1 Module 1: C’est Perso (Pupil Book Pp. 6–25)
C’estrsope1Module 1: C’est perso(Pupil Book pp. 6–25)Unit & LearningobjectivesPoS & Framework objectivesKey languageGrammar andother languagefeatures1 Mon autoportrait(pp. 8–9)Talking about likes anddislikesUsing regular –erverbs (je, tu, il/elle)2.1c knowledge of language2.2a listen for gist2.2d pronunciation and intonation2.2e ask and answer questions3c apply grammar4d make links with EnglishJ’aime Tu aimes ?Il/Elle aime la musique, lesanimaux, les mangas,etc.Je n’aime pas l’injustice, le hard rock,les araignées, etc.C’est génial, cool, nul, etc.G the definitearticle (le, la, l’, les)G –er verbs(singular)J’ai Tu as Il/Elle a un appareil photo, unegourde, des chips, etc.Je n’ai pas de cahier, etc.C’est essentiel, importantJe suis/Je ne suis pas Tu es Il/Elle est branché(e), curieux/curieuse, drôle, etc.Tu es d’accord?Je suis d’accord.Je ne suis pasd’accord.G avoir (presentsingular)G qu’est-ce que ?1.4/Y7 Speaking – (a) social andclassroom language2.4/Y7 Writing – (a) sentences andtexts as models3.2/Y7 Culture – (a) young people:interests/opinions3.2/Y7 Culture – (b) challengingstereotypes4.6/Y7 Language – (b) negatives2 Mon kit de survie(pp. 10–11)Talking about yoursurvival kitUsing avoir (je, tu, il/elle)2.1b memorising2.1d previous knowledge2.1e use reference materials2.2a listen for gist4a use language in the classroom, etc.4b communicate in pairs, etc.4.6/Y7 Language – (a) questions4.6/Y7 Language – (b) negatives3 Comment je mevois(pp. 12–13)Describing yourselfUnderstandingadjective agreement(singular)2.1a identify patterns2.1d previous knowledge2.2c respond appropriately2.2h redraft to improve writing4b communicate in pairs, etc.4e use a range of resources4 Et les autres?(pp. 14–15)Talking about otherpeopleUnderstandingadjective agreement(plural)2.1c knowledge of language2.2a listen for gist2.2c respond appropriately3a spoken and written language3c apply grammar4f language for interest/enjoyment4.2/Y7 Language – high-frequencywords4.5/Y7 Language – (a) present tenseverbs1.1/Y7 Listening – gist and detail2.4/Y7 Writing – (b) building text5.3 Strategies – English/otherlanguages5.6 Strategies – reading aloudC’est un garçon/unefille.Il a /Elle a les yeux bleus/gris, etc.les cheveux longs/courts et bruns/roux,etc.Il/Elle est grand(e), petit(e), detaille moyenneIl/Elle s’appelle – j’aime/je n’aimepas for likes anddislikes– questions usingintonation– connectives: et,aussi, mais– understandingdictionarydefinitionsG adjectiveagreement(singular)G être (presentsingular)– intensifiers: très,assezG adjectiveagreement (plural)G possessiveadjectives (mon/ma/mes, ton/ta/tes)14M01 FRST TB KS3 7766.indd 1419/4/10 14:49:15
C’est perso1Unit & LearningobjectivesPoS & Framework objectivesKey languageGrammar andother languagefeatures5 Il est hypercool!(pp. 16–17)Describing a musicianUsing the presenttense (je, tu, il/elle)2.1b memorising2.2d pronunciation and intonation2.2h redraft to improve writing2.2j adapt previously learned language3c apply grammar4e use a range of resourcesReview of vocabularyfrom Units 3 & 4:Il/Elle s’appelle Il/Elle aime Il/Elle est Il/Elle a G the present tense(singular: aimer,s’appeler, être,avoir)– pronunciation ofeau2.5/Y7 Writing – different text types4.1/Y7 Language – letters and sounds5.2 Strategies – memorising5.8 Strategies – evaluating andimprovingBilan et Révisions(pp. 18–19)Pupils’ checklist andpractice exercisesEn plus: C’est moi!(pp. 20–21)Introducing yourselfin detail2.2b skim and scanReview of language2.2c respond appropriatelyfrom the module2.2g write clearly and coherently2.2i reuse language they have met3d use a range of vocab/structures4a use language in the classroom, etc.– developing writingskills– developingpresentation skills5.5 Strategies – reference materialsStudio Grammaire(pp. 22–23)Detailed grammarsummary andpractice exercisesG the present tense(regular –er verbs,singular)G irregular verbs(avoir, être –present, singular)G adjectives(agreement)G possessiveadjectivesÀ toi(pp. 118–119)Self-access readingand writing at twolevels15M01 FRST TB KS3 7766.indd 1519/4/10 14:49:16
C’estrsope11 Mon autoportraitLearning objectives Talking about likes and dislikesUsing regular –er verbs (je, tu,il/elle)Framework objectives1.4/Y7 Speaking – (a) social andclassroom language: ex. 32.4/Y7 Writing – (a) sentencesand texts as models: ex. 73.2/Y7 Culture – (a) youngpeople: interests/opinions: ex. 13.2/Y7 Culture – (b) challengingstereotypes: Module 1introduction (pp. 6–7)4.6/Y7 Language – (b) negatives:ex. 4Grammar the definite article (le, la, l’, les)–er verbs (singular)Key languageJ’aime Je n’aime pas Tu aimes ?Il/Elle aime .AccèsStudioOui, j’aime ça.Non, je n’aime pas ça.les animauxles araignéesles chatsles chiensle cinémales consoles de jeuxla dansele footle hard rockl’injusticeles insectesles jeux vidéoles mangasles mathsla musiquela Nintendo DSles pizzasle racismele raples reptilesle rollerle rugbyles spaghettisle sportla tecktonikle tennisAccès Studio Unit 1 (pp. 4–5) can be usedbefore this unit to review greetings.(Pupil Book pp. 8–9)la violenceles voyagesles weekendsC’est génial/cool/bien/ennuyeux/nulPLTSC Creative thinkersCross-curricularEnglish: the definite articleResourcesCD 1, tracks 2–3Accès Studio pages 4–5, 6–7,12–13 & 14–15Cahier d’exercices A & B, page 2Accès Studio ActiveTeach:p.004 FlashcardsActiveTeach:p.008 Video 1p.008 Video worksheet 1p.009 Grammarp.009 Grammar practicep.009 Thinking skillsStarter 1AimTo review greetings and giving your nameAccès Studio Unit 2 (pp. 6–7) can be used with thisunit to review numbers and ages.Introduce yourself: Bonjour. Je m’appelle Pupilsintroduce themselves to you, speaking as a class.Then ask pupils to introduce themselves to theperson sitting next to them. Review Au revoir in thesame way.Accès Studio Unit 5 (pp. 12–13) can be used with thisunit to review the definite article, in the context ofclassroom items.Accès Studio Unit 6 (pp. 14–15) can be used with thisunit for further practice of j’aime/je n’aime pas andto review vocabulary for sports and hobbies.Next play a game. Tell pupils that each row in theclass is a team – make sure numbers are equal.The aim is to be the first team to completeintroductions. The person at the back starts.Each person in turn says Bonjour, gives his/hername and says Au revoir to the person in front.The person at the front of the row runs to theback person to complete the introductions.In conjunction with the moduleintroduction (pages 6–7)Have a discussion with the class on what Francemeans to them. As well as the better known andmore traditional elements, cover the aspects ofmodern France that will appeal to them – fashionhouses such as Dior and Yves St Laurent, Frenchfootball teams and other sports stars, etc.Alternative Starter 1:Use Accès Studio ActiveTeach p. 4 Flashcards toreview and practise the language for greetings.16M01 FRST TB KS3 7766.indd 1619/4/10 14:49:16
1 Mon autoportrait C’est perso1 Écoute. Qui est-ce? (1–6) (AT 1.2)Starter 2Listening. Pupils listen to six conversations and lookat the texts. They identify who is speaking each time.Audioscript1AimTo review talking about likes/dislikes with j’aime/je n’aime pasCD 1 track 2Write up the following. Give pupils two minutesto write three sentences with each opening.1 J’aime: les weekends, le cinéma.Je n’aime pas: le rap, la violence.2 J’aime: les consoles de jeux, le sport, les pizzas.Je n’aime pas: le racisme, le hard rock.3 J’aime: les animaux, les voyages.Je n’aime pas: le foot, la danse, l’injustice.4 J’aime: les chats, les spaghettis.Je n’aime pas: le rugby, les reptiles.5 J’aime: les mangas, la tecktonik.Je n’aime pas: le tennis, les chiens, la Nintendo DS.6 J’aime: la musique, le roller.Je n’aime pas: les insectes, les jeux vidéo, les maths.J’aime Je n’aime pas Hear some answers. Choose a few goodexamples and ask some pupils, Tu aimes (lesmangas)? They answer using Oui, j’aime ça. orNon, je n’aime pas ça.4 Qu’est-ce qu’ils mentionnent? Écouteet écris leurs opinions. (1–5) (AT 1.3)Listening. Pupils listen to five conversations andnote what the people mention and their opinions.Answers1 Olivia 2 Alex 3 Samira 4 Marielle5 Samuel 6 HugoAudioscriptCD 1 track 31 – Tu aimes le sport?– Oui, j’aime ça. C’est cool.2 – Tu aimes la tecktonik?– Non, je n’aime pas ça. C’est ennuyeux.3 – Et toi? Tu aimes le roller?– Oui, j’aime ça. C’est bien.4 – Tu aimes le cinéma?– Oui, j’aime ça. C’est génial.5 – Tu aimes le rugby?– Non, je n’aime pas ça. C’est nul.C2 Copie et remplis le tableau avec lesmots de l’exercice 1. (AT 3.2)Reading. Pupils copy and complete the grid usingthe words in exercise 1. This exercise helps pupilspractise using cognates as a reading strategy.Studio Grammaire: the definite articleAnswers1 sport, b2 tecktonik, d3 roller, c4 cinéma, a5 rugby, eUse the Studio Grammaire box to review thedefinite article. There is more information andfurther practice on Pupil Book p. 84.3 En tandem. Pose cinq questions àton/ta camarade. (AT 2.2)Speaking. In pairs: pupils take it in turn to askand answer five questions about likes/dislikes.A framework is supplied for support.Studio Grammaire: –er verbs(present singular)Pupils write five things they like and five thingsthey dislike, using j’aime and je n’aime pas.Use the Studio Grammaire box to review thepresent tense singular of –er verbs, using aimeras the example. There is more information andfurther practice on Pupil Book p. 22.Use the pronunciation box to reviewand practise using intonation to formquestions. See also Pupil Book p. 44.5 En tandem. Pose des questions à ton/ta camarade. (AT 2.3)Speaking. In pairs: pupils take it in turn to ask andanswer questions about likes/dislikes, this timegiving their opinion of each activity. A framework issupplied for support.17M01 FRST TB KS3 7766.indd 1719/4/10 14:49:17
1C’est perso1 Mon autoportrait6 Lis et réponds aux questions. (AT 3.3)Answers1 1 c 2 f 3 a 4 e 5 b 6 g 7d2 1 J’aime la musique. 2 J’aime le cinéma. 3 Je n’aime pas la violence. 4 Je n’aime pas les reptiles. 5 J’aime les chats et les chiens. 3 (See answers to exercise 2.)Reading. Pupils read the four short texts and thenidentify who is being described in each of thequestions which follow.Answers1 Mo 2 Lucas 3 Chloé4 Morgane 5 ChloéPupils rework the texts for Chloé and Lucasusing the third person. This can be doneorally or in writing.Workbook B, page 27 Choisis cinq personnes célèbres.Décris leurs préférences. (AT 4.3)Writing. Pupils choose five famous people and writeabout their likes and dislikes. An example is given. Drawpupils’ attention to the tip box on using connectives.PlenaryThis space will contain athumbnail of:Give pupils three minutes working in pairsto complete ActiveTeach p. 9 Thinking skills,Worksheet 1.1 Inventing categories, whichinvolves categorising vocabulary. Ask the classfor answers.Workbook B, page 2Alternative Plenary:Use ActiveTeach p. 9 Grammar practice toreview regular –er verbs.Workbook A, page 2Answers1 1 J’aime la musique, c’est cool. 2 J’aime le rugby, c’est génial. 3 Je n’aime pas l’injustice, c’est nul. 4 J’aime les chats et aussi les chiens. 5 J’aime les insectes mais je n’aime pasles reptiles. 2 1 J’aime la musique. (C’est cool.)2 Je n’aime pas les reptiles. (C’est nul.)3 J’aime le foot et aussi les jeux vidéo.4 J’aime les animaux mais je n’aime pas les maths.This space will contain athumbnail of:Workbook A, page 218M01 FRST TB KS3 7766.indd 1819/4/10 14:49:17
1 Mon autoportrait C’est persoWorksheet 1.1 Inventing categories1VideoThe video component provides opportunities forspeaking activities in a plausible and stimulatingcontext. The StudioFR team – Marielle, Samira, Hugoand Alex – operate from their base in the medievalcellars of Châlons-en-Champagne, which have beenlent to them by the Town Hall. They are making videoreports about the town to send to StudioGB, theircounterpart in the UK. Each video is around threeminutes long.Episode 1: Salut!Marielle, the presenter, introduces the team fromtheir studio in the medieval cellars of Châlons-enChampagne. Video worksheet Episode 1 can beused in conjunction with this episode.Answers1 ATB They are recording a video show forEnglish-speaking learners of French.C An old building in the town where they liveD (In this order:) Hugo Marielle Samira Alex2 A Because she spoke too fast.B She says speaking slowly is boring.C He agrees with Samira.D Because he thinks Marielle already knows how tospell it! Then he remembers it’s for the film.E 14F It’s bad/rubbish! It’s true! Cut! too fast3 A 12B 13C First to say he doesn’t want to introduce himself,then to say he doesn’t like hard rock music.D To show he likes cameras.E He says he doesn’t like talking but Hugo says heloves talking about cameras.F the team How are you?talkative See you soon!G 22 October (two weeks before 5 November)H (Pupils’ own answers)Answers(Answers will vary. Groups might include masculine,feminine, plural, interests, likes, dislikes, etc.)19M01 FRST TB KS3 7766.indd 1919/4/10 14:49:18
C’estrsope12 Mon kit de survieLearning objectives Talking about your survival kitUsing avoir (je, tu, il/elle)Framework objectives4.6/Y7 Language – (a) questions:ex. 14.6/Y7 Language – (b) negatives:ex. 4Grammar avoir (present singular)qu’est-ce que ?Key languageJ’ai Tu as Il/Elle a AccèsStudioun appareil photoune barre de céréalesun bâton de colleun cahierdes chipsdes clésune clé USBune gourdedes kleenexdes lunettes de soleilun magazineun miroirun MP3un portableun portemonnaieun paquet de mouchoirsdes surligneurs fluoune trousseAccès Studio Unit 4 (pp. 10–11) can be usedwith this unit for further practice of theindefinite article and to review vocabulary forschool bag items.Accès Studio Unit 8 (pp. 18–19) can be used with thisunit for further dictionary work.Starter 1AimTo introduce language for school bag/survivalkit items; To use reading strategiesWrite up the following, jumbling the order ofthe second column. Give pupils two minutesworking in pairs to match the French andEnglish versions.un appareil photoune barre de céréalesdes lunettes de soleilune gourdeun portemonnaieun portabledes chipsun paquet de mouchoirsa cameraa cereal barsunglassesa water bottlea pursea mobile phonecrispsa packet of tissuesAsk pupils to swap answers with another pair.Check answers as a class. Ask the class howthey worked out the meanings of the Frenchitems. Point out the usefulness of readingstrategies such as recognising cognates, usinggrammar and using logic.Alternative Starter 1:Use ActiveTeach p. 10 Flashcards to review andpractise further language for school bag items.(Pupil Book pp. 10–11)Je n’ai pas de C’est essentiel/importantPLTSI Independent enquirersResourcesCD 1, tracks 4–5Accès Studio pages 10–11 & 18–19Cahier d’exercices A & B, page 3ActiveTeach:p.010 Video 2p.010 Video worksheet 2p.010 Flashcardsp.010 Thinking skillsp.010 Learning skillsp.011 Class activityStudio Grammaire: avoir(present singular)Use the Studio Grammaire box to review thepresent singular forms of avoir. There is moreinformation and further practice on PupilBook p. 22.1 C’est quel sac? Écoute et écris lesbonnes lettres. (1–4) (AT 1.2)Listening. Pupils listen and look at the pictures ofitems in different people’s bags. They write the letterof the bag being described each time.AudioscriptCD 1 track 41 – Thomas, qu’est-ce que tu as dans ton kit desurvie?– Alors J’ai une clé USB, un appareil photo, unportable et un MP3.2 – Chloé, qu’est-ce que tu as dans ton kit de survie?– Alors, moi, j’ai un portemonnaie, des chips, unegourde et une barre de céréales.– Tu n’as pas de cahier?– Euh Non, je n’ai pas de cahier.3 – Charlotte, qu’est-ce que tu as dans ton kitde survie?– Voyons J’ai des kleenex, des clés, un bâton decolle et aussi une trousse avec des surligneurs fluo.4 – Et toi, Gaëlle? Qu’est-ce que tu as dans ton kitde survie?– Alors, moi, j’ai un paquet de mouchoirs, un miroir,un magazine et puis des lunettes de soleil.20M01 FRST TB KS3 7766.indd 2019/4/10 14:49:19
2 Mon kit de survie C’est persoAnswers1 b 2 a 3 c 4 dStarter 2Studio Grammaire: qu’est-ce que .?Give pupils three minutes working in pairs tocomplete ActiveTeach p. 10 Thinking skills,Worksheet 1.2 Odd one out! Accept all plausiblyargued answers.1AimTo review survival kit languageUse the Studio Grammaire box to review theuse of qu’est-ce que in questions. There ismore information and further practice onPupil Book p. 44.3 En tandem. Pose des questions à ton/ta camarade. (AT 2.2)I2 Copie et remplis le tableau avec lesnoms de l’exercice 1. Fais attention augenre des noms! (AT 3.1)Speaking. Pupils take it in turn to ask and answerquestions about what they have in their bags. Aframework is supplied for support.4 Écoute et mets les objets dans l’ordred’importance pour Renaud. (1–6) (AT 1.3)Reading. Pupils copy and complete the grid usingthe nouns from exercise 1.Listening. Pupils listen and put the objects picturedin order of importance for Renaud, matching eachitem to the correct opinion (from a–f). Somevocabulary is glossed for support.Before pupils start, read together through the tipbox on using a dictionary. Point out how to find orcheck the gender of nouns. Then ask pupils to usetheir dictionaries to find the gender and meaningof the following words: (un) peigne, (une) brosse àdents, (un) carnet.AudioscriptCD 1 track 51 Alors Dans mon kit de survie, j’ai un portable.Pour moi, c’est important.2 J’ai un crayon. Pour moi, c’est essentiel.3 Ensuite, j’ai une règle. C’est très important.4 J’ai un stylo. C’est très, très important, ça.5 J’ai un MP3. Mais pour moi, ce n’est pas trèsimportant.6 Et dans mon kit de survie, j’ai aussi unecalculatrice. Pour moi, ce n’est pas du toutimportant. Je suis fort en calcul!Throughout Studio 1 Pupil Book there is support ondictionary use; this is highlighted and developedin the Teacher’s Guide. The Pupil Book also has auseful summary on page 130.Answersmasculine singularun portemonnaie – a purseun appareil photo – a cameraun portable – a mobile phoneun MP3 – an MP3 playerun bâton de colle – a gluestickun paquet de mouchoirs – a packet of tissuesun miroir – a mirrorun magazine – a magazinefeminine singularune gourde – a water bottleune barre de céréales – a cereal barune clé USB – a memory stickune trousse – a pencil casepluraldes chips – some crispsdes kleenex – some tissuesdes clés – some keysdes surligneurs fluo – some fluorescent highlightersdes lunettes de soleil – some sunglassesAnswers4 d 1 a 3 c 6 b 2 e 5 f5 En tandem. Mets les objets dans tonsac dans l’ordre d’importance pour toi.Compare avec ton/ta camarade. (AT 2.3)Speaking. In pairs: pupils list the items in their bagin their personal order of importance. They thencompare lists with a partner. A sample answer is given.6 Fais une liste en anglais du kit desurvie de Zahra. (AT 3.2)Reading. Pupils read the text and write a list inEnglish of what is in Zahra’s survival kit. des feutres isglossed for support.Answerspencil case, pencils, coloured pencils, felt pens, rubber,gluestick, mobile phone, water bottle, sandwich,21M01 FRST TB KS3 7766.indd 2119/4/10 14:49:19
1C’est perso2 Mon kit de survie7 Choisis un contexte. Utilise undictionnaire et prépare ton kit de survie.(AT 4.3)Workbook B, page 3Writing. Pupils choose a context in which they mightneed a survival kit, from the pictures shown. Usinga dictionary, they write a sentence about what theywould put in their kit. A sample answer is given.Pupils list by gender three of the new wordsthey looked up and learn them at home. Theythen test each other in pairs on this vocabulary.This space will contain athumbnail of:PlenaryWorkbook B, page 3Give pupils three minutes working in pairs tocomplete ActiveTeach p. 10 Learning skills,Worksheet 1.3 Using a dictionary (i). Ask theclass for answers.Alternative Plenary:Use ActiveTeach p.11 Class activity to playmatching pairs with survival kit items.Workbook A, page 3This space will conta
16 ’ C 1 e s t p e r s o Accès Studio Accès Studio Unit 1 (pp. 4–5) can be used before this unit to review greetings. Accès Studio Unit 2 (pp. 6–7) can be used with this unit to review numbers and ages. Accès Studio Unit 5 (pp. 12–13) can be used with this unit to review the defi nite article, in the context of
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Approaches to Language Teaching: Foundations Module 1: Contextualizing Language Module 2: Building Language Awareness Module 3: Integrating Skills Module 4: Pairwork / Groupwork Module 5: Learner Feedback Approaches to Language Teaching: Extension Module 6: Managing Large Classes Module 7: Learning Strategies Module 8: Authentic Materials Module
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