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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Exemplar activities

Week by week content coverage

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