· web viewgrammar – cultural capital. learning about festivals celebrated throughout the...

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Scheme of Work

Year ____ Term ____

Dynamo 2 VertUnit number, titleLearning objectives

Builds on (previous learning)Learning outcomes

GrammarCultural capitalKey Language examples

Digital resources

Dynamo 2 Vert Module 1: Vive les vacances! (GCSE theme: Local, national, international and global areas of interest)Week(s) ____

Point de départ, pp. 8–9

Talking about school holidays

Using the verbs avoir and être

Builds onUnderstanding of avoir and être (D1 M1 U1 & U4)Knowledge of opinion adjectives (D1 M2 U1, D1 M3 U4)Knowledge of qualifiers (D1 M1 U4)

Learning outcomes Pupils understand and talk

about how much school holiday they have

Pupils talk about where they are on holiday

Pupils refresh their knowledge of the verbs avoir and être

Pupils use opinion adjectives and qualifiers to talk about their holiday

Pupils learn about liaisons in French pronunciation

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

themselves/their holiday

GrammarThe verb avoirThe verb être

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

Key Language examplesJ’ai une semaine / deux semaines de vacances en janvier / février / …J’ai trois / dix jours de vacances en septembre.

C’est …pour Noël / pour Pâques / pour les grandes vacances.

Je suis …au bord de la mer / à la montagne / …

C’est … très amusant / assez intéressant / un peu ennuyeux / complètement nul!

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

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

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____ Qu’est-ce que tu as visité?

Saying what you visited and what it was like

Using the perfect tense of visiter

Knowledge of avoir (D2 M1 PdD)Knowledge of places in town (D1 M5 PdD & U1)Knowledge of sequencers (D1 M2 U3, D1 M5 U4)Knowledge of French phonics (D1 M1, D1 M3 PdD)

Learning outcomes Pupils learn to understand and

use the phrase j’ai visité with different attractions in a city

Pupils learn a simple 1-2-3 rule for forming the perfect tense

Pupils recap how to pronounce ai and é sounds

Pupils listen/read and understand accounts of a visit to Geneva

Pupils produce a dialogue based on a visit to Geneva

Pupils write a short account of a visit using sequencers and qualifiers

The perfect tense of regular –er verbs (visiter)

Cultural capitalLearning about the city of Geneva

Key Language examplesQu’est-ce que tu as visité à Genève?

J’ai visité …le château / la mosquée / la chocolaterie / …

d’abord, ensuite, puis, après, finalement

D’abord, j’ai visité le lac. Puis j’ai visité la chocolaterie, parce que j’adore le chocolat!

C’était comment?C’était (très / assez / un peu / …) …cool / ennuyeux / génial / sympa / …

p.010 Flashcardsp.011 Class gameHomeworkListeningReadingPronunciationVocabulary

Week(s)____

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

Saying what you did during the holidays

Using the perfect tense of regular –er verbs

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

Learning outcomes Pupils understand and use a

set of –er verbs in the perfect tense with avoir

Pupils ask and respond to the question Qu’est-ce que tu as

GrammarThe perfect tense of regular –er verbs

Cultural capital–

Key Language examplesPendant les vacances, j’ai …joué au tennis / mangé des glaces / acheté des baskets / …

Front-of-classp.012 Flashcardsp.012 Grammar quizp.012 Grammar videop.013 Class gamep.013 Writing skills worksheetHomeworkListeningReadingTranslation

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fait pendant tes vacances? Pupils read/listen and decode

a song in the perfect tense about activities with friends on different days of the week

Pupils understand that on can mean ‘we’

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

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

C’était très sympa / très amusant.

Le lundi / mardi / mercredi, …j’ai retrouvé (Jean-Marc).

On a …nagé dans la piscineregardé un film à la télé[…]

Vocabulary

Week(s)____

Unité 3, pp. 14–15Qu’est-ce que tu as fait?(Listening and Reading Skills)

Understanding the perfect tense of irregular verbs

Listening and reading for negatives in the perfect tense

Builds onKnowledge of the perfect tense with avoir (D2 M1 U1 & U2)Knowledge of sequencers (D2 M1 U1, D1 M2 U3, D1 M5 U4)Knowledge of opinions (D1 M2 U1, D1 M3 U4, D1 M5 PdD)

Learning outcomes Pupils understand and use a

short set of common irregular verbs in the perfect tense

Pupils identify and use sequencers in an account of a day out

Pupils understand ne … pas with the perfect tense for saying what someone didn’t do

Pupils start to use TRAPS strategy (P = positive or negative) to recognise when verbs are used in the negative

GrammarThe perfect tense of irregular verbsNegative sentences in the perfect tense

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

Key Language examplesQu’est-ce que tu as fait au Parc Astérix?

d’abord / puis / après / finalement / …

J’ai fait les manèges.J’ai bu un coca.J’ai vu un spectacle.J’ai pris des photos.[…]

Je n’ai pas fait les manèges.

Front-of-classp.014 Flashcardsp.015 Grammar quizp.015 Writing skills worksheetHomeworkListeningReadingGrammarVocabulary

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form

Extension (ex. 7) Pupils write about a trip to a

theme park using the perfect tense, sequencers and negatives

Je n’ai pas pris de photos.[…]

Week(s)____

Unité 4, pp. 16–17Tu es allé(e) où?(Speaking Skills)

Taking part in an interview about a special holiday

Using the perfect tense of aller (to go)

Builds onKnowledge of the perfect tense (D2 M1 U1, U2 & U3)Knowledge of family members (D1 M4 U1)Sequencers (D2 M1 U3, D1 M2 U3, D1 M5 U4)

Learning outcomes Pupils understand and

produce dialogues about where, who with and how they travelled on holiday

Pupils understand and use aller with être in the perfect tense

Extension (exs 4–7) Pupils read/listen and

understand dialogues which pull together content and structures from Module 1

Pupils prepare their own dialogue with support

GrammarUsing the perfect tense of verbs which take êtreSaying ‘to’ or ‘in’ with countries (en, au, aux, à)

Cultural capitalLearning about Morocco

Key Language examplesTu es allé(e) où en vacances?Je suis allé(e) …en Espagne / au Maroc / aux États-Unis / …

Avec qui?Je suis allé(e) en vacances …avec ma famille / avec mes amis / …

Tu as voyagé comment?J’ai / Nous avons voyagé …en avion / en bateau / en train / …

Front-of-classp.016 Flashcards 1p.016 Flashcards 2p.016 Grammar quizp.016 Grammar videop.016 Pronunciation quizp.017 Class gamep.017 Learning skills worksheetp.017 Video storyp.017 Video worksheetHomeworkListeningReadingTranslationVocabulary

Week(s) ___

En focus pp. 20–21: Double page unit with a variety of tasks, covering language from the module.

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Week(s) ___

Revision and Assessment Bilan and Révisions pp. 18–19 Grammaire pp. 24–25 Vocabulaire pp. 26–27 Assessment Pack End of Module 1 tests

Extension En plus pp. 22–23 À toi pp. 124–125

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Year ____ Term ____




Digital resources

Dynamo 2 Vert Module 2: J’adore les fêtes! (GCSE theme: Identity and culture)Week(s) ____


Understanding dates

Saying what festivals you like and dislike

Builds onNumbers from 1 to 31 (D1 M1 PdD, D1 M4 PdD, D1 M5 U3)Verbs of opinion followed by infinitives (D1 M3 U4)Adjectives to express opinions (D1 M2 U1, D1 M3 U4, D1 M5 PdD)

Learning outcomes Pupils understand and use

numbers to 31 and months to relay dates of festivals

Pupils understand and use words for different festivals

Pupils start to express opinions on different festivals, giving reasons

Pupils focus on useful key sounds in French whilst speaking

Grammar–

Cultural capitalLearning about festivals celebrated throughout the French-speaking world

Key Language examplesMon anniversaire, c’est le douze juillet.

Numbers: un to trente-et-un

Quelle est ta fête préférée?Quelle fête est-ce que tu n’aimes pas?

J’adore / J’aime / Je déteste / …Noël / l’Aïd / la Chandeleur / Diwali / …

parce que j’adore / j’aime / je déteste … danser / acheter des cadeaux / aller chez ma mère/mes cousins / …

parce que c’est … sympa / (très) commercial / …

Front-of-classp.030 Class gamep.030 Flashcardsp.031 Speaking skills worksheetHomeworkVocabulary

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Week(s) ____

Unité 1, pp. 32–33C’est carnaval!

Describing a festival

Using the present tense of regular –er verbs

Builds onKnowledge of verb conjugation patterns (D2 M1 PdD, D1 M2 U3, D1 M3 U1 & U2)Knowledge of time expressions (D1 M5 U2)Knowledge of how to describe a photo (D1 M3 U1, D1 M5 U3)Knowledge of weather vocabulary (D1 M3 PdD, D1 M5 U4)

Learning outcomes Pupils use a number of –er

verbs in the present tense (je form)

Pupils listen/read and complete a text about a festival

Pupils write about a festival using basic time expressions

Pupils listen and understand a description of a photo showing a festival, using the four Ws to support them (Who, Where, What, Weather)

Pupils describe a photo of a festival using the four Ws

GrammarThe present tense of regular –er verbs

Cultural capitalLearning about carnaval and mardi gras

Key Language examplesMa fête préférée, c’est le carnaval.Je porte un masque et un déguisement.Je regarde la parade en ville.[…]

Le matin, l’après-midi, le soir

Sur la photo, il y a un homme / une femme / …Il/Elle est dans une parade / …Il/Elle chante / joue d’un instrument / …Il/Elle porte un déguisement / un masque bleu / vert / rouge / …Je pense qu’il fait beau / mauvais / chaud / froid.

Front-of-classp.032 Grammar videoHomeworkListeningReadingPronunciationVocabulary

Week(s)____

Unité 2, pp. 34–35La fête de la musique(Listening and Reading Skills)

Understanding more detailed information about a festivalIdentifying the subject

Builds onKnowledge of verb conjugations (D2 M1 PdD, D2 M2 U1, D1 M3 U1)Using TRAPS strategies to support listening and reading (D2 M1 U3)Knowledge of time expressions (D2 M2 U1, D1 M5 U2)

Learning outcomes

GrammarThe present tense of regular –ir and –re verbs

Cultural capitalLearning about la fête de la musique

Key Language examples

Front-of-classp.034 Class gamep.034 Grammar quizp.034 Grammar video 1p.034 Grammar video 2p.034 Pronunciation

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when listening and reading

Pupils learn about la fête de la musique in France

Pupils recognise and understand verbs in the je form from the –ir and –re groups

Pupils listen and read, spotting who is being talked about (TRAPS: S = subject)

Pupils translate some phrases using –ir and –re verbs into English

Extension (ex. 8) Pupils write a blog on la fête

de la musique, using time expressions and opinions with c’est …

Chaque année, j’attends la fête de la musique avec impatience.Le matin, je vends des disques vinyles au marché.Je finis à midi.L’après-midi, je choisis un groupe de rock.[…]

Ma mère chante dans la chorale.Mon frère choisit un groupe folk.

quizHomeworkListeningReadingGrammarVocabulary

Week(s)____

Unité 3, pp. 36–37Et avec ça?

Buying food at a market

Working on a role play task

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

Learning outcomes Pupils learn and use

vocabulary for items at a market stall and quantities

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

Pupils learn and use transactional language for

GrammarDifferent ways of expressing quantity

Cultural capitalLearning about food items typically available at a French market

Key Language examplesVous désirez?Je voudrais …, s’il vous plaît.Et avec ça?C’est tout, merci.Ça fait combien?Ça fait 10€60, s’il vous plaît.Merci, bonne journée.

Front-of-classp.036 Class gamep.036 Flashcardsp.037 Speaking skills worksheetHomeworkListening 1Listening 2PronunciationVocabulary

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buying items at a market stall Pupils learn to deal with

unexpected questions

Je suis allé(e) au marché et j’ai acheté …un melon / des oignons / des œufs / le fromage / le jambon / …

un (demi-)kilo de / une tranche de …Numbers: vingt to cent

Week(s)____

Unité 4, pp. 38–39Qu’est-ce que tu vas manger?

Talking about what you are going to eat on a special day

Using the partitive article (du, de la, des)

Builds onKnowledge of food vocabulary in French (D2 M2 U3, D1 M4 U3)Knowledge of the partitive article (D1 M4 U3)Knowledge of the near future tense (D1 M5 U4 & U5)Knowledge of using c’est + adjective

Learning outcomes Pupils read/listen and

understand extracts about traditional dishes in France, including the ingredients

Pupils work on using cognates, context and pictures to decode new words

Pupils talk about what they are going to eat and what it is like

Extension (exs. 4–6) Pupils read, listen and write

texts about specialities in France, eaten on particular festival days

GrammarThe partitive article: ‘some’The near future tense

Cultural capitalLearning about traditional and speciality meals in France

Key Language examplesÀ Pâques / Noël … Pour le Nouvel An / l’Aïd …

je vais manger … un couscous / une tarte flambée / du jambon / des moules-frites …

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

C’est très / vraiment délicieux / savoureux / bon.

Front-of-classp.038 Grammar quizp.038 Grammar videop.039 Reading and writing skills worksheetp.039 Translation skills worksheetHomeworkListeningGrammarTranslation


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____ Le marché de Noël(Writing Skills)

Talking about a future trip

Using the near future tense with questions

Knowledge of the near future tense (D2 M2 U1, D1 M5 U4 & U5)Modes of transport (D2 M1 U4)Knowledge of questions and question words (D1 M1 U6, D1 M3 U5)Knowledge of sequencers (D2 M1 U3 & U4)


understand extracts about a school trip to an Alsace Christmas market

Pupils understand and compose phrases in the near future tense


understand a short set of questions using question words

Pupils match questions to paragraphs of a text (including sequencers)

Pupils translate sentences into French including the near future tense, sequencers and a question

Pupils write a plan for a trip to a Christmas market using the near future tense and sequencers

The near future tenseAsking questions in the near future tense

Cultural capitalLearning about the region of Alsace

Key Language examplesJe vais …visiter le marché de Noël.écouter les chorales sur la rivière.boire un jus de pomme chaud.[…]

Où est-ce que tu vas aller?Qu’est-ce que tu vas faire?Comment est-ce que tu vas voyager?Qu’est-ce que tu vas manger?

Le weekend prochain / Demain, …… je vais aller à Colmar en car / en train / en voiture / en avion.

Je vais acheter des cadeaux / … … et je vais manger de la choucroute /…

p.040 Flashcardsp.041 Class gamep.041 Thinking skills worksheetp.041 Video storyp.041 Video worksheetHomeworkListeningReadingGrammarVocabulary

Week(s) ___


Week(s) Revision and Assessment

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___ Bilan and Révisions pp. 42–43 Grammaire pp. 48–49 Vocabulaire pp. 50–51 Assessment Pack End of Module 2 tests


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Year____ Term ____




Digital resources

Dynamo 2 Vert Module 3: À loisir (GCSE theme: Identity and culture)Week(s) ____


Talking about TV programmes, actors and actresses

Using adjective agreement

Builds onGiving opinions (D1 M2 U1, D1 M3 U4)Pronouncing cognates (D2 M2 U3, D1 M3 U1)Describing a person’s character (D1 M1 U4, D1 M4 U5)Knowledge of adjective endings (D1 M2 U2, D1 M4 U1)Knowledge of using qualifiers (D1 M1 U4)

Learning outcomes Pupils listen, read and discuss

TV programmes, including verbs of opinion

Pupils remember that cognates are pronounced differently in French

Pupils understand and write their opinions of celebrities, giving reasons

Pupils use personality adjectives in the masculine and feminine singular form

Extension (ex. 6) Pupils write a short extract

describing what they like watching on TV and which actors they like and why

GrammarAdjective agreement

Cultural capital–

Key Language examplesQu’est-ce que tu aimes à la télé?J’adore / J’aime / Je n’aime pas / …

les comédies / les dessins animés / les infos / …les émissions de musique / de sport …

Qui est ton acteur préféré?Qui est ton actrice préférée?

J’adore / J’aime / …… parce qu’il/elle est …… parce qu’il/elle n’est pas …

un peu / assez / très / troparrogant / arrogantegénéreux / généreuse[…]

Front-of-classp.054 Flashcardsp.055 Pronunciation quizHomeworkVocabulary

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Week(s) ____

Unité 1, pp. 56–57Ma vie numérique

Talking about digital technology

Forming and answering questions

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

Learning outcomes Pupils understand and do a

survey on TV viewing habits Pupils ask questions using a

range of question words Pupils read/listen and

understand extracts on music and gaming habits, including adverbs of frequency

Pupils write a text on their music and gaming habits

GrammarAsking questions (question word + est-ce que + tu form of the verb)

Cultural capital–

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

Je regarde la télé … … le soir / le weekend / …… à la maison / dans le bus / …… seul(e) / avec ma famille / …… à la demande / sur mon portable / …

Je regarde …les feuilletons / les émissions de télé-réalité / …

Front-of-classp.056 Grammar quizp.057 Class gameHomeworkListeningReadingTranslationVocabulary

Week(s)____

Unité 2, pp. 58–59On va au ciné?

Arranging to go to the cinema

Using the 24-hour clock

Builds onKnowledge of TV programme vocabulary (D2 M3 PdD)Knowledge of the near future tense (D2 M2 U4 & U5, D1 M5 U4 & U5)Knowledge of telling the time (D1 M2 PdD)Knowledge of time expressions (D1 M5 U1, U2 & U5)Transactional language (buying things) (D2 M2 U3, D1 M5 U3)

Learning outcomes Pupils learn vocabulary for

GrammarThe near future tense

Cultural capital–

Key Language examplesC’est … une comédie / un film d’animation / …

Je vais aller au cinéma (ce soir / …).Tu viens?Désolé. Je ne peux pas.Alors, demain après-midi / soir?

Front-of-classp.058 Flashcardsp.059 Class gamep.059 Thinking skills worksheetHomeworkListeningReadingVocabulary

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different types of film Pupils understand a

conversation agreeing to go to the cinema

Pupils recognise phrases in the near future tense

Pupils understand and give times in the 24-hour clock

Pupils create their own dialogue arranging to go to the cinema

Oui, je veux bien, merci. Qu’est-ce que tu vas voir?Je vais voir (…).Rendez-vous à quelle heure?Rendez-vous à (dix-sept heures).

Week(s)____

Unité 3, pp. 60–61Quels sont tes loisirs?

Talking about leisure activities

Using negatives

Builds onKnowledge of negatives (D1 M1 U3, D1 M3 U1)Knowledge of free time activities (D2 M3 PdD, U1 & U2, D1 M3)Knowledge of possessive adjectives (D1 M4 U1)


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

Pupils listen and understand phrases in the negative

Pupils translate negative phrases into French with support

Pupils talk about their free time including what they don’t do

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

GrammarNegatives (ne … pas, ne … jamais, ne … rien)Possessive adjectives: son, sa, ses

Cultural capitalLearning about leisure activities in French-speaking African countries

Key Language examplesJ’ai un smartphone et une tablette.Je surfe, je tchatte et je blogue.Je ne fais pas de sport.Je ne regarde jamais la télé.Je ne lis rien.

Sur la photo, il y a (…) filles / garçons.Au centre / À gauche / À droite, il y a …Il/Elle regarde …Il/Elle joue sur … son portable / sa tablette …avec ses copains / avec ses copines

Front-of-classp.060 Grammar quizp.061 Class gamep.061 Video storyp.061 Video worksheetHomeworkReadingGrammarTranslationVocabulary

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mobile devices Pupils understand possessive

adjectives son/sa/ses Pupils describe a photo of

young people with mobile devices

Week(s)____

Unité 4, pp. 62–63Tu as fait des achats? (Listening and Reading Skills)

Spotting synonyms when listening and reading

Spotting verbs in the perfect tense in a song

Builds onKnowledge of the perfect tense (D2 M1, D2 M2 U3)Knowledge of sequencers (D2 M1 U3 & U4, D1 M5 U4)Using c’était + adjective to describe what something was like (D2 M1 U1)Knowledge of irregular past participles (D2 M1 U3)

Learning outcomes Pupils read/listen to extracts

and demonstate understanding of synonyms

Pupils use TRAPS strategy (A = alternative words)

Pupils read/listen to a rap about a shopping trip, spotting synonyms

Pupils find verbs in the perfect tense in the rap

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

GrammarSpotting verbs in the perfect tense (regular –er verbs, irregular verbs, verbs which take être)

Cultural capital–

Key Language examplesd’abord, ensuite, puis, après …J’ai écouté de la musique.J’ai acheté des vêtements.J’ai fait une balade.Je suis allé en vacances.[…]

Le weekend dernier, je suis allé(e) au centre commercial.Samedi matin, j’ai fait … Puis, j’ai …Samedi après-midi / soir, j’ai …C’était amusant / ennuyeux / ennuyeux / genial / passionnant / sympa

Front-of-classp.063 Grammar video 1p.063 Grammar video 2p.063 Learning skills worksheetHomeworkListeningReadingGrammarVocabulary

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Week(s)____

Unité 5, pp. 64–65Ça, c’est la question!(Speaking Skills)

Creating a chat show interview

Asking and answering questions in two tenses

Builds onKnowledge of the present tense (D2 M3 U3, D1 M3 PdD, U1 & U2, D1 M5 U1)Knowledge of the perfect tense (D2 M1)Knowledge of leisure activities and TV/film preferences (D2 M3 PdD, U1 & U2)Knowledge of time expressions and sequencers (D2 M1 U3 & U4, D1 M2 U3)

Learning outcomes Pupils match statements to

questions Pupils determine whether

statements are about the past or present

Pupils use spoken prompts to talk about leisure activities normally and recently

Extension (exs 5–7) Pupils listen/read and

understand an interview with questions and answers in two time frames, including key time expressions and sequencers

Pupils create their own version of the interview

GrammarThe present and perfect tenses (regular –er verbs, irregular verbs, verbs which take être)

Cultural capital–

Key Language examplesQuels sont tes loisirs?Je joue au basket, je fais du vélo et …

Qu’est-ce que tu as fait le weekend dernier?Le weekend dernier, j’ai fait du sport et je suis allé(e) au cinéma.

[…]

J’écoute de la musique tout le temps. Je lis souvent et parfois je …

Front-of-classp.064 Grammar quizp.065 Class gamep.065 Speaking skills worksheetp.065 Translation skills worksheetHomeworkListeningReadingPronunciation

Week(s) ___


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Week(s) ___



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Year ____ Term ____




Digital resources

Dynamo 2 Vert Module 4: Le monde est petit (GCSE theme: Local, national, international and global areas of interest)Week(s) ____


Talking about where you live

Describing the weather

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

Learning outcomes Pupils listen/read and

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

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

Pupil write a short text about where they live, what it’s like and the weather in summer and winter

Grammar–

Cultural capital–

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

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

C’est comment?En été / hiver …c’est très / vraiment / trop …amusant / tranquille / ennuyeux / nul / genial / joli / calme

Front-of-classp.078 Flashcardsp.079 Class gamep.079 FlashcardsHomeworkVocabulary 1Vocabulary 2

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Week(s) ____

Unité 1, pp. 80–81Elle est comment, ta région?

Describing where you live

Using pouvoir + infinitive

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


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

Pupils ask and answer questions about what you can do in the local area and what it is like

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

Pupils do a piece of writing about their local area (what you can do and what it is like)

Extension (ex. 7) Pupils read/listen and

complete a translation into English about the life of a teenager in Mali

GrammarUsing the verb pouvoir

Cultural capitalLearning about different regions in France

Key Language examplesQu’est-ce qu’on peut faire en (Dordogne) / dans ta région?

Dans ma ville / ma région, on peut …… visiter des grottes / le marché / …… faire du ski / des randonnées / …… aller au cinéma / à la plage.[…]

C’est comment, ta région?Il y a des / Il y a beaucoup de / Il n’y a pas de … bâtiments / touristes / forêts / …

Front-of-classp.081 Class gamep.081 Flashcardsp.081 Grammar videop.081 Reading skills worksheetHomeworkListeningReadingGrammarVocabulary

Week(s)____

Unité 2, pp. 82–83Qu’est-ce que tu dois faire à la maison?

Talking about how you must help at home

Builds onKnowledge of modal verbs(D2 M4 U1, D1 M5 U2)Strategies for listening and reading (TRAPS) (D2 M1 U3, D2 M2 U2, D2 M3 U4)

GrammarUsing the verb devoir

Cultural capitalLearning about different ways of lifeKey Language examples

Front-of-classp.082 Flashcardsp.082 Grammar videop.083 Grammar skills worksheet

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Using devoir + infinitiveKnowledge of family members (D1 M4 U1)Understanding that on can mean ‘we’

(D2 M1 U2, D2 M4 U1)

Learning outcomes Pupils listen to extracts and

understand which jobs are done at home

Pupils discuss which jobs they do

Pupils understand how to use devoir with an infinitive

Pupils understand and use adverbs of frequency in relation to jobs at home

Pupils express whether or not they think their jobs at home are fair

Pupils read texts about domestic jobs in different environments and work out who is being referred to using TRAPS strategies (S = subject)

Qu’est-ce que tu dois faire à la maison?

Je dois laver la voiture.Je dois ranger ma chambre.Je dois garder le bébé.[…]Je ne fais rien.

souvent / quelquefois / le weekend / …

Mon frère / Ma sœur doit ranger sa chambre (tous les jours).

Je pense que c’est juste / ce n’est pas juste.

HomeworkListeningReadingTranslationVocabulary

Week(s)____

Unité 3, pp. 84–85Ma routine, ta routine

Talking about daily routine

Using reflexive verbs

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

Learning outcomes

GrammarReflexive verbs

Cultural capital–

Key Language examplesJe me lève.Je me douche.Je m’habille.

Front-of-classp.084 Class gamep.084 Flashcardsp.084 Grammar quizp.084 Grammar videop.085 Translation skills worksheetp.085 Translation skills worksheet

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Pupils understand and use verbs of personal routine in speaking and writing

Pupils understand the structure of reflexive verbs


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

Pupils write a text about a personal routine using prompts

Je me lave les dents.[…]

À quelle heure est-ce que tu te lèves?Je me lève à …(sept) heures …… et quart… moins le quart… et demie… cinq / dix / vingt / vingt-cinq… moins cinq / dix / vingt / vingt-cinq

HomeworkListeningReadingGrammarVocabulary

Week(s)____

Unité 4, pp. 86–87J’ai déménagé!(Listening and Reading Skills)

Reading texts for overall meaning

Spotting alternative ways of saying the same thing

Builds onKnowledge of adjectival agreements (D2 M3 PdD, D1 M2 U2, D1 M4 U1)Knowledge of pronunciation (silent letters) (D2 M1 PdD, D2 M4 PdD)Knowledge of the perfect tense (D2 M1, D2 M3 U4)Knowledge of TRAPS strategies (D2 M3 U4)


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

Pupils understand how to pronounce the adjectives

Pupils listen and complete a rap with rhyming words

Pupils listen to and read extracts in the perfect tense,

GrammarIrregular adjectives: beau, nouveau and vieux

Cultural capital–

Key Language examplesJ’ai déménagé à la campagne / en ville.Voici ma nouvelle maison.Il y a un beau jardin.Il y a aussi une belle cuisine.Il y a un vieux collège.Il y a une vieille église.[…]

Le weekend dernier, j’ai … visité le centre commercial.vu un film / le château / la cathédrale.

Front-of-classp.087 Grammar quizp.087 Video storyp.087 Video worksheetHomeworkReadingGrammarPronunciation

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using TRAPS strategy (A = alternative words) to deal with synonyms

Pupils write a blog in the perfect tense using adjectives that come before nouns

fait un pique-nique / du sport / …[…]… je suis allé(e) …en ville / au cinéma / à la plage / …

Week(s)____

Unité 5, pp. 88–89Bienvenue en Corse (Writing Skills)

Bringing together what you have learned into a piece of writing

Using two tenses in writing

Builds onReflexive verbs of daily routine (D2 M4 U3)Knowledge of present and perfect tenses (D2 M1, D2 M3 U5)Knowledge of questions (D2 M2 U5, D2 M3 U1 & U5)


understand extracts in two tenses: present and perfect

Pupils understand questions in two tenses

Pupils plan and write a blog using questions and English prompts for support

GrammarUsing two tenses together (present and past)

Cultural capitalLearning about the island of Corsica

Key Language examplesLa Corse, c’est comment?C’est vraiment animé.Il y a des montagnes et …

Qu’est-ce qu’on peut faire en Corse?En Corse, on peut faire des randonnées et on peut …

À quelle heure est-ce que tu te lèves?Je me lève à neuf heures et je …

Qu’est-ce que tu dois faire à la maison?À la maison, je dois faire la cuisine …

Qu’est-ce que tu as fait le weekend dernier?Dimanche dernier je suis allé à …

Front-of-classp.089 Class gamep.089 Writing skills worksheetHomeworkListeningReadingTranslation

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Year ____Term ____




Digital resources

Dynamo 2 Vert Module 5: Le sport en direct (GCSE theme: Identity and culture / Local, national, international and global areas of interest)Week(s) ____


Talking about sports

Using jouer à and faire de

Builds onKnowledge of sports and leisure vocabulary (D1 M3 U1 & U2)Knowledge of using jouer à and faire de with masculine, feminine and plural nouns (D1 M3 U1 & U2)Knowledge of adverbs of frequency (D2 M3 U1, D2 M4 U2)Knowledge of the modal verb pouvoir

(D2 M4 U1)Knowledge of TRAPS strategies (D2 M3 U4, D2 M4 U4)


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

Pupils speak about what sports they can do in their area using prompts

Pupils read and understand adverbs of frequency in texts about sporting activities

Extension (exs 5–7) Pupils read, listen and write

about whether or not they are sporty, what sports they can

GrammarUsing jouer à and faire de (with masculine nouns)Present tense paradigms of jouer and faire

Cultural capital–

Key Language examplesOn peut jouer au …basket / rugby / tennis / …

On peut faire du …footing / judo / ski / vélo

On peut faire de la …gymnastique / natation / voile / …

On peut faire de l’…athlétisme / équitation

Tu es sportif/sportive?Je suis assez / très sportif/sportive.Je ne suis pas très sportif/sportive.

Front-of-classp.102 Class game: Sportsp.102 Flashcardsp.102 Pronunciation quizp.103 Grammar animationp.103 Grammar quizp.103 Grammar videop.103 Learning skills worksheetHomeworkVocabulary

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do in their area and how often they do sport

Week(s) ____

Unité 1, pp. 104–105C’est plus amusant!

Giving opinions about sports

Using the comparative

Builds onKnowledge of adjectives of opinion (D2 M1 PdD, D2 M2 PdD, D1 M3 U4)Knowledge of qualifiers (D2 M1 PdD, D1 M1 U4)Knowledge of adjective agreement with masculine and feminine nouns (D2 M3 PdD, D2 M4 U4)

Learning outcomes Pupils listen/read/speak to

conduct a survey on opinions of different sports

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

Pupils write sentences comparing different sports with support

Pupils speak about their opinions, comparing different sports

GrammarAdjective agreementUsing the comparative (plus que)

Cultural capital–

Key Language examplesJe trouve (le tennis / la danse) … un peu / assez / très / trop …amusant(e)compliqué(e)fatigant(e)passionnant(e)[…]

Je trouve …… le cyclisme plus difficile que le footing!… la natation plus relaxante que le cyclisme.

Front-of-classp.105 Writing skills worksheetHomeworkListeningReadingTranslationVocabulary

Week(s)____

Unité 2, pp. 106–107Pour aller au stade?

Asking the way and giving directions

Using the vous form of the imperative

Builds onKnowledge of places in town (D1 M5 PdD & U1)Knowledge of à + article with masculine and feminine nouns (D2 M5 PdD, D1 M3 U1)Knowledge of intonation when asking questions (D1 M5 U2)Knowledge of French phonics and final silent letters (D2 M2 PdD,

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

Cultural capital–

Key Language examplesle vélodrome / la gare / l’hôtel / les

Front-of-classp.106 Flashcardsp.107 Class gamep.107 FlashcardsHomeworkListeningGrammarVocabulary 1

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D2 M4 PdD)

Learning outcomes Pupils listen and ask about

destinations in the Olympic village

Pupils use à with the definite article correctly

Pupils listen/read and understand extracts containing simple directions

Pupils create dialogues containing simple directions in the Olympic village

courts de tennis / …

Pour aller au / à la / à l’ / aux …, s’il vous plaît?Allez tout droit.Tournez à gauche / droite.Prenez la première / deuxième / troisième rue à gauche / droite.

Vocabulary 2

Week(s)____

Unité 3, pp. 108–109Qu’est-ce qu’il faut faire?(Listening and Reading Skills)

Listening for cognates

Translating from French into English

Builds onKnowledge of structures followed by an infinitive (D2 M2 U4 & U5, D2 M4 U1 & U2)Knowledge of pronunciation (cognates) (D2 M2 U3, D2 M3 PdD)


phrases with il faut + infinitive Pupils listen and spot

cognates, dealing with differences in pronunciation from English

Pupils understand and translate descriptions of sports people in action

Pupils write a description of a photo of a sports person, using and adapting a model text

GrammarUsing il faut and il ne faut pas + infinitive

Cultural capitalLearning about Marie-Amélie le Fur, French Paralympian

Key Language examplesQu’est-ce qu’il faut faire pour être champion(ne)?

Il faut … travailler durmanger des fruits et des légumesboire beaucoup d’eauêtre déterminé(e)[…]

Il ne faut pas … fumer / consommer de drogue

Front-of-classp.108 Flashcardsp.109 Translation skills worksheet:p.109 Video storyp.109 Video worksheetHomeworkGrammarTranslationPronunciationVocabulary


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____ Vous allez bien?

Talking about injuries and illness

Taking part in a conversation with the doctor

Knowledge of il faut + infinitive (D2 M5 U3)Knowledge of Olympic village locations (D2 M5 U2)Knowledge of the near future tense (D2 M2 U4 & U5, D2 M3 U2)


understand extracts involving parts of the body and ailments

Pupils understand and say what is wrong with them

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

Extension (exs 5–7) Pupils listen/read and

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

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

Near future tense

Cultural capital–

Key Language examplesle pied / le dos / la jambe / la tête / l’oreille / l’œil / les yeux / …

J’ai mal au bras / à la jambe / à l’oreille / aux yeux.J’ai un rhume.J’ai de la fièvre.

Il faut boire beaucoup d’eau.Il faut rester au lit.[…]

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Week(s)____

Unité 5, pp. 112–113Allez les futurs champions!(Speaking Skills)

Understanding sportspeople

Using three tenses together in speaking

Builds onKnowledge of present, perfect and near future tenses (D2 M1, D2 M2 U1 & U4)Knowledge of question formation (Qu’est-ce que … questions) (D2 M2 U5, D2 M3 U1 & U5)Knowledge of French pronunciation (cognates) (D2 M2 U3, D2 M3 PdD, D2 M5 U3)

Learning outcomes Pupils read and understand

statements about a young athlete in the present tense

Pupils read/listen and complete a text about another young athlete in three tenses, with support

Pupils listen to distinguish statements in three different tenses

Pupils read/listen and understand interviews with young athletes in three tenses, including Qu’est-ce que … questions

Pupils prepare and perform an interview with a young sports person including questions from the reading text in three tenses

GrammarRecognising key questions in different tenses (present, perfect, near future)

Cultural capital–

Key Language examplesJe joue au foot.Je suis membre d’une équipe locale.Je marque beaucoup de buts.[…]

Qu’est-ce que tu fais tous les jours?Je vais à la salle de fitness.

Qu’est-ce qu’il faut faire pour être champion(ne)?Il faut travailler très dur.

Qu’est-ce que tu as fait récemment?J’ai gagné une médaille aux J.O.

Qu’est-ce que tu vas faire à l’avenir?Je vais jouer pour la France.

[…]

Front-of-classp.113 Class gamep.113 Grammar quizp.113 Speaking skills worksheetHomeworkListeningReadingGrammar

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