GCE French SoW Units 1, 2, 3 and 4 - Edexcel
Edexcel GCE French (9FR01)
Units 1, 2, 3 and 4
French
Edexcel scheme of work for French AS and A2 examinations.
This Scheme of Work represents a possible guide for teachers and is based around the following Edexcel-approved materials :
Edexcel AS French Bell and McLachlan Heinemann 2008 Student’s Book ( referred to below as SB )
Edexcel AS French Sauvain and Talon Heinemann 2008 Teacher’s Guide ( referred to below as TG )
Edexcel A2 French McLachlan Heinemann 2009 Student’s Book
Edexcel A2 French Irving Heinemann 2009 Teacher’s Guide
Edexcel A Level French Grammar Practice Jacob and Schofield Heinemann 2008 ( referred to below as GP )
Edexcel A Level French Assessment Pack Johnson Heinemann 2008
Other authentic resources and multi-media can be incorporated into lessons, where appropriate. It is recognised that material resources will vary greatly from centre to centre, as will extra teaching assistance in the form of native-speaker Assistants etc. Independent learning activities, conducted in the student’s own time, can also be encouraged.
The intention at AS for the oral component is that students should choose their own focus of study from any of the four General Topic Areas, according to their own preferences. This proves difficult if a purely linear approach is adopted, since students have commonly only covered a couple of Topic Areas by the time they are required to make a definitive choice. Student personal choice is thus limited. This Scheme of Work attempts to maximise the choice by having two Topic Areas taught simultaneously, so that by the time options are taken up students will have been exposed to a good amount of all Topic Areas and will have more options from which they can choose. The Scheme of Work begins with a transition period which in itself gives a taste of all four Topic Areas. Only three weeks have been allotted to this transition period since, at the beginning of a course, students are felt to want to get into the course itself. If it is considered desirable, a little more time can be devoted to this and the programme can be pushed forward by the extra amount of time. In the second half of the programme the opportunity should be given to practise for the specific Topic Area selected for the oral test. The Scheme of Work is based on a team-teaching model in which two teachers are involved. If only one teacher is deployed, the model could still be practised by the teacher assuming both roles and, if a linear approach is favoured, the four modules could simply be covered in order. If it is felt undesirable for one teacher to deal with only two Topic Areas throughout the year, the two tutors can swap at the half-way stage. It should not be felt that a linear approach is considered less appropriate and if a centre finds this easier to manage, it is perfectly acceptable.
T = Teacher W = Week
Week |Content coverage/
key questions |Learning outcomes |Exemplar activities |Exemplar resources | |Ti W1 |Introduction to Youth Culture : Personal Details
Youth Culture : Technology |Discussion of priorities/ambitions.
Revision of articles, use of the infinitive.
Learn and use the language of IT
Revision of regular present tense |Discussion of what is important to individuals
Write a paragraph on personal hopes and ambitions.
Pick out key words and synonyms
Comprehension and discussion on the uses of IT
Oral presentation on use of the computer
|SB Pp. 6-7
TG Pp.8-9
GP Pp.4-5, 12-13.
SB Pp. 8-9
TG Pp. 10-11
GP Pp. 8-9
| |T1 W2 |Youth Culture : Fashion
Lifestyle : Sport |Discussion of fashion
Use adjectives
Learn and use sporting vocabulary
Talk about the ability to practise a range of sports
Appreciate different registers
Revision of the present tense of common irregular verbs
|Describe clothes and appearance in speech and writing
Understand and discuss sporting activities
Produce reports in different registers |SB Pp. 10-11
TG Pp. 11-13
GP Pp. 6-7
SB Pp. 12-13
TG Pp.13-16
GP Pp. 10-11 | |Ti W3 |Lifestyle : Health Issues
End of transition period |Develop awareness of health issues which affect the young
Revision of dependent infinitives
Revision of the use of the partitive article
|Understand and discuss health advice
Write a short essay on health issues |SB Pp.14-15
TG Pp. 16-18
GP Pp.100-101 ( selected ) | |Ti W4 |Youth Culture : the future |Deal with concepts in the future
Express attitudes
Use the future tense, including common irregular verbs
Develop the skill of paraphrasing
Give views and justify them
|Understand and discuss a variety of attitudes to future developments
Prepare notes for a debate on the future
Take part in a debate on the future |SB Pp. 32-33
TG Pp. 30-32
GP Pp. 40-41, 54-55 | |T1 W5 |Youth Culture : Relationships |Learn and use the vocabulary of relationships
Challenge and defend points of view
Understand and use a range of different forms of negation |Comprehend and discuss a range of opposed attitudes to relationships
Explain and justify attitudes to relationships in speech and writing
|SB Pp. 34-35
TG Pp. 32-34
GP Pp. 34-36 | |T1 W6 |Youth Culture : peer pressure |Talk about peer pressure, particularly in relation to fashion, relationships and alcohol
Use effectively direct object pronouns with correct word order |Understand and discuss passages on pressure to follow fashion
Write an essay explaining different types of peer pressure experienced by young people
|SB Pp. 36-37
TG Pp. 34-35
GP P.38 | |T1 W7 |Youth Culture : family relationships |Extend knowledge of vocabulary of relationships
Talk about family relationships
Use one’s own words in explanations
Use indirect object pronouns |Understand passages concerned with family relationships
In written responses adapt a text using one’s own words
Prepare and conduct interviews with third parties about family relationships
|SB Pp. 38-39
TG Pp. 35-37
GP Pp. 38-39 | |T1W8 |Youth Culture : Drugs |Learn and use the vocabulary of addiction
Produce an imaginary story
Use the imperfect tense |Understand and discuss passages concerning addiction
Exercises to manipulate the Imperfect tense
Identify key details in texts
Write a story of addiction
|SB Pp. 40-41
TG Pp. 37-39
GP Pp. 42-43 ( selected ) | |T1W9 |Lifestyle, Health and fitness : sport and exercise |Learn and use further vocabulary of sport
Match sports to personality
Consolidate formation of the conditional tense
Consider the use of idioms
|Apply a ‘ jeu-test ‘ on sport
Discuss the results of the ‘ jeu-test ‘ in speech and in writing
Practise formation of the conditional tense |SB Pp. 60-61
TG Pp. 51-52
GP Pp. 62-63 ( in conjunction with T2 W8 ) | |T1W10 |Lifestyle : sport and exercise |Use range of adjectives
Learn about extreme sports
Use correct preposition before infinitives
Appreciate two sides of an argument in a debate |Understand passages concerning extreme sports
Discuss and give reactions to extreme sports
Take part in a debate on the banning of extreme sports
|SB Pp. 62-63
TG Pp. 52-54
GP Pp. 12-13 | |T1 W11 |Lifestyle : leisure activities |Learn and use vocabulary associated with leisure activities
Use pronouns y and en effectively
Extend ability to paraphrase and use synonyms |Understand and discuss passages on leisure activities
Exercises to use y and en
Practise answering questions using own words
Write an essay on leisure activities
|SB Pp. 64-65
TG Pp. 54-56
GP Pp. 58-59 | |T1W12 |Lifestyle : exercise |Learn about and appreciate changing lifestyles
Use the Imperfect tense further
Illustrate opinions by giving examples |Understand passages on lifestyle
Interview a third party about amount of physical activity practised
Write a comparison of activity levels now and in the past using the present and imperfect tenses
Agree or disagree with statements on activity levels, justifying opinions with examples |SB Pp. 66-67
TG Pp. 56-57
GP Pp. 42-43 ( exercises not used in week 8 ) | |T1W13 |Lifestyle |Revise coverage of topic so far |Appropriate sections of Epreuve orale and Epreuve écrite |SB Pp.80-82 | |T1 W14 |Youth Culture : télé-réalité |Assess reality TV
Anticipate and counter opposing views
Use emphatic pronouns |Understand and discuss opposing views on reality TV
Prepare arguments on both sides of the issue
Write an article giving pros and cons of reality shows |SB Pp.42-43
TG Pp. 39-41
GP Pp. 44-45 | |T1 W15 |Youth Culture : Technology-Internet |Extend and use the vocabulary of technology
Consider the use of the Internet by young people
Use comparisons and superlatives
Use demonstrative adjectives
Practise the use of percentages and fractions |Understand and discuss passages on Internet use
Exercises to practise comparisons and superlatives
Conduct an interview on Internet use
Write a summary of the findings of the interview
Write a reaction to a short article on the dangers of the Internet
|SB Pp. 44-45
TG Pp. 41-42
GP Pp. 49-51, 26-27 | |T1W16 |Youth Culture : Technology-Mobile phones and video games |Extend and use the vocabulary of technology
Assess the use of mobile phones and video games
Use adverbs and demonstrative pronouns |Understand a range of opinions on mobile phones
Attribute ideas to a selection of people and discuss if the ideas are sound, illustrating arguments
Note the formation of adverbs, use adverbs
Reconstitute an article on violence in video games
Write a summary of the article in English
|SB Pp. 46-47
TG Pp. 42-45
GP Pp. 46-48, 26-27 | |T1W17 |Youth Culture : Music |Learn and use the vocabulary associated with music
Discuss musicians and styles of music
Use a combination of the perfect and imperfect tenses |Give opinions on different types of music
Understand passages on French musicians
Research a French musician or musicians, give a presentation on the findings of the research
Write an article on digital music, giving preferences and justifying opinions
Exercises to practise the use of past tenses in combination
|SB Pp. 48-49
TG Pp. 45-47
GP Pp. 52-53 | |T1 W18 |Whole topic of Youth Culture |Revision of topic |Complete Epreuve orale and Epreuve écrite on Youth Culture
|SB Pp. 54-57 | |T1 W19 |Return to Lifestyle, Health and Fitness : food and diet |Extend and use the vocabulary of food and drink
Assess eating habits
Form si clauses and use them to make hypotheses
Propose solutions to problems |Comprehension passages on diet and obesity
Discuss in speech and writing good eating habits
Explain in writing aspects of obesity
Give an oral presentation on how to solve problems of obesity
|SB Pp. 68-69
TG Pp. 58-59 | |T1 W20 |Lifestyle : health issues-diet |Explore question of dieting and weight loss
Use the present participle |Comprehension passages on weight loss
Manipulation exercises on the present participle
Prepare opinions on the influence of celebrities and take part in a discussion of the issue
Write a paragraph of reaction to the influence of celebrities
|SB Pp. 70-71
TG Pp. 59-61
GP Pp. 56-57 | |T1W21 |Lifestyle : health issues-smoking |Consider dangers of smoking and attempts to combat them
Learn and use the imperative
Convey an important message effectively |Discuss passive smoking
Comprehension passages on smoking and advice on how to combat it
Exercises in forming the imperative
Contribute to a spoken anti-smoking campaign
Write an e-mail containing advice on stopping smoking
|SB Pp. 72-73
TG Pp. 61-63
GP Pp. 60-61 | |T1W22 |Lifestyle : further health issues |Extend vocabulary connected to various health issues
Consider prevention campaigns on health issues
Learn and use the passive mood ( for productive purposes use present tense )
Formal letter writing |Comprehension activities on health issues
Give a spoken presentation on ideas to avoid skin cancer
Manipulation exercises on the passive
Write a formal letter giving reaction to health campaigns aimed at the young |SB Pp. 74-75
TG Pp. 63-65
GP Pp. 64-65 | |T1W23 |Lifestyle : whole topic |Revision of topic |Complete Epreuve orale and Epreuve écrite on Lifestyle, Health and Fitness |SB Pp.80-83 | |All available time left |Preparation for examination |Perfect examination technique |Revision exercises
Working through specimen assessment material and past papers
Run through of oral test
The examinations themselves |Appropriate parts of the Assessment pack
Past papers of present specification and suitably adapted past papers from legacy specification
Sample assessment materials booklet | | | | | | | |T2W1 |Introduction to Education and Employment : The school system
Education and Employment : introduction to jobs |Learn and use education vocabulary, Understand in outline the French school system
Recognise and use question forms, Learn the vocabulary of the world of work, Understand career choices, Use the perfect tense of regular and common irregular verbs with avoir as the auxiliary verb |Understand and form questions in speech and writing
Respond to questions about a familiar school system
Understand and discuss passages on various careers
Practise using the perfect tense in speech and in writing
Practise note-taking |SB Pp.16-17
TG Pp. 18-20
GP Pp. 16-17
SB Pp. 18-19
TG Pp. 20-22
GP Pp. 20-22 | |T2W2 |Introduction to The World around us : travel
The World around us : holidays |Describe a journey
Use the perfect tense with verbs which take être as the auxiliary verb
Discuss holidays
Revise reflexive verbs
Use the immediate future tense |Conduct an interview with travellers
Produce a piece of creative writing about a journey
Interpret and explain statistics on holidays
Summarise a text concerning a journey
Give a presentation on holiday plans
|SB Pp. 20-21
TG Pp. 22-24
GP Pp. 23-25
SB Pp. 22-23
TG Pp. 24-27
GP Pp.28-28, 30-31 | |T2Ws |The World around us : pollution
End of transition period |Learn and use the vocabulary of pollution
Gain familiarity with the type of questions used in Part A of the oral test
Understand and use relative pronouns |Discuss ahort text and give opinions on it
Respond to prescribed questions on the text |SB Pp. 24-25
TG Pp. 27-28
GP Pp. 32-33 | |T2W4 |Education and Employment : schooling |Extend vocabulary of school life
Gain further insight into the French education system and examination options
Revise the present tense
Handle numbers effectively
|Vocabulary exercises to use specialised education lexis
Understand texts concerning school organisation and qualifications
Explain the school system in speech and in writing |SB Pp. 86-87
TG Pp. 70-72
GP Pp. 8-11 and selected revision exercises | |T2W5 |Education and Employment : student issues |Consider concerns of sixth-formers
Learn to form the present subjunctive
Apply the present subjunctive with expressions of necessity
Expand knowledge of ways of expressing opinions
|Understand passages dealing with student complaints
Manipulation exercises with the subjunctive
Exercises to use the present subjunctive
Discuss educational problems
Produce a poster calling for school reforms |SB Pp. 88-89
TG Pp. 72-74
GP Pp. 70-71 ( selected exercises ) | |T2W6 |Education and Employment : school routine |Discuss school routine
Justify opinions on aspects of education
Learn further uses of the subjunctive
Express doubts, possibilities and wishes |Comprehension of texts on boarding at school
Identify uses of the subjunctive
Write an essay on personal attitude to the French school system with justification of points of view
|SB Pp. 90-91
TG Pp. 74-77
GP Pp. 70-71 ( selected exercises ) | |T2W7and8 |Education and Employment : schooling |Gain insight into the history of education and the concept of laïcité
Envisage the future of education
Consider public and private education
Revise use of the conditional tense
Express hypotheses
Gain further insight into requirements of Part A of the oral test
|Understand and discuss passages on features of education
Manipulate conditional clauses
Discuss school improvements by use of si clauses
Write reactions to features of education, expressing and justifying views |SB Pp. 92-93
TG Pp. 77-78
GP Pp.62-63
SB Pp. 106-107 ( selected sections ) | |T2W9 |The World around us : the French-speaking world |Learn about francophone areas
Gain facility with numbers
Deal with indirect speech
Do research in French-language material |Understand and discuss passages on Francophone areas
Research a Francophone country
Give an oral presentation on findings of research
Choose correct tenses in passages of indirect speech |SB Pp. 112-113
TG Pp. 90-92
GP Pp. 72-73 | |T2W10 |The World around us : travel/holidays |Learn and use vocabulary of holiday-making
Understand reasons for going on different types of holiday
Use conjunctions to produce more complex sentences |Comprehension of passages on holidays
Link two short sentences to produce one more complex sentence
Write an essay on holiday preferences, explaining choices by use of examples |SB Pp. 114-115
TG Pp. Pp.92-94 | |T2W11 |The World around us : travel |Relate a journey
Recognise the past historic tense
See past historic in use with a combination of other tenses
Write a blog |Understand passages on travel written in the past historic
Produce or continue a blog on a journey using either the perfect or the past historic tenses |SB Pp. 116-117
TG Pp. 94-95
GP Pp. 76-77 | |T2W12 |The World around us : transport |Learn and use the vocabulary of transport
Consider the advantages and disadvantages of various forms of transport
Use indefinite pronouns |Understand passages on transport
Take part in an interview on modes of transport
In writing lay out advantages and disadvantages of various means of undertaking a journey
Choose between options and justify choice |SB Pp. 118-119
TG Pp. 95-98 | |T2 W13 |The World around us : pollution
Students should now be able to make an informed choice of which General Topic Area they wish to use for the oral test |Learn and use language of pollution
Gain insight in how to reduce CO2 emissions
Use more examples of à and de followed by infinitive
Adopt and defend a point of view |Understand and discuss ways of reducing traffic pollution
Adopt a point of view on pollution related issues, defend and justify point of view |SB Pp. 120-121
TG Pp. 98-99
GP Pp. 12-13 | |T2W14 |Return to Education and Employment : higher education |Learn about higher education in France
Assess advantages and disadvantages of a situation
Use temporal prepositions, including depuis and resultant construction |Attribute opinions to various people
Understand and discuss possibilities in higher education
Apply temporal constructions in a short translation |SB Pp. 94-95
TG Pp. 78-81 | |T2W15 |Education and Employment : the world of work |Learn and use the vocabulary of employment
Deal with a wide range of career choices
Use a number of tenses and moods together
Make suggestions |Use a ‘ jeu-test ‘ to understand career possibilities
Apply ‘ jeu-test ‘ to third party, suggest suitable careers
Match ideas on future careers to a range of people
Write a letter on job preferences and aspirations using a combination of tenses and moods |SB Pp. 96-97
TG Pp. 81-82 | |T2W16 |Education and Employment : the world of work |Extend employment vocabulary
Gain insight into new ways of working
Learn and use the pluperfect tense
Debate working practices |Understand passages about working practices
Exercises to manipulate the pluperfect tense
Discuss advantages and disadvantages of working practices
Prepare opinions on a range of issues concerning working practices
|SB Pp. 98-99
TG Pp. 82-84
GP Pp. 66-67 | |T2 W17 |Education and Employment : the world of work |Appreciate problems concerned with the world of work
Learn and use the perfect infinitive |Examine a range of passages to identify work-related problems
Research meaning of acronyms used in the world of work
In writing explore hopes and fears associated with future professional life
|SB Pp. 100-101
TG Pp. 84-85
GP Pp. 68-69 | |T2W18 |Whole topic of Education and Employment |Revision of topic |Complete Epreuve orale and Epreuve écrite on Education and Employment
|SB Pp. 106-109 | |T2W19 |Return to The World around us : climate change/global warming |Learn and use climate vocabulary
Understand causes of global warming
Recognise the future perfect tense
Gain facility with high numbers
|Comprehension of passages on climate change
Interpret and discuss graphics containing statistics
Write an article to make people aware of global warming |SB Pp. 122-123
TG Pp. 99-101 | |T2W20 |The world around us : natural disasters |Learn and use vocabulary associated with natural disasters
Use a combination of present, future and past tenses
Produce a brochure
|Comprehension passages on natural disasters
Note-taking from spoken passage on natural disaster
Prepare a spoken radio report from notes on a given disaster
Write a brochure informing people about the consequences of global warming and the need to lessen its impact
|SB Pp. 124-125
TG Pp. 101-102
GP P.114 Ex.3, P. 115 Ex.4 | |T2W21 |The World around us : pollution and recycling |Extend vocabulary on the environment
Consider ways of protecting the environment
Recognise the perfect conditional tense
Convince and persuade |Comprehension passages on the environment
Discuss possible ways of contributing to the protection of the environment
Prepare a presentation to persuade people that protection of the environment is possible on a personal and collective level
|SB Pp. 126-127
TG Pp. 102-104 | |T2W22 |The World around us : environmental issues |Consider ways of saving the planet
Learn and use impersonal verbs
Use faire plus infinitive |Comprehension passages on the environment
Exercises to use impersonal verbs
Discuss and give reactions to opinions on the environment
Write an article about pressing environmental issues
|SB Pp. 128-129
TG Pp. 104-106
GP Pp. 74-75 | |T2 W23 |The whole topic of The World around us |Revision of topic |Complete Epreuve orale and Epreuve écrite on The World around us
|SB Pp. 134-137 | |All available time left
|As for T1 |As for T1 |As for T1 |As for T1 | |
French
Edexcel scheme of work for GCE French A2 ( year 13 )
The following Scheme of Work for A2 represents a possible guide for teachers and is based around the Heinemann text book ‘ Edexcel A2 French ‘.
The Scheme of Work is based on the notion that the course will be delivered by two teachers working in tandem. It follows the same pattern as the AS Scheme of Work with each teacher delivering a separate module simultaneously. This format is founded on the idea that it is better for one teacher to take responsibility for one whole module. However, if it is felt desirable to teach the modules in a linear fashion, the two tutors can share the work by taking the material of alternate weeks. If only one teacher is available, he or she can teach the whole programme. In this case it would be better to take the modules one by one in a linear fashion. Once a choice has been made on the issue to be debated in the A2 oral and on the subject to be studied for the Research Based Essay for Unit 4, time will have to be given over to the research and study of these topics. Sections of the Grammar Practice Book can be revisited to revise grammar covered in the AS year, as is felt appropriate. These considerations may well interfere with the precise chronology of the Scheme of Work. The timing of the completion of the various exam practice sessions can also be altered, depending on when it is felt that students can take maximum benefit from them.
T= teacher. W= week.
Week |Content coverage/
key questions |Learning outcomes |Exemplar activities |Exemplar resources | |T1W1 |History |Gain insight into major periods and events of the Twentieth Century in relation to France
Explore links between history and culture
Literary appreciation of a poem
Revise present tense |Comprehension passages on historical events
Discuss personal interests, justifying opinions
Discuss a poem and wider cultural issues
Prepare a short presentation on a Twentieth Century figure or event
Write several sentences on the most significant features of the Twentieth Century
|SB Pp. 8-9
TG Pp. 7-11 | |T1W2 |History |Explore themes of freedom and justice through the events of May 1968
Transfer of meaning into French
Explore different types of music
Research the causes of an historical event
Further revision of present tense |Research written documents on May ‘68
Give a presentation on May ’68 following prescribed areas of focus
Comprehension passages on philosophy and music
Translate short sentences into French
Write a short article on a Twentieth Century event, explaining its causes and impacts
|SB Pp. 10-11
TG Pp. 11-12 | |T1W3 |Literature and the Arts : Cinema |Learn and use cinema vocabulary
Discuss cinema in general
Analyse a particular film
Fuller transfer of meaning into French
Learn and use demonstrative pronouns |Understand and discuss passages on cinema/films
Use a quiz to determine film preferences, discuss findings
Translate a passage into French
Exercises on demonstrative pronouns
Write about a recently seen film, covering prescribed features |SB Pp. 12-13
TG Pp. 13-14
GP Pp. 84-85 | |T1W4 |Literature and the Arts : Cinema |Extend knowledge of cinema vocabulary, including technical terms
Discuss cinema techniques
Analyse the work of a director
Use possessive pronouns
Write a discursive essay |Comprehension passages on film directors and techniques used
Exercises on possessive pronouns
Give a presentation about a favourite film director
Write a discursive essay on the nature of cinema |SB Pp. 14-15
TG Pp. 16-18
GP Pp.82-83 | |T1W5 |Literature and the Arts : Literature and Reading |Learn and use vocabulary of reading and literary appreciation
Discuss reading habits
Consider and analyse features of literary extracts
Differentiate use of past tenses
Produce creative/descriptive writing |Use a survey to understand and discuss reading habits
Answer survey questions personally
Comprehension passages on literary extracts
Exercises to use perfect and imperfect tenses
Discuss traits of a character in fiction
Create a description of a character in writing |SB Pp. 16-17
TG Pp. 18-21 | |T1W6 |Examination Requirements |Gain insight into the examination requirements of the A2 oral examination |Introductory exercises on the A2 oral examination in Epreuve Orale Module 1 |SB Pp. 30-31
TG Pp. 30-32 | |T1W7 |Literature and the Arts : Theatre |Learn and use vocabulary of the theatre
Discuss theatre in general
Discuss plot of a particular play
Use complex relative pronouns ( lequel etc )
Explanatory writing |Comprehension passages on theatre in general and in particular
Exercises with lequel etc
Discuss a scene from a play
In writing account for the relative popularity of cinema and theatre |SB Pp. 18-19
TG Pp. 21-24 | |T1W8 |Literature and the Arts : art and artists |Learn and use vocabulary of fine art
Discuss artists and their work
Discuss a particular work of art in detail
Extend familiarity with discursive writing
Use interrogative pronouns |Do quiz to expand knowledge of art
Comprehension passages on appreciation of art
In speech answer specific questions about a designated piece of art
Write a discursive piece about the state subsidy of the Arts |SB Pp. 20-21
TG Pp. 24-25
GP Pp. 88-89 | |T1W9 |Towns/ Regions |Learn and use vocabulary of urbanism
Research a French town
Revise future tense ( particularly conjunctions and the logical future )
Translation of short passage into French |Comprehension passages on town/regional features
Practise formation and use of future tense
Translate into French a short passage about a town
Research a French town and give a presentation on the findings
|SB Pp. 22-23
TG Pp. 25-28 | |T1W10 |Literature and the Arts : architecture |Learn and use vocabulary of architecture
Talk about buildings and their uses
Talk about architects and their work |React in speech to a range of buildings
Comprehension passages on buildings and architecture
Discuss architects and their work
Write a discursive essay on the problems of large cities
Research a French architect, present the findings
|SB Pp.24-25
TG Pp.28-30 | |T1 W11 |Examination Requirements |Gain insight into the A2 written paper with particular reference to the Research Based Essay |Introductory exercises on the written paper in Epreuve Ecrite for Module 1
Students begin to think about choice of subjects for the A2 oral and for the
Research Based Essay
|SB Pp.30-31
TG Pp.32-33 | |T1W12 |International Affairs : world poverty |Learn and use vocabulary relating to poverty and other problems of the developing world
Consider world poverty
Revise impersonal verbs
Analyse and evaluate |Comprehension passages on poverty
Make notes on a text according to prescribed headings
Classify opinions by importance
Write an article on world poverty, divided into paragraphs dealing with prescribed sub-topics
Exercises on impersonal verbs |SB Pp. 64-65
TG Pp. 56-58
GP P.106 Ex1 | |T1W13 |International Affairs : the spread of AIDS and prevention campaigns |Learn and use vocabulary connected with AIDS and illness in general
Consider AIDS and its consequences
Practise using indirect speech
Produce a brochure |Prepare oral responses to questions on AIDS
Comprehension passages concerning AIDS
Write a brochure giving facts and advice on AIDS
Participate in a debate on measures to combat AIDS
Exercises to change sentences and longer passages from direct to indirect speech
|SB Pp. 66-67
TG Pp. 58-60
GP P.105 Ex4b | |T1W14 |International Events : the Second World War |Learn and use vocabulary of war and conflict
Become familiar with facts and opinions on a world conflict
Use effectively the verb devoir
Write a newspaper article
Make notes from researched material |Make a spoken summary of key dates and their significance
Comprehension passages to gain insight into the Second World War
Research key information on France during the Second World War, use findings to write a newspaper article
Write a discursive essay on conflict as a means of settling issues between nations
Practise using devoir in a range of tenses
|SB Pp. 68-69
TG Pp. 60-62 | |T1W15 |International Events : war-time resistance |Gain awareness of resistance activities in war-time France
Understand idiomatic expressions with avoir
Write a creative story |Comprehension passages on the Resistance
Participate in a discussion on the Resistance
Write from the point of view of a Resistance member, explaining motives
|SB Pp. 70-71
TG Pp. 62-64 | | | | |
| | |T1W16 |International Events : genocide |Gain awareness of Rwandan genocide
Learn and use the conditional perfect tense
Translate into French
Analyse a picture/image
Prepare and defend a viewpoint |Aural comprehension passages on the Rwandan genocide
Exercises to recognise and use the perfect conditional tense
Translate a passage into French featuring the perfect conditional tense
Express reactions to genocide in writing
Explain in speech what is seen in a picture
Prepare arguments for and against the deployment of peace-keepers, defend the stance taken
|SB Pp. 72-73
TG Pp. 64-66
GP Pp. 94-95 | |T1W17 |Examination requirements |Apply requirements of the A2 oral examination |Complete Epreuve Orale for Module 3
|SB Pp. 84-85
TG Pp. 72-74 | |T1W18 |International Issues : immigration |Learn and use vocabulary relating to immigration
Learn and use the passive mood in a range of tenses
Ask for explanation |Comprehension passages on immigration
Exercises to recognise, form and apply the passive mood
Participate in a debate on immigration
Ask for elucidation of certain points in the debate
|SB Pp. 74-75
TG Pp. 66-68
GP Pp. 96-97 | |T1W19 |International Issues : the use of drugs in sport |Extend and use the vocabulary of drugs with particular reference to sport
Appreciate the significance of the position of adjectives
Refute arguments |Comprehension passages on drugs in sport
Make a summary of arguments used in a written text on drug-taking
Take notes from a spoken passage on drug-taking
Sum up arguments from a debate on drug-taking
Refute some of the arguments
|SB Pp. 76-77
TG Pp. 68-70 | |T1W20 |International Issues : the future of technology |Learn and use vocabulary of technological advances
Predict and assess future developments
Use indefinite pronouns
Evaluate possibility
Express pros and cons of possible future developments |Comprehension passages on technological advances
In speech give reaction to hypotheses about the future
Translate short sentences on the future into French
Prepare attitudes to identity cards, participate in a debate on identity cards
Prepare imaginary future radio news broadcast
Write a discursive essay on the advantages and disadvantages of technological advance
|SB Pp. 78-79
TG Pp. 70-72 | |T1W21 |Examination requirements |Gain further awareness of the requirements of the A2 written paper |Complete Epreuve Ecrite for Module 3 |SB Pp. 86-87
TG P.74 | |T1 Remaining time |Examination preparation |Perfect examination technique
Revision |Complete past papers, specimen assessment materials, revision sections of text book and Grammar Practice book, as appropriate. Complete relevant sections of Assessment Pack.
Undertake the oral and written examinations
| | |T2W1 |Aspects of Society : money/poverty |Consider attitudes to money
Present a point of view
Revise negatives |Comprehension passages on attitudes towards money
Identify ways of expressing a point of view
Use expressions to present personal views on money
Exercises to practise negatives
Write a reaction to a statement linking money to happiness
|SB Pp. 36-37
TG Pp. 35-37
GP P.80 Ex1 | |T2W2 |Aspects of Society : social exclusion |Learn and use vocabulary relating to social exclusion
Discuss problems of social exclusion
Revise adjectival and verbal agreement
Translate into French |Understand and discuss passages on social problems
Translate short sentences into French
Write a discursive piece giving reactions to a comment on social provision
|SB Pp. 38-39
TG Pp. 37-39 | |T2W3 |Aspects of Society : crime/juvenile delinquency |Learn and use vocabulary relating to crime
Handle figures and percentages
Discuss crime
Revise use of the infinitive
Develop arguments |Supply and discuss orally statistics on crime
Comprehension exercises on juvenile crime
Translate short sentences on crime into French
Translate a paragraph on crime into English
In speech develop arguments on given attitudes
|SB Pp. 40-41
TG Pp. 39-41 | |T2W4 |Aspects of Society : social unrest |Learn and use vocabulary related to social unrest
Understand and discuss social unrest, its causes and effects
Gain full understanding of the agreement of the past participle
Express agreement and disagreement
Produce creative writing
Use figures |Comprehension passages dealing with social unrest
Read opinions and react orally to them, expressing and explaining agreement or disagreement with them
Exercises to practise past participle agreement
Write a creative piece reacting to a picture of an urban riot
|SB Pp. 42-43
TG Pp. 41-42 | |T2W5 |Aspects of Society : multiculturalism/discrimination |Learn and use vocabulary connected to discrimination
Define words or expressions
Note-taking from aural material
Use inversion
Understand and give definitions |Link words and expressions to heard definitions
Formulate definitions for prescribed words/expressions
Listen to passages, take notes in English and French
Exercises to practise inversion
Write an explanation of an anti-discrimination poster |SB Pp. 44-45
TG Pp. 42-45
GP Pp. 92-93 | |T2W6 |Aspects of Society : racism |Deal with racism in society
Productive use of the future perfect tense
Write an article |Comprehension passages to highlight attitudes to racism
In speech summarise the point of view of a third person, express agreement or disagreement with the views expressed
Manipulate the future perfect tense
Translate a short passage into French requiring some usage of the future perfect tense
Write an article for a magazine giving suggestions for combating racism |SB Pp. 46-47
TG Pp. 45-46
GP Pp. 90-91 | |T2W7 |Aspects of Society : immigration |Learn and use vocabulary relating to immigration
Explore question of immigration and integration
Translate into and out of French
Express disagreement
Produce creative writing |Comprehension passages on theme of immigration
Translate short passages/sentences on the subject of immigration into French and English
Study a series of opinions, express agreement or disagreement orally, justifying responses
Write a creative piece, reacting to a picture, continuing an account or responding to an invitation to work and travel
|SB Pp. 48-49
TG Pp. 46-48 | |T2W8 |Aspects of Society : drugs |Extend vocabulary relating to drugs
Consider the question of drug-taking and drug-trafficking
Appreciate register
Discuss pros and cons of an issue
Revise the pluperfect tense |Comprehension of passages on drugs use
Consider arguments on the issue of legalising drugs, express agreement or disagreement with the arguments
Express in writing attitude to legalisation of cannabis
|SB Pp. 50-51
TG Pp. 48-51
GP P. 105 | |T2W9 |Aspects of Society : imprisonment and other punishment |Learn and use the vocabulary of crime and punishment
Consider a range of punishments
Express degrees of agreement
Revise the conditional tense |Discuss suitable punishments to fit a range of crimes
Comprehension passages on punishments
Consider a series of opinions, express degree of agreement with the opinions
Exercises to manipulate the conditional tense
Translate a short passage into French
Express reactions to a new type of prison, take part in a debate on the merits of the prison
|SB Pp. 52-53
TG Pp. 51-52 | |T2W10 |Examination requirements |Gain further insight into requirements of the A2 oral examination |Complete Epreuve Orale for Module 2
Students should soon be in a position to make a choice of issue for the A2 oral test
|SB Pp. 58-59
TG Pp.52-53 | |T2W11 |Examination requirements |Gain further insight into the requirements of the A2 writing paper |Complete Epreuve Ecrite for Module 2
|SB Pp. 60-61
TG Pp. 53-54 | |T2W12 |Customs, traditions, beliefs and religions : cloning |Learn and use vocabulary of ethical issues
Gain awareness of cloning
Revise and broaden the use of the subjunctive
Pronounce oneself for or against a range of ethical issues |Discuss recent scientific advances
Understand and discuss passages on cloning
Express a stance on a range of moral issues
Exercises to practise the subjunctive
Write a discursive essay on stem cell research
|SB Pp. 90-91
TG Pp. 76-78
GP Pp. 106-107 ( selected exercises ) | |T2W13 |Customs etc : genetic modification |Broaden vocabulary connected with specific ethical issues
Consider genetic modification
Use subjunctive after conjunctions and superlatives
Practise giving a range of opinions and weighing up pros and cons of issues |Comprehension passages on OGM
Translate short sentences into English
Participate in a debate on OGM taking different viewpoints
Write a discursive essay on OGM |SB Pp. 92-93
TG Pp. 78-79 | |T2Ws14 and 15 |Customs etc : euthanasia |Learn and use vocabulary associated with different types of euthanasia
Consider the ethical question of euthanasia
Learn and use the perfect subjunctive
Recognise the imperfect subjunctive |Define types of euthanasia
Comprehension passages on moral dilemma of euthanasia
Make notes in English from a debate on euthanasia
Translate short sentences into French
Prepare arguments for a debate on euthanasia
Note arguments used in opposition to views expressed
Write a newspaper article summarising various viewpoints on euthanasia
|SB Pp94-95
TG Pp. 80-82
GP Pp. 98-99, P.112 ( selected exercises ) | |T2W16 |Customs etc : religion |Learn and use vocabulary of religion and spirituality
Revise verbs followed by infinitives
Use statistics |Discuss personal beliefs by responding to prescribed questions
Comprehension passages on religion and allied subjects
Talk about statistics shown in graphics of findings of surveys
Note from speech various beliefs expressed
Write an essay explaining activities of religious sects |SB Pp.96-97
TG Pp. 82-84
GP P.113 Ex. 3 | |T2W17 |Examination requirements |Consolidate knowledge of requirements of the A2 oral examination |Complete Epreuve Orale for Module 4 |SB Pp. 110-111
TG Pp. 93-96 | |T2W18 |Traditions : festivals |Learn and use vocabulary associated with festivals
Consider festivals and traditions
Revise the perfect infinitive
Explain point of view
Tell a story, incorporating personal experience |Discuss attitudes to celebrations
Comprehension passages on festivals
Explain attitudes to prescribed traditions/habits
Write a reaction to a picture, drawing on personal experience
|SB Pp. 98-99
TG Pp. 84-86
GP P. 107 Exs. 1 and 2 | |T2W19 |Customs etc : women’s rights |Examine status and role of women in society
Learn how to avoid the subjunctive in certain circumstances
Defend a point of view |Discuss important stages in the changing status of women in society
Comprehension passages on women’s issues
Note in English the standpoint of two opposed participants in a debate on the wearing of the veil in school
Debate the wearing of the veil in school, defend one’s point of view
Assess in speech arguments for and against abortion
|SB Pp. 100-101
TG Pp. 86-88 | |T2W20 |International Issues : aid work |Examine the nature of aid work
Revise constructions involving si clauses
Write a creative blog |Discuss aid work using results of a quiz
Comprehension passages on charitable work and organisations
Translate a passage into French
Write a blog imagining you are part of an aid mission
|SB Pp. 102 -103
TG Pp. 89-90
GP P.104 Ex.3 | |T2W21 |International Issues : globalisation |Learn and use vocabulary of international trade
Gain insight into a range of trading possibilities
Revise complex si clause constructions |Comprehension passages on world trade
Discuss orally the advantages and disadvantages of trading methods
Translate sentences involving ‘if’ clauses into French
Explain in speech agreement or disagreement with propositions
Write an essay on possible world improvements
|SB Pp. 104-105
TG Pp. 90-93
GP P.111 Exs.4,5 | |T2W22 |Examination requirements |Consolidate knowledge of the requirements of the A2 written paper |Complete Epreuve Ecrite for Module 4 |SB Pp. 112-113
TG Pp. 96-97 | |T2 Remaining time |Examination requirements |Examination preparation |Complete past papers, specimen assessment materials, revision sections of text book and Grammar Practice book, as appropriate. Complete relevant sections of Assessment Pack. Undertake oral and written examinations
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