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GCSE French

Contents Page

Introduction 1

Unit 1: Listening 7

Unit 2: Speaking 18

Unit 3: Reading 29

Unit 4: Writing 43

IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE French. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

1

CCEA Planning Framework for GCSE French

Subject Skills Assessed through GCSE French:The following skills are assessed in GCSE French:Listening [AO1]Speaking [AO2]Reading [AO3]Writing [AO4]

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4Communication:

Students should be able to:

communicate meaning, feelings and viewpoints in a logical and coherent manner, for example organise the structure and content of their written response to present ideas effectively;

make oral and written summaries, reports and presentations, taking account of audience and purpose, for example convey complex information clearly, showing sensitivity to register to achieve effects;

participate in discussions, debates and interviews, for example work as a pair or in a group and make valid contributions by asking relevant questions;

interpret, analyse and present information in oral, written and ICT formats, for example use technology such as a PowerPoint presentation to communicate information in an original way; and

explore and respond, both imaginatively and critically, to a variety of texts, for example evaluate information from different sources and draw conclusions.

Using Mathematics

2



use mathematical language and notation with confidence, for example recognise patterns for numbers and understand mathematical data in the target language;

use mental computation to calculate, estimate and make predictions in a range of simulated and real-life contexts, for example interpret diagrams and timetables;

select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example obtain, process and interpret mathematical data to justify their conclusions;

interpret and analyse a wide range of mathematical data, for example use statistical data from a range of sources to draw conclusions;

assess probability and risk in a range of simulated and real-life contexts, for example analyse mathematical data to evaluate the consequences of risk-taking behaviour; and

present mathematical data in a variety of formats which take account of audience and purpose, for example use appropriate mathematical language to communicate ideas effectively.

Using ICT

Students should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example research a topic online and present the information using a PowerPoint presentation to create an impact.

Thinking Skills and Personal Capabilities at Key Stage 4Self-Management


plan work, for example select a learning strategy such as mind maps for revision;

set personal learning goals and targets to meet deadlines, for example identify strengths and weaknesses and organise tasks according to priority;

monitor, review and evaluate their progress and improve their learning, for example respond positively to feedback to prioritise a specific area for improvement; and

effectively manage their time, for example focus on the task to complete their work on time.

Working with Others

3



learn with and from others through co-operation, for example listen to others and value contributions from other groups;

participate in effective teams and accept responsibility for achieving collective goals, for example contribute constructively in group activities by asking appropriate questions; and

listen actively to others and influence group thinking and decision-making, taking account of others’ opinions, for example explore differences in opinion to consider pros and cons and reach a conclusion.

4


Problem Solving


identify and analyse relationships and patterns, for example recognise, compare and contrast information and data;

propose justified explanations, for example present reasons and rationales;

reason, form opinions and justify their views, for example give reasons for likes/dislikes or preferences;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example use appropriate registers to convey information with a recognition of audience and purpose;

analyse and evaluate multiple perspectives, for example consider and compare different points of view;

explore unfamiliar views without prejudice, for example objectively take on board various viewpoints;

weigh up options and justify decisions, for example compare alternatives, come to a personal conclusion and justify opinions; and

apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example use a range of strategies to tackle problems and resolve familiar and unfamiliar scenarios and situations.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Students should feel confident when:

applying grammatical rules [Managing Information]; presenting a balanced text in French [Managing Information] and writing from the perspective of another [Being Creative].

Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading)Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

5


Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE French specification content. Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills. Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Makes reference to supporting resources.

6


7


Unit 1: Listening

8


Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

Listening Students should be able to:

Myself, my family, relationships and choices

Context 1:

Identity, Lifestyle and Culture

Students’ lives, families, homes and interests, and those of others in French-speaking countries/communities

demonstrate understanding of different types of spoken language;

identify the overall message, key points, details and opinions in a variety of spoken passages; and

deduce meaning from a variety of spoken texts.

The use of flashcards/images to consolidate key vocabulary.

Gap fill activities in English from French audio files based on descriptions, relationships and choices.

Classification activities for key verbs, adjectives and lifestyle choices into positives and negatives.

Social media and new technology

Recognition and classification of advantages and disadvantages of new technology and social media.

Speaking and listening activities in groups/pairs in which students have to express and justify their opinions towards social media and new technology and feed back to the class in TL.

Use of ICT to create a PowerPoint on the dangers of cyber-bullying and students answer questions in TL and English.

PS

UICT

Comm – T & L

9


Unit/Option content


Content


Identity, Lifestyle and Culture (cont.)


recognise and respond to key information, important themes and ideas in extended spoken text (including authentic sources, which may be adapted as appropriate) by being able to answer questions, extract information, evaluate and draw conclusions.

Free time, leisure and daily routine

Explore what people like to do in their free time in France and in French speaking countries.

Hot seat activity using pictorials for daily routine – present and perfect tense sentences to be given.

Students debate on leisure time: c’est mieux à l’interieur qu’ à l’exterieur/Toujours le sport: en équipe ou seul(e)? Students justify and express opinions.

Culture, customs, festivals and celebrations

Match up activities on key French festivals and dates: eg. La fête nationale – le 14 juillet, la Sainte Silvestre – le 31 décembre

Group work investigation into French customs and traditions throughout the French speaking world. Groups are to present to the class and the class will choose the correct answers to the questions in TL.

PS

WO

10


Unit/Option content


Content


Resources BBC Bitesize Le sport clip: www.bbc.co.uk/education/clips/zrxrkqt

BBC Bitesize Bastille Day clip: www.bbc.co.uk/education/guides/zqqdwmn/revision/1

Expo 4/Equipe Dynamique/Tricolore Total 4 Textbook and audio files.

11


Unit/Option content


Content



My local area and the wider environment

Context 2:

Local, National, International and Global Areas of Interest

Students’ lifestyles and attitudes to environmental, social and global issues, and those of others in French-speaking countries/ communities


follow and understand clear speech using familiar language; and

identify the overall message, key points, details and opinions in a variety of spoken passages.

Word snakes and crosswords on core vocabulary, use of Pictionary to consolidate core vocabulary.

Classification activities on advantages and disadvantages of local area.

Community involvement

Match up in TL of key vocabulary and their meanings.

Domino games on advantages and disadvantages of voluntary work. This can be done in pairs or small groups.

Debate on voluntary work allowing students to formulate and justify their opinions.

PS

WO

12


Unit/Option content


Content


Local, National, International and Global Areas of Interest (cont.)


deduce meaning from a variety of spoken texts; and

recognise and respond to key information, important themes and ideas in extended spoken text (including authentic sources, which may be adapted as appropriate) by being able to answer

Social and global issues

Anagrams of key vocabulary to be unjumbled and matched to English meanings.

The use of detailed texts to identify key information on alcohol, drugs and unemployment in summaries.

BBC Bitesize clip on les sans-abris. Students to decide if the statements are true, false or not mentioned in the clip. Extension activity for gifted and talented.

What caused the man to become unemployed? What problems does the man come across daily?

Travel and Tourism

Use of flash cards and PowerPoints to consolidate countries, holiday destinations and locations.

Close texts on past holidays using opinions, justifications and advantages and disadvantages of holidays.

SM

SM

13


Unit/Option content


Content


questions, extract information, evaluate and draw conclusions.

Gap fill and multiple choice practice activities.

Resources Improving Environmental Footprint clip: www.bbc.co.uk/education/clips/z8bxp39

Les sans – abris clip: www.bbc.co.uk/education/clips/zgsjmnb

The value of Holidays with Némésis clip www.bbc.co.uk/education/clips/zp7g9qt

Domino GamesPictionary, AnagramsExpo 4/Equipe Dynamique/Tricolore Total 4 Textbook and audio files.

14


Unit/Option content


Content



My studies and school life

Context 3:

School Life, Studies and the World of Work

Education and employment issues in students’ own country/ community and in French-speaking countries/ communities


follow and understand clear speech using familiar language; and

identify the overall message, key points, details and opinions in a variety of spoken passages.

Categorisation of key opinions and justifications. Texts on a typical day in a French school in Present

and Perfect tenses which need reorganised, which can be cut out and handed to the students to read out and organise.

Extra-curricular activities

Word association games on key extra-curricular activities.

Use of audio stimulus on extra-curricular activities with advantages and disadvantages which students evaluate and draw conclusions from.

PS

WO

SM

15


Unit/Option content


Content


School Life, Studies and the World of Work (cont.)


deduce meaning from a variety of spoken texts; and

recognise and respond to key information, important themes and ideas in extended spoken text (including authentic sources, which may be adapted as appropriate) by being able to answer

Part-time jobs and money management

Match up activities on part-time jobs. Decision making activities on the advantages and

disadvantages of part-time jobs. Cloze texts.

Future plans and career

Identification of key careers and professions using anagrams, word searches and descriptions in Target Language.

Use of a variety of different cloze texts, gap fills and audio stimulus to identify problems at work and how to solve them.

Match up activities using French audio stimulus on future plans, including contingency plans if exams do not go well.

SM

PS

16


Unit/Option content


Content


questions, extract information, evaluate and draw conclusions.

Resources IWB Software

Wordsearches

Anagrams

Audio Stimulus, cloze texts

BBC Bitesize Life at School clip www.bbc.co.uk/education/guides/zw849j6/video

Expo 4/Equipe Dynamique/Tricolore Total 4 Textbook and audio files.

17


17


Unit 2: Speaking

18


Unit/Option content


Content


Speaking Students should be able to:

The following activities may be used to help students improve their oral and presentation skills:

Context 1:


Students’ lives, families, homes and interests, and those of others in French-speaking countries/ communities

communicate and interact effectively in speech for a variety of purposes;

take part in short conversations, asking and answering questions, exchanging opinions and producing extended sequences of speech; and

speak spontaneously, responding to questions, points of view or situations and sustaining communication, as appropriate.


Use of speaking mats to encourage spontaneous responses (question words, rephrasing questions).

Reading aloud/shadow reading. Use of visual aids (wall displays/pictures/flash cards)

to encourage question and answer activities. Students to prepare and present orally a PowerPoint

presentation of their family to the class. Physical descriptions: students to describe orally

from photographs or other visual aids famous people.

SM

19


Unit/Option content


Content


Identity, Lifestyle and Culture (cont.) Students should be

able to:

express information and narrate events coherently and confidently, using and adapting language for new purposes;

make appropriate and accurate use of a variety of vocabulary and grammatical structures; and

make creative use of


Speaking activities in pairs and groups, following model provided by teacher, building sentences using prepared materials and resources.

Students to carry out a survey with the rest of the class on their use of social media oral questioning and reporting back orally.

‘Against the clock': students talk for a full minute about their use of their mobile phone.

'Hot seat' activity: students to guess yes/no answer to questions guessing favourite social media use/pop star/tv programme.

Students prepare a PowerPoint presentation on relevant topic using ICT and present to the class in target language.

WO

Comm

20


Unit/Option content


Content



the language, as appropriate, to express and justify their own thoughts and points of view.


use accurate pronunciation and intonation that would be understood by a native speaker.

Time, leisure and daily routine

Students devise and conduct a class survey about their leisure activities. Questions and answers in target language.

Students work in pairs, describing their daily activities. Effective questioning: Who, What, When, Where, Why focus.

Students to create and use role play scenarios, questions and answers relating to the relevant topic using the correct style and register. Focus on use of 'tu' and 'vous'.

In groups students will create a brochure about their local leisure centre including all the facilities available and present orally.

'Hot seat' activity, students to present 10 points on their daily routine using the 12 and 24 hour clock.

PowerPoint presentation on leisure activities

WO

WM

Comm

21


Unit/Option content


Content



encouraging building of sentences using more complex grammatical structures and vocabulary

Creating a podcast on students' daily routine. Describing a special occasion to encourage building

of sentences using more complex grammatical structures and vocabulary.


Students to devise a PowerPoint presentation to reflect different aspects of French culture and present to the class.

A 2 minute presentation on the topic of 'Christmas' at home and make comparisons with Christmas customs in France giving opinions and justifications for their choice.

Role play activities – birthday celebrations, special family occasion e.g. wedding, christening.

UICT

PS

22


Unit/Option content


Content


'Hot seat' activity/guess game. What's the celebration? (birthday, wedding, christening etc.)

Resources BoardworksInteractive whiteboardCameras and voice recorders

Computers and access to InternetAuthentic topic related listening resources/Relevant photographs and cue cards/Maps, postcards and holiday brochures

www. bbc .co.uk/schools/gcse bitesize www. teachitlanguages.co.uk

23


www. linguascope .com

www.languagesresources. co . uk www. tes .com www.lightbulblanguages.co.uk/resourceswww.atantot.co.ukwww.teachingideas.co.uk/ict/podcasting.htmrecap.ltd.uk/podcasting/

Small group work with native speaker

24


Unit/Option content


Content




Context 2:




take part in short conversations, asking and answering questions, exchanging opinions and producing extended sequences of speech;

speak spontaneously, responding to questions, points of view or situations and sustaining communication, as appropriate; and

express information

Use of speaking mats to encourage spontaneous responses (question words, rephrasing questions).

Students to prepare and present orally a PowerPoint presentation of their local area to the class.

Use of visual aids (wall displays/pictures/flash cards) to encourage question and answer activities.

Students to make a video presentation reporting on the weather forecast. Students have choice of country to report on.

Students take part in an interview about their local environment.


Use of stimulus one word cards to generate questioning and encourage spontaneous responses (question words/rephrasing questions...).

Students to carry out a class survey on students' individual involvement with their local community and report orally back to class.

Students to prepare a PowerPoint presentation on clubs/associations etc. in school or community.

UICT

PS

UICT

25


Unit/Option content


Content



and narrate events coherently and confidently, using and adapting language for new purposes.


make appropriate and accurate use of a variety of vocabulary and grammatical structures;

make creative use of the language, as appropriate, to express and justify their own thoughts and points of view;


Students to prepare an oral presentation on social problem issues in their area.

Students prepare an interview for a school magazine about the environmental challenges facing the planet today.

Environment PowerPoint to prepare students argue in debate form the pros and cons of nuclear energy.

2 minute presentation on voluntary work which students are involved in or would like to engage in.

Travel and Tourism

Use of language mats and teacher PowerPoint presentation to encourage spontaneous responses (question words/rephrasing questions).

Students plan a tour guide oral presentation of a town or city.

Students to prepare a survey on favourite types of holiday/holiday destinations and report orally back to the class.

Comm T & L

UICT

UICT

Comm – T & L

PS

26


Unit/Option content


Content


and


Students to devise telephone call role plays in French on booking travel tickets and holiday destinations.

Use of verb table mat to practise discussion on events in the past, present and future.

Prepare 1 minute talk about a recent holiday using the past tense.


Computers and access to InternetAuthentic topic related listening resources/Relevant photographs and cue cards/Maps, postcards and holiday brochures

www. bbc .co.uk/schools/gcse bitesize www. teachitlanguages.co.uk www. linguascope .com www.languagesresources. co . uk www. tes .com www.lightbulblanguages.co.uk/resourceswww.atantot.co.ukwww.teachingideas.co.uk/ict/podcasting.htmrecap.ltd.uk/podcasting/

27


Small group work with native speaker

28


Unit/Option content


Content




Context 3:



take part in short conversations, asking and answering questions, exchanging opinions and producing extended sequences of speech;

speak spontaneously, responding to questions, points of view or situations and sustaining communication, as appropriate; and

express information

Teacher PowerPoint on school life, subjects studied and comparing different school systems France/Great Britain.

Unprepared ice breakers activities to promote spontaneous responses/use of prompt cards.

'Against the clock': students talk for a full minute about what they like and dislike about school.

Students to carry out a survey in class of students career plans and report orally back to class.

'Hot seat' activity: yes and no answers revising questioning - 'Guess my job?’


Class survey finding out what other class members do outside school time, create a bar graph and present results to rest of class.

Reading images/flash cards – encouraging creative sentence-building, recycling of known languages in a new context.

Role-play activities on why students favour certain activities.

SM

WO

29


Unit/Option content


Content


Education and employment issues in students’ own country/ community and in French-speaking countries/ communities (cont.)

and narrate events coherently and confidently, using and adapting language for new purposes.


make appropriate and accurate use of a variety of vocabulary and grammatical structures;

make creative use of the language, as appropriate, to express and justify their own thoughts and points of view; and


Role-play activity/a job interview. Phone conversation ringing up about a job

advertisement. Survey on how pocket money is spent and results

presented to the class using a pie chart.


Students to prepare a presentation on their ideal job and justify their choice?

'Hot seat' activity: What's my job? Students prepare a podcast about their placement

and work experience to date.

SM

UM

UICT

30


Unit/Option content


Content



31



Computers and access to Internet.Authentic topic related listening resources/Relevant photographs and cue cards/Maps, postcards and holiday brochures

www. bbc .co.uk/schools/gcse bitesize www. teachitlanguages.co.uk www. linguascope .com www.languagesresources. co . uk www. tes .com www.lightbulblanguages.co.uk/resourceswww.atantot.comwww.frenchinaclick.co.ukwww.memrise.comzut.languageskills.co.uk/www.french.ie/www.teachingideas.co.uk/ict/podcasting.htmrecap.ltd.uk/podcasting/Small group work with native speaker

32


Unit 3: Reading

29


Unit/Option content


Content


Reading Students should be able to:


Context 1:



understand and respond to different types of written language;

understand details within texts using high frequency familiar language; and

identify the overall message, key points, details and opinions in a variety of written passages.

Match up “wanted posters” with descriptions provided (hair style, facial hair, glasses etc.).

Alternatively, students match information linked to “Missing Person” images.

Students work in pairs to create family tree to reflect information provided in stimulus. Tree to be prepared to accommodate cards with information to place on “branches”.

Create Identity Cards in response to information describing members of family and friends.

“Petites anonces” – match up people for correspondence based on age and personality.

Read mini-biographies of famous people on-line. Place them in order of age.

Comm

WOPS

30


Unit/Option content


Content




deduce meaning from a variety of written texts (from a range of specified contexts including short narratives, authentic material and unfamiliar material); and

recognise and respond to key information, important themes and ideas in extended written text and authentic


Using a large computer image, students work in pairs to label the various components in the system.

Read “newspaper articles” regarding young people’s attitude to and use of technology and select four correct statements.

Translate eight target language sentences into English from a pen-pal’s e-mail.

Gap-filling exercise where students write in correct ICT instruction terms in the target language in a grid.

Comm

PS

SM

PS

31


Unit/Option content


Content



sources.


demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw conclusions in context and


Read through a poster referring to an upcoming sports event. Tick boxes to show sports involved.

Read letter from pen-pal describing activities from previous weekend. Number them according to when carried out.

Read a friend’s blog regarding plans for a cinema visit the following weekend. Tick the five correct statements.

Read articles on six famous people involved in sports or entertainment. In pairs, match up the names with the information.

Read a conversation between two young people. Tick the correct box to reflect the theme in each section.

In pairs, place eight films in the correct genre section.

Read a pen-pal’s e-mail and label the items of their daily routine as they are mentioned by numbering.

Read a letter describing a friend’s weekly routine

CommUM

SMWOPS

32


Unit/Option content


Content



recognise implicit meaning where appropriate; and

translate sentences from French into English.

with opinions. Answer the questions in English.


In pairs research online to find out key information regarding festival customs in TL country. Write a brief synopsis in English for your family.

Read invitation to a birthday party. Fill in gaps in English in close procedure activity to show understanding of details.

Read e-mail from French friend describing recent birthday celebrations. Number the images to show the order in which each activity took place.

Poster to advertise Christmas market in France. Choose from a list of French words the correct ones to place in the gaps.

Translate sentences into English describing Easter

CommWOUICT

PS

33


Unit/Option content


Content


celebrations extract from a “newspaper”.

Resources CCEA Specimen materialsCCEA past papersBoardworksInteractive whiteboard

Computers and access to InternetRelevant sites linked to French pressRelevant photographs and cue cardsMagazines from state agenciesRelevant core text programmes

www. bbc .co.uk/schools/gcse bitesize www. teachitlanguages.co.uk www. linguascope .com

34


www.languagesresources. co . uk www. tes .com

www.lightbulblanguages.co.uk/resources

35


Unit/Option content


Content




Context 2:




understand details within texts using high frequency familiar language;

identify the overall message, key points, details and opinions in a variety of written passages; and

deduce meaning from a variety of written texts (from a range of specified contexts including short narratives, authentic material

Students work in pairs to copy across French terms to label various sections of a house.

Read a letter from a French pen-pal regarding household chores. Tick only the boxes reflecting the tasks that they do.

Read weather forecast from local paper. Match up places mentioned with weather symbols to reflect forecast.

In pairs, read directions to find a series of destinations on a map.


In pairs, read poster encouraging young people to become more involved in the community. Tick only the suggested activities.

Read e-mail from pen-pal describing recent volunteer work that they have done. Number the images in the order that each activity or action is mentioned.

Translate into English sentences on a poster linked to charity work.

WOPS

SMWOPS

36


Unit/Option content


Content



and unfamiliar material).


recognise and respond to key information, important themes and ideas in extended written text and authentic sources; and

demonstrate understanding by being able to scan for particular information,


Read four articles regarding issues of concern. Select correct title to label core issues.

From articles regarding global issues match up English translations with selected French sentences.

Read French newspaper article on-line regarding issues and complete sentences which follow in English.

Match up target language solutions with relevant TL global problem mentioned in short paragraphs.

In pairs, read blog on global issues and answer questions in English.

Comm – W, R

WOPS

37


Unit/Option content


Content



organise and present relevant details, draw conclusions in context and recognise implicit meaning where appropriate.



Travel and Tourism

From stimulus of airport screen describing departure times and destinations read French and fill in missing place or time in English.

Read e-mail from pen-pal describing plans for this summer. Decide if French statements which follow are “vrai ou faux”.

In pairs, read French poster for tourist destination in France. Tick four correct statements.

Letter from pen-pal describing recent holiday. On each occasion tick one of three boxes to choose correct target language statement to reflect detail in letter.

Read people’s profiles and match them with the

CommUMUICT

WO

PS

UICT

38


Unit/Option content


Content


most appropriate holiday as seen in mini-posters or images.

Using suitable software, create identity cards in French in response to more developed information in French describing people from various parts of the world.



www. bbc .co.uk/schools/gcse bitesize

39


www. teachitlanguages.co.uk www. linguascope .com www.languagesresources. co . uk www. tes .com www.lightbulblanguages.co.uk/resources

40


Unit/Option content


Content




Context 3:




understand details within texts using high frequency familiar language;

identify the overall message, key points, details and opinions in a variety of written passages;

deduce meaning from a variety of written texts (from a range of specified contexts including short narratives, authentic material and unfamiliar

In ICT suite read sentences re-school timetable and complete table in French and with figures to reflect time or subject.

Match up opinions on subjects in French with appropriate reasons supported by images.

Read pen-pal’s letter re-previous day at school and answer “vrai ou faux”.

In pairs, read French blog regarding a student’s life at a French school and find synonyms for four words and antonyms for four words.

Read a letter from a French pen-pal who has just started a new school and answer questions in English.

In ICT suite read sentences regarding school timetable and complete table in French and with figures to reflect time or subject.

Match up opinions on subjects in French with appropriate reasons supported by images.

Read pen-pal’s letter re-previous day at school and answer “vrai ou faux”.

In pairs, read French blog regarding a student’s life at a French school and find synonyms for four words

UICT

PS

WO

Comm – W, R

PS

41


Unit/Option content


Content



material); and

recognise and respond to key information, important themes and ideas in extended written text and authentic sources.


demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw conclusions in context and recognise implicit meaning where appropriate; and

and antonyms for four words. Read a letter from a French pen-pal who has just

started a new school and answer questions in English.


Read letter from French pen-pal re part-time job and find the expressions to match the English sentences which follow.

Read newspaper article on three young people’s part-time jobs and answer the questions in English.

Read e-mails from two French students describing their part-time jobs. Read the sentences which follow in French and decide if they reflect the ideas of one or both of the writers.

Read three adverts for part-time jobs and decide which one reflects each of the sentences which follow.

Match up six Interview type questions with a suitable response.

Five young French people talk about their habits regarding money. For each one tick two of the four images which reflect this information.

Comm – W, R

PS

42


Unit/Option content


Content





In pairs, read two students’ e-mails re-future plans. Find the target language equivalent for the English sentences which follow.

Read short blogs by French students and in each case tick the correct box to reflect their plans.

Read script of interview for a job. Translate the sentences into English.

Read job descriptions in French and match them with the correct jobs.

Look at a series of jobs in French and for each one choose an advantage and disadvantage.

PS

43


Unit/Option content


Content




www. bbc .co.uk/schools/gcse bitesize www. teachitlanguages.co.uk www. linguascope .com

44


www.languagesresources. co . uk www. tes .com www.lightbulblanguages.co.uk/resources

45


Unit 4: Writing

43


Unit/Option content


Content


Writing Students should be able to:


Context 1:



communicate in writing for a variety of purposes;

write short texts, using simple sentences and familiar language to convey meaning and exchange information; and

translate sentences from English into French to convey key messages accurately and to apply grammatical knowledge of language and structures in context.

Complete a family tree to revise and review vocabulary about family members, friends and relationships.

Produce a ‘Wanted’ poster about a classmate or celebrity and produce a short physical description.

Produce a masculine/feminine or neutral Venn Diagram to revise core description words.

Complete a cloze based exercise on key verbs about relationships with others.

Produce a written blog about the characteristics of a good friend/family member.

Write a letter to an exchange student telling them about your family, friends and future choices.

Comm – W

SM

44


Unit/Option content


Content



produce clear and coherent extended text to present facts and express ideas and opinions for different purposes and in different settings; and

make accurate use of a variety of vocabulary and grammatical structures.


Use digital apps to practise verbs and vocabulary. Research authentic online materials for translation

into and from the target language.

Create a flow-chart about different apps, social media sites and new technology describing function, aspects and opinions.

Produce a school magazine report on advantages and disadvantages of social media and technology.

Write a social media message to an exchange student describing your favourite app/website or piece of technology.

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Unit/Option content


Content




manipulate the language, using and adapting a variety of structures and vocabulary with accuracy and fluency for new purposes (including using appropriate style and register); and


Write a daily itinerary for an exchange student using time phrases, reflexive verbs and daily routine phrases.

Complete a class survey about class preferences on animals and produce sentences about the responses.

Make a shopping list for a birthday party to revise vocabulary on gifts, clothing and goods.

Complete cloze exercises using appropriate verbs for sports, activities or musical instruments.

Write a description of a film, book or programme describing its genre, some of the characters and your opinions about it.

Produce an article for the school magazine about your weekend, explaining what you did and what you plan to do next time.


Make a wish-list of gifts and presents for a

PS

Comm – W

SM

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Unit/Option content


Content


make independent and creative use of the language to identify key points, express and justify their thoughts and points of view.

celebration or birthday. Cloze activity about Poisson d’avril or Bastille Day

highlighting linking words, core vocabulary or verbs. Write an article for a school magazine about a

festival you attended in France saying where you were and what made it interesting.

Write to a French friend describing an aspect of a Northern Irish celebration, explaining what you did and why you enjoyed it.

Comm – W

Resources Studio GCSE FrenchExpo Vert et RougeMétro Vert et RougeExpo 4CGP GCSE FrenchPearson E-Grammar for GCSEBoardworksGCSE Bitesize

www. tes .com/teaching-resources/hub/languages/ french / www.languageresources.co.uk

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Context 2:




write short texts, using simple sentences and familiar language to convey meaning and exchange information; and

translate sentences from English into French to convey key messages accurately and to apply grammatical knowledge of language and structures in context.

Students produce a labelled plan of a room in their house to consolidate vocabulary on furniture.

Students produce a real estate brochure about their home using descriptive language.

Students write a social media blog complaining about how much housework they have needed to do.

Students prepare simple directions around their local village, town or city.

Students are invited to translate simple sentences about methods of transport, their advantages and disadvantages.

Students produce a poster about their town advertising what there is for children/families/young people.

Students write a persuasive article for a French website about why someone should visit a particular locality in Northern Ireland, focussing on location, attractions and amenities.

Students produce a poster about what people should do to protect their environment and wider local community.

Comm

UICT

PS

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Unit/Option content


Content




produce clear and coherent extended text to present facts and express ideas and opinions for different purposes and in different settings;

make accurate use of a variety of vocabulary and grammatical structures; and


Students translate a list of symptoms for the doctor or pharmacist in French.

Students translate a set of simple public service instructions into French.


Students produce a food wheel explaining which foods provide are healthy or unhealthy.

Students produce an article about their recent and past eating and exercise habits and explain whether they are healthier now or before.

Students explain how they will become fitter in the future.

Students write a short blog entry about the dangers of smoking, alcohol and drugs for young people

Comm – W, R

UM

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Unit/Option content


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manipulate the language, using and adapting a variety of structures and vocabulary with accuracy and fluency for new purposes (including using appropriate style and register).



today. Students imagine they have been working for a

homeless charity and produce a report of what they did, why and if they would like to do it again.

Travel and Tourism

Students produce a flow chart about countries, nationalities and languages.

Students translate a poster about a tourist destination into French.

Students translate some advantages and disadvantages about methods of transport.

Students fill out a booking form for accommodation. Students produce a review about accommodation for

a tourism blog explaining positives and negatives of their stay.

Students produce a travel diary about what they did on a trip to a French speaking country.

Students prepare a piece of writing which communicates information about future or ideal travel plans.

SM

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Content


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Writing

Context 3:




write short texts, using simple sentences and familiar language to convey meaning and exchange information;

translate sentences from English into French to convey key messages accurately and to apply grammatical knowledge of language and structures in context; and

produce clear and

Create a Pictionary to review core vocabulary about classroom objects and facilities.

Complete a copy of the school timetable in French. Produce an article about the characteristics of an

ideal teacher. Produce an article for the school prospectus talking

about the school facilities. Write an email message to a school friend in France

describing your school uniform. Write a blog entry for school friends in France

talking about your favourite subjects. Write a letter to the school council explaining what

you would change in the school.


Students produce a leaflet about what extra-curricular activities are available in their school.

Students produce an article for a an exchange student describing what extra-curricular activities

Comm

UICT

Comm – W

PS

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Unit/Option content


Content



coherent extended text to present facts and express ideas and opinions for different purposes and in different settings.


make accurate use of a variety of vocabulary and grammatical structures;

manipulate the language, using and adapting a variety of structures and vocabulary with accuracy and fluency for new purposes (including using

they took part in recently. Students translate some simple sentences about the

benefits of extra-curricular participation.Part-time jobs and money management

Students make a wish-list of vocabulary about what they wish to buy with their money.

Students write an itinerary of basic responsibilities for someone covering their job.

Students complete a cloze exercise in French regarding the advantages and disadvantages of part-time employment concentrating on core vocabulary, tenses or linking words.

Students write an account of a typical day in their place of work, describing their working hours, duties and their opinions about the job.


Students revise and review the core professions vocabulary, by sorting words into masculine and feminine categories.

Students translate into French a list of simple reasons and justifications about career choices.

Students conduct an interview with a classmate about their future career choices and present their findings in a text written about another.

Comm – W

PS

PS

SM

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Unit/Option content


Content


appropriate style and register); and


Students produce a piece of extended writing about what they want to do, where they want to work and why.

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