
1 a 2 i 3 e 4 c 5 d 6 h 7 j 8 b 9 f
10 g

Studio Grammaire: reflexive verbs(singular)
Use the Studio Grammaire box to cover reflexive verbs (singular). Draw pupils’ attention to the way the pronoun contracts before a vowel sound (e.g. il s’habille, elle s’appelle). There is more information and further practice on Pupil Book pp. 104–105.
2 En tandem. Réponds à ces questions par une phrase affirmative ou une phrase négative. (Speaking L3)
Speaking. In pairs: pupils take it in turn to ask and answer the six questions supplied, either negatively or positively. A sample response is given. Draw pupils’ attention to the tip box, which explains how to make reflexive verbs negative.
Pupils write out negative responses to the six questions to practise using ne … pas with reflexive verbs.
3 Écoute et chante. (Listening L3)
Listening. Pupils listen to the song and sing along.
Audioscript Track 67
Que fais-tu quand tu te prépares …Que fais-tu quand tu te prépares …Que fais-tu quand tu te prépares …Pour sortir le soir?
Je me douche et je me maquille.Je me douche et je me maquille.Je me douche et je me maquille.Ensuite, je m’habille.
Je me rase et je me lave les dents.Je me rase et je me lave les dents.Je me rase et je me lave les dents.Se préparer, c’est amusant!
Que fais-tu quand tu te prépares …Que fais-tu quand tu te prépares …Que fais-tu quand tu te prépares …Pour sortir le soir?
Starter 2
Aim
To review reflexive verbs
Write up je m’appelle as a model. Give pupils three minutes working in pairs to list the je form of as many different reflexive verbs as they can.
Check answers. Ask pupils to give you the tu, il and elle forms of some of the verbs.
Alternative Starter 2:
Use ActiveTeach p. 092 Flashcards to review and practise reflexive verbs.
4 Trouve ces phrases en français dans la chanson. (Reading L3)
Reading. Pupils re-read the song in exercise 3 and identify the French versions of the English sentences listed.
Answers
1Que fais-tu quand tu te prépares?
2Ensuite, je m’habille.
3Je me lave les dents.
4Se préparer, c’est amusant!
5Pour sortir le soir.
5 Lis et note: vrai (V) ou faux (F)?(Reading L4)
Reading. Pupils read the two texts, then read the eight sentences about them. They decide whether each sentence is true (writing V) or false (writing F). Some vocabulary is glossed for support.
Answers
1 V 2 V 3 V 4 F 5 F 6 V 7 F 8 F
6 Que fais-tu quand tu te prépares pour sortir? (Writing L4)

Writing. Pupils write a paragraph about how they get ready to go out. A framework is supplied. Draw pupils’ attention to the tip box on using expressions of time and frequency to improve their sentences. This work could be done on computers, with pupils checking each other’s texts and then producing a second draft.
Plenary
E
Construct sentences about going out, going round the class. Ask the class to stand. Pupils take it in turn to add a word each time, e.g.Pupil 1 D’abord, Pupil 2 je, Pupil 3 me, etc. If a sentence is complete, the next pupil starts a new one. If a pupil makes a mistake or can’t think of a word to add, he/she sits down and the game continues.
Alternative Plenary:
Use ActiveTeach p. 093 Class activity to review and practise reflexive verbs.
Workbook A, page 43
SHAPE \* MERGEFORMAT
Answers
1a 7 b 3 c 5 d 1 e 2 f 6 g 4
21Je me lave les dents.
2Je me douche.
3Je me maquille.
4Je me regarde dans la glace.
5Je me brosse les cheveux.
6Je me parfume.
Workbook B, page 43
SHAPE \* MERGEFORMAT
Answers
1a 8 b 3 c 5 d 1 e 7 f 2 g 6 h 4
21Je me douche et je me lave les dents.
2Je me brosse les cheveux.
3Je me maquille. Je mets du glitter!
4Je me parfume. C’est important, ça!
5Je m’habille et je mets mes lunettes de soleil.
6Voilà, je suis prête!
Worksheet 5.3 Using connectives, intensifiers and time expressions

Answers
A

B1 tous les ansj6 d’habituded
2 normalementg7 d’abordf
3 tous les joursh8 ensuitea
4 souventb9 aprèse
5 quelquefoisi10 puisc
C(Example answer:)Pendant les vacances, normalement, je vais à la mer. Tous les jours, je fais de la natation ou je fais du vélo. Je visite des monuments. C’est assez intéressant. Cette année, je vais aller à la montagne et je vais faire de la rando. Je vais faire aussi de l’escalade et je vais faire du camping. J’adore faire du camping parce que c’est cool.

Worksheet 5.4 Reflexive verbs

Answers
A1Je me parfume.
2Il se lave les dents.
3Tu te douches.
4Je m’habille.
5Elle se brosse les cheveux.
B1je me doucheI have a shower
2tu te laves les dentsyou brush your teeth
3il se préparehe gets himself ready
4elle se parfumeshe puts on perfume
5il se rasehe shaves
6tu te maquillesyou put on make-up
C1Je ne me parfume pas.
2Tu ne te prépares pas.
3Il ne se brosse pas les cheveux.
4Elle ne se lave pas les dents.
5Tu ne te maquilles pas.
6Je ne m’habille pas.
Starter 1 resource
Fill in the French words in the table, using the text below to help you.

EnglishFrenchI’m calledyou’re calledhe’s calledshe’s called
Salut! Je m’appelle Luc. J’habite à Marseille avec ma famille. Ma mère s’appelle Mathilde. Elle a quarante ans. J’ai une soeur et deux frères. Ils s’appellent Thérèse, Marc et Kévin. J’ai aussi un chien. Il est très grand. Il s’appelle Obélix! Comment t’appelles-tu? Tu as des frères et des soeurs?

Learning objectives
Buying drinks and snacks
Using higher numbers
Programme of Study references
LC1 Listening and responding
LC3 Conversation (dealing with the unexpected)
FCSE links
Unit 6: Food and drink (eating out)
Key language
quarante
quarante-cinq
cinquante
cinquante-cinq
soixante
soixante-cinq
soixante-dix
soixante-quinze
quatre-vingts
quatre-vingt-cinq
quatre-vingt-dix
quatre-vingt-quinzeTu as combien d’argent?
J’ai (dix euros cinquante).
J’ai faim et j’ai soif.
Vous désirez, monsieur/
mademoiselle?
Je voudrais …
un café
un café-crème
un thé (au lait/au citron)
un chocolat chaud
un coca
un jus d’orange
un Orangina
une limonade
un sandwich au fromage
un sandwich au jambon
un croquemonsieur
une crêpe
une glace (à la vanille/à la fraise/au chocolat)PLTS
C Creative thinkers
Cross-curricular
Maths: number sequences
Resources
Audio files:
68_Module5_Unit3_Ex2.mp3
69_Module5_Unit3_Ex4.mp3
70_Module5_Unit3_Ex7.mp3
Accès Studio:pages 6–7, 8–9 & 24–25
Workbooks:
Cahier d’exercices A & B,page 44
ActiveTeach:
p.094 Flashcards
p.094 Listening skills
p.095 Video 9
p.095 Video worksheet 9
p.095 Flashcards
p.095 Class activity
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
VocabularyAccès Studio Units 2 & 3 (pp. 6–9) can be used with this unit to review numbers to 31.
Accès Studio Unit 11 (pp. 24–25) can be used with this unit to review food vocabulary.
Starter 1
Aim
To review numbers 1–30
Write up the following. Give pupils three minutes to add two more numbers to continue each sequence (answers shown in brackets).
1trente, vingt-six, vingt-deux, … (dix-huit, quatorze – minus 4 each time)
2trois, six, neuf, … (douze, quinze – 3 times table)
3un, quatre, neuf, … (seize, vingt-cinq – square numbers)
4un, deux, quatre, sept, … (onze, seize – add 1 more each time, so add 1, then 2, then 3, etc.)

1 Associe les chiffres et les mots.(Reading L1)
C
Reading. Pupils match the numbers to the words. Draw their attention to the tip box on reading strategies and remind them, if necessary, to look for cognates and patterns.
Answers
(See the audioscript for exercise 2: pupils listen to check their own answers.)
2 Écoute et vérifie (Listening L1)
Listening. Pupils listen and check their answers to exercise 1.
Audioscript Track 68
40 quarante
45 quarante-cinq
50 cinquante
55 cinquante-cinq
60 soixante
65 soixante-cinq
70 soixante-dix
75 soixante-quinze
80 quatre-vingts
85 quatre-vingt-cinq
90 quatre-vingt-dix
85 quatre-vingt-quinze
3 À quatre. Joue au loto! (Speaking L1)
Speaking. In fours: pupils play bingo. The instructions are given in English.
4 Écoute. Ils ont combien d’argent?(1–5) (Listening L4)
Listening. Pupils listen to five conversations about money and note how much money each person has. Some vocabulary is glossed for support.

Audioscript Track 69
1– Tu as combien d’argent?– J’ai huit …, neuf …, dix euros cinquante.– Dix euros cinquante? OK. On va au café?– D’accord. Allons-y!
2– Tu as combien d’argent?– Euh, attends … sept euros et … cinquante … soixante. J’ai sept euros soixante. Pourquoi?– On va au café. D’accord?
3– Tu as soif?– Oui, j’ai soif. On va au café?– Tu as combien d’argent?– Pas beaucoup. J’ai cinq euros quarante-cinq.– Cinq euros quarante-cinq! C’est tout?
4– Oh, j’ai faim! Et toi, tu as faim?– Oui, j’ai faim. Tu as combien d’argent?– Je suis riche! J’ai neuf euros quatre-vingts!– Neuf euros quatre-vingts! D’accord. On va au café!
5– Oh, il fait chaud! Tu as faim?– J’ai faim et j’ai soif! On va au café?– Tu as combien d’argent?– Alors, j’ai … douze euros soixante-dix.– Ça va. Allons-y!
Answers
1 10,50¬ 2 7,60¬ 3 5,45¬ 4 9,80¬ 5 12,70¬
5 En tandem. Mets les phrases dans le bon ordre et fais un dialogue. (Speaking L3)
Speaking. In pairs: pupils put the sentences into the correct order to make a dialogue. They take it in turn to play each part. The opening is supplied for support.
Answers
(Tu as soif?
(Oui, j ai faim et j ai soif!
(On va au café?
(Tu as combien d argent?
(J ai 12,80¬ . Et toi, tu as combien?
(Pas beaucoup. J ai 3,70¬ .
(D accord. Allons-y!

Starter 2
Aim
To review prices
Write up the following, with the first one as a model. Give pupils three minutes to write out each price in words.
1 8,60¬ huit euros soixante
2 5,80¬ 3 3,40¬ 4 12,75¬ 5 30,55¬
6 20,95¬
Alternative Starter 2:
Use ActiveTeach p. 094 Flashcards to review and practise numbers.
6 Regarde le menu et les photos. Complète les prix sur le menu. (Reading L3)
Reading. Pupils use the prices from the photos to fill in the missing prices in the menu.
Answers
1 1,50¬ 2 2,50¬ 3 2,50¬ 4 3,00¬ 5 2,60¬
6 2,50¬ 7 4,50¬ 8 2,60¬
Pupils working in pairs take it in turn to prompt with one of the items of food/drink pictured and to give the price in French.
7 Écoute. Qu est-ce qu ils commandent au Café de la Plage? Note en anglais. (1 5) (Listening L4)
Listening. Pupils listen to five conversations in which people are ordering food/drink in a café and note in English the details of what each person orders.
Audioscript Track 70
1– Vous désirez, monsieur?– Je voudrais une limonade et un sandwich au jambon, s’il vous plaît.
2– Mademoiselle, vous désirez?– Euh … je voudrais un jus d’orange et une glace à la vanille, s’il vous plaît.
3– Et pour vous, monsieur?– Pour moi, un croquemonsieur et un café-crème, s’il vous plaît.
4– Mademoiselle, que désirez-vous?– J’ai faim, moi! Je voudrais une crêpe, s’il vous plaît.– Et comme boisson?– Heu … un chocolat chaud, s’il vous plaît.
5– Et pour vous, mademoiselle?– Moi, je voudrais un thé au lait et un sandwich au fromage, s’il vous plaît.
Answers
1lemonade and ham sandwich
2orange juice and vanilla ice-cream
3toasted cheese and ham sandwich and white coffee
4pancake and hot chocolate
5tea with milk and cheese sandwich
8 En groupe. Imagine que tu vas au Café de la Plage avec tes copains.(Speaking L4)
Speaking. In groups: pupils make up conversations at Café de la Plage. One pupil plays the waiter/waitress; the others play the part of customers ordering food and drinks. A framework is supplied. Each pupil should take a turn as the waiter/waitress.
9 Écris un menu pour le Café Fou! Ensuite, écris un dialogue. (Writing L4)
Writing. Pupils write a menu for Café Fou – the Mad Café – which specialises in strange food. An example is given. They then write a dialogue in which some customers order food at Café Fou.
Plenary
Tell pupils they are a waiter/waitress in a café and ask them to take your order. However they are not allowed to miss out or abbreviate any words!
Read out the following: Je voudrais un coca, un café-crème, un jus d’orange, un sandwich au fromage, une crêpe et une glace à la fraise.
Are there any words they misspelled? How could they remember the correct spelling next time?
Alternative Plenary:
Use ActiveTeach p. 095 Class activity to review and practise numbers and the language for food and drink.

Workbook A, page 44
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Answers
11 une glace 2 un chocolat chaud
3 un sandwich au fromage
4 un croquemonsieur 5 un jus d’orange
6 un thé 7 une crêpe 8 un café
21 un sandwich au fromage 2 une glace
3 un café 4 un croquemonsieur
5 une crêpe 6 un jus d’orange

Workbook B, page 44
SHAPE \* MERGEFORMAT

Answers
11 une glace 2 un thé
3 un sandwich au fromage
4 un croquemonsieur 5 un jus d’orange
6 une limonade 7 une crêpe
8 un chocolat chaud
2Bonjour monsieur, vous désirez?
Je voudrais un croquemonsieur, s il vous plaît.
Et comme boisson?
Un café-crème, s il vous plaît.
Et pour vous, mademoiselle?
Pour moi, une crêpe et un jus d orange, s il vous plaît.
312,85¬ (douze euros quatre-vingt-cinq)

Worksheet 5.5 Listening for number

Answers
1(Answers will vary.)
2A 40 B 12 C 55 D 80 E 70 F 95
3(Answers will vary.)
4F, B, C, H, A, G, E, D

Video
Episode 9: J’ai faim!
The StudioFR team are in a treetop adventure park. Samira is ready to film but Hugo is too hungry and Marielle is too thirsty to start so they go to the snack bar. Video worksheet 9 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1AFrench food.
BThey actually want to film the treetop adventure attraction in this leisure park.
C[PLTS T/E] Not at all, as they start eating and drinking instead.
2AThey are hungry and thirsty.
BHam sandwich, cheese sandwich, croquemonsieur (toasted cheese and ham sandwich), pancakes, waffles
CVanilla ice-cream, chocolate ice-cream, strawberry ice-cream
DOn the board there are: cola, Orangina, lemonade, coffee, tea, hot chocolate
3AShe tries to order a salad – presumably to maintain her appearance.
BHe seems shocked that it’s so much. (He has to take more money out of his pocket.)
CMarielle ordered a pancake but gets a ham sandwich.
DSamira starts out with a sweatshirt but ends up wearing a coat.
EHe starts to fall asleep, but she says it’s out of the question.
FAlex should prepare the camera, Hugo the questions and Marielle … herself!
5[F3.1/3.2]
Learning objectives
Talking about holiday plans
Using the near future tense
Programme of Study references
GV1 Tenses (near future tense)
GV4 Accuracy
LC1 Listening and responding
LC3 Conversation
FCSE links
Unit 3: Holidays and travel (Holidays; Activities)
Grammar
the near future tense
Key language
Qu’est-ce que tu vas faire pendant les vacances?Je vais …
aller à la pêche
danser
faire de l’accrobranche
faire du karaoké
faire de la voile
faire de la planche à voile
nager dans la mer
rester au lit
retrouver mes copains/copines
Normalement, …
Cette année, …
PLTS
R Reflective learnersResources
Audio files:
71_Module5_Unit4_Ex1.mp3
72_Module5_Unit4_Ex5.mp3
Workbooks:
Cahier d’exercices A & B,page 45
ActiveTeach:
Starter 1 resource
p.096 Flashcards
p.096 Grammar
p.096 Grammar practice
p.096 Speaking skills
p.097 Video 10
p.097 Video worksheet 10
p.097 Thinking skills
p.099 Grammar skills, exercise B
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, VocabularyStarter 1
Aim
To review infinitive forms
Write up the following (omitting the answers given in brackets). Give pupils three minutes to write the infinitive form of each of the verbs listed.
1 nages (nager)5 restent (rester)
2 fais (faire)6 ai (avoir)
3 retrouve (retrouver)7 aime (aimer)
4 dansons (danser)8 vont (aller)
Check answers. Ask pupils for examples of sentences using these infinitives, prompting as necessary to cover structures such as j’aime/je peux/je veux + infinitive. Remind pupils that the infinitive is the verb form used in a dictionary. Explain that this unit covers another use of the infinitive: with the verb aller, to talk about the future.
1 Écoute. Qu’est-ce qu’ils vont faire pendant les vacances? Écris la bonne lettre. (1–6) (Listening L3)
Listening. Pupils listen to six conversations and identify the picture of the activity that each person is going to do in the holidays, writing the appropriate letter.
Audioscript Track 71
1– Bonjour. Qu’est-ce que tu vas faire pendant les vacances?– Pendant les vacances? Je vais aller à la pêche avec mon frère. C’est top!
2– Et toi? Qu’est-ce que tu vas faire pendant les vacances?– Moi? Je vais faire de la voile avec ma famille.
3– Pardon. Qu’est-ce que tu vas faire pendant les vacances?– Je vais nager dans la mer! J’adore nager!
4– Et toi, qu’est-ce que tu vas faire?– Pendant les vacances, je vais faire de la planche à voile.– De la planche à voile?– Oui. C’est ma première fois!– Alors, bonne chance!
5– Salut! Qu’est-ce que tu vas faire pendant les vacances?– Moi, je vais danser! Je vais danser avec mes copines!
6– Excuse-moi. Qu’est-ce que tu vas faire pendant les vacances?– Je vais rester au lit!– Tu vas rester au lit?– Oui. Je suis très fatiguée!
Answers
1 c 2 b 3 a 4 e 5 f 6 d
Studio Grammaire: the near future tense
Use the Studio Grammaire box to introduce the near future tense. There is more information and further practice on Pupil Book p. 105.
2 Lis le texte et réponds aux questions.(Reading L3)
Reading. Pupils read the three texts, then identify who is being described in each of the six questions in English.

Answers
1 Hugo 2 Éloïse 3 Medhi 4 Éloïse 5 Medhi
6 Éloïse
3 En tandem. Fais un dialogue. Utilise les images A, B ou C. (Speaking L3)
Speaking. In pairs: pupils take it in turn to ask what they are going to do on holiday and answer using the picture prompts A, B or C. A sample conversation is given.
Starter 2
Aim
To review the near future tense
Give pupils three minutes working in pairs to complete ActiveTeach p. 099 Grammar skills, Worksheet 5.8 Using two tenses together, exercise B. Ask the class for answers. (Seep. 161 of this Teacher’s Guide for the answers.)
4 Lis le texte. Regarde les images: Nathan fait ça normalement ou il va faire ça en colo? (Reading L5)
Reading. Pupils read Nathan’s text and look at the pictures of activities below. They identify which activities he normally does and which he is going to do at holiday camp, writing the appropriate letters. Some vocabulary is glossed for support.
Answers
Normalement: e, g, d
En colo: a, c, h, f, b
Pupils work in pairs with their books closed. Between them they try to recall the three activities Nathan normally does (using Normalement + the present tense) and the five activities he’s going to do this year (using Cette année + the near future tense).

5 Écoute. C’est au présent ou au futur? Écris P ou F. (1–10) (Listening L5)
Listening. Pupils listen to ten sentences about activities and note whether each one uses the present tense (writing P) or the near future tense (writing F).

Audioscript Track 72
1Je fais du camping.
2Je vais faire du VTT.
3Je vais rester au lit.
4Je vais aller à la pêche.
5Je retrouve mes copains en ville.
6Je vais jouer au tennis.
7Je vais nager dans la mer.
8Je joue au basket.
9Je vais danser avec mes copains.
10Je regarde la télé.
Answers
1 P 2 F 3 F 4 F 5 P 6 F 7 F 8 P 9 F
10 P
6 Écris des phrases. (Writing L5)
Writing. Using the picture prompts supplied, pupils write sentences saying what they normally do and what they are going to do this year. They should use the connective mais to join the two parts of each sentence, as shown in the example. When they have finished, pupils swap with a partner and underline any errors in each other’s work. Pupils then correct their own work.
Answers
1Normalement, je vais en Espagne, mais cette année, je vais aller en France.
2Normalement, je fais du skate, mais cette année, je vais faire du VTT.
3Normalement, je joue au foot(ball), mais cette année, je vais jouer au volley(ball).
4Normalement, je mange au restaurant, mais cette année, je vais danser.
5Normalement, je nage dans la mer, mais cette année, je vais faire de la planche à voile.
6(Pupils’ own answers)

R
Explain to pupils that being able to use two tenses together will help them to attain a higher level. Ask pupils to make up and memorise five sentences at home, saying what they normally do and what they are going to do at some point in the future. Encourage them to use examples from the unit, but to personalise these so that they can talk about themselves.
Plenary
Ask the class to summarise how the near future tense is formed and when it is used.
Then put the class into teams and get them to close their books. Give each team a piece of paper and a pen. Tell them they have three minutes to come up with as many different answers as they can to the question Qu’est-ce que tu vas faire ce weekend? All answers must feature the near future tense and a different activity. When they have finished they swap and correct another team’s answers: two points for a completely correct sentence, one point if there’s a minor error. The team with the most points wins.
Alternative Plenary:
Use ActiveTeach p. 096 Grammar practice to review and practise the near future tense.
Workbook A, page 45
SHAPE \* MERGEFORMAT

Answers
11 aller à la pêche 2 rester au lit
3 faire de la planche à voile
4 faire du karaoké 5 nager dans la mer
6 danser 7 faire de la voile
2(Symbols for:)
Samuel: fishing, swimming (in sea), karaoke
Chloé: staying in bed, meeting friends, playing basketball

Workbook B, page 45
SHAPE \* MERGEFORMAT
Answers
11 vais 2 États-Unis 3 famille 4 aller
5 nager 6 faire 7 vacances 8 rester
9 heures 10 retrouver 11 vais 12 nager
21 Samuel 2 Chloé 3 Samuel 4 Samuel
5 Chloé 6 Chloé 7 Chloé 8 Samuel
3(Example answer:)
Pendant les vacances, je vais aller en Espagne avec ma famille. Je vais rester au lit jusqu’à midi. L’après-midi, je vais nager dans la mer et je vais jouer au volley. Le soir, je vais faire du karaoké. J’adore ça!

Worksheet 5.6 Spontaneous speech

Answers
A1 P 2 P 3 N 4 N 5 N 6 P 7 N
8 P 9 N 10 P
B & C(Answers will vary.)

Worksheet 5.7 Logic puzzle

Answers
Marc va aller à Bordeaux du 1 au 31 août où il va visiter des vignobles.
Lucie va aller à la Martinique du 20 au 31 juillet où elle va faire du cyclisme.
Caroline va aller au Québec du 1 au 15 juillet où elle va aller aux restaurants.
Ahmed va aller à Paris du 1 au 15 août où il va visiter des musées.

Video
Episode 10: Fans d’accrobranche
For their next video StudioFR is at Cap Aventures, a treetop adventure park, where they are trying out ‘accrobranche’ for their viewers. Video worksheet 10 can be used in conjunction with this episode.
Answers to video worksheet (ActiveTeach)
1AThey indicate the level of difficulty.
BNo. They use the word ‘tester’ (to test).
C[PLTS T/E) Hugo, who goes for the red level.
2AShe’s talking about what she normally does in the holidays.
BHe uses the word ‘challenge’.
CShe’s worried it might be too high.
DHe’s doing the filming.
3AThey are talking about what they are going to do in the future.
BBecause Marielle was saying ‘Samira and Hugo are going to climb the ladder …’, but she should have been saying ‘we are going to climb the ladder …’.
CHe has a go after all, despite saying he was going to do the filming.
DNow she says green is too easy. Next time she will do red.
E– It’s too easy
– We enjoy it!/We love it!
– See you soon!
FSuperman!
Starter 1 resource
Write the infinitive form of each of the verbs below.

1 nages
2 fais
3 retrouve
4 dansons
5 restent
6 ai
7 aime
8 vont

Learning objectives
Saying what you would like to do
Using je voudrais + infinitive
Programme of Study references
GV2 Grammatical structures (je voudrais + infinitive)
GV3 Developing vocabulary
GV4 Accuracy
LC5 Accurate pronunciation and intonation
FCSE links
Unit 2: Education and future plans (Plans for after school; Future plans)
Grammar
je voudrais + infinitive
to’/’in’ a place or countryKey language
Quels sont tes rêves?
Je voudrais aller …
à Paris
en Australie
au Canada
aux États-Unis
Je voudrais …
être footballeur professionnel
être danseuse professionnelle
habiter dans une grande maison
avoir une voiture très cool
faire le tour du monde
rencontrer mon acteur/actricepréféré(e)
PLTS
S Self-managers
Resources
Audio files:
73_Module5_Unit5_Ex1.mp3
74_Module5_Unit5_Ex4.mp3
Workbooks:
Cahier d’exercices A & B,page 46
ActiveTeach:
p.098 Flashcards
p.099 Grammar skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Grammar, VocabularyStarter 1
Aim
To review the near future tense
Read out sentences from Unit 4, using a mixture of present tense and near future tense examples. Sometimes include Normalement/Cette année or Ce weekend as markers. Pupils sit down for sentences in the present and stand up for those in the near future.
Ask pupils to summarise how the near future tense is formed, giving their own examples. Explain that this unit covers another way of talking about the future: in it pupils will learn how to say what they would like to do in the future.
1 Écoute. C’est Olivia ou Samuel? Écris les bonnes lettres. (Listening L4)
Listening. Pupils listen to two people talking about their dreams and identify what each person would like to do, writing the letters of the appropriate pictures.
Audioscript Track 73
–Bonjour. J’ai avec moi Olivia …
–Bonjour!
–… et Samuel.
–Salut!
–Ma question, c’est: Quels sont tes rêves? Samuel?
–J’adore le foot. Je voudrais être footballeur professionnel.
–Ah, bon? Footballeur professionnel!
Et toi, Olivia?
–Moi, j’aime danser. Je voudrais être danseuse professionnelle!
–Danseuse professionnelle! Fantastique!
Alors, Samuel, tu voudrais avoir beaucoup d’argent?
–Ah, oui! Je voudrais habiter dans une grande maison.
–Et toi, Olivia?
–Je voudrais avoir une voiture très cool – une Porsche, par exemple.
–Est-ce que tu voudrais voyager aussi?
–Oui. Je voudrais aller en Australie et aux États-Unis.
–Et toi, Samuel, tu voudrais voyager aussi?
–Oui, mais moi, je voudrais faire le tour du monde!
–Et finalement, Olivia, tu as un autre rêve, je crois!
–Ah, oui … je voudrais rencontrer mon acteur préféré …
–C’est qui, ton acteur préféré?
–C’est Robert Pattinson.
–Ah, oui. Il est beau, n’est-ce pas? Bon, merci, Olivia et Samuel, et au revoir.
Answers
Olivia: d, f, a, b, h
Samuel: c, e, g

Studio Grammaire: je voudrais +infinitive
Use the Studio Grammaire box to cover je voudrais + infinitive. There is more information and further practice on Pupil Book p. 105.
2 Écris dix phrases qui commencent par Je voudrais. (Writing L3)
Writing. Pupils write ten sentences using Je voudrais and their own choice of the verbs and phrases supplied.
Answers
(Any ten of:)
Je voudrais …
avoir une Xbox 360/un vélo BMX.
aller à Paris/à Disneyland/en France/au Canada.
être chanteur/chanteuse professionnel(le).
faire du snowboard/de la planche à voile.
habiter à Paris/en France/au Canada.
rencontrer mon actrice préférée/mon sportif/ma
sportive préféré(e)/mon groupe préféré.
Write up sentences from exercise 1 (e.g. Je voudrais avoir une voiture très cool.), jumbling the order of the words. With books closed, pupils say the sentences in the correct order.
3 En tandem. Interviewe ton/ta camarade. (Speaking L4)
Speaking. In pairs: pupils take it in turn to ask about their dreams and to respond using je voudrais. A sample exchange is given.
Starter 2
Aim
To review je voudrais + infinitive
Put pupils into pairs. Tell them to imagine what their partner’s dreams for the future are. Give them three minutes working individually to write three dreams for their partner using je voudrais. Check that everyone remembers that je voudrais is followed by the infinitive before they start.
Hear some answers. Ask partners to comment on the accuracy of the French and of the dreams chosen.
Alternative Starter 2:
Use ActiveTeach p. 098 Flashcards to review and practise je voudrais + infinitive.

4 Écoute et regarde les images. Qui parle? (1–4) (Listening L4)
Listening. Pupils listen to four conversations, in which people talk about their dreams, and use the pictures to identify the speaker each time.
Audioscript Track 74
1Je suis canadien, mais un jour, je voudrais aller en France. Je voudrais aller à Paris. Je voudrais visiter la tour Eiffel. Ensuite, je voudrais faire les magasins!
2Moi, je voudrais aller en Angleterre parce que j’adore l’anglais! Je voudrais aller à Londres, la capitale. Je voudrais visiter Big Ben. Et le soir, je voudrais manger des fish and chips – du poisson avec des frites. Miam-miam!
3Mon rêve, c’est d’aller aux États-Unis. Je voudrais aller à New York. Je voudrais visiter la Statue de la Liberté, je voudrais manger un hamburger-frites et je voudrais rencontrer le Président, Barack Obama!
4Un jour, je voudrais habiter en Australie parce que j’adore le soleil! Je voudrais faire un barbecue sur la plage. Et je voudrais faire du surf et aller à la pêche.
Answers
1 Baptiste 2 Emma 3 Morgane 4 Abdel

Studio Grammaire: ‘to’/’in’ a place or country
Use the Studio Grammaire box to cover the different ways of saying ‘to’ or ‘in’ a place/country.
5 Écris des textes pour les personnes de l’exercice 4. (Writing L4)
Writing. Using the picture prompts in exercise 4 and the gap-fill versions supplied, pupils write a short text for each of the people in exercise 4. The missing words are supplied in random order.
Answers
Moi, je voudrais aller en Angleterre. Je voudrais aller à Londres. Je voudrais visiter Big Ben. Le soir, je voudrais manger des fish and chips.
Je voudrais aller en France. Je voudrais aller à Paris. Je voudrais visiter la tour Eiffel. Ensuite, je voudrais faire les magasins.
Un jour, je voudrais aller en Australie. Je voudrais faire un barbecue sur la plage. Je voudrais faire du surf et aller à la pêche.
Je voudrais aller aux États-Unis. Je voudrais aller à New York. Je voudrais manger un hamburger-frites. Je voudrais rencontrer le Président, Barack Obama.
6 Fais un mini exposé au sujet de tes rêves. (Speaking L4)
Speaking. Pupils prepare and give a short presentation about their own dreams for the future. A list of the details to include and a sample opening are supplied. Ask the rest of the class to give constructive feedback on content and pronunciation.
7 Écris un court paragraphe sur «Mes rêves». (Writing L4)
Writing. Pupils write a short paragraph about their own dreams for the future, adapting their presentation from exercise 6.
S
Read together through the Stratégie on Pupil Book p. 107, covering letter and sound patterns. Set pupils the challenge of choosing and learning five pairs of words using this approach, either in the classroom or at home.
Plenary
Ask pupils to summarise how to talk about what they would like to do in the future using je voudrais + infinitive. Then ask them to give examples of the structure from their presentations in exercise 6. Reward the most imaginative ideas.
Workbook A, page 46
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Answers
11 f, b 2 e, d 3 c, a
21Je voudrais être danseuse.
2Je voudrais aller aux États-Unis.
3Je voudrais avoir une voiture très cool.
4Je voudrais aller au Canada.
5Je voudrais faire le tour du monde.
6Je voudrais être footballeur.
Workbook B, page 46
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Answers
11Je voudrais être chanteuse professionnelle./J’adore chanter.
2Je voudrais aussi faire de la planche à voile.
3Je voudrais jouer au basket aux États-Unis.
4Je voudrais habiter dans une très grande maison.
5Je voudrais avoir une voiture très cool, comme une Porsche.
6Je voudrais représenter la France aux Jeux paralympiques.
7Je voudrais faire du surf.
8Moi, je voudrais être joueur de basket professionnel./Je voudrais jouer au basket aux États-Unis.
21Je voudrais avoir une voiture très cool.
2Je voudrais être danseuse.
3Je voudrais aller au Canada.
4Je voudrais faire le tour du monde.
5Je voudrais être footballeur.
6Je voudrais rencontrer mon acteur préféré.
Worksheet 5.8 Using two tenses together

Answers
A1Je vais aller en Grèce et je vais visiter des monuments. F
2Je fais de la natation et je fais des activités sportives. P
3Tu vas rester en France? F
4Je nage dans la mer et quelquefois, nous visitons des monuments. P
5Normalement, je vais en vacances avec ma famille. P
6On va manger une pizza. F
B1Cette année, nous allons visiter des monuments.
2Cette année, je vais aller au restaurant.
3Cette année, il va faire du camping.
4Cette année, on va faire de la rando.
5Cette année, ils vont faire de la natation.
C1Je ne vais pas rester au lit.
2Il ne va pas nager dans la mer.
3Ils ne vont pas jouer au foot.
4Vous n’allez pas danser.
5Tu ne vas pas faire du karaoké.
6Elle ne va pas faire de la planche à voile.

Bilan
Pupils use this checklist to review language covered in the module, working on it in pairs in class or on their own at home. Encourage them to follow up any areas of weakness they identify. There are Target Setting Sheets included in the Assessment Pack, and an opportunity for pupils to record their own levels and targets on the J’avance page in the Workbook, p. 49. You can also use the Bilan checklist as an end-of-module plenary option.Révisions
These revision exercises can be used for assessment purposes or for pupils to practise before tackling the assessment tasks in the Resource & Assessment File.
Resources
Audio files:
75_Module5_Rev_Ex1.mp3
76_Module5_Rev_Ex2.mp3
Workbooks:
Cahier d’exercices A & B, pages 47 & 481 Écoute et écris la bonne lettre. (1–5)(Listening L3)
Listening. Pupils listen to five conversations, in which people order food and drinks in a café. They identify the picture for each order, writing the appropriate letter.
Audioscript Track 75
1– Monsieur? Que désirez-vous?– Je voudrais un coca et un croquemonsieur, s’il vous plaît.– Voilà, monsieur. Un coca et un croquemonsieur.– Merci. C’est combien, s’il vous plaît?– 10,10¬ , s il vous plaît.
2 Mademoiselle? Que désirez-vous? Je voudrais une limonade et un sandwich au jambon, s il vous plaît. Voilà, mademoiselle. Une limonade et un sandwich au jambon. Merci. C est combien, s il vous plaît? 5,00¬ , s il vous plaît.
3 Monsieur? Que désirez-vous? Je voudrais un jus d orange et une glace au chocolat, s il vous plaît. Voilà, monsieur. Un jus d orange et une glace au chocolat. Merci. C est combien, s il vous plaît? 6,35¬ , s il vous plaît.
4 Mademoiselle? Que désirez-vous? Je voudrais un café-crème et un sandwich au fromage, s il vous plaît. Voilà, mademoiselle. Un café-crème et un sandwich au fromage. Merci. C est combien, s il vous plaît? 4,50¬ , s il vous plaît.
5 Monsieur? Que désirez-vous? Je voudrais un thé au citron et une crêpe, s il vous plaît. Voilà, monsieur. Un thé au citron et une crêpe. Merci. C est combien, s il vous plaît? 7,20¬ , s il vous plaît.
Answers
1 d 2 e 3 b 4 a 5 c
2 Écoute à nouveau et note les prix.(1 5) (Listening L4)
Listening. Pupils listen to the recording from exercise 1 again and note the prices using figures.
Audioscript Track 76
As for exercise 1
Answers
1 10,10¬ 2 5,00¬ 3 6,35¬ 4 4,50¬ 5 7,20¬
3 Dis comment tu te prépares quand tu sors. Utilise les images ou tes propres idées. (Speaking L2–4)
Speaking. Pupils say how they get ready when they’re going out, using either the picture prompts supplied or their own ideas.
4 Lis le texte et réponds aux questions en anglais. (Reading L5)
Reading. Pupils read Candice’s text and answer the questions on it in English.
Answers
1 Spain 2 go camping (in the countryside)
3 it’s boring
4 (Any two of:) swim (in the sea), sailing, karaoke
5 Australia 6 surfing and fishing
5 Écris un court paragraphe sur les vacances. (Writing L3–5)
Writing. Pupils write a short paragraph about their own holidays. Details of what to include are supplied. Draw pupils’ attention to the tip box on how to attain a higher level by including details of what they are going to do this year and where they would like to go in the future.
Workbook A, page 47
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Answers
11 soixante 2 soixante-quinze
3 quatre-vingt-dix 4 soixante-dix
5 quatre-vingts 6 cinquante
21Nous allons en Espagne.
2Nous faisons de la natation.
3Je me brosse les cheveux.
4Je me lave les dents.
5Je voudrais un chocolat chaud.
6Je voudrais une glace à la fraise.

Workbook A, page 48
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Answers
11 Buzz.21 2 Kiddo76 3 Buzz.21 4 Kiddo76
5 Kiddo76 6 Buzz.21
21Nous restons en France.
2Nous allons à la montagne.
3Je vais faire de la planche à voile.
4Nous faisons de la rando.
5Je vais nager dans la mer.
6J’adore les vacances!
31 rubbish 2 France 3 mountains
4 camping 5 walking 6 like 7 don’t like
Workbook B, page 47
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Answers
1

21Normalement, nous allons en Espagne.
2Normalement, nous faisons de la natation.
3Ce weekend, je vais jouer au basket.
4Ce weekend, je vais retrouver mes cousins.
5Un jour, je voudrais être chanteur professionnel/chanteuse professionnelle.
6Un jour, je voudrais aller au Canada.
Workbook B, page 48
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Answers
11 Yannis80 2 Buzz.21 3 Kiddo76
4 Yannis80 5 Kiddo76 6 Buzz.21
21Je voudrais faire les magasins.
2Quelquefois, nous visitons l’Espagne.
3Pour les vacances, cet été …
4Nous faisons de la rando tous les jours.
5Je voudrais rencontrer le président des États-Unis.
6C’est super, les vacances!
Learning objectives
Talking about where people go on holiday
Finding out about holidays in France
Programme of Study references
GV3 Developing vocabulary
GV3 Opinions and discussions
LC4 Expressing ideas (speaking)
FCSE links
Unit 3: Holidays and travel (Types of holiday)Key language
Review of language from the module
le canoë-kayak, le surf, le ski nautique, le VTT, le tir à l’arc,
le quad
la voile, la planche à voile,
la plongée sous-marine,
la spéléologie, la randonnée
l’accrobranche, l’escalade, l’équitationPLTS
T Team workers
Cross-curricular
ICT: Internet research
Resources
Audio files:
77_Module5_EnPlus_Ex1.mp3
78_Module5_EnPlus_Ex3.mp3
ActiveTeach:
p.103 Assignment 5
p.103 Assignment 5: prepStarter
Aim
To use reading strategies
Give pupils three minutes working in pairs to translate into English the activities listed on the holiday camp website in exercise 1 (voile, planche à voile, etc.).
Check answers, asking pupils to explain how they worked them out (cognates, context or educated guesswork).
(Answers: A sailing, wind-surfing, kayaking, surfing, water-skiing, scuba diving, B horse-riding, mountain biking, treetop adventure, hiking, archery, quad biking, C climbing, hiking, kayaking, mountain biking, caving)
1 Écoute et regarde le texte. Où vont-ils – colo A, B ou C? (1–3) (Listening L5)
Listening. Pupils listen to three conversations in which people talk about the holiday camp they are going to this year. For each person, they identify the holiday camp – A, B or C – using the information supplied on the website.
Audioscript Track 77
1– Bonjour, Flavie. Qu’est-ce que tu vas faire pendant les vacances?– Cette année, je vais partir en colo.– En colo? C’est top, ça! Qu’est-ce que tu vas faire en colo?– Alors, je vais faire du VTT, de l’équitation, du tir à l’arc …– Du tir à l’arc? Super! Tu as de la chance!– Je vais faire du quad aussi.
– Du quad! Moi aussi, je voudrais faire du quad.– Oui, c’est génial, hein? Et je vais faire de l’accrobranche.– De l’accrobranche? Cool! Alors, amuse-toi bien!– Merci.
2– Alors, Quentin. Qu’est-ce que tu vas faire pendant les vacances?– Je vais partir en colo avec mon frère.– Cool! Qu’est-ce que vous allez faire, comme activités?– On va faire du canoë-kayak, de la voile, de la planche à voile …– C’est super, ça. Tu vas aussi faire de la plongée sous-marine?– Oui, moi, je vais faire de la plongée sous-marine, mais mon frère n’aime pas ça. Il va faire du ski nautique.– Je voudrais bien faire du ski nautique, moi. Tu as de la chance! Alors, bonnes vacances!– Merci, au revoir.
3– Salut, Aurélie. Qu’est-ce que tu vas faire pendant les vacances?– Je vais partir en colo à la montagne.– C’est fantastique. Tu vas faire de la randonnée?– Oui, je vais faire de la randonnée. Je vais aussi faire du canoë-kayak, du VTT …– C’est top, ça! J’adore faire du VTT. Tu vas faire de l’escalade?– Oui, je vais faire de l’escalade. Et je vais aussi faire de la spéléologie.– De la spéléologie! Beurk! Je ne voudrais pas faire ça. Alors, amuse-toi bien!– Merci. Et bonnes vacances!
Answers
1 Flavie: B 2 Quentin: A 3 Aurélie: C
2 C’est quelle activité? (Writing L4)
Writing. Pupils label the seven pictures with the correct activity. Draw their attention to the tip box on using a dictionary to find out the gender of a word.
Answers
1 le canoë-kayak 2 la plongée sous-marine
3 le ski nautique 4 l’accrobranche
5 le tir à l’arc 6 le quad 7 la spéléologie
3 Écoute à nouveau. On mentionne combien d’activités? Fais une liste.(1–3) (Listening L5)
Listening. Pupils listen to the recording from exercise 1 again and note all the activities listed.
Audioscript Track 78
As for exercise 1
Answers
(13 activities are mentioned:)
1VTT, équitation, tir à l’arc, quad, accrobranche
2canoë-kayak, voile, planche à voile, plongée sous-marine, ski nautique
3randonnée, (canoë-kayak), (VTT), escalade, spéléologie
4 En tandem. Choisis la colo A, B ou C et fais un dialogue. (Speaking L5)
Speaking. In pairs: pupils choose holiday camp A, B or C from exercise 1 and have a dialogue about it. A framework is supplied. Draw pupils’ attention to the tip box on including opinions and reactions.
5 Regarde la carte et lis les textes. Ils vont aller où? (Reading L5)
Reading. Pupils look at the map and photos, and read the texts. They identify where the people are going to go, writing a sentence for each person.

Answers
Albane: Je vais aller à Tours.
Frank: Je vais aller à Paris.
Leïla: Je vais aller à Marseille.
Clément: Je vais aller à Rouen.
Zoë: Je vais aller à Chamonix.
Damien: Je vais aller à Disneyland Paris.
6 Qu’est-ce que c’est en anglais? Explique comment tu as trouvé le sens.(Reading L5)
Reading. Pupils work out the meanings of the six French expressions taken from the texts in exercise 5. They explain which reading strategies they used to work out each one.
Answers
1 a monument 2 seafood 3 cider
4 to meet my idol 5 to go skiing on grass
6 fondue
7 Imagine que tu vas aller en vacances en France. Fais des recherches sur Internet. Choisis une ville. Qu’est-ce que tu vas faire? (Writing L3–5)
T
Writing. Pupils imagine that they are going to go on holiday in France and research a destination of their choice on the Internet. They then write a paragraph about what they are going to do there. A sample opening is given. Ask pupils in groups of three or four to read each other’s work and decide individually which of the holidays sounds most appealing.
Pupils could use this task as an opportunity to exchange information with French pupils, if you have a partner school in France. In return for information about France, they could supply information in English about holiday areas of the UK. Pupils could also exchange details of what they typically do on holiday and what their future plans are.
Plenary
To review the near future tense, ask pupils round the class to talk about the place they researched in exercise 7, saying some of the things they are going to do there.
Alternative Plenary:
Give pupils three minutes to look through Module 6 and select a text that they are looking forward to reading. Ask them to say why in English.
Alternatively, you could bring in a range of short simple texts from French magazines, books or Internet sites on one of the topics already covered in the course and ask pupils to choose from these.
Worksheet 5.9 Chanson pour l’Europe!

Worksheet 5.10 Chanson pour l’Europe! Prépa

Answers
A (Answers will vary.)
B

C (Answers will vary.)
The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points. Grammar topics
regular –er verbs in the present tense
using nous in the present tense
reflexive verbs
je voudrais + infinitive
the near future tenseRegular –er verbs in the present tense
1 Find all the parts of jouer (to play) and match them with the English.
Pupils identify all the parts of jouer in the word snake and match them with the English versions listed.
Answers
ils jouent tu joues il joue nous jouons
on joue je joue vous jouez elles jouent
elle joue
1 je joue 2 tu joues 3 il joue 4 elle joue
5 nous jouons, on joue 6 vous jouez
7 ils jouent 8 elles jouent
2 Complete each sentence by selecting the correct form of the verb.
Pupils write the completed sentences, choosing the correct verb form from the two options given each time.
Answers
1Il mange un sandwich.
2J’écoute de la musique.
3Vous désirez?
4Tu restes au lit.
5Elles dansent.
6Elle aime les vacances.
7Nous jouons au volley.
8On adore le reggae.
Using nous in the present tense
3 Replace the verbs in brackets with the correct form.
Pupils complete the gap-fill text, replacing each infinitive with the nous form of the verb.
Answers
1 allons 2 allons 3 aimons 4 allons
5 visitons 6 faisons
Reflexive verbs
4 Translate into French (se réveiller – to wake up).
Pupils translate the verb forms into French using se réveiller.
Answers
1 il se réveille 2 tu te réveilles
3 elle se réveille 4 je me réveille
5 on se réveille
5 Describe these morning routines.
Pupils use the picture prompts to write descriptions of Rémy and Mia’s morning routines.
Answers
Rémy se réveille. Il se douche. Il s’habille. Il se lave les dents. Il se rase.
Mia se réveille. Elle se lave les dents. Elle se maquille. Elle se parfume. Elle s’habille.
Je voudrais + infinitive
6 Translate the sentences into French.
Pupils translate the sentences into French using je voudrais + infinitive.
Answers
1Je voudrais visiter la France.
2Je voudrais aller aux États-Unis.
3Je voudrais jouer au tennis.
4Je voudrais nager dans la mer.
5Je voudrais faire le tour du monde.
6Je voudrais rencontrer Johnny Depp.
The near future tense
7 Copy and complete the text using the correct forms of the near future tense.
Pupils copy and complete the gap-fill text, using the picture prompts and the near future tense.
Answers
1 vais nager 2 vais faire de la planche à voile
3 allons danser 4 allons faire du karaoké
5 vont faire de la rando(nnée)
6 vont aller à la pêche 7 va faire du rafting
8 vas faire
8 Translate the text in exercise 7 into English.
Pupils translate the completed text from exercise 7 into English.
Answers
It’s the holidays soon and I can’t wait. I’m going to swim in the sea and I’m going to go windsurfing. In the evening we’re going to dance and we’re going to do karaoke. My friends/mates are going to go to the mountains. They’re going to go hiking and they’re going to go fishing. My sister is going to go to holiday camp. She’s going to do white water rafting. What are you going to do?

Self-access reading and writingA Reinforcement
1 Décode les mots en gras et copie les phrases. (Reading L2)
Reading. Pupils use the code supplied to decode the words in bold and copy out the sentences.
Answers
1Nous allons en Espagne.
2Nous allons en France.
3Nous allons à la montagne.
4Nous faisons du camping.
5Nous faisons de la natation.
6 Nous allons au restaurant.
2 Associe chaque phrase de l’exercice 1 à la bonne image. (Reading L2)
Reading. Pupils match the sentences in exercise 1 to the correct pictures.
Answers
1 d 2 c 3 a 4 e 5 b 6 f
3 Regarde les images. C’est Ronan le clown ou Zahra la gymnaste? (Reading L2)
Reading. Pupils look at the pictures and read the texts. They decide whether the items pictured belong to Ronan the clown or Zahra the gymnast.
Answers
a Zahra b Ronan c Ronan d Zahra
e Ronan f Zahra
4 Tu as combien d’argent? Écris des phrases. (Writing L2–3)
Writing. Pupils add up each group of notes and coins and write a sentence in French saying how much money they have.
Answers
1J’ai dix euros cinquante.
2J’ai deux euros soixante.
3J’ai vingt euros soixante-dix.
4J’ai cinq euros quarante.
5J’ai dix euros quatre-vingts.
B Extension
1 Cherche l’intrus à chaque ligne et explique pourquoi en anglais. (Reading L4)
Reading. Pupils find the odd one out in each line and explain why in English. The tip box points out that they are looking for grammatical differences here.
Answers
(The following are suggested answers. Other answers which have a valid explanation may also be possible.)
1b – because the noun is masculine
2a – because the others are reflexive verbs
3c – because me is shortened to m’
4b – because the noun is feminine
5a – because the others are in the near future tense
6c – because the others use je voudrais
2 Lis le texte et réponds aux questions pour Colette. (Reading L5)
Reading. Pupils read the text and answer the questions for Colette. The tip box gives support in using the appropriate tense.
Answers
1Non, nous ne partons pas en vacances./Non, nous restons en France.
2Non, je déteste ça parce que c’est ennuyeux.
3Je fais du vélo, je vais à la piscine et j’écoute de la musique.
4Je vais aller en Grèce.
5Je vais aller à la plage, je vais nager dans la mer, je vais faire du jet-ski, je vais manger au restaurant et je vais danser. (Answers using ‘on va’ can also be accepted.)
6Je voudrais être danseuse professionnelle.
3 Écris tes réponses aux questions de l’exercice 2. Écris un paragraphe.(Writing L5)
Writing. Pupils write a paragraph giving their own answers to the questions in exercise 2.

Unit & Learning objectivesProgramme of Study referencesKey languageGrammar and other language features1 Animaux
(pp. 110–111)
Talking about animalsGV1 Tenses (perfect)
GV3 Developing vocabularyJ’ai choisi (le zèbre).
J’ai étudié son habitat.
J’ai recherché son alimentation.
etc.G the perfect tense

– giving feedback on a presentation2 Poésie
(pp. 112–113)
Writing a poemGV1 Tenses (perfect)
GV3 Developing vocabulary
GV4 Accuracy
LC8 Writing creatively
Review of language from throughout the course
Il est né …
Il a travaillé …
Il a écrit …
Il est allé …
etc.G the perfect tense

– giving feedback on pronunciation
– writing skills: adapting a model text; using language and structures you know3 Peintures
(pp. 114–115)
Describing a paintingGV1 Tenses (perfect)
GV3 Developing vocabulary
LC3 Conversation
Review of language for expressing opinions
J’ai choisi …
J’ai bien regardé.
J’ai identifié (douze) couleurs différentes.
etc.
au centre, sur la gauche/droite, devant, derrièreG the perfect tenseStudio Grammaire
(pp. 116–117)
Detailed grammar summary and practice exercisesG the perfect tense

– using the perfect tense in other contexts
– attaining Level 5: using the present tense and one other tense
– attaining Level 6: using the present tense and two other tenses
Learning objectives
Talking about animals
Programme of Study references
GV1 Tenses (perfect)
GV3 Developing vocabulary
Grammar
the perfect tense
Key language
J’ai choisi (le zèbre).
On peut trouver (des tigres) en …
J’ai étudié son habitat.
(Le loup) habite …
J’ai examiné son caractère.
J’ai observé son aspect physique.
Il/Elle est …Il/Elle aime/n’aime pas …
J’ai recherché son alimentation.
En général, il/elle mange …
J’ai trouvé son ennemi.
Ses prédateurs sont …
PLTS
E Effective participators
Cross-curricular
Science: animals and their habitats
English: vocabulary groups (animal sounds)Resources
Audio file:
79_Module6_Unit1_Ex6.mp3
Accès Studio:pages 18–19
Workbooks:
Cahier d’exercices A & B, pages52–53
ActiveTeach:
p.110 Reading skills
p.111 Thinking skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading B
Vocabulary (Accès – Animals)Accès Studio Unit 8 (pp. 18–19) can be used with this unit to review or introduce vocabulary to talk about animals.
Starter 1
Aim
To review verb structures; To use grammatical knowledge to work out connections
Write up the following, jumbling the order of the second column. Give pupils three minutes to match the sentence halves.
1Je veux aller auacinéma.
2Il adore traînerbavec ses copains.
3Oncpeut manger aurestaurant.
4Amélie n’aimedpas jouer au football.
5Je vaisefaire du karaoké.
Check answers, asking pupils to explain how they worked them out. Pupils then translate the sentences into English.
1 Lis les textes. Copie et remplis la carte d’identité pour chaque animal.(Reading L3)
Reading. Pupils read the two texts, then copy and complete the identity card for each animal. Some vocabulary is glossed for support.

Answers
Animal: tigre
Habitat: la forêt
Caractère: solitaire, nocturne; n’aime pas partager son habitat
Aspect physique: orange avec des rayures noires et un peu de blanc sur la poitrine
Alimentation: carnivore – mange les herbivores
Ennemi: l’homme

Animal: loup
Habitat: la montagne, dans la forêt
Caractère: intelligent, pas solitaire – habite dans un groupe/une meute
Aspect physique: fauve avec un peu de gris et un peu de noir, les yeux jaunes
Alimentation: carnivore
Ennemi: l’homme
2 Associe les animaux et leurs cris. Traduis les phrases en anglais. (Reading L2)
Reading. Pupils complete the sentences by matching the animals with the sounds they make, then translate the sentences into English. You may want to draw their attention to the strategies listed in exercise 3 for support.
Answers
1Le tigre rugit.A tiger roars.
2Le loup hurle.A wolf howls.
3L’éléphant barrit.An elephant trumpets.
4Le serpent siffle.A snake hisses.
5Le zèbre hennit.A zebra neighs.
6L’hippopotame grogne.A hippopotamus grunts.
7La girafe meugle.A giraffe moos.
8La hyène ricane.A hyena laughs.
9Le singe crie. A monkey shouts (chatters/gibbers in English).
3 À trois. Discute et décide.
Speaking. In threes: pupils compare their answers to exercises 1 and 2 and decide who is right. They then discuss how they tackled exercises 1 and 2, referring to the list of strategies supplied.

Starter 2
Aim
To review language for talking about animals
Write up the headings from the identity card in exercise 1 on p. 110 of the Pupil Book. Give pupils three minutes working in pairs to remember as many of the facts as they can for either the tiger or the wolf. Pupils can answer in French or English, depending on the level of the class.
4 Lis l’exposé de Yanis et complète les phrases en anglais. (Reading L5)
Reading. Pupils read Yanis’s presentation on zebras and complete the sentences summarising it in English.
Answers
1You can find zebras in Africa.
2They live on the plains and in the mountains.
3Zebras are sociable – they live together in a group.
4Zebras don’t like predators.
5Zebras eat grass and plants.
6Their predators are hyenas, lions and crocodiles.
5 Trouve les verbes dans le texte.(Reading L5)
Reading. Pupils re-read the text in exercise 4 and find the French versions of the six English verbs listed.
Answers
1 j’ai choisi 2 j’ai étudié 3 j’ai examiné
4 j’ai observé 5 j’ai recherché 6 j’ai trouvé

Explain how to form the perfect tense of regular –er verbs which take avoir (singular forms). Pupils write out the je and il forms of the perfect tense of the following verbs: manger, jouer, regarder, surfer, télécharger, envoyer. Explain that the perfect tense is covered in detail in Studio 2.
6 Écoute. C’est quel animal? (Listening L5)
Listening. Pupils listen to a presentation and identify the animal being described.
Audioscript Track 79
J’ai choisi (…). J’ai étudié son habitat.
On peut trouver cet animal dans l’hémisphère sud, dans l’Antarctique. C’est un oiseau. Il habite au bord de la mer.
J’ai examiné son caractère. Il est drôle. Il aime rester en groupe: une colonie.
J’ai observé son aspect physique. Il est grand. Il est noir et blanc. Il a un bec et des ailes. Il nage, mais il ne vole pas.
J’ai recherché son alimentation. En général, il mange des poissons. Ses prédateurs sont l’orque et le phoque.
Answer
le pingouin (penguin)
7 Choisis un animal. Fais des recherches. Prépare un exposé sur ton animal. (Speaking L1–5)
E
Speaking. Pupils research an animal of their choice, then prepare and give a presentation on it. Key language is supplied.
When pupils are ready to do their presentations, they should work in groups of four. They take it in turn to present to the rest of the group, then vote on which of the four presentations they liked best, giving reasons for their preference.
Plenary
Make up a presentation on an imaginary animal as a class, using the presentation topics outlined in exercise 7 (animal name, country, habitat, character, likes/dislikes, physical appearance, food, enemy). Encourage the class to be imaginative. Note the details on the board, then get pupils to use the details to say a sentence each about the animal.
Workbook A, pages 52–53
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Answers
11 la grenouille 2 l’escargot 3 la vache
4 l’aigle 5 l’abeille 6 le chien
2(Accept any one fact for each animal:)
1Cow: can’t see colours, sees well to the sides and slightly behind, doesn’t see very well close up
2Dog: can’t see colours very well, can’t see red, sees quite well to the sides, sees movement very well
3Eagle: sees red, blue and green very well. When flying, it sees prey easily, does not fly at night
4Bee: doesn’t see things that are near it very well, can’t see red, but sees colours that humans can’t see
5Frog: doesn’t see shapes very well but sees movement very well, can see colours very well
6Snail: can hardly see anything, can detect movement and light which are near to it
3a 3 b 2, 4 c 2, 5 d 6 e 4 f 1 g 1 h 6
41 doesn’t see; to the sides
2 colours; red; movement 3 shapes; very well
5(Example answers:)
1Le chat ne voit pas très bien.
2Le chat peut détecter les mouvements.
3Le pigeon voit très bien.
4Le pigeon voit bien les couleurs.
5Le hibou voit en noir et blanc.
Workbook B, pages 52–53
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Answers
2a 5 (la grenouille) b 6 (l’escargot)
c 1 (la vache) d 3 (l’aigle) e 4 (l’abeille)
f 2 (le chien)
3a 2, 4 b 5 c 3 d 1 e 3 f 6 g 4 h 2
i 1 j 6
41 does not see 2 to the sides 3 behind it
4 does not see 5 colours 6 does not see
7 sees quite well 8 movement 9 shapes
10 movement 11 sees 12 very well
Worksheet 6.1 Looking up French words in a dictionary

Answers
A & B(Answers will vary.)
C1 alone 2 others 3 to communicate 4 whistles 5 to escape 6 runs 7 disappears
DAnimal: Marmot
Habitat: mountains
Appearance: small; grey, brown or red fur
Behaviour: lives with other marmots; whistles to communicate, runs away from predators
Diet: grass and insects
Enemy: wolf, lynx, eagle
Worksheet 6.2 Les animaux

Answers
A1 d 2 b 3 a 4 c
B

C1Pollutes the seas, pollutes the forests, hunts animals.
2Ice melting and fires.
323%
4Giant pandas, polar bears, koalas, (Sumatran) tigers.

Learning objectives
Writing a poem

Programme of Study references
GV1 Tenses (perfect)
GV3 Developing vocabulary
GV4 Accuracy
LC8 Writing creatively

Grammar
the perfect tenseKey language
Review of language from throughout the course
Il est né …
Il a travaillé …
Il a écrit …
Il est allé …
Il est décédé …
PLTS
C Creative thinkers
Cross-curricular
English: discussing and writing poetryResources
Audio files:
80_Module6_Unit2_Ex1.mp3
81_Module6_Unit2_Ex3.mp3
Workbooks:
Cahier d’exercices A & B, pages 54–55
ActiveTeach:
p.113 Learning skills
p.116 Grammar
p.116 Grammar practice
ActiveLearn:
Listening A, Listening B
Reading A, Reading BStarter 1
Aim
To introduce the topic of poetry
Ask the class what poetry they have read. Do they have any favourite poems? Ask what makes a poem, prompting as necessary to cover rhyme, rhythm, repetition and linguistic features such as alliteration. Point out that poems don’t need to contain all of these elements.
1 Écoute et mets les images dans l’ordre du poème. (Listening L4, Reading L4)
Listening. Pupils listen to the poem, reading the text at the same time. They then put the pictures in the order they are mentioned. Some vocabulary is glossed for support.
Audioscript Track 80
La fourmi (par Robert Desnos)Une fourmi de dix-huit metresAvec un chapeau sur la tête,Ça n’existe pas, ça n’existe pas.
Une fourmi traînant un charPlein de pingouins et de canards,Ça n’existe pas, ça n’existe pas.
Une fourmi parlant français,Parlant latin et javanais,Ça n’existe pas, ça n’existe pas.Et pourquoi pas?
Answers
c, a, b
2 En tandem. Lis le poème à voix haute. Commente la prononciation de ton/ta camarade. (Speaking L4)
Speaking. In pairs: pupils take it in turn to read the poem in exercise 1 aloud and to comment on their partner’s pronunciation. A tip box with expressions to use in giving this feedback is supplied.
3 Écoute et écris les mots qui manquent. (1–6) (Listening L3, Reading L3)
Listening. Pupils listen to and read another poem and complete the gap-fill version of the text.
Audioscript Track 81
Un éléphant de quarante mètresAvec des lunettes sur la tête,Ça n’existe pas, ça n’existe pas.
Un éléphant jouant au flipperAvec un tigre et un lion vert,Ça n’existe pas, ça n’existe pas.
Un éléphant faisant du vélo,Regardant la télé et des vidéos,Ça n’existe pas, ça n’existe pas.Et pourquoi pas?
Answers
(Also in bold in the audioscript.)
1 éléphant 2 lunettes 3 flipper 4 lion 5 vélo
6 télé

Starter 2
Aim
To review the features of poems; To look at a poem critically
Ask pupils to read the poem in exercise 1 on p. 112 of the Pupil Book aloud. Then ask the class questions about the poem. Is it a good poem? Which features can they spot? Prompt as necessary to cover repetition (Une fourmi, Ça n’existe pas), humour, rhythm, surprise ending, etc. Ask pupils if they like the poem.
4 Lis le texte. Copie et remplis la fiche d’identité. (Reading L5)
Reading. Pupils read the text about the poet Robert Desnos and complete the identity card about him. il a été arrêté is glossed for support.
Answers
Date of birth: 4/7/1900
Profession: journalist
Other interests: poetry
Wartime activity: went to war, then worked for the Resistance, then was arrested
Cause of death: typhoid
Explain that the text contains three verbs in the perfect tense which don’t use avoir as the auxiliary. Ask pupils to find the verbs and, if possible, to identify the verb used (il est né, il est allé, il est décédé – être). Explain that most verbs use avoir in the perfect tense, but some common verbs (mainly verbs of movement) use être. Introduce je suis allé(e) and je suis sorti(e) as two of the most useful forms. The je form of the perfect tense (for both avoir and être verbs) is summarised and practised on p. 116.
5 Compose un poème suivant le modèle de La fourmi. Puis dessine trois images pour illustrer ton poème.(Writing L4)
C
Writing. Pupils write a poem using ‘La fourmi’ as a model and draw three pictures to illustrate their poem. A spidergram that they can use as a model to prepare what they will write is supplied for support. Draw pupils’ attention to the tip box on adapting a written model.
Plenary
Ask some pupils to read their poems aloud, with the rest of the class giving constructive feedback.
Alternative Plenary:
Use ActiveTeach p. 116 Grammar practice activities to review and practise the perfect tense.

Workbook A, pages 54–55
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Answers
2a 1 b 4 c 3 d 2 e 2 f 1 g 4 h 3
3a 4 b 2 c 1 d 4 e 3 f 2 g 1 h 3

Workbook B, pages 54–55
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Answers
21(Any two of:) orange and black with a bit of white, runs quickly; man is its enemy
2India and Asia
3(Any four of:) handsome, kind, charming, polite, cool, really nice
4listens to music on the radio and watches their videos
5footballer who plays for Chelsea
6(Any two of:) great, very young, very quick, extremely talented
4Name: Jacques PrévertDate of birth: 4 February 1900Profession: Poet and scriptwriterWriting style: He writes funny poemsFamous friends: Robert Desnos and André Breton (surrealist people)Age he died: 77
Worksheet 6.3 Les poèmes

Answers
ARouge comme un fruit du Mexique
Orangé comme le sable d’Afrique
Jaune comme les girafes chics
Vert comme un sorbet de Jamaïque
Bleu comme les vagues du Pacifique
Indigo comme un papillon des tropiques
Violet comme les volcans de Martinique
Qui donc est aussi fantastique
Est-ce un rêve ou est-ce véridique?
C’est dans le ciel magnifique
L’arc aux sept couleurs magiques
C1volcanoesles volcans
2sandle sable
3wavesles vagues
4giraffesles girafes
5butterflyun papillon
D(Answers will vary.)

Learning objectives
Describing a painting
Programme of Study references
GV1 Tenses (perfect)
GV3 Developing vocabulary
LC3 Conversation
Grammar
the perfect tense
Key language
Review of language for expressing opinions
J’ai fait des recherches sur …
J’ai choisi un tableau qui s’appelle …J’ai bien regardé.
J’ai identifié (douze) couleurs différentes.
J’ai trouvé …
au centre
sur la gauche/droite
devant
derrière
il y a …/on peut voir …
PLTS
I Independent enquirers
Cross-curricular
Art: famous painters
ICT: Internet researchResources
Audio files:
82_Module6_Unit3_Ex1.mp3
83_Module6_Unit3_Ex3.mp3
84_Module6_Unit3_Ex4.mp3
Accès Studio:pages 16–17
Workbooks:
Cahier d’exercices A & B, pages56–57
ActiveTeach:
p.115 Learning skills
ActiveLearn:
Listening A, Listening B
Reading A, Reading BAccès Studio Unit 7 (pp. 16–17) can be used with this unit to review colours and adjective agreement.
Starter 1
Aim
To review adjectives
Give pupils three minutes working in pairs to list as many adjectives in French as they can.
Check answers, asking pupils to translate them into English. Write up: bleu, un livre, une fleur. Ask the class the French for ‘a blue book’ and ‘a blue flower’ to review agreement and position of adjectives.
1 Écoute et lis. (Listening L4)
Listening. Pupils listen to the description of a painting by Henri ‘le Douanier’ Rousseau, reading the text at the same time. Explain that his nickname, le Douanier, came from the fact that he used to work as a customs officer before he became an artist. Some vocabulary is glossed for support.
Audioscript Track 82
Au centre, on peut voir le peintre. Il s’appelle Henri «le Douanier» Rousseau. Il a les cheveux blancs. Il porte un béret et il a une moustache. Il est assis sur un tigre et il joue de la guitare.
Le tigre est superbe. Il est de couleur orange avec des rayures noires. Il a aussi un peu de blanc. Il a de grandes dents.
Sur la gauche et sur la droite du tableau, il y a des fleurs roses, blanches et bleues.
Sur la gauche, on peut voir un lion parmi les fleurs.
Derrière, on peut voir la lune. Devant, il y a des plantes.
2 Trouve ces phrases en français dans le texte. (Reading L4)
Reading. Pupils re-read the text in exercise 1 and identify in it the French versions of the English phrases listed.
Answers
1 au centre 2 sur la gauche 3 sur la droite
4 on peut voir 5 il y a 6 derrière 7 devant
8 sur
Reinforce the prepositions in exercise 2 by using a soft toy or classroom item as a prompt.
3 Écoute. Qui dit quoi? Écris le bon nom. (1–6) (Listening L4)
Listening. Pupils listen to three people discussing the painting shown in exercise 1. They read the six comments on the painting and identify who said each one.
Audioscript Track 83
–Décris ce tableau, Alyzée.
–Eh bien, au centre il y a un oiseau. Il est bleu et rouge.Sur la gauche, il y a un singe dans un arbre. Il est drôle! Il y a aussi des fleurs blanches et des oranges. Sur la droite, il y a une fleur bleue et, en haut du tableau, des fleurs roses. Devant, il y a un groupe de singes avec des oranges. Derrière, on peut voir le soleil orange.
–Quelle est ton opinion sur le tableau, Lucie?
–Moi, j’aime les singes et j’aime les couleurs.J’adore, surtout les fleurs et les plantes. J’adore le tableau. À mon avis, c’est très intéressant et amusant. Tu es d’accord, Florian?
–Non, je ne suis pas du tout d’accord. À mon avis, c’est bizarre. Je n’aime pas les fleurs et je n’aime pas les plantes non plus. Est-ce qu’on trouve des oranges dans la jungle? Je ne sais pas, moi. Je n’aime pas du tout le tableau. Pour moi, c’est nul. Et toi, Alyzée? Tu aimes ce tableau?
–Oui, j’aime bien. J’aime les plantes et les couleurs, mais je n’aime pas beaucoup les singes. Ils sont un peu bizarres. Moi, personnellement, je préfère les tableaux de Monet.
Answers
1 Florian 2 Alyzée 3 Lucie 4 Lucie 5 Alyzée
6 Florian

Starter 2
Aim
To review language for expressing opinions;To use grammatical knowledge to work out connections
Write up the following, jumbling the order of the second column. Give pupils three minutes to match the sentence halves.
1J’aime leatableau.
2Je n’aimebpas les couleurs.
3À moncavis, c’est amusant.
4C’estdtrès intéressant.
5Surtout, j’adoreele tigre.
6Je préfère lesftableaux de Picasso.
7Pour moi,gc’est nul.
Check answers, asking pupils to explain how they worked them out. Pupils then translate the sentences into English.
4 Écoute à nouveau. Identifie l’attitude de chaque personne. (Listening L4)
Listening. Pupils listen to the recording from exercise 3 again and answer the questions on it, identifying the attitude of the three speakers towards the painting.
Audioscript Track 84
As for exercise 3
Answers
1 Lucie 2 Alyzée 3 Florian
5 En tandem. Décris le tableau de Rousseau et donne ton opinion. Adapte les phrases de Florian, d’Alyzée et de Lucie. Utilise les mots à droite.(Speaking L4)
Speaking. In pairs: pupils describe another painting by Rousseau, shown on the page, and give their opinion of it.
6 Lis le texte et trouve les phrases en français. (Reading L5)
Reading. Pupils read the text and identify in it the French versions of the English verbs listed. This involves the perfect tense. une montgolfière is glossed for support.
Answers
1 j’ai observé 2 j’ai fait des recherches sur
3 j’ai trouvé 4 j’ai choisi 5 j’ai identifié
6 j’ai (bien) regardé
7 Choisis un tableau. Écris une description. (Writing L5)
I
Writing. Pupils research a painting of their own choice, either using books or the Internet. The painting can be by any artist. They then write a description of the painting, using the perfect tense. A framework is supplied.
8 Crée un tableau dans le style d’Henri Rousseau. Présente le tableau à la classe. (Speaking L4)
Speaking. Pupils draw or paint a scene in the style of Henri Rousseau, then present their drawing/painting to the class.
Plenary
Challenge pupils to remember the six verbs in the perfect tense that they found in exercise 6. Then ask pupils to tell the class which picture they chose to research in exercise 7 and to say one thing about it using one of the perfect tense verbs.

Workbook A, pages 56–57
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Answers
1(The picture should be coloured as follows:)
1 yellow 2 black 3 blue 4 orange 5 green
6 blue 7 green 8 red 9 pink 10 orange
11 yellow 12 red
21 F 2 T 3 F 4 T 5 F

Workbook B, pages 56–57
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Answers
1(The picture should be coloured as follows:)
•two rectangles of tail: yellow and black
•eye: blue
•three rectangles forming top of fish, starting at the left: orange, green and blue
•three rectangles forming bottom of fish, starting on the right: green, red and pink
•rectangle under the fish on the left: orange
•rectangle under the fish on the right: yellow
•frame: red
3J’ai fait des recherches sur Claude Monet.
J’ai choisi un tableau qui s’appelle ‘Le pont japonais’.
J’ai observé beaucoup de choses.
J’ai identifié beaucoup de couleurs différentes.
J’adore ce tableau.
J’aime surtout les plantes et les fleurs.
C’est vraiment super!
Worksheet 6.4 La peinture

Answers
AAu centre du tableau, il y a une table. Sur la table, on peut voir une cage. Dans la cage, il y a un oiseau. Il y a aussi une lampe sur la table. Entre la cage et la lampe, on peut voir des fruits. Il y a une chaise derrière la table et sous la table, on peut voir un petit chat.
B(Answers will vary.)
C(Answers will vary.)

The Studio Grammaire section provides a more detailed summary of the key grammar covered in the module, along with further exercises to practise these points. Grammar topics
the perfect tense
Resources
ActiveTeach:
p.117 Grammar skillsThe perfect tense
1 How would you say the following in French?
Pupils look in the summary of the perfect tense on this page, to find the French versions of the English verbs listed.
Answers
1 j’ai choisi 2 j’ai examiné 3 j’ai fait
4 je suis allé(e) 5 je suis sorti(e) 6 j’ai regardé
7 j’ai rencontré 8 j’ai aimé 9 j’ai mangé
10 j’ai étudié
2 Read the text, then complete the sentences in English, as though you were Rebecca.
Pupils read Rebecca’s text, then complete the sentences summarising it in English as if they were her.
Answers
1I chose the coral snake.
2I studied its habitat.
3I examined its character.
4I observed what it looks like/its physical appearance.
5I researched its food.
6I found its enemy.
3 Make a list of the six verbs in the perfect tense in the text.
Pupils re-read the text in exercise 2 and list the six verbs in the perfect tense that are used in it.
Answers
j’ai choisi j’ai étudié j’ai examiné j’ai observé
j’ai recherché j’ai trouvé
4 Write out the past participles of the verbs.
Pupils write the past participles of the infinitives listed. Draw pupils’ attention to the tip box, which explains that learning how the perfect tense is formed will help them to apply it in other contexts, and achieve a higher level.
Answers
surfé partagé regardé dansé travaillé
nagé téléchargé fini
5 Ryan has made six mistakes in the perfect tense. Can you correct them for him?
Pupils read Ryan’s text and correct the six errors he has made in using perfect tense verbs.
Answers
Hier soir, j’ai fait mes devoirs et ensuite, j’ai surfé sur Internet.
J’ai regardé des clips vidéo et j’ai aussi téléchargé de la musique.
Plus tard, j’ai regardé la télévision et j’ai envoyé des e-mails à mes copains.
6 Read these sentences. Copy out and fill in the grid.
Pupils copy out the grid. They read the five sentences and complete the grid with the verbs used, separating them into present tense and perfect tense. The tip box points out that pupils need to show they can use the present tense plus another tense in order to attain Level 5.
Answers

7 Write out these sentences to show you can use the present tense and the perfect tense together.
Pupils use the phrases supplied to write sentences using a combination of the present tense and the perfect tense. Draw pupils’ attention to the tip box on using the present tense plus two other tenses to attain Level 6.

Answers
1Normalement, pendant les vacances, je danse, mais cet été, j’ai fait du karaoké.
2Normalement, pendant les vacances, je fais de la voile, mais cet été, j’ai fait de la planche à voile.
3Normalement, pendant les vacances, je joue au volley, mais cet été, j’ai joué au football.
4Normalement, pendant les vacances, je vais à la campagne, mais cet été, je suis allé(e) à la mer.
5Normalement, pendant les vacances, je vais en Grèce, mais cet été, je suis allé(e) en Italie.
Worksheet 6.5 The perfect tense

#
Answers
APour mon exposé, j’ai choisi le gorille des montagnes. D’abord, j’ai étudié son habitat. On peut trouver le gorille en Afrique Centrale. Ils habitent dans les montagnes.Puis, j’ai examiné son caractère. Le gorille est sociable et intelligent. Il habite en groupe. Il y a un mâle à dos argenté qui domine le groupe.J’ai observé son aspect physique. Le gorille est noir! Il est grand et beau.Ensuite, j’ai recherché son alimentation.En général, il mange des plantes, des fruits et des insectes.Finalement, j’ai trouvé son ennemi. Son prédateur est l’homme. Il est responsable du trafic des gorilles et aussi de la destruction de son habitat.
B(Example answer:)Pour mon exposé, j’ai choisi l’orque.D’abord, j’ai étudié son habitat. On peut trouver l’orque dans les mers glaciales et les mers tropicales.Puis, j’ai examiné son caractère. L’orque est sociable et intelligente. Elle habite en groupe, en clan.J’ai observé son aspect physique. L’orque est noire et blanche! Elle est longue et lourde.Ensuite, j’ai recherché son alimentation.En général, elle mange des poissons, des oiseaux de mer, des lions de mer, des phoques et des dauphins.Finalement, j’ai trouvé son ennemi. Elle n’a pas de prédateur sauf l’homme.

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C’est perso

C’est perso

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PAGE 17(Pupil Book pp. 6–25)
Module 1: C’est perso

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C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 8–9)
1 Mon autoportrait

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C’est perso 1 Mon autoportrait

1 Mon autoportrait C’est perso

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 10–11)
2 Mon kit de survie

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C’est perso 2 Mon kit de survie

Mon kit de survie C’est perso

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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3 Comment je me vois

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C’est perso 3 Comment je me vois

3 Comment je me vois C’est perso

C’est perso 3 Comment je me vois

(Pupil Book pp. 14–15)
4 Et les autres?

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C’est perso 4 Et les autres?

4 Et les autres? C’est perso

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 16–17)
5 Il est hypercool!

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C’est perso 5 Il est hypercool!

5 Il est hypercool! C’est perso

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 18–19)
Bilan et Révisions

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C’est perso Bilan et Révisions

Bilan et Révisions C’est perso

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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En plus: C’est moi!

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C’est perso En plus: C’est moi!

En plus: C’est moi! C’est perso

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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Studio Grammaire

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C’est perso Studio Grammaire

Studio Grammaire C’est perso

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 118–119)
À toi

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C’est perso À toi

À toi C’est perso

Mon collège

Mon collège

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(Video) HOW TO GET STARTED IN STOCKS WITH WALLSTREET TRAPPER

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(Pupil Book pp. 26–47)
Module 2: Mon collège

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C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 28–29)
1 Mes matières

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Mon collège 1 Mes matières

1 Mes matières Mon collège

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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2 C’est génial

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Mon collège 2 C’est génial

2 C’est génial Mon collège

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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3 J’ai cours!

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Mon collège 3 J’ai cours!

3 J’ai cours! Mon collège

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 34–35)
4 Au collège en France

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Mon collège 4 Au collège en France

4 Au collège en France Mon collège

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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5 Miam-miam!

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Mon collège 5 Miam-miam!

5 Miam-miam! Mon collège

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 38–39)
Bilan et Révisions

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Mon collège Bilan et Révisions

Bilan et Révisions Mon collège

(Pupil Book pp. 38–39)
Bilan et Révisions

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C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 40–41)
En plus 1: Mon collège au paradis

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Mon collège En plus 1: Mon collège au paradis

En plus 1: Mon collège au paradis Mon collège

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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En plus 2: Joyeux Noël!

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Mon collège En plus 2: Joyeux Noël!

En plus 2: Joyeux Noël! Mon collège

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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PAGE 89

(Pupil Book pp. 44–45)
Studio Grammaire

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Mon collège Studio Grammaire

Studio Grammaire Mon collège

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 120–121)
À toi

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Studio découverte Studio Grammaire

Studio Grammaire Studio découverte

Mes passetemps

Mes passetemps

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(Pupil Book pp. 48–67)
Module 3: Mes passetemps

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C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 50–51)
1 Mon ordi et mon portable

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Mes passetemps 1 Mon ordi et mon portable

1 Mon ordi et mon portable Mes passetemps

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 52–53)
2 Tu es sportif/sportive?

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Mes passetemps 2 Tu es sportif/sportive?

2 Tu es sportif/sportive? Mes passetemps

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 54–55)
3 Qu’est-ce que tu fais?

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Mes passetemps 3 Qu’est-ce que tu fais?

3 Qu’est-ce que tu fais? Mes passetemps

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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4 J’aime faire ça!

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Mes passetemps 4 J’aime faire ça!

4 J’aime faire ça! Mes passetemps

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3 Qu’est-ce que tu fais?

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C’est perso 1 Mon autoportrait

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Module 1: C’est perso

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(Pupil Book pp. 58–59)
5 Ils sont actifs!

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Mes passetemps 5 Ils sont actifs!

5 Ils sont actifs! Mes passetemps

C’est perso 1 Mon autoportrait

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Module 1: C’est perso

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(Pupil Book pp. 60–61)
Bilan et Révisions

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Mes passetemps Bilan et Révisions

Bilan et Révisions Mes passetemps

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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PAGE 98

(Pupil Book pp. 62–63)
En plus: J’adore les sports extrêmes!

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Mes passetemps En plus: J’adore les sports extrêmes!

En plus: J’adore les sports extrêmes! Mes passetemps

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C’est perso 1 Mon autoportrait

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Module 1: C’est perso

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(Pupil Book pp. 64–65)
Studio Grammaire

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Mes passetemps Studio Grammaire

Studio Grammaire Mes passetemps

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

PAGE 102

PAGE 41

(Pupil Book pp. 122–123)
À toi

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Mes passetemps À toi

À toi Mes passetemps

Ma zone

Ma zone

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(Pupil Book pp. 68–87)
Module 4: Ma zone

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C’est perso 1 Mon autoportrait

(Video) TMJ EASY FIX TECHNIQUE - Dr Alan Mandell, DC

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 70–71)
1 Là où j’habite

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Ma zone 1 Là où j’habite

1 Là où j’habite Ma zone

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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PAGE 138
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(Pupil Book pp. 72–73)
2 Perdu dans le parc d’attractions!

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Ma zone 2 Perdu dans le parc d’attractions!

2 Perdu dans le parc d’attractions! Ma zone

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 74–75)
3 Le weekend

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Ma zone 3 Le weekend

3 Le weekend Ma zone

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 76–77)
4 Coucou!

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Ma zone 4 Coucou!

4 Coucou! Ma zone

C’est perso 1 Mon autoportrait

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Module 1: C’est perso

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(Pupil Book pp. 78–79)
5 Qu’est-ce qu’on peut faire à ...?

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Ma zone 5 Qu’est-ce qu’on peut faire à ...?

5 Qu’est-ce qu’on peut faire à ...? Ma zone

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 100–101)
Bilan et Révisions

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3 … 2 … 1 Partez! Bilan et Révisions

Bilan et Révisions 3 … 2 … 1 Partez!

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 82–83)
En plus: Destination France

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Ma zone En plus: Destination France

En plus: Destination France Ma zone

C’est perso 1 Mon autoportrait

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Module 1: C’est perso

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PAGE 162

(Pupil Book pp. 84–85)
Studio Grammaire

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Ma zone Studio Grammaire

Studio Grammaire Ma zone

C’est perso 1 Mon autoportrait

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Module 1: C’est perso

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PAGE 133

(Pupil Book pp. 124–125)
À toi

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Ma zone À toi

À toi Ma zone

3 … 2 … 1 Partez!

3 … 2 … 1 Partez!

PAGE 134

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(Pupil Book pp. 88–107)
Module 5: 3 … 2 … 1 Partez!

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C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 90–91)
1 Les vacances, mode d’emploi

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3 … 2 … 1 Partez! 1 Les vacances, mode d’emploi

1 Les vacances, mode d’emploi 3 … 2 … 1 Partez!

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 92–93)
2 Je me prépare …

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3 … 2 … 1 Partez! 2 Je me prépare …

2 Je me prépare … 3 … 2 … 1 Partez!

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

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(Pupil Book pp. 94–95)
3 Au Café de la Plage

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3 … 2 … 1 Partez! 3 Au Café de la Plage

3 Au Café de la Plage 3 … 2 … 1 Partez!

C’est perso 1 Mon autoportrait

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Module 1: C’est perso

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4 Je vais aller en colo!

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3 … 2 … 1 Partez! 4 Je vais aller en colo!

5 Mes rêves 3 … 2 … 1 Partez!

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5 Mes rêves

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(Pupil Book pp. 100–101)
Bilan et Révisions

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Bilan et Révisions 3 … 2 … 1 Partez!

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

PAGE 168
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PAGE 195
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(Pupil Book pp. 102–103)
En plus: Tu vas aller où?

PAGE 191
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3 … 2 … 1 Partez! En plus: Tu vas aller où?

Studio Grammaire 3 … 2 … 1 Partez!

(Pupil Book pp. 104–105)
Studio Grammaire

PAGE 194
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C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

PAGE 132

PAGE 163

(Pupil Book pp. 126–127)
À toi

PAGE 196
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3 … 2 … 1 Partez! À toi

À toi 3 … 2 … 1 Partez!

Studio découverte Studio Grammaire

Studio Grammaire Studio découverte

Studio découverte

Studio découverte

PAGE 164

PAGE 165

(Pupil Book pp. 108–117)
Module 6: Studio découverte

PAGE 197
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C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

PAGE 176
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PAGE 201
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(Pupil Book pp. 110–111)
1 Animaux

PAGE 198
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Studio découverte 1 Animaux

1 Animaux Studio découverte

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

PAGE 180
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PAGE 204
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(Pupil Book pp. 112–113)
2 Poésie

PAGE 202
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Studio découverte 2 Poésie

2 Poésie Studio découverte

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

PAGE 184
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PAGE 208
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(Pupil Book pp. 114–115)
3 Peintures

PAGE 205
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Studio découverte 3 Peintures

3 Peintures Studio découverte

C’est perso 1 Mon autoportrait

(Pupil Book pp. 6-25)
Module 1: C’est perso

PAGE 186
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PAGE 210

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