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French for Beginners

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NATIONAL QUALIFICATIONS CURRICULUM SUPPORT

French

Society, Learning, Employability and Culture.

Advice for Practitioners

[NATIONAL 5]

[pic]

This advice and guidance has been produced to support the profession with the delivery of courses which are either new or which have aspects of significant change within the new national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching. Practitioners are encouraged to draw on the materials for their own part of their continuing professional development in introducing new national qualifications in ways that match the needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which have been issued by the Scottish Qualifications Authority. http://www.sqa.org.uk/sqa/34714.html This document includes web links (ie urls) to specific YouTube clips.

Please note the following:

1. When you click on these web links you are moving away from the Education Scotland website. Education Scotland is not responsible for content on external websites.
2. As YouTube provides an open forum for users to post comments it is recommended that practitioners check the clips, and any appended comments, in advance so as to assess suitability before directing learners to them.

Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

Any enquiries regarding this document/publication should be sent to us at enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.

Contents

Introduction 4

Reading 6

Listening 16

Talking and listening 30

Writing 46

Introduction

Contexts: Society, learning, employability and culture

Skills: Reading, writing, listening, talking

Approaches to learning and teaching

Centres may wish to use this document to develop the four language skills under the contexts of understanding language (listening and reading) and using language (talking and writing) and consider the ways in which to integrate those skills These ideas can be adapted by practitioners to suit the needs of their learners. The practitioner’s notes contain supplementary exemplification and suggestions for learning.

Knowledge about language

Dictionary skills can be developed in the reading and writing tasks as well as in the ‘odd man out’ exercise following the reading comprehension.
Centres may wish to focus on certain aspects of grammar that arise in the texts as suggested:

• apres avoir
• avant de + infinitive
• ce qui/ce que
• adjective agreements
• nouns – gender and singular/plural
• venir de + infinitive
• en + present participle
• present tense
• imperfect tense
• perfect tense
• conditional tense
• future tenses
• subjunctive phrases (introduction).

For further exemplification, practitioners may wish to reference the ‘Productive Grammar Grid’ contained in the SQA Course and Unit Support Notes.
Approaches to assessment

These ideas can be used as part of the learning and teaching process to integrate the skills of reading, listening, talking and listening and writing.

It is suggested that peer and self-assessment techniques are used to evaluate how much learners have learned, the progress they have made, and areas for improvement and further study. This could also assist practitioners to gather evidence and to inform the progress of each learner.

Support materials such as dictionaries and learner notes can be used to complete the reading, writing and speaking tasks.

The speaking conversations can be carried out in pairs, in groups or with the practitioner.

Learning intentions for these materials

• To develop and improve skills in reading, listening, talking and writing in French.
• To improve understanding of the contexts of society, learning, employability and culture, by integrating the skills of reading, writing, listening and talking.
• To develop knowledge of language, in particular confidence using the present, future and conditional tenses.

Learners can complete the self-assessment resource at the end of each skill, using the success criteria to ascertain how much and how far they have learned.

Reading

Learning intentions

• To read a French text and use a variety of skills and techniques to work out its meaning.
• To recognise a variety of tenses in the text.

Suggested success criteria (these can be negotiated with the learners)

• I can reflect on and use the skills I need to be able to read a French text and work out the meaning.
• I can identify familiar words, cognates and key words to understand the text and use a bilingual dictionary to help them look up unfamiliar vocabulary.
• I can work alone or with others to identify and understand specific information contained in the text about employability, education, citizenship and culture.
• I can recognise and understand the variety of French tenses that are used in the text.
• I can recognise a variety of French tenses and understand their contribution to the sense of the text.

Activity 1: Think, pair, share

Spider Diagram Reading skills

This suggestion encourages learners to discuss the challenges of reading and to consider the skills and they might need to be successful, before they read a longer, more detailed text.

Reading: Céline’s blog

Céline has posted the following entry on her online blog about her gap year in the Republic of Niger. She is spending her gap year working for an international aid agency teaching children in a primary school.

Activity 2: Skim for gist

Give learners three different coloured pencils/highlighters and ask them to do the following.

a) Highlight any familiar language they recognise, b) Highlight any cognates they recognise. c) Highlight any unfamiliar language that they think could be a key word.

They can use a dictionary to look up any new vocabulary that they consider important and note it down.

Je viens de partir de Niamey, la capitale de la République du Niger et je suis arrivée en France lundi.

C’est dommage que mon année sabbatique soit finie parce que c’était vraiment génial. Ceci dit, avant de partir, j’admets que je me suis sentie très nerveuse.

J’ai travaillé pendant douze mois comme institutrice dans une école primaire.
J’habitais dans une petite maison et le logement était assez confortable. De plus, la vue qu’on avait était superbe parce que la maison se situait près du Grand Marché et j’aimais regarder les gens faire leurs courses.

Nous étions deux institutrices dans l’école, une femme plus âgée et avec plus d’expérience ; et moi. Je m’entendais plutôt bien avec elle. Je travaillais du lundi au vendredi de sept heures trente à seize heures trente. C’était fatigant mais j’ai aimé le travail.

Pendant mon stage, j’ai appris aux enfants à parler anglais. Je leur ai aussi appris des chansons et des poèmes. Nous avons lu des histoires et nous avons joué des jeux. Les enfants étaient vraiment amusants et pleins de vie. Ils se sont bien amusés, et ont surtout apprécié les jeux! J’ai beaucoup aimé le contact avec les gens et travailler avec les enfants.

C’est vrai qu’au début, je trouvais l’accent difficile à comprendre mais après avoir travaillé pendant deux semaines, je comprenais presque tout ce qu’on me disait. Ce que j’ai aimé le plus c’est que j’ai appris beaucoup de choses au sujet de la culture et des traditions du pays, comme la musique et l’architecture, en parlant avec l’autre institutrice et les enfants.

De temps en temps je suis allée manger dans des restaurants traditionnels et pour déguster les spécialités locales. Mon plat préféré s’appelle Tukasu ; c’est un plat préparé avec du mouton, des tomates, des oignons, de l’ail, des dattes et plusieurs épices différentes. C’est délicieux !

A mon avis, mon stage était une bonne expérience parce que le travail était à la fois varié et intéressant. Malgré mon manque d’expérience, tout s’est très bien passé.

En effet plus tard, j’aimerais travailler comme institutrice, donc ce stage m’a aidé à acquérir de l’expérience dans ce domaine.

Grâce à ce travail, j’ai pu me faire plein d’amis et gagner un peu d’argent pour voyager à la République du Niger. J’ai passé une semaine à visiter différents lieux ; ce qui était super.
J’ai beaucoup aimé la grande ville qui s’appelle Zinder et je recommanderais à ceux qui y vont de visiter le Palais du Sultan parce qu’il est magnifique.

Quant à mes projets pour l’avenir, j’espère trouver un emploi ici en France pour gagner ma vie. En effet, je vais retourner à Niamey l’année prochaine et j’irai rendre visite à mes amis et mes anciens élèves à l’école primaire. Ma meilleure amie va m’accompagner, ce sera super! Pour conclure, c’était une expérience que je n’oublierai jamais!
Activity 3: Scan for information

This suggestion gives learners an opportunity to summarise key information in the text in note form.

Ask learners to make notes in the grid provided on what they think the passage is about.

They can consider where Céline was, what she did, the cultural references, the advantages of her experience, and her future plans. Allow learners to use a dictionary if they need to look up new words.

Activity 4: Peer quiz

This quiz encourages peer assessment while working with others. It allows learners to reflect on the important points in the text and come up with questions to challenge their peers.

Learners can make up a list of six questions that they think will highlight the key points in Céline’s blog, using the grid provided.

Each pair of learners can swap their questions with another pair and answer each other’s questions.

Activity 5: Quiz

Practitioner’s check of learners’ comprehension

This can be used by the practitioner to question learners and assess how well they have understood the text. It will also highlight gaps in learners’ understanding and give the practitioner an opportunity to explain any areas that learners found difficult. It could be carried out in the form of a quiz completed by learners working alone, in pairs or in groups. Learners could answer orally, on paper (which could then be marked by another group) or on individual white boards.

Reading comprehension questions:

(a) Where did Céline work? (1)

(b) How does she describe where she stayed? (1)

(c) What hours did she work? (1)

(d) Name any three things she did as part of her job. (3)

(e) Why did she like the work? (2)

(f) What does she say about the accent? (2)

(g) What did she learn about? (1)

(h) What does she want to do in the future? (1)

(i) Thanks to her work, what two benefits did she gain? (2)

(j) What are her plans for next year? (1)
Total 15

Answers

Reading comprehension

(a) Where did Céline work? (1) In a primary school in Niamey, the capital city of the Republic of Niger.

(b) How does she describe where she stayed? (1) She stayed in a small house/the accommodation was comfortable/the view was great because it had a view of the Grand Marché (the big market).

(c) What hours did she work? (1) 7.30am to 4.30pm

(d) Name any three things she did as part of her job. (3) Taught English, taught songs, taught children’s poems, read stories, played games.

(e) Why did she like the work? (2) Having contact with people, working with children.

(f) What does she say about the accent? (2) It was difficult to understand at the start but after working for 2 weeks she understood almost everything that was said to her.

(g) What did she learn about? (1) The culture and traditions of the country.

(h) What does she want to do in the future? (1) Become a primary school teacher.

(i) Thanks to her work, what two benefits did she gain? (2) She made friends and made some money to travel around the Republic of Niger.

(j) What are her plans for next year? (1) To return to Niamey/and visit her friends and the children she taught.

Total 15

Activity 6: Odd man out

Knowledge about language

This suggestion encourages learners to recognise a word or phrase that is the odd one out and explain their reasons why. Practitioners could use this opportunity to revise tenses and other grammatical features:

• present tense
• perfect tense
• imperfect tense
• conditional tense
• future tenses
• être et avoir
• masculine and feminine nouns
• plural and singular nouns.

Asking learners to make up their own ‘odd man out’ exercise and share it with others, will enable learners to apply their knowledge of rules and various aspects of grammar and practise identifying which word/phrase does not fit in. This can help learners to reflect and self-assess how accurate they are when checking their own work.

Answers

|Tu feras |Future tense amongst present tenses |
|Elle va arriver |Future tense amongst perfect tenses |
|Magnifique |Singular adjective amongst plural adjectives |
|Il a |Part of avoir, not être |
|Le marché |Masculine noun amongst feminine nouns |
|Je recommanderai |Future tense amongst conditional tenses |
|Partir |‘ir’ verb amongst ‘er’ verbs |
|La tomate |Feminine noun amongst masculine nouns |

Activity 7: Knowledge about language: Give one, get one

This suggested activity allows learners to revise basic elements of grammar. By working in pairs, learners can help each other to complete the tasks. This also gives learners the opportunity to practise their translation skills. Practitioners might want to discuss key translation techniques at this point, such as word order, position of adjectives and the importance of translating tenses accurately. Learners studying towards National 5 should be introduced to the present, future, and past tenses. They should have an awareness of gender and singular and plural forms of nouns, as well as adjective agreements. Possible areas for grammar revision:

• après avoir
• avant de + infinitive
• ce qui/ce que
• adjective agreements
• nouns – gender and singular/plural
• venir de + infinitive
• en + present participle
• present
• imperfect tense
• perfect tense
• conditional tense
• future tenses

Activity 8: Research and cultural awareness

Using the internet and any other resources available to them, learners can research the Republic of Niger or any other francophone country by listening and reading in French and then presenting their information to the rest of the class in the target language. The types of information they might want to find out could include:

• the capital city
• population
• the longest river
• the highest mountain
• typical food and drink
• any traditions/customs they find interesting
• any other languages that are spoken in the country.

This is a research task that could contribute to a spoken presentation and will develop skills in reading, writing, talking and listening. It offers the opportunity to increase learners’ cultural awareness about francophone countries, as well as develop their research and ICT skills. Practitioners can provide the support necessary to assist learners to deliver their presentation in French. By presenting it to the class, learners can improve their communication and presentation skills. Learners should also be prepared to answer questions about their presentations in French.

Suggested websites for their research include:

http://www.wildfrench.co.uk/Metro1/met1m1enplus.htm http://www.francophonie.org/ http://www.youtube.com/watch?v=SQ3mvcS2KUY http://www.youtube.com/watch?v=LbSe-fA90Mo http://www.youtube.com/watch?v=M5qickvL9JA

Self-assessment

Referring back to the learning intentions and success criteria, learners can reflect on how well they have performed during the activities and identify areas for improvement and further practice.

Listening

Learners watch a video and listen to a conversation among three people about school subjects, part-time jobs and career aspirations. The video has been divided into three sections. Each time they watch the video, there is a new task with a different focus.

Learning intentions

• To listen to a French text, using a variety of skills and techniques to make sense of it.
• To listen to and understand a range of familiar and unfamiliar vocabulary and tenses in the text.
• To listen to and recognise a range of tenses and be able to understand the differences between them.

Suggested success criteria (these can be negotiated with the learners)

• I can reflect on and use the skills I need to be able to listen to a French text and make sense of it.
• I can work with others to successfully discuss and collate ideas.
• I can listen for and identify key words, familiar words and cognates that help them to understand the text.
• I can understand new, unfamiliar vocabulary and phrases to do with the themes of learning, employability, citizenship and culture.
• I can recognise and understand the variety of tenses used in the French text.
• I can listen and take notes in English to help me remember information and organise my ideas.

Activity 1: Think, pair, share

Spider Diagram – Listening

This suggestion encourages learners to discuss the challenges of listening and to consider the skills and they might need to be successful, before they listen to a longer, more detailed text

Activity 2: Catchword (See Listening: Appendix 1)

Learners listen to and watch the video. This suggestion focuses on listening for specific, familiar words and short phrases.

Give every pair of learners 11 cards, each containing key words and phrases. Learners listen to the video and as each word or phrase is said, each learner endeavours to pick up the appropriate card before his/her partner. The person with the most cards after listening to the video for the first time is the winner.

Activity 3: The sequence shuffle (See Listening: Appendix 2)

Sequence shuffle cards

Learners can work alone or in pairs during this activity.

Give every learner or each pair of learners a set of cards, each containing different parts of the transcript. Learners lay the cards out flat so they can read every card. Ask them to skim read the cards then listen to and watch the video a second time. They must try to put the cards in the correct order as they hear them. Once they have put all the cards in order, ask them to compare their answers and peer- assess how they have completed the activity. The practitioner can then check that learners have put the cards in the correct order. Learners can be given an opportunity to look up any unfamiliar vocabulary in a dictionary.

Answers: 1c, 2i, 3j, 4a, 5f, 6b, 7l, 8d, 9m, 10e, 11o, 12g, 13h, 14k, 15n

Activity 4: The three specialists

In groups of three, assign learners as ‘specialist A’, ‘specialist B’ and ‘specialist C’.

Specialist A must focus on what Marion says; specialist B must focus on what Philippe says, specialist C must focus on what Frédéric says (Frédéric delivers the easiest part of the transcript).

Each learner can take meaningful notes in English in order to fill out the appropriate grid with the correct information as they all watch the video. Once they have each completed their respective grid, they can share the information they have gathered and fill out the other parts of the grid.

This information gap exercise allows learners to concentrate on one person at a time. By sharing the information at the end of the task, learners get a better understanding of the whole text.

Activity 5: Quiz

The practitioner can ask the following questions to check for understanding and to ensure that learners have understood what has been said in the video.

Practitioners can share the transcript with learners in order to give them an opportunity to look up any unfamiliar vocabulary in a bilingual dictionary at the end of the activity.

Questions

1. How does Philippe describe his job as a journalist? (3)

2. What do you think he does as part of his job? Mention any one thing.

(1)

3. What time does he start and finish work when he is abroad? (1)

4. Where does he work when he goes abroad? (1)

5. Why does Philippe find it easy to work in certain countries, such as the Democratic Republic of Congo? (1)

6. What does Philippe prefer to write about? (1)

7. What example does Philippe give that has been a consequence of the civil war in the Democratic Republic of Congo? (1)

8. What languages did Philippe study at school? (1)

9. Philippe mentions five other subjects that he studied either at school or university. Identify any three of these. (1)

10. How long has Philippe been working for this newspaper? (1)

11. Why does he say that languages are important for his job? (1)

12. Frédéric then talks about his job at the tourist office. Identify the three things that he gives tourists information about. (3)

13. Why does he think it is a good job? (2)

14. Which languages does Frédéric speak apart from French?

(1)

15. Marion then talks about what she is doing at university. What does she want to be? (1)

16. What really interests her about this job? (2)

17. She mentions two disadvantages of doing this course. What are they?

(2)

18. How would you explain Marion’s dream? (1)

19. Where would she do this type of work? (2)

20. Why does she think this would be a difficult job? (1)

Total 29
Answers

1. How does Philippe describe his job as a journalist? (3) Exciting; difficult; sometimes dangerous

2. What do you think he does as part of his job? Mention any one thing. (1) Talks to people; does research; writes articles

3. What time does he start and finish work when he is abroad? (1) 8am and 10pm

4. Where does he work when he goes abroad? (1) Europe and Africa

5. Why does Philippe find it easy to work in certain countries, such as the Democratic Republic of Congo? (1) French is spoken in these countries

6. What does Philippe prefer to write about? (2) Serious topics that Europeans do not know a lot about

7. What example does Philippe give that has been a consequence of the civil war in the Democratic Republic of Congo? (1) A lot of people lost members of their family and friends

8. What languages did Philippe study at school? (1) English; German; Russian

9. Philippe mentions five other subjects that he studied either at school or university. Identify any three of these. (1) Economics; French; maths; history; geography; politics

10. How long has Philippe been working for this newspaper? (1) 10 years

11. Why does he say that languages are important for his job? (1) It’s easier to get information when you speak the language of the country

12. Frédéric then talks about his job at the tourist office. Identify the three things that he gives tourists information about. (3) Historic monuments; restaurants; tours of the town

13. Why does he think it is a good job? (2) He earns a lot of money; he has the opportunity to meet foreigners

14. Which languages does Frédéric speak apart from French? (1) English and Spanish

15. Marion then talks about what she is doing at university. What does she want to be? (1) A doctor

16. What really interests her about thing this job? (2) Health; helping people

17. She mentions the disadvantages of doing this course. What are they? (2) The studies are long; only the best succeed

18. How would you explain Marion’s dream? (1) To work for humanitarian organisations (like the Red Cross or Médecins sans Frontières)

19. Where would she do this type of work? (2) In the third world; where there has been a natural catastrophe like an earth quake

20. Why does she think this would be a difficult job? (1) You would have to work a lot of hours/long working hours

Total 29
Transcript

Un metier

Part 1
Marion: Qu’est-ce que tu fais comme métier Philippe?
Philippe: Je suis journaliste.
Marion: Ah oui? C’est comment?
Philippe: Être journaliste est un métier passionnant, mais difficile et parfois dangereux ! Je suis reporter international pour un journal très célèbre, et je n’ai pas le temps de m’ennuyer.
Marion: Quelles sont tes responsabilités?
Philippe: Il faut toujours parler avec les gens, faire des recherches et rédiger des articles.
Marion: Comment est ta journée au travail Philippe?
Philippe: Souvent, quand je suis à l’étranger, ma journée de travail commence à huit heures du matin et se termine à dix heures du soir. C’est très fatigant, mais j’aime mon métier.
Frédéric: Où travailles-tu à l’étranger?
Philippe: Partout en Europe et de temps en temps je travaille en Afrique.
Frédéric: Tu aimes travailler en Afrique?
Philippe: Je trouve ça vraiment intéressant et il est plus facile de travailler dans les pays où on parle français, comme la République Démocratique du Congo.
Marion: Tu ne trouves pas qu’il est dur d’écrire sur des sujets difficiles?
Philippe: Ce que je préfère, c’est écrire sur des sujets graves que les Européens ne connaissent pas beaucoup. Quand j’étais à Kinshasa au Congo, il y avait de gros problèmes à cause de la guerre civile. Beaucoup de gens ont perdu des membres de leur famille et des amis. Ainsi, les gens qui lisent les articles que j’écris prennent conscience des problèmes du monde, et se sentent plus concernés.

Part 2
Frédéric: Est-ce que c’est compliqué de devenir journaliste?
Philippe: Ça prend beaucoup de temps et c’est difficile de devenir journaliste. Au lycée, j’ai étudié trois langues étrangères: l’anglais, l’allemand et le russe. J’ai aussi étudié le français, les maths et l’histoire-géographie. Ensuite, j’ai étudié l’économie et la politique à l’université. Ça a pris trois ans avant que j’obtienne ma licence. Puis j’ai intégré l’école de journalisme de Lille, j’ai passé mes diplômes, et j’ai été embauché par le journal. Cela fait maintenant dix ans que je travaille pour le même journal, et je ne regrette rien!
Marion: Recommanderais-tu une carrière dans le journalisme Philippe ?
Philippe: C’est une carrière très intéressante, et les langues étrangères sont indispensables à mon métier. Car il est plus facile d’obtenir des informations quand on parle la langue du pays!
Frédéric: J’ai aussi étudié les langues étrangères au lycée: l’anglais et l’espagnol. Maintenant je travaille au syndicat d’initiative.
Marion: Qu’est-ce que tu fais dans ton travail Frédéric?
Frédéric: J’aide les touristes qui visitent la ville et je leur donne des renseignements sur les monuments historiques, les restaurants et les visites guidées de la ville. C’est un bon métier car je gagne beaucoup d’argent et j’ai l’occasion de rencontrer des étrangers. J’adore communiquer en anglais et en espagnol et j’ai l’intention d’apprendre l’allemand plus tard.

Part 3
Philippe: Et toi, qu’est-ce que tu fais comme travail Marion?
Marion: En fait, je suis toujours à la fac. Plus tard, je voudrais être médecin. Ce qui m’intéresse vraiment, c’est la santé et aider les gens. Pourtant pour devenir médecin, les études sont très longues et seuls les meilleurs réussissent.
Frédéric: Qu’est-ce que tu feras après tes études Marion?
Marion: Après on peut travailler dans un hôpital ou avoir son cabinet. Mon rêve serait de travailler pour des organismes humanitaires comme la Croix Rouge ou Médecins sans Frontières. Je pourrais partir dans les pays du tiers monde et soigner les gens. Ou alors intervenir lorsqu’une catastrophe se produit comme un tremblement de terre. Je sais que ce serait un métier difficile car il faudrait faire beaucoup d’heures mais je suis motivée parce que je crois que ce sera un emploi satisfaisant.

Self-assessment

Referring back to the learning intentions and success criteria, learners can reflect on how well they have performed during the activities and identify areas for improvement and further practice.

Themes that can be explored further by learners:

• learning: the benefits of learning languages
• employability: jobs and careers, reasons for choices, tourism, future plans, gap year, humanitarian organisations
• cultural aspects: civil war in the Democratic Republic of Congo, life in the Democratic Republic of Congo, other francophone countries
• society: helping others, working in the Third World, working for humanitarian organisations.

Listening: Appendix 1 Catchword cards

|un métier passionnant, mais difficile |

|rédiger des articles. |

|d’écrire sur des sujets graves |

|la guerre civile |

|j’obtienne ma licence |

|langues étrangères sont indispensables |

|je leur donne des renseignements |

|je gagne beaucoup d’argent |

|la santé et aider les gens |

|des organismes humanitaires comme la Croix Rouge |

|faire beaucoup d’heures |

Listening: Appendix 2 Sequence shuffle cards

|Il est plus facile de travailler dans les pays où on parle français. A |

|Les gens qui lisent les articles que j’écris prennent conscience des problèmes du monde, et se sentent plus |
|concernés. B |

|Être journaliste est un métier passionnant, mais difficile et parfois dangereux! C |

|Ça a pris trois ans avant que j’obtienne ma licence. Puis j’ai intégré l’école de journalisme de Lille. D |

|J’aide les touristes qui visitent la ville et je leur donne des renseignements. E |

|Il y avait de gros problèmes à cause de la guerre civile. F |

|Plus tard, je voudrais être médecin. Ce qui m’intéresse vraiment, c’est la santé et aider les gens. |
|G |

|Pourtant pour devenir médecin, les études sont très longues et seuls les meilleurs réussissent. H |

|Il faut toujours parler avec les gens, faire des recherches et rédiger des articles. I |

|Ma journée de travail commence à huit heures le matin et se termine à dix heures du soir. J |

|Mon rêve serait de travailler pour les organismes humanitaires… Je pourrais partir dans les pays du tiers monde et |
|soigner les gens. K |

|C’est très long et difficile de devenir journaliste. Au lycée, j’ai étudié trois langues étrangères: l’anglais, |
|l’allemand et le russe. L |

|C’est une carrière très intéressante, et les langues étrangères sont indispensables à mon métier. M |

|Je sais que ce serait un métier difficile car il faudrait faire beaucoup d’heures mais je suis motivée parce que je |
|crois que ce sera un emploi satisfaisant. N |

|C’est un bon métier car je gagne beaucoup d’argent et j’ai l’occasion de rencontrer des étrangers. O |

Talking and listening

The purpose of these suggestions is to give learners various opportunities to develop their conversation skills. They encourage learners to identify and understand the future and conditional tenses, and use these tenses to come up with their own answers. After working through the activities, learners will be able to listen to and understand questions so they can take part in a more spontaneous conversation. Although learners may use support materials at the start of these suggested activities, it is suggested that these are gradually withdrawn and that learners are encouraged to come up with their own answers.

Learning intentions

• To ask someone questions about their future plans in French.
• To answer questions about their future plans in French.

Suggested success criteria (these can be negotiated with the learners)

• I can reflect on and use the skills and knowledge I need to be able to hold a conversation in French about future plans.
• I can use a variety of vocabulary and structures as well as the future and conditional tenses accurately.
• I can respond to questions, giving my opinions and reasons in French and go beyond minimal responses.
• I can listen to specific questions and answer them appropriately using correct tenses and appropriate vocabulary.

Activity 1: Think, pair, share

Learners can Think, Pair, Share the skills they will need to be successful talkers in French

This activity encourages learners to discuss what skills and information they will need to be able to have a conversation in French about their future plans.

Activity 2: Match points

Talking and listening: Appendix 1

The aim of the game is for learners to familiarise themselves with the language and work out the meaning of unfamiliar vocabulary.

In pairs, learners match the questions on the cards with the correct answer cards. They can compete against another pair to see who can finish first. They can then check their answers with the other pair to ensure they have all matched the right cards. Learners can use a bi-lingual dictionary to look up any unfamiliar vocabulary.

Activity 3: Time for tenses

Match point cards (See Talking and listening: Appendix 1)

Before this activity, it is suggested that the future and conditional tenses are revised.

The focus of this activity is for learners to identify various phrases in the future and conditional tenses that they can spot on the match point cards from activity 2 and translate them into English.

Answers

Future phrases

|French |English |
|Tu continueras |You will continue |
|Je continuerai |I will continue |
|Tu feras |You will do/make |
|Je suivrai |I will follow |
|J’étudierai |I will study |
|Je serai |I will be |
|Ce sera |It will be |
|Tu voyageras |You will travel |
|Je voyagerai |I will travel |
|Tu prendras |You will take |
|Je prendrai |I will take |
|Je passerai |I will spend |
|Je trouverai |I will find |
|Je logerai |I will stay |
|Cela me donnera |That will give me |
|Je montrerai |I will show |
|Je pourrais |I will be able to |
|Cela me prendra |It will take me |

Conditional phrases

|French |English |
|Je voudrais |I would like |
|J’aimerais |I would like |
|Tu voudrais |You would like |
|Je pourrais |I could/would be able to |
|Je logerais |I would stay |
|J’aurais |I would have |
|Ce serait |It would be |
|Je serais |I would be |
|Je préférerais |I would prefer |

Activity 4: Give one, get one

Using the match point cards, learners have the opportunity to share the answers they have written down with their partner.

They take it in turns to give an answer and get a point for each correct future or conditional tense phrase they have identified on the cards. For every phrase they get right, they get a point and the winner is the person with the most points at the end of the activity. The learner can complete the activity in a time set by the practitioner.

Activity 5: Fish in the pond

Match point cards

Continuing with the Match point cards, the focus of this game is for learners to practise pronunciation.

Each pair of learners must place the cards face down and take it in turns to turn the cards over, trying to find a matching pair of cards. Once they find a match, learners must read out the question and answer in French and explain what they mean in order to win the point. If they cannot say what they mean, they put them back in the pond. If they get the meaning correct, they keep those cards and at the end of the game, the person with the most matching cards wins.

Activity 6: Dominoes

Domino cards

Cut the domino cards on the dotted lines to make 11 cards. Divide learners into groups of four and share the cards out amongst the group. The aim of the game is for learners to listen to the questions carefully and if they have the matching answer, they read out their card. The rest of the group check they have read out the right answer. Learners may use support materials as appropriate to help them. This game can be played with bigger groups if further practice is required.

Activity 7: Pass the parcel

Talking and listening: Appendix 3 Pass the parcel cards

The focus of this suggested activity is that learners read each question aloud, pronouncing the words correctly, trying to be spontaneous and answering as best they can. In this activity, questions are provided without answers. Learners should have some good ideas of sample answers from the previous activity but they should try to answer with their own ideas. A bag of question cards is passed around the learners and when the practitioner stops the music, the learner reads the question on the card aloud and answers as best s/he can.

If they answer correctly, s/he can keep the card. Restart the music and the game. The person with the most cards at the end of the game is the winner.

Activity 8: The Grand Old Duke of York/inside outside circle

Talking and listening: Appendix 3 Pass the parcel cards

The purpose of this idea is for learners to work with other members of the class to practise asking questions, listening to questions and answering questions.

• Assign learners as equally as possible to either group A or group B.
• Ask all the As to get into a circle and give them a question card from the Pass the Parcel cards. Ask the Bs to stand in a circle each behind a learner from group A (forming a larger circle).
• When told to start, person A asks person B the question on their card. Person B must listen carefully to the question and respond by giving as much relevant information in French as they can. They may use support materials to help them at this stage.
• Person B then asks person A the same question and person A must respond as best they can.
• Instruct learners to move clockwise once they have finished each question so they are facing the next person.
• Follow the same process as before, but this time they will need to answer a new question.
• When learners have returned to their original place, they should have answered all the questions.
• Learners can now start again but without support materials.

Activity 9: Fill the gap

Gap fill grid

The focus of this idea is for learners to apply the language they have learned in previous activities in order to ask questions, listen to and understand their partner’s answers, and answer questions about their own future plans. From memory, learners must ask their partner the correct question in French and listen carefully to their partner’s answer in French, with the aim of completing the Gap fill grid in English. They must then swap over so both learners have the opportunity to ask and answer the questions.

Gap fill grid

|Information prompts |Your partner’s answers |
|L’année prochaine | |
|Après le lycée | |
|L’université | |
|Le travail | |
|Les voyages | |
|Reasons for job choice? | |
|Travel? | |

Activity 10: Report back

Gap fill grid

Learners can take it in turns to report what their partner’s future plans are in French to other people in their group. This activity should encourage learners to listen carefully to what each person says.

This activity could be expanded further by asking learners to create a PowerPoint presentation about their future plans and presenting it to the rest of the class.

Self-assessment

Referring back to the learning intentions and success criteria, learners can reflect on how well they have performed during the activities and identify areas for improvement and further practice.
Talking and listening: Appendix 1 Match point cards

|Est-ce que tu continueras tes études au lycée l’année prochaine ? |

|Oui je continuerai mes études au lycée l’année prochaine. J’ai l’intention d’étudier le français, l’anglais, les |
|maths, le sport et l’informatique. |

|Qu’est-ce que tu feras après tes études au lycée ? |

|Après mes études au lycée je ferai un apprentissage. Je voudrais être plombier donc je dois trouver une entreprise |
|qui peut m’apprendre à faire ce métier. |

|Penses-tu suivre une formation ? |

|Je pense partir en formation parce que j’aimerais être coiffeuse. En ce moment je travaille à mi-temps chez un |
|coiffeur et j’adore ce travail. J’ai déjà beaucoup appris ! |

|Tu espères aller à l’université ? |

|J’espère aller à la fac pour étudier les sciences. Cette année, je fais de la biologie, de la physique et de la |
|chimie au lycée et j’étudierai la biologie et la chimie à l’université. Je trouve ça intéressant et fascinant. Ce |
|qui m’intéresse le plus, c’est de faire de la recherche. |

|Qu’est-ce que tu voudrais faire comme métier plus tard ? |

|Plus tard je serai hôtesse de l'air. Il me semble que ce sera une bonne façon de voyager autour du monde et de |
|connaître d’autres cultures tout en gagnant de l’argent. En plus, je logerais dans des hôtels de luxe et j’aurais |
|l’occasion de goûter différentes cuisines. |

|Tu voyageras un peu dans le futur ? |

|Je voyagerai après avoir fait mes études à la fac. Ce serait génial si je pouvais faire le tour du monde. C’est mon |
|rêve d’aller en Australie, en Thaïlande et aux États-Unis. |

|Tu prendras une année sabbatique avant d’aller à l’université ? |

|Avant d’aller à l’université je prendrai une année sabbatique. Je passerai une année à Paris, en France, parce que |
|j’ai envie de perfectionner mon français. Je trouverai du travail dans un café ou dans un restaurant et je logerai |
|dans un appartement. Cela me donnera l’occasion de pratiquer mon français, de rencontrer des gens nouveaux et d’être|
|indépendant. Je monterai à mes parents que je peux me débrouiller tout seul. |

|Pourquoi veux-tu être professeur ? |

|Un professeur travaille avec les enfants et moi, j’adore les enfants. J’ai fait un stage dans une école maternelle |
|et c’était extra! C’est un métier qui m’inspire et en plus on a une grande responsabilité. Un bon prof est quelqu’un|
|qui est patient, qui explique les choses clairement et qui a de bonnes relations avec ses élèves. Je pense que je |
|serais un bon prof. |

|Pourquoi est-ce que tu voudrais être architecte ? |

|Au lycée, j’étudie le dessin et mon prof dit que je suis doué. Être architecte, c’est un métier qui m’intéresse car |
|je pourrais être créatif. Je préférerais travailler dans une petite entreprise. Cela me prendra six ans pour obtenir|
|mon diplôme mais j’adore les bâtiments et je suis motivé et travailleur. |

|Est-ce que tu as fait un stage en entreprise ? |

|L’année dernière, j’ai fait un stage en entreprise dans un magasin de vêtements. C’était utile parce que j’ai appris|
|beaucoup de choses en ce qui concerne le commerce. Par conséquent dans l’avenir je voudrais avoir mon propre magasin|
|de vêtements. |

Talking and listening: Appendix 2 Dominoes

|DÉBUT |Est-ce que tu continueras tes études au lycée l’année |
| |prochaine ? |
|Oui je continuerai mes études. J’ai l’intention d’étudier le |Qu’est-ce que tu feras après tes études au lycée ? |
|français, l’anglais et les maths. | |
|Après mes études je ferai un apprentissage. Je voudrais être |Penses-tu suivre une formation ? |
|plombier | |
|Je pense partir en formation parce que j’aimerais être |Tu espères aller à l’université ? |
|coiffeuse. | |
|J’espère aller à la fac pour étudier les sciences. |Qu’est-ce que tu voudrais faire comme métier plus tard ? |

|Plus tard je serai hôtesse de l'air. |Tu voyageras un peu dans le futur ? |
|Je voyagerai après avoir fait mes études à la fac. |Tu prendras une année sabbatique avant d’aller à |
| |l’université ? |
|Avant d’aller à l’université je prendrai une année |Pourquoi veux-tu être professeur ? |
|sabbatique. Je passerai une année à Paris. | |
|Un professeur travaille avec les enfants et moi, j’adore les |Pourquoi est-ce que tu voudrais être architecte ? |
|enfants. | |
|Au lycée, j’étudie le dessin et mon prof dit que je suis |Est-ce que tu as fait un stage en entreprise ? |
|doué. | |
|L’année dernière, j’ai fait un stage en entreprise dans un |FIN |
|magasin de vêtements. | |
Talking and listening: Appendix 3 Pass the parcel cards

|Est-ce que tu continueras tes études au lycée l’année prochaine ? |

|Qu’est-ce que tu feras après tes études au lycée ? |

|Penses-tu suivre une formation ? |

|Tu espères aller à l’université ? |

|Qu’est-ce que tu voudrais faire comme métier plus tard ? |

|Tu voyageras un peu dans le futur ? |

|Tu prendras une année sabbatique avant d’aller à l’université ? |

|Pourquoi veux-tu être professeur ? |

|Pourquoi est-ce que tu voudrais être architecte ? |

|Est-ce que tu as fait un stage en entreprise ? |

Writing

The purpose of this suggestion is to give learners an opportunity to write a CV with the focus of applying for a job with an international aid agency in the Republic of Niger. They will then study two texts and analyse them, focusing on areas of strength and identifying inaccuracies, before writing their own blog about their future plans. Practitioners may wish to revise the future and conditional tenses, conjunctions and opinion phrases during the activities.

Learning intentions

• To write your CV in French in order to apply for a job.
• To write a blog to describe your future plans using the future and conditional tenses accurately.

Suggested success criteria (these can be negotiated with the learners)

• I can complete a CV in French about my own experience to date using appropriate and accurate language.
• I can work with others to discuss what makes a good piece of writing and the skills they will use to produce it.
• I can produce a piece of writing in French using a range of vocabulary, structures and tenses accurately to describe their future plans using appropriate support materials.
• I can express opinions in French and give reasons using opinion phrases and conjunctions.
• I can work alone and with others to check the accuracy of a piece of writing, focusing on spelling, accents, verb endings and tenses.

Activity 1: CV

Learners can complete the CV as if applying for a job with an international aid agency for a gap year in the Republic of Niger. To develop ICT skills, practitioners could ask learners to research on the internet aid agencies that work in the Republic of Niger.

Activity 2: Think, pair, share

Spider Diagram – Writing

Learners can Think, Pair, Share the skills they will need to be successful writers in French

This activity encourages learners to discuss what skills and information they will need to be able to write a blog in French about their future plans.

Activity 3: The error detective

The purpose of this suggested activity is to encourage learners to reflect on their knowledge of the future and conditional tenses and to develop proof-reading skills. Practitioners may wish to go into more detail about these tenses at this point

Here are the original texts with the errors highlighted and the answers:

Text A

Après le lycée, j’ai l’intention de continuer mes études à la fac. Je voudras étudier les sciences. Mon prof dit que je suis fort en sciences et en plus, je les adore. Ce qui m’intéresse le plus, c’est que cela me donne l’occasion de découvrir beaucoup de nouvelles choses qui peuvent améliorer notre monde. En ce qui concerne mon métier, je travaillai comme scientifique et je fairai de la recherche. En particulier, j’aimeras travailler dans le domaine de la recherche scientifique pour l'aide au Tiers Monde. Je pense que ce sea un travail utile et important. A mon avis, ce qui sera génial, sera de pouvoir voyager et peut-être visiter les pays et les gens qui vant profiter de ma recherche.

|Error in text |Correction |
|Je voudras |Je voudrais |
|Je travaillai |Je travaillerai |
|Je fairai |Je ferai |
|J’aimeras |J’aimerais |
|Ce sea |Ce sera |
|Les gens qui vant |Les gens qui vont |

Text B

Dans le futur, je voulais être avocat. En ce moment, j’étudie le français, l’anglais, l’espagnol et les sciences politiques au lycée. Si possible, j’ira à la fac l’année prochaine pour étudier le droit. C’est vrai que je devai étudier pendant cinq ans et après, je trouvera un emploi dans une grande ville. Je travailleri pour une grande entreprise parce que je voudrais gagner beaucoup d’argent. Pourtant, je sais qu’il faura travailler des heures longues et dures mais je suis motivé et travailleur. De plus, mon oncle est avocat et il adore son métier. Il dit qu’on peut travailler en équipe, aider les gens qui ont besoin du conseil et on peut protéger les gens vulnérables. Ce serait mon rêve! En effet mon oncle m’a beaucoup conseillé et par conséquent j’ai décidé de ce que je ferai après le lycée.

|Error in text |Correction |
|Je voulais |Je voudrais |
|J’ira |J’irai |
|Je devai |Je devrai |
|Je trouvera |Je trouverai |
|Je travailleri |Je travaillerai |
|Il faura |Il faudra |

Activity 4: Teacher talk

This activity encourages learners to reflect on what is good about the two pieces of writing in activity 3.

Activity 5: Blogger

Now the learners can write a blog about their future plans. It would be beneficial to discuss what details to include, how to structure their piece of writing, and the types of conjunctions, essay phrases and opinion phrases they can use to produce a good piece of writing. Refer back to the success criteria.

Suggested rules

➢ Write 120–150 words about their future plans. ➢ Use future and conditional tenses accurately. ➢ Structure the piece of writing coherently. ➢ Use a range of vocabulary, structures and conjunctions. ➢ Give opinions and reasons for opinions using good essay phrases ➢ Include details of: • what you are studying at the moment • what you are interested in or good at • what training/studies you will have to undertake • why you want to follow this career path • where you would like to work. ➢ You may use a dictionary and any other appropriate resources to complete your blog. You could use your CV to help support your writing.

Activity 6: Self and peer assessment

Before submitting their blog for correction, learners can self-assess their own work, then peer- assess their partner’s work. They should check their blog for accuracy of spelling, accents, tenses, verb endings, punctuation and to ensure their writing makes sense.

Each learner then swaps with a partner, and using a coloured pencil or highlighter, underlines any errors they can spot in their partner’s work. They can use the correction code below to help them, and complete the self- and peer assessment sheet (Appendix 5).

They can then swap texts back and make any required corrections to their own work.

Sp Spelling S Sense
Acc Accent P Punctuation
T Tense VE Verb ending

Self-assessment

Referring back to the learning intentions and success criteria, learners can reflect on how well they have performed during the activities and identify areas for improvement and further practice.…...

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