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IGCSE Foreign Language French 0520
Unit 1: Self, Family, personal relationships, House/home, Home Life, Daily Routine, School/Work life, Future study, Careers
Recommended Prior Knowledge
A preparatory course which corresponds to the UK Key Stage 3 National Curriculum Modern Foreign Language requirements.
Context
It would be useful to teach this unit at the beginning of an IGCSE course as it is a very accessible unit, and will revisit much of the vocabulary and many of the basics
previously covered in a preparatory course. In terms of grammar, this unit is a good opportunity to revise the present tense.
Outline
Vocabulary groups:
Numbers, animals, colours, adjectives to describe people, months, family members, countries and nationalities, house/home (furniture etc),
family occupations (jobs), tasks/activities at home. School description (location, size etc), school subjects (likes/dislikes), school routine,
careers, jobs, places of work.
Grammar:
Present tense regular/irregular verbs, ệtre, avoir, adjectives, agreement in number, gender (regular/irregular), possessive adjectives, reflexive
verbs, negatives (je n’ai pas de). Aller + infinitive, Je voudrais + infinitive, revision of time.
NB: For students already confident in using the perfect tense, it is quite appropriate to adapt certain tasks, e.g. rather than describing a typical school day (present
tense), students could be asked to describe a particular period of time spent at school using past tenses.
1
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other Resources
1
Self, Family, Personal
Relationships
Core
www.momes.net/journal/
Course book tapes / videos or
students / teachers as resource.
Speaking
Students will be able to:
•
give and seek information
about family members and
friends (including
nationality)
Provide students with a list of
appropriate questions first prepared
and practiced in class, then in
pairs/groups
Listening
Writing
Students provide details of their
own family/friends, read them out
and the rest of the class fills in a
simple grid with headings such as
Frères/soeurs, age etc. Students
can write out a family tree of their
own family or famille idéale and go
on to describe this family tree.
Reading
Writing
Provide students with a gapped
text, students then complete the
text using words from a list. This
can be adapted easily and
completed as an IT task.
Reading /
Speaking /
Writing
Students read about the family of a
French-speaking person and then
prepare an oral presentation on Ma
Famille. This can be presented to
partners/groups and then written
up, either in pairs, as a solo or as a
group activity.
www.atantot.com roleplays la famille
Métro 4 Rouge Module 2 Family and
pets
Text book or teacher prepared
Game Jeu de 7 familles. Students
prepare playing cards featuring four
family members. Students deal out
a pack of cards and try to complete
families by asking the group if they
have certain family members.
2
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other Resources
•
Core
www.languagesonline.or
g.uk
les animaux (revision of
the vocabulary for
animals)
0520/1 June 2003, Question 16
Describe family members
(including pets), mentioning
appearance and
temperament and describe
feelings towards them.
Or
0520/1 November 2001 Question
17
www.vokabel.com/french.
html
(les animaux) – vocab.
revision
All of the above activities are
appropriate. Revise animals,
pets via an oral presentation on
OHT or using flashcards, and
introduce adjectives in
negative/positive categories.
Listening
Students listen to four young
people talking about
friends/family and complete the
exercise (ticking correct
statements).
Speaking
Ask students to describe a
friend. Students can use pictures
as stimulus. In pairs, groups
describe the person. This can be
followed up as a writing activity.
Famous people in student’s country
on OHT / flashcard.
Writing
Extended
Speaking
Students indicate whether they
like/dislike certain people (on
photos/cards) and give a reason
why. This involves the use of
simple conjunctions and
subordination. Adjectives of
appearance and temperament
3
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other Resources
can be highlighted in a
presentation phase.
Writing
2
House and Home
Core
Give and seek information about
peoples’ homes/rooms.
Listening
Speaking
Reading / Writing
Writing
Give students the names of ten
famous people / cartoon
characters – ask for their opinion
and justification of each person,
providing reasons.
Teacher describes own (or
imaginary) flat/house. Students
label plan and then go on to
describe own layout of
house/flat. Weaker students can
be given an initial revision
presentation on OHT/list of
rooms on board.
Métro 4 rouge module 8 unit 1
Students read an account of an
imaginary / famous person’s
house which leads into
describing their own ideal house
– this can be extended into other
syllabus areas (Unit 5
Environment – an eco-friendly
house etc).
Teacher to produce account
Students give a description of
where they live, the room they
like best and say what they
would like to change. Teacher to
provide text describing
maison/appartement de luxe or
one which differs from the norm
of student.
4
AO
Learning Outcomes
Suggested Teaching Activities
Listening /
Speaking
3
Home Life / Daily Routine
Give and seek information about
household routine/activities
Core
Listening
Speaking
Reading
Writing
Online Resources
Other Resources
Students work in pairs using a
list of questions about their own
homes – they ask and answer
questions and then produce a
one minute presentation of their
ideal house.
Teacher provides a bank of 10/15
questions on Chez Moi on OHT or
on sheets.
Students listen to an account of
a young person’s routine at
home, and complete a grid which
requires matching actions to
times. Alternatively, the teacher
could show numbered pictures
on OHT and ask students to
match letters to times.
Course book, recorded materials or
provided by teacher (cassette or
spoken).
Métro 4 Rouge Module 2 Unit 4
Provide students with a list of
appropriate questions – prepare
and practice in class in pairs /
groups. Emphasise factual
details such as times, actions.
Include simple opinions about
activities. This can again lead to
learning and presentation work.
As an alternative to the listening
exercise, print out the transcript.
This could be gapped and
completed by students or short
written questions, answers or
matching statements to the OHT
symbols could be used.
Students write about 100 words
on their daily routine, their
chores / tasks at home.
5
AO
Learning Outcomes
Suggested Teaching Activities
4
School Life
Core
Speaking
Give and seek information about
subjects studied, likes / dislikes.
Listening
Reading
Provide students with a French
timetable and ask students to
describe a day on the timetable
in a pays francophone (having
first revised school subjects on
OHT or using flashcards). Add in
likes, dislikes and simple
reasons why.
Students listen to four students
talking about their school. They
complete the exercise ticking six
correct statements.
Give students a written account
of their daily routine in school.
This can be gapped or can serve
as a stimulus for Q/A work either
oral or written.
Online Resources
Other Resources
www.atantot.com
Roleplays – le college
Nearly all coursebooks feature
examples of timetables!
Métro 4 rouge Module 1
Listening Paper 0520/1 June 2005Qu. 17
Course book materials or teacher
written/produced.
0520/2 June 2003 Section 2 Ex. 1
Extended
Reading
Students complete the exercise
on the learning of History in a
French classroom with two
different teachers (reasons for
liking/disliking certain learning
approaches). This could lead into
interesting oral/written work on
what they think of different
lessons.
Core/Extended
Writing
First, provide students with 10-15
questions based on the school
day / subjects. Students write a
(short) account of their best and
6
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other Resources
http://adosurf.free.fr/
Provide a bank of questions based
on a description of school, facilities,
clubs etc.
worst school day and add simple
opinions. This can be extended
into a harder task by abler
students using more justifications
/ explanations of their opinions.
This is also suitable as an IT
task.
4
Give and seek general
information about people’s
schools or colleges (daily routine,
facilities, descriptions, uniforms
etc).
Core
Speaking
As a class introduction give
students a map of their own
school and ask them to describe
it. This can also be done in pairs.
Listening
Students listen to descriptions of
schools in pays francophones.
Use drawings of school facilities
on OHT (e.g. library, dining
room, IT room etc) and ask
students to match drawings to
tape.
Coursebook materials usually
feature listening texts based on a
French speaking student describing
their school.
Students read a text based on a
school in a pays francophone
and pick out differences /
similarities. This can also be
done in pairs. Group / class
feedback can then lead into a
writing task (see below).
Coursebook based text or teacher
written.
Reading
Writing
IT task. Ask students to consult
the website for their own school.
They then need to write an
introduction to their school based
on buildings, routine, school
facilities, subjects, likes and
School’s own web site
7
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other Resources
dislikes… Ask them to import
into their article pictures of their
own school. Again, depending on
the ability of students, this can
work well as an Extended task.
4
Explain and discuss the reasons
for liking / disliking school /
college (subjects studied, people,
atmosphere, degree of freedom).
Suggest possible changes to
school life.
Core
(This part of learning outcomes
relies upon the students having
mastered the first two learning
outcomes for School Life).
Speaking /
Listening
Teach / revise the giving of
opinions – I think that, in my
opinion, etc and then revisit each
of the areas mentioned
(subjects, people, friends etc)
and elicit opinions.
Listening
Read ten simple statements in
which opinions are expressed on
different aspects of school life.
Students can respond at a
variety of levels (ticking
positive/negative columns,
ticking a set of time statements
or writing short answers in
French).
Reading / Writing
Provide students with a list of
your own school rules e.g. on ne
doit pas fumer, on doit porter un
uniforme. Ask them to read
through and tick the ones with
which they agree. Revise on doit
/ on peut. Ask them to write ten
Prepare ten short statements to be
read to class.
Provide students with a simplified
version of your school rules in
French (on paper or on OHT).
0520/1 Nov 2002 Section 3 Ex. 2
0520/2 June 2003 Section 3 Ex. 2
8
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other Resources
new school rules.
Extended
Listening
Reading
Students listen to a student
talking about the school system
in Luxembourg and the variety of
languages required. Students
respond via short answers in
French.
Students read an article about
extortion at school and what can
be done about it.
Core/Extended
Writing
Speaking
This is a good opportunity to
attempt a class group writing
exercise, summarising what is
good/bad about the school and
what could be changed. Firstly,
revise the conditional je voudrais
changer / j’aimerais. Give each
group the task of focussing on
one area of school / school life.
Pool the results and produce a
“good” version together on OHT.
Ask students then to write their
own draft based on group
writing. This is also an excellent
IT task.
Students prepare a 1-2 minute
presentation Ma Vie Au Collège.
9
AO
Learning Outcomes
Suggested Teaching Activities
5
Work, future study, careers
Core
Online Resources
www.atantot.com
Roleplays – les metiers
Give and seek information about
preferences for work / future
study, career.
Other Resources
Métro 4 Rouge Module 4 – Au
Boulot
http://tf1.lci.fr/infos/
www.vokabel.com/french.
html
metiers/professions
(vocab.. Practice)
Teacher provides “personality break
down” for several imaginary
students and a list of possible future
plans.
www.bbc.co.uk/schools/g
csebitesize/french
Higher writing – summer
jobs (test)
Use and understand the language
necessary to find out information
about, and to make an application
for, a job.
Teacher provides a CV template (or
uses one from course book) and a
completed version.
0520/3 Role Play 13 Nov 2003
Role Play 6B Nov 2004
Roleplay 5B June 2005
10
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other Resources
0520/1 Section 2 Ex 2 June 2002 /
2003 / 2004 / 2005
0520/1 Section 2 Ex 2 Nov 2004
0520/1 Section 3 Nov 2003
Questions 1 and 2
NB. Many coursebooks now feature
good texts / materials based on the
World of Work.
Speaking
After revision of vocabulary such
as further education jobs,
students outline their future study
/ work options. Revision of aller +
infinitive will be needed at this
point.
Reading
Provide students with
descriptions of the likes/dislikes
and aptitudes of fictitious
students. Students then match
students with a choice of several
further education / jobs.
Writing
Based on the reading exercise
students write a paragraph
based on how they see
themselves and their reasons for
their future choices. This can
also be a good speaking
presentation.
11
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other Resources
Core / Extended
Reading / writing
Students read the CV then using
the template complete their own.
This is a good IT task.
Speaking
After revision of key questions
such as “Quelles sont les heures
de travail?" Students complete
role plays in which they are
phoning for job information at
hotels.
Listening
There are many appropriate
examination exercises set on this
topic. All could be exploited
either as test items or as class /
group / individual listening
exercises. They cover people’s
working life in difficult contexts
(illustrator, singer, tourist office
worker, pilot, writers, vet,
midwife)
Writing
Students can complete this topic
by writing an article based on
their own choices and reasons
for it.
12
IGCSE Foreign Language French 0520
Unit 2: Eating and Drinking. Health and Fitness, Eating Out, Leisure and Entertainments
Recommended Prior Knowledge
A preparatory course in French which corresponds to the requirements of the UK Key Stage 3 National Curriculum Modern Foreign Language requirements.
Context
It would be useful to teach this unit after Unit 1. This is a full unit and it would take half a term or so to teach the first 3 sub topics and another half term to
teach the remaining topics. In terms of grammar this is an important unit. It offers possibilities to revise the present tense and the passé composé (both of
which have been met at Key Stage 3). It also offers the possibility to use future time frames (previously, future actions have been expressed using aller +
infinitive).
Outline
Eating and Drinking/Eating out.
Vocabulary groups: Food and Drink, Meals, places to eat, opinions about food (likes/dislikes) and food/drink vocabulary, snacks/meals, drinks in
café/restaurant dealing with payment.
Grammar: Present tense (irregular verbs e.g. prendre boire) Perfect Tense – revision/presentation (avoir) regular/irregular forms aller + infinitive revision/presentation of Je voudrais + infinitives. Use of il manque… asking questions, negatives.
Health and Fitness
Vocabulary groups: Health and fitness (daily eating routine) + opinions about eating habits and healthy life style. Parts of the body. Doctor’s, chemist’s (pains,
symptoms etc.).
Grammar: Partitive article, en, modal verbs (devoir, pouvoir), il faut + infinitive, use of present tense with depuis, perfect, negatives, comparison of adjectives
and adverbs.
Leisure and entertainments
Vocabulary groups: Places, cinema/theatre, buying tickets, describing leisure time activities (sport, TV, films, music, hobbies). Arranging to go out/meet.
Grammar: Past, present and future tenses, Depuis + tenses: Use of conditional tense: Negatives (continuation). Depuis. Demonstratives (ce, cette, ces) and
direct object pronouns. Interrogative forms. Expressions of hire and frequency (e.g. 2 fais par semaine) Conditional tense.
1
AO
Learning Outcomes
Suggested Teaching Activities
1
Eating and Drinking/Eating out
Core
•
Revise food and drink
items as appropriate
(OHT, flashcards etc).
Using the question sheet
students work on likes/
dislikes and what they
routinely eat (Present
tense and revision of
partitive). This can lead
into describing ‘le plat
typique’ of their country.
Give and seek information
about dislikes, likes and
preferences for food and
drinks.
Online Resources
Other resources
www.vokabel.com/french.ht
ml
Métro 4 Rouge Module 6
Teacher provides Question
sheet based on what students
eat at certain meals, and what
are their likes and dislikes.
la cuisine (vocab.
Revision)
www.bien-cuisiner.com
Coursebook materials – all
coursebooks usually feature
exercises based on identifying
food/drink, likes/dislikes.
Students identify food /
drink items and likes /
dislikes according to
speakers.
•
In a café / restaurant
explain preferences /
requirements to staff.
Speaking
Listening
Students complete role
play exercises in which
they order food and drink,
and explain their
requirements. There are
many opportunities here
to set up role play
situations in class with
students working in
groups and acting out
sequences.
www.bbc.co.uk/schools/gcs
ebitesize/french
Speaking - higher roleplay (
at a restaurant)
www.atantot.com
Roleplays – la nourriture
0520/3 June 2005 Role Play 4
A
Nov 2004 Role play 1A
Teacher to provide summary
sheet of key phrases /
questions as learning /
support.
Students should complete
coursebook exercises
2
AO
Learning Outcomes
Suggested Teaching Activities
which enable them to
practice different methods
of response such as
matching items to
pictures, short answers in
French, taking orders etc.
If coursebook materials
are not available the
teacher could read out
orders and ask students
to match them to
illustrations on OHT or
flashcards.
Reading
Writing
Online Resources
Other resources
Teacher to produce menus
Students match people’s
requirements to a menu.
As an extension to the
above, one group can act
out a scenario and others
can write out the order.
Core
• In a café / restaurant modify
Speaking
Teach: il manque, il n’y a
pas de, il n’y a plus de and
then ask students to insert
these structures into role
play activities, so as to
make problems for their
role play partner.
Listening
Students construct a
scenario called Café
requirements according to what
is not available. Point out
problems or errors and deal with
payment.
3
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
catastrophe in which items
are exhausted and each
group acts it out. Other
class members note down
what is/is not available and
what the final order is.
Writing
• Give an account of a typical or
special meal in the past (or
being planned) – see also
Special Occasions.
Students follow up this
work by producing a
transcript of their own.
Students first need to revise the perfect tense.
The teacher needs, in the next lesson, to
provide a list of things that went well and were
enjoyable or went badly. (For example, late
arrival, no table, poor food, atrocious service.)
Reading
As a reading exercise,
students could be
encouraged to use IT and
a French search engine to
access restaurants in a
particular French town.
They could then be asked
to list these restaurants’
contact numbers, their
specialities, facilities etc.
Students could then
choose one of these
restaurants and imagine a
visit there.
Teacher to provide a list of key
phrases. More able students
will need phrases which
include the imperfect tense
and reasons why things went
badly. Allow the groups time to
formulate their ideas, and
monitor carefully.
Teacher provides preliminary
phrases / revision and then
enables the group to feed
ideas via the board / OHT back
to the group. The final draft
can be produced as a
homework / IT task.
4
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
Core / Extended
2
Health and Fitness
• Give and seek information about
symptoms, including for how
long symptoms have been felt.
• Give and seek information about
injuries (broken bones etc.).
Writing
Students are encouraged in
small groups to work on a
paragraph each of an
account of a special meal
(e.g. arrival, the first
problem / good point etc.).
The group presents the
work to the class and a
best draft is produced. The
best bits are highlighted
and then students produce
a final draft incorporating
the group’s best ideas /
items.
Speaking
Revise parts of the body
and avoir mal à, se casser
etc. In pairs, students
practice role plays set at a
doctor’s, in a chemist’s.
www.vokabel.com/french.ht
ml
le corps(vocab. revision)
Teacher provides an
unlabelled diagram of the
body, students can label and
revise. Other medical
symptoms should be included
on this sheet for revision /
learning.
0520/3 Role Play 7A June
2003 – At a pharmacy.
0520/3 Role Play 4 B June
2005 – At the doctor’s. 0520/3
Role Play 4A Nov 2004 – At
the doctor’s
5
AO
Learning Outcomes
Suggested Teaching Activities
• Give and seek information about Core
what people eat and do to keep
healthy
Reading
Online Resources
Métro 4 Rouge Module 9
Students read article about
the eating habits of young
people and complete the
accompanying exercise.
Speaking
Students work in pairs
asking and answering
questions on the topic of
their own daily eating habits
and preferences. This could
first be treated as a whole
class activity with model
answers being supplied.
Listening
Students listen to an
account of a young person
describing eating habits
and attitudes to fast foods.
Follow up work could be to
study a transcript of the text
and identify useful phrases
which back up opinions /
give reason as to why
certain eating habits are
good / bad for health.
Speaking
In a group, students
discuss what they do to
stay healthy (e.g. exercise
and frequency of exercise).
Writing
Students prepare, in
Other resources
0520/2 June 2002 Section 2
Ex.1
www.atantot.com
Roleplays- la santé
Teacher provides question
sheet as cue for pair work.
Teacher to choose appropriate
texts from coursebook
materials.
www.bbc.co.uk/schools/gcs
ebitesize/french
Higher Writing – More
Health!
6
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
groups, posters to
encourage healthy life
styles. Such posters could
include 10 top points using
structures such as il faut,
on doit, on devrait and
infinitives and negatives.
• Students suggest changes in
Core / Extended
Speaking
diet and lifestyle and the effects
these could produce.
Writing
Teacher revises pouvoir in
present and conditional
tenses then asks students
to suggest changes to
lifestyle e.g. on pourrait
faire plus d’activitệs
sportives.
0520/2 Nov 2004 Section 2
Ex.2
Class works through exam
question together in groups
and then individuals
prepare a draft. Ideas are
pooled and then individual
students produce their own
written version. This activity
could be extended from the
core level (description of
the things done to keep fit
and eating habits) by
encouraging students to
add in longer phrases and
using a variety of
conjunctions to introduce
reasons, justifications and
explanations.
7
AO
Learning Outcomes
Suggested Teaching Activities
Reading /
Writing
Speaking
• Give an account of an injury
treated by the health services,
discussing the consequences.
Speaking
Extended
Students consult the
Internet and seek out
articles on smoking,
drinking etc. They then
prepare an article (destined
for a French school
magazine) based on the
dangers of such a lifestyle.
Online Resources
Other resources
http://news.tf1.fr/news/scien
ces
Core / Extended
Students work on individual
presentations of 1-2
minutes based on all the
topics covered in the above
unit. They should be
encouraged to include a
variety of tenses, opinions
and justifications. Students
can record these on
cassette as a homework
activity.
Revise injury vocabulary.
Students first need to be
taught relevant accident
phrases (e.g. l’ambulance
est arrivée). Students work
in pairs on the cue sheet
and recount events in past
tenses. This can then be
followed up as a group /
Teacher provides 10 / 12
simple pictures using drawing
of events in a story such as a
skiing accident, bike accident,
ambulance arriving, simple
hospital treatment etc.
8
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
individual writing exercise.
3
Leisure and Entertainments (see
also unit 3 Holidays)
• Give and seek information about
•
•
• Listening 0520/1 June
Core
Listening
people’s interests, pastimes and
leisure activities in the home and
in town.
Students listen to a variety
of texts which focus on the
pastimes of young people.
They then complete a
variety of exercises e.g.
box ticking, true / false.
Speaking
Practice leisure dialogues
Speaking/
Reading/Writing
After revising sports and
typical young people’s
activities also practice
frequency of activities
performed by the group go
on to produce a “sondage”
– students then read the
results and produce
sentences as to least
favourite and most popular
activities.
Speaking/
Writing
2002 Section 2 EX2
• Listening 0520/1 Nov 2003
section 2 ex. 1
www.atantot.com
Roleplays – les loisirs
Métro 4 rouge Module 3 Free
time
Revise places in town and
discuss with students
9
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
www.bbc.co.uk/schools/gcs
ebitesize/french
Teacher to provide questions.
associated activities e.g.
cinema / theatre / park /
shops. Students can then
write about their town / area
and talk about what they
like to do there.
Speaking
• Discuss the good / bad points of
leisure time, activities,
performances and free time
facilities.
Reading
•
Give and seek information
about habits for listening,
viewing and IT use.
In pairs, students ask and
answer questions based on
what they do in the
evenings and at weekends,
what they did last weekend
and what they will do.
Revision of tenses will first
be necessary together with
opinions.
Students read a variety of
exercises based on tourist /
leisure activities and
complete short objective
questions (box ticking,
letter writing)
Writing
Students describe their free
time activities in a short
article
Core
Speaking
In pairs / groups, students
give their preferences and
Speaking higher
conversation – Free time
(test)
0520/2 Section 1 Ex2
- June ,2004
- June 2006, Section 1 ex.
2 and 3
- Nov 2002,2003,2004,
0520/2 Section 1 Ex3
- Nov 2002, 2003
0520/2 June 2004 Section 2
Ex2
10
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
dislikes in terms of viewing
habits.
Extended
Speaking
Listening
Students go on to discuss
the advantages /
disadvantages of TV
viewing.
Core
Students listen to four
people talking about living
without TV and indicate six
true statements.
Reading
Writing
•
Make arrangements to go to
cinema, theatre (accept /
decline invitations)
Speaking
Students use internet to
research TV listings in a
pays francophone and
indicate what they would
watch and at what time.
Similar exercises can be
done on film listings.
Extended
After revising comparisons
of adjectives / adverbs
students research and
produce a 150 word article
based on similarities
between the media in their
own country and a pays
francophone.
After revising places, times,
film types. Students
www.atantot.com
Roleplays les médias
Teacher to provide text
Websites of newspapers
such as r www.lemonde.fr
feature TV listings
Internet, French magazines,
papers and their associated
websites. Textbooks.
• 0520/3 June 2003 Role
Play 3 B (Phoning a friend)
• 0520/3 June 2004 Role
11
AO
Learning Outcomes
Suggested Teaching Activities
practice role plays which
include giving details of
activities (e.g. on pourrait
aller au cinéma / au théâtre
/ au concert) and of times
and places to meet.
•
Reserve tickets for cinema,
theatre etc.
•
Describe what activities could
be done if time and money
were no object.
Core
Speaking
Using phones as props
students practice booking
seats in phone conversations
in pairs.
Alternatively, give students a
list of film titles, types and ask
them to complete booking
tasks (on a cue sheet) for
different groups on different
days.
Partner B – (the employee)
writes down details of the
requirements of Partner A.
Introduce a competitive
element by making the pairs
compete against the clock.
Partner B has to read back
the details correctly for a
couple to win!
Online Resources
Other resources
Play 7A (Booking tickets
for an excursion)
• 0520/3 June 2005 Role
Play 6B (You are late to
meet a friend)
• Teacher provides sheet
with role play phrases for
learning / revision
purposes.
Teacher provides cue sheet
e.g. 4 people – reservation –
cinema – adventure film. 7pm.
Price? Finishing time?
Such cues can be prepared in
French or the candidate’s
mother tongue if so desired.
Core
At the core level je voudrais +
12
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
infinitive needs to be used. At
extended practice using Si +
imperfect + conditional
Writing
• Express, seek and explain views
and opinions
Students write an account of
an imaginary day, what they
would do and where (no
financial limits). Encourage
them to be as inventive as
possible and to include
reasons for their choices and
descriptions of how they
would react to these events!
Extended
Reading
Listening
Students read longer articles
about performers in different
free time activities (e.g.
sports, music). Exercises to
be completed include
responses via multiple choice
and short answers in French.
Students listen to a variety of
texts and complete exercises.
(Multiple choice and short
answers in French.)
0520/2 June 2004 Section 3
Ex1
0520/2 Nov 2003 Section 3
Ex1
0520/1 Nov 2001 Section 2
Ex2 (gymnast)
0520/1 June 2002 Section 2
Ex2 (rap singer)
0520/1 June 2003 Section 3
Ex1
(snowboarder)
13
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
0520/1 June 2004 Section 3
Ex1 (young pilot)
0520/1 June 2005 Section 3
Ex1 (young surfer)
Speaking/
Writing
Writing
• Give and seek opinions about
the media (film, TV, press) and
use of IT
Teacher may need to provide
a cue sheet of relevant
phrases and give an initial
presentation on a famous
person it is also useful to
provide a template for the CV.
Students choose their
favourite sportsperson, singer,
musician, film star. They
mention why they like / dislike
the person and what this
person has done / performed
– a concert or film they have
seen.
They then write a CV based
on this person
Students use the CV as a
basis for their work but write
an extended and connected
piece of work based on their
chosen favourite performer
and why they admire him /
her.
Core
Revise types of TV
programmes and different
types of film using OHT /
flashcards and build in
preferences for viewing
choices.
www.yahoo.fr
TV
14
IGCSE FOREIGN LANGUAGE FRENCH: UNIT 3
HOLIDAYS AND ACCOMMODATION & FESTIVALS AND SPECIAL OCCASIONS
Recommended Prior Knowledge: A preparatory course which corresponds to the requirements of the UK Key Stage 3 National Curriculum Modern Foreign
Language Requirements. This unit does not require the study of any other unit in advance.
Context: It would be useful to teach this unit mid way through an IGCSE course perhaps just before or after a holiday or break for a festival. Work studied in
Units 1 and 2 such as Daily Routines, Food and Leisure could all feature as useful input to such a unit and could be recycled/revised alongside new work. In
terms of grammar this unit is a good opportunity to revise the present tense and perfect tense and move on to the future tense
Outline:
Holidays and Accommodation
Vocabulary groups Holiday vocabulary; Hotel and Youth Hostel and Campsite facilities. Revisit: Leisure Activities (Unit 2) and Food (Unit 2)
Grammar
Core: Present tense (revision) for holiday routine; Perfect tense (revision); Future (aller + infinitive) and Future Tense; Comparatives and
Superlatives
Extended: Introduce conditional tense for Mes vacances idéales
Festivals and Special Occasions
This is a topic which lends itself well to the international classroom. Every student can bring something special to a unit on this topic. Encourage students to use
their own experiences to add variety and interest. This topic lends itself well to oral and written work and is a good source of Topics for Presentation/Discussion
work.
Vocabulary groups Festivals and Special Occasions; Vocabulary of giving opinions. Revisit: Presents, Food (Unit 2), Leisure/Entertainments (Unit 2)
Grammar
Present tense (revision); Perfect tense (revision); Possessive adjectives and adjectival agreement; Comparatives and Superlatives; Adverbs
and expressions of time frequency (revision)
HOLIDAYS AND ACCOMMODATION
Learning Outcomes
•
Suggested Teaching Activities
CORE
Give and seek information about normal
holiday activities
Speaking
1
Provide students with a list of appropriate questions (eg
such as the list provided in the 0520/3 Distance Training
Manual), first practised in class then in pairs/groups.
Resources
•
Give and seek information about normal
holiday activities (Core): continued
Speaking
Reading
Ask students to prepare a 1 minute presentation 'Mes
vacances à Paris' to present to a group using
photos/realia from travel documentation.
http://www.paris-touristoffice.com/index_v2.html
Give students 10 minutes in which to read a complete text
about holidays. Then distribute the same text but with
gaps to be completed by the students.
www.momes.net
(Select Journaux, then Jeunes journalistes, then
Tourisme)
The official French government Paris website. A
tourist site (French and English versions) with
links to many other Paris based sites. A wealth
of information especially in the Monuments and
Musées links – much factual information.
An incredibly wide ranging French language site
with access to a vast array of well catalogued
authentic resources aimed at 11-16 year olds –
with their participation.
Listening
Hold a series of conversations with students on the topic
of Holidays using information from the francealacarte
website. The rest of the class listens to the questions and
answers and takes notes under headings such as:
destination?, quand?, avec qui?, activités?, logement?
www.francealacarte.org.uk/education/index.html
(Select About France, then Maison de la France)
The UK French embassy official site with links to
learning resources and via tourism page links to
different French regions.
By selecting the map of France you can access
particular regions. A short description of the
region is displayed, but, more importantly, the
weblinks to the tourism sites for the region.
By selecting Jeunes, you can access sites such
as Disneyland Paris and Parc Astérix.
Reading
Writing
2
Ask students to use the tourist information from the Paris
website to produce a timetable of activities for a day there
with (a) a group of friends (b) their family. The maximum
amount of money they can spend is 100 euros. The
timetable of activities should include open/closing times,
prices etc.
Follow this up with a written activity, eg students write
diary entries/postcards from destination.
http://www.paris-touristoffice.com/index_v2.html
The official French government Paris website. A
tourist site (French and English versions) with
links to many other Paris based sites. A wealth
of information especially in the Monuments and
Musées links – much factual information.
•
•
3
Give and seek information about normal
holiday activities (Core): continued
Give and seek information about normal
holiday activities (Core): continued
Listening
Listening
Speaking
Reading
Writing
Gather together taped accounts of holiday habits to which
students can listen. These could come from class
recordings of student presentations, from readings by
students/you/colleagues in the French department, taken
from the range of personal accounts of holidays which can
be found on the mômes website, or from commercial
materials, ie text book support material. Tell students
what information they should listen for and provide them
with a 'grid' on which to record it.
Working with either the whole class or with smaller
groups, encourage students to give as much information
as possible to questions on the subject of their holidays:
où? quand? avec qui? que fais-tu? Share the information
with the class and ask each student to prepare 'un
sondage' on the class activities and destinations (this
could be in the form of a bar graph/pie chart for the less
able students or a written account for the more able).
www.momes.net
(Select Journaux, then Jeunes journalistes, then
Tourisme)
An incredibly wide ranging French language site
with access to a vast array of well catalogued
authentic resources aimed at 11-16 year olds –
with their participation.
•
Describe and enquire about a recent holiday
(events, accommodation, trips, activities)
giving simple views and opinions
CORE
All of the above activities are appropriate using a different time frame
Speaking
Writing
Ask the students to imagine a holiday spent in a
pays/région francophone eg Québec, la Réunion and
describe what they did there (où es-tu allé(e) en
vacances? avec qui? quand? où as-tu logé? qu'est-ce que
tu as vu? qu'est-ce que tu as mangé? qu'est-ce que tu as
aimé/acheté?) using information from the Internet or travel
brochures.
www.bonjour-quebec.com
A very useful site with much information and a
useful updated diary of events.
www.la-reunion-tourisme.com
A useful site for tourist information.
www.domtomfr.com
A useful link to the départements and terres
d'outremer.
Reading
Writing
Give students 10 minutes in which to read a complete text
about holidays. Then distribute the same text again, but
this time with gaps to be completed by the students.
www.momes.net
(Select Journaux, then Jeunes journalistes, then
Tourisme)
An incredibly wide ranging French language site
with access to a vast array of well catalogued
authentic resources aimed at 11-16 year olds –
with their participation.
4
Writing
Ask the students to write a letter/account about their last
holiday (où es-tu allé(e), où as-tu logé? qu'est-ce que tu
as fait? comment c'était?).
Speaking
Reading
Writing
Ask your students to write out simple descriptions of
to
include
holiday
destinations/accommodation
destination, logement, prix, activités touristiques. Ask
each student to also write out his/her own preferences, eg
Je veux faire des randonnées à la montagne, Je veux
passer une quinzaine au bord de la mer dans une station
balnéaire avec plusieurs possibilités sportives. In groups
ask the students to match up preferences to descriptions
(oral or written).
Reading
Writing
Prepare a diary of events for a tourist destination for
students to read (eg dimanche: arrivée; lundi: marché;
mardi: visite du château et pique-nique; mercredi:
shopping et dîner au restaurant; jeudi: journée à la plage;
vendredi: complexe sportif; samedi: départ). Then ask the
students to write an account of how they spent their week
there – what they did, what they liked/disliked etc.
•
Compare and contrast holiday destinations,
draw conclusions and give reasons for
preferences
EXTENDED
All of the above activities are appropriate but students should be
encouraged to compare and contrast and explain why
Writing
•
As a follow-up to oral work, ask students to write an
account of the worst/best holidays they have spent and
explain their reactions to the holiday.
CORE
Talk about future holiday plans
All of the above suggestions are appropriate here
using a different time frame
Writing
Ask your students to write a letter/email to a tourist board
requesting information about accommodation/events etc.
EXTENDED
5
Speaking
In groups, ask the students decide where they will go on
holiday together explaining the advantages of their choice
http://polyglot.lss.wisc.edu/lss/lang/french.html
An excellent site for teachers organised into
categories such as City/Country Tours – virtual
reality tours of several French cities.
Speaking
Students work with a partner, each choosing where they
will go on holiday and explaining why. Ask them to
discuss the advantages and disadvantages of each
destination then come to a decision on where they will go.
Paper 3 November 1997: Role Play B, Cards 3,
6, 9
Writing
Students invite and persuade a friend to go on holiday
with them this summer. Give reasons why it will be a
good holiday.
Paper 4 June 1996: Question 1(a)
At the hotel/holiday home
•
Enquire about and reserve accommodation,
modify requirements in response to what is
available
CORE
Speaking
Prepare some simple cue sheets using visual or verbal
cues. In pairs, ask the students to perform role play tasks
to reserve/request accommodation (dates, length of stay,
number of people, facilities available etc, cost).
Paper 3 November 2000: Role Play A, Cards 1,
2, 3
Paper 3 November 2001: Role Play A, Cards 1,
2, 3
Paper 3 June 2001: Role Play A, Cards 7, 8, 9
Paper 3 June 1996: Role Play A, Cards 1, 2, 3
Paper 3 June 1995: Role Play A, Cards 7, 8, 9
Paper 3, June 1993: Role Play A, Cards 1, 2, 3
Paper 3 November 1992: Role Play B, Cards 2,
5, 8
Writing
Students write to a tourist office to find a holiday home to
rent (give dates, length of stay, number of people, enquire
as to specific facilities available eg pool, gym etc, cost).
Paper 4 November 1993: Question 1(b)
Reading
Writing
Students write a list of their accommodation requirements
(nombre de chambres, une/deux personne(s), prix, avec
ou sans douche/salle de bains/télévision, piscine/parking
(fermé) oui ou non). Students match their own and others'
requirements (written) to availability of different
hotels/holiday homes and facilities.
www.minitelorama.com/index_annonces.htm
Speaking
Listening
6
Create a grid using visuals to represent nombre de
chambres, combien de nuits, prix, avec ou sans salle de
bains/douche/télévision/télévision, piscine/jardin/parking
(fermé)/restaurant oui ou non. In pairs, students record
their own booking-in conversations (alternatively you
could use recordings taken from the support materials that
accompany most text books). Play these to the class and
ask them to fill in the grid according to what they hear.
click on Locations vacances
www.hotels.fr/
click on map of France/Paris
•
•
EXTENDED
Give and seek information about problems, eg
noise, missing and lost items, items not
working
Writing
Students write a letter of complaint after a stay.
Paper 4 June 2000: Question 1(b)
Give more detailed complaints
Speaking
Students carry out role play tasks on the theme of
experiencing problems with holiday accommodation.
Paper 3 November 2002: Role Play B, Cards 3,
6, 9
Paper 3 June 2001: Role Play B, Cards 3, 6, 9
Paper 3 June 1995: Role Play B, Cards 3, 6, 9
Paper 3 November 1995: Role Play B, Cards 2,
5, 8
Paper 3 June 1997: Role Play B, Cards 1, 4, 7
7
At the youth hostel
•
Enquire about and reserve accommodation,
modify requirements in response to what is
available plus give and seek information about
hiring sleeping bags – duties required
CORE
All of the above activities with hotel/holiday home context
changed toyouth hostel context
Reading
Prepare a list of question based on the 'answers to
commonly asked question' on the French Youth Hostel
Association website (see Resources). Then either direct
the students to the relevant page of the website or print it
out and ask them to find the answers to the questions..
www.fuaj.fr
(Select the French flag, then Informations, Les
questions les plus fréquentes)
Reading
Using the French Youth Hostel Association website (see
Resources), select 4-6 different youth hostels (eg Aix en
Provence, Boulogne sur Mer, Sète, Clermont Ferrand,
Rennes, Belle-Île-en-Mer) and create 12 true/false
statements for students to answer. More able students
can be told to correct the statements.
www.fuaj.org
(Select Version française, then Les Auberges en
France)
Speaking
Students participate in appropriate role play tasks.
Paper 3 June 1999: Role Play A, Cards 1, 2, 3
Paper 3 June 2002: Role Play A, Cards 1, 2, 3
•
•
8
Give and seek information about problems, eg
noise, missing and lost items, items not
working
Give more detailed complaints
EXTENDED
Reading
Writing
Ask the students to access the website for the ski resort of
Chamonix and use it as a stimulus for the following
activity: Vous avez fait un voyage scolaire à Chamonix.
Vous avez participé à des classes de neige. Vous étiez
deçu(e) des vacances. Expliquez pourqoui.
Speaking
Using the role play situations from the section 'At the
hotel/apartment' as a starting point, prepare role play
activities based on the context of the youth hostel for the
students to carry out.
http://www.fuaj.org/fra/activites/hiver/chamonix.p
hp
At the campsite
•
Enquire about and reserve accommodation,
modify requirements in response to what is
available plus give and seek information about
pitches, services, rental, parking
CORE
Similar activities to at the hotel/holiday home and youth hostel
Reading
Writing
Speaking
Direct the students, in groups, to particular campsites on
the campingfrance website (eg Bretagne (en bord de
mer): Ar Menez, Les Goelands , L'escale; Rhone Alpes (à
la montagne): Camp Municipal (Arcens), Les Ecureuils,
Caravaneige CCDF Jeanne et Georges Cher, Les
Epilobes, Camp Municipal Le Val d'Ambin, La Prairie) and
ask each group to use the information provided to write a
description of the campsite it has been allocated, but
without attaching a name to the description. Then ask the
students to match the descriptions provided by their
classmates to the campsites.
Students participate in appropriate role play tasks.
www.campingfrance.com/fr/html/recherche
(Select Géographique, then the appropriate
region on the map, then Voir tout, then en bord
de mer, à la campagne or à la montagne)
Then look for the campsite you want. Once into
an individual campsite, a key to the meaning of
the symbols used in the description can be
accessed by selecting Légendes pictos.
Paper 3 June 2000: Role Play A, Cards 4, 5, 6
Paper 3 November 2002: Role Play A, Cards 1,
2, 3
Paper 3 November 1996: Role Play A, Cards 1,
2, 3
Writing
•
•
Give and seek information about problems, eg
noise, missing and lost items, items not
working
Paper 4 November 1998: Question 1(a)
EXTENDED
Writing
Give more detailed complaints
Speaking
9
Ask the students to write to a campsite to make a
reservation.
Ask the students to imagine that they spent their holidays
on one of the campsites on the campingfrance website
(see Resources). The campsite was not all it was
described to be. Ask the students to write a letter of
complaint after their stay.
Prepare role play tasks for the students to carry out on the
topic of problems with the campsite where they are
staying.
www.campingfrance.com/fr/html/recherche
(Select Géographique, then the appropriate area
on the map)
You can access information on individual
campsites by name. Once into an individual
campsite, a key to the meaning of the symbols
used in the description can be accessed by
selecting Légendes pictos.
General accommodation tasks
•
CORE
Deal with payments
Speaking
•
10
Incorporate task on payment eg the possibility of paying
with a credit card to role play situations
EXTENDED
Compare and contrast different types of
accommodation
Speaking
Prepare cue cards with visual/verbal cues to suggest
either positive (lovely view, good location, good food,
good facilities, friendly staff) or negative (hotel not
finished, dirty rooms, broken shower, too much noise,
poor food) aspects of a stay in France. Students then
prepare taped accounts of an imaginary stay using the
cue cards as a stimulus.
Writing
Students follow up the above activity with a written
explanation of the advantages and disadvantages of the
accommodation.
•
EXTENDED
Describe ideal holiday accommodation and
ideal holiday
Reading
Writing
Students read accounts of different holiday experiences
(see mômes website) then prepare own account of their
own ideal holiday in a pays francophone.
www.momes.net
(Select Journaux, then Jeunes journalistes, then
Tourisme)
An incredibly wide ranging French language site
with access to a vast array of well catalogued
authentic resources aimed at 11-16 year olds –
with their participation.
www.francealacarte.org.uk/education/index.html
The UK French emabassy official site with links
to learning resources and via tourism page links
to different French regions.
www.bonjour-quebec.com
A very useful site with much information and a
useful updated diary of events.
www.la-reunion-tourisme.com
A useful site for tourist information.
www.domtomfr.com
A useful link to the départements and terres
d'outremer.
Speaking
11
Students present a topic to a small group – Mes vacances
de rêve – emphasising explanations and justifications for
choice.
More able students could do a follow-up
discussion once you have checked they have the
necessary question techniques.
FESTIVALS AND SPECIAL OCCASIONS
Learning Outcomes
•
Give and seek information about special
occasions/festivals eg birthdays, religious
festivals, New Year, weddings, national days
Suggested Teaching Activities
Resources
CORE
Speaking
Reading
Revise the names of appropriate festivals plus dates
(numbers) with the students.
http://www.ambafrance.org.uk/zipzap/calendrier/
calendrier.htm
http://www.pouletfrites.com/ACCUEIL.htm
These give short descriptions of some of the
‘fêtes françaises’.
http://www.cortland.edu/www/flteach/civ/fetes/fetes.
htm
This is a gap filling exercise based on special
occasions/festivals in France.
12
Writing
Ask the students to write invitations to a birthday
party/wedding and then to reply to the invitation they have
written.
Reading
Writing
Ask the class to prepare invitations and then display these
on the board. Each student should then choose an
invitation and respond to it. More able students could go
on to describe what happened.
Reading
Listening
Read or listen to accounts of special occasions.
Speaking
Specify a special occasion (in the past) to the class, eg a
birthday party. Then chair a 'brainstorming' session at
which students contribute ideas on the preparations for
the party, shopping for the party, location of the party,
what happened at the party, what they enjoyed or didn't
enjoy. Collate these ideas on the board. As a follow up
pair activity, each student could give a short presentation
to a partner.
•
•
13
Give a factual account about an occasion in
the student's local area/country
Give a more detailed account of a special
occasion
Speaking
Prepare a simple overhead transparency with drawings of
7 or 8 activities which form part of a local celebration/
festival randomly arranged. Ask the students to put the
activities in the right order and then describe the day's
activities.
Reading
Writing
Give the students an account of a festival to read. Ask
them to use this as a model and to write their own account
of a local celebration/festival in the form of an informal
letter to a French friend.
EXTENDED
Activities as above but students should add in reactions to/explanations
of the events
Reading
Writing
Provide the students with the opening paragraph of an
account of a wedding and ask them to provide the
continuation.
Reading
Writing
Class plays consequences: provide each student with a
blank piece of paper on which the answers to the
questions that follow below will be written. After each
question has been answered, the paper is folded over to
hide what has just been written and passed on to the next
person who answers the following question and so on.
Each student then takes it in turn to narrate each
complete scenario. The questions are: Who met who at
the party? What did person 1 say? What did person 2
reply? What did person 1 do? What did person 2 do?
What was the consequence?
•
CORE
Describe a special occasion in a French
speaking country
Reading
Provide the students with a list of the main 'fêtes' in
France and a description of the activities for each fête.
Ask the students to match the lists to the descriptions
Reading
Speaking
Ask the students to read an account of a fête and then
recount the fête as if they had been there.
Reading
Writing
Ask the students to find information (via travel leaflets,
library, the Internet) on a fête in a French region or a pays
francophone, and describe the fête.
http://www.ambafrance.org.uk/zipzap/calendrier/
calendrier.htm
This gives a list of 'les fêtes françaises', with a
short description for some of them.
http://www.viafrance.com/fetes.asp
http://fr.franceguide.com/
These sites allow students to access details for
fêtes/festivals that take place in France.
http://www.nicecarnaval.com/
This is the website for the Nice carnival.
www.carnaval.gf
This website has information on the carnival in
Guyana.
Listening
14
Students listen to an account of how Christmas is
celebrated in France and answer questions.
Paper 1 November 2002: Section 2, Exercise 2
•
Give fuller details about customs in a French
speaking area. Compare features of this area
with the student's own area/country
EXTENDED
Reading
Speaking
Listening
Writing
Ask the students to research a fête in a pays francophone
and contrast this with the customs in their own country (eg
Christmas, New Year or a birthday or wedding). This
could be done via questions (prepared) and answered in
pairs, leading to an oral presentation.
If an oral
presentation is given it could then be turned into a
listening exercise for other group members.
Writing
Ask the students to imagine that they have been a guest
at a family celebration, eg a wedding. Ask them to give a
written account explaining the things they most enjoyed.
Reading
Writing
Ask your students to read accounts of a local festival and
then to write a letter thanking somebody for taking them to
the festival, saying what they enjoyed or found different
http://www.alianwebserver.com/societe/noel/default.
html
This website gives details of how Christmas is
celebrated in France.
http://www.momes.net/Journal/spectacle/feux.html
A personal account of a visit to a firework
display in Quebec.
http://www.mome.net/Journal/tourisme/carnaval.html
A personal account of being at the Carnival in
Haiti.
http://www.viafrance.com/fetes.asp
This site allows students to access details for
fêtes/festivals that take place in France.
15
IGCSE Foreign Language French 0520
Unit 4: Home Town and Geographical Surroundings, The Environment, Shopping, Public Services
Recommended Prior Knowledge
A preparatory course which corresponds to the UK Key Stage 3 National Curriculum Modern Foreign Language requirements.
Context
This Unit could be taught earlier in the course if desired. Students will already be familiar with many of these topics and will often have encountered them at a less
sophisticated linguistic level in a preparatory course. This unit enables revision of present tenses but also affords students the opportunity to use a variety of tenses.
Outline
Vocabulary Groups:
The local area, places in town / countryside, countries, environment, weather, directions, shops, shopping (food/clothes), post office, bank, lost
property, numbers, time.
Grammar:
Partitive article (revision), quantities, en, demonstratives, direct object pronouns, revision of adjectives, (regular plus common irregular forms),
comparison of adjectives, superlatives, quantifiers (e.g. assez, très, trop).prepositions. Present tense (revision), Perfect tense (revision),
Imperfect tense (revision), Future tense (revision), Imperatives.
AO
Learning Outcomes
1
The local area
•
Give and seek information
about the local area.
Suggested Teaching Activities
Online Resources
Other resources
Core
Speaking
Reading / Writing
Revision of places (these
can be presented on
OHT/flashcards). Students
are given a list of questions
which can be
practised/prepared in
pairs/groups. Answers could
also be written out.
Students read and complete
a gapped text.
www.languagesonline.org.uk ma ville (revision of places in a
town)
Métro 4 rouge Module 5 Ma
ville
OHT of simple drawings of
places and local
geographical features e.g.
sea, hills, town/village,
countryside (types).
Teacher to provide list of
questions
Teacher provides a gapped
text describing the local area.
The gaps to complete feature
places and adjectives.
1
AO
Learning Outcomes
Suggested Teaching Activities
Writing
The local area, other areas and
countries (see also Unit 3 Holidays)
•
Express, seek and explain
views and opinions about the
candidate’s area or other
places
Online Resources
Other resources
Students prepare
descriptions of their area.
These could be prepared as
tourist brochures / dépliants
intended for French
speaking visitors. Students
could use IT to complete /
illustrate their work.
Encourage them to use local
tourism websites to import
pictures of their local area.
The brochures could be
displayed in the classroom.
Core
Listening
Students listen to accounts of life
in other areas/countries and
complete multiple choice
questions.
Listening
Students listen to an account from
a young man who has been round
the world and complete short
answers in French.
Extended
Listening
Listening
Listening
Reading
Teachers to provide texts
0520/1 Nov. 2004 Section 3,
ex 1
Students listen to an account of a
young African living in Kenya and
complete short answers in French.
Students listen to an account of
travels abroad and complete
multiple choice answers.
0520/1 Nov. 2002 Section 3,
ex 1
0520/1 June 2002 Section 3,
ex 1
Students listen to an account of a
trip to New Zealand and complete
short answers in French.
Students read two contrasting
texts based on the advantages /
0520/1 Nov 2003 Section 2
Ex2
Teacher chooses appropriate
text from coursebook
`
2
AO
Learning Outcomes
Suggested Teaching Activities
Speaking /
Writing
disadvantages of living in town
country. As a group / class activity
create a list of advantages /
disadvantages of life in the town /
countryside – using ideas from the
text.
Students prepare a short
presentation in which they state
their own opinions and feelings
about whether they prefer the town
or the countryside. They also give
their opinions about where they
live and the good / bad points.
More able students can be
encouraged to say where they
would like to live in the future and
why. This is also an appropriate
writing activity.
Online Resources
Other resources
materials.
www.atantot.com
Roleplays – Ma ville
Core
Writing
Students write a letter to a
penfriend describing where they
live and what they think about it.
Paper 2 0520/2 June 2002
Section 2 Ex2
Core
•
Compare features of own
area with that of other areas
and suggest possible
changes which could be
made to own area.
This is a good place to study comparison of
adjectives and superlatives.
Reading /
Writing
Students choose one place / town
in a pays francophone. They then
make a list of 10 comparisons
using plus/moins/aussi and 10
adjectives provided between this
chosen place and their own area.
This is also a good time to revise
how to introduce opinions (e.g. à
mon avis, je trouve que, il me
semble que etc.)
Teacher to provide list of 10
adjectives (e.g. grand / petit,
pollué, industriel, tranquille
etc.).
3
AO
Learning Outcomes
Suggested Teaching Activities
Writing
Online Resources
Other resources
Teacher may need to provide
a cue sheet with phrases
such as Je voudrais moins
de / trop de etc.
In pairs students are given 5
minutes to list as many changes
as possible which could be made
to their area. The class shares the
answers and a “sondage” can be
done as class exercise. Results
can be written as graphs / using
IT.
Extended
Writing
As a final exercise students
are asked to prepare a
presentation / write an
account of Ma Ville Idéale.
Core
2
The Weather
• Give and seek information
about the weather.
Speaking
Listening
Teacher revises weather
phrases using numbered
symbols. These can then be
presented on the OHP and
students asked to remember
which number corresponds
to which weather symbol.
The next phase of
presentation can centre on
towns and weather
temperatures.
Students listen to short
statements about weather
and match the statements to
symbols on the OHP.
www.languagesonline.org.uk
Quel temps fait-il?
(weather phrase revision)
OHT map of France and
symbols to represent
weather.
The listening resource
booklet features several past
papers; Section 1 Ex1 often
features multiple choice
questions to test weather.
Alternatively coursebook
recordings could be used.
4
AO
Learning Outcomes
Suggested Teaching Activities
•
Reading
Give and seek information
about weather conditions in
the past or future.
Reading
3
The environment
•
Give and seek information
about problems affecting the
environment and remedial
measures such as
conservation / recycling.
Students read forecasts for
the weather in France. They
then complete the maps by
inserting the correct symbol
according to the given
information.
Students read an account of
a day out during which the
weather suddenly changed
for the worse. They highlight
expressions relating to
weather in past tenses.
Alternatively, gaps can be
placed in the text to make
the exercise more
demanding. Students can
also write an account of
such a day.
Core
As this is not a topic which many will have
encountered before the teacher will need to give a list
of key vocabulary and phrases in the initial stages of
learning.
Reading
Students match a numbered list of
problems to possible solutions. This is
a good starter activity.
Online Resources
http://fr.news.yahoo.com
Go to météo link
Other resources
Coursebook or teacher
provided weather forecasts.
Texts can be found from
newspapers or newspaper
websites. Students will also
need blank maps of France.
Teacher to provide text.
N.B. Most appropriate
coursebooks now feature
good sections on green
issues. Detailed scientific
knowledge is not expected
but students should be able
to state what the main
problems are e.g. pollution,
greenhouse effect, changes
in weather conditions, too
much traffic etc.
Teacher to provide two lists
on OHT
5
AO
Learning Outcomes
Suggested Teaching Activities
Writing /
Speaking
`
Listening
Reading /
Writing
Speaking /
Writing
Online Resources
Students use key vocabulary sheet
and prioritise their top 5 problems and
5 possible solutions.
As a class activity the group decides
by voting which are the worst
problems and what solutions can be
offered. Students should be
encouraged to use il faut, devoir /
pouvoir + infinitive in answers.
Students listen to four young people
discussing the environment and tick
six correct answers from a list.
Students could be given the list of
statements prior to the exercise and
asked to learn appropriate vocabulary
so as to make the exercise more
accessible.
Students read accounts of what young
French people do to help protect the
environment. They then write a
paragraph of what they do at present
(some revision of negatives may be
necessary) and then a paragraph
based on what they could do to help.
This activity can lead to some creative
poster work (using IT) which can be
used as stimulating display material
based on “on devrait” and “on ne
devrait pas”.
Core / Extended
In pairs, students prepare a short radio
interview based on the theme of how
to protect the environment. These can
be recorded and the best ones played
to the group. Whilst listening, students
should be asked to note down what
solutions are offered by the
Other resources
Teacher to provide
Vocabulary sheet / key
phrases.
Paper 1 Listening June 2004
Section2 Ex1
Teacher chooses text /
coursebook materials.
www.atantot.com
Roleplays – l’environnement
Teacher may need to have
useful questions ready on an
OHT / cue sheet to help
weaker students.
6
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
interviewee.
4
Directions
Core
•
Listening /
Speaking
Students look at a map of a French
town on OHT and in pairs practice
asking the way to different places.
Listening
Students listen to short texts and write
down the destination of each person.
Students practice giving directions –
group / class oral work with teacher,
students then practice in pairs.
Give and seek directions
Speaking
Speaking
Writing
Revise places in a town and
shop names and revise pour
aller au / à la. Teacher
provides OHT of a simple
diagram / map. Students can
make a copy of this map or
do their own for use in role
plays.
Coursebook materials
N.B. Section 1 Ex1 of the
0520/ papers often feature
directions and short visual
multiple choice questions.
The Listening Resource
booklet features such
questions.
In pairs, Partner A gives Partner B
instructions to an unknown destination.
Using the map Partner B says to
where s/he has been directed.
Students write out a simple set of
directions telling a foreign friend how to
get to different places in a new town.
(This can help students to practise the
tu form of the imperative.)
7
AO
Learning Outcomes
Suggested Teaching Activities
5
Shopping (Food and clothes)
Core
•
Speaking
Give and seek information
about different shops.
Revision of shop names –
these can be presented via
flashcards or on OHT and
names can be matched to
pictures. Students practice role
play phrases in pairs in
different shops such as closing
/ opening times – where shops
can be found (NB revision of
times / numbers may also be
necessary).
Reading
Students study adverts for
different shops and teacher
places pictures of items on
worksheets / OHT. Students
match the items to buy with the
correct shop. Written questions
asking for opening times etc.
could also be set.
Listening/ Reading
Students listen to a taped
shopping list and read a list of
shops (numbered). They match
items to shops.
Writing
Students are given two minutes
to write the names of different
shops. They give the list to
their partner who then writes
down a product which can be
bought from each shop. (This
makes a good starter activity or
a good end of lesson game!)
Online Resources
www.atantot.com
Roleplays – les courses
Other resources
Teacher to provide
appropriate cue sheet.
Coursebook materials / past
examination materials from
0520/2 Section 1 Ex1.
Mini white boards are good
to use here instead of paper
as the rest of the class can
check what each pair has
done if it is a game!
8
AO
Learning Outcomes
Suggested Teaching Activities
•
Students describe and give
opinions about local
shopping facilities.
Extended
Writing
•
In a shop find out what is
available, ask for appropriate
quantities (food) and deal
with prices.
Online Resources
Other resources
Students complete the
examination writing exercise
based on “Shopping, plaisir ou
nécessité.”
Paper 4 0520/4 June 2004
question 1
Speaking
First revise food items then add
in quantities (flashcards /
OHT). Using role play cards
students practice requesting
various items and differing
quantities of those items.
Teacher to provide
appropriate tasks on OHT or
on cue cards. The cues could
be visual or verbal.
Paper 3 (0520/3) June 2004
Role Play1 A Shopping (N.B.
Shopping situations
frequently appear on A Role
Plays)
Listening
Students listen to short
dialogues and note down the
product required, the amount
and the price (N.B. revision of
numbers may be necessary
prior to testing prices!)
Students listen to exam
questions and answer as
above or use the examination
questions.
Coursebook materials often
feature lots of practice on
shopping. Choose texts /
dialogues which feature
people choosing different
quantities / amounts of
different food items.
The Listening papers feature
many short (Section 1 Ex1)
examples of multiple choice
questions based on
shopping. Teachers could
compile these listening tasks
together on one cassette
and use them in class.
Reading
Students read about the Sarlat
market and complete the box
ticking exercise.
Paper 2 0520/2 June 2005
Section 1 Ex2
9
AO
Learning Outcomes
Shopping for Clothes
•
Ask for items of clothing and
modify requirements.
Suggested Teaching Activities
Speaking
Game: Je suis allé au marché
et j’ai acheté …. Students add
a name of a product / amount /
quantity they bought, first
repeating in the correct order
what earlier speakers bought.
Speaking/ Writing
After revising items of clothing
(presented on OHT or
flashcards) students practise
simple role play situations in
pairs in which they ask for an
item of clothing, giving their
size and colour / material
preference.
Online Resources
Other resources
www.vokabel.com/french.html
Métro 4 rouge module 6 unit
2 shopping for clothes
Teacher to provide:
les vêtements (vocab. revision)
1) key phrases for role
play phrases
2) cues for role play
situations either on
OHT or cards.
Prompts on these cards can
be visual or verbal.
10
AO
Learning Outcomes
Suggested Teaching Activities
•
Speaking/ Writing
•
Make a complaint about an
item and ask for
reimbursement.
Express and explain views /
opinions about clothing and
fashions.
Core
Listening
Speaking/Writing
The next stage of the activity
requires the teacher to present
lexical “problem” items such as
wrong size, colour etc.
Remember to provide phrases
to enable students also to
make complaints and ask for
reimbursement or reduction.
Students then write dialogues
based on problems / reasons
for not buying or returning the
item of clothing. These can
then be acted out for the class.
Online Resources
Other resources
Teacher provides OHT to
support vocabulary learning.
Revise / present direct object
pronouns in association with
phrases such as Je le / la / les /
prends and OHT / flashcards of
clothes. In pairs students write
role play scenario based on the
theme of “Le client difficile”.
Teachers can back up this
activity with grammar based
activities such as gapped
sentences in which the
missing direct object pronoun
is replaced.
Students listen to taped
extracts of four young French
students talking about designer
clothing and complete the
exercise (ticking 6 correct
statements out of 12).
Teacher to produce text
In pairs, students interview
each other about shopping
habits. The class pool
responses and then students
write a short article based on
their own shopping habits.
Simple opinions as to their
favourite shops and clothes
11
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
should be added.
Extended
Writing
•
6
Give an account of a period
of time in the shops in the
past or one that is still being
planned.
Public Services
At the Post Office
•
Find out the cost of sending
items, request stamps and
pay.
Core / Extended
Writing
Speaking
Students complete the writing
examination exercise based on
“Les vêtements de marque”.
Paper 4 0520/4 June 2002,
question 1B
Students are given a fictitious
amount of money to spend and
asked to describe the day they
had / will have. At the Core
Level encourage students to
give a factual account with
simple opinions. At the
Extended Level students can
be encouraged to include more
opinions and explanations in a
wider variety of tenses. This
could first be treated as a
group writing exercise with a
pooling of ideas prior to
individual drafts. As an
alternative activity students can
plan a future shopping trip
having first revised future
tenses.
Core
Students work in pairs on
appropriate role play activities.
(Remember that payment will
involve some revision of
numbers.)
Teacher may need to provide
revision sheets on
appropriate tenses / phrases
according to the ability level
of the students in the group.
Writing
Students can be encouraged to
write out dialogues to aid
http://www.cite-europe.com/
Teacher could provide plan
of a French centre
commercial such as Cité
Europe. This may stimulate a
few ideas as to shops
available and the kinds of
things to buy. Also in such
“Centres” there are often
restaurants / cinemas and
students could include such
details.
www.languagesonline.org.uk
les chiffres (revision of
numbers)
Métro 4 Module 6 unit 4
Services
Teacher to provide essential
phrases on OHT / revision
sheet. Role play cards e.g.
Paper 3 0520/3 Roleplay 7A,
June 2005.
12
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
learning.
At the bank
•
Explain how much money is
to be changed and in what
way.
•
Find out rates of exchange
and commission and the
location of the cash desk.
Lost property
•
Explain that something has
been lost / stolen and
describe the item, contents,
where and when it was
stolen / lost.
Core
Speaking
Students work in pairs on
appropriate role play activities.
Writing
Students complete written
versions of role play activities.
Core
Speaking
Listening
Firstly the class revises
clothes, personal effects (e.g.
bag, wallet, watch etc.) and
adjectives using the OHP.
Items can be removed and
each person describes what
was lost, where and when. The
items can also be strung
together with each person
repeating what the previous
person lost and adding an item.
Students complete IGCSE
Speaking role plays in pairs as
this topic lends itself well to
role plays in pairs, which can
then be written out to support
learning.
Students listen to short extracts
/ dialogues in which items are
described and details given
concerning the loss. Students
copy out a grid with headings
“Objet, description, où, quand”
Teacher to provide key
phrases, role play cue cards
or situations on OHT.
Roleplay 0520/3 Nov. 2003
9A
Métro 4 Module 6 unit 5 lost
property
Paper 3 0520/3 June 2003
Role Play 2 B (Jacket stolen
in a restaurant).
Paper 3 0520/3 June 2004
Role Play 2 B (Purse and
passport left on plane).
Teacher to provide grid on
OHT and script for extracts if
listening coursebook
materials are not available.
13
AO
Learning Outcomes
Suggested Teaching Activities
Online Resources
Other resources
and each complete 4 details in
French per extract.
Reading/ Writing
Extended
Writing
Alternatively students could
read a gapped transcript of the
dialogues and complete the
dialogues.
Students write an account of
110-140 words describing what
happened when they picked up
the wrong case at an airport.
Paper 4 0520/4 June 2002,
question 2
14
IGCSE FOREIGN LANGUAGE FRENCH: UNIT 5
TRAVEL AND TRANSPORT
Context: It would be useful to teach this unit mid way through an IGCSE course perhaps just before or after a holiday or break for a festival. Work studied in Units 1 and 2 such
as Daily Routines, Food and Leisure could all feature as useful input to such a unit and could be recycled/revised alongside new work. In terms of grammar this unit is a good
opportunity to revise the present tense and perfect tense and move on to the future tense.
Outline:
Travel and transport vocabulary; forms of transport; enquiries about transport; buying tickets etc; railway/bus station and airport facilities; private and public
transport; road accidents. Revisit: Holidays and accommodation (Unit 3)
Grammar
Core: Present tense (revision)
Perfect tense (revision)
Imperfect tense (revision)
Future Tense (revision)
Prepositions (contracted articles eg pour aller au/à la)
Extended: Perfect infinitive. Active use of the conditional.
Vocabulary groups
Learning Outcomes
•
1
Suggested Teaching Activities
Resources
CORE
Give information and seek information about
usual journeys
Speaking
Provide students with a list of appropriate questions, first
prepared and practised in class then in pairs/groups.
Emphasise factual details eg times/frequency and simple
preferences for travel, eg c'est rapide etc.
Listening
Writing
Students report back, either to the class or in groups,
using the material prepared above. Students fill in a
simple grid with headings such as Moyen de transport?,
Pourquoi?, Fréquence etc. Results are then drawn
together and a sondage prepared.
Reading
Writing
Provide students with a suitable text, could be one chosen
from www.momes.net or one composed in class (or from
a text book). Students first read the complete text; then,
distribute the same text again, but this time with gaps to
be completed by the students.
www.momes.net
(Select Journaux, then Jeunes journalistes, then
Tourisme)
These texts are authentic sources, produced by
adolescents and updated fairly regularly
•
Give information and seek information about
holiday journeys
CORE
(See also linked activities in Unit 3 which may be appropriate)
Speaking
Students prepare a one minute oral presentation about
their last holiday/school trip based primarily on travel
details rather than holiday activities.
Writing
The above activity leads well into a written account. An
Extended activity could be based on a journey that went
disastrously wrong!
Reading
Speaking
Writing
Students access the www.parisparis.com website and
choose destinations (4 is a good number) they have
visited in the past/want to visit in Paris (for alternative
areas/countries see Unit 3). Using the information on the
website, they prepare an itinerary and then prepare an
oral or written account saying how they moved round
Paris. They must use a different form of transport each
time and say if it was/would be a good choice and why?
http://www.parisparis.com/fr/transports/
Using the information they have gathered, students
prepare diary entries/short factual accounts (Core) or
more imaginative accounts in different time frames
(Extended).
This is the site for all Parisian travel possibilities
and could be used for reference to maps etc.
Go to plans: this gives a very good plan of the
métro which can be used for working out
routes/correspondances etc
Students read stimulus text about travel and answer
Questions 36-40.
Paper 2 June 1999: Section 2, Exercise 2
Reading
Writing
2
This website gives information on the various
methods of transport in Paris. Details of bus
and métro travel can be found there together
with maps
www.ratp.fr
•
CORE
Travel by train and métro:
•
getting information
•
buying tickets
•
making reservations
•
include concept of Le Shuttle/Le Tunnel
Reading
Students read all about special offers for young people.
Ask the students to list where the destinations on offer are
and the price of the tickets. They choose a destination
and note down places to visit.
Speaking
Students write down 4 destinations and 4 preferred times
of day to travel and details of the group to travel. Working
in pairs or groups they develop conversations based
round sorting out their travel arrangements, eg what kind
of ticket they want, where to, how much the ticket costs, at
what time the train leaves/arrives. These 'cue cards' can
be exchanged and conversations extended by building in
problems, offers of reductions etc.
Speaking
Students practise examination role plays.
www.sncf.com
(Select Voyages.sncf.com, then Espace 12-25,
then Les Bons Plans)
Paper 3 June 2000: Role Play A, Cards 1, 2, 3
Paper 3 November 1999: Role Play A, Cards 4,
5, 6
Paper 3 June 1999: Role Play A, Cards 4, 5, 6
Paper 3 November 1998: Role Play A, Cards 4,
5, 6
Paper 3 June 1994: Role Play A, Cards 4, 5, 6
Paper 3 November 2000: Role Play A, Cards 4,
5, 6
Paper 3, November 2002: Role Play A, Cards 7,
8, 9
Listening
Students listen to taped details of train arrivals,
departures, delays, platform numbers. These could be
teacher or student produced or as found in most major
coursebooks. Students note down information on a grid
prepared for this purpose by the teacher.
Reading
Students answer multiple choice questions to identify
station signs/facilities.
These can be assembled by the teacher from
past papers.
Reading
Students answer objective questions concerning special
offers for rail tickets and also information about the RER.
Paper 2 June 1992: Section 1, Exercise 3
Paper 2 June 1994: Section 1, Exercise 2
Paper 2 November 1995: Section 1, Exercise 2
3
•
4
Travel by train and metro (Core): continued
Reading
Writing
Students answer more difficult questions on the topic of
rail travel.
Paper 2 June 1993: Section 1, Exercise 5
Reading
Writing
Students answer questions about the routine of a TGV
driver.
Paper 2 June 1999: Section 2, Exercise 1
Reading
Writing
Teacher prepares on an overhead transparency a simple
plan of a station, using standard symbols/drawings for le
buffet, le guichet, la consigne des bagages, le kiosque, la
salle d'attente, toilettes, téléphone, entrée/sortie, bureau
des renseignements etc. Less able students can match
places to symbols and more able students can add in
details on what is done in each place.
Reading
Writing
Students answer vrai/faux reading exercises on Le
Shuttle.
Paper 2 November 1999: Section 1, Exercise 4
Paper 2 June 1995: Section 1, Exercise 4
Paper 2 November 2000: Section 1, Exercise 3
•
CORE
Travel by bus/coach
•
getting information
•
buying tickets
•
making reservations
Speaking
Students create own role play cards (as above for train
travel)
Reading
Students answer vrai/faux reading exercise on travelling
from France to England by bus.
Paper 2 November 1999: Section 1, Exercise 2
EXTENDED
Writing
Students write a letter to a French friend inviting them to
go on a coach tour in France, stating what they would like
to do and why.
Speaking
Teach the perfect infinitive then relate this to a list of
places visited/itinerary of a coach tour on overhead
transparencies. Students recount the trip factually using a
perfect infinitive in each sentence. This can also be done
in groups/pairs as a memory game or a game timed
against a stopwatch.
Links with Holidays, Unit 3. Students may find it
useful to visit sites such as
www.francealacarte.org.uk/education/index.html
Written extension is also possible.
•
5
CORE
Travel by air and sea
•
getting information
•
buying tickets
•
making reservations
Many of these tasks have common vocabulary groups with train/coach
travel.
Reading
Speaking
Listening
Writing
Ask students to note down the following:
• prices and 5 possible destinations from Paris and
booking conditions
• booking conditions for Fréquence Jeunes and 3
possible destinations and current prices and booking
conditions
Using the above information, students make up role plays
in pairs which are performed to the group/class. Other
students note down the details. Teacher to collate results
and ask the group to decide on a common destination for
a school trip.
More able students can be asked to write a letter inviting a
French friend to go on one of their trips saying why.
Reading
Speaking
Listening
Writing
All of the above types of activities can be carried out using
similar information on the Sea France site but obviously
travel is between France and England.
www.airfrance.com
Select Site France, then Espace Jeunes (on the
left of the screen), then flash or html, then Tarifs
jeunes (hover over multi-coloured bar code)
www.seafrance.com
•
Travel by air and sea (Core): continued
Speaking
Students practise oral examination role play.
Paper 3 November 1999: Role Play B, Cards 1,
4, 7
Paper 3 November 2001: Role Play B, Cards 2,
5, 8
Writing
•
6
CORE
Travel by car
• buying petrol etc
•
understanding traffic delays
•
breakdown
Students write a thank you letter to French hosts following
a stay. In it they give details of the return journey – this
could be as expected or eventful, eg lost cases, missed
connection etc.
Speaking
Teacher prepares an overhead transparency (good ones
can be found in most coursebooks) representing petrol
(lead-free), oil, water, tyres etc and quantities. Pupils
practise role plays for varying amounts and queries (eg Il
y a des toilettes? Vous avez des cartes routières?).
Reading
Writing
Listening
Using maps provided on the bison-futé website, students
practice saying where there are traffic jams etc. Using a
map of travaux, students prepare a written report for a
radio station (eg inforoute) giving travel details. These
can be recorded and played to the group and used as the
basis for a listening exercise.
www.bison-fute.equipement.gouv.fr/
Speaking
Writing
Using a map of France (real or from the web, available on
bison-futé), students practise saying where they have
broken down (identifying road numbers and towns).
Prepare an overhead transparency with colours and
makes of cars in order that students practise identifying
their car. This activity can then be built into the above
activity.
Starting from a visual stimulus on an overhead
transparency, students give a simple explanation of a
breakdown problem (eg no petrol, flat tyre).
Once students have acquired and practised the
appropriate vocabulary and structures through these
exercises, they can be asked to produce written dialogues
on the theme of a breakdown. These can then be used as
source material for reading and gap-fill exercises.
www.bison-fute.equipement.gouv.fr/
Paper 3 November 1996: Role Play B, Cards 1,
4, 7
Paper 3 November 2001: Role Play B, Cards 1,
4, 7
•
•
Give
and
seek
information
accident/injury (eg car accident)
CORE
about
Speaking
Listening
Reading
Writing
Students revisit injury vocabulary, accident vocabulary
and structures from Unit 1 (eg je me suis blessé)
Listening
Reading
Students listen to accounts of simple car accidents (all
major coursebooks feature these). They note down where
the accident occurred, how it happened (collision etc),
whose fault it was and what the result was. (Alternatively
script 3 or 4 incidents and play these to the class.)
Give out a gapped text of the above scripts and ask the
students to complete it.
Writing
Ask students to give a factual account of a road accident
or present them with an insurance claim form to fill in with
headings such as where the accident occurred, how it
happened, whose fault it was and what the result was.
Remember first to revise vocabulary for emergency
services, phone call etc.
Paper 3 June 1992: Role Play B, Cards 3, 6, 9
CORE
Understand road/motorway signs
Reading
Teachers prepares an overhead transparency of common
road symbols used (these can be copied from a travel
section in any major coursebook). As a low level 'starter'
vocabulary exercise, students match symbols to
vocabulary (eg péage, autoroute, aire, sortie)
Reading
Students answer vrai/faux questions about facilities
available at motorway service stations
EXTENDED
Writing
7
Paper 3 June 1995: Role Play B, Cards 1, 4, 7
Students write an account of an imaginary journey from
Calais to the south of France via the motorway system.
Paper 2 November 1997: Section 1, Exercise 2
Paper 2 June 1995: Section 1, Exercise 2
•
8
General travel
environment
items
plus
links
•
Green transport
•
public versus private transport
•
unusual journeys
to
EXTENDED
the
It would be appropriate, especially for Extended students to go beyond
the factual tourism/travel aspects of this topic and to see travel in a
wider way linked to environment and pollution. Teachers should study
texts related to ecological aspects of transport such as the wider
advantages/disadvantages of forms of travel/public transport. (See also
Unit 6 for links to World Issues – Environment.)
www.ratp.fr
Reading
Writing
Ask students to read the information provided on the
website and to then write an account of how the RATP
helps cyclists. Teachers could also download the page
and put in gaps for a Cloze test.
Speaking
Writing
Having covered the pros and cons of public/private
transport, ask students to work in groups to prepare lists
of pros and cons. These lists could form the basis of
presentations which, with able students, could be
developed into an oral debate with a written follow up.
Reading
Students answer French questions
ecological aspects of bike riding
Reading
Students answer questions based on the wider work of
the RATP (multiple choice).
Paper 2 June 1998: Section 3, Exercise 1
Reading
Students answer multiple choice questions about driving
habits in Europe.
Paper 2 June 1992: Section 3, Exercise 2
Reading
Students answer multiple choice questions about public
transport in Curitiba.
Paper 2 June 1995: Section 2, Exercise 1
Reading
Students answer questions in French about a round the
world sailing trip.
Paper 2 June 1996: Section 1, Exercise 2
Reading
Students answer questions about car-free day
Paper 2 June 2002, Section 3, Exercise 1
Reading
Students answer multiple choice questions about the life
of a helicopter pilot.
Paper 2 November 1998: Section 3, Exercise 1
Reading
Writing
Students complete a Cloze test about a road accident.
Paper 2 June 1995: Section 3, Exercise 3
Writing
Ask students to write a letter to a newspaper
supporting/contesting the building of a new motorway.
First practise ways of putting views forward.
based
on
the
Select Roue Libre
Paper 2 November 1998: Section 2, Exercise 1
•
General travel items plus links
environment (Extended): continued
to
the
Reading
Writing
Students complete a Cloze test on the subject of a
journey.
Paper 2 June 2000: Section 3, Exercise 3
Reading
Students answer questions about a journey into space.
Paper 2 June 1998: Section 2, Exercise 1
Writing
Having read through a variety of texts at this level,
students prepare a creative, imaginative piece of work in
which they have to describe how Paris or a local town
might look in 50 years (eg How will people travel and
why?).
This is a good revision spot for the
future/conditional tenses.
www.francealacarte.org.uk/education/index.html
Speaking
9
More able students could be asked to prepare a
presentation on Les transports de demain.
Select About France, then Maison de la France,
then France. Use the map to select a particular
large town, eg Strasbourg. Students will be able
to access pictures/addresses for a town and
check what public transport facilities already
exist