NATIONAL CURRICULUM GUIDE MODERN LANGUAGES KEY STAGE 3

INTRODUCTION Rational Languages are part of the cultural richness of our society and the world in which we live and work. Learning any language contributes to a sense of appreciation and personal fulfillment. Students learn to appreciate different societies, cultures, practices and people through the acquisition of a foreign language. The development of linguistic skills creates the foundations for the study of languages and supports the development of literacy skills in the first language of the student. Aims of the Curri ulum The learning and acquisition of a foreign language contributes to the linguistic development of the student. These modern languages curriculum guide aims to ensure that all secondary school students who study rench and Spanish will be able to! ". discover the similarities and differences between the #nglish language and another foreign language$ %. develop linguistic competence which aims at developing the students& skills of reading, writing, listening and speaking in various situations and conte'ts$ (. apply, linguistic knowledge to understand and communicate effectively in a foreign language$ ). oster students appreciation of the rench and Spanish and of learning language in general$ *. +evelop students& awareness of and respect for, fundamental values that are common to all human societies.
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Attainment Tar!ets Listening and ,esponding! Learners will be able to listen attentively, communicate effectively and fluently using appropriate structures for multiple purposes and different
audiences.

Learners will be able to respond in the modern language by using a range of familiar spoken phrases to a clear model of standard language. Speaking! Learners will be able to respond orally to simple questions and give basic information. Learners will be able to use set phrases and pronounce sound patterns using proper intonation in the foreign language. ,eading! Learners will be able to read and understand a wide range of age appropriate printed te'ts to communicate effectively in the modern language. Learners will be able to recogni-e and read out a few familiar words and phrases presented in clear script in a familiar conte't. .riting! Content an" Stru ture This curriculum guide lends itself to the study of two modern languages, rench and Spanish and include! ". the cultural awareness of the different countries who speak rench and Spanish %. the written and oral forms of rench and Spanish (. the phonetic awareness of both modern languages
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Leaners will be able to produce te'ts using correct grammatical structure and appropriate writing conventions.

). the grammar, vocabulary and other written forms of both modern languages

CURRICULUM GUIDE #RITING TEAM /harlene .hite0/hristian 4udris 5no 1aptiste 2agalie /elestine 4ffina Toussaint 8alerie 4rl 4nselm +elroy .att #dith ran:ois 5ulien St 5ean 5ulien Lloyd 1en<amin 1sc. 2sc. 2phil 4s. 6ualified Teacher 1sc. 2sc. 4s. 6ualified Teacher 1sc. 2a.+ean of 4cademics 1sc.Spanish Teacher 6ualified Teacher 1sc. 2sc. 1s. Spanish Teacher rench Teacher 3ead of oreign Languages +epartment =ierre /harles Secondary School 2odern Languages /oordinator 3ead of oreign Languages +epartment 3ead of oreign Languages +epartment rench Teacher St 5ohn&s 4cademy /astle 1ruce Secondary School +ominica 9rammar School ;saiah Thomas Secondary School 2inistry of #ducation and 3uman ,esource +evelopment /onvent 3igh School 7orth #ast /omprehensive School 9oodwill Secondary School

YEAR SUMMARY $ORM ONE TERM ONE %&& #EEKS' UNIT+ TO,IC UNIT & UNIT ( UNIT 3 UNIT 2 UNIT 3 UNIT 5 UNIT 6 UNIT 9 Cultural emer!en e Salutations an" fare/ells The ,honeti s1stem Self Intro"u tion an" #EEKS >ne ?"@ >ne ?"@ >ne ?"@ Two ?%@ Two ?%@ an" Two ?%@ >ne ?"@ Two ?%@ UNIT+TO,IC UNIT * UNIT &0 UNIT && UNIT &( #ell -ein! ,h1si al "es ri.tion ,ets Time an" "ates TERM T#O %&( #EEKS' #EEKS Three ?(@ our ?)@ Two ?%@ Three ?(@ UNIT+TO,IC UNIT &3 UNIT &2 UNIT &3 UNIT &5 UNIT &6 #eather .atterns Classroom items )ouse4 TERM T)REE %* #EEKS' #EEKS Two ?%@ Two ?%@

home Two ?%@ Two ?%@ to >ne ?"@

an" "istri t ,ersonal .referen e Res.onse situations

.ara!ra.hs $amil1 an" frien"s Grammar

7o a-ular1 enhan ement Num-ers &8&00 Colours an" animals

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ATTAINMENT TARGET: The learners /ill -e a-le to ommuni ate in the tar!et lan!ua!e4 "emonstratin! their om.eten e in the four s;ills of listenin!4 s.ea;in!4 rea"in! an" /ritin! an" their a/areness of ultural .ra ti es an" on e.ts .ertinent to to.i s "is usse" at the s.e ifi 1ear le7el< LEARNING OUTCOMES .e will know that the learner has achieved this attainment target when sheDhe can UNIT & 8 CULTURAL EMERGENCE > & /ee;
". #'plore and discuss the ;dentify the countries that SpanishD rench speaking world$ communicate primarily in the target language$ #spaEa /olombia 4rgentina 8ene-uela /uba /hile =anamF 2G'ico La rance ?La 2artinique , La 9uadeloupe, La 9uyane@ Le /anada La 1elgique Le 2ali La Suisse L&3aHti Le Lu'embourg S.ea;in! Asing a map, locate and list SpanishD rench I speaking countries of the world. O-ser7ation of ,ro ess ,ead about various rench and Spanish speaking countries then do a work sheet answering various questions on information read

SUCCESS CRITERIA Students should be able to!

CONTENT S,ANIS)

CONTENT $RENC)

SUGGESTED ACTI=ITIES

ASSESSMENT

LEARNING

SUCCESS CRITERIA

CONTENT S,ANIS)

CONTENT $RENC)

SUGGESTED ACTI=ITIES

ASSESSMENT

OUTCOMES UNIT ( > Salutations an" fare/ells 8 & /ee;

%. Listen to, and understand greetings, welcomes and farewells within a cultural conte't$ Students should be able to! greet, welcome and bid farewell to others$ #'press common SeEor, SeEora, SeEorita, queridoDa 1uenos dJasDbuenas tardesDnoches 3ola, K6uG talLD K/Mmo estFsL 2uy bienD,egularD7ada de nuevo 2onsieur, 2adame, 2ademoiselle, chGri?e@ 1on<ourD1on aprNs0midiD1on soirD 1onne nuit Listenin! an" S.ea;in! Students listen to vocabulary on http!DDwww.languageguide.orgDfre nchDgreetingsD repeat, and then +o a written scrap bookDportfolio on a Spanish or rench speaking 5 Colle tion of .ro"u ts

courtesies to persons with whom they are familiar and strangers$

1ienvenidoDaDosDas Lo sientoD?con@ permiso 9raciasDde nada =or favor 4diMs, chao, hasta la vista

Salut, 6uoi de neufL Oa vaLD /omment vas0tuLD /omment alle-0vousL 1ien merci 1ienvenu?e@DPDauDP lQDau' 2onsieur 5e suis dGsolG?e@D=ardon +e rien SQil teDvous plaRt 4u revoirD a plus tardD P bientSt

follow up by dramati-ing a presentation. S.ea;in! +ramati-e in pairs, greeting and taking leave of each other.

country. ,eference! http!DDwww.education.vic.gov.auDlan guagesonlineDfrenchDsectT"D Con7ersation StudentDpeer feedback I role play

UNIT 3 > T)E ,)ONETIC SYSTEM 8 & /ee; LEARNING OUTCOMES

(. ,eproduce in speech the authentic sounds of the SpanishD rench system in conte't$ +istinguish between Listen then reproduce 1a, be, bi, bo, bu, etc. U 8owels U Sounds of consonants that are different from #nglish, e.g., c [e], j [a], g 8owels Sounds of consonants that are different from #nglish, e.g., les lettres muettes, llVyW Listenin! Teacher uses chats and the website below to aid students with letter sounds. http!DDwww.yadeeda.com 6 Spell out your name aloud in the target languages. O-ser7ation of .ro ess in speech the phonetic system of the target language$

SUCCESS CRITERIA

CONTENT S,ANIS)

CONTENT $RENC)

SUGGESTED ACTI=ITIES

ASSESSMENT

specific letter sounds in the #nglish phonetic system in comparison to that of the target language$

[a], g [e], ll [a], h [a], ch [a], fi [a], v [a], rr [a] U +iphthongs, e.g., ie, ia, a, uo, ua, iu, u

+iphthongs, e.g., oi, oy, oui, ui, ien, ail, eilDeille, euilDeuille, ouille, ieu

Con7ersation Students are given simple rench or Spanish vocabulary to be filled in a song e.g ,#7/3 ?salut, bon<our@ 4hXXXXXX/Gcile. XXXXXXXmon ami S.ea;in! Teacher sounds out syllablesDwords which the students repeat. Teachers uses rhymes and tongue twisters e.g $RENC) petit pot de beurre un chasseur sachant chasser chasse sans son chien <&ai vu si' cent si' suisses mangeant si' cent si' saussices dont si' en sauce et si' cent sans 7 S=47;S3 ?7avidad, aEo@ feli-XXXXXXXX. prospero XXXXXXy felicidad.

sauces tas de ri- tas de rats ta de ri- tend tant et tas de rat tentGs tas de ri- tend tant tant tas tas de rat tentGs tas de rats tentGs tata tas de ri- ten tant S,ANIS) 2i mamF me mima y yo mimo a mi mama =oquito a poquito =aquito em paca poquitas copitas en pocos paquetes #l vino vino pero el vino no vino vino el vino vino vinagre

UNIT 2 8 SEL$ INTRODUCTION AND ,ARAGRA,)S 8 ( #EEKS LEARNING SUCCESS CRITERIA CONTENT S,ANIS) OUTCOMES
). ;ntroduce self and others and respond appropriately in a polite and familiar setting$ 4ddress persons others$ ;ntroduce oneself and ormal and ;nformal TeDLe presento a Y.. 2ucho gusto encantado0a 2e llamo YD 2i nombre es

CONTENT $RENC)
ormal and ;nformal 8oici Y. /omment tu tQappellesL 5e mQappelleYY 7om Y. =rGnomY /omment :a s&GcritL

SUGGESTED ACTI=ITIES
S.ea;in! an" Listenin! Teacher will introduce self and allow students to do likewise. Teacher will introduce students to double surnames and comment on the cultural conte't for this.

ASSESSMENT
O-ser7ation of .ro ess Students will read or listen to dialogue with introductions and personal information then complete in #nglish a simple identification 8

appropriately$

TZ vs usted [ste esDGsta es... 2ucho gusto K/Mmo te llamasL 2i apellido esY K/uFntos aEos tienesL \o tengo Y aEos K+Mnde vive?s@L 8ivo enY K/uFl es tu nacionalidadL Soy dominiquenseDinglesa K6uFl es tu nZmero de telGfono 2i nZmero de telGfono esY

/Qest quand tonDvotre anniversaireL 2on D ton anniversaire est 6uel ]ge as0tuL 5&ai Y. ans. >^ habites0tuL 5QhabiteY.. Tu vs 8ous An petit0fils Ane marraine Ane belle0mNre =ossessive ad<ectives 4greement of ad<ectives 6uel est ta nationalitGL 5e suis dominiquais?e@

S.ea;in! Students will introduce themselves to each other and give appropriate responses. Students will create their own double surnames.

card from information given. 2arks will be allocated for correct responses demonstrating comprehension of stimuli.

UNIT 3 8 GRAMMAR AND =OCA?ULARY EN)ANCEMENT 8 ( #EEKS LEARNING SUCCESS CRITERIA CONTENT S,ANIS) OUTCOMES
*. .rite simple sentences using the present tense of regular verbs$ Talk about and present members of the family in the target language /on<ugate simple regular verbs in the present tense$ .rite simple sentences$ 8erbs! /aminar 3ablar #sccushar 1ailar Llamarse 1eber /omer

CONTENT $RENC)
8erbs! 4imer 4rriver /hanter +anser #couter =arler 1]tir /hoisir inir >bGir =unir 4ttendre

SUGGESTED ACTI=ITIES
Rea"in! Teacher gives students a stip of paper with a sentence and asks students to identify the verbs within the sentence. #ritin! Students then create sentences

ASSESSMENT

O-ser7ation of .ro ess +esign personal family tree in Spanish or rench Con7ersation ,ole =lay 4sking and providing
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+escendre 8endre

8ender ,ecibir 8ivir asistir la madre el padre el hermano la hermana el esposo la esposa el abuelo la abuela el tJo la tJa el primo la prima

=erdre ,endre La mNre Le pGre Le frNre La s_ur cousine Le mari La femme Le grand pNre la grand0mNre la tant l&oncle le cousinDla

using one of each type of verb

information about one&s family

UNIT 5 8 NUM?ERS & 8 &00 & #EEK LEARNING SUCCESS CRITERIA OUTCOMES
`. #'press numbers from T0"TT in the target language$ /ount and write

CONTENT S,ANIS)
Los nZmeros des T a "TT

CONTENT $RENC)
Les numGros de T P "TT

SUGGESTED ACTI=ITIES
Rea"in! Teacher places a bin containing numbers T0"TT on a front desk$ students dip for a number which heDshe places in the blank space ne't to the appropriate number name on the chart. The teacher makes any necessary corrections to the chart.

ASSESSMENT
O-ser7ation of .ro ess ". Students will be placed in groups and engaged in a game of a1ingoa.

numbers from T0"TT in the target language$

%.
Oral /ocoricoDepa #'press simple mathematical problems in target language 10

An, deu' trois, quatre, />/>,;/>, si', sept, huit, neuf />/>,;/> etc. Ano, dos, tres, cuatro, #=4 , seis, siete, ocho, nueve,#=4 etc.

e.g %b"c(?dos y uno son tres@ %b"c( ?deu' plus un Ggale trois@

UNIT 6 8 COLOURS LEARNING OUTCOMES

d. ;dentify colours and animals by name in the target language$

SUCCESS CRITERIA
+escribe ob<ects using ;dentify animal names

CONTENT S,ANIS)
,o<oDa 7aran<a 8erde ,osadoDa 9ris 4-ul 7egroDa 1lancoDa 4marilloDa 2oradoDa

CONTENT $RENC)
,ouge >range 8ert?e@ ,ose 9ris?e@ 1leu?e@ 7oir?e@ 1lancD1lanche 5aune 8iolet?te@

SUGGESTED ACTI=ITIES
Rea"in!4 Listenin! an" S.ea;in! Teacher uses the colour chart to teach the colours to the students.

ASSESSMENT
O-ser7ation of .ro ess 4ctivity sheets will be given to complete.

colours appropriately. in the foreign language

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UNIT &0 > #ELL ?EING > 3 #EEKS LEARNING SUCCESS CRITERIA OUTCOMES ". ;dentify and describe the physical stature of self and others$ +escribe the physical List the parts of the

CONTENT S,ANIS) La cabe-a Los o<os La nariLa ore<as Los dientes Los labios K/Mmo eresL K/Mmo es tu amigaL SoyD#sDSomosDSon alto?a@?s@$ ba<o?a@?s@$ gordo?a@?s@$ delgado?a@?s@, etc. SoyDesDsomosDsonY Tengo el pelo largoDla naripequeEa 2i me<or amigo tiene las

CONTENT $RENC) La tete Les yeu' Le neLes oreilles Les dents Les lNvres Tu es commentL Ton ami?e@Y. ;l est commentL 5e suisDelle estDnous sommes grand?e@?s@$ petit?e@?s@$ 9ros?se@$ mince, etc. 5QaiDles cheveu' longes ils ont les cheveu' longesD un petit ne-

SUGGESTED ACTI=ITIES Rea"in! an" #ritin! Teacher uses worksheets to introduce topic to students.

ASSESSMENT O-ser7ation of .ro ess =ortfolio Students do a portfolio whith photographs of members of their family and describe in the target language

body in the target language

attributes of self and others

Listenin!4 #ritin! an" S.ea;in!

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ore<as grandes, los labios ro<os y la boca pequeEa

2on meilleurD2a meilleure amie a de grandes oreilles, des lNvres rouges et une petite bouche

9uess who Students will describe others and guess who is being described Listenin! Students will listen to a description given by a native speaker and with the use of pictorial stimuli they would complete a comprehension passage based on what has been heard

%. +iscuss the well0being of self and others $

Talk and write about

8erbs! SerD#starDTenerDSentirse ormal and ;nformal enquiries K/Mmo estFs tZDestF ustedL K6uG talL #stoy enfermo?a@, cansado?a@ Tengo dolor de cabe-aD diente. 2edicina! aspirina K/Mmo estF tu papFDmamFL

8erbs! 4ller D #tre D4voir ormal and ;nformal enquiries /omment alle-0vousD vas0 tuL Oa vaL Le corps 5e suis maladeD fatiguG?e@ 5&ai mal P la tete.

S.ea;in! Teacher uses pictoral stimuli pertaining to health and well being to generate conversation.

Colle tion of ,ro"u ts .rite an e0mail to a friend e'plaining that you cannot attend an event because of illness. correct structures and vocabulary. Con7ersation =eer work! ;nterview classmates about health and record answers.
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health and well being of self and others

Tiene ?una@ fiebreD un resfriadoD?la@ gripe.

/omment va ton pNreL ;l a la grippeD la fiNvreD le rhume L&aspirine Les mGdicaments ,eading Ase comic strips to introduce various verbs TenerD4voir \o tengo dolor de estMmago 5&ai mal a la tete

(. ;dentify, describe and e'change information about pets and other domestic animals$

/reate a list of

#l perro #l gato #l ratMn #l elefante #l lGon #l serpiente

Le chien Le chat La souris L&GlGphant Le lion Le serpent

S.ea;in! Students will sing song on animals >ld 2c +onald had a farm or Tu as un animal..

domestic animals +escribe their pets ;nquire information

KTienes animales en casaL KTiene animales en casaL K6uG animales tienesL

4ve-0vousDas0tu un animalD des animau' che- vousDtoi 6uels animau' as0tuLD 4ve-0vousYL An chien An chat +es poissons

from others about their pets

#ritin! 9roup work! make a collage of a family and create descriptions of the persons.
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+es oiseau'

). #'press dates and time of the year in the target language$

;nquire of others the

lunes, martes, miGrcoles, <ueves, viernes, sFbado, domingo K6uG dJa esL 3oy es lunes, etc. K6uG fecha esLD 4 cuFntos estamosL #s el primero de mayo.

Lundi, mardi, mercredi, <eudi, vendredi, samedi, dimanche 6uel <our est0ilL 4u<ourdQhui cQest lundi, etc 6uelle est la date dQau<ourdQhuiLD 7ous sommes a quelle dateL /Qest le premier mai.

Rea"in! an" S.ea;in! Teacher will give the students pictures or cards with persons engaged in different activities at different times of the day and students will respond to questions posed by the teacher. Students listen to a series of selections and respond to questions about time schedules. 2arks will be allocated for comprehension of stimuli.

date and time of day in the target language ;dentify and state the

time and date in the target language

TERM T)REE

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". ;nquire and describe weather patterns in the target language$

;nquire of others what K6uG tiempo haceL 3ace buenDmal tiempoDfrescoDcalorD frJoDsolDviento 3ace mucho calorDfrJo #stF lloviendo 3ay huracFnDtormenta

6uelle temps fait0ilL ;l fait beauDmauvaisD ;l fait chaudDfroid ;l fait du soleilD du vent ;l pleut ;l y a du cycloneD ouragan

Listenin! an" S.ea;in! Students will be e'posed to the web page below to familiari-e themselves with the vocabulary needed. http!DDe'change.smarttech.comD details.htmlLidcT"`efdT)0 )cff0)fa*0Cdd`0 `dTd(`f)T((b Listenin! an" S.ea;in! 4n authentic weather report that is presented in the target language will be played a minimum of three times to the students. Students will then discuss the weather conditions that e'ist within the said report and otherwise.

the weather is like in the target language +escribe local and

international weather conditions in the target language

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%. ;dentify and locate items in the classroom$

;dentify and locate ob<ects and persons in the classroom 4sk as to whom ob<ects belong to

K6uG es estoL K6uG hay en la mesaL #s unaDla pi-arraD mesaDunDel pupitre K+Mnde estFD estFsD estFnL #stoyY#stFY#stFnY #stamosY enD al ladoDdeD entreDdeba<o deDdelante deDdetrFs de 4quJ estoyDestFD estFn K+e quiGn esDsonL #sDSon deY

6uQest ce que cQestL 6uQest quQil y a sur le bureauL /Qest un styloD un pupitre >g estD sontY.L 5e suis, tu es, ilDelle est, nous sommesYY +ansDderriNreDdevantDenD entreDprNs deDsousDsur 5e suis lPD;l estD #lles sont /Qest de quiL /Qest P moiDP luiY.

S.ea;in! ;tems will be placed around the classroom$ then teacher will ask the students to locate the different items and state orally their location.

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(.+escribe and e'change +iscuss the types of homes opinions and ideas about home and district$ +escribe different rooms in ;dentify parts of the home and state items found in different rooms$ +escribe their villageDdistrict +iscuss businesses found within their district their homes that they live in

2i barrioDpueblo 2i casa es grandeDpequeEaDcMmoda Tiene I cuartosDdormitorios #stF pintado?a@ de ro<o #stF situado?a@ cerca de Denfrente deYY /reo que #n mi opiniMn #l supermercado tieneDno tiene mucho?a@ Y.. #l centro comercial tiene una gran variedad de Y.. 2e gustarJa mFs 7ecesitamos mFs facilidades para los <Mvenes Tenemos bastanteYY 4l /orreo 4 /orreos La pla-a #l ayuntamiento #l edificio La gente

2on quartierDvillageDma villeDma maison est grand?e@Dpetit?e@ Dcommode ;lD#lle a I chambres. ;lDelle est situG?e@ prNs deD en face de 5e pense que 5e crois que 4 mon avis Le supermarchG aDn&a pas deDbeaucoup de Le centre commercial a une grande variGtG de 5e voudrais plus de bnoun 7ous n&avons pas asse- de La poste La mairie La place Le b]timent Les gens sont gentilsD sympa 3ostile, dGsagrGables Le voisin

Listenin! an" S.ea;in! Teacher will show videos or photographs of different neighbourhoods and will discuss images with class. Rea"in! an" S.ea;in! Students will research information on the internet or in the library on important places and sites in a rench or Spanish town and present the information orally in class. S.ea;in! Asing pictorial stimuli, students will identify different buildings in their neighbourhood giving a brief description of what they see. Listenin! an" #ritin! Teacher provides a plan of a town. Students listen to information about the location of important sites or buildings and insert these in the plan.
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+evelop and dramati-e a dialogue in which students discuss and compare their homes or communities. 2arks will be allocated for correct pronunciation, intonation, fluency and spontaneity, correct structures and vocabulary. +ialogue must be appropriate and communicate information clearly.

). ;nquire and e'press personal likes and dislikes and that of others.

4sk others what are their likes and dislikes State their personal likes and dislikes

KTe gusta...Dte gustan...L 2e gustaDno me gusta b singular noun 2e gustanDno me gustan... K6uG quieres tomarDcomerDbeberL 6uiero una arepa, etc. 6uiero beber un <ugo de naran<a. K6uG quiere /armenL

Tu aimesY.L 5QaimeD 5e nQaime pas b singularDplural noun 6u&est0ce que tu veu' mangerDboire L 5e voudrais une limonade, un coca, une boisson An <us d&orange d&ananas +e l&eau An verre deDune tasse deDune bouteille de +u ri-, du poulet frit, du poisson, de la viandeDdes frites Ane glace au chocolat, P la vanille, au' fraises An g]teau 6ue c&est dGlicieu'h bonh

Rea"in! an" S.ea;in! Students participate in a role play in which they are at a restaurant with some friends. 1efore ordering, they look at the menu and discuss their preferences in the target language. Students will respond to questions posed by teacher about their preferences in food and drink. 2arks will be allocated for comprehension of stimuli.

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47S#L2 4rl 1#7542;7 Lloyd /#L#ST;7# 2agalie /A,,;/ALA2 9A;+#S >,2 T.> ?%@ 2>+#,7 L479A49#S L#4,7;79 >AT/>2#S T#,2 " +emonstrate knowledge of shopping in a renchDSpanish country SA//#SS /,;T#,;4 Students should be able to! 0identify some renchDSpanish shops 0shop for food ,#7/3 Le@is />7T#7T S=47;S3 Le@is 0la carnicerJa, La farmacia, la panaderJa, SA99#ST#+ 4/T;8;T;#S Listenin! an" s.ea;in! 0Teacher uses graphic organi-ers, for e'ample! drawings, flashcards depicting 4SS#SS2#7T O-ser7ation of .ro ess: 0Students will role play a shopping scene and they will be noted on correct
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0la boucherie, la pharmacie, la boulangerie

0understand what the shopkeeper says 0discuss where to go shopping 0say there isn&t any or there is no more of something 0identify food and things to buy 0say how much of something you want to buy 0talk about money and prices

05e voudraisY 0/&est combien Y 08ous dGsire-L 0/&est toutL >^ est0ce qu&on peut acheterY.L 0;l n&y a pas deDd&Y 0une baguette +u saucisson 0l&argent 0la monnaie 0un euro, un centime

0\o quiero 0K/uFnto cuestaYL 0K6ue quiere usted 0#s todoD K+esea algo mFsL, K+Mnde pudo compraYL 0 7o hay Y 0 An pan 0 La salchicha 0dinero 0/ambio 0un peso, un centavo Grammar

Grammar 7egative e'pressions ;l n&y a pas deDd& 0#'pressions of quantity Ane boRte, un kilo, 0#, verbs! acheter ,#0 8endre ;,0 /hoisir 7umbers T0"TT

7egative e'pressions 7o hay 0#'pressions of quantity Ana lata, una botella, un kilogramo, 4r verbs! comprar, #r! vender, escoger ;r! ;r de 7egative e'pression 0#'pressions of quantity 07umbers T0"TT

different shops and items sold there to present topic to students. 0Students listen and repeat structures and vocabulary used by teacher. 09raphic stimulus for e'ample posters, photos, videos of market or shop scene with items for sale. Students look at the stimulus and answer questions. 09ame! ; am going to the market or shop to buy Y 0Students work in groups to create conversation about the purchasing of an item then present it to the class. >ther students will be asked to assess the conversation. 0Students listen to, watch, practise and dramati-e dialogues on different shopping scenes.
Rea"in!

pronunciation, intonation and e'pression. 09ame! $or 383 .la1ers Contents: ) shopping bag, game boards, (` picture cards and (` question cards O-Ae t of the !ame: To be the first to fill a shopping bag Settin! u. the !ame: >ne player is the grocer, the others are shoppers. The question cards are placed face down in front of the grocer. The picture cards are placed face up in front of the shoppers. )o/ to .la1: The grocer turns a question card over at random and asks the question on the card. ?Qui voudrais aheter...?&@ The player needing that item in their shopping bag responds with Oui. Je voudrais acheter...and covers it with the corresponding picture. The winner is the first shopper to fill their bag and say iJai fini.

-Students read dialogue on shopping with correct intonation, pronunciation and e'pression.
#ritin! 0Students name five different

shops and make a list of items that could be purchased in each. 0Students match items to various shops.

Colle tion of .ro"u ts: Students will submit a written dialogue. 0Students will prepare a portfolio
22

on a particular type of shop in the target language. 0Sheet work Con7ersation: 0=eer feedback 0StudentDteacher conference

L#4,7;79 >AT/>2#S +iscuss vacation plans

SA//#SS /,;T#,;4 ,#7/3 Stu"ents shoul" -e a-le to: 0talk about different countries in #urope and elsewhere 0 talk about different means of transport 0say what you are going or not going to do 0say when you are going to do something 0talk about what you can and can&t do 0ask permission

/>7T#7T S=47;S3 Le@is 0La #spaEa 0La rancia 0La 3olanda 0#l /anadF 0#l 2G'ico 0Los #stados Anidos 0 #n aviMn 0#n carro 04 pie 0#n bicicleta 0\o quiero pasar una semana en #scocJa 0maEana 0lunes

SA99#ST#+ 4/T;8;T;#S Listenin! an" s.ea;in! 0/reate discussion on modes of transportation

4SS#SS2#7T O-ser7ation of .ro ess: 0Students will identify renchDSpanish speaking countries on a map 0Students will say how they travel to school or different places in the target language

Le@is 0La rance 0L&#spagne 0Les =ays01as 0Le /anada 0Le 2e'ique 0Les [tats0Anis 0en avion 0en voiture 0P pied 0P vGlo 05e vais passer une semaine en [cosse 0+emain 0Lundi 0La semaine

Rea"in! 0Students will read a short passage about countries and their capitals associated with the target language. ? rancophone and 3ispanic countries@

Colle tion of .ro"u ts: 0Students will create a holiday postcard.

23

prochaine 0>n peut visiter le ch]teau 07on, on ne peut pas faire :a. 0#st0ce qu&on peut faire du ski L Grammar =repositions with geographic locations ! au, en, au', P 0The verbs ! partir, venir 04llerbinfinitive 0=ouvoirbinfinitive 0Telling the time

0La semana =rM'ima 0Se puede visitar museos, casias. 07o, no se puede 0K=odemos ir a esquiarL

0Students will carry out a poll on travel preferences. #ritin! 02atch countries to their capitals 02atch vocabulary related to modes of transportation to photographs or pictures presented. 0Students will describe an imaginary trip. Con7ersation: 0,ole play 0TeacherDstudent conference 0=eer feedback

Grammar =repositions with geographic Locations! al, en, a la. 0The verbs ! partir, venir 0;r a binfinitive 0=oder b infinitive 0Telling the time

24

L#4,7;79 >AT/>2#S

SA//#SS /,;T#,;4 Stu"ents shoul" -e a-le to: ,#7/3 Le@is

/>7T#7T S=47;S3 Le@is 0 la clase 0#l laboratorio 0las clases 0#l horario 0#l recreo 0las asignaturas! La biologJa, la matemFtica 0\o me levanto a 0\o uso mi uniforme de la escuela 0 \o voy a clase en autobZs 0K/uFl es tu asignatura preferidaL 0 \o me gusta mucho Y

SA99#ST#+ 4/T;8;T;#S Listenin! an" S.ea;in! 0Students listen to different students talk about life at their school 0Take a poll among students in the class to find out their favourite sub<ect?s@ Rea"in! 04nswer comprehension questions based on a passage about school life 0>bserve a timetable and answer comprehension questions based on it #ritin!

4SS#SS2#7T O-ser7ation of .ro ess: 0Students will discuss their school life with each other using level appropriate grammar and synta' 0Students will role play a dialogue involving two or more students talking about their typical school day

+iscuss daily routine

0describe his or her schooljj 0talk about the school day 0 talk about school sub<ects 0talk about morning and evening routines 0ask about and give an opinion on school sub<ects

0La salle de classe 0Le laboratoire 0Le cours 0L&emploi du temps 0La rGcrGation 0Les matiNres ! la biologie, les maths 05e me lNve P Y 05e porte mon uniforme scolaire 05e vais au collNge en bus 06uelle est ta matiNre prGfGrGe L 05&aime beaucoup ... 05e n&aime pasY

Colle tion of .ro"u ts: 8Students will submit a portfolio giving details about their school Con7ersation:
25

0\o no me gustaY Grammar Grammar 0 ,efle'ive verbs ! 0,efle'ive verbs ! Lavarse se laver, s&habiller, desayunarse, se coucher vestirse, acostarse 0the verbs 0The verbs apprendre, 4prender comprendre, /omprender, vouloir, dire, lire, 6uerer, +ecir, Leer, Gcrire #scribir. 0/omparisons 0/omparisions using using plus mas que b ad<ective bad<ective and menos que />7T#7T ,#7/3 S=47;S3 Le@is Le@is 05e te prGsente 0yo te presento 08oiciDvoilP 04quJ es, 4quJ 0pNre, mNre, fils, tenemos frNre, s_ur 02adre, =adre, 0Tu as fait bon 3i<oDa, 3ermanoDa, voyage L K/Mmo pasaste tu 0>^ sont les via<eL toilettes L K+Mnde estF el 0faire la cuisine baEoL 0faire les courses 0/ocinar 0promener le chien 0;r de compras 06u&est0ce que tu 0K6uG hiciste por la as fait ce matin L maEanaL 0 /e matin, <&ai 0=or la maEana, yo visitG la ville visito la cuidad 07icole a achetG 07icole compro esta cet appareil cosa

0+raw a simple plan of your school and label each room 0.rite a letter to a friendDcomposition describing your typical school dayDmorning or evening routine

0=eer feedback

L#4,7;79 >AT/>2#S

SA//#SS /,;T#,;4 Stu"ents shoul" -e a-le to: 0introduce people 0talk about families 0understand and answer questions when staying with a rench family 0talk about helping at home 0talk about what you have done recently 0talk about presents and souvenirs 0say goodbye and thank you 0use e'pressions of past time

SA99#ST#+ 4/T;8;T;#S Listenin! an" s.ea;in! 0Look at pictures of home chores and identify them 0>bserve a list of names and presents then listen to sentences to match the gifts to the appropriate family member 0The teacher will give short descriptions of self and allow each student to do the same Rea"in! 0Students read a passage with an accompanying picture that

4SS#SS2#7T O-ser7ation of .ro ess: 8Students will role play a scene that depicts meeting your correspondent&s amily Colle tion of .ro"u ts: 8Students will make a collage of a family and create descriptions of the persons Con7ersation: 0=eer feedback 0Teacher0student conference

T#,2 % +iscuss family life

26

04u revoir 02erci #'pressions of past time ! hier, le week0end dernier Grammar 0=erfect tense of regular verbs with I4voir 0+emonstrative ad<ectives! ce, cet, cette, ces bnoun

04diMs 09racias #'pressions of things in the past ! 4yer, fin de la semana pasada.

describes family and respond to questions relating to identity of family members 0Students will observe a family tree and answer comprehension questions about family relations #ritin! 0+raw and label a family tree 0.rite a message to a friend saying what you did recently SA99#ST#+ 4/T;8;T;#S Listenin! an" S.ea;in! 0Listen to a dialogue of a family ordering food at a restaurant and answer questions orally 0/all in an order by phone to a restaurant Rea"in! 8Students will kobserve authentic documents about foods and menus to e'press likes and dislikes 4SS#SS2#7T O-ser7ation of .ro ess: 8Students will dramati-e a restaurant scene using typical cultural foods of the target language Colle tion of .ro"u ts: 8Students will design a restaurant flyer advertising the menu including food, drinks and dessert 0Students will design a menu Con7ersation: 0 Students will do a
27

L#4,7;79 >AT/>2#S

SA//#SS /,;T#,;4

Grammar 0=erfect tense of regular verbs with I Tener 0+emonstrative ad<ectives! mJ, mis, tu, tus, su, sus nuestroDa nuestrosDasbnoun />7T#7T ,#7/3 S=47;S3 Le@is Le@is 05e voudraisY 0Ane boisson 0Ane biNre 0L&addition, s&il vous plaRt L 0Ane crepe 0Ane pi--a 06uel parfum L 0Tu aimes le melon L 0>ui <&aime :a. 0comme hors d&_uvre 0comme plat principal \o quieroY 0una bebida 0una cerve-a 0la cuenta por favor 0#mpanada 04repa 0Ana pi--a 0K6uG saborL 0KTe gusta el melMnL 0Si me gusta estoDe 0como entre meses 0/omo plato fuere 03ay 0para empe-ar voy a tomar Y

+emonstrate knowledge of ordering food and drinks in the target language.

Stu"ents shoul" -e a-le 0buy drinks in a cafG 0buy snacks 0e'press likes and dislikes 0talk about a simple menu 0order a meal in a restaurant 0ask about what has happened

0;l y a Y 0=our commencer <e vais prendre Y 0>^ as0tu mangG hier L Grammar 0;rregular past participles 0negatives in the perfect tense! ne..pas, ne..plus 7&a pas, n&ont plus 0use the verb boire

0K+Mnde comiste ayerL

#ritin! 0Ase information on a menu to complete a dialogue

Grammar 0;rregular past participles 0 negatives in the perfect tense! 7oY, 7iY, noY nada, 0Ase the verb beberD tomar

presentation on a restaurant where they will act out the parts of the waiter, and clients using appropriate vocabulary in target language. ?they should order cultural foods, ask for the bill among others@

28

L#4,7;79 >AT/>2#S

SA//#SS /,;T#,;4 Stu"ents shoul" -e a-le

/>7T#7T ,#7/3 S=47;S3 Le@is Le@is 0=ardon 2onsieurD2adame le train pour =aris part P quelle heureL 0>^ est Y s&il vous plaRt L 0L&arrivGe 0Ane billetterie 0Le guichet 0L&horaire 0An aller0simple 0An aller0retour 0/ette place est libreDoccupGe 0L&aGroport 0An ascenseur 0Le vol 0L&aprNs0midi 0K=erdMn seEoraDseEoritaDseEor el tren para 2adrid parte a quG horaL 0K+Mnde estFY por favorL 0Llegada 0Taquilla 0La hora de salida 0La ida 0La ida y vuelta 0#sta lugar estF libreDocupado #l aeropuerto 0un ascensor 0el vuelo 0la tarde 0An dJa

SA99#ST#+ 4/T;8;T;#S Listenin! an" S.ea;in! 0Listen to instructions at an airport in the target language 0 Rea"in! >bserve an itinerary and answer comprehension questions #ritin! .rite a composition to describe a day trip

4SS#SS2#7T O-ser7ation of .ro ess ;n groups, students will dramati-e an airportDimmigration scene Colle tion of .ro"u ts Students will create mini0 dialogues between a travel agent and a traveller by telephone Students research or use the internet to find their perfect vacation spot and speak or write about it .orking in groups of two, students will create a dialogue discussing holiday plans, including preferences for destinations Students will fill out an
29

+emonstrate awareness of organi-ing a trip to a foreign country.

4sk for information about train <ourneys 04sk where places are 0,ecogni-e station signs and other words connected with <ourneys 01uy a ticket 0 4sk if the seat is free 0+escribe a day out 0Ase travel vocabulary

0Ane <ournGe Grammar 0;l fautD ;l ne faut pas b infinitive 0The perfect tense of verbs with ltre 04greement of past participles L#4,7;79 >AT/>2#S SA//#SS /,;T#,;4

Grammar 03ay queD 7o hay que b infinitive 0The perfect tense of verbs with #star 0 4greement of past participles

immigration form Con7ersation =eer feedback

/>7T#7T ,#7/3 S=47;S3 Le@is Le@is 0une chemise 0un pantalon 0des baskets 0la mode 05e n&ai rien P me mettre 0dGcontractG?e@ 0<eune 0mince 0vieu'Dvieille 0de taille moyenne 0grand?e@ 0petit?e@ 0la tete 0le pied 0le dos 0les yeu' 0le ne05e suis malade 05e ne vais pas trNs 0Ana camisa 0An pantalMn 0un -apatilla 0La moda 0\o no tengo nada para ponermeDvestirme o no hay con que vestirmeD no hay nada para llevar 0,opa casualD ropa todos los dias 05oven 0+elgadaDo DflacoDa 0vie<oDa 0tallar mediana 0grande 0pequeEoDa 0La cabe-a 0#l pie

SA99#ST#+ 4/T;8;T;#S Listenin! an" S.ea;in! 0Listen to a dialogue at the doctor&s office 0Students will bring a picture of a family member and use it to give an oral description of the person 0Students will observe a picture of a disorgani-ed room and ask and say where clothing items are Rea"in! Students will read a dialogue at the doctorQs and answer comprehension questions based on it

4SS#SS2#7T O-ser7ation of .ro ess ;n pairs, one student will dramati-e a body part that hurts and the other student will seek to find out whatQs wrong in the target language ashion show 0 Students will dress and model their outfit in class giving a brief description of what they wear

T#,2 (

Stu"ents shoul" -e a-le to

+escribe person&s physical 0talk about clothes and what to wear appearance 0describe people and things +iscuss health and well0 0describe appearance being 0describe parts of the body 0say that you feel ill 0e'plain what&s wrong 0understand what the doctor asks you and what you are told

Colle tion of .ro"u ts Students will complete a dialogue that takes place at the doctorQs office Con7ersation =eer feedback
30

bien 05&ai mal au c_ur 05e suis asthmatique 05e suis allergique P 05&ai de la fiNvre 06u&est0ce qu&il y aL 06u&est0ce qui ne va pas L a vous fait mal lP L 0>uvre- la bouche. 0=rene- ce mGdicament. 08oici une ordonnance

0La espalda 0Los o<os 0La nari0Tengo nausea 0#stoy enfermo! 7o me siento bien 0#stoy asmFtico 0#stoy alGrgico a 0Tengo fiebre 0 K6uG te pasaL 0K/Mmo te sientesL 0K6uG te dueleL 0m4bre la bocah 0mtome esta medicinah 04quJ tienes una receta

#ritin! 0Label a diagram of the body 0.rite a dialogue between a patient and a doctor

Teacher0student conference

Grammar 0+irect ob<ect Grammar =ronoun! me, te, le, 0+irect ob<ect lo, la, nos, los, las pronouns! le, la, l&, 0;mperative les 0;mperative

31

L#4,7;79 >AT/>2#S

SA//#SS /,;T#,;4

Stu"ents shoul" -e a-le to +iscuss outing and entertainment plans 0understand information about events 0make plans 0discuss what&s on 0e'change contact details 0accept or decline invitations 0buy tickets 0talk about football and other sports 0make comparison 0describe a recent weekend

/>7T#7T ,#7/3 S=47;S3 Le@is Le@is 0l&entrGe 0La entrada 0gratuit 0gratuita 0un spectacle 0un espectFculo 06u&est0ce qu&on 0K6ue vas a hacerL va faire L 0K=odemos irL K7os 0>n y va L vamosL 06u&est0ce qu&il y 0 K6uG hay en el a au cinGma L cineL K6uG va a 06u&est0ce qu&il y poner en el cineL a P faire ce week0 K6uG vas a hacer end L este fin de la 0Tu as un semanaL portable L KTienes un ?telGfono@ 06uel est ton celularL numGro de 0K/uFl es tu numero tGlGphone L celular, 0a cogte 0K/uFnto cuesta combien L estoDaDeL 0+eu' places s&il 0Ana mesa para dos vous plaRt. personas por favor. 0marquer un but 0 macar un gol 0le championnat 0#l campeMn 0la /oupe du 0La copa mundial monde 0#l torneo 0le tournoi 0#s el me<or <ugador

SA99#ST#+ 4/T;8;T;#S Listenin! an" s.ea;in! 0 Students will discuss national events that they have attended?/arnival, ./2 etc.@

4SS#SS2#7T O-ser7ation of .ro ess Students will make comparisons of musicians or sport personalities Colle tion of .ro"u ts

Rea"in! ,ead about a match and identify the players who got hurt #ritin! .rite an email or acebook message to invite a friend to an event 4ccept or decline an invitation received via email or acebook

=repare a flyer advertising an upcoming event in your country

Con7ersation 9ame! >ne student will describe a student in the class. >thers will guess who it is. .hoever finds the correct person will in turn describe another.

32

0/&est un meilleur <oueur 06u&est0ce que tu as fait L Grammar 0The verbs voir and sortir

0K6uG hacesL

Grammar The verbs 8er and salir

33

YEAR SUMMARY $ORM T)REE 5AL;#7 ST 5#47 +#L,>\ .4TT TERM & UNIT+TO,ICS UNIT & $amili1 relationshi. UNIT ( UNIT 3 UNIT 2 UNIT 3 )o--ies an" .ast Two ?%@ time )ealth Countries Three ?(@ an" >ne ?"@ UNIT 9 UNIT * UNIT &0 UNIT && Restaurant Bo-s Com.uter+internet Three ?(@ Three ?%@ Two ? %@ UNIT &3 UNIT &2 UNIT &3 #ritin! s;ills ?Letter and Two ?%@ composition writing@ Tra7el+holi"a1 $uture .lans+ ,rofessions Three ?(@ Three ?(@ #EEKS Two ?%@ 0 0 ;S4;43 T3>24S S#/>7+4,\ S/3>>L +>2;7;/4 9,4224, S/3>>L /4STL# 1,A/# S#/>7+4,\ S/3>>L TERM ( UNIT+TO,ICS UNIT 6 Sho..in! #EEKS Three ?(@ TERM 3 UNIT+TO,ICS UNIT &( Means of trans.ortation #EEKS >ne ?"@

#+;T3 ,47/>;S 0

nationalities #eather an" Three ?(@ future

$ORM 3
34

T#,2 >7# ?"@ +A,4T;>7 7A21#, > A7;TS #L#8#7 ?""@ .##BS ;8# ?*@

4TT4;72#7T T4,9#T! The learner will be able to communicate in the target language demonstrating the four competence skills$ speaking, listening, reading and writing and the awareness of cultural practices at hisDher specific year level. LEARNING OUTCOME SUCCESS CRITERIA $RENC) +emonstrate knowledge of Students will be able =ossessive the to enquire S,ANIS) ad<ectives. =ossessive ad<ectives, S.ea;in! an" Listenin! of family for discussion. Rea"in! Students read a passage with an a family and respond to questions relating members. ,ole play! develop and present a Rea"in! an" #ritin! dialogue based on requesting and 9roup work! make a collage of a giving information on family members
35

CONTENT

SUGGESTED ACTI=ITIES

ASSESSMENT

O?SER=ATION O$ ,ROCESS family. COLLECTION O$ ,RODUCTS Students will create a photo album of

about 2embers of the family and 5&ai trois frNres. Ane demi0soeur, about Ane fille unique, An beau0pNre An petit0fils Ane marraine An parrain Ane belle0mNre

2embers of the family, Tengo tres hermanos Ana hermana por parte de mamF Ana hi<a Znica An padrastro An nieto Ana madrina An padrino Ana madrastra

Teacher will present graphic stimuli Students will write information about

different members of identify the family, types of e'change family structures and information marital members family. Talk about and discuss family relationships. status of of families. the

accompanying picture that describes their family to identity of family CON=ERSATION

family and create descriptions of the or peers. persons. 4d<ectives sGvNre aimable sympa divorcG?e@ mariG?e@ pa'G?e@ la famille nuclGaireD monoparentale 4d<ectives estricto amistoso simpFtico divorciado casado homose'ual la familia nuclearD mono pariente S.ea;in! Students do an oral presentation on their family. /omment est ton pNreDta K/Mmo es tu padreDpapF D mNre L madreDmamFL +escribe tu padreDpapF D madreDmamF. ;l D#lle est maigreD [l D ella es delgado?a@ D simpFtico?a@Dgordo?a@ K6uiGn esL oncle Dma #s mi tJo D mi tJa . #g. +ans ma famille il y a cinq personne #n mi familia hay cinco personas +ialogue must be appropriate and communicate information clearly. 2arks will be allocated for correct pronunciation, intonation, fluency and spontaneity, vocabulary. correct structures and

aimable D grosD grosse 6ui est0ce L /&est tante. mon

36

L#4,7;79 >AT/>2# ?3obbies time@ and =ast

SA//#SS /,;T#,;4

/>7T#7T ,#7/3 S=47;S3

SA99#ST#+ 4/T;8;T;#S

4SS#SS2#7T

Listenin! an" S.ea;in! Teacher presents graphic stimuli or Students will be able 6ue fais0tu pendant ton K6uG haces durante tu audio selections of leisure or O?SER=ATION O$ ,ROCESS sporting activities and students Students will role play a scene where they respond to questions posed. invite their friend to take part in a particular leisure activity. to! temps libreDtes moments tiempo libre D tus ratos libres. libres L ;r de paseo. =racticar deporte 7avegar por la red 5ugar a los video<uegos deportes Eg C est !uel s"ort?#Que de"orte COLLECTION O$ ,RODUCTS
37

+emonstrate awareness of various

hobbies and leisure Talk and write about faire une promenade. activities one engages things they like to do passer le temps. in. in their free time. surfer l&internet <ouer des au' <eu' vidGo

4sk and respond to 4 quels sports <oues0tu L K6uG

questions on leisure 6uels sports pratiques0 <uegasDpracticasL activities hobbies. 6uels sont tes passe0 K/uFles temps L Tu prGfNresD5&aime Tu <oues de instrument musicalL son ratosDhoras libres L Tu prefieres D 2e gusta quel K6uG instrumento musical tocasL and tuL

es? Quel est son s"ort "r$f$r$?#%Cu&l es tus favorito? S.ea;in! an" #ritin! Students act as <ournalists carrying out a survey of the type of activities engaged in by students during their leisure time and write a report. tu de"orte

Students will write an e0mail message inviting a classmate or friend to go out with them, stating their plans.

5e <oue du piano D au Toco el piano D 5uego al foot Dbasket Dbaseball 5kGcoute de la musique 2es passe0temps nager, danser et lire. 2on passe0temps prGfGrG est regarder la tGlGvision. 2irar la tGlGvision fZtbol bGisbol 2is pasatiempos son D baloncesto

CON=ERSATION ,ole play Student0Teacher feedback Students answ-er questions relatin to on their hobbies.

sont \o escucho la mZsica nadar Dbailar D leer.

la piscine, la campagne, la piscina, el campo, la la plage, les <eu' vidGo, playa, los video<uegos. l&Gquitation, la natation, l&escalade, la promenade, 2e encanta la radonnGe Rea"in!
38

Students match pictures to social 5e me passionne pour D 5e suis unDune passionnG?e@ 5e suis fan deY lkequitation. 2ontar a caballo % \o soy aficionadoDa .. a' 5e fais de activities."

-' 5kadore les <eu' videos. me gustan los video <uegos

Listenin! an" S.ea;in! Students listen to a passage read by teacher and respond true or false to questions posed on the selection. topic.

39

L#4,7;79 >AT/>2# ?3ealth 1eing@ and

SA//#SS /,;T#,;4

/>7T#7T ,#7/3 S=47;S3

SA99#ST#+ 4/T;8;T;#S

4SS#SS2#7T

.ell Students will be able to! 4voir, =rendre TomarD +oler ;nformal ormal enquiries and

S.ea;in! 8erbs, 4ller D #tre and 8erbs ;r D #star D Tener, Teacher ormal and demonstrates

O?SER=ATION O$ ,ROCESS graphically Students role play a scene at the doctor&s

scenes pertaining to health and well office depicting a typical doctorDpatient ;nformal being and students guess in<ury or interaction. illness.

?#'press and@ inquire talk and write about about health. and health and related matters. being of self and

well enquiries

40

. ,elate information pertaining to health.

others$

/omment vas0tuL Oa vaL

alle-0vousD K/Mmo estF ustedL K6ue te pasaL K6uG talL #l cuerpo humano #stoy cansadoDa enfermoDa J ai *engo un 'al dolor ( de la t)te ca+e,a est COLLECTION O$ ,RODUCTS Students will fill out diagram which displays the different parts of the human body Students create a <ournal in which they write down different in<urious mishaps that they e'perienced during a two0week stay in the countryside.

make

medical Le corps humain

appointment

read and follow the 5e suis maladeD fatiguG?e@ instructions simple prescriptions. of medical 5&ai yeu' /omment va ton pNreL le rhume . 5e suis enrhumG?e@D grippG?e@ mal P la l&estomacDau

teteDP 2e duele la cabe-aD dosDau' Tengo dolor de cabe-a.

Elle a 'al au ventre *engo un dolor de

K/Mmo estF tu padreL

-'aco S.ea;in!4 Listenin!4 #ritin! =eer work! ;nterview classmates about health and record answers. CON=ERSATION

;l a la grippe D la fiNvreD Tiene la grippeDfiNvre

Les L&aspirine +es cachets, contre

mGdicaments pastilles, une les

Los medicamentos, La 4spirina crema

S.ea;in! #'plain to teacher reasons for absence caused by sickness.

,ole play =eer feedback Student0Student Students answer questions related to ailment
41

des Las =astillas, piqgres insectos,

crNme contra las picaduras de

d&insectes, S.ea;in!4Rea"in! an" Listenin! 4voir des allergies ;n<uries $ blessG?e@ #lle s&est coupG la main. =assG composG Se cortM la mano. Rea"in! an" S.ea;in! Students will interpret authentic or of =retrit of refle'ive verbs. adapted medical prescriptions. refle'ive verbs. Se blesser Dse couper Dse Se lastimarDse cortar casser Dse coincerD =rendre foulerD se Rea"in! an" #ritin! /ompletion e'ercises to reinforce the rende-0vous Tener una cita con el grammar content e'plored. mGdico Transformation 5e voudrais prendreDfi'er 6uisieraDquiero mGdecinD le dentiste. mGdico e'ercises for hacer reinforcement of grammar. 7ous XXXXXXXXXXXXX de la fiNvre. .rite a prescription for a sick patient
42

Tener alergia suis Lesiones, 2e lastimG

Students will develop and dramati-e mini0dialogues e'pressing ailments to a pharmacist or doctor.

5e

me

avec un mGdecin avec Y

un rende-0vous avec le una reservaciMn con el 2arc XXXXXXXX la grippe.

who has been diagnosed with a particular illness.

L#4,7;79 >AT/>2# ?/ountries 7ationalities@ n

SA//#SS /,;T#,;4

/>7T#7T $RENC) S,ANIS)

SA99#ST#+ 4/T;8;T;#S

4SS#SS2#7T

Listenin! an" S.ea;in! Students will be able 6uelle to talk and etes est de taDvotre K/uFl quelle Soy 5e suis dominiquais?e@ Students will able to 5e suis francais?e@ +ominiquenseD+ominico Soy francGsDa Je suis francais .e/, je viens de la es tu D su 8isuali-ation e'plored. of graphic stimuli about nationalitG L D Tu esD8ous nacionalidadL

O?SER=ATION O$ ,ROCESS 2ini role play in which students each other about their countries, nationalities and where they live.

depicting scenes of countries to be interrogate

+isplay awareness of countries rancophone 3ispanic countries language.

and nationalities in target nationalitG L

COLLECTION O$ ,RODUCTS
43

say in which country 5e suis haHtien?ne@ one lives. 8enir de ! 5e viens de la Students will be able 2artiniqueDde to identify locate 2artin Dd&3aHtiD SpanishD rench speaking on a map. countries =resent tense of o venir p 5aponD de l&4ustralie

\o soy haitianoDa

0rance

Label

the

map

with

designated

renchDSpanish countries. St. K+e dMnde eres L du Soy de 2artinica D St. 1o2 es"a3ol,so2 de Es"a3a 2artin D 3aitJ D 5apMn D 4ustralia =resent tense of o Ser p Les pays ! les #tats0Anis L&4frique, l&#spagne La St. Lucie etc. #'pressing countries! 4ntilles in 5&habite with Los =aJses! #stados Students imagine that the have Anidos qfrica, #spaEa Santa Lucia etc. Rea"in! an" #ritin! /ompletion e'ercise! complete with ? P en, P la, au, au'@ CON=ERSATION Student0Teacher feed back >ral assessment? Teacher0Student@ Teacher student interview with general guestions pertaining to a country studied.

recently arrived in a new country and create a post card to send home to a friend giving basic information on new

en #'pressing countries of country. /anadF, el /aribe Listenin! an" S.ea;in! Students will listen to audio recording relating to countries and nationalities and will answer questions based on the listening passage.

;talie, au /anada, au' residence ! 8ivo en ;talia,

44

L#4,7;79 >AT/>2# ?.#4T3#,@

SA//#SS /,;T#,;4

/>7T#7T ,#7/3 La S=47;S3 mGteoDle #l tiempo D meteorMlogo

SA99#ST#+ 4/T;8;T;#S

4SS#SS2#7T

Listenin! an" Rea"in! Students will listen to and look at

O?SER=ATION O$ ,ROCESS .ith the aid of multimedia technology meteorologist at T.8 station giving the weather report. meteorologist and e'plain the various weather conditions which appear digitally in 8.=.4 roomD pro<ectorD

Students will be able mGtGorologue +iscuss +escribe the to talk about the weather pattern. weather tense. =resentD uture tense of =resentD Students will be able o faire p to simple demonstrate of ;l fait D feraY 3ace DharF weather beau DmauvaisDdu understanding reportDforecast o hacer p uture tense of in present and future temps fera0t0ilL tiempo harF L

audioDvisual documents of weather sStudents role play a scenario of a

the 6uel temps fait0ilD6uel K6ue tiempo haceD 6ue reports.

4l fait du vent 5a2 viento

4l fait du soleil 5ace sol

lap top in classroom. COLLECTION O$ ,RODUCTS

#ritin! an" S.ea;in!

ventD buen tiempo D mal tiempo Students will give weather conditions Students will create weather symbols of du soleilDdu brouillardD D viento D sol D frJo based on their e'periences and actual their own to depict various weather froid conditions. weather conditions. . ;l y aD;l y auraY 3ay vientoD sol S.ea;in! an" Listenin! D +iscussion on various weather CON=ERSATION du vent, du soleilDdu nieblaDnubesD tormenta D conditions e'perienced by different +iscussion on weather brouillard, de l&orageDdes rayos Teacher0 Student feedback countries. Gclairs ;l pleutDpleuvraD #stF lloviendoDnevando Students pretend to be from various countries and will interview each other on the weather condition for their
45

neigeDneigeraDgNleDgNlera =leuvoir P verse La brume Ane chute de neige An temps ensoleillG Le ciel estDsera couvert La mer estDsera agitGe Ane vague de chaleur La sGcheresse Llover fuerte La niebla Ana nevada brumeu' D 3ace calor 3ace mucho sol #stFD estarF nublado Fspera Ana ola de calor

country. #ritin! Students will work in groups to create their own weather report and forecast. Students will match weather symbols to the corresponding e'pressions. Listenin! an" S.ea;in! will listen to weather reportDforecast and answer to listening comprehension questions based on the recording.

#l mar estF D estarF Students

T#,2 % L#4,7;79 >AT/>2# ?Shopping@ +iscuss types =erform communicative of different shops. talk about and SA//#SS /,;T#,;4 ,#7/3 Students will be able La boulangerie to! Le painDla baguette La p]tisserie write Le g]teau different La boucherie S=47;S3 La panaderJa #l pan Los pasteles La torta #l carnicero /arne D huevos
46

/>7T#7T

SA99#ST#+ 4/T;8;T;#S

4SS#SS2#7T

Rea"in!4 S.ea;in! an" Listenin!

O?SER=ATION O$ ,ROCESS

Teacher uses graphic organi-ers, for Students will create a shop and role play a e'ample, drawings, flashcards or power shopping scenario between a vendor and a point depicting different shops and items client sold there to present topic to students.

types of shops La viandeDles oeufs

tasks

related

to and signs

and

the

items Le marchG what L&hypermarchG Les fruits Les lGgumes An kilo deDAn litre de de sachet de

#l mercado #l almacGn #l supermercado La frutas Las legumbres An paquete de deD una bolsa verdurasDlas 6a confisserie 6a dulcera 7ne sucette 7n chu"ete

COLLECTION O$ ,RODUCTS Students will create a flyer advertising their products

shopping. Anderstand interpret

they sell$

items could be Le supermarchG bought there$

related to shopping.

CON=ERSATION ,ole play Teacher0Student

An litre deD une tranche An kilo deD un litro de Ane dou-aine deD un Ana docena participate simple conversation discussing to acquire products services$ need or 4LL#, and magasinDacheter ;,b4b;7 ;7;T;8# au 8amos de compras various 4llons purchase

Listenin! an" s.ea;in!

Students listen and repeat structures and Students answer question related vocabulary used by teacher To shopping and items sold in a shop

in Ane boRte de sardinesDune Ana ca<a de sardinas D chocolatDune una ca<a de chocolates D S.ea;in!4 Rea"in!4Listenin! paire deDune bouteille de un par de Duna botella de 9raphic stimulus, for e'ample, posters, boRte de photos, videos of market or shop scene with items for sale.

8oy a pagar por los S.ea;in!4 Listenin! an" Rea"in! 5e vais payer les <eu' video<uegosD<uguetes D Students look at the stimulus and answer questions. vidGos -apatos D <oyas D ropa 5ouetsDchaussuresDbi<ou'D vetements use of ion& on vend des vetements #ritin! Students name five different shops and make a list of items that could be
47

ask and respond ici. to questions acquire simple on ferme P *h (TD based "dh(T goods Ase of ise i, =assive ise& Se 8ende ropa aquJ. Se cierra a las *h (T D "dh(T ise iD,efle'ive

purchased in each. Students match items to various shops.

on the need to and services$

S.ea;in! an" Listenin! 9ame! ; am going to the market or shop to buy ! <e vais au marchG pour acheterYDyo voy al 2ercado para comprar

/&est toutL 8ous chose L 5e voudrais D;l me K#so es todoL fautD5&ai besoin d& une K6uiereD+esea algo mFsL paire de chaussures ?en 6uiero D +eseoD 7ecesito cuir@ ;l est en soieDcuir e'press ideas opinions basic Oa cogte cinquante euros. and 7ous about chaussures 7ikeDSebago oulardD2adras avons un par de -apatos ?de S.ea;in! cuero@ #s de seda D cuero des /uesta cincuenta pesos. de Tenemos -apatos de 7ike D Sebago Ana bandanaD /amisa #ritin!4S.ea;in!4 Listenin! an"
48

voule-

autre

Rea"in!4S.ea;in! an" Listenin! Teacher presents for discussion dialogues based on persons& needs to acquire items in specific shops.

Students role0play attending a fashion show where they talk about the clothes and other items on display and what they would like to purchase.

items in shops$

6uelle

est

taDvotre cuadrada K/uFl es tu D su talla D tamaEoDcal-adoL veu' Aso el (fDrLD9D=D2 compras algo L K2e puedes ayudarL favor K=uedo probarloL /ambiar dinero

Rea"in! Students work in groups to create conversation about the purchasing of an item and then present it to the class. the conversation.

pointureDtaille L 5e fais du (fDrLD9D=D2 Tu r quelque chose Tu peu' m&aiderL plaRt 5e peu' l&essayerL read and respond 1ureau de change to signs in a shopping situation$ Superh 9Gnialh listen to or read /ette robe est chNreD bon instructions announcements related shopping suggested or marchG to pas P la mode. and 5&aime by /e les n&est

m&accompagnerDm&achete K2e acompaEasL DK me >ther students will be asked to assess

=rete0moi di' euros s&il te =rGstame die- pesos por #ritin! /omplete dialogues in conte't. Rea"in! an" Listenin! Students read dialogue on shopping with correct intonation, pronunciation and e'pression Rea"in!4 4S.ea;in!4Listenin! Teacher presents items that can be #ste vestido es caro D graphic stimuli. chaussures barato #stos -apatos no estFn de Rea"in!4 ma moda. 2e gustanD encantan los S.ea;in! Teacher presents a series of dialogues
49

/es chaussures ne sont m6uG maravillosoDbueno h bought in different shops in the form of

perform tasks as avecD sans talons pas these instructions pointureDtaille.

Listenin!4

#ritin!

an"

or announcements$

/a ne fonctionne pas /a ne marche pas D /&est cassG 5&aimeD<e n&aime pas 5e prGfNreD<e dGteste 6u&est0ce que

-apatos con D sin tacones #ste no es mi talla D tamaEoDcal-ado . 7o funciona #stF fuera de servicio D c&est #stF roto 2e gusta D no me gusta \o prefiero Dyo odio Lo bueno D Lo horribleh

depicting various shopping situations. Students listen to, watch, practice and dramati-e dialogues on different shopping scenes. S.ea;in! an" Listenin! Students ask and answer questions about specific items. Rea"in! an" #ritin! Students will develop shopping lists after observing different graphic and

read and respond 1ienDhorrible h to stimuli, e'ample advertisements$ ;ci on vend des <eu' vidGo #ntrGe Sortie create and write ,emise basic forms of =romotionh advertisements. SortieDentrGe 8etements pour enfants ,emise de "T pourcent Solde dans une demi0heure graphic for

4quJ se venden video written information. <uegos #ntrada Salida +escuento m=romociMnh Salida D entrada +escuento de "T por ciento
50

Students will reassemble a <umbled dialogue about a shopping scene.

Le 2agasin se ferme ,opa para niEos

,eba<a, , estar de venta La tienda cierra en media =our <eu' vidGo et /+ hora monter Gtage =ara los vJdeo <uegos y discos compactos sube al segundo piso au deu'iNme

;mperative Ase of the infinitive ;mperative Ase of infinitive 7e pas toucher =aieD=aye- cent euros chaque mois 7o tocar =agaD=ague cien pesos cada mes

51

Listenin!4 m=ruGbaloDlaD=ruGbeloDlah m+iviGrteteD+iviGrtase h #ssaieD#ssaye- I leDlaDles 4muse0toiD4muse-0vous 6ue c&est bonDsuper 6ue c&est embetant vous /houetteh 9Gnial m6uG bueno D e'celente h m6ue molestia h mTrFtalo, pruGbalo h m6ue divino h Teacher

Rea"in! presents

an" S.ea;in! dialogue and discusses the manner in which characters present their opinions. #ritin! Students compose cartoons of different shopping scenes.

9oute- I leD4muse- I m#stupendo h

Rea"in! an" S.ea;in! Students will be engaged in discussions to e'press opinions on shopping articles. items. e'pressing opinions on

52

Teacher series symbols forms stimuli

presents of and of

signs, other graphic and or will

announcements which attempt and announcements students to

instructions in writing interpret follow. or

instructions in writing, and in the form of graphic responses. Teacher provides stimuli. the Teacher models

pictorial e'amples of persons responding to signs.

53

Listenin!4 Teacher dialogues

Rea"in! presents or

an" S.ea;in!

recordings or videos depicting scenes where persons request, receive and respond to specific information or instructions.

Rea"in! S.ea;in!

an"

Students follow given instructions and signs erected in the classroom and around
54

the school. Treasure hunt Teacher advertisements posters, presentations, students discussion. #ritin! ;n groups, students create advertisements about bargains. ;n groups, students create signs normally found areas. in shopping sales, and presents in videos, to for

graphic form, such as,

55

L#4,7;79 >AT/>2# ?,estaurant@ #'press understand notions functions in and simple and a

SA//#SS /,;T#,;4

/>7T#7T ,#7/3 S=47;S3

SA99#ST#+ 4/T;8;T;#S

4SS#SS2#7T

Students should be able to! e'press or thirst$ order drinks write ordering food, and 9ar:on /hicoD2uchacho Listenin! an" S.ea;in! Listen to a selection of about reservations made by phone and using a given seating plan of the restaurant, hunger Le restaurantDle cafG ;dioms with avoir 4voir faim Dsoif #l restaurante D la S.ea;in! +ramati-e a restaurant scene to depict interaction waiterDserver. between client cafeterJa ;dioms with Tener Tener hambre D sed

O?SER=ATION O$ ,ROCESS Students role play a restaurant scene and COLLECTION O$ ,RODUCTS Students design food, dessert. a restaurant flyer advertising the menu including drinks,

restaurant conte't.

meals$ talk and about 6u&y a0t0il pour votre K#n que puedo servirleL food serviceL

56

and drink$ ask and respond 6ue to questions on tuL food and drink, Oa cogte combien L including out$ /&est tout mangerDboire L 5e peu' voir la carteL table. ;l y a une table libreL 8ous ave- du cocaL 5e boisson An <us d&ananas +e l&eau deDune bouteille de voudrais

place customers in their correct seats based on their preferences and needs. voule-0vousDveu'0 K6uG desea ustedDdeseas requirements tZL K/uFnto cuestaL K#so es todo L beberL K=uedo ver el menZL reservar mesa L K3ay una mesa libreL KAsted tiene /ocaL S.ea;in! an" Listenin! /all to in a restaurant to place an Students respond to oral questions related to restaurant #ritin! +esign a menu. Listenin!4 S.ea;in! an" #ritin! 2ake a reservation in a restaurant by una phone or e0mail CON=ERSATION Teacher0 Student feedback

invitations to eat 6u&est0ce que tu veu' K6uG quieres comer D

5e peu' rGserver une K=uedo

une 2e gustarJaDquiero una order by phone. an order by phone to bebida

limonade, un coca, une limonada, una /oca, una a restaurant d&orangeD An <ugo de naran<aD piEa #l agua Rea"in! an" S.ea;in! Students participate in a role play in some friends. 1efore ordering, they frito, look at the menu and discuss their

An vaso de D una copa which they are at a restaurant with 4rro-, pollo

An verre deDune tasse de D una botella de

+u ri-, du poulet frit, du el pescado, la carne D las preferences. poisson, de la viandeDdes papas fritas
57

frites la vanille, au' fraises An g]teau 6ue c&est dGlicieu'h bonh 1on appGtith Tu veu' encore deYY #'press problems restaurant 5e n&ai pas fourchetteDverre, etc e'press preferences their une moucheDune chenille for dans ma soupe D salade a L&addition, La monnaie Le pourboire

An helado de chocolateD An pastel m6uG buenoh m1uen provecho h K+esea algo mFs L 4demFs, el dinero 4quJ tiene. \o no tengo tenedor D vaso, etc de #l vaso estF sucio D 3ay una mosca D una oruga en deliciosoD quG

Ane glace au chocolat, P vainillaD fresa

encountered in a 8oiciD8oilP

Le verre est sale D ;l y a mi sopa D ensalada

food and drink$ 2e gusta el pollo frito 2e encanta el camarMn 5e prGfNre le poulet frit 5&aime les crevettes 5e n&aime pas 5e dGteste
58

7o me gusta \o odio

L#4,7;79 >AT/>2# ?5>1S@ =rovide and request information occupations and future plans. about and

SA//#SS /,;T#,;4

/>7T#7T ,#7/3 S=47;S3

SA99#ST#+ 4/T;8;T;#S

4SS#SS2#7T

Students should be able to! provide request information about professions$ Le mGdecin l&infirmiNre and l&agent gendarme le pilote l&hStesse de l&air le comptable le cadreDle gGrant le programmeur 6uel est ton mGtier L /omment est0ce gagnes la vie L 6uelle est ta profession L Travailler P l&hSpital de #l mGdico La enfermera policeDle #l policJa #l piloto La a-afata #l abogado La secretaria #l contableDel contador #l gerente #l hombre de negocio #l programador tu K#n quG traba<a?s@L K/Mmo gana?s@ la vidaL K/uFl es tuDsu profesiMnL Traba<ar en el hospital Rea"in! an" #ritin! 2atch career with description in el micro y empie-o a cantar. 5e prends le micro et <e commence P chanter Listenin! an" S.ea;in! Teacher with students conduct discussions

O?SER=ATION O$ ,ROCESS Students will conduct an interview in will suggest which they talk about what they would brainstorming

review different professions and then like to become. sessions with students to find out what they think about these professions. COLLECTION O$ ,RODUCTS /reate flashcards depicting and

professions, careers

occupations and l&avocat

Spanish or rench, for e'ample, Tomo e'pessing opinions about professions

CON=ERSATION Student0Student feedback

59

Travailler commissariatDP l&aGroportDdans GcoleDdans un bureau

au Traba<ar en la comisarJa Y en el aeropuerto une Y en una escuela Y en una oficina

Listenin! an" S.ea;in! Students will respond orally to varied questions pertaining to careers and their plans for the future Rea"in! an" #ritin!

6uels sont tes pro<ets K6uG planes tienes para Students will be given a number of talk and write in pour l&avenir L about occupations, careers future plans$ aprNs les Gtudes L and faire dans l&avenir L 5e veu' me marierY 5e veu' devenir Gtudes. 5e serai 5e vais etreDdevenir Y faire dans la vieL musicien /harpentier el futuroL de terminar los estudiosL futuroL 6uiero casarme. 6uiero hacerme Y continuar los estudios. 8oy a ser?hacerme Y@ K6uG quieres serL quG carreraDprofesiMn 6uiero ser carpintero
60

professions in written and graphic video presentations, accompanied by of these occupations. Students will match the descriptions to the graphics and written words

a simple manner 6u&est0ce que tu vas faire K6uG vas a hacer despuGs forms such as flashcards, posters and 6u&est0ce que tu veu' K6uG quieres hacer en el wrongly sequenced, short descriptions

5e veu' continuer les 6uiero

6u&est0ce que tu veu' K#n 5e voudrais devenirDetre piensasL

;ngGnieur de son

mZsico ;ngeniero de sonido

listen, read and understand interviews conversations occupations, careers future plans$ e'press ideas opinions various professions, occupations and future plans. /omment est le travailL mGtierL 6uel est ton mGtier L 4 mon avis =our moi 5e suis and athlNteDartisteDmGdecin /&est un artiste cGlNbre. dans ton mGtier L and #nseigner S&occuper de ,Gparer les ordinateurs basic Taper and about

Soy atletaDartistaDmGdico #s un artista famoso. K6uG haces en tu traba<oL #nseEar ,eparar computadoras #scribir a mFquina K#n quG traba<asL Rea"in! Students are encouraged to research K/Mmo es el traba<oL K6uG traba<oL K/uFl es tu profesiMn Listenin!4#ritin! an" S.ea;in! Teacher will play short selection?s@ in which different people give opinions about their careers or the careers of others. Students will respond to these selections, by recording the opinions
61

related to various 6u&est0ce que tu fais /uidar a?de@

vocabulary on specific careers, tu

piensas

de

6ue penses0tu de ton favoritaL #n mi opiniMn =ara mJ =aga bien?mal@ #l salario es bueno

Oa paie bienDmal Le salaire est bon /&est nul h ;l y a des mauvais 6ue de betise h +evoir

#s interesante Tiene aspectos malos reluce. aspects m6uG tonterJah Tener que Y

of different speakers.

intGressantD/kest 7o es oro todo lo que S.ea;in! Students will imagine they are actors nurses, teachers or bankers, and give their opinions of these professions.

L#4,7;79 >AT/>2# ?/omputer@

SA//#SS /,;T#,;4

/>7T#7T S=47;S3 =arts of a computer

SA99#ST#+ 4/T;8;T;#S

4SS#SS2#7T

,#7/3 Students will be able =arts of a computer to talk about An Gcran, un clavier, une

O?SER=ATION O$ ,ROCESS 4sk students to identify parts of a

An monitor, un teclado, #ritin!

+emonstrate le'ical technology and the imprimante, une souris, una impresora,un ratMn, Students are given a drawing of computer competence in internet un ordinateur, un cam, una computadora, una computer and are required to label the une clG AS1, un /+ cFmara,una memoria different parts using the target
62

relation to computer.

+iscuss and activities.

computer internet

,>2,

une

touche, AS1,

/+

,>2,

un language. 4ctivity is done in groups.

COLLECTION O$ ,RODUCTS Students label the different parts of a computer CON=ERSATION Student0 Teacher feedback

brancher, le logiciel un e0 toque, conectar, correo mail !courrier, s arobase electronico, archivos, Glectronique, un fichier, lJnea, eliminar, enlace, en ligne, un site web, un motor de bZsqueda, effacer, mot un de lien, un contraseEa, descargar, 6a souris 6 $cran 6e clavier K6uG haces en la red L 6u&est0ce que tu fais sur ;nternet. 5e ;nternet. 7avego por la red, 5e surfe sur ;nternet, /ompro libros en lJnea. 5&achNte des livres en ligne. 3ago investigaciMn. 5e lis des blogs. 5e fais 2ando correos #stoy conectado ?a@ D a la .rite an email using the computer to suis red. be sent to teacher online. Students will carry out survey in target language to find out the various reasons why peers use the computer. el rat-n la "antalla el teclado moteur de recherche, un charlar. passe, tGlGcharger, tchater, taper

connectG?e@ DbranchG?e@ P

63

des recherches. 5&Gcris des e0mails. 5e tchate sur acebook de la musique. 5e <oue au' <eu' vidGo.

electronicos. \o charlo en acebook =uedo descargar video

5e tGlGcharge des filmsD pelJculas D mZsica. 2e gustan los <uegos.

T#,2 (

L#4,7;79 >AT/>2# ?3olidays, and wishes@ feasts

SA//#SS /,;T#,;4

/>7T#7T ,#7/3 /&est quand taDvotre S=47;S3

SA99#ST#+ 4/T;8;T;#S

4SS#SS2#7T

Rea"in!4Listenin! an" S.ea;in! Students will be able fete L fiestaL

O?SER=ATION O$ ,ROCESS

K/uando es tu fiestaD su presents graphic stimuli or audio .rite an advertisement about a feast in selection on holidays and feasts and target language.
64

#'press associated

wishes to with e'press

/&est quand ton Dvotre anniversaire LD6uelle est K/uando es wishes la date de tu D su

students respond to questions asked.

,eading information about various feasts in target language.

holidays and feasts.

tonDvotre cumpleaEosL D K/uFl es +iscussion relating to feasts and la fecha de tu D su holidays cumpleaEosL

related to different anniversaire L +isplay knowledge feasts and holidays. of to cultural holidays differences relating feasts. to

Le 7otl, Le <our de l&an, La 7avidad, #l dJa del #ritin! La Saint 8alentin, la ete aEo nuevo, +Ja de San Students match the different wishes COLLECTION O$ ,RODUCTS Students will create a card e'pressing wishes the year which includes the different holidays and feasts. 1onnes vacancesDfete 1onne mNresDpNres 1on anniversaire 5oyeu' notl, 5oyeuses =]ques La bgche de 7uel, La galette des rois, eli- cumpleaEos eli- 7avidad, eli- =ascua Las 9alletas, el fete eli- dJa de la des del padre madreD compare des grandes mNreDpNre, vacances, les dJa de la madre D padre, les los dJas festivos, las Students make calender of events for vacaciones de verano,

and Students will be able des roisD=]ques, la fete 8alentJn, D La =ascua,el with the specific holiday. renchDSpanish that of their own culture.

feastsDholidays with vacances d&GtG,

CON=ERSATION Student0Student feedback

le chocolate, las flores, los huevos de

65

chocolat, les fleurs, les regalos ,los

cadeau', les _ufs de pascua, etc. =]ques etc.

L#4,7;79 >AT/>2#

SA//#SS /,;T#,;4

/>7T#7T ,#7/3 S=47;S3

SA99#ST#+ 4/T;8;T;#S

4SS#SS2#7T

66

2ode transportation

of Students able to will

Le bus, le car, la voiture, 4utobZs,

el

carro, caballo,

la

O?SER=ATION O$ ,ROCESS

be le vGlo, la moto, la motocicleta, el camiMn, la Teacher uses graphic organisers to Students will listen to mini0dialogues mobylette, le camion, la camioneta,el el create discussion on modes of e'pressing how they get from one place to another camionnette, le cheval, aviMn,el barco, el tren, el transportation. train, le mGtro, le shuttle, le tram, scooter COLLECTION O$ ,RODUCTS Je vais a l$cole en voiture vas0tu vas0tu P K/Mmo via<as a la escuela D 8o vo2 a la escuela en carro iglesiaL en K6uG estFs haciendo en la #ritin! CON=ERSATION ciudadL Students match vocabulary related Teacher0 Student feedback to modes of transportation to Teacher asks students what means of transport they use to get to different places. .orksheet on modes of transport.

;dentify and provide information various transportation sSay how they get modes of of transportation.

about name various types l&avion, le bateau, le metro,el transporte,

to ask and say how /omment people get various destinations /omment ville L

to l&GcoleDP l& Gglise L

5e vais P l&Gcole en 8oy a la escuela en carroD photographs or pictures presented. voitureDP bicyclette, P bicicleta, a pie etc . pieds etc. 5e prends le bus pour Tomo Students and will be aller en ville DP able to write a letter campagne. composition Letter writing /ontraction? a b el cal, de belcdel@ Letter writing e'pressing .riting skills? Letter themselves in target el autobZs a S.ea;in! Students will compare and contrast la a SpanishD rench and #nglish la ciudad D al campo. letter.

O?SER=ATION O$ ,ROCESS Students write a letterDcompositon about

67

and writing@

/omposition language

3eading the letter /herDchNre /omment :a va L

3eading the letter 6ueridoD6uerida K/Mmo estFsL

themselves, their school etc.

Ase various strategies and vocabulary to and produce compositions target language letters,

/&est avec plaisir que <e Te estoy escribiendo Gsta t&Gcris cette lettre pour te carta para decirte de mi parler de mon GcoleDma escuelaD mi familia y yoD famille maison #'pressions to end the #'pressions to end the letter letter 5e dois te quitter 7&oublie pas tGlGhonerDd&Gcrire #spero pronto esbribirme que respondes #ritin! complete letterDcomposition with the missing linking words and con<unctions Students write a compositon or a 1idding airwell 1idding airwell letter on a given topic at their level. 1isouD4 bientStD 4 plus 1esos y abra-osD/haoD3asta tardD 4 la prochaineD Ton luegoDTu amigoY ami?e@.. et moiD mes mis vacacionesD mi casa Rea"in! Students sense. rearrange a scrambled compositionDletter so that it makes vacancesDma nouvelle nueva

COLLECTION O$ ,RODUCTS Students will create a <ournal using a collage of pictures to describe their schoolDhome etc.

simple sentences in

de 7o te olvides de llamarmeD Students

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/omposition Linking words +kabord, aprNs :a,

/omposition Linking words aprNs, terminar /on<unctions =eroDSinoDoDyDpuesDsin embargoDniDporqueDporDpara ,eview of i=retrit&

premiNrement #ntoncesDpuesD4l finD =ara

#nsuiteDpuisDalorsD en fin /on<unctions 2aisDouDetDdoncDorDniDcar , alors ,iview composG& of i=assG

L#4,7;79 >AT/>2# ?8acation and

SA//#SS /,;T#,;4

/>7T#7T ,#7/3 S=47;S3

SA99#ST#+ 4/T;8;T;#S

4SS#SS2#7T

Rea"in!4 Listenin! an" S.ea;in!

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Travel@ ,elay information

Students will be able =artir en vacances to$ 4ller P l&Gtranger Le billet aller retour and holiday plans$ Le billet aller retour L&agence de voyage ask and respond to 5e

;r de vacaciones ;r al e'tran<ero 1illete de vuelta +ivertirse 1illete de vuelta La 4gencia de via<es quiero D quisiera comprarDreservar K6uG tiempo haceL 3ace solDfrJo 3ay nubes #stF lloviendo K 4 quG paJs via<asL 8oy a... via<arL #s necesarioY

Teacher

presents

graphic

stimuli O?SER=ATION O$ ,ROCESS

?video, pictures@ depicting a scene at a Students role play making reservations at travel agency and discusses it with a travel agency. students. Students read mini0dialogues related to vacation and travel in the target language.

about holidays and talk about holiday S&amuser bien holiday plans

veu'Dvoudrais \o

=erform travel

language simple

requests acheterDrGserver travel 6uel temps fait0il L ;l fait du soleil beau D froidDchaud travel ;l y a des nuages ;l pleut Tu voyages P quel pays L 5e vais PYY voyagerL ;l faut 4 quelle heure que Darrive le vol L 6uand est0ce parsDrentres L Le premier avril

#ritin! for a trip or picnic.

COLLECTION O$ ,RODUCTS

functions relating to about arrangements make reservations

Students make a list for items needed Students fill out an immigration form CON=ERSATION +iscussion .Rea"in! an" #ritin! Students respond to questions based on advertisement with travel schedule. agency to make travel reservations

6u&est0ce qu&il faut pour K6uG se necesita para Students send an e0mail to a travel

part K4 quG hora saleD llega el vueloL tu K/uando volverL #l primero de abril
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usted

piensa

6uel est le numGro du K/uFl es el nZmero del volL 1on voyage vueloL 1uen via<e

;l y a beaucoup de 3ay mucho trFfico en la circulation dans la rueDla calle routeDle coinDle trottoir +Gfense de stationner Limitation de vitesse +anger +Gfense respond appropriately simple notices travel$ monterDde to descendre sentences, P droiteDP gauche related to 5usqu&P =ar lP Les feu' Los 5kai pris lkavionD 5e suis
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carretera

esquina D acera =rohibido estacionar +isminuir la velocidad =eligro fumar D

de

fumerDde =rohibido sortirDde ba<arD Salida 1a<a

listen or read and doublerDd&entrerDde

doblar D entrar D Subir D

4 la derecha D i-quierda ,ecto 3asta

short paragraphs or Tout droit

semFforos

parti?e@ le YD5e suis restG TomG el aviMnD\o salJ une semaine D un 2e quedG una semanaDun \o vJ .. =retrit of regular and irregular verbs 5e prGfNreD5e voudrais \o prefiero D me gustarJa ;r de via<e =or la maEana =or la noche #l fin de semana allerDvoyager +ans la matinGe la soirGe #n fin de semaine le weekend e'press preferences lundi, mardi in the area of travel. =endant les vacances de Le si' maiD<uin /onfortableDrapide marchGDcherDchNre Lunes, el martes +urante las vacaciones Dbon #l seis de mayoD<unio #s cMmodoD rFpidoD baratoDcaro moisD5kai vu La Tour mes #iffel etcY =asse compose of regular and irregular, etre verbs to write about their past vacation.

j;dentify topics for term j;dentify learning outcome for each topic
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j+etermine success criteria for each topic

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