Ça Marche ! 1 Teacher’s Resource Book
Unité 5 – Mon temps libre
a) Unité plan, learning outcomes and exponents Activities and tasks
Textbook and portfolio
Talk in pairs about sports (textbook p.135: LO 1.9, 1.12, 1.13)
Write a blog about your favourite sport and hobbies (portfolio p.22: LO 1.13, 1.17, 1.18, 1.19)
Tweet about your sports day (textbook p.148: LO 1.13, 1.17, 1.18, 1.19, 2.2)
Give your opinion in a group about sports and hobbies (textbook p.154: LO 1.1, 1.2, 1.3, 1.9, 1.11, 1.13)
Write and present the weather forecast (portfolio p.24: LO 1.9, 1.10, 1.17, 1.18, 1.19, 3.1, 3.10)
Write a letter describing your pastimes (portfolio p.26: LO 1.17, 1.18, 1.19)
Talk in pairs about what you do in different weather and seasons (textbook p.160: LO 1.9, 1.12, 1.3) N.B.: To support varying modes of assessment and differentiation, there is an oral and ICT component for each portfolio task. These can be included automatically with the portfolio task or on an optional basis to suit the needs of your individual students.
Further opportunities to assess students’ learning for each unité are suggested in this Teacher’s Resource Book and in the À vous de jouez ! sections of the textbook. These assessment tools can be used as class activities or as independent assessment opportunities.
Teacher’s Resource Book (TRB)
Design and make a poster in French to promote school sports day (LO 1.9, 1.10, 1.16, 2.2)
Using Tellagami or Story Creator, students write and record themselves talking about their favourite sports and present it to the class. (LO 1.9, 1.10, 1.16, 2.2)
Play word tennis (LO 1.1, 1.2, 1.9, 2.2)
Chanson/poème (LO 1.9, 2.2, 2.4)
Cultural project: French hobbies/sports (LO 1.9, 1.10, 1.16, 2.2, 3.3, 3.6)
Unité 5 – Mon temps libre
StrandElementLearning OutcomesCompetences Informed by the CEFRSample Exponents
Communicative Competence
Listening1.1, 1.2, 1.3 Students can understand familiar words and basic phrases about sport, the weather and hobbies. Students can understand basic questions about their sports, hobbies and the weather in the target language from other students. Students can listen for key words and carry out an action when they hear it.
le sport le foot le tennis le basket le rugby le ping-pong le golf la pét
anque/ les boules le hockey
des sports individuels le cyclisme l’alpinisme l’escalade la planc
he à voile la natation
le patin à glace le patinage l’athlétisme l’équit
ation
le ski le ski nautique le canoë la pêc
he
la plongée la voile le judo la course à pied
Reading1.5, 1.6, 1.7, 1.8
Students can read basic vocabulary relating to sports, hobbies and the weather
.
Students can read questions about their hobbies, sports and the weather
. Students can read infographics, tweets, timetables,
blogs, short paragraphs and informal letters about hobbies, sports and the weather
.
Spoken production
1.9, 1.10
Students can pronounce key words and phrases about their hobbies, favourite sports and the weather
.
Students can present a description of their hobbies, sport and the weather
. Students can record their oral work and save to digital format.
Ça Marche ! 1 Teacher’s Resource Book
ElementLearning OutcomesCompetences Informed by the CEFRSample Exponents
1.11, 1.12, 1.13, 1.14, 1.15, 1.16 Students can use the correct intonation for asking a question about hobbies, sport and weather
. Students can interview each other about their hobbies, sport and the weather.
Students can interact in groups, acting out a short poem and reciting it out loud. Students can record their oral work and save it to digital format.
Faire de/ jouer à Tu aimes le sport ? J’aime .../ je n’aime pas … Tu fais quels sports ? Je joue à/ au/ aux/ à l’ Je fais de/ du/ de la/ des/ de l’ Quand est-ce-que tu joues à …/ fais de ? Je joue au/ à la … le … Je m’entraine … Tous les lundis/ mardis/ mercredis/ jeudis/ vendredis/ s
amedis/ dimanches
Tous les jours, tous les soirs/ tous les weekends Chaque weekend Chaque soir Où est-ce que tu fais du sport ? le terrain de … le centre sportif la piscine la patinoire le centre équestre la mer le lac la mont
agne
Depuis quand est-ce que tu fais de … ? Depuis un an/ deux ans/ depuis l’âge de …/ depuis toujours les passe-temps
riting1.17, 1.18, 1.19, 1.20, 1.22Students can proofread and redraft their work. Students can build on assessment and feedback from previous written work. Students can write a blog/ a letter about their hobbies, sports and the weather
. Students can write a tweet about their sports day.
Unité 5 – Mon temps libre
StrandElementLearning OutcomesCompetences Informed by the CEFRSample Exponents
Communicative Competence
Writing
la danse la télé la lecture la musique surfer sur Internet jouer aux jeux vidéo faire la cuisine le cinéma Je fais plein de c
hoses Je ne fais pas grand-chose Je mets à jour mon statut Facebook les saisons
le printemps l’été l’automne l’hiver Quel temps fait-il ? Il fait beau/ mauvais/ froid/ c
haud
Il y a des nuages/ du soleil/ du vent Il pleut Il gèle Il neige La météo Qu’est-ce que tu fais quand il fait … ?
Ça Marche ! 1 Teacher’s Resource Book
ElementLearning OutcomesCompetences Informed by the CEFRSample Exponents ecting arget
2.1, 2.2 Students can recognise the verbs ‘jouer’ and ‘faire’ with the preposition à/ de. Students can recognise an ‘–ir’ verb and the endings in the present tense. Students can understand what a verb and an irregular verb is. Students can recognise the irregular verb ‘aller
’ in the present tense. Students can play a board game/carry out a drama using their language learning.
rougir vieillir réfléchir saisir grandir obéir bâtir choisir remplir aller
arget 2.4, 2.5Students can compare pronunciation of French with other languages. Students can compare verbs and prepositions and sentence structure between Frenc
h and other languages they know. Students can compare French idoms about weather with Irish idioms.
Astuces pour les sons et la prononciation CRFL – the CarReFuL consonants Using the word terrain Conjugating verbs: –ir verbs, aller, faire
de, jouer à The difference between le temps and la météo Frenc h idioms about weather ecting 2.6. 2.7Students can refl ect on how they like to learn best.
Students can monitor their learning and their progress through the learning t argets, and the refl ection section at the end of the unit.
Students can use speaking strategies to help them carry out a role play and assess their progress.
Mon apprentissage
Autoévaluation Mon P ortfolio – Mon bilan d’apprentissage, les critères de réussites,
les étoiles, les vœux Récapitulatif Bilan de l’unité – Discutez en classe
Unité 5 – Mon temps libre
StrandElementLearning OutcomesCompetences Informed by the CEFRSample Exponents
Socio-cultural Awareness Learning about relevant facts 3.1, 3.3Students can understand about sports, sports day, hobbies and weather in France. Civilisation:
Sports in France, main sporting events – T our de France, Euros 2016, main stadiums in France and sporting venues Sports days in French schools
Different sports for different seasons and weather Frenc
h attitudes to sport and hobbies
Learning about traditions, customs and behaviours 3.4Students can explain about traditional sports such as boules in France.
Comparing their culture with that of the country/ countries related to the t
arget language
3.7, 3.10
Comparing sporting events in Ireland and in France
