AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
A1 Home life
A1.1 Là où j’habite
Pages: 8–9
Level of difficulty: Embarquement
Objectives:
 Introduce yourself and say where you live
 Indefinite articles un, une and des
 Pronunciation of nasal vowels (an, en, in, on, un)
Audio files needed:
Audio files A1.1.2 and A1.1.4
1a
Exam-style exercise where students match sentences about where people live (1–8) to the
pictures (A–H). Encourage students to read all the sentences before they begin matching and to
start with the ones they find easiest.
Answers
1G
2F
3B
4D
5A
6E
7H
8C
1b
Students make a list (in French and English) of useful words for talking about where they live,
using phrases from exercise 1a and adding their own words if possible. Remind them to include
the gender of nouns and encourage them to use a dictionary if necessary.
2
Multiple-choice exercise. Students listen to eight young people talking about where they live and
choose the appropriate response in each case. They will hear each passage twice. Tell them to
read through the answers before they start. When they have finished the exercise, they could
add any new words or phrases to their list from 1b.
Answers
1a
2b
3a
4c
5b
6a
7c
8b
3
Ask students to look at A1, A4 and A5 in the grammar section where indefinite articles are
explained, and then complete the sentences using un, une or des. They may find their word list
from exercise 1b or a dictionary useful. Remind them that if the noun is plural, they will need
des. Some students may also be able to use adjective agreement (e.g. maison individuelle in
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
the first sentence) to help them choose the correct article. Again, students could add to their
word list from activity 1b.
Answers
1
2
3
4
une
un; des
des; des; des; un
une
5
6
7
8
des; un
une
un
un
4a
Students look at the sentence which has been written without spaces between the words. They
listen to it being spoken, focusing on the nasal sounds they hear, and separate the words. They
repeat the sentence five times, checking pronunciation by listening again to the passage. They
translate the sentence into their own language and learn it by heart.
Answer
On habite dans un grand appartement en France; Angélique habite dans une grande maison en
Inde.
We live in a big flat/apartment in France; Angelique lives in a big house in India.
4b
Students work with a partner to say the sentence. If necessary, they could practise first by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they have
made a mistake, and correct them. The winner is the first student to say the whole sentence
correctly.
5
Read the five questions aloud to the class and make sure they understand what each one
means. Ask volunteers to answer them giving information about themselves. Students then
work in pairs to practise asking and answering the questions. Point out that they can use the
mix-and-match grid to help them. They can also find ideas throughout the spread.
Answers
Students’ own answers.
6
Students write a short paragraph about where they live. Remind them that their answers from
the speaking activity provide a framework for their paragraph, although they may be able to add
more detail. Encourage students to check grammar and spelling, using the textbook and their
own word list to help.
Answer
Students’ own answers.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
A1.2 C’est comment chez toi ?
Pages: 10–11
Level of difficulty: Décollage
Objectives :
 Describe your home
 Definite articles le, la, l’ and les; adjective agreements
 Strategy: compile your own bilingual vocabulary lists and learn the words
Audio files needed:
Audio file A1.2.2
1 (Strategy)
Students read a blog by a young French girl about where she lives, and especially about the
rooms in her home.
You may want to reinforce the fact that some colour adjectives such as vert clair are invariable.
Other examples are marron and orange.
Before students complete exercise 1, give them the following list of words and ask them to find
the French equivalents in the blog:
detached, living room, office, upstairs, up to the attic, light, walls, curtains
Answers
à l’étage
au grenier
 clair(e)






individuelle
le séjour
 le bureau
les murs
les rideaux
If necessary, students could use a dictionary to check the meaning of the words in the box
before they start.
1a
Exam-style exercise where students complete sentences using words from the box. Before they
start, ask them to look at each sentence and decide whether they need a noun or an adjective.
This will help them to focus on possible correct answers from the box.
Answers
1
2
3
4
beau
pièces
quatre
jardin
5
6
7
8
balcon
piscine
deuxième
claire
1b
Students make a list (in French and English) of useful words from the blog. Encourage them to
use a dictionary if necessary. Remind them of the strategy point for this spread — that they
should compile their own bilingual lists of any useful and new vocabulary as they progress
through the course. Encourage them to learn the words — for homework, in class games and
by testing themselves and each other.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
2
Students listen to three young people who are describing their homes. They copy and complete
the grid with the relevant information for each speaker.
Answers
Qui ?
Type de
logement ?
Où ?
Nombre
de
pièces
5
Il n’y a
pas
de…
jardin,
balcon,
salle à
manger
Simon
un
appartement
à (l’est de)
Paris
Laure
un
appartement
en Algérie
(au bord
de la mer)
9
jardin
Sébastien
une maison
en Suisse
(à la
montagne)
8
garage
Autres détails
trop petit, la
cuisine est
sombre, sa
chambre est
petite et moche
énorme,
moderne, le
salon est
confortable, sa
chambre est
magnifique
traditionnelle,
pas grande
mais jolie avec
un beau jardin,
aime surtout la
cuisine
3
Ask students to look at A3 in the grammar section where the definite article is explained. It may
help to tell them that un words take le, une words take la, and des words take les.
Then look at B1 which explains adjective agreement. Make sure students understand the
general principal of adding -e for feminine and -s for plural, but remind them that some
adjectives are irregular.
3a
Students complete sentences choosing the correct definite article and the correct form of the
adjective as needed. Encourage them to look for clues within each sentence, for example
sentence 3 shows the gender of gîte through est situé and Il est. If necessary, tell students to
check gender by referring to their own word lists and/or a dictionary.
Answers
1
2
3
4
5
6
7
8
L’appartement de Léo est énorme et très confortable.
La maison de Rachida est petite et se situe au bord de la mer.
Le gite est situé à la campagne. Il est charmant avec une petite cuisine bien équipée.
Ma tante habite dans une vieille maison jumelée dans la banlieue.
Au Canada les appartements sont beaucoup plus grands que les appartements en France.
Les rideaux sont marron et les murs, orange. Franchement, cette pièce est affreuse.
Il y a un nouvel hôtel près de chez moi.
Les régions industrielles sont peu populaires chez les touristes.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
3b
Students re-read the blog and pick out ten adjectives, which they translate into their own
language. It may help students consolidate adjective agreements if the list is set up in four
columns: masculine and feminine, singular and plural. Students could put the adjective from the
blog in the appropriate column and then complete the other three columns. Students could also
add to their list from other exercises on this spread and previous ones.
Answers
grande/grand
big
énorme
enormous
individuelle
detached/individual
petit/petite
small
joli
pretty
préférée
favourite
confortable
comfortable
sympa
nice
belle
beautiful
claire
light
bien equipée
well-equipped
vert clair
light green
charmante
charming
blancs
white
4
Students work in pairs to ask and answer questions about where they live. Encourage them to
answer the question, but then also to include an additional detail in each answer. Point out that
they can use the mix-and-match grid to help them. They can also find ideas in the reading text
and other exercises. If necessary, students could prepare their answers in writing first and learn
them by heart before doing the speaking activity.
If there is time, play a class game. Describe a house or flat to the class — the surroundings,
size, number of rooms. Each student attempts to draw a plan of the house/flat as you describe
it. At the end, reveal what it should look like and compare this with the students’ drawings.
Answers
Students’ own answers.
5
Exam-style activity where students write 80–90 words to describe where they live, using the
suggested outline. It can be useful to go through the mark scheme with students before they
begin writing so that they know exactly what they need to include. Remind them that they can
use their answers to the speaking activity and the mix-and-match grid to help them. When they
have finished, remind them to check grammar and spelling, and in particular the gender of
words and adjective agreements.
If there is time, students could work in pairs to share or exchange their writing. They could give
each other suggestions on how to correct or improve it, based on the mark scheme.
Mark scheme
Please use the Cambridge criteria to assess the quality and accuracy of language.
Tick
1
2
3
4
Accept
Say where home is situated, e.g. in town, in the countryside, near X
Description of home — size, style
Say how many rooms there are and whether there is a garden
Description of bedroom, location in house, size, colour
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
A1.3 Chez moi, je…
Pages: 12–13
Level of difficulty: Décollage
Objectives:
 Describe what you do in each room
 Personal pronouns; regular -er verbs in the present and être, aller, avoir, faire
 Strategy: learn the patterns of regular verbs
Audio files needed:
Audio file A1.3.2
1
Article by a young Canadian girl describing her house and the activities she carries out in the
various rooms. The passage contains examples of both grammar points. Make sure the
students understand that trouvez l’intrus means ‘find the odd one out’. In each case two of the
answers given are correct according to the text, but one is wrong. It is the letter of the one that
is wrong that they need to note down.
Answers
1c
2a
3b
4a
5b
6b
When students have completed the exercise, ask them to note down in their vocabulary books
useful verbs that they find in the text. Explain that when they write down new verbs to learn,
they should always write down the infinitive. Point out that most of the infinitive forms here end
in -er and see if they can spot the ones that don’t (these are listed in the objectives at the top of
the page). They should also write down the meanings in their own language, and learn the new
verbs.
2
Tell students that this is an exam-style exercise where they will listen to Axelle and Marcel
talking about what do in each room of the house. Before the students listen, brainstorm
activities that Axelle and Marcel might do, e.g. faire la lessive, écouter de la musique, faire le
repassage, lire, envoyer des e-mails, dormir, se maquiller, se brosser les dents, jouer aux
cartes etc.
First, students listen to the whole passage to get the gist of what is being said. Then they listen
to each speaker separately to find the answers to the two sets of questions.
2a
Point out that students should write the correct version of the words in italics, not the complete
corrected sentence.
Answers
1
2
3
4
dans le salon
souvent / tout le temps
grenier
son vélo
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
2b
Students can write in complete sentences or in note form, as long as it is clear that they have
understood and given the correct information. Remind them they need to listen for two pieces of
information for number 4.
Answers
1
2
3
4
Parce que la télévision est dans le salon.
Parce que la cuisine est trop petite pour quatre personnes.
Il va dans sa chambre.
Il va sur le balcon et il joue aux cartes.
3 (Strategy)
Ask students to look at D1 in the grammar section where the subject pronouns are listed. Which
ones from the list can they see in exercise 3? (vous, il, tu, je, nous). Then ask them which
subject pronouns they would use to describe mes parents (ils), mon frère (il), ma maison (elle)
and mes sœurs (elles). Ask them why it is important to know this (so that they know what
ending to select for the verb). Next ask them to look at K2 and ask them what the endings are
for regular -er verbs. If they are not sure, explain that these endings are bold. Point out the ones
with slight irregularities, e.g. manger, préférer. Check that they know they have to remove the er from the infinitive before adding these endings. They should now be ready to complete
exercise 3. You can ask students to just write the numbers and letters, or you may prefer them
to write the sentences in full.
1 G Mes parents regardent la télé dans le salon tous les soirs.
2 B Vous habitez dans une grande maison ?
3I
Mon frère et moi mangeons toujours dans le salon.
4 A Ma maison est assez grande.
5 D Quand il fait beau, tu vas sur le balcon ?
6J
Mes sœurs se maquillent dans la salle de bains toutes les deux.
7 C Moi, je joue du piano dans la salle à manger.
8 E Nous sommes quatre dans ma famille.
To support students with the strategy, ask them to note down and learn all of the regular verbs
in this spread. They should add to the list whenever they see a new one. Remind them that
these verbs all follow the same pattern. You could demonstrate this by writing one complete
verb on the board (e.g. jouer) and then rubbing out the stem jou- and substituting another stem
(e.g. regard-). It is important that students understand that learning the endings is much easier
than trying to learn each verb separately!
Consolidation
Ask students to read again the article on page 12 and to list all the regular verbs and examples
of aller, être and avoir (see grammar point K3) and faire (see verb table on page 255). You
could suggest that they note down the phrases containing these verbs and translate them into
their own language.
Answers
Verbes réguliers
J’habite à Québec au Canada…
Alors, d’abord, au rez-de-chaussée, nous avons le séjour.
C’est ici que ma famille et moi regardons la télé chaque soir, qu’on se repose et que moi,
je joue du piano.
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AREA A: EVERYDAY ACTIVITIES
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J’aime faire mes devoirs ici…
on mange dans la cuisine !
À côté de la salle à manger se trouve la cuisine où l’on mange en famille et où mes parents
passent beaucoup de temps à discuter quand ils préparent le diner.
je préfère manger
Au premier étage se trouvent trois chambres.
Moi, je passe beaucoup de temps ici. C’est l’endroit où j’écoute de la musique, où je surfe sur
Internet et où je joue aux jeux vidéo. C’est ici que je téléphone à mes copains aussi. Nous
parlons pendant longtemps.
J’espère que vous l’aimez.
Être
Il est petit, c’est vrai…
ce qui est pratique
Voici ma chambre. Elle est sympa, non !
Et alors, ça c’est ma maison.
Avoir
Ensuite, il y a la salle à manger.
il y a une grande table…
Aller
À part cela, j’y vais rarement…
Mon frère, lui, va toujours dans sa chambre pour faire ses devoirs.
Faire
Moi j’y fais la vaisselle aussi…
4
Read the five questions aloud to the class and make sure they understand what each one
means. Ask volunteers to answer them giving information about themselves. Point out to
students that they can use the mix-and-match grid to help them. They can also find ideas in the
reading text.
When you are sure that the students understand, divide them into groups to practise asking and
answering the questions.
Finally carry out a class survey and, using a show of hands, note down the results using a tally
system. As you discuss the results, you will have an opportunity to revise numbers, e.g. Trois
élèves font les devoirs dans la salle à manger.
Answers
Students’ own answers.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
5
Ask students to write down ten sentences similar to the ones you used when discussing the
survey. Most of them will start with a number, e.g. Quinze élèves regardent la télé dans la
chambre.
Compare sentences to see how many different sentences the students have written as a class.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
A1.4 Dans ma chambre, il y a…
Pages: 14–15
Level of difficulty: En vol
Objectives:
 Describe the rooms in your house or flat
 Prepositions of place [1]
Audio files needed:
Audio file A1.4.2
1
Two young French speakers, Amélie and Luc, describe their bedrooms. The passages contain
several examples of prepositions of place.
Before students read the website, ask them to look at the picture and list in French the furniture
they can see, e.g. Il y a un bureau et une grande armoire. Alternatively, you could play a
memory game. Give students ten seconds to look at the picture and then ask them to cover it
up. Give them a further ten seconds to note down as many items of furniture in French as they
can remember. Can any students already describe the location of the furniture?
Students then do the reading exercise, reading the texts and saying whether the answer to each
question is Amélie, Luc, both or neither.
Answers
1
2
3
4
A
A
A+L
X
5
6
7
8
A+L
A
L
L
Extension
As an extension exercise, ask students to draw the bedrooms as described on the website.
2
Tell students they will hear two friends describing the rooms in their homes. Ask them to read
the sentences before playing the passage. If necessary, help them to decide whether they need
a noun, a verb or an adjective to complete each sentence. Some students may then be able to
use gender to help eliminate some words (e.g. il y a une… cannot be completed by (le) salon,
four, frigo). If there is time, students could check gender using their own word lists or a
dictionary.
Before students complete the listening exercise, brainstorm furniture that you might find in each
room of the house, including kitchen appliances. To introduce new items, play a matching
game. Display the items in French with the translations next to them in jumbled order. Students
have a time limit to match the French to the correct translation. Encourage students to look at
the vocabulary list on page 38 of their Student Book for additional items.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Answers
1
2
3
4
se détendre
ensemble
le salon
peinture
5
6
7
8
terrasse
four
deux
sympa
3
Ask students to look at J in the grammar section where prepositions of place are listed. Make
sure they are aware that some prepositions consist of a single invariable word (e.g. dans,
sur…), while others consist of a phrase, which may vary slightly depending on what follows (e.g.
en face de → du cinema; à côté de → des magasins).
Students complete sentences using prepositions of place chosen from the list given. Make sure
they know that in some cases there is more than one possible answer. As an extension
exercise, students could identify these cases and give alternative answers.
Answers
1
2
3
4
dans; sous/sur
devant
sur; à côté de
derrière/devant
5
6
7
8
sur/sous; dans
entre
dans le coin
sur
Accept any alternative answers that make sense. There are various possibilities for some gaps.
Consolidation and extension
Students reread the website and list the prepositions of place. You could ask them to just list the
prepositions (e.g. à côté de), or to copy down a phrase (e.g. à côté du lit).
As an extension exercise, you could ask students to rewrite the passage, changing all the
prepositions. They could take a serious approach (e.g. à côté du lit  en face du lit) or they
could try to make the description as ridiculous as possible (e.g. (un bureau) à côté du lit  (un
bureau) sur le lit).
Answers
If students have listed the prepositions, refer only to bold text.
If students have listed phrases, refer only to bold italic text.
Il y a un lit bien sûr et à côté du lit, un bureau où je fais mes devoirs.
Sur le bureau il y a un ordinateur ainsi qu’une lampe et devant le bureau, une chaise.
Au-dessus du bureau, j’ai des étagères où je range tous mes livres et mes stylos.
Il y a une belle armoire blanche dans le coin et en face d’elle, entre mon lit et le mur, un petit
fauteuil rouge.
Je n’ai pas de tapis, mais il y a beaucoup de coussins sur le lit.
Nous avons, bien sûr, deux lits et entre les lits il y a une petite table.
Sur la table il y a des livres, du papier, toutes sortes de choses.
Sous la table il y a souvent des vêtements, des chaussures, des cahiers…
Notre mère nous dit constamment de mettre les vêtements dans la grande armoire qui se
trouve dans le coin de la chambre.
Sur le mur, derrière le lit de mon frère il y a un poster de foot, mais moi, je n’aime pas le foot !
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
4
Students work in pairs to a conversation with their pen-friend who is coming to visit. Make sure
they know which parts of the role play are instructions, and which should be read out.
Encourage students to use the reading text and other exercises to develop their answers, giving
additional details where possible. They then swap roles.
Answers
Students’ own answers.
5
Students write a paragraph describing their bedroom, using the bullet points for guidance on
what to include. Remind them that they can use material from the other activities on this page
for ideas. When they have finished, ask them to check grammar and spelling, and also to check
that they have used a variety of prepositions of place to give a clear picture of their bedroom. If
students prefer, they could describe an imaginary bedroom.
If time permits, volunteers could read out their descriptions while the other students sketch the
layout of the bedroom they are describing. Students can then work in pairs to compare their
sketches, asking the volunteer questions to clarify any differences.
Answer
Students’ own answers.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
A2 School routine
A2.1 À dix heures j’ai maths
Pages: 15–16
Level of difficulty: Embarquement
Objectives:
 Speak about your timetable
 Days and time
 Pronunciation: the sounds im, in et inn
Audio files needed:
Audio files A2.1.2 and A2.1.4
1a
Exam-style exercise. Students match sentences about subjects and their times (1–8) to the
pictures (A–H). Revise days of the week before starting the exercise. If necessary, ask students
to say in their own language what they think the graphics represent. Encourage them to read all
the sentences before they begin matching and to start with the ones they find easiest.
Answers
1F
2A
3D
4E
5B
6H
7C
8G
1b
Students make a list (in French and their own language) of useful words for talking about their
timetable, using phrases from exercise 1a and adding their own words if possible. Ask them
what they think EPS stands for and explain that it is Éducation physique et sportive. Remind
them to include the gender of nouns and encourage them to use a dictionary if needed. They
could make a separate list of vocabulary for expressing opinions. When they have finished,
collate their lists on the board, so that students can add to their list any words they do not have.
Suggested answers
le français (French), les maths (maths), la biologie (biology), la pause (break), le déjeuner
(lunch time), l’EPS (PE), le dessin (art), la permanence (study period), la géographie
(geography)
le lundi (on Mondays), le mardi (on Tuesdays), le mercredi (on Wednesdays), le jeudi (on
Thursdays), le vendredi (on Fridays), le samedi (on Saturdays), le dimanche (on Sundays)
à dix heures et demie (at ten thirty), à treize heures quinze / et quart (at one fifteen), à neuf
heures moins vingt (at twenty to nine), à onze heures (at eleven o’clock), à neuf heures (at nine
o’clock), à quatorze heures (at two o’clock), à quinze heures trente / et demie (at three thirty), à
seize heures (at four o’clock)
J’adore (I love), Je déteste (I hate)
c’est génial (it’s great) / difficile (difficult) / ennuyeux (boring) / super (super/great) / pénible
(tiresome/annoying) / passionnant (exciting) / fatigant (tiring) / amusant (fun)
C’est pas mal. It’s not bad.
On aime tous la pause ! We all love break time!
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
2
Students listen to three young people talking about their school timetable and choose the four
correct statements from the eight given. Give them time to read through the statements before
starting. Revise the list of vocabulary from exercise 1 if necessary, and add other opinion
phrases, e.g.
Ma matière préférée, c’est… parce que c’est…
J’adore…
Quelle horreur!
C’est nul!
Je suis fort(e) en…
Je suis nul(le) en…
Le prof est sympa/stricte
Answers
Les bonnes affirmations: 2, 4, 5, 7
Extension
Students correct the incorrect statements, either orally or by writing them out in full.
Answers
1 Le lundi, Samuel a six cours.
3 Samuel n’a pas le français le lundi.
6 Elle est nulle en maths.
8 Elle a musique le jeudi.
3a
Ask students to look at G in the grammar section which covers telling the time. If necessary,
begin by revising numbers up to 60. Use a clock face to help students practise giving times.
Point out to students how the time is written in French (6 h 30, 22 h 40) and the common use of
the 24-hour clock.
Students complete the sentences using the day and/or time given in brackets.
Answers
1
2
3
4
5
6
7
8
dix heures et demie / dix heures trente
mercredi
lundi; trois heures et quart / quinze heures quinze
samedi; midi / douze heures.
jeudi; neuf heures moins cinq / huit heures cinquante-cinq
vendredi; dix heures quarante-cinq / onze heures moins le quart
mardi; quatorze heures dix
le weekend / samedi/dimanche; dix heures
3b
Students reread the sentences from exercise 1a.Then they say first which day of the week is
not mentioned and second, which are the earliest and latest times mentioned.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Answers
dimanche (Sunday)
L’heure la plus tôt: neuf heures moins vingt (8 h 40)
L’heure la plus tard: seize heures (16 h)
Extension
Ask students to translate the sentences from exercise 3a into their own language. An English
translation is offered below.
Answers
1
2
3
4
5
6
7
8
Break is at half past ten and lasts a quarter of an hour.
On Wednesday afternoons, I don’t have lessons.
On Mondays, I’ve got French. It starts at quarter past three.
On Saturday mornings, my sister goes to school until midday.
It’s Thursday today. I’ve got PE at five to nine. It’s tiring!
I don’t like Fridays. At quarter to eleven I’ve got ICT and I’m rubbish (at it).
It’s Tuesday today. Yippee, I’ve got Spanish at ten past two. I’m good at languages.
Today it’s the weekend / Sunday. Therefore, I’m going to stay in bed until ten o’clock!
4a
Students look at the sentence which has been written without spaces between the words. They
listen to it being spoken, focusing on the nasal sounds they hear, and separate the words. They
repeat the sentence three times, checking pronunciation by listening again to the passage. They
translate the sentence into their own language and learn it by heart.
Answer
Inès qui veut être infirmière ne s’intéresse simplement pas à l’informatique qu’elle trouve inutile
malgré les inconvénients innombrables de ne pas étudier cette matière importante.
Inès, who wants to be a nurse, is simply not interested in ICT which she finds useless despite
the innumerable disadvantages of not studying this important subject.
4b
Students work with a partner to say the sentence. If necessary, they could practise by listening
to and repeating the original passage. They take turns to say the sentence, deciding who makes
fewer errors. They could use an imaginary buzzer to stop their partner if they have made a
mistake, and correct them. The winner is the first student to say the whole sentence correctly.
Alternatively, they could take it in turns to say a word and see how quickly they can say the
sentence without making any mistakes.
5
Read the five questions aloud to the class and make sure they understand what each one
means. Ask volunteers to answer them giving information about themselves. Students then
work in pairs to practise asking and answering the questions. Point out that they can use the
mix-and-match grid to help them. They can also find ideas throughout the spread.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Answers
Students’ own answers.
6
Students write a short paragraph of about 100 words about where their school timetable.
Remind them that their answers from the speaking activity provide a framework for their
paragraph, although they may be able to add more detail. Encourage students to check
grammar and spelling, using the textbook and their own word list to help.
Answer
Students’ own answers.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
A2.2 Ma journée à l’école
Pages: 18–19
Level of difficulty: Décollage
Objectives:
 Describe a school day
 Reflexive verbs
 Strategy: get used to using the grammar section
Audio files needed:
Audio file A2.2.2
1
Exam-style exercise. Students read an e-mail from a young French girl to her friend talking
about her typical school day. They then answer questions using information from the text. You
may ask some students to answer in full sentences.
Before students complete exercise 1, ask them to match the following sentence beginnings and
endings.
Sentence beginnings
Sentence endings (give these to students in a different order)
Je me couche
à neuf heures du soir parce que je suis toujours fatiguée.
Mon meilleur copain
s’appelle Baptiste.
Le soir mes parents
se détendent dans le salon.
Mes amis et moi, nous
nous entendons bien avec les profs.
Vous
vous appelez comment?
Answers
1
2
3
4
5
6
7
8
six heures et demie / 6 h 30
vingt/20 minutes
la meilleure amie d’Aisha
sept/7
quatorze heures / deux heures de l’après-midi.
pendant la pause déjeuner et quand elle rentre de l’école / avant de faire ses devoirs
Elle se détend un peu, elle fait ses devoirs et elle mange.
ses sœurs
Extension
Ask students to do the following activity.
Relisez le courriel et faites une liste des mots utiles pour décrire une journée scolaire.
Traduisez-les dans votre langue.
Exemple : je me réveille à…
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Suggested answers
An English translation is offered.
je me réveille
I wake up
Les cours commencent à X heures.
Lessons start at X o’clock.
je me lève
I get up
On a X cours par jour.
We have X lessons a day.
je me lave
I wash
[Ils] durent tous une heure.
They all last an hour.
je m’habille
I get dressed
la récréation
break time
Je prends un bon petit déjeuner.
I have a good breakfast.
le déjeuner
lunch time
Je ne me dépêche pas.
I don’t rush.
Les cours finissent à X heures.
Lessons finish at X o’clock.
Je me mets en route pour l’école à X heures.
I set off to school at X o’clock.
Je me couche vers X heures.
I go to bed at about X o’clock.
J’arrive au collège à X heures.
I arrive at school at X o’clock.
2
Exam-style exercise. Students listen to Stéphane, who lives in Mauritius, talking about his
school day. They then complete sentences using words from the box. If necessary, students
could use a dictionary to check the meaning of the words in the grid. Before they start, ask them
to look at the sentences and decide what sort of word they need (noun, adjective, verb…). This
will help them to focus on possible correct answers from the box.
Before students complete the listening activity, ask them to match each of the following words
with its correct definition.
Words
Definitions (give these to students in a different order)
se dépêcher
aller vite
se situer
être
se mettre en route
partir
se passer
ce qui a lieu
se détendre
se reposer
s’amuser
passer un très bon moment
se mettre à
commencer à
trainer avec des amis
passer du temps avec des copains
Answers
1
2
3
4
lève
vite
ensemble
sœur
5
6
7
8
finissent
trente
foot
détend
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AREA A: EVERYDAY ACTIVITIES
3 (Strategy)
To reinforce the strategy for this spread, ask students to look at K14 in the grammar section
before completing the gramar exercise. This explains reflexive verbs. Ask them to then close
the book and to work with a partner to write their own summary of how to form reflexive verbs —
reflexive pronouns, word order etc.
Students complete sentences choosing the correct form of the reflexive verbs given in brackets.
Remind them that they need to conjugate the verb correctly as well as choosing the reflexive
pronoun.
Answers
1
2
3
4
5
6
7
8
se réveille
me lave; m’habille.
se détendent
vous amusez
nous mettons
te couches
s’entend
se brosse
Consolidation
Ask students to do the following activity.
Relisez le courriel d’Aisha. Combien d’exemples de verbes pronominaux pouvez-vous
trouver ?
Exemple: Alors, je me réveille à six heures et demie…
Answers
je me réveille à six heures et demie
je me lève tout de suite
Je me lave
je m’habille
je ne me dépêche pas
je me mets en route pour l’école.
ma meilleure copine qui s’appelle Jeanne
On se détend pendant une heure quarante-cinq.
mes sœurs et moi, nous nous détendons un peu avant de faire nos devoirs
Nous nous disputons des fois, aussi!
je me couche vers vingt-et-un heures
Elles se couchent un peu plus tard.
Et toi, tu te réveilles à quelle heure?
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
4
Students work in pairs to ask and answer questions about their school day. Encourage them to
answer the question, but then also to include an additional detail in each answer. If necessary,
students could prepare their answers in writing first and learn them by heart before doing the
speaking activity.
If there is time, play a class game. Describe a school day, giving start, finish and/or duration
times for different events. Each student attempts to write down a timetable of the day. At the
end, reveal what it should look like and compare this with the students’ timetables.
Sample answers
Tante/Oncle
Que fais-tu le matin et à quelle heure commence l’école ?
Vous
Les cours commencent à huit heures et demie. Je me réveille donc à
sept heures moins dix et je me lève tout de suite. Je me lave et puis je
m’habille tranquillement. Nous mangeons un bon petit déjeuner en
famille et puis je me brosse les dents. [???] et moi, nous nous
mettons en route pour l’école vers huit heures.
Tante/Oncle
Et tu as combien de cours par jour ?
Vous
On a six cours par jour qui durent tous une heure. On a bien sûr la
récréation et la pause-déjeuner aussi.
Tante/Oncle
C’est à quelle heure, la récréation ?
Vous
Elle est à onze heures et demie tous les jours et dure un quart
d’heure. Elle finit donc a midi moins le quart.
Tante/Oncle
Que fais-tu pendant la pause-déjeuner ?
Vous
Alors, le déjeuner est assez tard, à quatorze heures moins le quart et
j’ai toujours faim. Je vais donc directement au réfectoire pour manger.
Après, mes copains et moi, nous nous défoulons dans la cour. Les
cours recommencent à trois heures moins le quart, alors on a le
temps de se détendre.
Tante/Oncle
Et après l’école ? Qu’est-ce que tu fais ?
Vous
Après l’école ? Ça dépend un peu. Si je n’ai pas de devoirs, je traine
avec mes amis. Sinon je rentre pour faire mes devoirs. Je prends
toujours un gouter avant. En fait, je dois faire mes devoirs maintenant.
Au revoir.
Tante/Oncle
Au revoir.
5
Students write a blog entry of 80–90 words to describe a school day, using the suggested
outline. It can be useful to go through the mark scheme with students before they begin writing
so that they know exactly what they need to include. Remind them that they can use the reading
text and their answers to the speaking activity to help them. Encourage them to create more
complex sentences where possible (e.g. using conjunctions — look at the reading text for ideas
if there is time). When they have finished, remind them to check grammar and spelling and, in
particular, the pronouns and conjugation of any reflexive verbs they have used.
If there is time, students could work in pairs to share or exchange their writing. They could give
each other suggestions on how to correct or improve it, based on the mark scheme.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Mark scheme
Please also refer to the Cambridge criteria to assess the quality and accuracy of language.
1
2
3
4
5
Accept
Mark
What time lessons start
Present tense
Allow Les cours or Ils commencent à
Allow, J’ai cours à + a sensible time
What time candidate gets up and what he/she does in the morning
Present tense, reflexive verbs
Morning routine: Je me réveille à… Ensuite je me lève et je me douche…
i) How many lessons candidate has a day
ii) How long each lesson lasts
Present tense. Use of sensible times, e.g. Ils durent tous une heure.
What time break and lunch start and finish. Allow sensible times and
duration
What candidate does after school
Allow anything sensible
2
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2
2
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
A2.3 Mon école
Pages: 20–21
Level of difficulty: Décollage
Objectives:
 Describe your school
 Prepositions of place [2]
 Strategy: plan vocabulary learning
Audio files needed:
Audio file A2.3.2
1 (Strategy)
Article from a school website describing the buildings and facilities to prospective students. The
passage contains examples of the grammar point. Students read the webpage and the student
profiles (1–8). They then choose the four students who would be best suited to the school.
Before students complete exercise 1a, ask them to try to draw a floor plan of the school. Then
compare plans as a class. How similar are they?
To support students with the strategy for this spread and before they complete exercise 1, give
them the following list of words. Ask them to find the French equivalent on the website:
Words
mixed
facilities
building
canteen
reception
staff room
ICT suite
sports field
supplied
welcoming
Answers
mixte
les équipements
le bâtiment
le réfectoire
la réception
la salle des professeurs
la salle d’informatique
le terrain de sport
fourni(e)
accueillant(e)
Students should then note down and learn this vocabulary, using the best method for them, e.g.
look, cover, write, check; making up sentences containing the items of vocabulary; word
grouping words in word families.
Answers
Kathy, Sandrine, Nicole (la fille de Mme Métay), Fatima
Consolidation (Strategy)
Ask students to do the following activity.
Relisez la page web et faites une liste de nouveaux mots. Cherchez-les dans un dictionnaire
et apprenez-les par cœur.
Exemple : mixte…
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Explain to students that they should take the time to learn new vocabulary on a regular basis.
Suggest ways of doing this, for example, look, cover, write, check; making up sentences
containing the items of vocabulary; grouping words in word families. Emphasise, however, that
they need to use the method that works best for them.
2
Exam-style exercise. Students listen to a French-speaking student being interviewed about her
school. The passage is in two parts. Play the whole passage once before doing the exercises
so that students get the gist of what is being said.
2a
Students listen to the first part again and correct the sentences. They do not need to write down
the complete corrected sentences, just the correct version of the words in italics.
Answers
1
2
3
4
sud-ouest
petite
faire de la natation / des cours de natation
vieux
2b
Students listen to the second part again and answer the questions in French. Some students
may be able to write full sentences.
Answers
1 Il est moderne et bien équipé.
2 Au rez-de-chaussée, il y a le CDI, les toilettes, la salle des profs, quelques salles de classes
et le réfectoire.
3 Elles sont petites.
4 Il n’y a pas assez d’ordinateurs (dans la salle d’informatique).
3 (Strategy)
Ask students to look at J in the grammar section where prepositions of place are covered. They
then look at the plan of the school and complete the sentences by choosing the appropriate
preposition from the box.
To further support the strategy on this spread, remind students to make a note of and learn any
vocabulary in the grammar exercise that is new to them.
Answers
1
2
3
4
rez-de-chaussée.
au fond
en face
premier étage; entre
5
6
7
8
à gauche/droite
à côté
au premier étage
entre; au fond
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Consolidation (Strategy)
Ask students to do the following activity.
Relisez la page web. Combien d’exemples de prépositions de lieu pouvez-vous trouver ?
Copiez-les et traduisez-les dans votre langue.
Exemple: situé près du centre-ville…
Answers
(An English translation is offered.)
situé près du centre-ville
situated near the town centre
en face du centre sportif
opposite the sports centre
Un grand bâtiment de quatre étages à côté d’un deuxième bâtiment…
A big four-floor building next to a second building
Entre ces deux bâtiments, il y a une belle cour.
Between these two buildings, there is a beautiful courtyard.
C’est à l’entrée du grand bâtiment que se trouve la réception.
The reception is at the entrance of the big building.
Au rez-de-chaussée il y a aussi des toilettes.
On the ground floor, there are also some toilets.
Aux premier, deuxième et troisième étages se trouvent les salles de classes.
On the first, second and third floor there are classrooms.
située au troisième étage
situated on the third floor
Il y aussi quatre laboratoires qui se trouvent tous au deuxième étage.
There are also four laboratories which are all on the second floor.
situé dans le petit bâtiment au premier étage
situated in the small building on the first floor
Au rez-de-chaussée, il y a le bureau de la directrice.
On the ground floor, there’s the headteacher’s office.
Notre grand terrain de sport se trouve derrière les deux bâtiments principaux, devant un
nouveau gymnase.
Our big sports field is behind the two main buildings, in front of a new gym.
4
Read the six questions aloud to the class and make sure they understand what each one
means. Ask volunteers to answer them giving information about themselves.
When you are sure that the students understand, divide them into groups to practise asking and
answering the questions. Remind them to refer back to the webpage in exercise 1. If possible,
supply them with a copy of the listening transcript. Alternatively, allow them to listen again to the
interview.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Encourage peer review here. Once each student has answered the questions, their partner
says what they liked about the answers and what they think could be improved. Ask them to
compare their answers: do they both see the school in the same way?
Answers
Students’ own answers.
5
Students work in groups of three or four to write a webpage for their school. Suggest that each
student takes on a certain area of the school (e.g. canteen, classrooms, sporting facilities) and
then they put their work together to produce their webpage. Remind students that they can use
the reading text and their answers to the speaking activity to help them. When they have
finished, remind them to check grammar and spelling.
Answer
Students’ own answers.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
A2.4 La vie au collège
Pages: 22–23
Level of difficulty: En vol
Objectives:
 Speak about life in a secondary school in France
 More on irregular present tense verbs; second and third person forms of regular -ir and -re
verbs; the use of on
Audio files needed:
Audio file A2.4.2
1
Students read a blog where a young French speaker, Doria, describes her school day. They
then read the sentences and say which ending is the odd one out. The passage contains
several examples relating to the grammar points.
This is also an ideal opportunity to explain the role of surveillants and to discuss the different
year groups, e.g. la sixième is the first year of secondary school in France. Students may also
be interested to know that la troisième is the last year in college and after this, French students
move on to a lycée for a further 3 years.
To support the grammar points from this spread and and the strategy points from spreads 2.2
and 2.3, challenge students to list as many other irregular French verbs as possible, e.g. écrire,
rire. Compile a list and suggest that they add to this each time they meet a new irregular verb.
Remind them to refer to the grammar section at the back of the book for support and further
information about irregular verbs. Students should also learn these verbs by heart using their
preferred method.
Answers
1a
2b
3a
4b
5b
6a
2
Exam-style exercise. Students listen to a radio interview with a French teenager about life in
their school. They then answer questions in French. Give them time to read the questions
before playing the passage.
Before students complete the listening exercise, discuss the information they need to focus on.
For example, for question 3, they will be listening for numbers; for question 5, they will be
listening for school subjects.
Answers
des villages autour du collège
Il étudie avant le premier cours.
Il y passe neuf heures et demie. (Il arrive à 7 h 30 et part à 17 h)
Il est fort en maths.
Il parle des sciences, du français et de l’anglais.
[Any 2 of:] On peut rentrer à la maison, manger dans le réfectoire, aller dehors, faire du
sport, aller à un atelier.
7 L’après-midi à l’école passe trop lentement.
8 Il rentre tout de suite.
1
2
3
4
5
6
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
3
Ask students to look at K3 in the grammar section, which lists some irregular verbs, and also the
verb tables on pages 251–56, which include the present tense of irregular verbs.
Students complete beginnings and endings of sentences using the correct form of the verbs in
brackets. They then match the beginnings and endings.
Answers
1
2
3
4
5
6
7
8
viennent – F
part – D revient
prennent – C dois
sors – A pouvons
disent – E devez
distrais – B remets
prenons – H buvons
écrivent – G peuvent
Consolidation
Ask students to do the following activity.
Relisez le site web. Combien d’exemples de verbes -ir et -re réguliers au deuxième et
troisième personne et d’exemples d’on pouvez-vous trouver ? Copiez-les et traduisez-les
dans votre langue.
Exemple: on descend près du collège
Answers
An English translation is offered.
on descend près du collège
we get off near the school.
on attend le premier cours
we are waiting for the first lesson
La récréation commence à dix heures et finit à dix heures et quart.
Break starts at ten and finishes at ten fifteen.
On se détend dans la cour s’il fait beau…
We relax in the yard if the weather is good
« Ce n’est pas juste. Tu te rends dans le réfectoire… »
‘It’s not fair. You go to the refectory/canteen…’
On mange tous dans le réfectoire…
We all eat in the refectory/canteen
où l’on vend un bon choix de plats équilibrés
where they sell a good choice of balanced dishes
D’habitude on va dans la grande cour après…
Usually, we go to the big yard afterwards
ça dépend un peu du temps qu’il fait
that depends a bit on the weather
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
on se rend dans le CDI pour étudier
we go to the study centre to study
Les cours finissent à dix-sept heures
Lessons finish at five o’clock
4
Students work in pairs to produce a radio programme about their school. One takes the role of
the interviewer and the other the role of the student. They then swap roles. Before they start,
read the five questions aloud to the class and make sure they understand what each one
means. Ask volunteers to answer them about themselves. Encourage students to refer back to
the reading and listening texts/questions in order to compare their school life to that in France.
Allow them to see the listening transcript if possible. If not, allow them to listen again to prepare
questions for the interview. The questions are there to provide support, but encourage students
to develop the interview and make it sound more natural by adding in additional (related)
questions or comments.
Sample answer
Intervieweur
Bonjour et bienvenue à notre émission de radio. Dis-moi X, comment
est ton collège ? Quand commencent et finissent les cours, par
exemple?
Étudiant(e)
Ils commencent à neuf heures moins vingt, un peu plus tard qu’en
France. J’arrive donc à l’école à huit heures et demie. La plupart des
élèves viennent à pied mais d’autres arrivent en voiture ou en bus. Ils
finissent plus tôt qu’en France, à seize heures mois vingt.
Intervieweur
Parle-moi des matières que tu étudies et les sports qu’on peut faire à
ton école.
Étudiant(e)
Alors, ici, on doit étudier onze matières différentes et on a six cours
par jour qui durent tous une heure ainsi que la récréation et la pausedéjeuner bien sûr. Ils étudient plus de matières en France, je pense.
On a aussi l’occasion de faire du sport – le foot, l’hockey et le rugby
en hiver et l’athlétisme, la natation et le cricket en été.
Intervieweur
Et tu es en quelle classe?
Étudiant(e)
Moi, j’ai quinze ans. Je suis donc en Year 10, c'est-à-dire la quatrième
année de l’école qui corresponde au troisième en France. On peut
rester à mon collège jusqu'à l’âge de dix-huit ans quand on est en
terminale.
Intervieweur
Qu’est-ce qu’on peut faire pendant la pause-déjeuner ?
Étudiant(e)
Alors, ça dépend un peu de ton âge. Les plus âgés, ceux qui sont en
première ou en terminale peuvent aller en ville mais les autres doivent
rester à l’école. Ici, pas mal d’élèves apportent un panier-repas au lieu
de manger dans le réfectoire. J’ai l’impression qu’on mange mieux en
France. Le déjeuner est moins long ici – il dure une heure – mais on a
toujours le temps de se défouler un peu.
Intervieweur
Et les profs, les autres élèves, ils sont gentils ?
Étudiant(e)
La plupart des profs sont gentils, mais il y en a qui sont trop strictes.
En général, les élèves s’entendent bien aussi – on s’entraide.
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5
Exam-style activity. Students write 130–40 words to describe their school, comparing it to
schools in France and using the suggested outline. It can be useful to go through the mark
scheme with students before they begin writing so that they know exactly what they need to
include. Remind them that they can use the reading text and their answers to the speaking
activity to help them. When they have finished, remind them to check grammar and spelling,
and in particular the conjugation of any irregular verbs they have used.
If there is time, students could work in pairs to share or exchange their writing. They could give
each other suggestions on how to correct or improve it, based on the mark scheme.
Mark scheme
Please use the criteria in the Cambridge IGCSE French syllabus to assess the quality and
accuracy of language.
1
2
3
4
5
Accept
Description of candidate’s lessons and how they compare to lessons
in France: start time, end time, duration, number of lessons a day
Present tense
Subjects, sports and clubs offered at candidate’s school and how
these compare to schools in France
What students can do at break/lunch time
Present tense
Age range in candidate’s school: does this differ from a college?
Allow mention of different classes: L’année dix correspond à la
troisième en France.
What teachers are like. Allow sensible suggestions
Does candidate wear school uniform? How does this compare to
France?
Mark
2
2
2
2
2
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A3 Eating and drinking
A3.1 Les repas
Pages: 24–25
Level of difficulty: Embarquement
Objectives:
 Speak about typical meals
 The partitive article du, de la, des; beaucoup/peu de
 Pronunciation: the sound y in French (typique and yaourt)
Audio files needed:
Audio files A3.1.2 and A3.1.4
1a
Exam-style exercise. Students match pictures of different foods (A–H) to the sentences (1–8).
Encourage students to read all the sentences before they begin matching and to start with the
ones they find easiest.
Answers
1H
2D
3B
4C
5G
6F
7E
8A
1b
Students make a list (in French and their own language) of useful words for talking about meals,
using phrases from exercise 1a and adding their own words if possible. Remind them to include
the gender of nouns and encourage them to use a dictionary if necessary.
Answers
Students’ own answers.
Consolidation
Ask students to do the following activity.
Maintenant adaptez les phrases de l’exercice 1a pour vous. Utilisez les mots de votre liste.
Exemple: Mes grands-parents adorent manger du poulet avec des haricots verts.
2
Students listen to six young people talking about food. They put six pictures in exercise 1a in
the order in which they hear them. Before completing the exercise, present any new language
from the transcript and revise any words that may not have appeared in exercise 1b, e.g. des
céréales, végétarien(ne), de la viande, du bœuf, du saumon, des pâtes, de la vinaigrette, du jus
d’orange, pressé. When they have finished the exercise, they could add any new words or
phrases to their list from 1b.
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Answers
Le bon ordre : E, F, H, D, C, G.
3
Ask students to look at A5 in the grammar section, where partitive articles are explained.
3a
Students complete the sentences using a word or expression from the box. Remind students to
think about the gender of the words following the gaps. They may find their word list from
exercise 1b or a dictionary useful. Students could add to their word list from activity 1b.
Answers
1 du
2 de l’ ; de
3 des
4 de la ; du ; des
5 de ; du
6 du
7 des
8 de la
3b
Students reread the sentences from exercise 1a and say how many partitive articles appear in
each sentence.
Answers
1 two
2 zero
3 one
4 zero
5 one
6 two
7 one
8 two
4a
Students look at the sentence which has been written without spaces between the words. They
listen to it being spoken, focusing on the sound of the letter y, and separate the words. They
repeat the sentence three times, checking pronunciation by listening again to the passage. They
translate the sentence into their own language and learn it by heart.
Answer
Le dessert typique d’Yves et d’Yvette, des cyclistes du Yorkshire, est un yaourt aux myrtilles.
The typical dessert for Yves and Yvette, cyclists from Yorkshire, is blueberry yoghurt.
4b
Students work with a partner to say the sentence. If necessary, they could practise by listening
to and repeating the original passage. They take turns to say the sentence, deciding who makes
fewer errors. They could use an imaginary buzzer to stop their partner if they have made a
mistake, and correct them. The winner is the first student to say the whole sentence correctly.
Alternatively, they could take it in turns to say alternate words in the sentence, practising until
they can say it at normal speed.
5
Read the five questions aloud to the class and make sure they understand what each one
means. Ask volunteers to answer them giving information about themselves. Students then
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AREA A: EVERYDAY ACTIVITIES
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work in pairs to practise asking and answering the questions. Point out that they can use the
mix-and-match grid to help them. They can also find ideas throughout the spread.
Answers
Students’ own answers.
6
Students write a short paragraph of about 100 words about what they typically eat in a day.
Remind them that their answers from the speaking activity provide a framework for their
paragraph, although they may be able to add more detail. Encourage students to check
grammar and spelling, especially the use of the partitive article. They can use the textbook and
their own word list to help.
Answer
Students’ own answers.
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A3.2 La nourriture d’ici et d’ailleurs
Pages: 26–27
Level of difficulty: Décollage
Objectives:
 Give your opinion on international food
 Irregular adjectives; comparative adjectives
 Strategy: give opinions, reasons and justifications
Audio files needed:
Audio file A3.2.2
1 (Strategy)
Students read a blog where several young French speakers talk about food. They then classify
their opinions as positive, negative or neither positive nor negative.
Answers
1P
2N
3N
4–
5P
6–
7P
8N
Consolidation
Ask students to do the following activity.
Faites une liste des noms et des adjectifs de l’activité 1 et d’autres noms et adjectifs que
vous connaissez qui sont utiles pour donner votre avis sur la nourriture internationale.
Traduisez-les dans votre langue. Regardez dans un dictionnaire.
Exemple :
Noms : le repas…
Adjectifs : végétarienne…
Once students have compiled their lists, suggest that they write the masculine, feminine and
plural forms of the adjectives they have listed, looking up those that are not in the reading text.
Suggested answers
Noms :
le repas, le couscous, la nourriture, le bœuf, l’agneau, les fruits, les légumes, les boissons,
le plat, la pizza, les frites, la santé, le poisson, la salade, la cuisine, une variété, les patates,
les mangues
Adjectifs:
végétarien(s)/végétarienne(s), délicieux/délicieuse(s), gras/grasse(s), frais/fraiche(s),
gazeux/gazeuse(s), bon(s)/bonne(s), internationaux/internationale(s), étranger(s)/étrangère(s),
original/originaux/originale(s), indien(s)/indienne(s), piquant(s)/piquante(s),
européen(s)/européenne(s), épicé(s)/épicée(s), doux/douce(s)
Remind students to add to this list whenever they come across any new food types. To practise
the strategy, ask them to write an opinion word next to each food item, e.g. la nourriture thaï –
délicieuse mais piquante.
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2
Exam-style multiple-choice exercise. Students listen to four young people talking about their
favourite foods and select the correct answer in each case. Give them time to read the
questions before starting.
Before completing the listening exercise, revise nationalities and adjectives linked to popular
cuisines that haven’t appeared in the reading, e.g. la cuisine mexicaine/italienne/chinoise;
adjectifs: gouteux/gouteuse, savoureux/savoureuse. Students can add any new vocabulary to
their own word lists.
Answers
1B
2A
3B
4D
5C
6A
3
Ask students to look at B1 in the grammar section where adjective agreement is explained.
Make sure students understand the general principal of adding -e for feminine and -s for plural.
Look particularly at the irregular adjectives, which have to be learned.
Then look at B3 where comparisons are explained. Make sure students realise that the
structure works for all adjectives in French (except for the exceptions given), regardless of
length. Point out that in all cases, the structure finishes with que.
Students complete sentences choosing the appropriate comparative form of the adjective given
in brackets. Remind them that they will need to make the adjectives agree. For number 8, point
out that the meaning of nouveau changes depending on whether it is positioned before or after
the noun: before = new (newly acquired); after = a new type of.
Answers
1
2
3
4
moins gouteuse
italienne ; aussi délicieuse
indiens ; plus originaux
moins grasse
5
6
7
8
végétariennes ; plus
étrangère ; meilleure
fraiche, plus savoureuse
nouveau, moins doux
Consolidation
Ask students to do the following activity.
Les adjectifs au comparatif. Regardez d’abord la section grammaire B3. Relisez les billets
de blog. Trouvez des exemples d’adjectifs au comparatif.
Exemple : pas aussi grasse que le bœuf…
Answers
pas aussi grasse que le bœuf…
certains sont moins sains que d’autres
pire pour la santé que le poisson
Ma sœur mange plus sain que moi.
toujours plus originale que les plats français.
la nourriture fraiche est meilleure que les plats préparés.
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AREA A: EVERYDAY ACTIVITIES
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Extension
To ensure that students have fully understood the sentences in exercise 3, ask them to
translate them into their own language. An English translation is offered below.
Answers
1
2
3
4
5
6
7
8
My mum hates English cooking, which she finds less flavoursome than French food.
I love Italian food, which is as delicious as Mexican food.
Indian dishes are often more unusual than dishes from other countries.
I find Thai food less fatty than American food.
My two best friends are vegetarian and are healthier than me.
Foreign food is often better than food from your country.
Fresh food is tastier than ready meals.
This new dessert is sweeter than the other one.
Strategy
Display different types of cuisine/food, such as those below, and ask students to write a
sentence giving their opinion of the food and a reason for it. Where there are two types of
cuisine, they should compare them. Encourage more able students to use opinion phrase. If
necessary, brainstorm positive and negative opinions before starting.
1 J’aime la cuisine italienne parce que c’est vraiment gouteux.
or
À mon avis, la cuisine italienne est délicieuse car c’est frais et pas trop piquant.
1
2
3
4
5
la cuisine italienne
la cuisine française
la cuisine asiatique / la cuisine européenne
la cuisine indienne / la cuisine chinoise
les plats épicés
4
Students work in pairs to ask and answer questions about the foods they like and do not like.
Encourage them to answer the question, but then also to include an additional detail or their
opinion in each answer. Point out that they can use their own word lists to help them. They can
also find ideas in the reading text and other exercises. They prepare their answers in writing
and learn them by heart to do the speaking activity.
Answers
Students’ own answers.
5
Exam-style activity. Students write 80–90 words about what they like and do not like to eat and
why. It can be useful to go through the mark scheme with students before they begin writing so
that they know exactly what they need to include. Remind them that they can use their answers
to the speaking activity and other exercises on the spread to help them. Encourage them to
include an example of each form of the comparative (+, –, =) if they can, and to practise the
strategy by including their opinions. When they have finished, remind them to check grammar
and spelling.
If there is time, students could work in pairs to share or exchange their writing. They could give
each other suggestions on how to correct or improve it, based on the mark scheme.
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AREA A: EVERYDAY ACTIVITIES
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Mark scheme
Please also refer to the Cambridge criteria to assess the quality and accuracy of language.
1
2
3
4
Accept
Whether or not candidate likes foreign food
Reasons, including irregular adjectives
Present tense
Description of candidate’s favourite dish and reasons why it is favourite –
using irregular adjectives
Where the dish comes from
Present tense
Comparison of food in home country to that in another country or other
countries
Use of comparative adjectives
Give opinion as to whether some countries’ cuisine is healthier than that of
others
Reasons why and examples, e.g. Aux États-Unis ils ne mangent pas sain
car ils aiment beaucoup le fastfood.
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Mark
2
2
2
2
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A3.3 Manger équilibré
Pages: 28–29
Level of difficulty: En vol
Objectives:
 Discuss what makes a balanced diet
 Meilleur, pire, mieux; irregular adjectives [2]
Audio files needed:
Audio file A3.3.2
1a
Exam-style reading exercise. Students read an information sheet about eating healthily and
foods that are good and bad for you. They then say whether the statements (1–8) are true or
false. Where a statement is false, they correct it.
Before students complete exercise 1a, ask them to categorise a list of foods in French into each
food group (fruit, vegetables, dairy etc.): e.g. le couscous, les carottes, le bœuf, l’asperge,
l’huile d’olive, la crème, l’ananas, les noix, le chocolat, le tisane. Students could put them into a
blank copy of ‘La pyramide des aliments’.
Then challenge them to use these foods to come up with a well-balanced meal in French, e.g.
du bœuf, du chou-fleur. They should use other foods that they know, where possible, in order to
revise additional vocabulary.
Answers
1
2
3
4
5
6
7
8
VRAI
FAUX – Un repas composé des aliments de tous les groupes est très sain.
VRAI
FAUX – Les légumes secs sont aussi importants que les légumes frais.
FAUX – Certains aliments sont mauvais pour la santé.
FAUX – Pour être en bonne santé, on doit manger les bonbons avec modération.
VRAI
VRAI
1b
Students reread the information sheet and list new vocabulary. They look the vocabulary up in a
dictionary and learn it by heart.
Answers
Students’ own answers.
2
Tell students they will listen to two young people talking about what they eat. They choose
words from the box to fill the gaps in the paragraph. Ask them to read the paragraph before
playing the passage. If necessary, help them to decide what sort of word they need to fill each
gap. Some students may be able to use gender to help eliminate some words (e.g. gap 2 needs
an adjective, and it must be feminine singular as it describes la cuisine). Students could list and
look up any words from the box that they do not know.
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When the students have completed the listening exercise, you could ask them to make
sentences using the remaining words (e.g. il faut manger sain pour rester en bonne santé).
Answers
1
2
3
4
saine
bonne
simple
variété
5
6
7
8
poulet
variée
moins
bons
3
Ask students to look at B3 in the grammar section where comparisons are covered, focusing on
the irregular forms bon/meilleur and mauvais/pire. Make sure students are also familiar with
mieux.
Students match beginnings and endings of sentences. Remind them to look at
masculine/feminine and singular/plural agreements to help them. Ask them to note and learn
any new vocabulary.
Answers
1d
2f
3c
4e
5h
6g
7a
8b
Next, students reread the information leaflet, copying out any phrases that include
meilleur(e)(s), pire(s) or mieux. They translate the phrases into their own language. An English
translation is offered below.
Answers
Pour être en meilleure santé posible
To be in the best possible health
certains aliments sont meilleurs pour la santé
some foods are better for your health
celles d’origine végétale sont meilleures pour la santé
those that come from plants are better for your health
Les bonbons sont pires pour la santé que le fruit.
Sweets are worse for your health than fruit.
Manger trois repas réguliers est beaucoup mieux que grignoter.
Eating three regular meals is much better than snacking.
4
Students work in pairs to produce a menu for people who want to eat healthily, using the notes
for guidance. Encourage students to use the reading text and other exercises to develop their
menu and explain their choices. The reading text is a useful source of vocabulary for explaining
why they have (or have not) chosen different foods. When they have finished, ask them to
check grammar and spelling. This activity is preparation for the speaking activity that follows, so
if time permits, students could use a computer presentation package to write up their menu.
Answers
Students’ own answers.
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AREA A: EVERYDAY ACTIVITIES
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5
In their pairs, students present the menu they have chosen, explaining their choices. Once all
pairs have presented their menus, the class could vote for the menu they consider to be the
tastiest, healthiest or most original one.
Answers
Students’ own answers.
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AREA A: EVERYDAY ACTIVITIES
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A4 Health and fitness
A4.1 Aïe, j’ai mal
Pages: 30–31
Level of difficulty: Embarquement
Objectives:
 Say how well or not you are
 Expressions with avoir
 Pronunciation: the sounds è and ai
Audio files needed:
Audio files A4.1.2 and A4.1.4
1a
Exam-style exercise. Students match sentences about people’s ailments (1–8) to the pictures
(A–H). Encourage students to read all the sentences before they begin matching and to start
with the ones they find easiest. Before starting the exercise, revise vocabulary for parts of the
body by drawing a stick man on the board and asking students to label as many body parts as
they can. When students have worked individually, ask them to work in pairs to share their
vocabulary. Then collate all the vocabulary on the board so that students can add any missing
words to their own list.
Answers
1G
2B
3E
4F
5C
6A
7D
8H
1b
Students make a list (in French and their own language) of useful words and phrases for talking
about their ailments. They should use phrases from exercise 1a and add their own, if possible.
Remind them to include the gender of nouns and encourage them to use a dictionary if
necessary.
Answers
Students’ own answers.
2a
Students listen to six dialogues about people’s ailments and complete the grid by noting what is
wrong in each case. Ideally students complete the grid in French, but you may prefer some
students to note their answers in their own language. Note that the figures in brackets tell
students how many pieces of information they need to write down. When they have finished the
exercise, they could add any new words or phrases to their list from 1b.
2b
Students listen again to the dialogues and note the consequence for each person (a third
column could be added to the grid). This is an extension exercise, ideal for more able students.
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AREA A: EVERYDAY ACTIVITIES
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Answers
Qu’est-ce qui ne va pas ?
mal à la tête ; de la fièvre
mal à la gorge ; a très chaud ; a sommeil
enrhumé ; a la nausée
mal au ventre
fatiguée
mal aux dents
mal au bras et à la jambe
Qui?
Alex
Jeanne
Denis
Olivier
Annie
Élodie
Simon
Answers
Conséquence
ne peut pas aller au cinéma
ne va pas en ville / va rester au lit
ne peut pas aller chez Olivier
doit manger moins de sucreries
doit se coucher plus tôt
doit aller chez le dentiste
doit se détendre à la maison
Qui?
Alex
Jeanne
Denis
Olivier
Annie
Élodie
Simon
3a
Ask students to look at K21 in the grammar section, where expressions with avoir are
explained. They then match the beginnings and endings of sentences. Warn them that there are
three extra endings. They may find a dictionary or their word list from exercise 1b useful. It may
also be useful to revise the conjugation of avoir (present tense) before doing the exercise, as
matching subject and verb is necessary in most sentences.
Answers
1H
2D
3E
4A
5C
6G
7K
8B
Extension
Ask students to translate the sentences from exercise 3a into their own language. An English
translation is offered below.
Answers
1
2
3
4
5
6
7
8
Solène is often tired when she gets back from school.
My brother has a bad leg and can’t play football this evening.
Ow, my arm hurts.
I don’t feel well at all! I’ve got a fever / high temperature and I feel sick.
‘Antoine, you look ill!’
They really aren’t in good shape.
My sister and I, we have both got stomach ache.
‘You are lucky to be in good shape.’
3b
Students reread the sentences in exercise 1a, copying out expressions with avoir and
translating them into their own language. An English translation is offered below. As an
extension exercise, encourage more able students to write three sentences of their own using
some of these expressions.
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AREA A: EVERYDAY ACTIVITIES
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Answers
1 Elles ont toutes les deux mal au ventre.
They have both got stomach ache.
2 Oh là. J’ai vraiment mal au dos. Je vais au lit.
Oh goodness. I’ve got a really bad back. I’m going to bed.
3 Ma mère a de la fièvre. Elle a chaud, puis elle a froid.
My mother has got a fever. She’s hot and then cold.
4 Aïe. J’ai mal au bras. Je ne peux pas écrire.
Ouch! My arm hurts. I can’t write.
5 Sophie a mal aux dents. Elle doit aller chez le dentiste.
Sophie has got toothache. She has to go to the dentist.
6 J’ai mal à la tête et j’ai sommeil.
I’ve got a headache and I’m sleepy.
7 Mon frère a toujours mal à la gorge.
My brother has always got a sore throat.
8 Ça ne va pas. J’ai envie de vomir.
I don’t feel well. I feel sick.
4
Students look at the sentence which has been written without spaces between the words. They
listen to it being spoken, focusing on the sounds è and ai, and separate the words. They repeat
the sentence three times, checking pronunciation by listening again to the passage. They
translate the sentence into their own language and learn it by heart.
Students work with a partner to say the sentence. If necessary, they could practise by listening
to and repeating the original passage. They take turns to say the sentence, deciding who makes
fewer errors. They could use an imaginary buzzer to stop their partner if they have made a
mistake, and correct them. The winner is the first student to say the whole sentence correctly.
Alternatively, they could practise saying alternate words until they can say the sentence at
normal speed.
Answer
C’est vrai que j’ai sommeil ainsi que de la fièvre mais mon frère, Romain, va très bien.
It’s true that I’m tired and have got a fever, but my brother, Romain, is very well.
5
Give students time to read the conversation, and then check that they have understood all of
the vocabulary. Ask volunteers to read the conversation aloud to check pronunciation. Students
then work in pairs to practise the conversation. Some students may be able to replace the
underlined sections with other words or phrases (e.g. tu viens chez moi cet après-midi ?). Ask
students to perform their conversations for the rest of the class.
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AREA A: EVERYDAY ACTIVITIES
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Answer
Students’ own answer.
6
Students write an e-mail to a friend saying what is wrong with them. They should mention at
least five things. Point out that they can use the mix-and-match grid to help them. They can also
use the conversation in the speaking activity and the other exercises on the spread. Encourage
them to check grammar and spelling.
Extension
Ask students to say what they cannot do owing to symptoms, e.g. Je ne peux pas jouer au
tennis parce que j’ai mal au dos. If possible, allow them to use the listening transcript for
support. If not, allow them to listen to the recording again before completing this activity.
Answers
Students’ own answers.
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AREA A: EVERYDAY ACTIVITIES
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A4.2 Chez le médecin
Pages: 32–33
Level of difficulty: Décollage
Objectives:
 Speak about symptoms
 à + the definite article; interrogatives, depuis + the present tense
 Strategy: get used to using a bilingual dictionary from French to your own language
Audio files needed:
Audio file A4.2.2
1 (Strategy)
Exam-style exercise. Students read a web health forum where people can ask a doctor for
advice. They then answer questions in French. If necessary, students could use a dictionary to
check the meaning of the words or phrases in the text before they start.
Students then make a list (in French and their own language) of useful words from the forum.
Encourage them to use a dictionary if necessary to support the strategy point of this spread.
Encourage them to learn the words — for homework, in class games and by testing themselves
and each other.
Answers
1
2
3
4
5
6
7
8
Elle a mal au genou, elle a sommeil / est fatiguée et elle a toujours faim.
Parce qu’elle est très sportive et elle ne peut pas faire du sport en ce moment.
Il dit qu’elle doit se reposer un peu.
Il peut boire plus d’eau.
Parce que le café n’hydrate pas.
Parce que c’est le début de l’été et il fait plus chaud.
Il ne veut pas manger depuis deux jours.
Parce qu’il a la grippe.
Strategy
Remind students of the strategy point for this spread: to become familiar with using a bilingual
dictionary. Ask students to look up any words or phrases in the reading text that they do not
know in a bilingual dictionary. Also ask them to look up the words underlined in the following
sentences. Make sure that they choose the correct meaning each time. English answers are
offered below.
1 Je lis un livre différent tous les mois.
2 Ça pèse une livre.
3 Je vais souvent à la pêche avec mon père.
4 Je mange souvent une pêche pour mon gouter.
5 J’ai les mains propres.
6 mes propres mains
7 Mon ancien professeur est très gentil.
8 C’est une maison ancienne.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Answers
1 book
2 pound (in weight)
3 fishing
4 peach
5 clean
6 own
7 former
8 old
2
Students listen to a conversation between two patients and a pharmacist and say whether each
statement is true, false or not mentioned. Give students time to read the statements before
listening to the conversation. Reinforce the strategy by encouraging them to look up any words
they do not know in a bilingual dictionary.
Answers
1F
2V
3F
4V
5 PM
6 PM
7V
8F
3 (Strategy)
Ask students to look at A3 in the grammar section to revise the definite article. They should
focus particularly on A3.1 which explains the contractions à + le and à + les.
Then look at E, which covers asking questions. Make sure students understand how important it
is to know the question words so they can correctly answer a question (e.g. a question could be
how did he go? why did he go? when did he go? where did he go? how long did he go for?).
Students complete sentences, choosing the correct question word from the box, and the correct
form of à + definite article. Make sure students are familiar with the phrase qu’est-ce que tu as ?
For some sentences, more than one question word is possible, but encourage students to use
as many different ones as possible during the exercise.
This is another opportunity for students to use the dictionary, this time to check the gender of
words if necessary.
Answers
Note: in some cases, more than one question word is possible. Accept any answers that make
sense.
1 Pourquoi / Depuis quand; au
5 À quelle heure; à la
2 Depuis quand / Pourquoi; à l’
6 Qu’est-ce que; aux
3 à la; Comment/Pourquoi
7 Où; au
4 à la; Combien
8 Qui; au
Extension
To ensure that students have fully understood the sentences, ask them to translate them into
their own language. An English translation is offered below.
Answers
1 Why does your stomach hurt? / Why do you have a stomach ache?
How long has your stomach been hurting? / How long have you had a stomach ache?
2 How long has your ear been hurting? / How long have you had an earache?
Why is your ear hurting? / Why do you have an earache?
3 His leg hurts? How does he walk then? / Why is he walking, then?
4 My mum has got a headache. I’ve got to buy some pills. How much do they cost?
5 What time does the chemist open? My throat hurts and I need lozenges.
6 What’s wrong? Have you got toothache?
7 Where is the doctor’s, please? My arm hurts.
8 Who can help me? My knee hurts.
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AREA A: EVERYDAY ACTIVITIES
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Consolidation
To reinforce the use of depuis + present tense, ask students to copy out and translate examples
of its use in the reading text. If possible, provide students with a copy of the listening transcript
as well, and ask them to do the same exercise.
Answers
Dites-moi, Sonia, depuis quand avez-vous mal au genou ?
Tell me, Sonia, how long has your knee been hurting?
Monsieur, je suis malade depuis le début de l’été, alors une semaine !
Doctor, I have been ill since the beginning of the summer, so for one week.
Je n’ai pas faim depuis deux jours et j’ai envie de vomir.
I haven’t been hungry for two days and I feel sick.
4
Exam-style activity. Students work in pairs to carry out a role play between a doctor and a
patient. If necessary, students could prepare their answers in writing first and learn them by
heart to do the role play. When they have finished, they change roles.
Sample answer
Médecin
Bonjour madame/monsieur. Comment est-ce que je peux vous aider?
Vous
Bonjour monsieur/madame. Ça ne va pas du tout.
Médecin
C’est vrai que vous avez l’air malade. Qu’est-ce qui ne va pas?
Vous
J’ai mal à la tête, j’ai de la fièvre et j’ai sommeil.
Médecin
Et depuis quand ne vous sentez-vous pas bien?
Vous
Depuis deux jours, à peu près.
Médecin
Avez-vous d’autres symptômes aussi?
Vous
Oui. En fait, j’ai mal aux jambes et aux bras depuis un jour.
Médecin
D’accord. Vous devez absolument vous reposer un peu et voici une
ordonnance.
Vous
Merci, monsieur/madame.
Médecin
Je vous en prie.
5
Students write an e-mail to a friend to tell them that they are not well, using the suggested
outline. Remind them that they can use their answers to the speaking activity, the reading text
and the other exercises on the spread to help them. When they have finished, remind them to
check grammar and spelling, and in particular the use of à + definite article. This is another
opportunity to reinforce the strategy for this spread of becoming familiar with using a bilingual
dictionary.
If there is time, students could work in pairs to share or exchange their writing. They could give
each other suggestions on how to correct or improve it.
Answer
Students’ own answers.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
A4.3 Comment rester en forme
Pages: 34–35
Level of difficulty: Décollage
Objectives:
 Say what you do and do not do to keep fit
 Negatives; quantifiers [1]
 Strategy: build up a bank of frequently used words and phrases
Audio files needed:
Audio file A4.3.2
1
The reading text is a leaflet about keeping fit, contrasting a person who has a healthy lifestyle
with a person who has an unhealthy lifestyle. The passage contains several examples of
negatives and quantifiers.
Before doing the main reading exercise, ask the students to do the following preparation:
Lisez le guide et traduisez les mots qui sont soulignés dans votre langue. Ensuite faites une
liste d’autres nouveaux mots. Cherchez-les dans un dictionnaire et apprenez-les par cœur.
Exemple : Ne vous inquiétez pas !
Answers
An English translation is offered.
Ne vous inquiétez pas. Don’t worry.
tant de
so many of
l’ascenseur
the lift
l’escalier roulant
the escalator
une façon idéale
an ideal way
autant
as much
très peu de
very little
centre commercial
the shopping centre
Students read the leaflet and then match the beginnings and endings of sentences. Warn them
that there are three extra endings. Remind them that each sentence needs a verb, and the
subject and the verb need to agree (singular/plural).
Explain the strategy for this spread to the students. Remind them to note down and learn any
quantifiers such as très and trop that they meet, in the reading exercise and generally, as these
are used frequently in French and will be useful in every unit of the course.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Answers
1E
2D
3B
4H
5J
6C
7G
8F
2
Exam-style exercise. Students listen to two young people being interviewed about what they do
to keep fit. First they listen to the whole passage to get the gist of what is being said. Then they
listen to each part of the interview separately to find the answers to the two sets of questions.
2a
In each sentence, there is a detail that is incorrect. Students replace the word or phrase in
italics with the correct one.
Answers
1
2
3
4
peu
n’aime pas
plus
se promener avec ses amis
2b
Students answer the questions in French. They can write in complete sentences or in note form,
as long as it is clear that they have understood and given the correct information. Remind them
that they need to listen for three pieces of information for numbers 1 and 2.
Answers
1 Parce qu’il n’y a pas de gym près de chez elle. Il n’y a pas de piscine non plus. Elle préfère
lire ou regarder des DVD.
2 Aller à l’école à pied, faire le ménage, faire du jardinage
3 Elle ne le trouve pas bien.
4 Elle doit arrêter de prendre des gouters.
3 (Strategy)
Remind students to make a note of and learn any frequently used words that are new to them.
Ask students to look at C4 in the grammar section, which covers adverbial expressions, and in
particular C4.2, which looks at quantifiers. Ask them to add to the list they started when doing
exercise 1, and learn any new words.
Then ask students to look at F1, which covers negatives. They will be familiar with ne…pas.
Show them that the other negatives work in the same way (although word order can change
slightly, particularly for the perfect tense).
First, they complete the sentences using a quantifier from the box, and then they rewrite each
sentence in the negative. As an extension exercise in the use of negatives, ask them to rewrite
as many sentences as possible using an alternative to ne…pas.
Answers
Note: There is more than one option for some of the gaps. Accept any answer that makes
sense.
1 beaucoup/trop/excessivement – Il n’y a pas beaucoup de gens qui font du jogging au parc le
weekend.
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AREA A: EVERYDAY ACTIVITIES
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2 très/extrêmement/assez – Le médecin dit que ce n’est pas très bon pour la santé. / Le
médecin ne dit pas que c’est bon pour la santé.
3 aussi – Il n’est pas aussi sportif que son frère.
4 beaucoup/trop/excessivement – Mon petit frère ne mange pas trop de bonbons.
5 trop/très/excessivement/assez/extrêmement – Aller à la gym ne coûte pas trop cher.
6 assez/très – Mes parents ne mangent pas assez équilibré.
7 trop/très/excessivement/assez/extrêmement – Il n’est pas toujours trop fatigué.
8 trop/très/excessivement/assez/extrêmement – Elle n’est pas très paresseuse.
Consolidation
Ask students to do the following activity.
Relisez le guide. Trouvez des exemples de la négation et des adverbes de quantité. Copiezles et traduisez-les dans votre langue.
Exemple : Vous n’êtes pas aussi sain que vous voulez l’être ?
English translations are offered below.
Answers
La négation
Vous n’êtes pas aussi sain que vous voulez l’être ?
You aren’t as healthy as you’d like to be?
Ne vous inquiétez pas !
Don’t worry!
ce que vous ne devez pas faire si vous ne voulez pas être comme Maurice
what you shouldn’t do if you don’t want to be like Maurice
Il n’y a pas de gym près de chez elle…
There isn’t a gym near her house
et ne mange pas de sucreries
and doesn’t eat sweets
Contrairement à Sandra, Maurice n’est pas en forme
Unlike Sandra, Maurice isn’t in good shape
Maurice ne fait pas assez de sport.
Maurice doesn’t do enough sport.
Il ne l’aime pas du tout
He doesn’t like it at all
Maurice n’y va pas à pied
Maurice doesn’t go on foot/walk
Il ne n’aime pas du tout ça.
He doesn’t like it at all.
il n’a simplement pas assez d’énergie.
He simply doesn’t have enough energy.
Les adverbes de quantité
Il y a beaucoup de choses
There are lots of things.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Sandra fait beaucoup de sport.
Sandra does a lot of sport.
Contrairement à tant de ses copains
Unlike so many of her friends
c’est très important pour rester en forme
it’s very good for staying in shape
Pour être en aussi bonne forme que Sandra
To be in as good a shape as Sandra
C’est pour ça qu’elle a autant d’énergie.
That’s why she has so much energy.
et il y a beaucoup de raisons pourquoi…
and there are lots of reasons why…
assez de sport
enough sport
fait très peu d’exercice
does very little exercise
extrêmement paresseux
extremely lazy
Marcher, c’est trop fatigant
Walking is too tiring
pas assez d’énergie
not enough energy
Et il en mange trop !
And he eats too much of it!
En plus il mange beaucoup de sucreries entre les repas.
What’s more, he eats a lot of sugary snacks between meals.
4
Read the questions aloud to the class and make sure they understand what each one means.
Ask volunteers to answer them giving information about themselves. Remind students that they
can use the reading text and their answers to the exercises to help them answer the questions.
Encourage them to add extra detail where possible, and to include examples of the grammar
points: quantifiers and negatives. Ask them to use as many words from their word list as
possible. They prepare their answers in writing and then learn them by heart.
When you are sure that the students understand, divide them into groups to practise asking and
answering the questions.
Answers
Students’ own answers.
5
Exam-style activity. Students write 80–90 words about what they do and do not do to keep fit
and why using the outline given. It can be useful to go through the mark scheme with students
before they begin writing so that they know exactly what they need to include. Remind them that
they can use their answers to the speaking activity and other exercises on the spread to help
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
them. Encourage them to include examples of quantifiers and negatives, and to practise the
strategy by using their word lists. When they have finished, remind them to check grammar and
spelling.
If time permits, students could work in pairs to share or exchange their writing. They could give
each other suggestions on how to correct or improve it based on the mark scheme.
Mark scheme
Please use the Cambridge criteria to assess the quality and accuracy of language.
1
2
3
4
Accept
Description of sports that candidate does and how often or
explanation why candidate doesn’t do sport
Present tense, use of quantifiers and the negative
How candidate gets to school
Present tense, use of quantifiers and the negative
Other physical activities candidate does
Present tense and use of quantifiers
What candidate eats/doesn’t eat to stay healthy
Present tense and use of quantifiers
Mark
2
2
2
2
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
A4.4 Une vie saine
Pages: 36–37
Level of difficulty: En vol
Objectives:
 Say what it means to live a healthy life
 Irregular present tense verbs [3]; adverbs of frequency
Audio files needed:
Audio file A4.4.2
1a
Exam-style exercise. Students read a magazine interview with a young sports person and then
answer questions in French. Remind them that the numbers in brackets mean they need more
than one piece of information.
Answers
Il participe à des triathlons.
On ne va pas avoir assez d’énergie.
On doit manger trois repas équilibrés par jour.
Dormir huit heures par nuit est important aussi.
Ils boivent trop de boissons sucrées.
Il fait (régulièrement) de la natation et (quelquefois) il court.
Courir sur un tapis roulant est plus pratique car la salle de gym est à côté de la piscine. /
C’est moins pratique que courir sur le tapis roulant qui est dans la salle de gym à côté de la
piscine.
8 Il fait du sport, il regarde la télévision et il lit.
1
2
3
4
5
6
7
1b
Students make a list (in French and their own language) of new words from the article, using a
dictionary if necessary. Encourage them to learn the words: for homework, in class games and
by testing themselves and each other.
2
Tell students they will listen to two friends talking about being fit. Before doing the exercise, to
check understanding, ask students to find the equivalents of the following definitions in the
listening:
 avoir l’air sain = avoir bonne mine
 tu veux ? = ça te dit ?
 ce que tu dis est vrai = tu as raison
 ils se déroulent = ils ont lieu
 une boisson faite d’eau et du jus de citron frais = un citron pressé
 rester plus longtemps au lit le matin = faire la grasse matinée
Students then read the questions and decide who each one applies to. Warn them that some
questions apply to more than one person. Some students may be able to give some answers
from memory based on the preparation activity.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
When they have done the exercise, students can discuss who they think is the healthiest of the
three young people.
Answers
1
2
3
4
C
Z+S
C+S
C, Z + S
5
6
7
8
Z
S
C
Z
3
Ask students to look at C4 in the grammar section, which covers adverbial expressions of time,
sequence and frequency. These are all common words that students should note and learn. To
help them learn the words, they could classify them into ‘time’, ‘sequence’ and ‘frequency’ as
they copy them, or they could consider which tense(s) each expression might be used with.
Then ask students to look at K3, which covers the present tense of three common irregular
verbs (aller, être, avoir) and lists the infinitives of other common irregular verbs. Refer students
to the verb tables on page 251–56, at the end of the grammar section, to check how they are
conjugated, or they can use their own bilingual dictionary if it has a verb table.
3a
Students complete sentences by using an adverbial expression of time chosen from the box,
and by conjugating the verbs in brackets in the present tense (refer them to the verb tables if
necessary). As a consolidation exercise, students could translate their sentences into their own
language, and then swap their translations with another student. Each student translates their
partner’s sentences back into French.
Answers
Note: a number of the adverbs of frequency are possible for each gap. Accept any that make
sense.
1 boivent; souvent
5 bois; tous les matins
2 faites; régulièrement
6 allons; de temps en temps
3 prend; toujours
7 sais; rarement
4 D’habitude; dors
8 Une fois par semaine; fait
3b
Students reread the interview in exercise 1 and find examples of irregular verbs in the present
tense and adverbs of frequency. They copy out the phrases and translate them into their own
language. English translations are offered below.
Answers
Les adverbes de fréquence
participe régulièrement à des triathlons
participates regularly in triathlons
Moi, je fais de l’exercice tous les jours
Me, I do exercise every day
je fais toujours très attention à ce que je mange.
I am always very careful about what I eat.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
vous ne mangez jamais trop de sucreries
you never eat too many sweet snacks
trois repas par jour
three meals a day
qui boivent souvent des boissons sucrées
who often drink sugary drinks
Tous les matins, je me lève tôt mais d’habitude…
Every morning, I get up early but usually…
huit heures par nuit
eight hours a night
Je prends toujours un bon petit déjeuner
I always have a good breakfast
je vais donc régulièrement à la piscine I regularly go to the swimming pool
Quelquefois, si j’ai le temps,
Sometimes, if I’ve got time,
je vais toujours à la salle de gym
I always go to the gym
Avez-vous jamais le temps de vous détendre ?
Do you ever have time to relax?
Cependant, tous les soirs quand je rentre chez moi
However, every evening when I get home
Les verbes irréguliers au présent
Thomas Pagès, 17 ans, est triathlète
Thomas Pagès, 17, is a triathlete
Thomas, dites-nous, qu’est-ce que vous faites pour rester en forme ?
Thomas, tell us, what do you do to keep fit?
le plus important, c’est d’avoir un régime alimentaire très équilibré
the most important thing is to have a very balanced diet
Moi, je fais de l’exercice tous les jours
Me, I do exercise every day
je fais toujours très attention à ce que je mange.
I am always very careful about what I eat.
…qui comprennent des aliments de tous les groupes alimentaires
…which include foods from all of the food groups
Je connais plein d’autres sportifs qui boivent…
I know many other sports people who drink…
je dors huit heures
I sleep eight hours
Je prends toujours un bon petit déjeuner
I always have a good breakfast
je cours sur un tapis roulant aussi. C’est pratique car la gym est à coté de la piscine.
I run on the treadmill as well. It’s convenient as the gym is next to the swimming pool.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Après l’école, je vais…
After school, I go…
où je fais de la musculation
where I do weights
Avez-vous…
Have you…
4
Students work in pairs to prepare a presentation on what makes a healthy lifestyle. They use
the guidance given. Encourage students to use the reading text and other exercises to develop
their answers. If possible, give students a copy of the listening transcript to refer to for support.
They should include as much detail as possible. Students then make their presentation to the
class.
Answers
Students’ own answers.
5
Students write an information webpage about what a healthy person does and does not do.
Remind them that they can use material from the other exercises and activities on this spread
for ideas. When they have finished, ask them to check grammar and spelling, particularly the
conjugation of verbs. They should also check that they have used a variety of adverbs of
frequency. Students could share their webpages and vote for which they think has the most
useful information.
Answers
Students’ own answers.
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AREA A: EVERYDAY ACTIVITIES
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Magazine A1
Pages: 42–43
Level of difficulty: Décollage
1
Bienvenue chez…Mamadou
Mamadou, a schoolboy from a small village in Senegal, talks about his daily routine at home
and at school.
Students read the article and say which of the eight statements are true and which are false.
They correct the five false statements.
Answers
1
2
3
4
5
6
7
8
FAUX – Il va à un collège.
FAUX – Il s’habille tranquillement.
FAUX – Certains habitent loin du village.
VRAI
VRAI
FAUX – C’est sa mère et sa grand-mère qui préparent à manger.
FAUX – La famille mange par terre.
VRAI
2
Youssou N’Dour
Explain to students that the details about the life of the Senegalese singer, Youssou N’Dour, are
in the wrong order. They use their understanding of the text and the dates given as clues to put
them into the correct order. They may find it useful to create a time line. When students have
finished, go through the answers as a class. If possible, encourage students to find out more
about Youssou N’Dour or listen to one of his songs in class.
Answer
3, 5, 7, 1, 2, 8, 4, 6
3
Fiche info : Le Sénégal
Students read the information about Senegal and then match the subtitles to the paragraphs.
Answers
1C
2A
3B
4D
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AREA A: EVERYDAY ACTIVITIES
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Extension
Ask students to complete the following research exercise.
Travaillez à deux. Ajoutez d’autres informations sous les titres suivants :
la géographie, les langues, les gens, les repas, l’éducation, la musique, les loisirs, l’histoire
Exemple : la géographie – Il n’y a pas de montagnes magnifiques ici…
Students could look online and reread the other two passages to obtain more information about
Senegal. Give them a list of useful websites, if possible. Alternatively, provide them with
information about Senegal and ask them to classify it under the correct title. Brainstorm the
types of information that they could include, e.g. information about shopping, dress, typical jobs.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Magazine A2
Pages: 44–45
Level of difficulty: En vol
1
Qu’on mange bien en Bretagne !
Students read an article about typical Breton foods and answer the questions in French.
Answers
1
2
3
4
5
6
7
8
Beaucoup de villes et de villages bretons se trouvent au bord de la mer.
Les moules marinières.
Les crêpes et les galettes sont bien connus et il y a beaucoup de crêperies en Bretagne.
Ce n’est pas très bon pour la santé.
Two from: le sucre, le beurre, les pruneaux, la farine
Il est fait du sucre, du beurre et de la farine et n’est pas bon pour la santé.
Il vient de Douarnenez.
Ils ont leur propre cola breton, le Breizh Cola.
Travel forum: On va aller en Bretagne?
First, ask students to complete the following exercise.
Lisez le forum et dites si l’avis de chaque personne au sujet des vacances en Bretagne est
positif (P), négatif (N) ou positif et négatif (P+N).
Exemple : la géographie – Il n’y a pas de montagnes magnifiques ici…
When they have finished, they could discuss which part of Brittany they would prefer to visit and
why.
Answers
Sportif_700 = P
accrodushopping = P+N
Belge2000 = P+N
gourmande123 = N
2
Quiz – définitions bretonnes
Students match eight Breton phrases to their definitions. They are unlikely to know all of the
answers. If they are able to access the internet, suggest that they work in pairs and race against
the rest of the class to research the answers.
Answers
1B
2A
3F
4H
5D
6C
7G
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AREA A: EVERYDAY ACTIVITIES
Extension
As an extra exercise, suggest that students look online to find more Breton expressions or find
out more about Brittany. Give them a list of useful websites, if possible.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Coin examen 1.1
Pages: 46–47
Level of difficulty: Décollage
Audio files needed:
Audio files EC1.1.1, EC1.1.2 and EC1.1.3
Listening
General strategies
Give students time to read the information about the type of listening exercises they will have to
do in the exam and the two types of recordings they will hear. They then read the general
listening strategies in the box. Ask them to translate these into their own language to make sure
they have understood the information. Discuss them where necessary. An English translation is
offered below.
 Read the questions before listening.
 Make notes while you’re listening.
 Don’t panic! You will hear the recordings twice.
1
Choosing the correct statements
Students listen to four young people talking about where they live. They tick the boxes next to
the six statements that are true.
First, discuss with students the following additional strategies for this type of question:
 Read all the statements carefully before listening.
 Check how many ticks () you are supposed to write in total.
 Check your answers as you listen a second time.
As preparation, ask students to read the statements about the four speakers and rephrase them
in their own words using slightly different language. In addition, they could try to think of words
they might hear that would confirm a true statement, or words they might hear (e.g. antonyms)
that would indicate a statement was false.
Answers
Miryam: b
Catherine: b, c
Kévin: a, b
Olivier: c
2
Correcting information
Students listen to interviews with Stéphanie and Christine about what they do to keep fit. They
correct the false information in each statement.
First, give students time to read the additional strategies for this type of question. Ask them to
translate them into their own language to make sure they have understood the information.
Discuss them where necessary. An English translation is offered below.
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers

Pay attention to little words that can change the sense of a sentence.
Listen carefully to names, numbers and adverbs.
 If you are not certain, guess the reply using the information you already have.

As preparation, ask students to read the sentences and think about what the correct details
could be. This will give them an idea of what to listen for.
Answers
1
2
3
4
5
6
7
8
9
coute trop cher [1]
de temps en temps [1]
trois [1]
du fastfood et des sucreries de temps en temps [1]
après l’école [1]
de natation [1]
ne prend jamais [1]
peu/rarement [1]
un [1]
3
Answering questions in French
Students listen to two conversations where Caroline and Matthieu talk about what is wrong with
them. Students answer the questions in French. Remind them to check how much information
they need to give for each question.
First, give students time to read the strategies for this type of question. Ask them to translate
them into their own language to make sure they have understood the information. Discuss them
where necessary. An English translation is offered below.
 Before the exam, learn question vocabulary well: Where? When? etc.
 Give all necessary information to answer the questions without writing down everything that
you hear.
 Don’t forget — you don’t have to write in complete sentences when it isn’t necessary.
As preparation, ask students to read the questions and to translate them. Ask them also to note
down in French, or in their own language, what each question is asking for, e.g. a reason, an
activity… Suggested answers and an English translation are offered below.
1 Depuis quand Caroline ne va-t-elle pas bien? – une durée
How long has Caroline been feeling ill?
2 Qu’est-ce qui ne va pas? – un fait
What’s wrong?
3 Pourquoi Cléo pense-t-elle que Caroline est vraiment malade? – une raison
Why does Cléo think that Caroline is really ill?
4 Selon Cléo, que pourrait avoir Caroline? – une maladie
According to Cléo, what could be wrong with Caroline?
5 Depuis combien de temps Matthieu a-t-il mal au dos? – une durée
How long has Matthieu had a bad back?
6 Que fait-il pour se sentir mieux? – une activité
What is he doing to feel better?
7 Qu’est-ce qu’il fait d’habitude chaque semaine? – une activité
What does he usually do each week?
8 Selon Cléo, pourquoi Matthieu a-t-il mal partout? – une raison
According to Cléo, why does Matthieu hurt all over?
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Answers
1 depuis deux jours [1]
2 Two from: Elle a mal partout / elle est très fatiguée / elle n’a pas d’énergie / elle a de la fièvre
/ elle ne veut rien manger / elle a aussi mal à la tête / elle a envie de vomir [2]
3 Elle ne veut pas regarder la télévision. [1]
4 la grippe [1]
5 depuis trois jours [1]
6 Il se repose. [1]
7 Il joue (cinq fois) au tennis. [1]
8 Parce qu’il joue beaucoup au tennis. [1]
[Total: 9]
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Coin examen 1.2
Pages: 48–49
Level of difficulty: Décollage
Reading (1)
General strategies
Give students time to read the information about the type of listening exercises they will have to
do in the exam and the two types of recordings they will hear. They then read the general
reading strategies in the box. Ask them to translate these into their own language to make sure
they have understood the information. Discuss them where necessary. An English translation is
offered below.
 First, read the instructions and the title carefully.
 Think about what type of text it is. Is it a leaflet, a letter, a blog?
 Read the text through quickly to understand the gist.
1
Multiple choice
Students read the email from Margot about what she is doing to keep fit. They choose the
correct answer to each question.
As preparation, ask students to scan the text, read the options and choose the most likely
option each time. They should keep a note of their answers and compare these to the real
answers at the end.
Answers
1 A [1]
2 C [1]
3 B [1]
4 C [1]
5 A [1]
[Total: 5]
2
Answering questions in French
Students read the email from Aurélie about the family she is staying with and their home. They
answer the questions in French.
As preparation, and to check understanding of question words, ask students to list any question
words in exercise 2 and to translate them. Answers and an English translation are given below:
où (where), combien (how much/how many), qui (who), pourquoi (why), quel(le) (what)
As further preparation, ask students to note down in French, or in their own language, what
each question is asking for, e.g. a number, a place. Suggested answers and an English
translation are given below.
Cambridge IGCSE® and Cambridge IGCSE (9–1) French Second Edition
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
1
2
3
4
5
6
7
8
9
un lieu (a place)
un numéro (a number)
une personne (a person/name)
des raisons (reasons)
un lieu (a place)
un numéro (a number)
une personne (a person/name)
une couleur (a colour)
un lieu (a place)
Answers
1
2
3
4
5
6
7
8
9
Chez des amis de sa famille, Les Moiret. [1]
Ils sont cinq. [1]
Agathe a le même âge qu’Aurélie. [1]
Le paysage est beau [1] et ce n’est pas pollué. [1]
Accept: en ville or à un café en ville [1]
(Il y en a) sept. [1]
Jérémy [1]
(Les murs sont) bleu clair. [1]
Dans le jardin [1]
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Coin examen 1.3
Pages: 50–51
Level of difficulty: Décollage
Reading (2)
1
Completing sentences
1a
Preparation: students work in pairs to decide whether each word in the box is a verb, a noun or
an adjective.
Answers




cour (nom)
moderne (adjectif)
 grands (adjectif)
 petit (adjectif)
 urbain (adjectif)
moches (adjectif)
réception (nom)
 mange (verbe)
 ordinateurs (nom)
 travaille (verbe)
1b
Preparation: students read the gapped sentences and decide whether each gap needs to be
filled by a verb, a noun or an adjective.
Answers
1
2
3
4
5
adjectif
adjectif
nom
nom
verbe
Reading strategies
Give students time to read the strategies. Ask them to translate them into their own language to
make sure they have understood the information. Discuss them where necessary. An English
translation is offered below.
 Use your knowledge of grammar to eliminate options.
 Don’t forget that the sentences are in the same order as the original text.
 Guess the answer if you don’t know it. Never leave blanks!
1c
Students read the text about David’s school and choose a word from the grid to complete each
sentence.
Cambridge IGCSE® and Cambridge IGCSE (9–1) French Second Edition
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AREA A: EVERYDAY ACTIVITIES
Teacher notes and answers
Answers
1 urbain [1]
2 moches [1]
3 cour [1]
4 ordinateurs [1]
5 mange [1]
2
Answering questions in French
2a
Preparation: students read the text and list all the adjectives. They then translate them into their
own language. An English translation is offered.
Answers
grande – big
sombre – dark
dynamique – dynamic
violets – purple
touristique – tourist, touristic
blancs – white
seul/seule – only
vieille – old
petit/petite – small
intéressant – interesting
moche – ugly
Reading strategies
Before doing the exam question, give students time to read the strategies. Ask them to translate
them into their own language to make sure they have understood the information. Discuss them
where necessary. An English translation is offered below.
 Look at the questions. If you have to describe something or someone, look for adjectives in
the text. They can help you to answer these questions.
 Be careful! There can be negative sentences.
 Don’t forget to give the correct number of details in your answer!
2b
Students read the interview with Jérôme about where he lives and answer the questions in
French. Remind them to check how much information they need to give in each answer.
Answers
In this exercise, reward the candidate for being able to locate the answer in the passage. Ignore
extra material (whether French is accurate or inaccurate) unless the Mark Scheme specifies
otherwise.
Read Section 1 of the Cambridge mark scheme: General Marking Principles.
1 Sa ville (Lyon) est grande [1] et dynamique. [1]
2 Parce que son appartement se trouve tout près du centre. [1]
3 Parce qu’il aime l’ambiance [1] et il y a beaucoup de distractions. [1]
4 Son appartement est trop petit. [1]
5 petit [1] et sombre [1]
6 Parce que c’est petit. [1]
7 Parce que c’est intéressant. [1]
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