Framework chart for Dynamo

Dynamo 1
Inspiring cultural content
Cultural quizzes M1Q pp. 6–7: Introduction to French planets and festivals (e.g. mardi gras, poisson
d’avril)
M2Q pp. 32–33: Introduction to famous French people, e.g. Claude Debussy, Jeanne
d’Arc, and the French school day.
M3Q pp. 56–57: Introduction to Francophone countries and popular French sports.
M4Q pp. 80–81: Introduction to French animal sounds and French people, e.g.
Quasimodo, Marie Antoinette, Maître Gims.
M5Q pp. 104–105: Introduction to Paris landmarks and French café snacks, e.g. le
croquemonsieur, la crêpe au sucre.
Topics that open a window to the Francophone world M1U2 pp. 12–13: describing a classroom in France and the Ivory Coast
M1U4 p. 17: texts on comics and mangas that are popular with French teens (Tintin and
Sailor Moon)

M2U2 pp. 38–39: learning about what French pupils wear to school
M2U3 pp. 40–41: the French school day

M3U2 p. 63: introduction to French colonies de vacances (colos)

M3U3 pp. 64–65: discovering sports in French-speaking countries, e.g. la lutte suisse and
winter sports in Quebec

M4U2 pp. 86–87: texts describing homes in Brussels and the Ivory Coast
M4U3 pp. 88–89: learning about breakfast in France
M4U4 pp. 90–91: learning about Bastille Day
M4U5 pp. 92–93: learning about the characters in French cartoon, Cédric

M5U3 pp. 112–113: exploring a French café menu

M5U5 pp. 116–117: learning about what you can do in Paris
Authentic texts M1Enpl p. 26: authentic cultural poem about the days of the year – Il y a trente jours…
 M2Enf p. 49: extract from teen magazine, Okapi, about a Harry Potter-themed school
M2Enpl p. 51: Vive le vent traditional Christmas song
M3Enpl p. 74: extract from Le Petit Nicholas about playing rugby
M5Enpl p. 122: calligramme poem about the Eiffel tower written by Apollinaire.
Cultural tips M1U2 p. 13: tip about French-speaking countries around the world.
M1U4 p. 17: tip about the popularity of BD and mangas (and manfras)
M2Q p. 33: tip about Le Petit Nicholas
M2U3 p. 40 & 41: tips about French school – greeting with une bise and calling lunchtime
midi
M3Q p. 56: tip about French being the official language of certain countries
M3Q p. 57: tips about the Tour de France and Winter Olympics in France
M4Q p. 80: tip about French animal sounds
M4U5 p. 92: tip about French cartoon, Cédric
M5Q p. 104: tip about Paris
M5Q p. 105: tip about French cafés
M5Pdd p. 107: tip about saying and writing prices in French
Strong focus on skills
Listening/Reading spreads M1U5 pp. 18–19: Qu’est-ce que tu fais? – listening and reading for gist and detail
M2U4 pp. 42–43: C’est comment, un collège français? – listening and reading for gist and
detail
M3U3 pp. 64–65: Le sport dans les pays francophones – using cognates and context
M4U4 pp. 90–91: On fait la fëte – using a glossary
M5U4 pp. 114–115: Qu’est-ce que tu vas faire? – using prediction
Speaking spreads M1U6 pp. 20–21: Mon interview par vidéo! – pronouncing key sounds, asking and
answering simple questions
M3U5 pp. 68–69: Questions, questions, questions! – forming and answering questions
M5U5 pp. 116–116: Je vais visiter Paris! – speaking using two tenses (present and near
future)
Writing spreads M2U5 pp. 44–45: Un collège super cool! – saying what there is and what there isn’t, using
questions to help structure your writing
M4U5 pp. 92–93: Une drôle de famille – adapting texts to make your own
Phonics and pronunciation throughout Introduction to French sounds in M1Pdd p. 8 and M3Pdd p. 58.
Further support in pronunciation boxes, e.g.
 ● M1U1 p. 10: silent ‘s’ at the end of words
● M1U3 p. 14: nasal sounds
● M1U3 p. 15: intonation for questions
● M2U2 p. 39: silent ‘s’ at the end of words and the difference with feminine
adjectives
● M3U1 p. 60: pronouncing cognates
Additional pronunciation worksheets included in the FoC resources.
Careful sequencing of grammar and skills (some examples!)
Teaching of verbs: Verbs are introduced in a sequence to build up knowledge gradually of how they work
in French:
● M1U1 pp. 10–11: present tense of avoir in the singular (brothers and sisters)
● M1U3 pp. 14–15: aimer + the definite article, (likes and dislikes)
● M1U4 pp. 16–17: present tense of être (describing yourself and others)
● M1U5 pp. 18–19: -er infinitives
● M2U1 pp. 36–37: regular -er verbs in the present tense (aimer, détester, adorer)
● M2U3 pp. 40–41: more regular -er verbs in the present tense (the school day)
● M3U1 pp. 60–61: using jouer à in the present tense (sports)
● M3U2 pp. 62–63: present tense of faire (free time activities)
● M3U4 pp. 66–67: aimer + the infinitive (what you like doing)
● M4U2 pp. 86–87: using the nous form of -er verbs in the present tense (where
you live)
● M4U3 pp. 88–89: manger and boire in the present tense (breakfast)
● M4U4 pp. 90–91: present tense endings for regular -er verbs with ils or elles
● M5U1 pp. 108–108: present tense of aller (weekend plans)
● M5U2 pp. 110–111: present tense of vouloir (invitations)
● M5U3 pp. 112–113: tu and vous forms of the verb
● M5U4 pp. 114–115: near future tense (aller + infinitive)
Teaching of adjectives ● M1U2 pp. 12–13: describing your classroom: C’est… sympa, nul, moderne …
● M1U4 pp. 16–17: adjective agreement – describing yourself and others
● M1U5 pp. 18–19: possessive adjectives in first person (mon, ma, mes)
● M2Pdd pp. 34–35: colours
● M2U1 pp. 36–37: opinion phrases with c’est
● M2U2 pp. 38–39: adjective position and feminine and plural agreement
 ● M4U1 pp. 84–85: possessive adjectives mon, ma, mes and ton, ta, tes
Teaching of questions ● M1Pdd pp. 10–11: Comment …?
● M1U3 pp. 14–15: using intonation
● M1U6 pp. 20–21: asking questions to get to know somebody using a range of
question words
● M2U3 pp. 40–41: à quelle heure? and Qu’est-ce que tu …?
● M2U5 pp. 44–45: Combien …?, Combien de …?
● M3U2 pp. 62–63: Est-ce que …? and Qu’est-ce que …?
● M3U5 pp. 68–69: identifying, using and responding to Est-ce que …? and Qu’est-
ce que …?
Accessible differentiated materials
Quiz and Point de départ spreads introduce new topics at a ● A Quiz spread starts each module, recapping topics that pupils may have
lower level previously studied in preparation for core modules. See pp. 6–7, pp. 32–33, pp.
56–57, pp. 80–81, pp. 104–105.
● Point de départ spreads follow the Quiz pages and introduce new topics at a
lower level, including familiar language. See pp. 8–9, pp. 34–35, pp. 58–59, pp.
82–83, pp. 106–107.
Modules reach a higher level, combining and recycling See final unit in each module: pp. 20–21, pp. 44–45, pp. 68–69, pp. 92–93, pp. 116–117.
language at the end of each Module
Level 2 and 3 Pupil Books are differentiated into Rouge and N/A
Vert
Differentiated listening and reading activities in our For example:
interactive homework package ● M1U1: Listening A tests smaller numbers, whereas Listening B focusses on higher
numbers.
● M1U1: Reading A is a simple matching exercise, whereas Listening B is a short
comprehension task.
Differentiated Workbooks (A and B) For example:
● M1U1 p. 4 : In WB B, pupils need to identify the correct form of avoir in simple
sentences for Exercise 2, whereas in WB A, the task is more lexical. WB A builds
up to a comprehension task with a short text, whereas the text in WB B is longer
and contains more details.
Flexibility
A blended print and digital proposition allows you to pick For example:
and choose the right selection of resources for your school M1U5 resources: answer presentations, audio files, transcript, flashcards, video story,
and your classes video worksheet, digital homework exercises, equivalent page in Workbooks A and B

M2U3 resources: answer presentations, audio files, transcript, digital pelmanism game on
-er verbs, writing skills worksheet, grammar video on chanter, grammar quiz on regular -
er verbs, digital homework exercises, equivalent page in Workbooks A and B

A range of assessments at different levels, including all four ● Pupil Book exercises build up to the 6th Step on the Pearson Progression Scale by
skills and grammar, allow for assessments which targets the end of M5.
different abilities ● In the assessment pack, End-of-module tests have the option of Test A or B for
each skill. E.g. M1 Listening paper: Test A begins with a word-based matching
task, whereas in Listening Test B, it begins with a sentence-level task.
● For Dynamo 1, End-of-module tests are matched against the Pearson Progression
1st–6th Steps.
Formative assessment
Bilan and Révisions pages help pupils take stock of their ● Bilan ‘I can...’ checklists appear at the end of each module in the Pupil Book. See
learning p. 22, p. 46, p. 70, p. 94, p. 118.
● Révision pages appear at the end of each module in the Pupil book. Exercises are
split into ‘Ready’, ‘Get set’ and ‘Go!’ to provide clear progression. See p. 23, p. 47,
p. 71, p. 95, p. 119.
En focus pages allow pupils to revisit language and skills with For example:
less support and exam-style questions ● M1Enf pp. 24–25: listening, reading and writing tasks as well as a photo
description task (Ex.3) and a translation exercise (Ex.5).
● M2Enf pp. 48–49: listening, reading and writing tasks as well as a role play task
(Ex.3), a photo description task (Ex.4) and a translation exercise (Ex.6).
Dynamo 2 Rouge
Inspiring cultural content
Cultural quizzes M1Q pp. 6–7: Introduction to the French school year and famous French people such as
Julie Payette and Louis Blériot
M2Q pp. 30–31: Introduction to French festivals, e.g. la chandeleur, le Nouvel an, l’Aïd,
saints’ days.
M3Q pp. 54–55: Introduction to French TV programmes such as Nouvelle Star and La
France a un incroyable talent.
M4Q pp. 78–79: Introduction to some Francophone cities, e.g. Tunis, Québec, Bamako,
and some landmarks and features that make certain French places well-known
M5Q pp. 102–103: Introduction to sports in France, as well as French sportspeople.
Topics that open a window to the Francophone world M1Pdd pp. 8–9: school holidays in France and in other Francophone countries
M1U2 pp. 12–13: unit built around a visit to a French theme park, with authentic photos
and details about Park Astérix and Futuroscope
M1U3 p. 15: Summary of Le tour du monde en quatre-vingts jours by Jules Verne

M2U1 pp. 34–35: learning about festivals in Francophone countries, e.g. le Carnaval, la
fête de la musique
M2U2 pp. 36–37: buying food at a French market
M2U3 pp. 38–39: reading about traditional French dishes
M2U4 pp. 40–41: learning about Christmas markets in Colmar
M2U5 pp. 42–43: New Year celebrations in the Francophone world

M3Pdd p. 56: text about French singer, Voyou

M3U3 p. 62–63: discovering leisure activities of young people in French-speaking Africa
M3Enp p. 72: Reading a French TV guide
M3Enp p. 74: Profile of actor, Omar Sy

M4U1 pp. 82–83: descriptions of different regions of France, and of Mali, and what you
can do there
M4U2 p. 85: texts about life in Francophone countries, e.g. Vietnam, Libanon
M4U5 p. 90–91: text about life in Corsica, combining language from throughout the
module
 M4Enpl p. 96: descriptions of paintings by French artists
M4Enpl p. 97: memory card game using profiles of French-speaking towns

M5Q p. 103: text about Astérix aux Jeux Olympiques

M5U3 p. 110–111: learning about French sportspeople, e.g. Marie-Amélie le Fur, Florent
Manaudou
Authentic texts M1Enpl p. 24: extract from a novel, Accès direct à la plage, by Jean-Philippe Blondel
M1Enpl p. 25: descriptive poem called La mer by Paul Fort
M2Enf p. 47: adapted article about New Year’s in La Réunion from tourism website
M3Q p. 54: authentic poster advertising La Fête du Cinéma
M3Enf p. 71: adapted extract from Aller au cinéma from Philippe Delerm’s collection,
C’est toujours bien
M3Enpl p. 72: adapted TV guide
M5Enpl p. 120:extract from L’école des champions by Jacques Lindecker
Cultural tips M2Q p. 31: tips about celebrating name days linked to saints
M2U1 p. 34: tip about the fête de la musique and carnaval
M2U5 p. 43: tip about the fête des Rois and galettes des Rois
M3Q p. 54: tip about French TV programmes
M3U3 p. 62: tip about French-speaking African countries
M4Q p. 79: tip about French natural and manufactured features, such as the Viaduc de
Millau
M5Q p. 102: tip about the popularity of handball in France
Strong focus on skills
Listening/Reading spreads M1U4 pp. 16–17: Quel désastre! – listening for negatives in the perfect tense, reading to
spot the perfect tense and decoding meaning
M2U3 pp. 38–39: Miam-mian, c’est bon! – using prediction for listening tasks, lifting
details from a reading text to help with answering in French
M3U4 pp. 64–65: Tu as fait des achats? – spotting synonyms, looking up perfect tense
verbs in the dictionary
M4U2 pp. 84–85: Qu’est-ce qu’on doit faire pour aider à la maison? – listening for
different persons of the verb, decoding strategies for reading exercises
M5U3 pp. 110–111: Qu’est-ce qu’il faut faire? – using il faut, using reading strategies to
translate into English
Speaking spreads M1U5 pp. 18–19: Mon voyage extraordinaire! – asking and answering questions, using
the present and perfect tenses together
M3U5 pp. 66–67: Normalement, hier et demain – using three tenses when speaking and
using notes to prepare for a longer piece of speaking
M5U5 pp. 114–115: Allez, les champions! – interviewing, asking and answering questions
in three tenses (present, perfect and near future)
Writing spreads M2U5 pp. 42–43: Bonne année! – using verbs in the present and near future tenses
together
M4U5 pp. 90–91: À la découverte d’une nouvelle région – using three tenses, using
(online) dictionaries to find and translate nouns into French accurately
Phonics and pronunciation throughout Further pronunciation support in pronunciation boxes, e.g.
● M1Pdd p. 8: silent ‘s’ at the end of words and liaison
● M1U1 p. 10: -ai and -é sounds
● M2Pdd p. 33: silent consonants at the end of words
● M2U1 p. 35: silent ‘ent’ with plural verb forms
● M2U2 p. 36: pronouncing cognates
● M3Pdd p. 57: using key sounds learned in Dynamo 1 to pronounce new
vocabulary correctly
Additional pronunciation worksheets included in the FoC resources
Careful sequencing of grammar and skills (some examples!)
Teaching of verbs Verbs are introduced in a sequence to build up knowledge gradually of how they work
in French:
● M1Pdd pp. 8–9: revision of present tense of avoir and être (school holidays)
● M1U1 pp. 10–11: perfect tense of regular -er verbs e.g. regarder (talking about
holidays)
● M1U2 pp. 12–13: irregular past participles (a visit to a theme park)
● M1U2 pp. 12–13: c’était + adjective
● M1U3 pp. 14–15: forming the perfect tense with être (holidays)
● M1U4 pp. 16–17: negatives in the perfect tense
● M1U4 pp. 16–17: -ir and -re verbs in the perfect tense
● M2U1 pp. 34–35: conjugating regular -er, -ir and -re verbs in the present tense
● M2U2 pp. 36–37: present tense of vouloir (at the market)
● M2U4 pp. 40–41: forming the near future (talking about a school trip)
 ● M3U3 pp. 62–63: lire in the present tense (hobbies)
● M3U5 pp. 66–67: prendre in the present tense
● M4U1 pp. 82–83: modal verb – pouvoir in the present tense, with an infinitive
(what you can do where you live)
● M4U2 pp. 84–85: modal verb – devoir in the present tense (helping out at home)
● M4U3 pp. 86–87: reflexive verbs in the present tense (daily routine)
● M5U2 pp. 108–109: imperatives in vous and tu forms (directions)
● M5U3 pp. 110–111: il faut + infinitive (what you must (not) do to be a champion)
Teaching of adjectives ● M3Pdd pp. 56–57: describing celebrities and TV programmes – feminine and
plural adjective agreement
● M3U3 pp. 62–63: possessive adjectives mon, ma, mes, ton, ta, tes, son, sa, ses
● M4U4 pp. 88–89: irregular adjectives that come before the noun (e.g. beau,
nouveau, vieux)
● M5U1 pp. 106–107. : comparative adjectives (plus… que and moins...que)
● M5Enpl pp. 120–121: interrogative adjectives (quel, quelle, quels, quelles)
Teaching of questions ● M1U1 pp. 10–11: using intonation
● M1U3 pp. 14–15: using intonation
● M1U5 pp. 18–19: asking questions about holidays using Qu’est-ce que
● M2U4 pp. 40–41: questions in the near future using question word + est-ce que +
verb (qu’, comment, avec qui, pourquoi, où, quand)
● M3U1 pp. 58–59: using question word + est-ce que + verb (avec qui, comment,
où, quand, qu’, pourquoi)
● M3U3 pp. 62–63: using question words (quels, qu’, pourquoi) to ask about
hobbies
● M3U5 pp. 66–67: asking questions in three tenses (Qu’est-ce que tu fais
normalement le weekend?; Qu’est-ce que tu as fait le weekend dernier?; Qu’est-ce
que tu vas faire le weekend prochain?)
● M4U5 pp. 90–91: asking questions using question words from the rest of the
module (où, comment, quel, qu’)
● M5U5 pp. 114–115: Est-ce que …? and Qu’est-ce que …? in three tenses
Accessible differentiated materials
Quiz and Point de départ spreads introduce new topics at a ● A Quiz spread starts each module, recapping topics that pupils may have
lower level previously studied in preparation for core modules. See pp. 6–7, pp. 30–32, pp.
54–55, pp. 78–79, pp. 102–104.
● Point de départ spreads follow the Quiz pages and introduce new topics at a
lower level, including familiar language. See pp. 8–9, pp. 32–33, pp. 56–57, pp.
80–81, pp. 104–105.
Modules reach a higher level, combining and recycling See final unit in each module: pp. 18–19, pp. 42–43, pp. 66–67, pp. 90–91, pp. 114–115.
language at the end of each Module
Level 2 and 3 Pupil Books are differentiated into Rouge and For example:
Vert ● M1, U1: the Rouge book teaches the perfect tense using a selection of regular -er
verbs. The Vert book introduces the perfect tense using visiter in the first
instance.
Differentiated listening and reading activities in our For example:
interactive homework package ● M5, U2, Listening exercise: the Rouge version is a multiple choice gap-fill exercise
where pupils complete an English summary of the audio they here. The Vert
version is a true or false exercise based on similar audio tracks.
Differentiated Workbooks (A and B or Rouge and Vert) Differentiation is similar to the Pupil Books and interactive homework package.
Flexibility
A blended print and digital proposition allows you to pick For example:
and choose the right selection of resources for your school M1, U4 resources: answer presentations, audio files, transcript, digital maze game on
and your classes building sentences, video story, video worksheet, thinking skills worksheet, digital
homework exercises, equivalent page in Workbooks A and B

M2, U3 resources: answer presentations, audio files, transcript, digital pelmanism game
on market foods, flashcards, learning skills worksheet, speaking skills worksheet, grammar
video on vouloir, digital homework exercises, equivalent page in Workbooks A and B

A range of assessments at different levels, including all four ● Pupil Book 2 Rouge exercises build up to the 7th Step on the Pearson Progression
skills and grammar, allow for assessments which targets Scale by the end of M5.
different abilities ● In the assessment pack, End-of-module tests have the option of Test A or B for
each skill. E.g. M1 Listening paper: Test A begins at 1st Step, testing the
understanding of short sentences , whereas in Listening Test B, it begins at 3rd
Step with understanding a short passage.
 ● For Dynamo 2 Rouge, End-of-module tests are matched against the Pearson
Progression 1st–7th Steps.
Formative assessment
Bilan and Révisions pages help pupils take stock of their ● Bilan ‘I can...’ checklists appear at the end of each module in the Pupil Book. See
learning p. 20, p. 44, p. 68, p. 92, p. 116.
● Révision pages appear at the end of each module in the Pupil book. Exercises are
split into ‘Ready’, ‘Get set’ and ‘Go!’ to provide clear progression. See p. 21, p. 45,
p. 69, p. 93, p. 117.
En focus pages allow pupils to revisit language and skills with For example:
less support and exam-style questions ● M1Enf pp. 22–23: listening and reading tasks as well as a role play task (Ex.3), a
translation into English exercise (Ex.6) and a translation into French exercise
(Ex.7).
● M3Enf pp. 70–71: listening, reading and writing tasks, including an authentic
reading text. As well as a photo description task (Ex.3) and a translation into
French exercise (Ex.5).
Dynamo 2 Vert
Inspiring cultural content
Cultural quizzes M1Q pp. 6–7: Introduction to the French school year and famous French people such as
Julie Payette and Louis Blériot
M2Q pp. 28–29: Introduction to French festivals, e.g. la chandeleur, le Nouvel an, l’Aïd,
saints’ days.
M3Q pp. 52–53: Introduction to French TV programmes such as Nouvelle Star and La
France a un incroyable talent.
M4Q pp. 76–78: Introduction to some Francophone countries, e.g. Paris, Québec,
Bamako, and some landmarks and features that make certain French places well-known
M5Q pp. 100–101: Introduction to sports in France, as well as French sportspeople.
Topics that open a window to the Francophone world M1Pdd pp. 8–9: school holidays in France and in other Francophone countries
M1U1 pp. 10–11: talking about what you visited on holiday in Geneva
M1U3 pp. 14–15: unit built around a visit to a French theme park, with authentic photos
and details about Park Astérix and Futuroscope

M2U1 pp. 32–33: learning about le carnaval in Francophone countries

M2U2 pp. 34–35: learning about la fête de la musique
M2U3 pp. 36–37: buying food at a French market
M2U4 pp. 38–39: reading about traditional French dishes eaten during celebrations
M2U5 pp. 40–41: learning about Christmas markets in Colmar

M3U3 p. 60–61: discovering leisure activities of young people in French-speaking Africa

M3Enf p. 69: reading a French TV guide
M3Enp p. 71: profile of actor, Omar Sy

M4U1 pp. 80–81: descriptions of different regions of France, and of Mali, and what you
can do there
M4U2 p. 83: texts about life in Francophone countries: Vietnam, Libanon
M4U5 p. 88–89: text about life in Corsica, combining language from throughout the
module
M4Enpl p. 94: descriptions of paintings by French artists
M4Enpl p. 95: memory card game using profiles of French-speaking towns
 M5Q p. 101: text about Astérix aux Jeux Olympiques
M5U3 p. 108–109: text about French paralympic athlete, Marie-Amélie le Fur
Authentic texts M1Enpl p. 23: descriptive poem called La mer by Paul Fort
M2Enf p. 45: adapted article about New Year’s in La Réunion from tourism website
M3Q p. 54: authentic poster advertising La Fête du Cinéma
M3Enf p. 69: adapted TV guide
M3Enpl p. 70: adapted extract from Aller au cinéma from Philippe Delerm’s collection,
C’est toujours bien
M5Enpl p. 118: extract from L’école des champions by Jacques Lindecker
Cultural tips M1Q p. 6: tip about the French school year
M1U1 p.10: tip about Geneva in Switzerland
M2Q p. 29: tips about celebrating name days linked to saints
M2Q p. 29: tip about markets around the French-speaking world
M2U1 p. 32: tip about carnaval and mardi gras
M2U2 p. 34: tip about la fête de la musique
M2U5 p. 41: tip about Colmar in Alsace and its relationship with Germany
M2Enf p. 45: tip about la fête des lumières in Lyon
M3Q p. 52: tip about French TV programmes
M3Q p. 53: tip about the French film industry
M3U3 p. 60: tip about French-speaking African countries
M5Q p. 100: tip about the popularity of handball in France
Strong focus on skills
Listening/Reading spreads M1U3 pp. 14–15: Qu’est-ce que tu as fait? – understanding the perfect tense pf irregular
verbs, listening and reading for negatives in the perfect tense
M2U2 pp. 34–35: La fête de la musique – identifying the subject when listening and
reading
M3U4 pp. 62–63: Tu as fait des achats? – spotting synonyms when listening and reading,
spotting perfect tense verbs in a song
M4U4 pp. 86–87: J’ai déménagé! – reading texts for overall meaning, spotting alternative
ways of saying the same thing
M5U3 pp. 108–109: Qu’est-ce qu’il faut faire? – listening for cognates, using reading
strategies to translate into English
Speaking spreads M1U4 pp. 16–17: Mon voyage extraordinaire! – asking and answering questions, using
the perfect tense of aller, pronunciation of cognates and liaison
M3U5 pp. 64–65: Ça c’est la question! – asking and answering questions in two tenses
M5U5 pp. 112–113: Allez, les futurs champions! – asking and answering questions in
three tenses (present, perfect and near future), using time expressions to help you
Writing spreads M2U5 pp. 40–41: Le marché de Noël – using the near future tense to write about a future
trip
M4U5 pp. 88–89: Bienvenue en Corse – using two tenses, bringing together what you’ve
learned in a piece of writing
Phonics and pronunciation throughout Further pronunciation support in pronunciation boxes, e.g.
● M1Pdd p. 9: silent ‘s’ at the end of words and liaison
● M1U1 p. 10: -ai and -é sounds
● M1U4 p. 16: pronouncing cognates
● M2Pdd p. 31: revising key sounds
● M2U5 p.40: ch and ain / aine sounds
● M3U1 p.56: que sound
● M3U2 p.58: using key sounds from Dynamo 1 to pronounce new vocabulary
Additional pronunciation worksheets included in the FoC resources
Careful sequencing of grammar and skills (some examples!)
Teaching of verbs Verbs are introduced in a sequence to build up knowledge gradually of how they work
in French:
● M1Pdd pp. 8–9: revision of present tense of avoir and être (school holidays)
● M1U1 pp. 10–11: perfect tense of visiter (talking about visiting Geneva)
● M1U2 pp. 12–13: perfect tense of regular -er verbs e.g. acheter
● M1U3 pp. 14–15: irregular past participles (bu, vu, fait, pris)
● M1U3 pp. 14–15: negatives in the perfect tense
● M1U4 pp. 16–17: using the perfect tense of aller (with être)
● M2U1 pp. 32–33: present tense of regular -er verbs
● M2U2 pp. 34– 35: forming -ir and -re verbs in the present tense
● M3U2 pp. 58–59: forming the near future (aller + infinitive)
● M3U3 pp. 60–61: more negatives in the present tense (pas, jamais, rien)
● M3U4 pp. 62–63: using the 1-2-3 rule to form the perfect tense of regular,
irregular and verbs that take être
 ● M3U5 pp. 64–65: using verbs in both the present and perfect tenses
● M4U1 pp. 80–81: modal verb – pouvoir in the present tense, with an infinitive
(what you can do where you live)
● M4U2 pp. 82–83: modal verb – devoir in the present tense (helping out at home)
● M4U3 pp. 84–85: reflexive verbs in the present tense (daily routine)
● M5U2 pp. 106–107: imperatives in vous form (directions)
● M5U3 pp. 108–109: il faut + infinitive (what you must (not) do to be a champion)
Teaching of adjectives ● M3Pdd pp. 54–55: describing celebrities – feminine adjective agreement
● M3U3 pp. 60–61: possessive adjectives mon, ma, mes, son, sa, ses
● M4U4 pp. 86–87: irregular adjectives that come before the noun (e.g. beau,
nouveau, vieux)
● M5U1 pp. 104–105: adjective agreement
● M5U1 pp. 104–105: comparative adjectives (plus… que)
● M5Enpl pp. 118–119: interrogative adjectives (quel, quelle, quels, quelles)
Teaching of questions ● M1U4 pp. 16–17: asking questions about holidays
● M2U5 pp. 40–41: questions in the near future using question word + est-ce que +
verb (qu’, comment, où)
● M3U1 pp. 56–57: using question word + est-ce que + verb (avec qui, comment,
où, quand, qu’)
● M3U5 pp. 64–65: asking questions in two tenses (Quels sont tes loisirs?; Qu’est-ce
que tu as fait le weekend dernier?)
● M4U5 pp. 88–89: asking questions using question words from the rest of the
module (où, comment, quel, qu’)
● M5U2 pp. 106–107: using intonation
● M5U5 pp. 112–113: Qu’est-ce que …? in three tenses
Accessible differentiated materials
Quiz and Point de départ spreads introduce new topics at a ● A Quiz spread starts each module, recapping topics that pupils may have
lower level previously studied in preparation for core modules. See pp. 6–7, pp. 28–29, pp.
52–53, pp. 76–77, pp. 100–101.
● Point de départ spreads follow the Quiz pages and introduce new topics at a
lower level, including familiar language. See pp. 8–9, pp. 30–31, pp. 54–55, pp.
78–79, pp. 102–103.
Modules reach a higher level, combining and recycling See final unit in each module: pp. 16–17, pp. 40–41, pp. 64–65, pp. 88–89, pp. 112–113.
language at the end of each Module
Level 2 and 3 Pupil Books are differentiated into Rouge and For example:
Vert ● M1, U1: the Rouge book teaches the perfect tense using a selection of regular -er
verbs. The Vert book introduces the perfect tense using visiter in the first
instance.
Differentiated listening and reading activities in our For example:
interactive homework package ● M5, U2, Listening exercise: the Rouge version is a multiple choice gap-fill exercise
where pupils complete an English summary of the audio they here. The Vert
version is a true or false exercise based on similar audio tracks.
Differentiated Workbooks (A and B or Rouge and Vert) Differentiation is similar to the Pupil Books and interactive homework package.
Flexibility
A blended print and digital proposition allows you to pick For example:
and choose the right selection of resources for your school M1, U4 resources: answer presentations, audio files, transcript, digital odd one out game
and your classes on holidays, flashcards, grammar video on aller, video story, video worksheet, learning
skills worksheet, pronunciation quiz, grammar quiz, digital homework exercises,
equivalent page in Workbooks A and B

M2, U3 resources: answer presentations, audio files, transcript, digital noughts and
crosses game on prices, flashcards, speaking skills worksheet, digital homework exercises,
equivalent page in Workbooks A and B

A range of assessments at different levels, including all four ● Pupil Book 2 Vert exercises build up to the 7th Step on the Pearson Progression
skills and grammar, allow for assessments which targets Scale by the end of M5.
different abilities ● In the assessment pack, End-of-module tests have the option of Test A or B for
each skill. E.g. M1 Listening paper: Test A begins at 1st Step, testing the
understanding of short sentences , whereas in Listening Test B, it begins at 3rd
Step with understanding a short passage.
● For Dynamo 2 Vert, End-of-module tests are matched against the Pearson
Progression 1st–7th Steps.
Formative assessment
Bilan and Révisions pages help pupils take stock of their ● Bilan ‘I can...’ checklists appear at the end of each module in the Pupil Book. See
learning p. 18, p. 42, p. 66, p. 90, p. 114.
 ● Révision pages appear at the end of each module in the Pupil book. Exercises are
split into ‘Ready’, ‘Get set’ and ‘Go!’ to provide clear progression. See p. 19, p. 43,
p. 67, p. 91, p. 115.
En focus pages allow pupils to revisit language and skills with For example:
less support and exam-style questions ● M1Enf pp. 20–21: listening and reading tasks as well as a role play task (Ex.3), a
translation into English exercise (Ex.4) and a translation into French exercise
(Ex.6).
● M3Enf pp. 68–69: listening, reading and writing tasks. As well as a role play task
(Ex.), a photo description task (Ex.4) and a translation into French exercise (Ex.6).