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Examples of
how to move pupils on:
Pets: In Year 7 the focus could be mainly lexical. Add a
few useful adjectives - my dog is lazy; my hamster is greedy.
In Year 9 and above this could be extended to more detailed descriptions
of their appearance and habits.
Daily routine: In Year 7/8 the focus could be on a short
set of simple statements and times. In Years 10/11, aim for more
detail - where, why, opinions. Develop the statements using the
past, present and future. Do lots of work on contrastive structures:
Normally I get up at 7.00 but yesterday I got up at 12.00. This
helps to reinforce grammatical rules. I get up at 12.00 on Sundays
but my grandpa gets up at 8.00
Illness & Injury: At KS3, the emphasis is generally
on generating the phrases. J'ai mal à la tête, Je
suis enrhumé. Plenty of mime and visuals help to reinforce
the word-sound patterns. At KS4, extend the focus to give reasons
and to use the phrases with other tenses. I drank too much yesterday.
Now I have a headache. I've got a cold because I went swimming
in a lake. The present-participle can be usefully introduced
in French in the context of injury. Je me suis cassé le
bras en jouant au foot. Most pupils should be taught ths for
recognition purposes only. The more able can be trained to produce
it.
Weather expressions: Years 7 and 8 normally learn sets of
expressions - try to tie it in to everyday questioning - it can
be part of a routine set of regular questions. I sometimes begin
a piece of written work with a brief 'weather report' under the
date and title. Years 10 & 11 will need to recognise and sometimes
use weather expressions in the past tense. Link the expressions
to relevant activities. The sun was shining so we went for a
walk. It was raining so we stayed in and watched a video.
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