mff17 a mon avis

MFL – French
Year 9
Unit 17 A mon avis
About the unit
Expectations
Resources
In this unit pupils learn to express
their views on different media
using more complex language.
They learn to describe character
traits. The unit also provides an
introduction to the imperfect
tense.
At the end of this unit
Resources include:
• TV and film guides (possibly downloaded from the internet)
• magazines and newspapers produced for French schoolchildren
• departmental reading scheme
• videos in French, eg BBC and C4 schools programmes
• access to the internet
New language content:
• relative pronouns qui and que
• producing and understanding
more complex sentences
• use of imperfect tense in
descriptions and opinions
New contexts:
• TV, films, understanding
reviews
• reading for pleasure
Alternative contexts: recounting
own or others’ experiences, eg on
holiday.
This unit is expected to take
12–15 hours.
Where the unit fits in
In this unit, pupils recount and
summarise, eg the plot of a story,
using present and/or past tense;
their descriptions, eg of people or
events, become more complex,
and they begin to use the imperfect
tense when describing and giving
opinions. Pupils read lengthier
pieces, eg reviews or short stories,
for pleasure.
Key stage 3 schemes of work
most pupils will: understand short spoken or written narratives about
programmes, books, films, etc that include more than one tense;
understand and express points of view; continue to understand and use
more complex language which incorporates a growing range of
vocabulary and structures; select and scan texts to read independently
and for pleasure, using reference materials as appropriate; continue to
develop independence in the way they work and in their use of
language
some pupils will not have made so much progress and will: understand
simple summaries about programmes, books, films, etc; understand
and give simple points of view, initially with prompts; speak or write
simply, in complete sentences where appropriate, and with support, eg
following a model; read short pieces independently
some pupils will have progressed further and will: understand narratives
and opinions; justify ideas, opinions and points of view; switch
confidently between tenses; use new language encountered to make
their own speaking or writing more complex or ambitious
Prior learning
It is helpful if pupils already know:
• regular and irregular verbs in present and perfect tenses
• the relative pronoun qui
• how to express simple opinions and feelings
• physical descriptions
Out-of-school learning
Higher-attaining pupils could be encouraged to watch subtitled French
films on TV.
Future learning
Once pupils have gained confidence to tackle reading simple reviews,
they may be able to operate more independently. This might develop
into reading, listening or watching video material in key stage 4, with or
without guidance or support.
1
1
• to understand and state
• Pupils listen to the teacher or a native speaker giving brief summaries of current TV
preferences for different types
soap plots or famous films and have to identify each title.
of films, books, TV programmes, • Pupils are given a page of Télé 7 Jours and identify the programme, channel, and
viewing time from a description of the type of programme.
etc, giving simple reasons for
• Pupils are given titles of magazines, films or TV programmes and have to guess what
these preferences
type of magazine, film or programme they are, eg Journal télévisé – c’est une
émission d’actualités. They go on to revise expressions of simple opinions.
• Use simple reviews of films or programmes for gist understanding, eg On aime ou
n’aime pas ce film?, and then more detailed analysis of the passage, eg Trouve des
expressions qui indiquent … Pupils can then reuse or adapt these expressions from
the reviews to give and justify their own opinions, eg about other films,
programmes.
• Groups of pupils combine their own reviews to produce Une page de critique. They
could present this as a quiz, Devinez – c’est quelle émission?, and desktop publish it.
▲ Pupils could read summary reviews of books, computer or video games and give the
product a star rating based on the strength of the review.
• infer meaning based on
language known, and say or
write sentences such as C’est un
documentaire sur les animaux.
J’adore cette sorte d’emission.
• understand opinions given in
short reviews, and use similar
language to give their own
reviews, eg Il n’y a rien d’original
dans ce film. Les acteurs sont
mauvais et l’histoire n’est pas
amusante.
• express and understand more
complex opinions
• understand gist of more
wide-ranging material
• Support can be given via gaps with
multiple-choice answers, ▲ or a positif/
négatif exercise in which pupils
categorise adjectives or phrases.
▲ Pupils should be encouraged to
distinguish between fact and opinion in
reviews.
• Film reviews by Francophone children
can be found on the internet.
• Magazines and newspapers produced
for pupils in France are a good source of
more wide-ranging material.
• A further related activity can be found in
Optional Tests and Tasks 6.8.
2
• to use relative pronouns qui and
que
• understand how qui and que are • To vary the context, pupils could bring
• Give pairs of sentences about TV programmes which incorporate qui and que, eg
C’est une émission qui passe tous les vendredis; C’est une émission que je regarde
used, and incorporate them into
and talk about photographs, using qui
and que in their sentences, eg Voilà un
souvent, to enable pupils to see the use of the two relative pronouns. Follow this
speaking and writing, to make
with similar sentences with gaps – pupils add in qui or que. Discuss in English why
garçon que j’ai rencontré à Skegness.
more complex sentences
• A simple rule of thumb that pupils might
one is correct. Pupils then incorporate qui and que into sentences of their own,
perhaps reworking parts of their previously written reviews.
follow is: qui is followed by a verb, que
▲ Pupils could use relative pronouns with other tenses, eg C’est un livre que je vais
by a noun or pronoun.
lire pendant les vacances. A few pupils might be able to cope with past participle
• Software which generates crosswords,
agreement, eg L’émission que j’ai préférée …
matching games or other word puzzles
• Guess who? Pupils prepare descriptions of famous people using qui and que
might be useful for the final activity.
clauses, writing the clues onto card for a class team game, eg C’est un acteur qui
joue dans un feuilleton que vous regardez le lundi, le mardi, et le jeudi.
• Verbal charades – describe something or somebody using qui/que clauses, eg C’est
un fruit que nous pouvons acheter en été. Pupils have to guess what/who is being
described. The complexity and range of language used can be varied according to
the ability of the group. This could be a reading or a listening activity. ▲ Pupils
might be able to make up similar sentences of their own, based on the model.
• A crossword or a word puzzle with clues using qui/que, eg C’est un sport qu’on fait
au stade Roland Garros. Language from a range of topic areas could be used.
Any activities marked ▲ might be better suited to higher-attaining pupils
Key stage 3 schemes of work
MFL – French unit 17
2
3
• understand and use a range of
adjectives to describe people’s
character
• work out pronunciation of new
words, using their existing
knowledge
• describe character traits of
others using third person, eg A
mon avis, elle est sérieuse et
assez réservée, ▲ mais on dit
qu’elle aime s’amuser avec sa
famille.
• describe character traits using
first and second person, eg Je
crois que tu es …
• Revise rules about feminine and plural
forms of adjectives.
▲ Pupils should be encouraged to use
expressions such as Il me semble que …,
On dit que …
• Comparing themselves with members of
their family offers pupils an opportunity
to revise comparatives, eg Je suis plus
patiente que mon frère.
• the use of the imperfect tense in • Describe characters of known people (present tense) and then introduce how they • understand formation and the
the context of how things used
‘used to’ meaning of the
used to be when they were younger. Highlight formation of imperfect tense. Pupils
to be
imperfect tense, eg Il est timide
then go on to talk about how they themselves or others used to be when younger.
• to introduce the perfect and
maintenant, mais quand il était
• Pick a famous person. Pupils have to guess what sort of person he/she was when
imperfect in sentences together
plus petit, il n’était pas timide; Il
younger. ▲ Pupils could justify their guesses.
• In the psychiatrist’s chair: pupils note down what they did at particular times
jouait avec les autres; Il parlait
during the previous day and describe how they were feeling and why. In pairs the
beaucoup.
• say or write phrases such as A
psychiatrist interviews the patient and notes down key information. Psychiatrist
mon avis, il était très sportif et il
makes a written report.
travaillait dur ▲ adding phrases
• ‘Moods’ activity. Write up on the board a sentence indicating someone’s mood, eg
Elle était fatiguée. Pupils suggest activities or events resulting from this, eg Elle n’a
such as parce qu’il avait des
pas fait la vaisselle. The sentences can be combined using parce que. The activity
parents stricts
• understand and say or write
can be extended to first person use, eg Hier soir j’ai ... parce que j’étais ...
sentences about events and
people’s moods
• Pupils have already met était in set
phrases in unit 12 ‘Invitations’. The
formation of the imperfect tense of other
verbs is not difficult provided the nous
form of the present tense is known. It
could be usefully revised as a preliminary
to this activity.
• A further related activity can be found in
Optional Tests and Tasks 2.9.
• to understand and describe
people’s character traits as well
as their physical appearance
• Show pupils how many adjectives describing character are similar in French and
English, eg charmant(e), poli(e). Brainstorm character words in English, and have
pupils use their existing knowledge of French/English to guess likely equivalents in
French. Dictionaries can also be used and pupils should work out pronunciation of
new words. Pupils list words learnt, perhaps under positif and négatif headings.
• Pupils select famous people (eg, media stars, sports personalities) and describe
them not only physically (revising previously learnt language) but also their
character. They should be encouraged to incorporate opinions too.
• Pupils work in pairs. Each pupil writes notes about their own and their partner’s
character, perhaps referring to the character words already encountered. They
compare conclusions orally.
• Pupils compare themselves with other members of their family, using the present
tense. This prepares the way for teaching the imperfect tense in activity 4.
• Pupils needing more support could have adjectives written onto card which they
can give to one another in a group game. Adjective cards are placed face down in
a pile on the table; pupils take it in turns to turn over a card and give it to the pupil
it best fits. If there is no one to fit it, they place it face up next to the pile of cards
and carry on. Characteristics appear more than once to allow everyone to be
described accurately.
4
Any activities marked ▲ might be better suited to higher-attaining pupils
Key stage 3 schemes of work
MFL – French unit 17
3
5
• to recount the main details
about a story, film or play with
which they are familiar
• summarise, with varying degrees • A range of activities will be suggested in
• Watch an episode from a televised BBC or C4 schools video. Give pupils prompts/
of support, the story and
prepared questions to help them summarise the story. This support could be varied
the teacher’s guide to the schools video.
characters in a film, play or book • Active viewing will involve present tense
according to the pupils’ ability, eg filling in gaps with key words; writing the
continuation of a sentence or paragraph; supplying key verbs, etc. Ideally, the
and simple future. Retrospective work
prompts should encourage use of perfect (the story) and imperfect (people’s
will involve summarising, using perfect
characters or moods) tenses as appropriate. Then, with or without support, pupils
and imperfect tenses. Televised material
recount the story, perhaps working in small groups of similar ability. They could be
offers the full range of tenses to be used.
encouraged to add opinions if this is appropriate.
• Pupils will have taken part in similar
▲ Pupils could use perfect and imperfect tenses for themselves, eg by explaining why
activities as part of their work in English.
someone did something.
6
• to listen, read or view for
• Pupils choose independently a play, book or film to read/see for pleasure, eg from
personal interest and enjoyment
a graded departmental reading scheme or a departmental set of videos.
7
• use their existing knowledge and • As part of their work in English students
skills to cope with a reading or
will have learnt about narrative structure
listening stimulus of this sort
in short stories.
• A further related activity can be found in
Optional Tests and Tasks 2.10. This
consists of a short story for pupils to
read; the teacher’s notes outline ways of
exploiting further what pupils have read.
However, teachers might feel that if
pupils are doing this activity for pleasure,
there is no need to exploit the language
further.
End-of-unit activities
• to apply knowledge, skills and
understanding learnt in this unit
• Individually, in pairs or in groups, pupils produce an oral or written review of a play,
book or film, drawing on work covered in this unit.
• Pupils needing more support could produce a poster to advertise their favourite
film or TV show using superlatives and saying why it is so highly recommended.
• produce a review, in spoken or
written French, using different
tenses and structures and
expressing their opinion
Any activities marked ▲ might be better suited to higher-attaining pupils
Ref: QCA/00/453 © Qualifications and Curriculum Authority (QCA) 2000
MFL – French unit 17