Métro 3 Rouge Teacher’s Guide Replacement pages

Covering the Programmes of Study

1. Key concepts There are a number of key concepts outlined in the QCA Programmes of Study, which underpin the study of languages. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. These are addressed in all modules of Métro 3 Rouge, so are not included in the tables below, but are listed here for reference.

Linguistic competence a developing the skills of listening, speaking, reading and writing in a range of situations and contexts b applying linguistic knowledge and skills to understand and communicate effectively

Knowledge about language a understanding how a language works and how to manipulate it b recognising that languages differ but may share common grammatical, syntactical or lexical features

Creativity a using familiar language for new purposes and in new contexts b using imagination to express thoughts, ideas, experiences and feelings

Intercultural understanding a appreciating the richness and diversity of other cultures b recognising that there are different ways of seeing the world, and developing an international outlook

The table below indicates where in Métro3 Rouge, appear in the core units of the Pupil’s Book. There are pupils have the opportunity to progress in the Key further opportunities both in the Pupil’s Book and the processes, Range and content, and Curriculum supplementary components. More detail is provided in opportunities prescribed in the QCA Programmes of the grids at the beginning of each module in this Study. For each area we have indicated where these Teacher’s Guide.

2. Key processes These are the essential skills and processes in languages that pupils need to learn to make progress.

2.1 Developing language-learning strategies – pupils should be able to: a identify patterns in the target language Mod. 1 Unit 5, Mod. 3 Unit 4, Mod. 5 Unit 1 b develop techniques for memorising words, phrases Mod. 6 En Plus, all Bilan pages and spellings c use their knowledge of English or another Mod. 2 Units 1 & 5, Mod. 3 Unit 2, Mod. 4 Unit 4, Mod. 6 language when learning the target language Unit2 d use previous knowledge, context and other clues Mod. 1 Unit 4, Mod. 2 En Plus, Mod. 3 Unit 1 to work out the meaning of what they hear or read e use reference materials such as dictionaries Mod. 2 Unit 1, Mod. 5 Unit 3, Mod. 6 Unit 2 & En Plus appropriately and effectively

2.2 Developing language skills – pupils should be able to: a listen for gist or detail All modules b skim and scan written texts for the main points or Mod. 1 Unit 2, Mod. 2 Unit 5, Mod. 6 En Plus details c respond appropriately to spoken and written Mod. 1 En Plus, Mod. 2 Unit 4, Mod. 4 En Plus language d use correct pronunciation and intonation Mod. 1 Unit 5, Mod. 2 Unit 2, Mod. 6 Unit 4 e ask and answer questions Mod. 2 Unit 3, Mod. 4 Units 1 & 3, Mod 5 Unit 2 f initiate and sustain conversations Mod. 1 Unit 3, Mod. 4 En Plus, Mod. 5 Unit 1 g write clearly and coherently, including an Mod. 2 En Plus, Mod. 3 Unit 5, Mod. 5 Unit 3, Mod. 6 Unit appropriate level of detail 2 h redraft their writing to improve accuracy and Mod. 2 En Plus, Mod. 5 En Plus, Mod. 6 En Plus quality Métro 3 Rouge Teacher’s Guide Replacement pages i re-use language that they have heard or read in Á toi sections of all modules their own speaking and writing j adapt language they already know in new contexts Mod. 1 Unit 4, Mod. 2 En Plus, Mod. 3 Unit 1 for different purposes k deal with unfamiliar language, unexpected Mod. 2 Unit 1, Mod. 3 Unit 2, Mod. 5 En Plus, Mod. 6 Unit responses and unpredictable situations 2

3. Range and content This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The study of languages should include: a the spoken and written form of the target language All modules b the interrelationship between sounds and writing Mod. 1 Unit 3, Mod. 2 Unit 2, Mod. 4 Unit 1, Mod. 6 Unit 5 in the target language c the grammar of the target language and how to Mod. 1 Unit 4, Mod. 2 Unit 3, Mod. 4 Unit 4 apply it d a range of vocabulary and structures Mod. 3 Unit 5, Mod. 4 Unit 1, Mod. 5 Unit 1 e learning about different countries and cultures Mod. 1 Unit 1, Mod. 3 Unit 4, Mod. 5 Unit 4, Mod. 6 En Plus f comparing pupils’ own experiences and Mod. 2 En Plus, Mod. 3 Unit 4 & En Plus, Mod. 4 Unit 5, perspectives with those of people in countries and Mod. 6 En Plus communities where the target language is spoken

4. Curriculum opportunities During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to: a hear, speak, read and write in the target Mod. 2 Unit 3, Mod. 3 Unit 4, Mod. 4 Unit 2, Mod. 6 Unit 3 language regularly and frequently within the classroom and beyond b communicate in the target language Mod. 1 Unit 1, Mod. 2 Unit 1, Mod. 3 Unit 1, Mod. 4 Unit 5, individually, in pairs, in groups and with Mod. 5 Unit 2, Mod. 6 Unit 3 speakers of the target language, including native speakers, where possible, for a variety of purposes c use an increasing range of more complex Mod. 1 En Plus, Mod. 3 Unit 5, Mod. 4 Unit 5, Mod. 5 En Plus language d make links with English at word, sentence Mod. 2 Unit 1, Mod. 4 Unit 3, Mod. 5 Unit 3, Mod. ^ Unit 2 & and text level En Plus e use a range of resources, including ICT, for Mod. 1 Unit 1, Mod. 2 En Plus, Mod. 4 Unit 5, Mod. 6 En Plus accessing and communicating information f listen to, read or view a range of materials, Mod. 1 Unit 2 & En Plus, Mod. 2 Unit 5, Mod. 5 Units 3, 4 & En including authentic materials in the target Plus, Mod. 6 Units 1 & 4 language, both to support learning and for personal interest and enjoyment g use the target language in connection with Mod. 3 Unit 3, Mod. 4 Unit 2, Mod. 5 Unit 5 topics and issues that are engaging and may be related to other areas of the curriculum Métro 3 Rouge Teacher’s Guide Replacement pages

Module 1: L’Hexagone (Pupil’s Book pages 6-23)

Unit Main topics and PoS Grammar and objectives key language 1 Á la Unchanged – please 2.1d work out meaning Unchanged – découverte de refer to original edition 2.2a listen for gist/detail please refer to la France 2.2c respond appropriately original edition (pp. 6-7) 2.2d pronunciation and intonation 3a spoken and written language 3e different countries/cultures 4b communicate in pairs etc. 4e use a range of resources 4g use TL in engaging topics 2. La France 2.1d work out meaning des villes 2.2a listen for gist/detail (pp. 8-9) 2.2b skim and scan 3b sounds and writing 3e different countries/cultures 4e use a range of resources 4f language for interest/enjoyment 3. J’habite à 2.2a listen for gist/detail Bergerac 2.2e ask and answer questions (pp. 10-11) 2.2f initiate/sustain conversations 2.2g write clearly and coherently 2.2j adapt previously learned language 4g use TL in engaging topics 4. Aqua Park 2.1d previous knowledge (pp. 12-13) 2.2a listen for gist/detail 2.2b skim and scan 2.2c respond appropriately 2.2j adapt previously-learned language 3c apply grammar 3d use a range of vocab/structures 5. J’habite à la 2.1a identify patterns campagne 2.1c knowledge of language (pp. 14-15) 2.2b skim and scan 2.2c respond appropriately 2.2d pronunciation and intonation 2.2i reuse language they have met 3c apply grammar Bilan et 2.1b memorising Contrôle 2.2a listen for gist/detail révision 2.2b skim and scan (pp. 16-17) 2.2e ask and answer questions 2.2g write clearly and coherently En plus : La 2.2a listen for gist/detail Francophonie 2.2b skim and scan (1) 2.2c respond appropriately (pp. 18-21) 2.2e ask and answer questions 2.2h redraft to improve writing 3a spoken and written French 3b sounds and writing 3e different countries/cultures 3f compare experiences 4c use more complex language 4e use a range of resources 4f language for interest/enjoyment À toi 2.2b skim and scan Métro 3 Rouge Teacher’s Guide Replacement pages

(pp. 114-115) 2.2g write clearly and coherently 2.2i reuse language they have met

Métro 3 Rouge Teacher’s Guide Replacement pages

Module 2: J’arrive (Pupil’s book pages 24-41)

Unit Main topics and PoS Grammar and objectives key language 1. La famille Unchanged – please 2.1c knowledge of language Unchanged – de Ludo refer to original edition 2.1e use reference materials please refer to (pp. 24-25) 2.2i reuse language they have met original edition 2.2k deal with unfamiliar language 3c apply grammar 4b communicate in pairs etc. 4d make links with English 2. Á la maison 2.1d work out meaning (pp. 26-27) 2.2a listen for gist/detail 2.2d pronunciation and intonation 2.2e ask and answer questions 2.2j adapt previously learned language 3b sounds and writing 3c apply grammar 3d use a range of vocab/structures 4e use a range of resources 4g use TL in engaging topics 3. Est-ce que 2.1d work out meaning je peux…? 2.2a listen for gist/detail (pp.28-29) 2.2e ask and answer questions 3a spoken and written language 3c apply grammar 3d use a range of vocab/structures 4a use language within the classroom 4b communicate in pairs etc. 4. La boum. 2.1c knowledge of language Mettons la 2.1e use reference materials table ! 2.2b skim and scan (pp. 30-31) 3a spoken and written language 3c apply grammar 4a use language within the classroom 5. On 2.1c knowledge of language s’entend bien, 2.2a listen for gist/detail ou on ne 2.2b skim and scan s’entend pas ? 2.2e ask and answer questions (pp. 32-33) 2.2j adapt previously learned language 2.2k deal with unfamiliar language 3c apply grammar 4f language for interest/enjoyment Bilan et 2.1b memorising Contrôle 2.2a listen for gist/detail révision 2.2b skim and scan (pp. 34-35) 2.2c respond appropriately 2.2i reuse language they have met 3a spoken and written language En plus : La 2.1d work out meaning Francophonie 2.1e use reference materials (2) 2.2a listen for gist/detail (pp. 36-39) 2.2b skim and scan 2.2g write clearly and coherently 2.2h redraft to improve writing 2.2j adapt previously learned Métro 3 Rouge Teacher’s Guide Replacement pages

language 3a spoken and written language 3b sounds and writing 3e different countries/cultures 3f compare experiences 4a use language within the classroom 4c use more complex language 4e use a range of resources À toi 2.1d work out meaning (pp. 116-117) 2.2b skim and scan 2.2c respond appropriately 2.2i reuse language they have met Métro 3 Rouge Teacher’s Guide Replacement pages

Module 3: Programme de la visite (Pupil’s Book pages 42-59)

Unit Main topics and PoS Grammar and objectives key language 1. Le week- Unchanged – please 2.2a listen for gist/detail Unchanged – end refer to original edition 2.2b skim and scan please refer to (pp. 42-43) 2.2d pronunciation and intonation original edition 2.2e ask and answer questions 2.2j adapt previously learned language 2.2k deal with unfamiliar language 3b sounds and writing 3c apply grammar 3f compare experiences 4a use language within the classroom 4b communicate in pairs etc. 2. Nous 2.1c knowledge of language allons… 2.1e use reference materials (pp. 44-45) 2.2a listen for gist/detail 2.2b skim and scan 2.2k deal with unfamiliar language 4a use language within the classroom 3. Où est la 2.1d work out meaning poste, s’il 2.2a listen for gist/detail vous plaît ? 2.2c respond appropriately (pp. 46-47) 2.2e ask and answer questions 3e different countries/cultures 4b communicate in pairs etc. 4g use TL in engaging topics 4.Visite du 2.1a identify patterns musée 2.1c knowledge of language (pp. 48-49) 2.2a listen for gist/detail 2.2g write clearly and coherently 3c apply grammar 3e different countries/cultures 3f compare experiences 4a use language within the classroom 5. Qui a volé 2.2a listen for gist/detail les merguez? 2.2c respond appropriately (pp. 50-51) 2.2g write clearly and coherently 3b sounds and writing 3d use a range of vocab/structures 4c use more complex language Bilan et 2.1b memorising Contrôle 2.2a listen for gist/detail révision 2.2c respond appropriately (pp. 52-53) 4b communicate in pairs etc. En plus : 2.1c knowledge of language Visite à 2.2a listen for gist/detail Poitiers 2.2b skim and scan (pp. 54-57) 2.2g write clearly and coherently 2.2h redraft to improve writing 3a spoken and written language 3f compare experiences 4b communicate in pairs etc. À toi 2.2b skim and scan (pp. 118-119) 2.2g write clearly and coherently Métro 3 Rouge Teacher’s Guide Replacement pages

2.2i reuse language they have met 4g use TL in engaging topics Métro 3 Rouge Teacher’s Guide Replacement pages

Module 4: La forme ! (Pupil’s Book pages 60-77)

Unit Main topics and PoS Grammar and objectives key language 1. Tu gardes Unchanged – please 2.1e use reference materials Unchanged – la forme? refer to original edition 2.2a listen for gist/detail please refer to (pp. 60-61) 2.2d pronunciation and intonation original edition 2.2g write clearly and coherently 3b sounds and writing 3d use a range of vocab/structures 4a use language within the classroom 4d make links with English 2. Bougez! 2.1d work out meaning (pp. 62-63) 2.2d pronunciation and intonation 3a spoken and written language 3c apply grammar 4a use language within the classroom 4g use TL in engaging topics 3. Bonne 2.1e use reference materials cuisine, bonne 2.2a listen for gist/detail mine 2.2b skim and scan (pp. 64-65) 3a spoken and written language 3b sounds and writing 4d make links with English 4. Portrait 2.1c knowledge of language d’un 2.2c respond appropriately champion 2.2i reuse language they have met (pp. 66-67) 3a spoken and written language 3c apply grammar 4c use more complex language 4g use TL in engaging topics 5. Dix 2.1d work out meaning conseils pour 2.2a listen for gist/detail garder la 2.2i reuse language they have met forme 2.2j adapt previously learned (pp. 68-69) language 3f compare experiences 4b communicate in pairs etc. 4c use more complex language 4e use a range of resources Bilan et 2.1b memorising Contrôle 2.2a listen for gist/detail révision 2.2b skim and scan (pp. 70-71) 2.2g write clearly and coherently 2.2i reuse language they have met 4b communicate in pairs etc. En plus: La 2.1d work out meaning forme et les 2.2a listen for gist/detail arts martiaux 2.2c respond appropriately (pp. 72-75) 2.2f initiate/sustain conversations 2.2j adapt previously learned language 3a spoken and written language 3d use a range of resources 3e different countries/cultures 4a use language within the classroom 4f language for interest/enjoyment Métro 3 Rouge Teacher’s Guide Replacement pages

À toi 2.2b skim and scan (pp. 120-121) 2.2g write clearly and coherently 2.2i reuse language they have met

Métro 3 Rouge Teacher’s Guide Replacement pages

Module 5: La mode ! (Pupil’s Book pages 78-95)

Unit Main topics and PoS Grammar and objectives key language 1. Les Unchanged – please 2.1a identify patterns Unchanged – vêtements refer to original edition 2.1d work out meaning please refer to (pp. 78-79) 2.1e use reference materials original edition 2.2a listen for gist/detail 2.2e ask and answer questions 2.2f initiate/sustain conversations 2.2g write clearly and coherently 3c apply grammar 3d use a range of vocab/structures 2. Je 2.1a identify patterns voudrais… 2.2a listen for gist/detail (pp. 80-81) 2.2d pronunciation and intonation 2.2e ask and answer questions 2.2i reuse language they have met 3b sounds and writing 3c apply grammar 4b communicate in pairs etc. 4g use TL in engaging topics 3. La mode. 2.1d work out meaning Pour ou 2.1e use reference materials contre? 2.2a listen for gist/detail (pp. 82-83) 2.2c respond appropriately 2.2f initiate/sustain conversations 2.2g write clearly and coherently 3f compare experiences 4a use language within the classroom 4f language for interest/enjoyment

4. Copain, 2.1c knowledge of language copine 2.1e use reference materials (pp. 84-85) 2.2a listen for gist/detail 2.2j adapt previously-learned language 3a spoken and written language 3b sounds and writing 3e different countries/cultures 3f compare experiences 4a use language within the classroom 4f language for interest/enjoyment 5. Bouge ta 2.1c knowledge of language tête 2.2a listen for gist/detail (pp. 86-87) 2.2c respond appropriately 2.2e ask and answer questions 2.2i reuse language they have met 3b sounds and writing 4a use language within the classroom 4d make links with English Bilan et 2.1b memorising Contrôle 2.2a listen for gist/detail révision 2.2b skim and scan (pp. 90-91) 2.2g write clearly and coherently 2.2i reuse language they have met Métro 3 Rouge Teacher’s Guide Replacement pages

4b communicate in pairs etc. En plus: 2.1d work out meaning Magazine 2.2a listen for gist/detail (pp. 90-93) 2.2b skim and scan 2.2e ask and answer questions 2.2g write clearly and coherently 2.2h redraft to improve writing 2.2i reuse language they have met 2.2k deal with unfamiliar language 3d use a range of vocab/structures 4a use language within the classroom 4c use more complex language 4f language for interest/enjoyment À toi 2.2b skim and scan (pp. 122-123) 2.2c respond appropriately 2.2i reuse language they have met 4c use more complex language 4e use a range of resources 4g use TL in engaging topics Métro 3 Rouge Teacher’s Guide Replacement pages

Module 6: En plein dans l’actu (Pupil’s Book pages 96-113)

Unit Main topics and PoS Grammar and objectives key language 1. Á la une! Unchanged – please 2.1c knowledge of language Unchanged – (pp. 96-97) refer to original edition 2.2a listen for gist/detail please refer to 2.2g write clearly and coherently original edition 3c apply grammar 3d use a range of vocab/structures 4a use language within the classroom 4d make links with English 4f language for interest/enjoyment 2. Felicity 2.1c knowledge of language (pp. 98-99) 2.1e use reference materials 2.2d pronunciation and intonation 2.2g write clearly and coherently 2.2j adapt previously learned language 2.2k deal with unfamiliar language 3a spoken and written language 3c apply grammar 3e different countries/cultures 4d make links with English 4f language for interest/enjoyment 3. Horoscope 2.1d work out meaning (pp. 100-101) 2.2a listen for gist/detail 2.2c respond appropriately 2.2g write clearly and coherently 4a use language within the classroom 4b communicate in pairs etc. 4g use TL in engaging topics 4. La météo 2.1a identify patterns (pp. 102-103) 2.1c knowledge of language 2.2a listen for gist/detail 2.2b skim and scan 2.2d pronunciation and intonation 2.2g write clearly and coherently 3b sounds and writing 3c apply grammar 4c use more complex language 4f language for interest/enjoyment 5. Autour du 2.1c knowledge of language monde en 2.2a listen for gist/detail solitaire 2.2b skim and scan (pp. 104-105) 2.2c respond appropriately 2.2j adapt previously learned language 3b sounds and writing 4a use language within the classroom Bilan et 2.1b memorising Contrôle 2.2a listen for gist/detail révision 2.2c respond appropriately (pp. 108-109) 2.2g write clearly and coherently 2.2i reuse language they have met En plus : Un 2.1b memorising poème et une 2.1d work out meaning lettre 2.1e use reference materials Métro 3 Rouge Teacher’s Guide Replacement pages

(pp. 108-111) 2.2a listen for gist/detail 2.2c respond appropriately 2.2d pronunciation and intonation 2.2g write clearly and coherently 2.2h redraft to improve writing 3b sounds and writing 3d use a range of resources 3e different countries/cultures 3f compare experiences 4e use a range of resources 4f language for interest/enjoyment À toi 2.2c respond appropriately (pp. 124-125) 2.2g write clearly and coherently 2.2i reuse language they have met 3c apply grammar