Clic 3 Plus Medium Term Plan Units 1 6

3 Plus 3 Plus
Clic! 3 Plus Unit 1 Medium Term Plan

About Unit 1, Premiers contacts: Students work in the context of meeting people, accepting and declining invitations, and keeping in touch. They
find out about working in a colonie de vacances and a centre ar, start putting together a portfolio of work about different jobs and lifestyles, and
begin to build a personal stock of work-related vocabulary. They develop their knowledge of present tense verbs including the use of depuis with
the present tense!, modal verbs, and direct and indirect object pronouns, and refresh their memory of other tenses. The unit also provides tips on
language learning and revision techni"ues.
Framework objectives (launc! Teacin" and learnin" #eek$b%$week overview
(assumin" & weeks' work or
a((ro)imatel% 1*+1,-. ours!
#eek 1 # /(enin" s(read01-1
1n colonie de vacances
$pening spread: introduction to
unit themes and objectives
Spread %.%: greetings and
personal details
#eek , + 1-, Tu veu) venir
avec moi2
&nviting someone to do
something' accepting and
declining invitations
#eek 3 + 1-3 1t a(r3s2
(eeping in touch with friends'
different means of
communication
#eek 4 + 1-4 C5est la vie!
)orking in a colonie de
vacances or centre ar
#eek . + 6abo$lan"ue, Clic$
7orum
The present tense
*anguage learning strategies
*+S %.%: ,nderstanding and
responding to the spoken word
)atch video clip about working in a colonie de vacances/centre ar, then
share first impressions, note key points for discussion, etc. S- pp. %.#%/!.
*+S %.0: 1eveloping capability
and confidence in listening
1evelop ability to cope with authentic speech by watching and responding
to video clip S- pp. %.#%/!.
&, 2.0: 3ecognising different
ways of seeing the world
4onsider advantages and disadvantages of colonies de vacances from
different people5s perspectives parents, children!' compare own views on
the job of moniteur/monitrice with those expressed by 6lorian S- pp. %.#
%/!.
(7* 8.0 )ords -egin to build personal vocabulary bank of work-related words S- p. %.,
T3- p. 20 third plenary!.
$bject pronouns S- p. %8!: understand that lui can mean 9to him: or 9to
her:. Celui/Celle qui S- p. %%/!.
(7* 8.2: ;ender, number and
other inflections
$bject pronouns S- p. %8!. <erb#subject agreement in the present tense
S- pp. %2, %=#%>!. 7djective agreement S- p. %%/!.
(7* 8.?: <erbs and tenses The present tense: regular and irregular verbs, modals S- pp. %2, %=#%>!.
Aller @ infinitive, jaimerais/je voudrais @ infinitive S- p. %?!.
(7* 8..: Auestions and
negatives
&dentify "uestion forms in a text and use them in own conversations S- p.
%%!.
Ne personne S- p. %%!.
**S ?.%: &dentifying patterns in
the target language
Batterns in present tense verb endings S- pp. %2, %=#%>!.
**S ?.0: Cemorising *anguage learning strategies S- p. 0D!. Tips on how to remember new
words 4C %D!.
**S ?.2: ,sing knowledge of
English or another language
&dentify similarities between 6rench and English words to help remember
their meaning 4C %D!.
**S ?.?: ,sing reference
materials
,se Grammaire section in Students5 -ook to check conjugation of verbs
S- p. %2 ex. ?, p. %>!.
**S ?..: 3eading aloud *isten toF3ead and imitate pronunciation and intonation in exchanges
between young people at a colonie de vacances S- pp. %D#%%!.
**S ?./: Blanning and preparing Each unit5s opening page provides an opportunity for students to prepare
Oxford University Press 2009

3 Plus 3 Plus
for work on the unit: see notes on T3- p. %>. #eek & + Tu sais tout2,
6ecture, 1ncore, 1n (lus
3einforcement and extension of
the language of the unit' reading
material' review of progress via
the 4hecklist in the )orkbookFon
4opymaster' revision and
assessment
**S ?.= Evaluating and
improving
The 4hecklistFJe sais page )- p. %?, 4C 0! helps students to review
what they5ve learned and reflect on areas for improvement: see notes for
the 4hecklist on T3- pp. ?D#?%.
Framework objectives
(rein7orce!
Teacin" and learnin"
&, 2.%: 7ppreciating cultural
diversity
6ind out aboutF1iscuss colonies de vacances and centres ars S- pp.
%.#%/!. 4ompare aspects of 6rance and the ,( )- p. %8!.
**S ?.8: )orking out meaning Catch conversations to photos, explaining any clues that helped with this,
e.g. maleFfemale voices S- p. %D ex. 0!. &dentify similarities between
6rench and English words to work out meaning 4C %D!.

3 Plus 3 Plus
Clic! 3 Plus Unit , Medium Term Plan
About Unit ,, mon avis: Students work in the context of television, cinema, and sport. They exchange opinions of T< programmes, discuss
films, sports and their experience of sporting events, and find out about the lifestyle and training programme of a 6rench basketball player. &n
terms of grammar, students extend their knowledge of the perfect tense including reflexive verbs in the perfect tense! and the imperfect, and
begin using the perfect and the imperfect together. They are reminded of adjectives agreement and position! and possessive adjectives, and are
given tips on developing listening skills.
#eek 1 # /(enin" s(read0,-1
C5est nul, 8a!
Spread 0.%: expressing opinions
of T< programmes
#eek , + ,-, Au "rand 9cran
1iscussing films' describing the
plot of a film
#eek 3 + ,-3 6e s(ort en r:ve
Talking about sports
#eek 4 + ,-4 C5est la vie!
*ifestyle and training programme
of a basketball player
7orum
The perfect tense' using the
perfect and the imperfect
together
*istening strategies
#eek & + Tu sais tout2,
3+) 0.2: -eing sensitive to the
written word
&dentifyF&nfer opinions of television S- p. 0> ex. 8!. &dentifyF&nfer opinions
in a film review, e.g. cest un film ne pas manquer G it5s a must-see film G
the author has a positive opinion of the film S- p. 2%, )- p. 0%!. 3ead a
text and work out the mood of the author S- p. 8%!.
3+) 0.8: 7dapting and building
text
-uild a text about sport by adapting a model and substituting alternative
words and phrases S- p. 22 ex. ?!.
3+) 0.?: )riting to create
meaning
)rite a film review S- p. 2% Dfi!!. )rite an ending for a story S- p. 8D!.
)rite a commentary on a sports event without mentioning the sport #
partner works out which sport is being described S- p. %%> ex. 8!.
(7* 8.%: *etters and sounds &dentify the meaningFfunction of some letter strings, e.g. spectateur male!,
spectatrice female! S- p. 20!.
(rein7orce!
Tips and activities to develop skills in listening to authentic speech S- p.
2=, 4C 00!.
*+S %.?: Bresenting and
narrating
)rite a schedule of T< programmes for a day and present it to the class,
explaining reasons for choices S- p. 0> Dfi!!.
91esert island movies:: students choose a film they would take with them
to a desert island and present it to the class T3- p. ?> third plenary!.
diversity
6ind out about basketball in 6rance S- pp. 28#2?!. 4ompare 6rench and
-ritish T< listings and research a 6rench T< programme 4C 02!. 3ead
about 6rench footballer Samir Hasri )- p. 0=!.
7ttitudes to T< S- pp. 0=#0>!, films S- pp. 2D#2%! and sport S- pp.
28#2?!.
other inflections
7djective agreement S- p. 0> ex. .!. Bossessive adjectives S- p. 2D!.
CasculineF6eminine forms of nouns S- p. 20!. Bast participle agreement
S- pp. 2.#2/!.
(7* 8.?: <erbs and tenses The perfect tense and the imperfect S- pp. 2.#2/!. Bresent, perfect and
imperfect S- p. 22!.
(7* 8..: Auestions and &ntonation in "uestions S- p. 2= ex. 0!.

3 Plus 3 Plus
negatives Hegatives in the perfect tense, negatives with reflexive verbs in the perfect
tense S- pp. 2.#2/!.
assessment
the target language
Batterns in adjective agreement S- p. 0> ex. .!, possessive adjectives
S- p. 2D!, masculineFfeminine forms of nouns S- p. 20!, tensesFverb
endings S- pp. 22, 2.#2/!.
-e aware of cognates and false friends when listening S- p. 2=!.
**S ?.8: )orking out meaning Techni"ues to work out meaning when listening, e.g. focus on general
sense, cognates, intonation S- p. 2=!. ,se cognates, context and
knowledge of grammar to work out meaning in written texts S- p. %%> #
see notes on T3- p. /2!.
**S ?./: Blanning and preparing Iow to prepare for listening activities, e.g. look for clues in the "uestions
and visuals, try to predict what you might hear, develop note-taking
techni"ues S- p. 2=!.

3 Plus 3 Plus
About Unit 3, V comme voyages: Students discuss means of transport, holiday preferences and accommodation, describe a past holiday and a
visit to a tourist attraction, and exchange tourist information. They also learn about some Baris tourist attractions and find out what it is like to work
in the tourist office in Carseille. The main grammar focus is structures using the infinitive.;te)t deleted ere< 6urther teaching and learning
includes comparatives and superlatives, the pronoun , and "uestion forms, and there are opportunities to work in different tenses. The unit
provides tips and activities to help students cope with longer, more complex reading material.
#eek 1 # /(enin" s(read03-1 /n
% va2
Spread 2.%: choosing how to travel
#eek , + 3-, /= dormir2
4hoosing holiday accommodation
#eek 3 + 3-3 1n balade > Paris
En"uiring about tourist attractions'
describing a visit
)orking in a tourist information
centre in Carseille
7orum
<erb @ infinitive aller @ infinitive,
aimer @ infinitive, modal verbs, il
faut @ infinitive!' pour @ infinitive
3eading strategies
#eek & + Tu sais tout2, 6ecture,
1ncore, 1n (lus
*+S %.2: -eing sensitive to the
spoken word
,se of vous instead of tu in dialogues at a tourist office S- p. ?D!. ,se
of tu in 4yrielle5s interview S- pp. ?0#?2 # see notes for ex. . on T3-
p. >/!.
*+S %.8: Talking together 1iscuss and negotiate a programme of visits for a 6rench class S- p.
%0D!.
3+) 0.%: ,nderstanding and
responding to the written word
3ead tourist brochures and discuss the attractions with a partner S- pp.
?D#?%!. 3ead a story and chooseFdescribe likely outcomes S- p. ?=!.
3+) 0.0: 1eveloping capability
and confidence in reading
1evelop ability to appraise texts "uickly, carry out independent research
and cope with authentic material S- pp. ?., ?>, %0%' 4Cs 28#2?, )- p.
2/ Dfi!, )- p. 80!.
(7* 8.8: Sentence structure )ord order with the pronoun S- p. 8/!. Bosition of superlative
adjectives before or after the noun S- p. 8=!. &nfinitive structures S-
pp. ?8#??!.
(rein7orce!
)atch video clip and take notes on 4yrielle5s interview, then collaborate
in pairs to reconstruct and perform it S- p. ?2!.
1evelop ability to cope with authentic speech by watching and
responding to video clip S- pp. ?0#?2!.
3+) 0.2: -eing sensitive to the
written word
&dentifyF&nfer attitudes and opinions in descriptions of holidays S- p. 8>
ex. 0, 4C 20 ex. %!.
text
7dapt a conversation in a tourist office S- p. ?D!. )rite a paragraph
about 4yrielle and her job, in simple 6rench, for someone who has just
started learning 6rench )- p. 2> ex. ?!.
meaning
1escribe a past visit S- p. ?% ex. /!. &magineF1escribe a work
experience placement in own town S- p. ?2 ex. >!. Broduce a fact box
about Carseille S- p. ?2 # see final 6ollow-up on T3- p. >/!.
diversity
6ind out about places in 6rance S- pp. ?D#?2, )- p. 2/ Dfi!, )- p.
80, 4C 2?!.
&, 2.0: 3ecognising different 4onsider the lifestyle and perspectives of a trainee working in the

3 Plus 3 Plus
ways of seeing the world Carseille tourist office S- pp. ?0#?2!. the language of the unit' reading
material' review of progress via the
4hecklist in the )orkbookFon
assessment
(7* 8.0: )ords 3esearch transport-related vocabulary S- p. 8. ex. %!. 7dd to personal
stock of work-related vocabulary S- p. ?0 ex. 8!. 3ecognise the
importance of knowing high-fre"uency words S- p. ?. ex. 2!. 1evelop
knowledge of word families )- p. 22 ex. 2!.
negatives
,se a range of "uestion forms to reconstruct an interview S- p. ?2!.
**S ?.0: Cemorising &dentify new language to add to personal vocabulary bank and discuss
ways to learn it S- p. ?0 ex. 8, T3- p. >/ notes for ex. 8!. ,se
knowledge of word families to help with learning )- p. 22 ex. 2!.
4ognates as an aid to understanding S- p. ?., 4C 28!. )ord families
and links between 6rench and English )- p. 22 ex. 2!.
**S ?.8: )orking out meaning 3eading strategies S- p. ?., 4Cs 28#2?, )- p. 80!.
materials
,se a dictionary to research transport vocabulary S- p. 8.!, check
gender and work on word families )- pp. 20#22!.
**S ?..: 3eading aloud *isten toF3ead aloud a dialogue in a tourist office S- p. ?D, T3- p. >2,
)- p. 2.!.
**S ?.=: Evaluating and
improving
&dentify and correct errors in an email, then write an improved version
)- p. 28!.

3 Plus 3 Plus
About Unit 4, Savoir-vivre: )orking in the context of an exchange visit, students practise responding politely at the meal table and discuss
helping around the house. They find out about and discuss lifestyle and cultural differences between 6rance and the ,(, and consider the benefits
of working as an au pair. Students also extend their knowledge of negatives, learn to use the structure 9verb @ /de @ infinitive:, and are
encouraged to use adverbs of timeFfre"uency' they meet and use verbs in different tenses, and refresh their memory of the partitive. The skill
focus is on speaking: students compare features of casual spoken 6rench with more polite language, and receive tips on coping with unknown
language.
(rein7orce!
Teacin" and learnin" #eek$b%$week overview
#eek 1 # /(enin" s(read04-1
?e(as de 7amille
Spread 8.%: coping at the meal
table
#eek , + 4-, @ui aide > la
maison2
Ielping around the house
#eek 3 + 4-3 Aive la di779rence!
1iscussing lifestyles in 6rance and
the ,(
Exchange visits to other countries
and working as an au pair
7orum
Hegative expressions
Speaking strategies: coping with
unknown vocabulary
*isten to a podcast and read a blog! about lifestyles in 6rance and the
,(, then collaborate with a partner to produce an oral or written report
S- p. .=!.
*isten to lengthy exchanges around the meal table and discuss
language, register, etc. as well as noting details of content S- p. .? ex.
?a!. 1evelop ability to cope with authentic speech by watching and
responding to video clip S- pp. /D#/%!.
spoken word
,se of vous instead of tu when speaking to adults, and other features of
politeFformal language S- p. .?!. $mission of ne, etc. in casual spoken
6rench, e.g. Jaime pas !a, "as faim#, Jsais pas S- p. /0!.
*+S %.8: Talking together Tips on how to cope with unknown language and unpredictable
situations when speaking S- p. /8!.
narrating
;ive a talk about a family celebration and respond to "uestions
afterwards S- p. .> Dfi!!.
)rite an ending for a story S- p. /.!. 3ead forum messages about
4hristmas and write own response S- p. //!. 3ead an information
leaflet about road safety for moped drivers then take part in a discussion
S- p. %02!. 3ead a job profile for an au pair and assess whether it
would be a suitable job for oneself 4C 8/!.
and cope with authentic material S- p. %02, 4C 8= ex. 0#2, )- p. ?.!.
diversity
6ind out about lifestyleFcultural differences between 6rance and the ,(
S- pp. .=#.>, %02!. 3esearch kite festivals in 6rance 4C 8=!.
4ompare lifestyleFcultural differences in 6rance and the ,( S- pp. .=#
.>, %02!. 4onsider other people5s perceptions of ,( lifestyleFculture S-
pp. /D#/% video clip!. 4onsider different perspectives on 4hristmas S-
p. //!.
(7* 8.%: *etters and sounds &dentify the meaningFfunction of some letter strings, e.g. the prefix im$

3 Plus 3 Plus
)- p. 8/ ex. ?, T3- p. %80!.
Sound patterns: rhyming food and drink items in %allade de la salade
S- p. .8, T3- pp. %%=#%%> 6ollow-up to ex. 2!.
1ncore, 1n (lus
assessment
(7* 8.0: )ords 4ontinue building stock of high-fre"uency words: adverbs of time and
fre"uency S- p. ./!.
(7* 8.8: Sentence structure <erb @ /de @ infinitive S- p. .>!. )ord order in negatives, including
negatives in the perfect tense and with modal verbs S- pp. /0#/2!.
(7* 8.?: <erbs and tenses The perfect tense with modal verbs: &n a pu perfectionner notre an'lais
S- p. /D ex. 2 # see 6ollow-up to ex. 2 on T3- p. %2%!.
negatives
Auestions in the perfect tense S- p. /D!.
Hegatives: ne pas/rien/plus/jamais/personne/que/ni ni S- pp.
.8, /0#/2!.
materials
3esearch food vocabulary in a bilingual dictionary )- p. 8.!. )ord
patterns )- p. 8/ ex. ?!.
**S ?..: 3eading aloud *isten toF3ead and join in with %allade de la salade, then write and
perform own version S- p. .8, T3- pp. %%=#%%> 6ollow-up to ex. 2!.

3 Plus 3 Plus
Clic! 3 Plus Unit . Medium Term Plan
About Unit ., Dcouvrir le monde: Students consider aspects of the world around them: the rights of young people in different countries,
developments in technology, what life might be like in the future, and ways to help the environment. The main grammar focus is on referring to the
future, but students also use the imperfect tense to describe life in the past. There are reminders of modal verbs, the comparative, and en/au @
countries, and an opportunity to use emphatic pronouns. The unit provides tips and activities to improve the "uality of students5 writing, including
planning, drafting and redrafting work, how to build more complex sentences, and formal and informal letter-writing conventions.
(rein7orce!
#eek 1 # /(enin" s(read0.-1
B5ai le droit2
Spread ?.%: discussing what you
areFaren5t allowed to do
#eek , + .-, 6es (ro"r3s
tecnolo"iCues
4omparing technology of the
%>?Ds with today5s technology
#eek 3 + .-3 Un saut dans le
7utur
Talking about what life will be like
in %DD years5 time
#eek 4 + .-4 C5est la vie!
)orking for an environmental
group
7orum
)ays to refer to the future, e.g.
aller @ infinitive, the future tense, je
voudrais @ infinitive
)riting strategies %!: planning,
*isten to a radio broadcast about the age at which people can get
married in different countries, then discuss the issues raised S- p. =0!.
*+S %.8: Talking together 1iscuss the age at which people can get married in different countries
S- p. =0! and what your parents doFdon5t allow you to do S- p. =2!.
narrating
)atch video clip without the sound and provide a commentary S- p. =>
# see 6ollow-up to ex. ? on T3- p. %.%!.
3ead a se"uence of events in a boy5s diary and choose a likely
outcomeFwrite a follow-up S- p. >8!. 3ead an article about air pollution
and summarise the main issues S- p. >?!. 3ead aboutF1iscuss
environmental facts and figures S- p. %0?!. Broduce a "uiJ based on a
text about 6rance5s colonial history )- p. /D!.
and cope with authentic material S- p. >?, T3- p. %?> first starter, )-
p. /D Dfi!!.
text
Tips on building more complex sentences, organising ideas into
paragraphs, etc. S- pp. =?, >0!. )rite letters for different audiences,
e.g. formal and informal letters S- p. => ex. ?, p. >0!.
meaning
)rite an article for a website or magaJine to attract young people to
work for Haturoscope T3- p. %?> first plenary!. 7pply formal and
informal letter-writing conventions S- p. => ex. ?, p. >0!. )rite a diary
entry S- p. >8!. 3esearch and write about a 6rench territory )- p. /D!.
diversity
6ind out about the colonial history of 6rance' researchFwrite about a
6rench territory )- p. /D!.
4onsider the age at which people can get married in different countries
and cultures S- p. =0!. 4ompare young people5s views on what they
areFaren5t allowed to do p. =2!. 4onsider different perspectives on the
environment and the future of the planet S- pp. =.#=>, )- p. .?!.
(7* 8.%: *etters and sounds &dentify the function of some letter strings, e.g. the ending $tion indicates
a noun see 6ollow-up suggestion for )- pp. ..#./ on T3- p. %/8!.

3 Plus 3 Plus
drafting and redrafting, etc., formal
and informal letters
1ncore, 1n (lus
assessment
(7* 8.0: )ords )ord families see 6ollow-up suggestion for )- pp. ..#./ on T3- p.
%/8!.
other inflections
<erb inflections in the future tense S- pp. =., >%!.
(7* 8.8: Sentence structure Tips on building more complex sentences S- pp. =?, >0!.
(7* 8.?: <erbs and tenses 1ifferent ways to refer to the future: the future tense, aller @ infinitive,
present tense, je voudrais @ infinitive S- pp. =., >D#>%!.
,se the present tense and the imperfect to compare 9then and now:
situations S- p. =?, T3- p. %?.!.
the target language
Batterns in future tense endings S- pp. =., >%!.
**S ?./: Blanning and preparing Tips on how to plan a piece of writing, e.g. understand what needs to be
done, jot down possible paragraph headings and key words, think about
how to incorporate different tenses S- p. >0!.
improving
7pply tips on improving "uality of writing, then evaluate success through
discussion with a partner S- p. >0 ex. %!.

3 Plus 3 Plus
Clic! 3 Plus Unit & Medium Term Plan
About Unit &, Prparer lavenir: Students work in the context of school, further studies and jobs: they compare school subjects, school life and
the education system in 6rance and the ,(, consider different jobs and careers, and talk about part-time jobs and ambitions. They also find out
about the job of a surveillant in a 6rench school. Students extend their knowledge of connectives, and the work on tenses continues: the main
focus here is on using a range of tenses together, including different tenses within the same sentence. -uilding on ,nit ?5s focus on writing skills,
this unit provides tips on checking and improving written work.
(rein7orce!
#eek 1 # /(enin" s(read0&-1
Coisir ses 9tudes
Spread ..%: talking about school
and choosing further studies
#eek , + &-, M9tiers de r:ve
1iscussing jobs you5d like to do
#eek 3 + &-3 Petits boulots et
"rands (rojets
Talking about part-time jobs and
ambitions
#eek 4 + &-4 C5est la vie!
)orking as a surveillant in a
6rench school
7orum
4onnectives' using different
tenses in longer sentences
)riting strategies 0!: checking
and improving written work
#eek & + Tu sais tout2,
spoken word
&n the video clip S- pp. %D.#%D/!, compare the interviewer5s use of vous
speaking to 6ranck! and tu speaking to the children!. *ook at features of
informal unscripted speech in the recording for )- p. /=, e.g. hesitation
Alors eu( )en !, omission of wordsFletters Jsais pas moi !.
*+S %.8: Talking together 4ompare aspects of school in 6rance and the ,( S- pp. %DD#%D%!.
1iscuss why knowledge of a foreign language is useful for a range of jobs
S- p. %D0 Dfi!!.
3ead a story and imagineFwrite an ending S- p. %%0!. 3ead arguments in
favour of learning 6rench then try to persuade someone to carry on
learning it S- p. %%2!. 6ind out about classes dcouvertes then do a
survey based on the information 4C /%!.
and cope with authentic material )- p. // ex. 2, )- p. =8, 4C /% ex. 2!.
&dentify features of formal language S- p. %0/, T3- p. 0D% 6ollow-up to
ex. 8!.
text
)rite an autobiography by structuring paragraphs around answers to
"uestions p. %D? Dfi!!. )rite a job profile for a surveillant T3- p. %>%
first plenary!. 7dapt model texts to produce a 4< and job application S-
pp. %0.#%0/!.
meaning
See 3+) 0.8.
diversity
4ompare aspects of school in 6rance and the ,( S- pp. %DD#%D%, S-
pp. %D.#%D/, )- p. =8, 4C /%!. 6rench regional accents S- p. %D/ *e
sais$tu#!.
4onsider the lifestyle and perspectives of a surveillant in a 6rench school
S- pp. %D.#%D/!. 4onsider reasons for learning a foreign language S- p.
%D0 Dfi!, S- p. %%2!.
(7* 8.%: *etters and sounds &dentify the function of some letter strings, e.g. c(anteur indicates a male
singer, c(anteuse indicates a female singer S- p. %D0!.

3 Plus 3 Plus
assessment
other inflections
CasculineF6eminine job titles S- p. %D0!.
,se knowledge of tensesFinflections to work out whether speakers are
referring to the past, present or future S- p. %D8 ex. %c, )- p. /8 ex. %!.
(7* 8.8: Sentence structure ,se connectives to build extended sentences' use different tenses in the
same sentence S- pp. %D2, %D=#%D>!.
(7* 8.?: <erbs and tenses $pportunities throughout ,nit . to use different tenses together.
negatives
Auestions in different tenses S- p. %D? ex. ?, )- p. /?!. Hegatives in
different tenses see notes for S- p. %D% ex. / on T3- p. %=8!.
the target language
Endings of masculineFfeminine job titles, e.g. acteur/actrice S- p. %D0!.
&dentify patterns in verb endings to work out whether people are referring
to the past, present or future S- p. %D8 ex. %c, )- p. /8 ex. %!.
**S ?.0: Cemorising 1iscuss mnemonics S- p. %%D # see notes on T3- p. %>.!.
materials
,se a range of reference materials to check written work S- p. %%D!.
improving
4heck written work for mistakes, draft and redraft work S- p. %%D, 4C .=
ex. 2, 4C /D!.

Clic 3 Plus Medium Term Plan Units 1 6

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