Refugees in France: reflexive verbs
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Why this why now
In this unit, pupils embed their knowledge of the present tense, extending it to include reflexive -er verbs and pronouns in singular persons. Revisiting this in the context of refugees in France gives pupils the opportunity to apply known vocabulary in less familiar contexts and to appreciate how this gives access to more advanced content, more complex texts and richer productive tasks.
Prior knowledge requirements
- Pupils know how to use singular direct object pronouns ‘me’, ‘te’, ‘le’, ‘la’, ‘l’’ before -er verbs in the present tense.
- Pupils know and can use 100-150 infinitive verbs.
- Pupils can use -er verbs in all persons in the present tense.
- Pupils are familiar with the sound-symbol correspondences g, gn, j, soft g, closed and open o and au.
Threads
Why this why now
In this unit, pupils embed their knowledge of the present tense, extending it to include reflexive -er verbs and pronouns in singular persons. Revisiting this in the context of refugees in France gives pupils the opportunity to apply known vocabulary in less familiar contexts and to appreciate how this gives access to more advanced content, more complex texts and richer productive tasks.
Prior knowledge requirements
- Pupils know how to use singular direct object pronouns ‘me’, ‘te’, ‘le’, ‘la’, ‘l’’ before -er verbs in the present tense.
- Pupils know and can use 100-150 infinitive verbs.
- Pupils can use -er verbs in all persons in the present tense.
- Pupils are familiar with the sound-symbol correspondences g, gn, j, soft g, closed and open o and au.
Refugees in France: reflexive verbs
In this unit, reflexive -er verbs and pronouns are introduced in singular forms, and direct object pronouns revisited. New high frequency verbs are introduced to support discussion refugees in France.
4 lessons in unit
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