NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
French
Society, Learning, Employability
and Culture
Learner’s Notes
[NATIONAL 5]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
This document includes web links (ie urls) to specific YouTube clips.
Please note the following:
1.
2.
When you click on these web links you are moving away from the Education
Scotland website. Education Scotland is not responsible for content on
external websites.
As YouTube provides an open forum for users to post comments it is
recommended that practitioners check the clips, and any appended comments,
in advance so as to assess suitability before directing learners to them.
Acknowledgement
The publisher gratefully acknowledges permission to use the following source: images ©
Microsoft clipart.
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
Contents
Introduction
4
Reading
5
Listening
16
Talking and listening
25
Writing
36
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
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INTRODUCTION
Introduction
Contexts: Society, learning, employability and culture
Skills: Reading, listening, talking and writing
Learning intentions for this resource
 To develop and improve skills in reading, writing, talking and listening in
French.
 To improve understanding of the themes of society, learning,
employability and culture, by integrating the skills of reading, listening,
listening and talking and writing
 To develop knowledge of language, in particular confidence using the
present, future and conditional tenses in writing and talking activities.
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
READING
Reading
Learning intentions
 To read a French text and use a variety of skills and techniques to work
out its meaning.
 To recognise a variety of tenses in the text .
Success criteria
 I can reflect on and use the skills I need to read a French text and work out
the meaning.
 I can identify familiar words, cognates and key words to understand the
text and use a bilingual dictionary to help me look up unfamiliar
vocabulary.
 I can work alone or with others to identify and understand specific
information contained in the text about employability, education,
citizenship and culture.
 I can recognise and understand the variety of French tenses that are used in
the text.
 I can recognise a variety of tenses in French and understand their
contribution to the sense of the text.
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
5
READING
Activity 1: Think, pair, share
Brainstorm the techniques you will use when reading an unfamiliar French
text and complete the spider diagram. Then decide on the key learning skills
you will use while reading the text of Céline’s blog and completing the
activities.
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
READING
Reading: Céline’s blog
Céline has posted the following on her online blog about her gap year in the
Democratic Republic of Niger. She is spending her gap year working for an
international aid agency teaching children in a primary sch ool.
Activity 2: Skim for gist
Use three different coloured pencils/highlighters to do the following for the
blog text:
(a)
(b)
(c)
Highlight any familiar language you recognise.
Highlight any cognates you recognise.
Highlight any unfamiliar language that you thi nk could be a key word.
Use a dictionary to look up any new vocabulary that you consider important
and note it down.
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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READING
Je viens de partir de Niamey, la capitale de la République du Niger et je suis
arrivée en France lundi.
C’est dommage que mon année sabbatique soit finie parce que c’était
vraiment génial. Ceci dit, avant de partir, j’admets que je me suis sentie très
nerveuse.
J’ai travaillé pendant douze mois comme institutrice dans une école primaire.
J’habitais dans une petite maison et le logement était assez confortable. De
plus, la vue qu’on avait était superbe parce que la maison se situait près du
Grand Marché et j’aimais regarder les gens faire leurs courses.
Nous étions deux institutrices dans l’école, une femme plus âgée et avec plus
d’expérience ; et moi. Je m’entendais plutôt bien avec elle. Je travaillais du
lundi au vendredi de sept heures trente à seize heures trente. C’était fatigant
mais j’ai aimé le travail.
Pendant mon stage, j’ai appris aux enfants à parler anglais. Je leur ai aussi
appris des chansons et des poèmes. Nous avons lu des histoires et nous avons
joué des jeux. Les enfants étaient vraiment amusants et pleins de vie. Ils se
sont bien amusés, et ont surtout apprécié les jeux! J’ai beaucoup aimé le
contact avec les gens et travailler avec les enfants.
C’est vrai qu’au début, je trouvais l’accent difficile à comprendre mais après
avoir travaillé pendant deux semaines, je comprenais presque tout ce qu’on
me disait. Ce que j’ai aimé le plus c’est que j’ai appris beauco up de choses au
sujet de la culture et des traditions du pays, comme la musique et
l’architecture, en parlant avec l’autre institutrice et les enfants.
De temps en temps, je suis allée manger dans des restaurants traditionnels
pour déguster les spécialités locales. Mon plat préféré s’appelle Tukasu ;
c’est un plat préparé avec du mouton, des tomates, des oignons, de l’ail, des
dattes et plusieurs épices différentes. C’est délicieux !
A mon avis, mon stage était une bonne expérience parce que le travail é tait à
la fois varié et intéressant. Malgré mon manque d’expérience, tout s’est très
bien passé.
En effet plus tard, j’aimerais travailler comme institutrice, donc ce stage m’a
aidé à acquérir de l’expérience dans ce domaine.
Grâce à ce travail, j’ai pu me faire plein d’amis et gagner un peu d’argent
pour voyager à la République du Niger. J’ai passé une semaine à visiter
différents lieux ; ce qui était super.
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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READING
J’ai beaucoup aimé la grande ville qui s’appelle Zinder et je recommanderais
à ceux qui y vont de visiter le Palais du Sultan parce qu’il est magnifique.
Quant à mes projets pour l’avenir, j’espère trouver un emploi ici en France
pour gagner ma vie. En effet, je vais retourner à Niamey l’année prochaine et
j’irai rendre visite à mes amis et mes anciens élèves à l’école primaire. Ma
meilleure amie va m’accompagner, ce sera super! Pour conclure, c’était une
expérience que je n’oublierai jamais!
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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READING
Activity 3: Scan for information
Make notes in English on what you think the passage is about using the grid
below.
Consider where Céline was, what she did, the cultural references, the
advantages of her experience and her future plans. Use a dictionary if you
need to look up new words, and think about the approaches to understanding
a reading passage in French that you discussed before looking at the text.
Where?
What?
Who?
Accommodation?
Work activities?
Positive points?
Difficulties?
Visited?
Future plans?
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
READING
Activity 4: Peer quiz
In pairs, make up a list of six questions that you think highlight the
key points in Céline’s blog.
Your questions:
1.
2.
3.
4.
5.
6.
Now swap these with another pair and try to answer their questions.
Your answers to their questions:
1.
2.
3.
4.
5.
6.
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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READING
Activity 5: Quiz
Your teacher/lecturer may wish to check your comprehension of the
text.
Activity 6: Odd man out
Either on your own or in pairs, decide which phrase is the odd one out and
give the reason for your decision.
Reason
Elle va
Tu feras
Nous mangeons
Ils sortent
Je suis allé
Ils ont
mangé
Elle va arriver
Elles sont
parties
Magnifique
Délicieux
Amusants
Difficiles
Ce sera
Elle était
Je suis
Il a
La capitale
L’école
La maison
Le marché
Vous
joueriez
Elle devrait
Je
recommanderai
On pourrait
Regarder
Travailler
Partir
Aimer
Le mouton
La tomate
L’oignon
L’ail
Now make up three sets of your own ‘odd men out’ and swap them with your
partner. You can then swap this with another pair and work out which phrases
are correct in each section. Give a reason for your choice in each case.
Reason
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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READING
Activity 7: Knowledge about language: Give one, get
one
In this activity you can focus on finding different aspects of
language in Céline’s blog and translate them into English.
Rules




In pairs, take it in turns to find the different parts of language as specified
in the box below. Person A gives an answer eg a time phrase or an
adjective and if correct, gets a point.
Swap over so person B can give an answer, if they get it right, they win a
point.
If you get stuck or run out of answers, pass to the other person and they
can win a bonus point if they answer correctly.
The winner is the person with the most points at the end of the activity.
(a)
Four time phrases
(b)
Four adjectives
(c)
Four perfect tense phrases
(d)
Four imperfect tense phrases
(e)
Two conditional tense phrases
(f)
Two future tense phrases
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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13
READING
Activity 8: Research and cultural awareness
Using the internet and any other resources available to you, research the
Republic of Niger or any other francophone country and present your
information to the rest of the class. The information you might want to find
out could include:







the capital city
population
the longest river
the highest mountain
typical food and drink
any traditions/customs that you find interesting
any other languages that are spoken in the country.
Deliver your presentation in French and be prepared to answer questions
about it in French. Here are a couple of websites that might help you:
http://www.wildfrench.co.uk/Metro1/met1m1enplus.htm
http://www.francophonie.org/
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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READING
Reading self-assessment
Learning intentions
 To read a French text and use a variety of skills and techniques to work
out its meaning.
 To recognise a variety of tenses in the text.
Read the success criteria and tick the box beside each one that you thinks best
indicates how well you have done.
Success criteria
Assez
bien
Bien
Très
bien
I can reflect on and use the skills I need
to read a French text and work out the
meaning.
I can identify familiar words, cognates
and key words to understand the text
and use a bilingual dictionary to help me
look up unfamiliar vocabulary.
I can work alone or with others to
identify and understand specific
information contained in the text about
employability, education, citizenship
and culture.
I can recognise and understand a variety
of French tenses that are used in the
text.
I can recognise a variety of tenses in
French and understand their contribution
to the sense of the text.
Areas for improvement
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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LISTENING
Listening
Watch a video and listen to a conversation among three people about
school subjects, part-time jobs and career aspirations. The video has
been divided into three sections. Each time you watch the video, you
will be given a new task with a different focus.
Learning intentions
 To listen to a French text, using a variety of skills and techniques to make
sense of it.
 To listen to and understand a range of familiar and unfamiliar vocabulary
and tenses in the text.
 To listen to and recognise a range of tenses and be able to understand the
differences between them.
Success criteria
 I can reflect on and use the skills I need to be able to listen to a Fren ch
text and make sense of it.
 I can work with others to successfully discuss and collate ideas .
 I can listen for and identify key words, familiar words and cognates that
help me to understand the text.
 I can understand new, unfamiliar vocabulary and phrase s to do with the
themes of learning, employability, citizenship and culture.
 I can recognise and understand the variety of tenses used in the French
text.
 I can listen and take notes in English to help me remember and organise
my ideas.
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
LISTENING
Activity 1: Think, pair, share
Brainstorm the listening techniques you will use when listening to an
unfamiliar French text and complete the spider diagram, deciding on the key
learning skills you will need to complete the following listening activities.
Listening skills
My
Listening
Skills
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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LISTENING
Activity 2: Catchword
During this activity you must focus on listening and recognising familiar
words and phrases, as this will help you to identify the correct card.
Rules




18
You have 11 cards, each containing key words and phrases.
Lay the cards out flat so you can see every card.
Competing against your partner, watch the video and as soon as you hear
the key vocabulary on the cards, try to pick up the appropriate card first.
The person with the most cards at the end of the first hearing is the win ner.
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
LISTENING
Activity 3: The sequence shuffle
During this activity, focus on listening and recognising longer phrases and
pieces of text as you hear them, as this will help you to identify the correct
order of the cards.
Rules



You have 14 cards, each containing different parts of the transcript.
Lay the cards out flat and skim read each one before the second hearing.
Watch the video again and this time try to put the cards in the correct order
as you hear them.
Once you have put your cards into a sequence, compare the order of your
cards to that of your partner. Your teacher/lecturer will then check if you
have the right sequence.
Activity 4: The three specialists
Rules







Work in groups of three.
Specialist A must focus on what Marion says .
Specialist B must focus on what Philippe says.
Specialist C must focus on what Frédéric says.
Each person must take notes in English and fill out the appropriate grid
with the correct information as you all watch the video.
The pauses will allow you to take meaningful notes.
Once you have each completed your respective grid, share the information
you have gathered and fill out the other parts of the grid.
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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LISTENING
Information to find
Philippe
Profession
Responsibilities
Hours of work
Where he works
How he finds it
2 types of topics he writes about
Languages he studied at school
Other subjects he studied (any 5)
Where he studied journalism
How long he has been a journalist
Advantages of knowing the
language of the country
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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LISTENING
Information to find
Frédéric
What languages he studies
Where he works
Who he gives advice to
What he gives advice about
Why he likes it
What he intends to learn
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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LISTENING
Information to find
Marion
What she does at the moment
What she wants to be
What interests her most?
Options of where to work in the
future
Who she wants to work for
Where she could work
Why it would be difficult
How she describes the job
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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LISTENING
Activity 5: Quiz
Your teacher/lecturer may wish to check that you have understood
the video by asking you to complete some questions.
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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LISTENING
Listening self-assessment
Learning intention
 To listen to a French text, using a variety of skills and techniques to make
sense of it.
 To listen to and understand a range of familiar and unfamiliar vocabulary
and tenses in the text.
 To listen to and recognise a range of tenses and be able to understand the
differences between them.
Read the success criteria and tick the box beside each one that you thinks best
indicates how well you have done.
Success criteria
Assez
bien
Bien
I can reflect on and use the skills I need
to be able to listen to a French text and
make sense of it.
I can work with others to successfully
discuss and collate ideas.
I can listen for and identify key words,
familiar words and cognates that help
me to understand the text.
I can understand new, unfamiliar
vocabulary and phrases to do with the
themes of learning, employability,
citizenship and culture.
I can recognise and understand the
variety of tenses used in the French text.
I can listen and take notes in English to
help me remember and organise my
ideas.
Areas for improvement
24
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
Très
bien
TALKING AND LISTENING
Talking and listening
Learning intentions
 To ask someone questions about their future plans in French .
 To answer questions about your future plans in French .
Success criteria
 I can reflect on and use the skills and knowledge I need to be able to hold
a conversation in French about future plans.
 I can use a variety of vocabulary and structures as well as the fu ture and
conditional tenses accurately.
 I can respond to questions, giving my opinions and reasons in French and
going beyond minimal responses.
 I can listen to specific questions and answer them appropriately using
correct tenses and appropriate vocabulary.
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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TALKING AND LISTENING
Activity 1: Think, pair, share
Brainstorm what skills and knowledge you will need in order to talk about
your future plans in French and complete the spider diagram.
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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TALKING AND LISTENING
Activity 2: Match points
Your teacher/lecturer will issue you with ‘match point cards’. The aim of this
game is to familiarise yourself with the language on the cards and work out
the meaning of unfamiliar vocabulary.
In pairs, match the questions on the cards with the correct answers. Compete
against another pair to see who can finish first. Then check your answers with
them to ensure you have all matched the right cards.
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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TALKING AND LISTENING
Activity 3: Time for tenses
The focus of this activity is for you to identify various
phrases in the future and conditional tenses.
In the table below, write down every future tense phrase
and conditional tense phrase you can spot on the cards and
translate them into English.
Future phrases
French
28
English
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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TALKING AND LISTENING
Conditional phrases
French
English
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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TALKING AND LISTENING
Activity 4: Give one, get one
Rules




Person A gives an answer by naming a future or conditional
phrase that they have identified in the text and noted down in
activity 3. If they are correct, they get a point.
Swap over so person B can give an answer. If they get it
right, they win a point.
If you get stuck or run out of answers, you must pass to the other person ,
who can win a bonus point if they answer correctly.
The winner is the person with the most points at the end of the activity.
Activity 5: Fish in the pond
The focus of this game is for you to practise pronouncing
the questions and answers on the cards.
Rules





30
In pairs, use one set of match point cards, both questions and answers, and
place them all face down.
Take it in turns to turn over two at a time, trying to find a matching pair of
cards, ie a question and its answer.
Once you find a match, read out the question , answer in French and explain
what they mean in order to win the point.
If you cannot say what they mean, put them back in the pond.
If you get the meaning correct, keep those cards and at the end of the
game, the person with the most matching cards wins.
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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TALKING AND LISTENING
Activity 6: Dominoes
The aim of the game is to listen to the questio ns carefully
and match them to the correct answers.
Rules






In groups of four, deal out the dominos so everyone has two or three cards.
Whoever has the word ‘DÉBUT’ written on their card begins by reading
out that question.
Listen carefully to the question and if you think you have the correct
answer, read your card aloud. Then read out the question, the person with
the corresponding domino has to answer.
Continue until all the dominos are matched.
Try to get to the last card, with the word ‘FIN’, before the other groups in
the class.
You may use support materials to help you.
Activity 7: Pass the parcel
The focus of this activity is to ask a question, making sure you are
pronouncing the words correctly, and answer them as best as you
can. You may have some good ideas of sample answers from the
previous activity but you should also try to answer with your own
ideas.
Rules




Your teacher will give you a bag containing question cards. In groups or as
a whole class, pass around the bag while listening to music.
When the music stops, read the question on the card aloud and answer it as
best you can.
If you answer correctly, you can keep the card.
When the music restarts, pass the bag around again. The person with the
most cards at the end of the game is the winner.
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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TALKING AND LISTENING
Activity 8: The Grand Old Duke of York/inside outside circle
Rules
 Choose to be either person A or person B.
 If you are person A, get into a circle with all the other As.
 If you are person B, stand behind a person A and form a bigger circle w ith
all the other Bs.
 Begin by using the same question cards from ‘Pass the Parcel’. These cards
should be shared out amongst the As.
 When told to start, person A asks person B the question on their card.
Person B listens carefully to the question and responds by giving as much
relevant information in French as they can. You may use appropriate
resources to help you.
 Person B then asks person A the same question and person A responds as
best they can.
 On your teacher’s/lecturer’s instructions, move clockwis e so you are facing
the next person.
 Follow the same process as before, but this time you will need to answer a
new question.
 When you have returned to your original place, you may have answered all
the questions.
 You can now start again but without support materials.
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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TALKING AND LISTENING
Activity 9: Fill the gap
The focus of this activity is to apply the language you have learned in
previous activities to ask questions, listen to and understand your partner’s
answers, and answer questions about your own future plans.
 Working in pairs, fill out the table about your partner.
 Ask the correct questions (remember what you have learned in the
previous activities) and listen very carefully to your partner ’s answers.
 Complete the table in English. Try not to use support mater ials.
 Once you have filled in the gaps about your partner, swap over so your
partner can ask you questions
Gap fill grid
Information prompts
Your partner’s answers
L’année prochaine?
Après le Lycée
L’Universtié
Le travail
Les voyages
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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TALKING AND LISTENING
Activity 10: Report back
Working with another pair, take turns to report what your partner’s future
plans are in French to the other pair.
Make sure you listen carefully to what each person says so you can fill out
two more tables. Your teacher/lecturer might ex pect you to report on the
future plans of any of the other people in your group.
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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TALKING AND LISTENING
Talking and listening self-assessment
Learning intentions
 To ask someone questions about their future plans in French .
 To answer questions about your future plans in French.
Read the success criteria and tick the box beside each one that you thinks best
indicates how well you have done.
Success criteria
Assez
bien
Bien
Très
bien
I can reflect on and use the skills and
knowledge I need to be able to hold a
conversation in French about future
plans.
I can use a variety of vocabulary and
structures as well as the future and
conditional tenses accurately.
I can respond to questions, giving my
opinions and reasons in French and
going beyond minimal responses.
I can listen to specific questions and
answer them appropriately using correct
tenses and appropriate vocabulary.
Areas for improvement
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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WRITING
Writing
Learning intentions
 To write your CV in French in order to apply for a job.
 To write a blog to describe your future plans using the future and
conditional tenses accurately.
Success criteria
 I can complete a CV in French about my own experience to date using
appropriate and accurate language.
 I can work with others to discuss what makes a good piece of writing and
the skills I will use to produce it.
 I can produce a piece of writing in French using a range of vocabulary,
structures and tenses accurately to describe my future plans using
appropriate support materials.
 I can express opinions in French and give reasons using opinion phrases
and conjunctions.
 I can work alone and with others to check the accuracy of a piece of
writing, focusing on spelling, accents, verb endings and tenses.
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
WRITING
Activity 1: Think, pair, share
Brainstorm the techniques you will use to produce a good piece of writing in
French and complete the spider diagram. Then decide on the key learning
skills you will use when writing your CV and blog in French
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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WRITING
Activity 2: CV
You are applying for a job with an internatio nal aid agency for your gap year
in the Republic of Niger. Complete the CV below in French with your
personal information.
Prénom :
Formation:
Nom de famille:
Collège:
Dates:
Matières:
Situation personnelle et état civil
Nationalité:
Examens:
Âge:
Date de naissance:
Expérience professionnelle:
Situation de famille:
Nom de l’entreprise:
Adresse:
Dates:
Position:
Responsabilités:
Adresse email:
Langues:
Nom de l’entreprise:
Informatique:
Dates:
Position:
Intérêts:
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Responsabilités:
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
WRITING
Activity 3: The error detective
In pairs or working alone, read the following two texts about two male
students’ future plans. There are six mistakes in each text. Can you spot
them? Note them in the table and correct the word or phrase. Then compare
your answers with a partner or another pair.
Text A
Après le lycée, j’ai l’intention de continuer mes études à la fac. Je voudras
étudier les sciences. Mon prof dit que je suis fort en sciences et en plus, je les
adore. Ce qui m’intéresse le plus, c’est que cela me donne l’occasion de
découvrir beaucoup de nouvelles choses qui peuvent améliorer notre monde.
En ce qui concerne mon métier, je travaillai comme scientifique et je fairai de
la recherche. En particulier, j’aimeras travailler dans le domaine de la
recherche scientifique pour l'aide au Tiers Monde. Je pense que ce sea un
travail utile et important. A mon avis, ce qui sera génial , sera de pouvoir
voyager et peut-être visiter les pays et les gens qui vant profiter de ma
recherche.
Error in text
Correction
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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WRITING
Text B
Dans le futur, je voulais être avocat. En ce moment, j’étudie le français,
l’anglais, l’espagnol et les sciences politiques au lycée. Si possible, j’ira à la
fac l’année prochaine pour étudier le droit. C’est vrai que je devai étudier
pendant cinq ans et après, je trouvera un emploi dans une grande ville. Je
travailleri pour une grande entreprise parce que je voudrais gagner beaucoup
d’argent. Pourtant, je sais qu’il faura travailler des heures longues et dures
mais je suis motivé et travailleur. En plus, mon oncle est avocat et il adore
son métier. Il dit qu’on peut travailler en équipe, aider les gen s qui ont besoin
du conseil et on peut protéger les gens vulnérables. Ce serait mon rêve! En
effet mon oncle m’a beaucoup conseillé et par conséquent j’ai décidé de ce
que je ferai après le lycée.
Error in text
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Correction
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
WRITING
Activity 4: Teacher talk
Reread the two pieces of writing from activity 3. What makes these pieces of
writing good? You can note down any phrases you consider good in the
following table and add your own ideas.
Share your ideas with a partner
From the text
Your own ideas
Time phrases
Conjunctions
Opinion
phrases
Any other
good phrases
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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WRITING
Activity 5: Blogger
Now it is your turn to write a blog about your future plans.
Rules







Write 120–150 words about your future plans.
Use future and conditional tenses accurately.
Structure your piece of writing coherently.
Use a range of vocabulary, structures and conjunctions.
Give your opinion and reasons for your opinions using good essay
phrases.
Include details of:
 what you are studying at the moment
 what you are interested in or good at
 what training/studies you will have to undertake
 why you want to follow this career path
 where you would like to work.
You may use a dictionary and any other appropriate resources.
Activity 6: Self- and peer assessment
 Check your blog for accuracy of spelling, accents, tenses, verb endings,
punctuation and to ensure your writing makes sense!
 Now swap with a partner.
 Using a coloured pencil or highlighter, underline any errors that you can
spot in your partner’s work. Use the correction code below to help you,
and complete the self- and peer- assessment sheet.
 Write a piece of helpful feedback on your partner’s work to help him/her
improve it.
 Swap back and make the appropriate corrections to your own work.
Sp
Acc
T
Spelling
Accent
Tense
S
P
VE
Sense
Punctuation
Verb ending
Once you have corrected your work, you could submit it to your
teacher/lecturer to be checked.
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SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
© Crown copyright 2012
WRITING
Writing self-assessment
Learning intentions
 To write your CV in French in order to apply for a job.
 To write a blog to describe your future plans using the future and
conditional tenses accurately.
Read the success criteria and tick the box beside each one that you thinks best
indicates how well you have done.
Success criteria
Assez
bien
Bien
Très
bien
I can complete a CV in French about
my own experience to date using
appropriate and accurate language.
I can work with others to discuss what
makes a good piece of writing and the
skills I will use to produce it.
I can produce a piece of writing in
French using a range of vocabulary,
structures and tenses accurately to
describe my future plans using
appropriate support materials.
I can express opinions in French and
give reasons using opinion phrases and
conjunctions.
I can work alone and with others to
check the accuracy of a piece of
writing, focusing on spelling, accents,
verb endings and tenses.
Areas for improvement
SOCIETY, LEARNING, EMPLOYABILITY AND CULTURE (NATIONAL 5, FRENCH)
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