French Lesson Plan - Anto Simon

Scheme of work
Cambridge IGCSE®
French (Foreign Language)
0520
For examination from 2015
www.theallpapers.com
Scheme of work – Cambridge IGCSE® French (Foreign Language) (0520)
Contents
Contents.................................................................................................................................................................................................................................................. 2
Overview................................................................................................................................................................................................................................................. 3
Unit 1: Topic area A – Everyday activities............................................................................................................................................................................................ 7
Unit 2: Topic area B – Personal and social life.................................................................................................................................................................................. 12
Unit 3: Topic area C – The world around us....................................................................................................................................................................................... 22
Unit 4: Topic area D – The world of work........................................................................................................................................................................................... 31
Unit 5: Topic area E – The international world................................................................................................................................................................................... 36
V1 4Y01 Cambridge IGCSE French (Foreign Language) (0520) – from 2015 www.theallpapers.com 2
Overview
The IGCSE French (0520) syllabus has been revised for first examination in 2015. This scheme of work provides ideas about how to construct and deliver a course.
The syllabus has been broken down into teaching units with suggested teaching activities and learning resources to use in the classroom.
Recommended prior knowledge

It is recommended that learners are familiar with the content of UK Key Stage 3 National Curriculum Modern Foreign Language requirements or have followed
similar courses. More information can be found here: www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199616/mfl/programme
Outline
Whole class (W), group work (G) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work are only suggestions
and there are many other useful activities to be found in the materials referred to in the learning resource list.
Opportunities for differentiation are indicated as Basic and Challenging; there is the potential for differentiation by resource, length, grouping, expected level of
outcome, and degree of support by teacher, throughout the scheme of work. Timings for activities and feedback are left to the judgment of the teacher, according to
the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation
The units within the scheme of work include the following topics:
Unit 1: Topic area A – Everyday activities: Home life and school; Food, health and fitness
Unit 2: Topic area B – Personal and social life: Self, family and personal relationships; Holidays and special occasions
Unit 3: Topic area C – The world around us: Home town and local area; Natural and made environment; People, places and customs
Unit 4: Topic area D – The world of work: Continuing education; Careers and employment; Language and communication in the work place
Unit 5: Topic area E – The international world: Tourism at home and abroad; Life in other countries and communities; World events and
issues
Assessment objectives (AO)

Candidates will be assessed on their ability to:
AO1 Understand and respond to spoken language
AO2 Understand and respond to written language
AO3 Communicate in speech, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately
AO4 Communicate in writing, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately.
Teacher support
Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past
question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.
An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open
in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at
www.openoffice.org
Resources
An up-to-date resource list for the Cambridge IGCSE French (Foreign Language) can be found at www.cie.org.uk
Textbooks:
Textbooks for use with the Cambridge IGCSE French (Foreign Language) (0520) syllabus from 2015 include:
Mascie-Taylor, H et al Tricolore Total 4 Nelson Thornes (2010) ISBN 9781408505786

Grime, Y et al Cambridge IGCSE and International Certificate French Foreign Language Hodder (2013) ISBN 9781444180954
Websites:
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy
or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or
the site’s owners (or their products/services).
The particular pages in the learning resources column for the units have been explored, but not other aspects of these sites so only the particular resources are
recommended. There may be other useful materials on these websites but they have not been checked.
www.languagesonline.org.uk/
www.hellomylo.com
http://lexiquefle.free.fr
www.bonjourdefrance.com/exercices/contenu/19/civilisation/527.html
https://soundcloud.com/lcf-magazine/ecole
http://1jour1actu.com
www.sunderlandschools.org/mfl-sunderland/resources-french.htm
www.realfrenchplus.net/module.php?unit=466
http://blog.okapi.fr/category/college/pour_ou_contre/
www.bbc.co.uk/languages/french/mafrance/flash/interactive_popup.shtml
www.realfrenchplus.net/index.php?function=show_units&sec=472#1
www.inattendu.org/grape/IMG/pdf/cartes_7familles.pdf
www.frenchteacher.eu/french-vocabulary/learn_french_vocabulary_animals.php
www.francaisfacile.com/exercices/exercice-francais-2/exercice-francais-26104.php
www.youtube.com/watch?v=b0IyeWt_LwY
http://quizlet.com/subject/french-leisure-activities/
www.vocab.co.uk/files/uk/french/leisure.htm
www.funwithlanguages.vacau.com/gcsefrenew.htm#tempslibre
http://languagesresources.co.uk/FrenchHobbies.html
www.tf1.fr/
www.france2.fr/
www.m6.fr/
www.arte.tv/fr
www.canalplus.fr/
www.amazon.fr/
www.parisinfo.com/paris-pratique/fiches-pratiques/vacances-et-fetes
http://web.cortland.edu/flteach/civ/fetes/fetes.htm
http://int.rendezvousenfrance.com/fr
http://platea.pntic.mec.es/cvera/ressources/autrespays.htm
http://fr.hotels.com/
www.fuaj.org/
www.campingfrance.com/
www.tripadvisor.fr/
www.french.ac.nz/around-the-town
www.languagesresources.co.uk/french%20resources%20_town.htm
www.bbc.co.uk/schools/gcsebitesize/audio/french/
www.tolearnfrench.com/cgi2/myexam/liaison.php?liaison=_magasin_
www.digitaldialects.com/French/Food_words.htm
www.digitaldialects.com/French/Clothes.htm
www.citeeurope.com/W/do/centre/accueil
www.bbc.co.uk/schools/gcsebitesize/french/speakingh/h04_pres_environment_rev2.shtml
www.ladocumentationfrancaise.fr/dossiers/catastrophes-naturelles/france-pays-expose.shtml
http://france.meteofrance.com/
www.bbc.co.uk/languages/french/mafrance/html/news_views/summary.shtml
www.lepointdufle.net/vocabulaire0.htm
www.targetlanguage.co.uk/level44.html www.youtube.com/watch?
v=71vpCdJcCo0 http://fetesdumonde.wordpress.com/
www.routard.com/mag_dossiers/id_dm/157/15_fetes_insolites_dans_le_monde.htm
www.pedagosite.net/imagiers/img_122k/index.html
www.pole-formation-cci.org/images/stories/fle/site_activitesFLE/villes/Ex1/HP_voc_circulation.htm
www.didieraccord.com/exercices/?ex=1.1.1
www.france.fr/etudier-en-france/le-systeme-scolaire-francais-de-la-maternelle-au-lycee
www.bonjourdefrance.com/exercices/contenu/19/civilisation/527.html
http://etudiant.aujourdhui.fr/etudiant/info/revision-du-bac-nos-5-conseils-organisation-revisions.html
www.iquesta.com/
www.jcomjeune.com/
www.bbc.co.uk/schools/gcsebitesize/french/listeningh/h06_list_employment_rev1.shtml
www.wildfrench.co.uk/GCSEPapers/fchr99q3.htm
www.tripadvisor.fr/
www.youtube.com/watch?v=w7-VmILj5lQ
www.youtube.com/watch?v=EZpkYcIYlDc&feature=fvst
www.estudiodefrances.com/exercices/meteo.html
http://france.meteofrance.com/france
www.wmo.int/pages/publications/showcase/documents/1012_fr.pdf
www.msf.org.uk/teaching-resources-intermediate-level-french
www.cuisineactuelle.fr/recettes-de-cuisine/recettes-regionales
www.bbc.co.uk/languages/french/mafrance/flash/interactive_popup.shtml
http://apprendre.tv5monde.com/fr/niveaux/a2-elementaire
www.oup.com/uk/i-cafe/main/index/fr/francelive/
www.kameleo.com/french/JEU-Ch0-MondeFranco.html
www.restosducoeur.org/ www.youtube.com/watch?
v=39TbBGBpnus&feature=related
www.griffe-info.com/ www.youtube.com/watch?
v=39TbBGBpnus&feature=related www.croix-rouge.fr/La-
Croix-Rouge
www.geoado.com/vie-magazine/les-bars-a-chats-pour-ou-contre
www.geoado.com/rubrique-actualite/monde
www.croix-rouge.fr/La-Croix-Rouge
Unit 1: Topic area A – Everyday activities

Context
It would be useful to teach this unit at the beginning of the Cambridge 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, although tasks can be
adapted to include a variety of tenses if appropriate. Teachers can use the teaching activities to devise their own lesson plans, picking and choosing from the
activities. It is assumed that the teacher will structure open and closed questions to check vocabulary and comprehension, correct errors, monitor the acquisition of
skills and carry out preparatory exercises of their own if learners lack experience or skills for the activity. The teacher is encouraged to extend the unit with further
ideas and materials to suit their particular situation and the needs of their learners. The activities and materials can be adapted to mixed ability classes, by giving
more or less guidance, shortening or extending activities, simplifying or editing material or closing some of the information gaps. Timing of the activities is at the
teacher’s discretion and should be incorporated into individual lesson planning.
Outline
The content aim of the unit is for learners to be able to understand and exchange information on everyday activities. The language aim of the unit is for learners to
develop all four skills in the target language. The teaching activities suggest a variety of methods for achieving the learning objectives. It is hoped that the materials
and activities will be thoroughly exploited in the classroom so that learners can gain real benefit from doing them and clearly move forward in their skills as well as
grow in confidence. In general, they are not materials or activities that should be rushed through, to ‘get on to the next thing,’ which would cut out a lot of potential
learning. The activities include opportunities for information sharing, giving supportive peer feedback and providing scope for pairwork, groupwork and individual
presentations. The degree of confidence with which the learners achieve the learning objectives will depend on their starting point and the learning approach, with
weaker learners needing more time for examples and practice. It is hoped that teachers will be able to expand on the unit as they judge best for their situation, with
supplementary ideas of their own. The learning resources in this unit are textbook and internet based. If teachers judge that learners need more help to achieve the
learning objectives, it is hoped they will extend the unit at any stage with reinforcement activities.
Teaching time
Based on the recommended total time allocation of 130 contact hours, it is suggested that 20% of these contact hours should be dedicated to this unit.
Vocabulary Numbers, time, days and months, question words, daily routine (including appropriate reflexive verbs), school life, school subjects, likes/dislikes,
expressions of obligation, food, health
Grammar Present tense of regular and irregular verbs, avoir, étre, reflexive verbs, use of present tense with depuis, position and agreement of adjectives,
possessive adjectives, negatives, asking questions, je voudrais + infinitive, j’aimerais + infinitive, devoir + infinitive, il faut + infinitive, pouvoir +
infinitive, imperfect, definite and partitive articles, direct object pronouns including en
Topics and AOs Suggested teaching activities Learning resources
Home life and school
Home life Learning objective: Learners will be able to understand and exchange information about their daily routine.
AO1 Learners listen to an account of a young person’s routine and match actions to times. (W) Tricolore Total 4 provides many listening and
reading resources for this topic as do many
AO2 Learners are provided with a gapped text describing a young person’s routine and are other course books.
required to fill the gaps with the appropriate verb in the appropriate form. Differentiation can
be achieved by either providing the infinitive of the verb to be used next to the gap, requiring www.languagesonline.org.uk/
learners to select the appropriate verb from a list or asking learners to decide for themselves Interactive matching, gap fill and reading
which verb would be appropriate. (I) exercises to practise daily routine expressions.
Basic vocabulary and grammar exercises also
AO2 Learners are provided with a text in French with questions requiring answers in French. (I) available on this site.
AO3/AO4 Learners complete a grid answering questions about their own daily routine in preparation for www.hellomylo.com/Basic/French
a pair work speaking exercise. They then ask the questions to a partner and note the Provides interactive exercises for revising
partner’s answers in the grid. This can be followed up with a writing exercise where they can numbers, time and ways of describing a typical
describe their own and their partner’s routine with the possibility of making comparisons. (G) day.
AO4/AO3 Learners choose or are given the name of a famous person that all learners are likely to http://lexiquefle.free.fr/heure.swf
know. They invent a typical daily routine taking into account the characteristics of that Interactive exercises for revising telling the
person. They present this description to the class and the other learners must guess who the time.
famous person is. Alternatively, the class can ask questions to find out the identity of the
mystery person. (I/W) (Challenging)
School routine Learning objective: Learners will be able to give and understand information about school, including school descriptions, subjects studied,
rules and regulations, likes and dislikes.
AO1 The teacher provides learners with a short explanation of the school system in France. Many course books provide information about
Learners are then invited to discuss similarities and differences with the school system in the education system in France and
their own country. This can be followed up with a quiz/series of true/false or multiple choice information can also be found on line. Some
questions to check understanding. (W) examples are:
AO4/AO3 Having first revised schoolrooms with flashcards or a simple matching game, learners are www.bonjourdefrance.com/exercices/contenu/
provided with a map of their school and asked to label the different areas of the school. 19/civilisation/527.html
(Basic) They can then invent a role play in pairs with one learner as a visitor of the school Information on the French school system
asking questions and the other providing a tour of the school and the answers. (G) followed by a short interactive quiz.
AO2/AO3 Having first revised school subjects with flashcards or a simple matching game (Basic), https://soundcloud.com/lcf-magazine/ecole
learners are provided with a French timetable. Working in pairs, learners can describe a day Listening resource explaining the French
to each other and their partner must be able to identify the correct day. Learners can then school system.
discuss which day on the timetable they would prefer and why. (G)
http://1jour1actu.com/dossierclesactu/ecole-
AO2/AO4 Learners are provided with some examples of opinions of school subjects and are asked to histoire/
sort them into positive and negative opinions. They could then be asked to add some of their Articles and links about the history of schooling
own. (I) in France aimed at young people.
AO4 Learners write an account of their favourite/least favourite school day, including opinions and www.sunderlandschools.org/mfl-
justification for these. Some learners can also describe what their ideal school day would be, sunderland/resources-french.htm
with the possibility of presenting these to the class and having a class vote for the best one. Provides texts and work sheets for reading
(Challenging) (I/W) comprehension on a variety of topics including
school.
AO4 Learners create a poster/web page/publicity brochure for their school or an imaginary school
describing the buildings, routine, school facilities, etc. (I) www.languagesonline.org.uk/
Quizlet games for TT4 – flashcards to
AO2 Learners are provided with a text in which a young person describes the rules and learn/revise vocabulary on school rooms,
regulations in their school. This could be a gap fill, be accompanied by comprehension school subjects and opinions of them.
questions in French or require learners to make notes on what is and isn’t allowed in the
school. They can then compare with their own school and decide which they think is the most www.realfrenchplus.net/module.php?unit=466
fair. (I/G/W) Vocabulary lists and exercises to learn and
practise key vocabulary on this topic.
AO1 Having first revised clothes with flashcards or a simple matching game (Basic), learners read
or listen to different opinions about school uniform. They then note in a grid the extent to 0520 Nov 2011 Paper 21, Section 2, Ex. 2 –
which they agree/disagree with these opinions and why. (I) directed writing exercise on school routine
AO4 This is a good opportunity to attempt a class group writing exercise summarising what is 0520 Jun 2012 Paper 21, Section 2, Ex. 2,
good/bad about the school and what could be changed, with each group focusing on one Question 26 – directed writing exercise on
area of school life. Suggestions can be pooled and a group version produced. Learners can school routine
then write their own version independently. This could be in the form of a letter to the head
teacher. http://blog.okapi.fr/category/college/pour_ou_c
ontre/
AO3/AO4 Learners compare their current school to any previous school they went to, in terms of This discussion section of the French teenage
location, size, facilities, subjects, school rules, opinions and justifications. (G/W) magazine Okapi includes opinions about
(Challenging) school
0520 Jun 2011 Paper 41, Question 2 – writing

exercise in which candidates are asked to
write about their first day at a new school.
Food, health and fitness
Eating and Learning objective: Learners will be able to use and understand the language necessary to talk about food and drink. They will be able to
drinking give and understand information about food from different parts of the world.
AO2 Learners are provided with texts in which young people talk about their eating habits and http://1jour1actu.com/
their favourite food/typical food from their region, and answer a series of comprehension Provides articles on many topics in both long
questions in French. This is a good opportunity to revise food and meal vocabulary and add and short format which allows for
new more sophisticated adjectives to describe food. (I) differentiation. Articles often accompanied by a
short quiz.
AO3 Learners work in pairs and ask each other questions about their eating habits. This type of
speaking exercise can be very guided (with the teacher providing the questions and a frame www.hellomylo.com/Challenge/French/FR_L1_
for the answers) (Basic), or more learner-led with the teacher just providing the main points M6
for discussion. (G) (Challenging) Series of interactive exercises about a chef
from Montreal
AO1/AO4 Learners listen to descriptions of dishes and try and match them to photos being displayed
or on a worksheet. (Basic) They then choose a typical dish from their country (or the teacher www.bbc.co.uk/languages/french/mafrance/fla
can provide these to avoid too much repetition), write a short description of it and then sh/interactive_popup.shtml
present their description to their partner/group to see if they can guess what it is. (I/G) Series of interactive videos on different topics.
Here the one on cooking would be appropriate.
AO1 Listening exercise in which young people talk about what they do not eat and the different
reasons for that (allergies, religion, aiming to be healthy…). Learners are required to decide 0520 Nov 2011 Paper 1, Section 2, Ex. 1,
who does not eat what and why. (I) Question 17 – listening exercise on eating
habits.
AO3/AO4 Do a class survey to see who has a healthy diet. Learners work first in small groups and
then feedback their results to the rest of the class. There can then be a class discussion on
what learners should do to maintain a healthy lifestyle. Learners can report the results in a
piece of writing comparing their own eating habits to that of the whole class. (Challenging)
This would also be an opportunity for learners to create posters to promote healthy eating.
(G/W)
Health and Learning objective: Learners will be able to give and understand information about health and discuss the importance of maintaining a
fitness healthy lifestyle.
AO4 Learners are provided with a picture of a human body to be labelled. This can be done in the http://lexiquefle.free.fr/vocab.swf
form of a timed competition in teams with the team managing to label the most body parts Interactive exercises for revising parts of the
correctly in a certain length of time being the winners. (I/G) (Basic) body
AO1 Learners listen to people talking about various ailments and are required to note the body www.sunderlandschools.org/mfl-
part that is causing the problem. This will enable the expressions avoir mal and se faire mal sunderland/resources-fr-ks4-wks.htm
to be introduced/revised. (I) Provides various texts / worksheets on the
topic of healthy living.
AO2 Learners are given a list of ailments and remedies and are required to match them
appropriately. (I)
AO1/AO3 Learners listen to conversations taking place at a doctor’s surgery and answer questions on
the ailments and the remedies. They can then in pairs perform role plays at the doctor’s or at
the chemist’s. (I/G)
AO2/AO4 Learners read a text about the dangers of tobacco and alcohol and do a series of exercises:
gap fill, find the French for …, answering questions. They then identify the different reasons
that are given for certain behaviours and note them in a grid, sorting them into reasons why
people drink and smoke and why they don’t. (I)
AO1/AO4 Learners listen to people describing what they do to stay in good health and note their Tricolore Total 4 Unité 8 provides fairly
answers in the grid provided by the teacher. They then write a summary of the answers and extensive material on these aspects of the
give their opinion on what the most efficient methods are. (I) topic
AO3 The teacher provides learners with a grid containing different questions about healthy living 0520 Nov 2012 Paper 1, Section 2, Ex. 1,
and lifestyles. This grid acts as the board for the game. Learners work in groups of three or Question 17 – listening exercise on sport
four, each group has a dice and each learner has a counter. Learners take it in turns to roll
the dice and move their counter forward the appropriate number of spaces. If the learner is
able to give an adequate answer to the question on which he has landed he may play again.
If not, the next learner takes his turn. The player who gets to the end of the questions first is
the winner. (G)
AO4 Learners should now be ready to complete a writing exercise that will enable them to use
language learnt in the course of this unit. This could be a poster or leaflet promoting a
healthy lifestyle, an article for a school magazine warning of the danger of cigarettes and
alcohol, a letter to the head of the school recommending changes to the meals at school. (I)
(Challenging)
Unit 2: Topic area B – Personal and social life

Context
It would be useful to teach this unit at the beginning of the Cambridge IGCSE course and it could be taught either immediately before or immediately after Unit 1, as,
like Unit 1, it will revisit much of the vocabulary and many of the basics previously covered in a preparatory course. When planning when to teach some parts of this
unit, teachers may wish to consider dates in the calendar year of the most significant festivals and special occasions for their particular learners. In terms of
grammar, this unit provides plenty of opportunities for revising and manipulating past, present and future tenses, as well as introducing the conditional tense if
appropriate. Teachers can use the teaching activities to devise their own lesson plans, picking and choosing from the activities. It is assumed that the teacher will
structure open and closed questions to check vocabulary and comprehension, correct errors, monitor the acquisition of skills and carry out preparatory exercises of
their own if learners lack experience or skills for the activity. The teacher is encouraged to extend the unit with further ideas and materials to suit their particular
situation and the needs of their learners. The activities and materials can be adapted to mixed ability classes, by giving more or less guidance, shortening or
extending activities, simplifying or editing material or closing some of the information gaps. The timing of the activities is at the teacher’s discretion and should be
incorporated into individual lesson planning.
Outline
The content aim of the unit is for learners to be able to understand and exchange information on themselves, their families as well as their leisure and holiday
activities. Teachers are reminded that the subject of families can be a sensitive one and that it may be useful to plan to use resources that take into account all
types of family units represented in their teaching group. The language aim of the unit is for learners to develop all four skills in the target language. The teaching
activities suggest a variety of methods for achieving the learning objectives. It is hoped that the materials and activities will be thoroughly exploited in the classroom
so that learners can gain real benefit from doing them and clearly move forward in their skills as well as grow in confidence. In general, they are not materials or
activities that should be rushed through, to ‘get on to the next thing,’ which would cut out a lot of potential learning. The activities include opportunities for information
sharing, giving supportive peer feedback and providing scope for pairwork, groupwork and individual presentations. The degree of confidence with which the
learners achieve the learning objectives will depend on their starting point and the learning approach, with weaker learners needing more time for examples and
practice. It is hoped that teachers will be able to expand on the unit as they judge best for their situation, with supplementary ideas of their own. The learning
resources in this unit are textbook and internet based. If teachers judge that learners need more help to achieve the learning objectives, it is hoped they will extend
the unit at any stage with reinforcement activities.
Teaching time
Vocabulary Family members, friends and friendship, pets, colours, appearance, personal characteristics, countries and nationalities, rooms, furniture and
fittings, kitchen utensils, household tasks, hobbies and leisure activities, entertainment, making suggestions and excuses, accepting and
refusing, restaurants and cafés including meals, menus and possible problems, festivals and special occasions, holidays, transport, holiday
accommodation
Grammar Present tense of regular and irregular verbs, être en train de + infinitive, perfect tense of avoir and être verbs, aller + infinitive, simple future,
reflexive verbs in past, present and future tenses, position and agreement of adjectives, emphatic pronouns, prepositions with places and with
means of transport, negatives, asking questions, jouer à / jouer de, faire du / de la / de l’ + activity, comparatives and superlatives, si + present
+ future, conditional and imperfect tenses, si + imperfect + conditional
Self, family and personal relationships
Self, family, Learning objective: Learners will be able to understand and exchange information about themselves, their families and friends (including
pets, personal household pets).
relationships
AO4/AO2/AO3 Having revised vocabulary to describe appearance and personal characteristics (through Tricolore Total 4 – Unité 1 Jeunes sans
matching or memory games) (Basic). Learners write an anonymous self-portrait, with or Frontières
without the help of a writing frame provided by the teacher. Learners then work in groups,
picking a self-portrait at random, reading it and then guessing which member of the group is www.realfrenchplus.net/index.php?function=sh
the author of the description. (I/G) ow_units&sec=472#1
Vocabulary lists and exercises to learn and
AO1 Having revised vocabulary related to family relationships (including verbs such as se practise key vocabulary on this topic.
ressembler, s’entendre, se disputer, avoir de bons rapports…), learners listen to young
people talking about relationships within their families and note information in a grid provided http://lexiquefle.free.fr/famille0.swf
by the teacher. Differentiation is made possible here by adding an ‘any other interesting Interactive exercises for revising simple family
information’ column to the grid. (W) related vocabulary.
AO2 Learners are provided with a text in which a young person describes themselves and their www.inattendu.org/grape/IMG/pdf/cartes_7fam
family and answer comprehension questions on the text. This can provide them with a illes.pdf
model for describing their own family, either as a written or oral presentation to be shared Access to a simple game of Jeu de 7 familles
with the rest of the class. Similar activities including information about friends and pets can (or Happy Families), including the rules of the
also be envisaged. (I/W) game (in French). Learners play in small
groups. Cards are dealt and learners try to
complete families by asking the group if they
have certain family members.
AO4/AO3 Learners create their own family tree with the name of each family member and their
relationship to the learner (Basic). This can be created as an IT task. Resulting family trees www.frenchteacher.eu/french-
can be displayed or can be the basis for a question/answer session in groups or pairs during vocabulary/learn_french_vocabulary_animals.
which learners exchange information about their families. (I/G) php
For revising the names of common animals.
AO4 Learners choose or are given the name of a French-speaking personality (sportsperson,
singer, actor, etc.), find out personal information about them (date and place of birth, www.francaisfacile.com/exercices/exercice-
physical description etc.) and their families (name and nationality of parents, number of francais-2/exercice-francais-26104.php
brothers and sisters, etc.). This information can be presented as a poster or an oral For revising pet vocabulary
presentation to the class. (I/W)
www.bbc.co.uk/languages/french/mafrance/fla
AO3 Learners are given the names / pictures of famous people (real or fictional) and are asked to sh/interactive_popup.shtml
say whether they think that person would make a good friend or not, justifying their opinion. Short videos in which French children talk
This could lead to a class debate and vote on which personality would be the best ‘friend about family relationships and pets. Possibility
material’. (I/W) of showing videos with or without English and
French subtitles. Vocabulary, grammar and
AO2/AO4 Learners read extracts from a French problem page with letters about friends and family interactive exercises are also provided.
relationships and then write their own letters. This could be adapted to a pairwork task
where one learner writes a letter explaining their problem and their partner writes an answer http://1jour1actu.com/insolite/test-decouvre-
to it. (I/G) (Challenging) quelle-amie-tu-es/
Interactive quiz with multiple choice questions
to test what sort of friend the learner is.
0520 Nov 2012 Paper 41, Ex. 2 – writing

describe an argument with their parents in the
past.
0520 Jun 2011 Paper 1, Section 2, Ex. 1

Question 17 – listening exercise in which
young people discuss ways of staying in touch
with their friends
0520 Nov 2011 Paper 21, Section 2, Ex. 1,

Questions 17–25 – reading exercise about
friendships
House and home Learning objective: Learners will be able to give and seek information about peoples’ homes and rooms and they will be able to discuss
household tasks.
There are many television programmes worldwide featuring tours of homes of celebrities or Tricolore Total 4 – Unité 3 Bon Séjour
makeovers of home interiors. These formats can be used to inspire activities on this topic
that many young people will be able to relate to. www.languagesonline.org.uk/
Provides Quizlet games to revise and learn
AO1/AO2/AO4 Learners revise vocabulary related to house and home by labeling a picture provided by the vocabulary related to rooms, furniture and
teacher (Basic). The teacher then describes a lavish house with the help of pictures. This is household tasks.
a good opportunity for introducing some new adjectives and adverbs and revising rules of
position and agreement. Learners then complete gaps in a text describing a lavish house that http://lexiquefle.free.fr/maison.html
can serve as a model for their own writing. (W/I) Interactive exercises for revising rooms in the
house and prepositions.
AO3 In groups, learners imagine they are a group of people who share a house. They take it in
turns to describe the house by each adding a sentence to the description. Each member of www.francaisfacile.com/exercices/exercice-
the group must repeat what has gone before and add a new sentence. The winner is the francais-2/exercice-francais-9522.php
member of the group who can remember all parts of the description. The teacher will decide Interactive exercises for learning and revising
how much guidance will be given for this activity (the number of adjectives to be used, household task vocabulary.
whether the position of the rooms is to be given using prepositions, etc.). (G)
www.youtube.com/watch?v=b0IyeWt_LwY
AO4 Learners write a description of where they live and their opinion of it (either true or Song telling the story of a young couple’s
imaginary). This task can be extended to a description of their ideal home, using the relationship through household tasks. Lyrics
conditional. (I) (Challenging) and gap fill tasks available on the Internet.
AO2/AO4 Learners produce a ‘For Sale’ poster of their house (real or imaginary) with a full description
of the rooms and amenities. They should be encouraged to use lots of adjectives to make the
property sound as attractive as possible. (I)
AO1 Having learnt/revised vocabulary needed to discuss household tasks (Basic), learners listen
to some young people discussing what they do to help around the house fill in a grid or gap
fill to demonstrate understanding. (W)
AO2/AO4 This is a good opportunity to revise adverbs of frequency and time expressions. Learners
could be asked to complete some sentences related to household tasks with verbs in
different tenses to express what they usually do, did in the past or will do in the future to help
around the house. (I)
AO3 Learners are provided with a grid so that they can ask and answer questions in groups about
who does what to help around the house and when. The results of this group survey can then
be pooled to create a survey of the whole class and the results displayed. (G/W)
AO4 At the end of this section on family and home, learners can put together what they have learnt
by writing the scenario for an imaginary soap opera, including a list of characters, a short
description of where they live and the relationship between them and an outline of what happens
in the first episode. If time, this could be extended to some pupils acting out part of an episode.
(I/G) (Challenging)
Leisure, Learning objectives:

entertainments, Learners will be able to understand and give information about leisure and entertainment and will be able to exchange and justify opinions
invitations about them.
Learners will be able to accept and refuse invitations to go out and give excuses.
AO1/AO4/AO3 Learners listen to young people talking about their leisure activities and complete a gap fill Tricolore Total 4 – Unité 6 Ça m’intéresse
exercise (Basic). This will provide them with a model for writing a short paragraph about their
own leisure activities and/or the teacher can provide a writing frame. Learners are then given http://quizlet.com/subject/french-leisure-
a series of questions and are asked to interview each other in pairs or groups to find out activities/
about each other’s hobbies. (W/I/G) Sets of flashcards and associated games to
learn and revise vocabulary related to leisure
AO3 Learners are each given a card on which there is either the name of a leisure activity or the activities.
words la vérité. The learner must convince the class that they are an expert in whatever
activity they have been given. If they have a vérité card they must present a leisure activity www.vocab.co.uk/files/uk/french/leisure.htm
they really do. One learner is put in the ‘hot seat’ and the class asks questions to decide Leisure vocabulary list.
whether they are telling the truth or not. The teacher can provide questions or learners can
come up with their own. This activity provides the opportunity for practising tenses, question www.realfrenchplus.net/?function=show_units
forms, adverbs of frequency and expressions of opinion. The teacher can impose certain &sec=472#5
rules (language to be used, question types, number of questions …) or give learners more Vocabulary and games to learn and revise
freedom of expression, depending on the level of the class. (W) leisure activities.
AO3/AO4 Having revised vocabulary related to sporting activities (Basic), learners are shown pictures www.funwithlanguages.vacau.com/gcsefrenew
of sportspeople in various contexts and states of fitness with a list of adverbs that they are .htm#tempslibre
asked to match to each picture (régulièrement, rarement, rapidement, lentement, Interactive games to practise the language of
énergiquement, doucement, à l’intérieur, à l’extérieur, …). Some adverbs could be used for free time and going out.
more than one picture, which could lead to some debate and justification of answers.
Learners then write a short article about what sports they do when and where, trying to www.sunderlandschools.org/mfl-
include as many different adverbs as possible. (W/I) sunderland/resources-fr-ks4-wks.htm#free
Provides a set of printable worksheets on
AO2 Having revised vocabulary needed to talk about different types of TV programmes, learners leisure activities and free time.
read a variety of texts in which young people discuss their favourite and least favourite TV http://languagesresources.co.uk/FrenchHobbie
programmes. They then complete a variety of comprehension exercises. (I) s.html

Provides worksheets and PowerPoint presentations
AO4/AO3 Learners choose a popular TV programme and write a short description of it, without naming on many aspects of leisure and free time.
it. Then in groups or pairs learners take turns to present their programme and the others
must guess the title. (I/G) www.tf1.fr/
www.france2.fr/
AO4 Learners complete sentences comparing different TV programmes enabling them to practise www.m6.fr/
comparative and superlative structures. (I) www.arte.tv/fr
www.canalplus.fr/
AO3/AO4 Learners conduct a survey in groups to find out what the most and least popular TV For information on the main French TV
programmes are and why (Basic). Results can then be shared and a whole class survey channels.
produced. (G/W)
0520 Jun 2011 Paper 21, Section 2, Ex. 1,
AO4 Similar activities to those described above can be put in place to discuss books and films. At Questions 17–24 – reading exercise about an
this point learners should be in a position to undertake continuous writing tasks such as TV / invitation to a house party
book / film reviews or discursive essays comparing types of entertainment, eg: La lecture
contre la télé, Lire est une perte de temps, Mon avis sur la télé-réalité. (I) (Challenging) 0520 Jun 2012 Paper 1, Section 2, Ex. 1,
Question 17 – listening exercise on in which
AO2 Learners read various advertisements for different types of entertainments (theatre, cinema, young people give their opinion on cinema
music, exhibitions, etc.) and complete a variety of exercises identifying the type of
entertainment, date, time, price, etc. (I) www.amazon.fr/
Provides access to short descriptions and
AO1/AO3 Learners listen to phone conversations of people booking entertainment and note relevant reviews in French of all types of books. A
information in a grid (Basic). They can then make up similar dialogues in pairs. Learners selection of these can be given to learners to
can be encouraged to imagine different characters for their dialogues (an angry customer, a guess the title of some well-known books.
very bored receptionist …). (I/G) (Challenging)
0520 Jun 2011 Paper 3, RP Cards 4, 5, 6, RP
AO2/AO3 Learners read dialogues in which two people are discussing going out and pick A Booking concert tickets
out/match/classify useful expressions for agreeing/disagreeing/making suggestions/making
excuses. They can then make up similar dialogues in pairs. These dialogues can be 0520 Nov 2011 Paper 3, RP Cards 1, 2, 3, RP
performed to the class with the class being given the task of noting the final outcome of the A Booking circus tickets
discussion. (I/G/W)
0520 Nov 2011 Paper 3, RP Cards 7, 8, 9, RP
A Inviting a friend to go out
Eating out Learning objective: Learners will be able to seek information about eating out and respond to questions about their food requirements.
AO2 Learners read advertisements and menus for different restaurants as well as short www.bbc.co.uk/languages/french/mafrance/fla
descriptions of potential clients. They then match the clients to the restaurant they think will sh/interactive_popup.shtml
be the most appropriate and justify their answer. (I/G) (Basic) Video and interactive exercises on eating out
and ordering food.
AO3 Learners complete role play exercises in which they order food and drink and explain their
requirements. (Basic) There are many opportunities here to set up role play situations in 0520 Jun 2011 Paper 3, RP Cards 1, 2, 3, RP
class with learners working in groups and acting out sequences. While one group is acting A In a restaurant
out a scenario, others can write out the order, which will enable to assess understanding.
(G/W) 0520 Nov 2012 Paper 3, RP cards 1, 4, 7, RP
B In a restaurant
AO1/AO3 Learners listen to conversations in restaurants when there is a problem (something is
missing or a mistake has been made). Once useful expressions have been identified (il
manque, il n’y a pas/plus de, il n’y en a pas/plus), in pairs, learners devise dialogues
containing these expressions and come up with suitable solutions. (I/G)
AO4 Learners write a description of a recent visit to a restaurant, either positive or negative.
Alternatively they could write a description of their dream meal in a restaurant, including who
they would have as guests around the table and why. (I) (Challenging)
AO4 Learners design their own restaurant menu and publicity in poster or brochure form. (I)
Holidays and special occasions
Festivals and Learning objective: Learners will be able to exchange information about festivals and special occasions and will gain some understanding of
special significant festivals in French-speaking countries.
occasions
AO1/AO2 Learners are provided with a list of dates and significant French national festivals. With the www.parisinfo.com/paris-pratique/fiches-
help of a recorded or printed text they match up the different festivals with the correct date in pratiques/vacances-et-fetes
the calendar. (I) (Basic) List of French festivals with dates and
descriptions
AO1/AO2/AO4 Learners listen to or read the accounts of young people describing a variety of different
festivals (Christmas, Diwali, Aïd …) and carry out different gap fill/comprehension tasks. http://web.cortland.edu/flteach/civ/fetes/fetes.ht
They then choose a festival that is significant to them and write a description of it. (I) m
Gapfill exercises on French festivals and
AO4/AO2 Learners prepare invitations to a special occasion. These are then placed into a box, each traditions
learner picks an invitation out at random and writes a reply to it, saying whether they can
come and if so what they are looking forward to and if not why they won’t be able to make it. http://1jour1actu.com/
(I/W) Do a search for jours fériés on the site and it
will provide short texts with information on

AO2/AO4 Learners read descriptions of birthday celebrations and then write a description of their different French festivals and traditions with
favourite birthday ever or their worst birthday ever. (I) (Challenging) associated interactive quizzes.

Questions 9–16 – listening exercise on a
festival aimed at young people
Holidays, getting Learning objective: Learners will be able to exchange information about different types of holidays and discuss appropriate means of
around transport.
AO3 Before beginning this section on holidays, it would be a good idea to revise names of Tricolore Total 4 – Unité 7 Nouveaux horizons
countries and adjectives of nationality. This can be done with the help of a map and a simple
matching exercise, possibly in teams, the winning team being the one to match the most http://int.rendezvousenfrance.com/fr
countries with their name in French in a given time. (G/W) (Basic) Provides information on different regions and
places to visit in France.
AO1 Learners listen to a selection of people talking about the types of holiday they go on and the
reason for their choice (se reposer, visiter un pays étranger, se faire bronzer, visiter des http://platea.pntic.mec.es/cvera/ressources/aut
monuments historiques, etc.) Learners note relevant information. (I) respays.htm
Provides information and links to sites on
AO2 Learners read texts in which young people describe what they like and dislike doing on French-speaking countries
holiday and complete a series of vocabulary recognition exercises and comprehension
exercises. (I) (Basic) 0520 Specimen Paper 2, Section 2, Ex. 2,
Questions 21–29 – reading exercise about an
AO2 Learners are provided with a series of positive and negative comments and opinions on invitation to go on holiday
holidays taken from previous exercises and classify them into two columns. (I)
0520 Nov 2011 Paper 41, Ex.1b – writing
AO3 Having revised transport vocabulary and prepositions used with different types of transport, exercise about holiday transport
learners are provided with some simple advertisements including the destination, means of
transport, travelling time and price. They discuss in pairs and then present to the class their 0520 Nov 2012 Paper 3, RP Cards 1, 2, 3, RP
choice of transport and the reason for their choice. (G/W) (Basic) A Holiday guided tour
AO3/AO4 Learners take it in turns to ask and answer questions about where they usually go on 0520 Jun 2011 Paper 3, RP Cards 3, 6, 9, RP
holiday, what they usually do, what they particularly like and dislike about going away on B Holiday transport
holiday and where they went on a previous holiday. Learners can then compare their own
experience with that of their partner and write an article with their conclusions. (G/I) 0520 Jun 2012 Paper 3, RP Cards 4, 5, 6, RP
(Challenging) A Holiday transport
AO2/AO3 Learners are provided with advertisements for holidays from holiday brochures or websites.
They must decide which holiday they like best and why, and present their conclusions. (G/I)
AO4 Learners write a description of the holiday or a postcard from the destination they have
chosen. (I)
AO3 Teach the expressions n’importe où, n’importe quand, avec n’importe qui, n’importe
comment and lead a class discussion in which learners say where they would go and with
whom and how they would travel if they had the choice. (W) (Challenging)
AO1 Learners listen to a series of young people describing their ideal holiday and note information
in a grid provided. (W)
AO3/AO4 Having identified and practised the correct tenses for use in si clauses, the class plays ideal
holiday consequences. Provide each learner 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 learner then takes it in turn
to narrate each complete scenario. The questions are: Si tu pouvais aller n’importe où en
vacances, où irais-tu? Tu voyagerais comment? Tu partirais avec qui? Que ferais-tu?
Pourquoi ce serait tes vacances de rêve?). (G/W) (Challenging)
Accommodation Learning objective: Learners will be able to seek information about holiday accommodation and respond to questions about their
accommodation requirements.
AO2 Learners are provided with descriptions of hotels and descriptions of potential clients who http://fr.hotels.com/
they must match with a hotel and justify their choice. (I) Information on hotels in France
AO1 Learners listen to conversations in which people are enquiring about hotel accommodation www.fuaj.org/
and booking rooms. Learners note information in a grid provided. (W) (Basic) Information on youth hostels in France
AO3 Having introduced the vocabulary necessary to talk about different types of hotel rooms www.campingfrance.com/
(une chambre double, pour une personne, avec vue sur mer, etc.), learners work in pairs Information on campsites in France
to invent and perform role play tasks to request and reserve accommodation. The teacher
can provide simple cue sheets using visual or verbal clues to help learners construct their www.tripadvisor.fr/
dialogue. (G) (Basic) French version of the website with reviews of
holidays and hotel accommodation
AO4 Learners write a letter to a tourist office to find a holiday home to rent giving as much detail
about their requirements as possible (dates, length of stay, number of people, type of room) 0520 Specimen Paper 2, Section 2, Ex. 1,
and enquiring about cost and facilities. (I) Questions 16–20 – reading exercise about a
campsite
AO1 Many course books provide resources related to hotel problems. Having taught specific
vocabulary through flashcards, matching or labeling a picture, learners listen to conversations 0520 Jun 2011 Paper 1, Section 1, Ex. 2
about problems in a hotel and identify the problems on a grid provided. (W) Questions 9–16 – listening exercise about a
holiday village
AO3 Learners carry out role play tasks on the theme of experiencing problems with hotel
accommodation. (G) 0520 Jun 2011 Paper 3, RP Cards 1, 4, 7, RP
B Holiday accommodation (problem)
AO2 Prepare a list of questions based on the answers to the FAQ on the French Youth Hostel
Association website. Then either direct learners to the relevant page of the website ore print 0520 Jun 2012 Paper 3, RP Cards 1, 2, 3, RP
it out and ask them to find the answers to the questions. (I) A Holiday accommodation (campsite)
AO2 Using the French Youth Hostel Association website, select four to six different youth hostels 0520 Nov 2012 Paper 3, RP Cards 4, 5, 6, RP
from different French regions and create 12 true/false statements for learners to answer. (I) A Holiday accommodation (hotel)
AO3 Learners carry out role play tasks on the theme of asking for information and booking youth
hostel accommodation. (G) (Basic)
AO2/AO4 Learners in groups are directed to particular campsites on the www.campingfrance.com/

website. The group is then asked to write a description of the campsite it has been allocated,
but without attaching a name to the description. Learners are asked to match the descriptions
provided by their classmates to the campsites. (G)
AO3 Learners carry out role play tasks on the theme of asking for information and booking youth
hostel accommodation. (G) (Basic)
AO4 Learners choose one of the hotels / youth hostels/campsites discovered in the course of this
unit. They write a letter of complaint after their stay. (I) (Challenging)
AO4 Learners write an entry to a travel review website either recommending or warning against
the accommodation in which they have stayed. (I) (Challenging)
Unit 3: Topic area C – The world around us

Context
It would be useful to teach this unit after Units 1 and/or 2 as it affords learners the opportunity to use a variety of tenses which will have been revised at the
beginning of the Cambridge IGCSE course. Teachers can use the teaching activities to devise their own lesson plans, picking and choosing from the activities. It is
assumed that the teacher will structure open and closed questions to check vocabulary and comprehension, correct errors, monitor the acquisition of skills and carry
out preparatory exercises of their own if learners lack experience or skills for the activity. The teacher is encouraged to extend the unit with further ideas and
materials to suit their particular situation and the needs of their learners. The activities and materials can be adapted to mixed ability classes, by giving more or less
guidance, shortening or extending activities, simplifying or editing material or closing some of the information gaps. Timing of the activities is at the teacher’s
discretion and should be incorporated into individual lesson planning.
Outline
The content aim of the unit is for learners to be able to understand and exchange information about their home town and local area including urban and natural
environments and travel and transport. The language aim of the unit is for learners to develop all four skills in the target language. The teaching activities suggest a
variety of methods for achieving the learning objectives. It is hoped that the materials and activities will be thoroughly exploited in the classroom so that learners can
gain real benefit from doing them and clearly move forward in their skills as well as grow in confidence. In general, they are not materials or activities that should be
rushed through, to ‘get on to the next thing,’ which would cut out a lot of potential learning. The activities include opportunities for information sharing, giving
supportive peer feedback and providing scope for pairwork, groupwork and individual presentations. The degree of confidence with which the learners achieve the
learning objectives will depend on their starting point and the learning approach, with weaker learners needing more time for examples and practice. It is hoped that
teachers will be able to expand on the unit as they judge best for their situation, with supplementary ideas of their own. The learning resources in this unit are
textbook and internet based. If teachers judge that learners need more help to achieve the learning objectives, it is hoped they will extend the unit at any stage with
reinforcement activities.
Teaching time
Vocabulary The local places in the town/countryside, countries, environment, weather, directions, shops, shopping (food & clothes), post office, bank, lost
property, numbers, time, travel and transport vocabulary, forms of transport, enquiries about transport, buying tickets, etc., railway/bus station
and airport facilities, private and public transport.
Grammar Revision of present, perfect, imperfect and future tenses, imperative, revision of the partitive article, demonstrative adjectives and pronouns,
the pronouns y and en, prepositions with places, revision of adjectives, comparatives, superlatives. Extension: the passive, the perfect infinitive
Home town and local area
Home town and Learning objective: Learners will be able to give and seek information about the local area.
geographical
surroundings
AO1/AO2 Having revised the vocabulary necessary for talking about places in a town, learners listen www.languagesresources.co.uk/french%20res
to and or read texts in which people are talking about their towns and do various ources%20_town.htm
comprehension/gap fill exercises on them. (W) (Basic) Provides a collection of useful resources on
towns and shops.
AO3 In small groups learners take it in turns to describe a town, each adding a sentence to the
description. Each member of the group must repeat what has gone before and add a new www.french.ac.nz/around-the-town
sentence. The winner is the member of the group who can remember all parts of the A variety of activities based around places in
description. The teacher will decide how much guidance will be given for this activity. (G) the town.
AO3 Learners interview each other about their region. They can be provided with suitable questions www.languagesonline.org.uk/
or given time to write their own. (G) La ville où j’habite. A series of interactive
activities designed to revise and practise places
AO4 Learners produce an illustrated leaflet, brochure or web page about their own town or their in the town.
favourite town. They can be encouraged to look at websites of French towns for
inspiration. (I) www.hellomylo.com/Challenge/French/FR_L2_
M1
AO2 Learners are provided with a text based on peoples’ experience and opinion of living in the Provides the opportunity to research some
town and the countryside. They extract from the text a list of advantages and disadvantages unusual locations for an alternative tour of
of each type of lifestyle. (I/W) Paris and then write descriptions of them.
AO3 Learners work in small groups to produce a radio show style debate about living in the town www.bbc.co.uk/schools/gcsebitesize/audio/fre
or country. They can be given different roles: Presenter, guest for the town, guest for the nch/
country, guest with mixed opinion. They practise their debate and perform for the class. (G) Provides an example of an oral exam style
(Challenging) conversation about local region.
Section 1, Ex. 2 of the reading papers often

requires candidates to match places in towns
with simple descriptions.
0520 Jun 2011 Paper 1, Section 2,

Ex. 2, Questions 18–27 – two young people

talk about life on l’Ile de la Réunion

Questions 18–27 – two young people talk
about life in Nouvelle Caledonie

Questions 34–43 – a young person talks about
her year spent in Iceland

Questions 18–27 – two young foreigners talk
about a year spent living in France

about their life in Guyane

about their life in Quebec
0520 Jun 2012 Paper 41, Ex. 1b – writing

exercise in which candidates are asked to talk
about the country in which they live and where
they would like to live in the future
Shopping Learning objective: Learners will be able to give and seek information about different shops. They will be able to understand information and
give their own opinions on clothes and fashion.
AO1/AO2 Learners revise shop names by matching names to pictures. This can be done as a simple www.tolearnfrench.com/cgi2/myexam/liaison.p
matching or a memory game. They can then be given a list of items, either as a reading or a hp?liaison=_magasin_
listening resource. Learners are required to match the items to the shops. Shops and items A series of interactive exercises on shops and
will be chosen in order to revise a wide range of vocabulary, including food. (I) (Basic) shopping.
AO1/AO2 Learners listen to and or read a series of dialogues taking place in various different shops. www.digitaldialects.com/French/Food_words.h
The dialogues should be chosen in order to explore a number of different situations: talking tm
about preferences, finding out about prices, etc. Learners are given a number of Interactive exercise for revising food
comprehension tasks such as gap fills, matching sentence halves, true/false, multiple-choice. vocabulary.
(I/W)
www.digitaldialects.com/French/Clothes.htm
AO3 In pairs, learners invent their own dialogues, with one learner playing the role of the Interactive exercises for revising clothes
salesperson and the other learner being the customer. These dialogues can be practised and vocabulary
performed in front of the class. (G) (Basic)
0520 Jun 2013 Paper 3, RP cards 1, 2, 3, RP
AO4 Learners are given two minutes to write the names of different shops. They give the list to A Buying ice cream in a shop
their partner who then writes down a product, which can be found from each shop. (G)
(Basic) 0520 Jun 2012 Paper 3, RP cards 7, 8, 9, RP
A Buying pizza in a shop
AO4 Learners are given a plan of a department store or big shopping centre, labelled with the
names of different floors and departments. They are asked to find the equivalent in French of 0520 Nov 2012 Paper 3, RP cards 7, 8, 9, RP
different words and expressions. They can then be given a list of items and must decide in A Buying perfume in a shop
which department they can be bought. (I/W)
0520 Jun 2011 Paper 3, RP cards 7, 8, 9, RP
AO3/AO4 Learners compare the advantages and disadvantages of different shopping facilities such as A Buying fruit at the market
local markets, supermarkets, hypermarkets and shopping centres. This could be done as a
brainstorming session with learners sharing ideas. (G/W) www.citeeurope.com/W/do/centre/accueil
Provides a fully comprehensive list of shops to
AO1/AO2/AO3 Learners are provided with expressions necessary for enquiring about clothes, prices, sizes, be found in a big French shopping centre.
exchanges and reimbursements. They practise using the expressions by doing exercises
such as sentence half matching, gap fills and reordering dialogues. Learners can then invent www.bbc.co.uk/languages/french/mafrance/ht
their own dialogues and perform them to the class. (G/W) ml/shopping/video_player_b_fullscreen.shtml
Short video discussing the merits of local
AO1/AO2/AO3 Learners listen to and or read about young people discussing fashion and shopping habits market versus supermarket shopping.
and complete a series of comprehension exercises. They are then asked to express their
own views on the importance of clothes and fashion. (I) http://lexiquefle.free.fr/vetement.swf
Interactive exercises for revising clothes and
introducing and revising prices. Includes
AO3 Learners interview each other about shopping habits and fashion choices. This could lead to clothes shop dialogue with audio and
a class survey with results displayed in the classroom. (G/W) comprehension exercises.
AO4 Learners can practise different tenses by writing about past, future or ideal shopping 0520 Jun 2013 Paper 3, RP cards 4, 5, 6, RP
experiences. They could also be asked to describe a particularly disastrous or successful A Buying a jumper in a clothes shop
shopping trip, including opinions and explanations enabling them to employ new vocabulary.
(I) (Challenging) 0520 Jun 2011 Paper 3, RP cards 2, 5, 8, RP
B Exchanging a pair of trousers in a shop
0520 Jun 2011 Paper 41, Ex. 1b – writing

write about buying clothes
www.hellomylo.com/eGuide/Challenges/Frenc
h/FR_L1_M2
Gives the opportunity to create an outfit and
use the imperative to explain step by step how
it is achieved.
www.hellomylo.com/eGuide/Challenges/Frenc
h/FR_L2_M2
Guides learners through writing an article
giving their opinion about how the fashion
industry represents people.
Public services
AO2 Learners are provided with expressions necessary for dialoguing in banks and post offices. http://lexiquefle.free.fr/numero.swf
This can be in the form of sentence half matching, reordering jumbled dialogues or find the Interactive exercises for revising numbers.
French activities. (E) (Basic)
0520 Nov 2011 Paper 3, RP cards 2, 5, 8, RP
AO3 Learners perform appropriate role-play tasks and invent their own dialogues. They can be B Declaring a lost wallet at the police station
given particular roles such as the angry or absent-minded customer / bank manager to make
the tasks more amusing. (G) 0520 Nov 2012 Paper 3, RP cards 2, 5, 8, RP
B Enquiring about a lost suitcase at the airport
AO1 Learners listen to recordings of dialogues in lost property offices or police stations. They are
asked to note details such as the item lost, its description, where and when it was lost, etc. 0520 Nov 2011 Paper 41, Ex. 1a – writing
(I/W) exercise in which candidates are asked to
write a letter about a bag left behind on holiday
AO3 Learners invent and perform dialogues at the lost property office or the police station. (G)
0520 Jun 2012 Paper 41, Ex. 2 – writing
AO4 Learners imagine a situation in which they have lost or found an item and write an account of exercise in which candidates are asked to tell
what happened. This is a good opportunity for revising and practising the difference between the story of a lost bag and give their reactions
perfect and imperfect tenses. (I) (Challenging) to what happened
Natural and made environment
Natural Learning objective: Learners will be able to give and seek information about problems affecting the environment such as climate change and
environment pollution and remedial measures such as conservation and recycling.
AO2 Key vocabulary is introduced by providing learners with a numbered list of environmental www.bbc.co.uk/schools/gcsebitesize/french/sp
problems. They are asked to classify these problems into different categories: Pollution, eakingh/h04_pres_environment_rev2.shtml
Déforestation, Espèces en voie de disparition, Réchauffement climatique. This can lead to Provides an example of an oral discussion on
discussion as some problems may fit more than one category. Learners them match these the topic of the environment.
problems to possible solutions. (W) (Challenging)
www.ladocumentationfrancaise.fr/dossiers/cat
AO4/AO3 Learners prioritise their top five problems and five possible solutions. This could lead to a astrophes-naturelles/france-pays-expose.shtml
class survey in which learners vote for which are the worst problems and what solutions can Provides information about natural disasters in
be offered. (W) France.
AO2/AO1 Learners read or listen to a series of news reports about natural disasters and do a series of 0520 Jun 2012 Paper 22, Section 3, Ex. 2,
comprehension exercises such as gap fill/find the French/true or false. This can be done as a Questions 33–41 – reading comprehension
whole class activity, or in small groups. In this case different news reports can be given to text about an association for protecting the
different groups and then they can report back to the class as a whole. (G/W) environment
AO2 Learners read accounts of what young French people do to help protect the environment.
They then write a paragraph of what they do at present and then what they could do to help.
(I)
AO4 Learners make environmental awareness posters where they present the dangers of climate
change and what should and shouldn’t be done. (I)
AO4 Learners write an account in the past of an environmental awareness week at school, saying
what happened during the week and what their reactions to it were. (I) (Challenging)
Weather Learning objective: Learners will be able to give and seek information about the weather.
AO2 Learners revise expressions used to talk about the weather. They are given a series of http://france.meteofrance.com/
expressions and sort them into good and bad weather expressions. (I/W) (Basic) Information about weather in France with maps
and videos of weather forecasts.
AO2 Learners match weather symbols to the expressions. (I/W) (Basic)
www.bbc.co.uk/languages/french/mafrance/ht
AO1 Learners listen to short statements about the weather and match the statements to different ml/news_views/summary.shtml
weather symbols. Language for discussing temperatures can also be introduced / revised A series of three videos in which a radio
here. (I/W) (Basic) presenter discusses weather and its possible
consequences. Includes comprehension and
AO1 Having revised the geography of France and the vocabulary needed to refer to compass grammar exercises.
points, learners listen to weather forecasts and indicate the weather in different regions by
drawing or matching weather symbols to different places on the map. (I/W) (Basic) www.lepointdufle.net/vocabulaire0.htm
A series of interactive vocabulary and listening
AO3 Learners are given two different weather maps. Working in pairs, they must ask each other exercises on weather and climate.
questions about the weather to try and find out what the weather is like on each other’s
maps. (G)
AO3 Learners invent a weather forecast for the coming weekend, which they practise and then
perform in front of the class. (I/W)
AO2/AO4 Learners read an account of a day out during which the weather changed for the worse. They
can be asked to identify the weather expressions in the past or it can be a gap fill with
learners required to complete the text with verbs in the imperfect tense. Learners can then be
asked to write their own account of a disastrous weather day, saying what happened and
what their reactions to it were. (I) (Challenging)
Finding the way Learning objective: Learners will be able to give and seek directions.
AO3 Learners are provided with a map of a French town and in pairs practise asking the way to www.targetlanguage.co.uk/level44.html
different places (Basic). This can be turned into an information gap exercise with learners For revising basic vocabulary on giving and
being provided with different versions of a map. Their objective in asking each other seeking directions.
questions will be to complete the gaps in their map by the end of the exercise. (G)
www.hellomylo.com/Activity/French/FR_L0_M
AO1 Learners listen to short texts and write down the destination of each person. (W) 4.3_P2
Interactive exercises for practising locations
AO3 Labels designating different places in a town are placed around the classroom. Learners take and directions.
it in turns to direct each other to different places and move around the room accordingly. (G)
http://lexiquefle.free.fr/ville.swf
AO4/AO3 Learners write out a simple set of directions telling a foreign friend how to get to different Vocabulary and example dialogues for giving
places in a new town. This can be done in the form of a dialogue practising the ‘tu’ form of and seeking directions.
the imperative. To practise the ‘vous’ form, learners could perform role plays in a tourist
office, in which a tourist comes to ask for directions to certain places in the town. (G)
People, places and customs
Meeting people Learning objective: Learners will find out and be able to discuss some general facts about people from other countries.
AO2/AO1 Learners are provided with a multiple choice quiz about the world population and the Tricolore Total 4 Unité 10 provides suitable
inhabitants of different countries. They then listen to a recording to check their answers. (W) resources and exercises
AO1 Learners listen to recordings providing some statistics about world populations and complete www.youtube.com/watch?v=71vpCdJcCo0
various comprehension tasks such as gap fill/sentence half matching/true or false. (W) Song by Axelle Red on relationships between
neighbours.
AO1/AO4 Learners listen to a song about relationships between neighbours and do a gap fill exercise.
They then answer questions about relationships between neighbours in their neighbourhood 0520 Jun 2013 Paper 21, Section 3, Ex. 2,
and come up with ideas for promoting good relationships and meeting people. (W/G) Questions 32–38 – reading comprehension
text about solidarity between students and
senior citizens
Places and Learning objective: Learners will be able to seek and exchange information about festivals and customs in other countries.
customs
AO2 Learners are provided with a list or pictures of world festivals and customs. They are required http://fetesdumonde.wordpress.com/
to match them to a short description of the event and the country in which it takes place. (I) Provides information about festivals and
customs around the world.
AO4 Learners classify the places and customs in order of preference, justifying their answer. This
can be used for a class survey. (I/W) www.routard.com/mag_dossiers/id_dm/157/15
_fetes_insolites_dans_le_monde.htm
AO2/AO4 Learners research a particular festival or custom and present their findings to the class. This Provides information about some unusual
can be a guided activity with the teacher providing a grid asking for certain information: Ça festivals and customs around the world.
se passe où, quand, qu’est-ce qu’on y porte, qu’est-ce qu’on y mange, donnez 5
caractéristiques de ce festival, … (I/W)
AO4 Learners write an account of a particular festival or custom they witnessed. They describe
what happened and what their reactions to it were. (I)
Travel and Learning objective: Learners will able to give and seek information about different types of journey. They will be able to discuss the
transport environmental impact of transport. Learners will be able to seek and give information about travel arrangements (times, prices, etc.)
AO2 Learners revise different means of transport and appropriate prepositions with a simple www.pedagosite.net/imagiers/img_122k/index.
matching exercise. (W) (Basic) html
For revising means of transport.
AO1 Learners listen to young people discussing transport for school, the weekend and holidays
and complete a series of comprehension exercises identifying which means of transport they www.pole-formation-
take and why. (W) (Basic) cci.org/images/stories/fle/site_activitesFLE/ville
s/Ex1/HP_voc_circulation.htm
AO2 Learners read texts presenting alternative forms of transport to the car and complete a series Interactive exercises for reviewing traffic and
of comprehension exercises. (W) transport vocabulary.
AO3/AO4 Learners answer a series of questions, either providing oral answers in pairs or written www.didieraccord.com/exercices/?ex=1.1.1
answers about their own transport choices and the reasons for their choice. (G) Transport dialogues with gaps to fill.
AO2 Learners are provided with a series of sentences with possible solutions to the environmental 0520 Jun 2013 Paper 3, RP cards 4, 5, 6, RP
impact of travel and transport. They decide which should be done and which shouldn’t. (W) A Buying bus tickets
AO4 Learners write an article about means of transport in their region and what could be done to 0520 Nov 2011 Paper 41, Ex. 1b – writing
improve them. (I) exercise in which candidates are asked to
write an article about means of transport
AO2 Learners revise station and airport vocabulary with a matching task. (W) (Basic)
Section 1, Ex. 1 of the listening papers often
AO1 Learners listen to dialogues seeking and giving information about train journeys and flights requires candidates to note basic information
and note relevant information: destination, horaires, prix du billet, etc. (W) about transport arrangements: destination,
price, time, means of transport, etc.
AO3 Learners invent and practise role play style dialogues at the station and at the airport. (G)
Unit 4: Topic area D – The world of work

is recommended that learners are familiar with the content of UK Key Stage 3 National Curriculum Modern Foreign Language requirements or have followed similar
courses. More information can be found here: www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199616/mfl/programme
Context
It would be useful to teach this unit after Unit 1 in which school routine will have been revised at the beginning of the Cambridge IGCSE course. Teachers can use
the teaching activities to devise their own lesson plans, picking and choosing from the activities. It is assumed that the teacher will structure open and closed
questions to check vocabulary and comprehension, correct errors, monitor the acquisition of skills and carry out preparatory exercises of their own if learners lack
experience or skills for the activity. The teacher is encouraged to extend the unit with further ideas and materials to suit their particular situation and the needs of
their learners. The activities and materials can be adapted to mixed ability classes, by giving more or less guidance, shortening or extending activities, simplifying or
editing material or closing some of the information gaps. Timing of the activities is at the teacher’s discretion and should be incorporated into individual lesson
planning.
Outline
The content aim of the unit is for learners to be able to understand and exchange information on their future education and career plans and the world of work in
general. The language aim of the unit is for learners to develop all four skills in the target language. The teaching activities suggest a variety of methods for
achieving the learning objectives. It is hoped that the materials and activities will be thoroughly exploited in the classroom so that learners can gain real benefit from
doing them and clearly move forward in their skills as well as grow in confidence. In general, they are not materials or activities that should be rushed through, to ‘get
on to the next thing,’ which would cut out a lot of potential learning. The activities include opportunities for information sharing, giving supportive peer feedback and
providing scope for pairwork, groupwork and individual presentations. The degree of confidence with which the learners achieve the learning objectives will depend
on their starting point and the learning approach, with weaker learners needing more time for examples and practice. It is hoped that teachers will be able to expand
on the unit as they judge best for their situation, with supplementary ideas of their own. The learning resources in this unit are textbook and internet based. If
teachers judge that learners need more help to achieve the learning objectives, it is hoped they will extend the unit at any stage with reinforcement activities.
Teaching time
Vocabulary Exams, work experience placement jobs, the world of work, unemployment, aspects of work, future plans
Grammar Expressions for saying what you plan to do, using two verbs together, revising the future tense and particularly its use after quand, revising the
conditional tense, si clauses
Continuing education
Further Learning objective: Learners will be able to give and seek information about exams and preferences for future study. They will be able to
education and discuss exam preparation and revision. They will be able to exchange information and opinions about work experience.
training
AO2 Learners are provided with a short text reminding them of the school and exam system in www.france.fr/etudier-en-france/le-systeme-
France. This can be used to revise/introduce school and exam vocabulary and allow scolaire-francais-de-la-maternelle-au-lycee
learners to make a comparison with the exam system in their own country. (W) Explanation of the school system in France.
AO2/AO4 Learners are provided with a list of useful expressions for talking about the future and then www.bonjourdefrance.com/exercices/contenu/1
complete dialogues with suitable verbs and expressions in the future (aller + infinitive, simple 9/civilisation/527.html
future, avoir l’intention de + infinitive, penser + infinitive, espérer + infinitive, si + present + Brief description of the school and exam
future) (I/W) system in France complete with interactive
comprehension exercise.
AO2 Learners read texts in which young people talk about their studies and future plans. They
have a series of sentences and must identify who says what. This group of texts could http://etudiant.aujourdhui.fr/etudiant/info/revisio
include young people from different countries so as to enable further comparisons. (I/W) n-du-bac-nos-5-conseils-organisation-
revisions.html
AO2 Learners read texts in which young people talk about their revision techniques and do a Article about revising for the Bac which could
series of comprehension exercises: find the French for … / true or false, etc. (I/W) be adapted and used for comprehension.
AO3/AO4 In pairs, learners draw up a list of top revision tips. These can then be shared with the class Tricolore Total 4 Unité 9 provides useful
in a brainstorming session. (G/W) (Challenging) reading and listening resources on the topic of
work experience
AO4 Learners write a short article about themselves which should mention the exams they will be
taking, what they will be doing to revise, and what their plans are in the near and more
distant future in terms of studies and careers. (I)
AO1/AO2 Learners read and listen to young people talking about work experience they have done.
Learners note information about the placement such as where and when it took place, the
tasks that were carried out, the young person’s opinion of their placement and if they can
see themselves in that job in the future. (I/W)
AO3 In pairs, learners ask and answer questions about previous or future work experience
placements. Questions can be taken from reading or listening resources already used,
provided by the teacher or made up by the learners. (G)
Topics and AOs

Suggested teaching activities
Learning resources
AO4 Learners write an (imaginary) account of a work experience placement, including where it
was, what they did and their reaction to it. (I) (Challenging)
Careers and employment
Future career Learning objective: Learners will be able to give and seek information about preferences for work and careers.
plans
AO2 Learners revise job vocabulary by matching jobs with places or areas of work. It is important www.jcomjeune.com/
to remind them of the rule that there is no article with professions in French. (W) (Basic) Information about jobs and careers aimed at
young people.
AO1 Learners listen to people talking about their choice of jobs and either note the reasons for
their choice or put in order a list of reasons they have been provided with. (I/W) www.bbc.co.uk/schools/gcsebitesize/french/list
eningh/h06_list_employment_rev1.shtml
AO2/AO4 Learners are provided with a list of jobs and match them with advantages and Useful vocabulary to talk about employment
disadvantages. and unemployment.
(I/W)
AO3 www.wildfrench.co.uk/GCSEPapers/fchr99q3.ht
In pairs, learners interview each other about their future plans, what sort of job they hope to m
have and why. (G) Text about unemployment with interactive
AO4 comprehension exercise.
Learners revise the structure of si clauses and then write an article about what they would do
if they could take a gap year. (I) (Challenging)
Employment Learning objective: Learners will be able to discuss different aspects of a job, including part-time jobs and pocket money.
AO2 Learners match different jobs to a list of qualities that can be considered necessary for Tricolore Total 4 Unité 9 provides a lot of good
doing each job. (I/W) reading and listening material for this section
AO2/AO3 Part-time jobs can be introduced with a matching or brainstorming activity to come up with 0520 Nov 2011 Paper 1, Section 3, Ex. 1,
different types of part-time jobs and the main tasks involved. (W) Questions 28–33 – listening comprehension
about a change of career path
AO1/AO2 Learners read or listen to a series of short texts in which young people explain their
motivation for having a part-time job and their opinions (I/W) 0520 Jun 2012 Paper 1, Section 3, Ex. 2,
Questions 33–48 – listening comprehension
AO3/AO4 Learners sort the different opinions into positive and negative opinions. (I/W) about the work of a firefighter
AO4 Learners write an article about a part-time or summer job they have had. They should 0520 Jun 2012 Paper 21, Section 3, Ex. 1,
describe what the job involved and what they thought about it. (I) (Challenging) Questions 27–32 – reading comprehension
about the work of a surgeon in Africa

about the work of a teacher in Canada

about the work of a disc jockey

Questions 26–31 – reading comprehension
about the work of a chef
0520 Jun 2013 Paper 3, RP cards 2, 5, 8, RP B

Talking about a job in a café
Language and communication in the work place
Communication Learning objective: Learners will be able to use the language necessary to find out information about and to make an application for a job.
and language at
work
AO2 Learners are provided with different job advertisements including details of the type of job, www.iquesta.com/
main tasks, salary and main requirements. They complete a series of comprehension Site with job and work experience offers that
exercises, which can include matching requirements and / or candidates to the appropriate could be used as a stimulus for writing letters of
advertisement. (I/W) application.
AO2 These advertisements can be used for identifying some of the main vocabulary needed for 0520 Jun 2012 Paper 41, Ex. 1a – writing
communication at work through find the French for … or matching activities. (I/W) exercise in which candidates are asked to write
a letter applying for a holiday job in France
AO1 Learners listen to young people talking about their jobs, what they do, the qualities needed
for that line of work, what they particularly like and what they dislike about their job. (I/W)
(Challenging)
AO3 Learners classify the advertisements by order of preference, deciding which of the jobs they
would most like to apply for and which they would least like to apply for. They must be
encouraged to give reasons for their choice. (I)
AO4 Learners write an application letter for the job they have chosen. (I) (Challenging)
AO4 As an alternative writing task, learners can work in pairs, each writing an advertisement for a
job and then writing an application letter to the advertisement their partner has written. (G)
(Challenging)
AO4 Learners are provided with model CVs and are then required to write their own using the
same headings as the model. (I)
AO3 In pairs, learners create job interview dialogues, with one person being the interviewer and
asking the questions and the other being the interviewee. (G) (Challenging)
Unit 5: Topic area E – The international world

Context
It would be useful to teach this unit after the previous four units as it revises and expands on much of the material covered throughout the Cambridge IGCSE course.
Teachers can use the teaching activities to devise their own lesson plans, picking and choosing from the activities. It is assumed that the teacher will structure open
and closed questions to check vocabulary and comprehension, correct errors, monitor the acquisition of skills and carry out preparatory exercises of their own if
learners lack experience or skills for the activity. The teacher is encouraged to extend the unit with further ideas and materials to suit their particular situation and the
needs of their learners. The activities and materials can be adapted to mixed ability classes, by giving more or less guidance, shortening or extending activities,
simplifying or editing material or closing some of the information gaps. Timing of the activities is at the teacher’s discretion and should be incorporated into individual
lesson planning.
Outline
The content aim of the unit is for learners to be able to understand and exchange information on the international world and give them the opportunity to develop
further ideas covered in earlier parts of the course.
The language aim of the unit is for learners to develop all four skills in the target language. The teaching activities suggest a variety of methods for achieving the
learning objectives. It is hoped that the materials and activities will be thoroughly exploited in the classroom so that learners can gain real benefit from doing them
and clearly move forward in their skills as well as grow in confidence. In general, they are not materials or activities that should be rushed through, to ‘get on to the
next thing,’ which would cut out a lot of potential learning. The activities include opportunities for information sharing, giving supportive peer feedback and providing
scope for pairwork, groupwork and individual presentations. The degree of confidence with which the learners achieve the learning objectives will depend on their
starting point and the learning approach, with weaker learners needing more time for examples and practice. It is hoped that teachers will be able to expand on the
unit as they judge best for their situation, with supplementary ideas of their own. The learning resources in this unit are textbook and internet based. If teachers
judge that learners need more help to achieve the learning objectives, it is hoped they will extend the unit at any stage with reinforcement activities.
Teaching time
Vocabulary Revision of present, perfect, imperfect, future and conditional tenses, introduction of the pluperfect tense, en + present participle, recognition of
the passive, comparatives and superlatives, reported speech, revision of the partitive article, revision of the pronoun en
Grammar Holidays, transport, emergencies, warnings and accidents, weather and climate, French-speaking countries, food and drink, meeting people,
social media, global problems, charities and volunteer work
Tourism at home and abroad
Holiday travel Learning objective: Learners are able to give and seek information about travelling and holidays.
and transport
AO3 Learners brainstorm different types of holidays and different reasons for going on holiday. www.tripadvisor.fr/
They then put these in order of preference and justify their choice. (I/W) Holiday review site providing examples of good
and bad holiday experiences that can be used
AO1 Learners listen to different people talking about different types of holidays. They are required for comprehension.
to note the advantages and disadvantages of each type of holiday. (I/W) (Challenging)
www.youtube.com/watch?v=w7-VmILj5lQ
AO2 Learners read a series of texts in the past about people’s holiday and travel experiences. Song by Michel Fugain, Un Beau Roman,
They are asked to identify positive and negative comments. This would also be a good telling the story of a holiday encounter in the
opportunity to identify perfect, imperfect and pluperfect tenses and discuss their formation past. Provides the opportunity of discussing the
and use in this context. (I/W) difference between perfect and imperfect
tenses.
AO3 Learners interview one another about a recent holiday experience either with questions
provided by the teacher or with their own. Questions should include what was good and 0520 Nov 2012 Paper 21, Section 3, Ex. 1,
what was bad about the holiday. (G) Questions 26–31 – reading comprehension
about Paris-Plages
AO4 Learners write an account in the past of a holiday experience. They should include what
happened and their reactions to it. (I) (Challenging) 0520 Nov 2012 Paper 21, Section 3, Ex. 2,
Questions 32–40 – reading comprehension
AO1 Learners listen to a series of conversations about accidents in various circumstances. They about an experienced traveller
are required to note information about when, where and how the accident happened. (I/W)
AO3 Learners work in pairs. One is given a series of pictures such as weather symbols, means of Questions 28–33 – listening comprehension
transport, place in a town etc. The other must ask questions in order to find out the details of about a trip to Laos
the accident. (G)
0520 Nov 2011 Paper 41, Question 1a – writing
question in which candidates are asked to write
a letter to the owner of a holiday home where
they left a bag behind
0520 Jun 2012 Paper 41, Question 2 – writing

question in which candidates are asked to write
an account in the past about a holiday when

they lost their bag

Phoning about a lost key to a holiday home
0520 Nov 2011 Paper 3, RP cards 2, 5, 8, RP B

Declaring a lost wallet at the police station

Changing holiday dates

Thanking someone for a holiday

A holiday with a car breaking down

Lost luggage at an airport
Geographical Learning objective: Learners will be able to give and seek information about different geographical areas.
surroundings
AO2 Learners are provided with texts describing contrasting geographical areas accompanied by www.youtube.com/watch?v=EZpkYcIYlDc&feat
some pictures. Having matched the pictures to the texts they complete comprehension ure=fvst
exercises such as true or false, identify the country which …, find the French for …. (I/W) Trailer for the film Bienvenue Chez les Ch’tis
providing an example of regional stereotypes.
AO4 Learners write an article describing their region and saying what sort of region they would like
to live in and why. They could also include which region they would not like to live in with a
justification of their choice. (I)
AO1 Learners are introduced to the film Bienvenue Chez les Ch’tis. They compare the main
character’s vision of the North of France with the reality. (I/W) (Challenging)
AO4 Learners imagine they have just visited a region in France. They write to a friend giving their
impression of the region, its inhabitants, culture, cuisine, etc. They should say if their
impressions before and after the visit were any different. (I) (Challenging)
Weather Learning objective: Learners will be able to give and seek information on weather and climate.
AO2 Learners revise expressions for discussing the weather by matching weather symbols to www.estudiodefrances.com/exercices/meteo.ht
different expressions. (I/W) (Basic) ml
Provides recordings of weather forecasts that
AO2/AO4 Learners choose or are given a certain geographical area. They research information about can be associated to weather maps.
the weather and climate in that area and present it to the class. This could be done in the
form of a poster to display. (I) http://france.meteofrance.com/france
For a map of the day’s weather in France.
AO1/AO3 Learners watch examples of weather forecasts and complete comprehension exercises such
as gap fills, true or false, locating weather symbols on a map (Basic). They then invent their www.wmo.int/pages/publications/showcase/doc
own weather forecasts and present them to the class. (I/W) uments/1012_fr.pdf
Publication from the Organisation
AO4 Learners write an account of a trip during which they experienced extraordinary weather Météorologique Mondiale from which some
conditions. They are asked to describe what happened and their reactions to it. (I) more challenging reading comprehension texts
(Challenging) could be extracted.
www.msf.org.uk/teaching-resources-
intermediate-level-french
Worksheets based on the story of a young girl
who survived the earthquake in Haiti in 2010.

A plane that can’t take off due to bad weather
Life in other countries and communities
Places and Learning objective: Learners will be able give and seek information about places around the world.
customs
AO2 Learners identify different French-speaking countries on a map of the world. (W) (Basic) www.oup.com/uk/i-cafe/main/index/fr/francelive/
Provides worksheets on many topics including
AO2 Learners are provided with texts about different countries in the French-speaking world places and customs.
including information on geography, climate, people and traditions. They carry out a series of
comprehension tasks. Information extracted from the texts can then be shared with the whole www.kameleo.com/french/JEU-Ch0-
class. (I/W) MondeFranco.html

Interactive map of French-speaking countries
AO2/AO3/AO4 Learners choose a French-speaking country and do some research about life in that country. around the world.
The teacher will provide questions to guide the learners in their research. Learners can
present their findings in a written report or as a presentation to the class. The class could
then vote on the country they would most like to visit. (I/W)
Food and drink Learning objective: Learners will be able to give and seek information about food and drink from around the world and share opinions about it.
AO2 Learners are given pictures and a short description of some typical French dishes. They are www.cuisineactuelle.fr/recettes-de-
asked to locate the dishes on a map of France. (I/W) (Basic) cuisine/recettes-regionales
Provides descriptions of French regional
AO3 Learners choose three of the dishes and ask each other questions to find out if they have specialities.
already tried them and if so what they thought of them or if not if they would like to try them.
(G) www.bbc.co.uk/languages/french/mafrance/flas
h/interactive_popup.shtml
AO2 Learners are provided with a text about different eating habits in different parts of the world Video of four chefs preparing their favourite
including some exotic dishes. They are required to identify which dishes are eaten where. dishes complete with interactive
They can also extract information such as which foods are eaten by which particular comprehension exercises.
communities. (I/W)
AO1 Learners listen to people describing typical dishes from their country and are required to
match the descriptions to pictures of the dishes. (I/W)
AO4 Learners choose or are provided with ideas for describing typical dishes from their own
country and write short descriptions of them. (I)
AO3 In pairs, learners invent dialogues, imagining that one of them is a French person on a visit
and the other is offering different dishes for them to try. (G)
Meeting people Learning objective: Learners will be able to discuss different ways of meeting people.
AO4 In pairs, learners note down as many places as they can think of where it is possible to meet www.geoado.com/vie-magazine/les-bars-a-
people. (G) (Basic) chats-pour-ou-contre
Article about a new type of coffee bar.
AO2 Learners are provided with a jumbled dialogue of two people meeting for the first time and
are required to put it in the correct order. (I/W)
AO3/AO4 Learners are provided with a brief outline of a situation in which two people are meeting for
the first time including the place, the time of day and the characters and they write and
perform the dialogue. (G)
AO1/AO2 Learners listen to or are provided with a text in which young people discuss the advantages
and disadvantages of social media. They carry out a series of comprehension tasks such as
gap fill, true or false, find the French for …. (I/W)
AO4 Learners draw up a list of advantages and disadvantages of social media from the text and
their own ideas. (I/W)
AO4 Learners imagine a world with no technology or social media. They write an account in the
past of a technology free day saying what they did and their reactions. (I) (Challenging)
World events and issues
Issues Learning objective: Learners will be able to give and seek information about world issues. They will be able to express an opinion and discuss
according to differing viewpoints.
available
resources and
individual
interest
AO3 Learners are provided with some language prompts to say if and how they remain informed http://apprendre.tv5monde.com/fr/niveaux/a2-
about world events. (W) elementaire
Provides short videos on world problems
AO2/AO3 Learners are provided with differing opinions on the question of whether it is important to take complete with interactive comprehension
an interest in news and current affairs. They classify them into for and against and decide exercises.
which they agree with the most. (I/W) (Challenging)
www.griffe-info.com/
AO2/AO3 Learners brainstorm or are given a list of world problems and are asked to classify them Articles on world events and current affairs.
starting with the ones they consider to be the most serious. (I)
www.geoado.com/rubrique-actualite/monde
AO2 Learners are provided with a text presenting data and statistics on world problems. They are Articles on world events and current affairs.
asked to identify the main useful vocabulary items in the text. (I/W)
www.restosducoeur.org/
AO1/AO2 Learners listen to or read texts in which young people express their concerns about world Website of a famous French charitable
issues. They identify what most worries the young people and what is most important to them. organisation.
(I/W)
www.youtube.com/watch?v=39TbBGBpnus&fe
AO3 Learners interview each other to find out what each other’s particular concerns about world ature=related
issues are. This could lead to a class survey. (G) (Challenging) Theme tune for ‘Les Restos du Coeur’
AO2 Learners are provided with the logos of some humanitarian and charity organisation. They www.croix-rouge.fr/La-Croix-Rouge
match the logos to the mission statement of the organisation. (I/W) Website of the French Red Cross
AO1/AO2 Learners are listen to or read texts giving information about various 0520 Nov 2011 Paper 21, Section 3, Ex. 1,
humanitarian organisations: Médecins sans Frontières, la Croix Rouge, etc. and Questions 27–32 – reading comprehension
do a series of comprehension tasks to extract the main information. (I/W) about a humanitarian organisation in Africa
(Challenging)
AO4 0520 Jun 2012 Paper 1, Section 3, Ex. 1,
Learners write an account about working for a humanitarian organisation. They say what they Questions 28–33 – listening comprehension
did and what their reactions to it were. (I) (Challenging) about an Iranian photo journalist
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French Lesson Plan - Anto Simon

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Scheme of work

Unit 1: Topic area A – Everyday activities............................................................................................................................................................................................ 7

Unit 2: Topic area B – Personal and social life.................................................................................................................................................................................. 12

Unit 3: Topic area C – The world around us....................................................................................................................................................................................... 22

Unit 4: Topic area D – The world of work........................................................................................................................................................................................... 31

Unit 5: Topic area E – The international world................................................................................................................................................................................... 36

Recommended prior knowledge

Assessment objectives (AO)

Mascie-Taylor, H et al Tricolore Total 4 Nelson Thornes (2010) ISBN 9781408505786

Unit 1: Topic area A – Everyday activities

Home life and school

0520 Jun 2011 Paper 41, Question 2 – writing

Food, health and fitness

Unit 2: Topic area B – Personal and social life

Topics and AOs Suggested teaching activities Learning resources

Self, family and personal relationships

0520 Nov 2012 Paper 41, Ex. 2 – writing

0520 Jun 2011 Paper 1, Section 2, Ex. 1

0520 Nov 2011 Paper 21, Section 2, Ex. 1,

Leisure, Learning objectives:

programmes. They then complete a variety of comprehension exercises. (I) s.html

Holidays and special occasions

will provide short texts with information on

0520 Jun 2012 Paper 1, Section 1, Ex. 2,

AO2/AO4 Learners in groups are directed to particular campsites on the www.campingfrance.com/

Unit 3: Topic area C – The world around us

Home town and local area

Section 1, Ex. 2 of the reading papers often

0520 Jun 2011 Paper 1, Section 2,

Ex. 2, Questions 18–27 – two young people

0520 Nov 2011 Paper 1, Section 2, Ex. 2,

0520 Nov 2011 Paper 1, Section 3, Ex. 2,

0520 Jun 2012 Paper 1, Section 2, Ex. 2,

0520 Nov 2012 Paper 1, Section 2, Ex. 2,

0520 Jun 2013 Paper 1, Section 2, Ex. 2,

0520 Jun 2012 Paper 41, Ex. 1b – writing

0520 Jun 2011 Paper 41, Ex. 1b – writing

Natural and made environment

People, places and customs

what happened and what their reactions to it were. (I)

Unit 4: Topic area D – The world of work

Topics and AOs

Careers and employment

0520 Nov 2012 Paper 1, Section 3, Ex. 2,

0520 Jun 2013 Paper 1, Section 3, Ex. 2,

0520 Jun 2013 Paper 21, Section 3, Ex. 1,

0520 Jun 2013 Paper 3, RP cards 2, 5, 8, RP B

Language and communication in the work place

encouraged to give reasons for their choice. (I)

Unit 5: Topic area E – The international world

Tourism at home and abroad

0520 Jun 2012 Paper 41, Question 2 – writing

an account in the past about a holiday when

0520 Jun 2011 Paper 3, RP cards 1, 4, 7, RP B

0520 Nov 2011 Paper 3, RP cards 2, 5, 8, RP B

0520 Nov 2011 Paper 3, RP cards 3, 6, 9, RP B

0520 Jun 2012 Paper 3, RP cards 2, 5, 8, RP B

0520 Jun 2012 Paper 3, RP cards 3, 6, 9, RP B

0520 Nov 2012 Paper 3, RP cards 2, 5, 8, RP B