2017 (New) GCSE Study Guide and Exam Preparation Aid for French Foundation and Higher Tier

Transcription

1 ST THOMAS MORE SCHOOL 2017 (New) GCSE Study Guide and Exam Preparation Aid for French Foundation and Higher Tier

2 What is GCSE French? 100% exam There are four stages to getting GCSE French, what are they? 1. Listening exam in May/June of year 11 25% 2. Speaking exam in May/June of year 11 25% 3. Reading exam in May/June of year 11 25% 4. Writing exam in May/June of Year 11 25% How will this booklet help you? Give you advice about what the exams entail, help with exam technique, and the essential French you will need (a lot of which you will already know). Where else can I get help? Your teacher Your textbook Studio is a GCSE targeted resource get to know and love it like your best friend!!! Your exercise books have everything you need (if you ve kept them up to date) Published revision guides Translation and Grammar workbooks Websites on the internet Revision sessions and intervention classes run by school 2

3 What are the 5 themes are covered by GCSE French? 1 IDENTITY AND CULTURE. This is covered in modules 1, 2 & 3 and includes: (a) people, family and relationships (b) free time activities (c) eating and drinking, daily life, customs, festivals and special occasions 2 LOCAL AREA, HOLIDAYS AND TRAVEL This is covered in modules 4 & 5 and includes: (a) where you live (b) cities, towns and regions (c) holidays: past, present and future (d) travelling 4 FUTURE ASPIRATIONS, WORK AND STUDY This is covered in module7 and includes: (a) what you do to earn money/part time jobs (b) work experience (c) Future plans for the world of work 5 INTERNATIONAL AND GLOBAL DIMENSION This is covered in module 8 and includes: (a) the environment (b) world issues, events and people; (c) ethical shopping (d) voluntary work 3 SCHOOL This is covered in module 6 and includes: (a) description of your school and its facilities (b) a typical day at school (c) school rules and uniform (d) extra-curricular activities, clubs and school exchange 3

4 GCSE LISTENING EXAM How long is the exam? The foundation tier exam lasts about 35 mins The higher tier exam lasts about 45 mins What is the exam marked out of? There is a maximum of 50 marks What is the exam like? You are allowed 5 minutes to read the questions before the audio file is started. During this time you should get a feeling for the types of questions and what they are testing. You can also start to predict answers. The questions will get progressively harder, so don t be surprised if the end questions are difficult but don t give up! You will hear all spoken materials twice. Remember that it is perfectly normal, not to get all the answers first time through just don t panic and miss the second play through! What will the questions will be like? - noting main points - extracting details, attitudes and points of view - identifying past, present and future events - identifying and coping with a wide variety of tenses - distinguishing between positive and negative statements - matching exercises - giving short answers in French* - drawing conclusions from what you hear - coping with gap fills Is there a technique to doing listening exams? Mais, bien sûr.: 1. always read the questions first 2. look at any example answers for guidance 3. look at the number of points awarded, and answer accordingly 4. predict answers before reading the main text 5. use your knowledge of grammar to guide you 6. NEVER leave any blanks and answer in the correct language. In general, questions in section A are answered in French and questions in section B are answered in English. BUT READ THE INSTRUCTIONS TO MAKE SURE! 4

5 How can I revise for listening? The best way to revise for listening is to listen. Remember that every time your teacher speaks to you in French in class, you are practising listening. Also, every time you do listening exercises in class, you are practising listening. If you feel you need more practice, you can: go on line for recordings of past papers. use revision workbooks/guides which have audio files and listening activities in them ask your teacher for current websites to use for practice GCSE SPEAKING When is the exam? The exam usually takes place in late April or early May of Year 11. How long is the exam? The foundation exam lasts about 7-9 minutes, plus 12 minutes preparation time. The higher exam lasts about minutes, plus 12 minutes preparation time What is the exam marked out of? Task 1: Role play Task 2: Picture-based task Task 3: Conversation Total 10 marks 24 marks 36 marks 70 marks What is the preparation time for? During the preparation time, you will have sight of your task 1 (role play) and task 2 (picture-based task). You can make notes during the preparation time, up to a maximum of one side of A4 paper, to cover both task 1 and task 2. During this time you should try to work out what each part of the role play requires and what you are going to say for each bullet point of the picture-based task. 5

6 You may NOT however, make notes for the conversation part of your exam, but you can think through what you want to say when you introduce your first conversation topic. But remember, you will not have access to a dictionary What do you have to do for each part of the exam? Task 1 Role Play This will last for 1-to 1 and-a-half minutes in the foundation exam and between 2 to 2-and-a-half minutes in the higher exam. You must complete 5 exchanges following instructions in French. One of the exchanges will be something that you have not prepared for in advance (an unseen element) and for another one/other ones you will have to ask one or two questions (2 questions in the higher role play). In the foundation role play, all utterances by the candidate will be in the present tense. In the higher role play students will have to respond to a question in a past tense. The scenarios used for the role plays are based on any of the topics from themes 1-4, not from theme 5 as this theme lends itself better to the picturebased task Role Play marks per exchange (maximum 10 marks) 2 Clearly communicated; appropriate; unambiguous; good pronunciation; correct word and verb form for you 1 Partially clear/unambiguous OR partially appropriate; pronunciation may affect clarity of communication 0 No rewardable communication; highly ambiguous OR pronunciation prevents communication 6

7 Here is an example of a foundation tier role play Topic: Work Instructions to candidates: You are asking for a summer holiday job in a hotel in France. The teacher will play the role of the hotel manager and will speak first. You must address the manager as vous. You will talk to the teacher using the five prompts below. where you see? you must ask a question where you see! you must respond to something you have not prepared Task Dans un hôtel. Vous cherchez un job pour les vacances d été. 1. Type de travail désiré 2. Travailler en France raison 3.! 4. Travailler ici combien de temps 5.? Hôtel uniforme Here is an example of a higher tier role play Topic: Cultural life Instructions to candidates: You are at a leisure centre in France speaking to a young person you have met there. The teacher will play the part of the young person and will speak first. You must address the young person as tu. You will talk to the teacher using the five prompts below. where you see? you must ask a question where you see! you must respond to something you have not prepared Task Tu es au centre de loisirs. Tu parles avec une jeune personne. 1. Par semaine nombre de visites 2. Ce centre de loisirs raison 3.! 4.? Faire du sport raison 5.? Football opinion 7

8 Picture-based Task This will last 2 and-a-half minutes to 3 minutes in the foundation exam and between 3 to 3-and-a-half minutes in the higher exam. You must describe the photo and then exchange opinions and narrate events using different tenses following the bullet points below the picture and verbal (teacher/examiner prompts) stimuli. For example, the examiner could ask you, Autre chose? of Pourquoi? to encourage you to expand on your answers. You will gain extra credit for the ability to respond with consistently fluent and developed responses and the ability to express and justify emotions and opinions. Picture-based Task (maximum 24 marks) There are two marks that make up the 24 marks for the picture-based task: Communication and content out of 16 Linguistic knowledge and accuracy out of 8 See below for a breakdown of the marks. Picture-based task: communication and content Foundation tier 0 No rewardable material 1-4 Limited response to set questions, likely to consist of single-word answers Minimal success in adapting language to describe, narrate, inform using individual words/phrases; sometimes unable to respond A straightforward opinion may be expressed but without justification Pronunciation and intonation are consistently intelligible with inaccuracies that lead to frequent impairment in communication 5-8 Responds briefly to set questions, there is much hesitation and continuous prompting needed Some limited success in adapting language, to describe, narrate and inform in response to the set questions; may occasionally be unable to respond Straightforward, brief opinions are given but without justification Pronunciation and intonation are mostly intelligible but inaccuracies lead to some impairment in communication Responds to set questions with some development,some hesitation and some prompting necessary - Some effective adaptation of language to describe, narrate and inform in response to the set questions - Expresses opinions with occasional, brief justification - Pronunciation and intonation are intelligible, occasionally inaccuracies affect clarity of communication Responds to set questions with frequently developed responses, occasional hesitation, occasional prompting necessary - Frequently effective adaptation of language to describe, narrate and inform in response to the set questions - Expresses opinions and gives justification with some development - Pronunciation and intonation are intelligible, inaccuracies are minimal and have no impact on clarity of communication 8

9 Picture-based task: communication and content Hier tier 0 - No rewardable material Responds to set questions with some development,some hesitation and some prompting necessary - Some effective adaptation of language to describe, narrate and inform in response to the set questions - Expresses opinions with occasional, brief justification - Pronunciation and intonation are intelligible, occasionally inaccuracies affect clarity of communication Responds to set questions with frequently developed responses, occasional hesitation, occasional prompting necessary - Frequently effective adaptation of language to describe, narrate and inform in response to the set questions - Expresses opinions and gives justification with some development - Pronunciation and intonation are intelligible, inaccuracies are minimal and have no impact on clarity of communication Responds to set questions with mostly developed and fluent responses, minimal hesitation and minimal prompting necessary - Predominantly effective adaptation of language to describe, narrate and inform in response to the set questions - Expresses opinions effectively and gives justification which is mostly developed - Pronunciation and intonation are intelligible and predominantly accurate Responds to set questions with consistently fluent and developed responses - Consistently effective adaptation of language to describe, narrate and inform in response to the set questions - Expresses opinions with ease and gives fully-developed justification - Pronunciation and intonation are consistently accurate and intelligible Picture-based task: linguistic knowledge and accuracy Foundation tier 0 - No rewardable material Limited accuracy when responding to set questions; minimal success when referring to past, present and future events - Individual words and phrases are coherent when responding to set questions; high frequency of errors prevent meaning throughout most of the conversation Occasionally accurate grammatical structures when responding to set questions; occasional success when referring to present events, limited success when referring to future or past events, much ambiguity - Some coherent phrases and sentences within responses to set questions; regular errors prevent coherent overall speech and frequently prevent meaning Some accurate grammatical structures, including some successful references to past, present and future events in response to the set questions, some ambiguity - Responses are partially coherent, errors occur that sometimes hinder clarity of communication and occasionally prevent meaning being conveyed Generally accurate grammatical structures, generally successful references to past, present and future events in response to the set questions, occasional ambiguity - Responses are generally coherent although errors occur that occasionally hinder clarity of communication 9

10 Picture-based task: linguistic knowledge and accuracy Hier tier 0 - No rewardable material Some accurate grammatical structures, including some successful references to past, present and future events in response to the set questions, some ambiguity - Responses are partially coherent, errors occur that sometimes hinder clarity of communication and occasionally prevent meaning being conveyed Generally accurate grammatical structures, generally successful references to past, present and future events in response to the set questions, occasional ambiguity - Responses are generally coherent although errors occur that occasionally hinder clarity of communication predominantly accurate grammatical structures, mostly successful references to past, present and future events in response to the set questions - Responses are predominantly coherent, errors occur but they rarely hinder clarity of communication Consistently accurate grammatical structures, successful references to past, present and future events in response to the set questions - Responses are coherent, any errors do not hinder the clarity of the communication 10

11 Here is an example of foundation tier picture-based task. 11

12 Here is an example of higher tier picture-based task. 12

13 Conversation The purpose of the conversation is to assess your ability to develop conversations and discussions, including giving opinions and points of view. The conversation is in two parts, each covering a separate theme. For part 1 you will be able to choose one theme (or topic within a theme) in advance. You will also be allowed to introduce and speak about this for up to one minute before continuing a conversation on the same theme/topic with your teacher/examiner. So it s really like giving a 1 minute presentation that you can prepare in advance and learn off by heart. It s only about words if you speak slowly and clearly and if you speak for a minute that s almost half of the time for that part of the conversation done and in the bag! So, what s stopping you?!? For part 2 of the conversation the examining board will allocate a different topic from a theme you ve not touched on yet. Each part of the conversation will last approximately minutes. Conversation Task (maximum 36 marks) There are three marks that make up the 36 marks for the conversation: Communication and content out of 12 Interaction and spontaneity out of 12 Linguistic knowledge and accuracy out of 12 See below for a breakdown of the marks. Conversation: communication and content Foundation tier 0 No rewardable material 1-3 Communicates limited information relevant to the topics and questions Uses language to express limited, straightforward ideas and thoughts; occasional straightforward opinion expressed without justification Uses limited, familiar vocabulary and expression with much repetition; communication is disjointed and frequently breaks down because of restricted range of vocabulary Pronunciation and intonation are inconsistently intelligible with inaccuracies that lead to frequent impairment in communication 4-6 Communicates brief information relevant to the topics and questions Uses language to produce straightforward ideas and thoughts; expresses straightforward opinions with limited justification Uses repetitive, familiar vocabulary and expression; communication is often constrained and occasionally breaks down because of restricted range of vocabulary 13

14 Pronunciation and intonation are mostly intelligible but inaccuracies lead to some impairment in communication 7-9 Communicates information relevant to the topics and questions, with occasionally extended sequences of speech Uses language to produce straightforward ideas, thoughts and opinions with occasional justification Uses a limited variety of mainly straightforward vocabulary, communication for some purposes is constrained because of restricted range of vocabulary Pronunciation and intonation are intelligible, occasionally inaccuracies affect clarity of communication Communicates information relevant to the topics and questions, with some extended sequences of speech Occasionally uses language creatively to express some individual thoughts, ideas and opinions, some of which are justified Occasional variety in use of vocabulary, including some examples of uncommon language with some variation of expression, fulfils most purposes Pronunciation and intonation are intelligible, inaccuracies are minimal and have no impact on clarity of communication Conversation: communication and content Higher tier 0 No rewardable material 1-3 Communicates information relevant to the topics and questions, with occasionally extended sequences of speech Uses language to produce straightforward ideas, thoughts and opinions with occasional justification Uses a limited variety of mainly straightforward vocabulary, communication for some purposes is constrained because of restricted range of vocabulary Pronunciation and intonation are intelligible, occasionally inaccuracies affect clarity of communication 4-6 Communicates information relevant to the topics and questions, with some extended sequences of speech Occasionally uses language creatively to express some individual thoughts, ideas and opinions, some of which are justified Occasional variety in use of vocabulary, including some examples of uncommon language with some variation of expression, fulfils most purposes Pronunciation and intonation are intelligible, inaccuracies are minimal and have no impact on clarity of communication 7-9 Communicates detailed information relevant to the topics and questions, usually with extended sequences of speech Frequently uses language creatively to express and justify a variety of individual thoughts, ideas and opinions Uses a variety of vocabulary, including frequent use of uncommon language, to regularly vary expression for different purposes Pronunciation and intonation are intelligible and predominantly accurate Communicates detailed information relevant to the topics and questions, consistently extended sequences of speech Consistently uses language creatively to express and justify a wide variety of individual thoughts, ideas and opinions Consistently uses a wide variety of vocabulary, including uncommon language, to consistently vary expression for different purposes Pronunciation and intonation are consistently accurate and intelligible 14

15 Conversation: Interaction and spontaneity Foundation tier 0 No rewardable material 1-3 Basic exchange where only some questions are responded to; answers rely on rehearsed language that is frequently irrelevant to the question Short, undeveloped responses, many incomplete Isolated examples of ability to sustain communication, pace is slow and hesitant throughout 4-6 Responds with limited spontaneity; answers rely on rehearsed language that is occasionally irrelevant to the question Short responses, any development depends on teacher prompting Limited ability to sustain communication, pace is mostly slow and hesitant 7-9 Occasionally able to respond spontaneously with some examples of natural interaction although often stilted Occasionally able to initiate and develop responses independently but regular prompting needed Occasionally able to sustain communication, using rephrasing/repair strategies if necessary to continue the flow; frequent hesitation Responds spontaneously to some questions, interacting naturally for parts of the conversation Sometimes able to initiate and develop the conversation independently, some prompting needed Sometimes able to sustain communication, using rephrasing/repair strategies if necessary to continue the flow; some hesitation Conversation: Linguistic knowledge and accuracy Foundation tier 0 No rewardable material 1-3 Uses straightforward, individual words/phrases; limited evidence of language manipulation Limited accuracy, minimal success when referring to past, present and future events Individual words and phrases are coherent; high frequency of errors prevent meaning throughout much of the conversation 4-6 Uses straightforward, repetitive, grammatical structures Occasionally accurate grammatical structures, occasional success when referring to present events, limited success when referring to future or past events, much ambiguity Some coherent phrases and sentences; regular errors prevent coherent overall speech and frequently prevent meaning Manipulates a limited variety of mainly straightforward grammatical structures, minimal use of complex structures - Some accurate grammatical structures, some successful references to past, present and future events, some ambiguity - Sequences of coherent speech although errors occur that often hinder clarity of communication and occasionally prevent meaning being conveyed Manipulates grammatical structures with occasional variation, complex structures used but repetitive - Generally accurate grammatical structures, generally successful references to past, present and future events - Generally coherent speech although errors occur that sometimes hinder clarity of communication 15

16 Conversation: Linguistic knowledge and accuracy Higher tier 0 No rewardable material Manipulates a limited variety of mainly straightforward grammatical structures, minimal use of complex structures - Some accurate grammatical structures, some successful references to past, present and future events, some ambiguity - Sequences of coherent speech although errors occur that often hinder clarity of communication and occasionally prevent meaning being conveyed Manipulates grammatical structures with occasional variation, complex structures used but repetitive - Generally accurate grammatical structures, generally successful references to past, present and future events - Generally coherent speech although errors occur that sometimes hinder clarity of communication Manipulates a variety of grammatical structures, some variety of complex structures - Predominantly accurate grammatical structures, mostly successful references to past, present and future events - Predominantly coherent speech; errors occur but they rarely hinder clarity of communication Manipulates a wide variety of grammatical structures, frequent use of complex structures - Consistently accurate grammatical structures, consistently successful references to past, present and future events - Fully coherent speech; any errors do not hinder the clarity of the communication How to introduce your chosen theme (or topic within a theme): Module 1 Je vais vous parler de /je voudrais vous parler de. Modue 2 Je vais vous parler de ma passion/je voudrais vous parler de. Module 3 Je vais vous parler de ma fête préférée Module 4 Je voudrais vous parler de ma ville idéale Module 5 Je vais vous parler de mes vacances Module 6 J aimerais vous parler de mon collège Module 7 Je vais vous parler de mes projets d avenir après l école Module 8 Je voudrais vous parler de l environment et ses problèmes How can I revise for speaking? The best way to revise for speaking is to speak. Remember that every time you say anything in French in class (to the teacher, in pair work, in group work ) you are practising speaking. Always listen to the audio files and try to copy the pronunciation 16

17 Listen to and look at the examples of role plays, picture-based tasks and conversations in the Contrôle Oral section at the end of each module in the textbook. When asked to work in pairs to practise speaking ensure you do it and only speak in French. REVISION TIPS FOR THE SPEAKING EXAM Role play Any topics from themes 1-4 could come up: Key transaction vocab bonjour: hello / good morning / good afternoon bonsoir: good evening merci: thank you ferme: closes ouvre: opens on peut: you can / can you? Je voudrais: I d like Il y a: there is/are il y avait: there was/were Je suis : I am j ai: I have J étais: I was j avais: I had C était: it was ce n était pas: it wasn t Je vais: I am going to il faut: you have to / it is necessary to Avez-vous?: do you have? Je peux? : Can I? Je cherche : I am looking for? Je dois? : Must I? de: from à : to There will be an element of unpredictability, ie during the task you will have to respond to something you have not prepared. You will see! when you have to do this. During your preparation time try to think of/predict what this could be in relation to the context. You will also have to ask a question in one of the exchanges when you see? There are two questions to ask in the higher role play. Sometimes you will have to address your teacher as Vous and sometimes just as Tu. 17

18 Hint: listen carefully to your teacher and use some of the words in the question to form your answer. Also make sure you know the basic question words. Key questions vocab où: where comment: how combien: how much/ many quel(lle): which il y a : is/are there quand : when qui: who pourquoi: why à quelle heure: at what time qu est-ce que: what Picture-based Task In this task, you will have to talk about a photo and then meet the criteria of 4 bullet points that follow, providing descriptions, exchanges, opinions and narrating events. In the higher picture-based task, one of these will be an unprepared element and will be presented as! like in the role play. In order to score the maximum grade you should expand on given facts with extra details. Don t forget to give and justify your opinions whenever possible and, if you think you can squeeze a relevant sophisticated or colloquial sentence in there, go for it! you must: expand on each bullet point as much as possible develop your response as much as you can HOT TIPS - have a good, bad and indifferent reaction/justification learnt off by heart - learn a few of the common past and future tenses off by heart ( I went, I ate, I saw, I drank, I was, I had, I did, I took, I liked, I hated, I got up, I went to bed, it was, there was / there were) - don t forget the true future and the conditional - only use phrases you know you can pronounce - remember to pronounce English looking words with a French accent. Here are some key verbs/phrases to help you: 18

19 L année dernière: last year L été dernier : last summer Samedi dernier: last Saturday La semaine dernière: last week Le week-end dernier:last weekend Hier: yesterday A huit heures: at eight o clock D abord: first Puis / ensuite: then Plus tard: later Après ça: after that Après être allé à: after having gone to Après m être levé(e) : after getting up Après avoir mangé / fait les courses : after having eaten / done the shopping Comme il faisait chaud / froid : as the weather was hot / cold Comme il pleuvait / neigeait : as it was raining / snowing On (n ) a (pas) pu aller : we were (un)able to On a décidé d aller / j ai décidé d aller : we decided to / I decided to go Je l ai trouvé : I found it / I thought it was assez plutôt absolument très trop un peu vachement fairly rather completely very too a little bit really agréable relaxant génial douloureux fatigant monotone pénible pleasant relaxing great painful tiring dull tiresome Key verbs in the past tense: j ai mangé: I ate on a mangé : we ate j ai bu: I drank j ai lu: I read j ai fait: I did j ai voyagé : I travelled j ai dormi: I slept j ai foncé dans: I bumped into j ai escaladé: I climbed j ai pris: I took j ai bronzé: I sunbathed j ai écouté: I listened je n ai pas mangé de: I didn t eat any on n a pas mangé de : we didn t eat any j ai acheté: I bought j ai joué: I played j ai préparé : I prepared j ai traversé : I crossed j ai regardé : I watched j ai nagé: I swam j ai téléphoné : I phoned j ai travaillé : I worked j ai vu: I saw j ai rencontré : I met 19

20 j ai aimé : I liked j ai détesté : I hated j ai essayé de: I tried to j ai pensé que : I thought that j ai visité: I visited (place) j ai rendu visite à : I visited (people) a duré : lasted a eu lieu : took place MRS VAN DE TRAMP s verbs je suis allé(e) : I went on est allé : we went je suis parti(e): I left je suis tombé(e) : I fell over je suis sorti(e) : I went out je suis venu(e) : I came je ne suis pas allé(e) : I didn t go on n est pas allé : we didn t go je suis arrivé(e) : I arrived je suis rentré(e) : I returned je suis resté(e) : I stayed je suis entré(e) dans : I entered Reflexive verbs je me suis levé(e) : I got up je ne me suis pas levé(e) : I didn t get up on s est levé : we got up on ne s est pas levé: we didn t get up je me suis lavé(e) : I washed je me suis habillé(e) : I got dressed in je me suis intéressé(e) à : I was interested in je me suis reposé(e) : I had a rest je me suis cassé la jambe : I broke my leg je me suis ennuyé(e) : I got bored je me suis amusé(e) : I had fun je me suis fait mal au bras : I hurt my harm je me suis arreté(e) : I stopped je me suis couché(e) : I went to bed je me suis endormi(e) : I went to sleep je me suis dirigé(e) vers : I headed towards Imperfect tense (for describing and for describing a typical day) On devait / je devais (+inf) : we had to / I had to C était / ce n était pas: it was / it was not Il faisait: it was ( FOR WEATHER) Il y avait / il n y avait de : there was or were / there wasn t or weren t J avais: I used to have / I was having J étais: I used to be / I was being J allais: I used to go / I was going Je rentrais: I used to get back / I was going back Je faisais: I used to do / I was doing Je restais: I used to stay / I was staying Je mangeais: I used to eat / I was eating Je buvais: I used to drink / I was drinking 20

21 Je m occupais de: I used to take care of / I was taking care of Je me levais: I used to get up / I was getting up Je me couchais: I used to go to bed / I was going to bed Je m amusais: I used to have fun / I was having fun Je m ennuyais: I used to get bored / I was getting bored General Conversation In this section you will have a conversation with the examiner on topics within two themes. The topic you have chosen for your part 1 of the conversation will not come up again in any part of the speaking exam. To obtain a high grade you must: - show that you are able to use past, present and future tenses. - stretch the sentences by using conjunctions to make them longer. - aim at 2 to 3 sentences answers - give your opinions (including sophisticated opinions) wherever possible and justify them If you can t say what you want to say, say something else even if it is not the truth! Donner son opinion Je pense que: I think that A mon avis : in my opinion Personnellement: personally Je l ai trouvé: I found it Ça peut être: it can be Ça (ne) me plait (pas): I (don t) like it Ça ne m a pas plu: I didn t like it Ça ne me plairait pas : I wouldn t like it J ai beaucoup aimé ça: I liked that a lot C était mon pire cauchemard: It was my worst nightmare D un coté de l autre coté : on the one hand on the other hand List of Modules and their themes Module 1: Qui suis-je? Theme: Identity and Culture Module 2: Le temps des Loisirs Theme: Identity and Culture Module 3: Jours Ordinaires, jours De fête. Theme: Identity and Culture Module 4: De la Ville à la Campagne Theme: Local Area, Holiday and Travel Module 5: Le Grand Large. Theme: Local Area, Holiday and Travel Module 6: Au Collège. Theme: School Module 7: Bon travail! Theme: Future Aspirations, Study and Work Module 8: Un Oeil sur le Monde. Theme: International and Global Dimension Here are a few time phrases to start off your sentences: 21

22 Past Present Future Hier: yesterday L année dernière: last year le weekend dernier: last weekend Il y a trois ans: 3 years ago Quand j avais dix ans: when I was 10 J ai trouvé ça : I found that C était / ce n était pas: it was / it wasn t Il y avait / il n y avait pas: there was / wasn t Aujourd hui: today tous les jours: everyday une fois par semaine: once a week de temps en temps: from time to time Quand il fait beau: when the weather is nice Je trouve ça : I find that C est / ce n est pas: it is/ it isn t Il y a / il n y a pas: there is / isn t any Demain : tomorrow Dans l avenir: in the future Quand j aurai trente ans: when I am 30 après avoir passé mes GCSE : after having taken my GCSEs après être allé à l université:after having been at university Ce sera / ce ne sera pas: it will be / it won t be Il y aura / il n y aura pas: there will be / won t be General Conversation example questions. On the next pages are some examples of the type of questions that may be asked on the set topics. Using the topic vocabulary provided in your lessons and text books, prepare what you would say, practise saying them aloud and learn them for the final exam. Remember to learn the questions as well. In the boxes provided, write the final version of your answers and revise them regularly. 22

23 Module 1 Qui suis-je? (Theme 1: Identity and Culture) je m appelle my name is je suis I am il s appelle his name is j étais I was elle s appelle her name is je serai I ll be ils s appellent they are called est is qui s appelle who is called sont are (they) je m entends bien avec I get on well with je me dispute avec I argue with il s entend avec he gets on with il se dispute avec he argues with parce que because à cause de because of je ressemble à I look like il ressemblerait à he would look like je ressemblais à I used to look like J ai I have j avais I used to have j aurai préféré I would have preferred il ressemble à he looks like elle ressemblerait à she would look like elle ressemble à she looks like aurait would have (he/she) j aimerais I would like Je voudrais I would like EXAMPLE TOPIC QUESTIONS 1. Parle-moi de ta personalité et ça de ta famille. Tu t entends bien avec eux? Je suis travailleur/travailleuse/têtu(e)/bavard(e)/timide/drôle/ gentil(le) I am hard working/stubborn/chatty/shy/funny/kind Quand je veux quelque chose, je fais tout pour l obtenir- when I want something I do everything possible to get it De temps en temps je peux être agaçant(e)/agressif (ve)- From timt to time I can be annoying/agressive Quand j étais plus jeune, j étais très timide et je n aimais pas sortir le soir- when I was younger I was very shy and didn t like going out in the evenings Ma meilleure qualité c est que je suis..- my best quality is that I am Ma pire défaut est que. my worst fault is that J habite avec ma mère et mon beau-père. I live with my mum and my step-dad Mon père habite à Londres.- my dad lives in London Mon père est sérieux mais très généreux et assez intelligent my dad is serious but very generous and quite intelligent Ma mere est sympa, bavarde et toujours de bonne humeur- my mum is nice, chatty and always in a good mood Maintenent j ai plus de confiance en moi et je suis content(e)- now I have more self-confidence and am happy Je m entends bien avec mes parents I get on well with my parents Mais quelquefois je me fâche contre ma mère quand - but sometimes I get angry with my mum when. Mes parents et moi, on s entend bien ensemble my parents and I get on well together Au début je me disputais beaucoup avec mon beau-père parce qu il était trop strict, mais maintenant on s entend mieux- in the beginning I used to argue a lot with my step-dad because he was too strict, but now we get on better Je m entends toujours bien avec ma mère parce que je la respecte et je peux lui parler de tout.- I always get on well with my mum because I respect her and I can talk to her about anything. 2. Fais-moi une description physique de toi-même. Je ressemble à ma mère/mon père parce que.- I look like my mum/dad because. Quand je suis né(e) when I was born.. J avais les yeux bleus et les cheveux blonds I had blue eyes and blonde hair J étais très mignon(ne) I was very cute Maintenant, j ai les yeux et les cheveux - now I have.eyes and hair Je suis grand(e)/petit(e)/beau (belle)/joli(e)/laid(e)/mince/de taille moyenne I am tall/ short/good-looking (beautiful)/pretty/ugly/slim/of average height Je mesure 1m 65cm I am 1m 65cm tall J aurais préféré être plus grand(e) mais je suis de taille moyenne I would have liked to have been tall but I m of average height 23

24 Je porte des lunettes I wear glasses Je (ne) souffre (pas) d acne - I (don t) suffer with acne Bientot je vais changer la couleur de mes cheveux soon I am going to change the colour of my hair J aimerais avoir les cheveux blondes encore une fois I would like to have blonde hair again Je ressemble a mon père mais il est un peu plus grand et plus gros que moi I look like my dad but he is a bit taller and fatter than me 3.A ton avis, c est quoi un bon ami? Pour moi un ami doit être For me, a friend must be. Un(e) bon(ne) ami(e) est quelqu un qui est.- a good friend is someone who is. Un(e) ami(e) doit être a friend must be Un(e) vrai ami(e) te dit toujours la verité - a real friend always tells you the truth Il/elle garde tes secrets / te fait rire he/she keeps your secrets/makes you laugh Il/elle ne te critique pas devant les autres he/she doesn t criticise you infront of others Il/elle est gentil(le)/sympa/sensible/drôle/patient/fidèle/honnête he/she is kind/nice/sensitive/funny/patient/faithful/honest Un(e) bon(ne) ami(e) ne doit pas être.. a good friend must not be Pessimiste/de mauvaise humeur/vaniteux (se)/prétentieux(se)/trop sur(e) de soi-même/raciste/jaloux(se) pessimistic/grumpy/vain/pretentious Mon/ma meilleur(e) ami(e)s appelle.my best friend is called. Je le/la connais depuis ans I have known him/her for..years Il/elle fait toujours des blagues amusantes et on rigole bien ensemble.- he/she always cracks funny jokes and we laugh a lot together. 4. Parle-moi de la dernière fois que tu es sorti(e) avec tes copains. Hier/la semaine dernière/le week-end dernier yesterday/last week/last weekend Je suis allé(e) avec mes copains/mon/ma meilleur(e) ami(e) I went...with my friends/my best friend Au cinéma/en ville/au parc/à un fast-food to the cinema/to town/to the park/to a fast-food restaurant Nous avons vu le dernier film de Kingsman we saw the latest Kingsman film Je l ai trouvé un peu/vraiment super/ nul/ennuyeux I found it a bit/really great/rubbish/boring Nous avons fait les magasins we went shopping J ai acheté I bought. Après, on a mangé une pizza/ dans un restaurant chinois afterwards, we ate pizza/ in a Chinese restaurant On est allés au bowling et c était chouette parce que j ai gagné we went bowling and it was fab because I won On a aussi joué au flipper et au baby-foot we also played pinball and table football Mais j ai perdu but I lost La prochaine fois je vais gagner! Next time I ll win On a joué au foot/on a dragué des filles/garçons we played football/flirted with some girls/boys Je vais sortir avec eux la semaine prochaine aussi I m going to go out with them nest week too On va s éclater! we ll have a great time C était une soirée excellente et on s est bien amusés it was an excellent evening and we had a good time/enjoyed ourselves 5. Est-ce qu il y a une personne que tu admires? Pourquoi? Une personne que j admire, c est. a person who I admire is. Une vedette de film que j admire le plus, c est. a film star that I admire the most is.. Il/elle a joué le rôle de. dans le film.. He/she played the role of.. in the film.. Parce qu il/elle est.. because he/she is. Travailleur/se/independent(e)/drole/déterminé(e)/creatif(ve)/gentil(le)/intelligent(e)/charmant(e)/energique/modeste hard-working/independent/funny/determined/creative/kind/intelligent/charming/energetic/modest A mon avis, ses qualités les plus importantes sont. in my opinion his/her most important qualities are La patience/le courage/l empathie patience/courage/empathy Se qualités principales sont la générosité et la modestie his/her main qualities are generosity and modesty Il/elle a de la détermination he/she has determination 24

25 6. Qu est-ce que tu vas faire ce week-end avec tes amis ou avec ta famille? - le week-end prochain / dimanche prochain / samedi - next weekend / next Sunday / Saturday - j irai / je jouerai / je travaillerai / je ferai - I ll go to /I ll play / I ll work / I ll do - je sortirai / je resterai chez moi / je ne ferai rien - I ll go out / I ll stay home / I won t do anything - je dois aller / rendre visite à - I must go to / pay a visit to - j aurai mes devoirs à faire - I will have my homework to do - j irai à mon petit boulot - I ll go to my Saturday job - ce sera - it will be - on va s éclater - we are going to have fun - on va s ennuyer - we are going to get bored ce week-end je vais aller à un match de foot this weekend I am going to go to a football match dimanche matin je vais faire du patin a glace à Tamworth Snowdome on Sunday morning I am going to go ice skating at Tamworth Snowdome ce samedi mes parents vont sortir le soir donc je vais dormir chez mes grands-parents - This Saturday my parents are going out in the evening so I m going to sleep at my grandparents house je vais jouer aux échecs avec mon grand-père I m going to play chess with my grandad ça va être top! its going to be ace! On va voir un spectacle de danse - we are going to see a dance show Je vais rendre visite à ma grand-mère qui habite à. I m going to visit y grandma who lives in.. Module 1: answers sheet 1.Parle-moi de ta personnalité et ça de ta famille. Tu t entends bien avec eux? 2.Fais-moi une description physique de toi-même. 25

26 3.A ton avis, c est quoi un bon ami? 4. Parle-moi de la dernière fois que tu es sorti(e) avec tes copains. 5. Est-ce qu il y a une personne que tu admires? Pourquoi? 6. Qu est-ce que tu vas faire ce week-end avec tes amis ou avec ta famille? 26

27 Module 2 Le Temps des Loisirs (Theme 1: Identity and Culture) TOPIC VERBS IN PAST, PRESENT AND FUTURE je vais I go je fais I do je suis allé(e) I went j ai fait I did j irai I will go je ferai I will do je joue au I play je sors I go out j ai joué au I played je suis sorti(e) I went out je jouerai au I will play je sortirai I will go out je rencontre I meet je lis I read j ai rencontré I met j ai lu I read je rencontrerai I will meet je lirai I will read je regarde I watch j écoute I listen to j ai regardé I watched j ai écouté I listened to je regarderai I will watch j écouterai I will listen to EXAMPLE TOPIC QUESTIONS 1. Qu est-ce que tu aimes faire pendant ton temps libre? - mon passe-temps préféré est parce que c est - my favourite hobby is because - je m intéresse à / je suis fan de - I m interested in / I am really into - je fais du roller / de la pêche / du vélo / du skate - I go roller blading / fishing / biking / skate boarding - je traîne avec mes amis / je vais au club de - I hang out with my friends / I go to the club - j écoute de la musique / j écoute beaucoup de - I listen to music / I listen to a lot of - mon groupe préféré est parce que - my favourite group is because - je joue de la musique / du piano / de la flûte - I play music / the piano / the flute - j en joue depuis dix ans / j ai le niveau 6 - I ve been playing for 10 years / I ve got level 6 - mais je voudrais essayer - but I d like to try - je fais/j aime faire - I do/like to do. - du vélo/du footing/du patinage/du canoë/kayak/de la musculation/de la danse/ de la natation/de la boxe/de l escalade cycling/jogging/skating/canoeing/weight training/dancing/swimming/boxing/climbing - je (ne) joue (pas) au cricket/rugby/badminton/hockey/squash I (don t) play cricket/rugby/badminton/hockey/squash - je trouve ça super/génial/passionnant/cool/ennuyeux/barbant/nul/stupide I find it super/great/exciting/cool/boring/deadly boring/rubbish/stupid - Hier, j ai fait du patin à glace au Snowdome à Tamworth et puis j ai fait de la natation. C était bien- - Yesterday, I went ice skating at the Snowdome in Tamworth and then I went swimming. It was great. - Je retrouve mes amis et on traine/on rigole I meet my friends and we hang out/ we have a laugh 2.Que fais-tu quand tu es connecté? Normalement j écoute de la musique sur mon ordinateur, sur YouTube. normally I listen to music on my computer Hier j ai téléchargé des chansons de. yesterday I downloaded some of. s songs J ai créé un playlist que je vais partager avec mes amis sur les réseaux sociaux I have created a playlist that I am going to share with my friends on social networking sites Quelquefois je regarde des clips video sur Youtube sometimes I watch video clips on Youtube En plus j aime tchater en ligne. as well as that I like to chat on line Mes amis et moi, on se retrouve en ligne my friends and I meet up on line Je leur envoie des messages I send them messages J aime aussi partager mes photos I also like to share my photos 27

28 Hier j ai mis beaucoup de photos de la dernière fois qu on est sortis ensemble sur Facebook et Instagram et j ai reçu beaucoup de mentions «J aime» - yesterday I uploaded lots of photos from the last time we all went out on Facebook and Instagram and I got lots of «likes» J utilise l internet aussi pour rester en contact avec ma famille qui habite à l étranger. I also use the internet to stay in contact with my family who live abroad. 3.Qu est-ce que tu aimes regarder à la télé? Est-ce qu il y a une émission que tu ne rates jamais? Mon émission préférée c est - my favourite TV programme is. Mon émission préférée est un jeu télévisé qui s appelle. my favourite TV programme is a game show called J aime regarder... c est un - I like to watch.. It s a.. Je le regarde toutes les semaines/tous les jours/tous les dimanches I watch it every week/every day/every Sunday Je ne le rate jamais! I never miss it Je ne le manque jamais / j essaie de ne pas le manquer I never miss it/i try not to miss it Je l adore depuis toujours et je vais le regarder demain soir I have always loved it and I m going to watch it tomorrow evening J aime beaucoup les documentaires. Je les trouve hyper-intéressants I really like documentaries. I find them really interesting Je suis fan de... I m a fan of. Je déteste les émissions de télé-realité. Je les trouve totalement nuls/débiles I hate reality TV programmes. I find them totally rubbish/awful C est une serie americaine it s an American series Une série/un documentaire/un jeu télévisé que je n aime pas. C est A series/documentary/game show that I don t like is.. Les acteurs sont excellents the actors are excellent Les acteurs ne sont pas crédibles the actors are not believable Le scenario n a aucun rapport avec la realité the scenes have no connection to reality Je le/la recommande a tout le monde I d recommend it to everyone Je ne le/la recommande pas du tout I wouldn t recommend it at all Avant j aimais/je regardais. before I used to like/i used to watch. Quand j étais petit(e) j adorais les bandes dessinées comme Tom et Jerry when I was little I used to love cartoons like Tom and Jerry Avant on regardait nos émissions en direct mais maintenant nous les regardons en replay. before we used to watch our programmes live but now we watch them on play back On peut regarder ce qu on veut et quand on veut we can watch what we want when we want 4. Qu est-ce tu vas regarder à la tele ce soir/demain? Ce soir/demain je vais regarder «..». this evening i m going to watch «.» C est un(e).que je ne manque jamais. It s a that I never miss Il/elle commence à. heures it s on at o clock Je vais le/la regarder tout(e) seul(e) dans ma chambre en paix. i m going to watch it alone in my bedroom, in peace Ça sera parfait it will be perfect. 5. Tu pratiques un sport? Depuis quand? Pourquoi aimes-tu le faire? - j aime jouer au foot / au netball - I like playing football / netball - j aime faire de l équitation / de la natation - I like going riding / swimming - je déteste le sport / je ne suis pas du tout sportif (ve) - I hate sport /I am not at all sporty - j y joue / j y vais / j en fais - I play it / I go there / I do it. - depuis que je suis petit(e) - since I was small - depuis trois ans - for the last three years - oui, j adore le sport - yes, I love sport - je pratique le/la / je joue au / je fais du/de la - I practise /play/do.. 28

29 - le ski/la danse/du judo/de la boxe/au foot/au rugby/au hockey skiing/dancing/boxing/football/rugby/hockey - c est un beau sport, à mon avis- it s a beautiful sport, in my opinion - c est un sport qui developpe l endurance- it s a sport which develops endurance - il demande une excellente forme physique/ de bons réflexes/ de la souplesse/ une bonne coordination it demands an excellent physical shape/ good reflexes/flexibility/good coordination - ça me fait du bien- it does me good - c est bon pour le corps et le mental et c est super bon pour le coeur it s good for the body and mind and it s great for the heart - lorsque je pratique ce sport j oublie mes soucis/je décompresse when I do sport I forget my troubles/ I wind down - j aime travailler en équipe- I like working in a team - je fais ça depuis mois/ans I ve been doing it for. years - ça m aide à décompresser it helps me to chill out - je préfère les sports individuels/en équip I prefer individual sports. Team sports - avant je préférais les sports individuels et je pratiquais le trampoline/le karate/l éscrime/de la musculation before I used to prefer individual sports and I did trampolining/karate/fencing/ weight lifting - maintenant j aime être en équipe donc j ai changé de sport now I like to be part of a team so I have changed sports - manitenant je joue au hockey et je l adore! now Iplay hockey and I love it! 6.Parle-moi de tes habitudes de lecture. Et quand tu étais plus jeune? Mes habitudes de lecture ont beaucoup changé My reading habits have changed a lot Quand j étais petit(e) mes parents lisaient des livres avec moi when I was little my parents used to read books with me Je lisais des livres illustrés pour enfants - I used to read children s illustrated books J aimais surtout The Three Little Pigs et Cinderella I like The Three Little Pigs and Cinderella the most Je preferais lire des romans en papier I used to prefer to read paper books Maintenant j ai un Kindle et je lis beaucoup en ligne Now I have a kindle and I read a lot on line Je préfère les romans/livres en papier I prefer to read paper books J aime/j aimais tourner/toucher les pages I like / used to like to touch/feel the pages Lire en forme numerique fait mal aux yeux Reading books in digital format tires your eyes Un avantage des e-books c est que An advantage of e-books is that.. Ils sont faciles de transporter They are easy to transport Ils n occupent pas trop de place They don t take up much space En plus ils protegent la planète/ils sont plus écologiques They also protect the planet / are more ecological Ils coutent moins cher que les livres tradicionaux They are cheaper than traditional books De l autre côté On the other hand Un incovenient des e-books c est qu ils utilisent l électricité A disadvantage of e-books is that they use electricity Il faut toujours les recharger You always have to recharge them Ils dépendent de l energíe électrique They depend on electricity Alors, ce n est pas toujours practique So, it s not very practical C est peu practique It s not very practical Les pages n ont pas de nombres There are no page numbers 7.Tu es fan de cinéma? Qui est ton acteur/actrice préféré(e)? Je suis passionné(e) du cinéma I m a great fan of the cinema J adore le grand écran I love the big screen L ambience est meilleur au cinéma et le popcorn est très bon the atmosphere is better in the cinema and the popcorn is very good L image est d une meilleure qualité the picture is of a better quality J adore le surround-sound et les effets speciaux I love the surround sound and the special effects J aime voir les trailers et écouter la bande sonore I like to watch the trailers and listen to the sound track Je vais souvent au cinéma I often go to the cinema Je ne vais jamais au cinéma I never go to the cinema 29