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French

French at Deira International School

Learning a foreign language provides an opening to other cultures. A high-quality languages education fosters students’ curiosity and deepens their understanding of the world. The teaching enables students to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It also provides opportunities for them to communicate for practical purposes, learn new ways of thinking and read in the original language. Language teaching provides the foundation for learning further languages, equipping pupils to study and work in other countries. It is also a way to foster community and understanding between people of all nationalities. It is a concrete action that all of us can take to move towards a more just and open-minded mentality which is essential in an international school.

The learning of a foreign language provides indeed a valuable educational, social and cultural experience for students. It helps them to develop communication skills including key skills of speaking, listening, reading and writing and extends their knowledge of how language works. It gives students a new perspective on the world, encouraging them to understand their own cultures and those of others.

We have designed our Key Stage 3 curriculum in order to give students the best foundation and tools to be able to converse in a different language. Being in an international setting, students are exposed to different languages and cultures which is an advantage for language learning.

Please click on the arrow for a detailed breakdown:

Curriculum Intention  

Students are taught how to: 

1. Use personal pronouns 

2. Use the present tense of -ER verbs 

3. Give simple opinions

4. Use the present tense of regular verbs 

5. Use the immediate future tense

By the end of Year 7, students will be able to: 

1. Make simple sentences using connectives

2. Have short conversations on familiar topics

3. Pronounce phonics accurately

4. Describe present and future events

These are the foundation skills of French – at this stage, students need to be able to construct simple accurate sentences and reflect on syntax making links with English or their native language and with the set of sentences they learnt at KS2.  

Students are developing their communication skills at KS3. This is a Life Skill that students will take beyond DIS giving them the ability to communicate in a foreign language. From KS3, students are exposed to the IB Learner Profile – displayed in MFL classroom in French / Spanish – teachers support students developing these qualities.   

Throughout Year 7 it’s our intention to develop students in the following areas of the IB Learner Profile: 

Being Reflective: reflection done after each written assessment with a clear individual target to act upon. 

A Communicator: a variety of speaking / conversations / role-plays undertaken in lessons. 

Being Open-minded: discovering French and French-speaking culture and traditions. 

Curriculum Implementation  

Students are taught through various approaches and methods including:   

1. Redraftingtoimprovewritingusing teacher’s feedback and Success Criteria to improve writing and speaking skills.  

2. Authentic project – students draw + describe their ideal town – digital learning.

3. Flipped learning – use of Education Perfect for independent learning of topic vocabulary.   

4. Investigating rules of prepositions – use knowledge of articles le/la/les for the formulation of au, à la, à l’, and aux

5. Researching – usingreferencematerials – online and offline reference materials to apply learnt grammar rules to new  language.

Grammar is the most challenging element of language learning. It is taught through the enquiry based approach along with questioning.  

Assessment  

At the end of Term 1, students are assessed on the productive skills of speaking and writing. At the end of Term 2 and Term 3, students are assessed on all 4 skills of listening, speaking, reading and writing. 

Listening: students complete the listening assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in the Term.  

Speaking: students independently prepare a presentation on questions given by the teacher and record it on Flipgrid. They are not allowed to read from a script. 

Reading: students complete the reading assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in the Term. 

Writing:  students respond to a range of questions on the topics covered in the Term. The assessment is handwritten and uploaded on OneNote. 

Wider Curriculum Opportunities 

Outdoor opportunity:  

Café Céramique: students paint a Mother’s Day card on a tile.  

Cross-curricular link: 

Maths: mental arithmetic  

Drama: role play conversation – at the cafeteria. 

Geography: European countries and capital / cardinal points.  

Curriculum Impact  

Term 1:  

1. To give a detailed description of their home and bedroom and to give simple opinion on these, they will also use prepositions to describe where things are. 

2. To use a range of different regular -ER verbs in the present tense accurately to describe what they do immediately after school and adapt this in various contexts. They will develop a sound knowledge of singular pronouns making links with English and their own native language.

3. To enquire about the formation of negative sentences to describe what they and others do not do in the evening. 

4. Students will be able to pronounce phonics accurately understanding and applying the rules around pronunciation and therefore would be understood by a French native speaker.  

5. To ask and give the time in French. 

Term 2:  

1. Students will reinforce the description skills seen in Term 1 to accurately describe their town and will learn how to justify opinions. 

2. Students will be able to use main irregular verbs to ask and give directions, they will differentiate between the pronouns “tu” and “vous” when addressing to a friend or to an adult they do not know.

3. Students will review how prepositions are used in French to give information about where they are and where they are going making links with what was previously learnt. 

4. Students will use their prior knowledge of numbers and the use the conditional tense of “vouloir” to order food and drinks at a cafeteria, ask for prices and pay.

Term 3:  

1. Students will reinforce their knowledge on how to give opinions and how to justify them in different contexts, school subjects, teachers and timetable. 

2. Students will reinforce their knowledge of the present tense of -ER verbs and apply it to reflexive verbs in order to describe their daily routine adding timings. 

3. Students will be able to differentiate between regular and irregular verbs in the present tense and how to conjugate them with all pronouns. 

4. Students will learn how to use the immediate future tense to describe what their plans are for the following week, they will also add justified opinions to add interest to their work.

Curriculum Intention  

Students are taught how to: 

1. Review personal pronouns 

2. Use the present tense of regular verbs

3. Give and justify opinions 

4. Use the present tense of most common irregular verbs 

5. Use the perfect tense

By the end of Year 8, students will be able to:  

1. Make more complex sentences using negatives

2. Have longer conversations on a wider range of topics 

3. Develop an authentic pronunciation 

4. Describe present, past and future events 

At this stage, students are building up on their prior knowledge. They are expecting to use a range of tense and developed opinions. There is a focus on the speaking skill in particular. Grammar is taught through enquiry – students are encouraged to think critically and make links with prior knowledge.   

Throughout Year 8 it’s our intention to develop students in the following areas of the IB Learner Profile: 

Reflective: reflection done after each written assessment with a clear individual target to act upon. 

Communicator: a variety of speaking / conversations / role-plays undertaken in lessons. 

Open-minded: discovering French and French-speaking culture and traditions. 

Curriculum Implementation  

Students are taught through various approaches and methods including:   

1. Researching about and creating an authentic project on typical weather in different countries.  

2. Theatre – shops and shopping: formulating and asking questions.  

3. Digital learning – researching about typical French food and present project in class.  

4. Developing numeracy skill – shopping – mental arithmetic. 

5. Summarising – directing students on strategies to   revise.

6. Reflectingon andimprovingwrittenandspokenworkuse of more complex   structures.

Grammar is the most challenging element of language learning. It is taught through the enquiry based approach along with questioning. 

Assessment  

At the end of Term 1, students are assessed on the productive skills of speaking and writing. At the end of Term 2 and Term 3, students are assessed on all 4 skills of listening, speaking, reading and writing. 

Listening: students complete the listening assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in the Term.  

Speaking: students independently prepare a presentation on questions given by the teacher and record it on Flipgrid. They are not allowed to read from a script. 

Reading: students complete the reading assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in the Term. 

Writing:  students respond to a range of questions on the topics covered in the Term. The assessment is handwritten and uploaded on OneNote. 

Wider Curriculum Opportunities  

Outdoor opportunity: 

KidZania: treasure hunt. 

Cross-curricular link: 

Geography: comparing weather in different parts of the world.  

Drama: take part in a role play conversation: in the shops. 

Maths: mental arithmetic.  

Curriculum Impact  

Term 1:  

1. To review the content of what was covered in Year 7; describing family members, what they like and dislike to do and justifying opinions. 

2. To use the present of all regular -ER, -IR and -RE verbs accurately and with all pronouns to describe everyday activities. 

3. To differentiate genders when describing other’s jobs adding details on places of work and opinions. 

4. To give details about where they and others live, making links with their knowledge of geography (countries, regions, towns, capitals) using prepositions in different contexts. 

5. To describe the weather and give information about what they do in different types of whether, they will start using more complex language such as clauses with when and if. 

Term 2:  

1. To learn how modal verbs are used in order to make, respond to invitations and give excuses. 

2. To describe what they are wearing giving details on their outfits and reviewing the rules on adjectival agreements. 

3. To have a conversation with a shop assistant asking for help; taking part in a role play conversation. 

4. To use the comparative structures to compare items of clothing and to adapt learning in different contexts. 

5. To learn and discuss about traditional French food and snacks and to compare them to traditional food in their home country. 

Term 3:  

1. To use the perfect tense of -ER verbs with the auxiliary “avoir” and all pronouns to describe that they did last weekend / yesterday, using opinions in the perfect tense and a range of time expressions. 

2. To give complex opinions of TV programmes in the perfect tense. 

3. To use the perfect tense of regular -ER, -RE and -IR verbs with “avoir” and the main irregular verbs to describe what they did few days ago. 

4. The use the perfect tense with “être” verbs accurately and differentiate between “avoir” and “être” verbs to talk about the past. 

Curriculum Intention  

Students are taught how to:  

1. Make links between personal pronouns and more complex subjects of the sentence

2. Use present, past and future tenses 

3. Use complex opinions

4. Use irregular verbs for 3 tenses 

By the end of Year 9, students will be able to: 

1. Use complex negative structures and idioms

2. Talk on a range of topics including 4 tenses 

3. Develop spontaneous speech 

At this stage, students are building up skills over the last three years that would enable to achieve a strong grade B low grade A at IGCSE. They are working on developing all four languages skills of speaking, reading, listening and writing.   

Throughout Year 9 it’s our intention to develop students in the following areas of the IB Learner Profile: 

Reflective: reflection done after each written assessment with a clear individual target to act upon. 

Communicator: a variety of speaking / conversations / role-plays undertaken in lessons. 

Open-minded: discovering French and French-speaking culture and traditions. 

Curriculum Implementation  

Students are taught through various approaches and methods including:   

1. Presentinguse creativity to describe a recent visit to the  cinema

2. Reasoningand deducting – use of existing knowledge of the present tense of reflexive verbs and the perfect tense to work out how to describe daily routine in the past.  

3. Modelling – making links with English to reflect on how Direct Object Pronouns are used in French. 

4. Debating about the importance of learning languages. 

5. Redrafttoimprovewritingusing teacher’s feedback and Success Criteria to improve writing and speaking skills. 

Grammar is the most challenging element of language learning. It is taught through the enquiry based approach along with questioning.  

Assessment  

At the end of Term 1, students are assessed on the productive skills of speaking and writing. At the end of Term 2 and Term 3, students are assessed on all 4 skills of listening, speaking, reading and writing. 

Listening: students complete the listening assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in the Term.  

Speaking: students independently prepare a presentation on questions given by the teacher and record it on Flipgrid. They are not allowed to read from a script. 

Reading: students complete the reading assessment on Education Perfect in examination conditions. They answer a range of multiple-choice questions on the topics covered in the Term. 

Writing:  students respond to a range of questions on the topics covered in the Term. The assessment is handwritten and uploaded on OneNote. 

Wider Curriculum 

Outdoor opportunity: 

Pomegranate institute: initiation to a new language (Japanese, sign language…) 

Cross-curricular link: 

Science: describing injuries, symptoms, debating on the importance of keeping healthy.  

Drama: role play conversation: at the doctor’s office. 

Curriculum Impact  

Term 1:  

1. To reinforce their knowledge of present and perfect tense to describe a recent visit to the cinema. 

2. To accurately use a wider range of structures such as Direct Object Pronouns, comparative and superlative to describe what they or others like to watch on TV. 

3. To use reflexive verbs in both present and perfect tense to compare their weekly routine to their weekend routine, adding justified opinions and time. 

Term 2:  

1. To learn how to use the simple future tense with regular and irregular verbs to describe future plans, what they plan to do when they or others leave school and at university using complex structures such as “quand + simple future tense”.

2. To debate on the importance of learning languages, students will learn how to build an argumentation, giving and reinforcing their ideas and using complex connectives. 

Term 3:  

1. To describe symptoms and talk about illness; to take part in role play conversation at the doctor’s office using “être” and “avoir” expressions accurately. 

2. To reinforce their knowledge of the perfect tense to describe past injuries accurately. 

3. To describe their lifestyle and to use a range of complex negative sentences and the imperative mood to discuss / give advice on what to do to keep healthy and why it is important to lead a healthy lifestyle. 

At the end of KS3, students would say that they find learning a language challenging as it is often very different from their mother tongue. A challenge that is rather rewarding. They would take pride on their ability to communicate in French or Spanish. 

THE LEARNING JOURNEY FOR YEAR 7 FRENCH   
     
Unit / Block of workKey Episodes / QuestionsAdditional DetailLength of time.Learner Attribute(s)
Home
1.1 Where do you live? 
Talking about where people liveGrammar:
Using the present tense of “habiter”with “je / tu / il / elle”
Using the prepositions “à / au / en / aux”
4 lessonsKnowledgeable
Thinkers
 Describing what type of town people live in   
 Describing landscapes    
 Constructing longer sentences   
Home
1.2 My house
Describing my homeGrammar:
Descriptions
3 lessonsCommunicators
 Talking about types of homes    
 Writing a detailed description using extended vocabulary   
 Developping reading skills   
 Revising numbers   
Home
1.3 My bedroom
Describing my bedroom Grammar:
Using prepositions appropriately
Revising “être” verb
3 lessonsThinkers
Reflective 
 Developping spoken skills   
 Prepositions    
 Writing a detailed description using various prepositions   
     
Home
1.4 In the evening
Talking about what you do in the eveningGrammar:
Using the present tense of -ER verbs with “je / tu / il / elle / on”
Using negative sentences
3 lessonsCommunicators
 Developping spoken skills   
 Using the pronoun “on”   
Home
1.5 What time is it? 
Asking and telling the timeGrammar:
Asking and telling the time
Using the present tense with -ER verbs and all pronouns
4 lessonsInquirer
 Revising numbers: 0 – 100   
 Describing what I and others do after school   
Going to town
2.1 In the town center
Asking about places in townGrammar:
Using “est-ce qu’il y a…?” “il y a…” and “il n’y a pas…”
Reinforcing knowledge of negative sentences
3 lessonsPrincipled
Open-minded
 Asking close ended questions   
 Describing my town vs a French town   
Going to town
2.2 Where is the parc?
Asking for and giving directions Grammar:
Making the difference between “tu” and “vous”
Using the full paradigm of “aller” and “être” 
4 lessonsCommunicators
Caring
 More places in town    
 Taking part in a conversation: where is the parc?    
 Formal vs informal pronouns    
Going to town
2.3 Where are you? Where are you going? 
Where are youGrammar:
Using the prepositions “au / à la / à l’ / aux” appropriately
Reinforcing the full paradigm of “aller” 
3 lessonsRisk-taker
 Where are you going    
 Using prepositions    
 Asking questions    
Going to town
2.4 I like that!
Expressing opinions Grammar:
More on prepositions
Using intensifiers 
3 lessonsCommunicators
 Asking and responding to invitations   
 Developping listening skills    
 Days of the week    
Going to town
2.5 At the snack bar
Ordering drinks and snacks Grammar:
Prices
3 lessonsRisk-taker
Communicators
 Revising numbers   
 Using: “je voudrais…”   
My day
3.1 In the morning
Describing what you do in the morning Grammar:
Present tense of reflexive verbs with all pronouns
Using a wider range of question words to ask questions
4 lessonsThinkers
Balanced
 Revising how to tell the time    
 Using connectives   
My day
3.2 School subjects
Talking about your school subjectsGrammar:
Revising the present tense of -ER verbs with all pronouns
Using the definite article “le / la / les / l” to give simple opinions
3 lessonsKnowledgeable
 Justifying and giving opinions    
 Using intensifiers   
 Using more complex opinion phrases   
My day
3.3 Why?
Justifying your opinions about your subjectsGrammar:
Using connectives and intensifiers 
3 lessonsReflective
 Talking about your teachers    
 Talking about what subjects your friends like / dislike   
 Developping reading skills   
My day
3.4 My timetable
Talking about my timetableGrammar:
Differentiating adjectives, verbs and nouns
Pronunciation misconceptions 
3 lessonsReflective
Open-minded
 Days of the week and time   
 Creating your own timetable in French   
 Reflecting on the differences between French vs UAE schools   
My day
3.5 After school
Talking about what you do after school Grammar:
Full paradigm of “faire” in the present tense
Reviewing negative sentences 
2 lessonsCommunicators
 Revising numbers: 0 – 100   
 Extended writing    
THE LEARNING JOURNEY FOR YEAR 8 FRENCH   
     
Unit / Block of workKey Episodes / QuestionsAdditional DetailLength of time.Learner Attribute(s)
Family and Home 1.1 My family treeTalking about members of the family Grammar:
Present tense of regular -ER verbs
Pronunciation of verb endings 
4 lessonsOpen-minded  Knowledgeable 
 Talking about where I live   
 Talking about who I live with    
 Describing what I like / dislike to do   
Family and Home 1.2 JobsTalking about jobs people do Grammar:
Using masculine and feminine nouns
Using the present tense of regular -ER, -IR and -RE verbs
Using the full paragardigm of “être” and “avoir”
3 lessonsThinkers   Communicators
 Talking about places of work    
 Giving opinions about jobs   
 Describing what job members of my family do    
 Giving extra details about jobs and tasks    
Family and Home 1.3 Where they liveTalking about where people live Grammar:
Using the full paradigm of “venir”
Using “depuis” + present tense appropriately 
3 lessonsOpen-minded    Caring
 Using cardinal points in French    
 Talking about where I come from    
 Describing where I live and how long for   
 Learning about countries, regions and towns   
Family and Home
1.4 What is the weather like? 
Describing the weather Grammar:
Weather phrases in French vs English
Using the full paradigm of “aller” and “faire”
Using “si” and “quand” to elaborate time expressions
3 lessonsOpen-minded
Inquirer
 Comparing the weather in France vs the UAE    
 Describing what activities we do in certain types of weather   
 Using more complex time expressions   
Outings
2.1 Do you want to go out?
Making and reacting to invitations Grammar:
Using the modal verb “vouloir” + infinitive
Using colloquial expressions
4 lessonsCaring
Risk-takers
Communicators
 Describing a visit in a theme park   
 Asking questions   
Outings
2.2 Making excuses
Making excuses Grammar:
Reviewing negative sentences
Using the full paragidm of the modals “pouvoir” and “devoir” + infinitive
3 lessonsCaring
Communicators
 Taking part in longer conversations: making and reacting to invitations   
 Talking about family relationships in more details    
Outings
2.3 Clothes
Describing different types of outfits Grammar:
Agreeing adjectives (inc. word order)
Using complex opinion phrases
Using demonstrative adjectives  
Reviewing the immediate future tense
4 lessonsKnowledgeable
Inquirer
 Describing clothes with regard to size, colour and style   
 Giving and justifying opinions on clothes   
 Talking about what to wear in future events    
 Describe a French celebrity and what he / she wears   
Outings
2.4 Shopping
Comparing different items of clothingGrammar:
Comparatives
Prices and price tags in euros
3 lessonsComminicators
Thinkers 
 Talking about shops and shopping    
 Taking part in a conversation: in a shop   
 Asking and giving prices for clothing items    
Leisure and free time
3.1 Last weekend
Describing what I did last weekend Grammar:
Past tense with “avoir” and regular -ER verbs
Using sequencing words
Using negative sentences in the past tense 
3 lessonsInquirer
Risk takers
 Using sequencing words    
 Describing what others did last weekend    
 Giving and justifying opinions in the past    
Leisure and free time
3.2 Yesterday evening
Talking about yesterday evening Grammar:
Past tense with “avoir” and regular -IR and -RE verbs
Past tense with “avoir” and irregular past participles
3 lessonsReflective
 Reading longer and more challenging texts in the past tense   
 Reinforcing using negative sentences in the past tense   
Leisure and free time
3.3 Where I went
Talking about where you and others went Grammar:
Past tense with “être”
Agreements of past participles
Reviewing prepositions: au / à la / aux / à l’
4 lessonsThinkers  
Reflective
 Revising how to tell and give the time    
 Talking about places in town   
Eat and drink
3.4 Bon appétit!
Talking about food Grammar:
Using the definite article: le / la / les / l’ to give simple opinions
Reflecting on pronunciation misconceptions
Revising the present tense of -ER verbs
Revising most common irregular present tense verbs
3 lessonsReflective
Communicator
 Giving and justifying opinions about food    
 Using more complex connectives    
 Developping reading and listening skills   
 Describing family members’ food preferences    
Eat and drink
3.5 French and Emirati meals
Comparing French and UAE meal Grammar:
Using the partitive article: du / de la / des / de l’
Learning about the negative: ne … rien
Revising the use of the definite article 
3 lessonsBalanced
Knowledgeable
 Describing what I eat for breakfast and lunch    
 Talking about healthy eating    
 Taking part in a longer conversation: what I eat and drink   
Eat and drink
3.6 Preparing for a party
Preparing for a party Grammar:
Using the “il faut + infinitive”
Using “pour + infinitive”
3 lessonsCaring
Communicators
 Naming more food items    
 Taking part in a conversation: inviting a friend to my birthday   
THE LEARNING JOURNEY FOR YEAR 9 FRENCH   
     
Unit / Block of workKey Episodes / QuestionsAdditional DetailLength of time.Learner Attribute(s)
Personal interest
1.1 TV programmes
Talking about French TV programmes Grammar:
Direct Object Pronouns
Revising how to form negative sentences 
4 lessonsOpen-minded  Knowledgeable 
 Giving personal opinions on TV programmes    
 Reviewing how to ask and give the time    
 Using time expressions   
Personal interest
1.2 A visit to the cinema
Talking about films Grammar:
Reviewing the past tense with “avoir” and regular verbs
Reviewing main irregular past participles
Reviewing the past tense with “être”
3 lessonsKnowledgeable Communicators
 Describing a past visit to the cinema   
 Giving justified opinions about films   
 Talking about a French movie    
 Using time sequencing words   
Personal interest
1.3 Music
Describing daily routineGrammar:
Using reflexive verbs in the present and past tense 
3 lessonsInquirer
Balanced
 Giving opinions about music    
 Describing daily routine in the past tense   
 Taking part in a conversation: what I did last weekend   
     
Personal interest
1.4 Reading
Talking about what you readGrammar:
Reviewing the immediate future tense
Using negative sentences in the immediate future tense 
3 lessonsOpen-minded
Inquirer
 Giving complex opinions about genres of books   
 Describing what I am going to do next weekend    
 Talking about French celebrities    
Future plans
2.1 Tomorrow
Planning what you will doGrammar:
Using the simple future tense
Using negative sentences in the simple future tense
4 lessonsOpen-minded
Inquirer
 Differentiating immediate and simple future tense    
 Talking about “La fête de la musique”   
Future plans
2.2 Talking about the future
Talking about future plansGrammar:
Using weather phrases
Using irregular simple future tense verbs 
3 lessonsThinkers
Reflective
 Takling about what I do now vs what I will do   
 Describing the weather in 3 different tenses   
Future plans
2.3 Talking about future careers
Describing what I and others will do after schoolsGrammar:
Using “quand + simple future tense”
4 lessonsComminicators
Caring
 Using more complex connectives    
 Reading longer and more challenging texts    
 Taking part in a conversation: what I will do in the future   
Future plans
2.4 Why languages are important
Explainig why languages are important Grammar:
Reviewing modal verbs: “devoir / vouloir / pouvoir”
3 lessonsOpen-minded
Thinkers
 Using more complex connectives    
 Developping written skills   
Healthy living
3.1 I am unwell
Talking about illnessGrammar:
“Être” and “avoir” expressions to describe symptoms
3 lessonsBalanced
Risk takers
 Describing symptoms    
 Using idioms    
 Developping pronunciation skills   
Healthy living
3.2 Describing injuries
Describing disastrous holidays Grammar:
Reviewing reflexive verbs in the past tense
3 lessonsReflective
Thinkers
 Using metaphors   
 Developping knowledge of grammar    
Healthy living
3.3 Healthy living
Talking about healthy living Grammar:
Advanced negatives
The pronoun “en”
4 lessonsBalanced
 Talking about what is good / bad for the health    
 Taking part in a conversation: what I do to keep healthy   
Healthy Living
3.4 Health
Understanding and giving advice Grammar:
The imperative mood: “tu” and “vous” forms
Using negative imperatives 
3 lessonsBalanced
Principled
 Describing what we must do to keep healthy   
 Creating a brochure on healthy living    
 Developping reading and listening skills   
Crime in the castle
4.1 A whodunnit!
Describing peopleGrammar:
Introduction to the imperfect tense
3 lessonsThinkers
Inquirers
 Giving personal information   
 Revising time and time expressions   
 Talking about alibis    
Crime in the castle
4.2 Who did it! 
Resolving a crime Grammar:
Reinforcing the imperfect tense
Using the relative pronouns: “qui” and “que” 
3 lessonsThinkers