In this unit pupils discuss social media and learn to arrange to go out and to discuss dates and events. They are reviewing the use of all verb tenses and giving their opinion.
Students will be assessed on Listening, Reading, Writing and Translation. The assessment will mainly include structures and vocabulary from the current unit, but also recall on prior knowledge.
I have brown hair
you have green eyes
red (for hair)
moody
(do) you want to go
I can
I must
we had a laugh
it was unbelievable
Students describe their feelings as well as their likes and dislikes, and think about the feelings of others.
Students are more open to expressing themselves and to appreciate other people's viewpoint.
In this unit pupils learn about body parts and healthy habits, including healthy eating and making resolutions to be fit. They are using il faut and the future tense in more depth.
Students will be assessed on Listening, Reading, Writing and Translation. The assessment will mainly include structures and vocabulary from the current unit, but also recall on prior knowledge.
my ..... hurts
I have been hit
I am hurt
to eat healthy
you must sleep
the training/ practice
the body
a team
it's tiring
Students consider their own well-being and how to live a healthy lifestyle. They also consider cultural similarities and differences with France.
Students learn how to give each other advice and to care about each other's health and physical well-being.
In this unit pupils learn to talk about jobs, work experiences and demands, plans for their own future and the importance of languages in the workplace. They are using modal verbs in more depth.
Students will be assessed on Listening, Reading, Speaking and Translation. Students will prepare their answers to a set of questions in class, and will then be asked to answer these questions orally as part of the assessment. They will be assessed on communication, complexity of tenses of structures, pronunciation and fluency.
an apprenticeship
to work
to travel
to communicate
the next day
stimulating
it would be
a foreign language
to create
a course
Students can conceptualise their place at work in the wider world. This unit enables them to widen their perspective and horizons, showing them that the workplace is not limited to their close surroundings. A foreign language become all the more relevant in this context.
Students gain an understanding of themselves withing a global, rather than a local or national, community. They can apprehend their place in society which in turn has an impact on their perception of school life as a preview of the wider world.
In this unit pupils learn to describe holiday activities, holiday plans and holiday essentials. They are using the conditional tense and emphatic pronouns.
Students will be assessed on Listening, Reading, Writing and Translation. The assessment will mainly include structures and vocabulary from the current unit, but also recall on prior knowledge. The writing should not only showcase a confident use of a range of verb tenses, but also imaginative ideas and ambitious vocabulary.
I get bored
I bathe/ swin
the summer holidays
to go scuba-diving
an insect repellent spray
to get a sun burn
goggles
my dream destination
two weeks
I would like to go
Students describe their own experience of time spent abroad or away from home. They reflect on the own experiences and on the experiences of others. This assists in their communication development and in their understanding of differences between people.
Students are learning about the experience of life when abroad and are exposed to the traditions and lifestyles of different cultures.
In this unit pupils discuss their rights and priorities as teenagers. They talk about what makes them happy and what they don’t like in the world, using si and the direct object pronoun.
Students will be assessed on Listening, Reading, Writing and Translation. The assessment will mainly include structures and vocabulary from the current unit, but also recall on prior knowledge.
I have the right to
I don't have the right to
to go out on my own
my priorities are
health
money
my studies
animal cruelty
poverty
les produits issus du commerce équitable
Students reflect on their own values by relating what matters to them to what matters for others.
Students have the opportunity to think about themselves in relation to the wider world. They can exchange on their worries, priorities and hopes for the future.
Pupils review the work that has been done during the year and develop key skills that will be used at GCSE, particularly regarding spontaneous speech.
End of Year assessment.
The assessment will cover the content and concepts/ grammar points we studied throughout the school year. Students will be expected to confidently isolate and understand information in a range of unseen passages (spoken and written), to develop written paragraphs on a topic of their choice, and to answer questions spontaneously in speaking. Results will inform set groups at the start of Year 10.
the conditional tense
the imperfect tense
the perfect tense
the present tense
the simple future tense
the near future tense
a noun
a verb
an adjective
Students will refine their comprehension of the tools to express themselves in a range of time frames. They will also get a more systematic understanding of exam expectations at GCSE.
Students will be able to debate issues effectively while demonstrating sensitivity to other cultures.
St Andrew the Apostle Greek Orthodox School - an inclusive secondary school in North London with high academic & Christian standards.
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