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GCEScheme of WorkFrenchThis is an exemplar scheme of work whichsupports the teaching and learning of theGCE French specificationGCE FrenchContentsPageUnit AS 1: Speaking5Unit AS 2: Listening, Reading and Use of Language9Unit AS 3: Extended Writing13Unit A2 1: Speaking16Unit A2 2: Listening and Reading19Unit A2 3: Extending Writing22Appendices Appendix 1: Sample Content for Presentation Unit AS 126Appendix 2: Suggested Resources for Units AS 1 and AS 228Appendix 3: Suggested Lines of Development and Resources for Unit AS 331Appendix 4: Suggested Lines of Development for Introduction and Discussion for Unit A2 140Appendix 5: Suggested Resources for Units A2 1 and A2 246Appendix 6: Suggested Lines of Development and Resources for Unit A2 348IntroductionCCEA has developed new GCE specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.We hope you find this support useful in your teaching. Best wishes333565558420001568451206500Seán McNally Eileen LiskSubject OfficerSubject OfficerModern Languages Modern LanguagesE-mailsmcnally@.uk E-mailelisk@.ukTelephone028 9026 1200 (2325)Telephone028 9026 1200 (2255)CCEA Exemplar Scheme of Work:GCE FrenchUnit AS 1:SpeakingUnit AS 1: SpeakingThis unit has two elements:a prepared presentation based on an AS level theme and related to an aspect of a French-speaking country or community; anda general conversation relating to the AS level themes.AssessmentQ1: Presentation3 minutesAO4: 30 marksQ2: Conversation8 minutesAO1: 25 marksAO3: 20 marksTotal time:11 minutesTotal marks:75AS:30%A Level:12%The Speaking test will be carried out by an external examiner and recorded for the purposes of monitoring and scrutiny.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesSpeakingStudents deliver a presentation based on an AS theme related to an aspect of life and culture in a French-speaking country or community, followed by a general conversationStudents should be able to:express information, facts and ideas and justify opinions in French;understand and apply accurately the grammatical system and a range of structures;adapt spoken and written language appropriately for different situations and purposes; andspeak knowledgeably about the topic that they have researched for their presentation.The following activities may be used to help students improve their oral and presentation skills:role-plays;group discussions;whole class discussions;PowerPoint presentations;mock interviews;reading aloud/shadow reading;debates;balloon debates;walking debates;people bingo;‘Just a minute’;‘Think, pair and share’ around visual stimulus;‘Who, what, where, when, why?’;prediction using visual stimulus;snowballing;audio-visual activities;See Appendix 1 for Sample Content for PresentationSee Appendix 2 for Suggested Resources for Units AS 1 and AS 2Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesSpeaking (cont.)quizzes;hot-seat activities;video conferencing;use of French media;use of software, e.g. audacity/voki;webcasting; andpodcasting.Podcasting: AS 2:Listening, Reading and Use of LanguageUnit AS 2: Listening, Reading and Use of LanguageThis unit has three sections.AssessmentSection A: Listening40 minutesAO1: 25 marksThere is a 15 minute break after Section A to allow for considerations such as moving to other accommodation before Sections B and C begin.Section B: ReadingAO2: 40 marksandSection C: Use of Language1 hour and 20 minutesAO3: 35 marksCandidates are advised to spend 50 minutes on Section B and 30 minutes on Section C.Total time:2 hoursTotal marks:100AS:40%A Level:16%Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesListening, Reading and Use of LanguageThis unit has three sectionsSection A: Listening Students answer two sets of questions based on two discrete passages recorded on diskQuestion 1: QA in FrenchQuestion 2: QA in EnglishSection B: ReadingStudents answer in French one set of questions based on a written passage and complete one translation from French into EnglishStudents should be able to:understand, infer meaning and draw conclusions from a variety of spoken sources covering different contexts, registers, styles and genres;adapt spoken and written language appropriately for different situations and purposes;understand, infer meaning and draw conclusions from a variety of written texts (including authentic sources) covering different contexts, registers, styles and genres;ListeningThe following activities may be used to help students improve their listening skills:dictations; error correction;songs and lyrics activities;whole class discussions;gap-filling exercises;listening to French language media;online conferencing, e.g. Skype; andstory readingReadingThe following activities may be used to help students develop their comprehension and communication skills:open questions/answers in English;open questions/answers in French;sentence completion;See Appendix 2 for Suggested Resources for Units AS 1 and AS 2Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesListening, Reading and Use of Language (cont.)Section C: Use of LanguageStudents complete a series of grammatical and lexical exercises including translating short sentences from English into FrenchStudents should be able to:transfer meaning from French into English;express information, facts and ideas and justify opinions in written French; andunderstand and apply accurately the grammatical system and a range of structures.translation from English into French;translation from French into English;lexical exercises;grammatical exercises;gap-filling exercises;crossword activities;reading authentic materials;engaging with French social media sites; engaging with e-correspondents; andworking with synonyms and antonymsUse of LanguageThe following activities may be used to help students develop their language skills:lexical exercises;grammatical exercises;gap-filling;translation from English into French;translation from French into English;dictation; andsentence completion.Unit AS 3:Extended WritingUnit AS 3: Extended WritingThis is a written essay response in French based on the study of one set work. Each work has two open-ended question options. Students answer one question.AssessmentOne essay response1 hourAO2: 35 marksAO4: 20 marksAO3: 20 marksTime:1 hourTotal marks:75AS:30%A Level:12%Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesExtended WritingFilm:Berri:Manon des sourcesorTruffat:Les 400 coupsORLiterary text:Camus:L’EtrangerorVigan:No et moiStudents should be able to:develop knowledge and understanding of aspects of French culture and society or a French-speaking country or community;express information, facts and ideas in written French and justify opinions through the study of a set film or a literary text;demonstrate their understanding and knowledge of the work in French; andapply grammatical structures accurately.The following activities may be used to help students improve their communication skills and knowledge of the set work:multiple choice questions;gap-filling;matching;cloze test;sentence completion;open questions/answers in English; open questions/answers in French;translation from French into English;translation from English into French;lexical exercises;grammatical exercises;character description;chapter/scene summaries;chapter/scene reviews;identification of key quotations; andresearching historical, social and cultural background.See Appendix 3 for Suggested Lines of Development and ResourcesUnit A2 1:SpeakingUnit A2 1: SpeakingThis unit has two elements:an introduction (1 minute) and discussion (5 minutes) based on an individual research project; anda general conversation (9 minutes) focusing on the A level themes at a level appropriate for A2.AssessmentQ1: Introduction and Discussion 6 minutes AO4: 30 marks AO3: 10 marksQ2: Conversation 9 minutes AO1: 25 marks AO3: 10 marksTotal time:15 minutesTotal marks:75A Level:18%The Speaking test will be carried out by an external examiner and recorded for the purposes of monitoring and scrutiny.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesSpeakingStudents deliver an introduction to their individual research project followed by a discussion on this topic, and then a general conversationThe options for the introduction and discussion are:CultureorHistorical periodorRegionStudents should be able to:understand, infer meaning and draw conclusions from a variety of spoken sources covering different contexts, register and styles;express information, facts and ideas and justify opinions in spoken French;understand and accurately apply the grammatical system and a wide range of structures;adapt spoken and written language appropriately for different situations and purposes; andspeak knowledgeably about the topic that they have researched.The following activities may be used to help students improve their oral and presentation skills:role-plays;group discussions;whole class discussions;PowerPoint presentations;mock interviews;reading aloud;discussing a visual stimulus;debates;speeches;shadow reading;peer review assessment;AS Teaching and Learning activities; andpodcastingSee Appendix 4 for Suggested Lines of Development and ResourcesPodcasting: A2 2:Listening and ReadingUnit A2 2: Listening and ReadingThis unit has two sections.AssessmentSection A: Listening45 minutesQ1: QA in FrenchAO1: 10 marksQ2: QA in EnglishAO1: 15 marksThere is a 15 minute break after Section A to allow for considerations such as moving to other accommodation before Section B begin.Section B: Reading2 hoursQ1: gap-filling exercise in FrenchAO2: 10 marksQ2: reading comprehension (QA in French)AO2: 15 marksQ3: summary in EnglishAO2: 15 marksQ4: translation from English into FrenchAO3: 35 marksTotal time:2 hours 45 minutesTotal marks:100A2 2 Paper Sections A and B:24% of A LevelSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesListening and ReadingListeningStudents answer two questions based on two discrete passages recorded on diskReadingStudents answer two sets of questions based on two passages and complete one summary exercise and one translation exercise from English into FrenchStudents should be able to:understand, infer meaning and draw conclusions from a variety of spoken sources covering different contexts, registers, styles and genres;adapt spoken and written language appropriately for different situations and purposes;understand, infer meaning and draw conclusions from a variety of written texts (including authentic sources) covering different contexts, registers, styles and genres;summarise information from written sources, report key points and subject matter in writing;transfer meaning from English into French; andunderstand and apply accurately the grammatical system and a range of structures.ListeningThe following activities may be used to help students improve their listening skills:dictations;error correction;songs and lyrics;using French media;using online resources; and AS Teaching and Learning activitiesReading The following activities may be used to help students develop their comprehension and communication skills:open questions/answers in English; open questions/answers in French;sentence completion;translation from English into French;translation from French into English;lexical exercises;grammatical exercises;reading authentic French material every day; andAS Teaching and Learning activitiesSee Appendix 5 for Suggested ResourcesUnit A2 3:Extended WritingUnit A2 3: Extended WritingThis is a written essay response in French based on the study of one set literary text. Each literary text has two open-ended question options. Students answer one question.AssessmentOne essay response1 hourAO2: 35 marksAO4: 20 marksAO3: 20 marksTime:1 hourTotal marks:75A level:18%Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesExtended WritingLiterary texts:eitherMauriac:Thérèse DesqueyrouxorPagnol:La Gloire de mon pèreorPrévert:A selection of poemsorSartre:Les Mains salesStudents should be able to:demonstrate their ability to write in French about the literary text they have studied;express information, facts and ideas in written French and justify opinions through the study of a literary text;demonstrate their capacity for critical and analytical thinking in French by developing arguments and presenting views, opinions and justifications;demonstrate a capacity for critical analysis, evaluation and comparison of characters, plot and themes, literary style and motivation; andapply grammatical structures accurately.The following activities may be used to help students improve their communication skills and knowledge of the set literary text:multiple choice questions;gap-filling;matching;cloze test;sentence completion;open questions/answers in English;open questions/answers in French;translation from French into English;translation from English into French;lexical exercises;grammatical exercises;summaries of chapters from the literary text;character analysis;chapter/scene summaries;drama [each student plays the role of a character]; andAS Teaching and Learning activitiesSee Appendix 6 for Suggested Lines of Development and ResourcesAppendices:Appendix 1:Sample Content for PresentationUnit AS 1 Appendix 1:Unit AS 1: Sample Content for PresentationThe content of the presentation at AS is based on the AS themes and related to an aspect of a French-speaking country or community. The choice of topic is at the discretion of the candidate and prepared in advance of the speaking test.Candidates must prepare a Summary Sheet with approximately three to five headings outlining their presentation to be submitted to CCEA by a specific date on a supplied pro forma. Candidates must also complete a Preparation Sheet of up to 60 words for use during their presentation. Suggested Presentation TitlesThis list is neither prescriptive nor exhaustive. Please consult with CCEA for further guidance on titles.RelationshipsL’évolution de la famille en FranceLe mariage en FranceLe PACsLa religion et les jeunes en FranceCulture and LifestyleLa cuisine, un art fran?aisLes spécialités culinaires alsaciennesLes cantines scolaires en FranceLe système de santé en FranceLe sport à l’école en FranceLes sports extrêmes en FranceLa popularité des sports d’hiver en FranceLe Tour de FranceRoland-Garros et la popularité du tennis en FranceLes BleusLe rugby en FranceMC Solaar et le rap fran?aisDiam’s et la jeunesse des banlieuesDavid GuettaEdith Piaf et La Vie en roseLa Marseillaise, hymne national Un film fran?ais: Les Intouchables, Les Choristes, etc.La BD en FranceAstérix, héros gauloisPhosphore, le journal des adosParis, capitale de la modeChanel et la révolution de la modeInternet: les Fran?ais de plus en plus branchésLes parcs d’attractions en FranceLa Tour Eiffel, symbole de la FranceLe festival de CannesLa popularité de la C?te d’Azur comme destination touristiqueAppendix 2:Suggested Resources forUnits AS 1 and AS 2Appendix 2:Units AS 1 and AS 2: Suggested ResourcesRelationshipsla-Culture and LifestyleHealthsante.gouv.frdoctissimo.frdrogues.gouv.frtabac.gouv.frHobbies and Interestssport.frchansons-fft.frThe Arts paris.fr/musees Social media and new technologyunivers/famille Reseaux-sociaux/ internetsanscrainte.fr/s-informer/usages-reseaux-sociaux C: Use of Languagefrench.5.fr lightbulblanguages.co.uk/resources-fr-al.htmlaits.utexas.edu/fi/lang.ox.ac.uk/links/french.html Appendix 3:Suggested Lines of Developmentand Resources for Unit AS 3Appendix 3:Unit AS 3: Suggested Lines of Development and ResourcesClaude Berri: Manon des sourcesManonl’héro?ne sauvageonne sa découverte du complot contre son père ses sentiments envers les autres personnages sa vengeance contre le Papet, Ugolin et les villageois son pardon son mariage César, le Papetle nom et la fortune des Soubeyran ses rapports avec Ugolin les cruelles révélations de Delphine sa confession, sa mort et la lettre à ManonUgolinsa richesse mal acquise le dernier des Soubeyran son amour pour Manon ses aveux et son suicideLes personnages secondairesBernard, Delphine, les villageois, le curé, le maireLe complot contre Jean de Floretteresponsabilité individuelle et collective crime et ch?timentLa familleManon et ses parents César et Ugolin l’importance du mariage et de la descendance l’enfant de ManonL’eausymbole de vie et source de richesse l’eau et le feu la tragédie de?la sécheresse la source et la fontaine du villageLa naturela Provence et ses paysages les éléments fondamentaux: la terre, l’eau et le feu le climat proven?al et les culturesLe villagela vie rurale et les paysans les conversations des villageois et leur complicité les attitudes envers les Soubeyran, Jean et Manon le maire La religionla division du village entre croyants et anticléricaux le curé et son sermon la procession et le ??miracle??Suggested ResourcesChenevois, M-N. (Spring 2004) Interactive film study in the classroom: Manon des Sources. Article in Francophonie, No 29Hares, R. Manon des Sources (Editions K7 Cinoche) Cassette and Teacher’s notes Lien, B and Raud, M. (1998) Thèmes et Textes: Manon des Sources (John Murray) Rice, A-Ch. (2005) Manon des Sources (Ciné-Module series, Focus Publishing)WebsitesFilms/manon_sources.phpcritique/manon-des-sources-pagnolFran?ois Truffaut: Les 400 coupsAntoinesa personnalité et ses préoccupations son travail à l’école et à la maison ses conflits intérieurs et le mensonge l’écriture le besoin d’être aimé la révolte et la soif de libertéSes parents leur attitude envers Antoine [l’attitude de chacun des parents envers Antoine]sa mère: sa personnalité et son style de vieson beau-pèreles disputesRenéson amitié avec Antoine et son influence sur lui Antoine et René: points communs et différencesL’enfancel’enfance malheureuse ses joies et ses peines la découverte du monde et l’éveil de la sexualitéLes adultesleur comportement envers les enfants le manque d’amour et de compréhension le monde des adultes vu par les enfantsL’écolele système éducatif et pédagogique la discipline le ma?tre: ses le?ons et ses rapports avec sa classe les camarades de classeLa délinquancel’argent de poche et le manque d’argent le chapardage et le vol la fugue causes et responsabilitésLe système répressifl’attitude des agents envers Antoine et ses parents le tribunal pour enfants les visites à la psychologue la maison de redressementLes lieuxl’appartement des Doinel et leurs conditions de vie l’école/Paris/la merSuggested ResourcesLien, B. and Raud, M.?(1998) Thèmes et Textes (John Murray) Gillain, A.?(2001) Les 400 Coups (Synopsis – Nathan) Gillain, A.?(1988) Le Cinéma Selon Truffaut (Flammarion) Insdorf, A.?(1989) Fran?ois Truffaut (Editions Ramsay) WebsitesFilms/400_coups.phpfiches/400coups.pdf educiné.org/educine/Les_400_coups/Entrees/2011/5/6_Le_projet_socio-esthetique.htmlAlbert Camus: L’EtrangerMeursaultsa vie quotidienne: son travail, ses loisirs, le dimanche un personnage déconcertant émotivité et sensualité son évolution au cours du romanMeursault et sa mèreles rapports entre la mère et le fils l’asile, la mort et l’enterrement de Mme Meursault les sentiments de Meursault envers sa mèreMariesa place dans la vie de Meursault les sentiments entre elle et MeursaultRaymondsa place et son influence dans la vie de MeursaultMeursault et les autresses amis?et ses collègues Salamano, Céleste les réactions des autres personnages envers Meursault: son patron, le directeur de l’asile, le concierge, etc.Le procès l’attitude de Meursault pendant le procès les crimes reprochés à Meursault les témoins de l’accusation et de la défense l’impossibilité de communiquer justice et réalitéMeursault et la religionl’absence de Dieu dans l’univers de Meursault la visite de l’aum?nier: la prise de conscience de MeursaultMeursault et le monde extérieurl’importance des sensations physiques la place de la nature et son r?le la vie de Meursault en prisonLa société et Meursaultle code des valeursl’indifférence de Meursault au code socialle non-conformisme de Meursaultle rejet de Meursault par la sociétéLa vie et la mortl’amour de la vie la violence la mort de Mme Meursault la peine de mortSuggested ResourcesSauvage, P.?L’Etranger, Camus 1990 (série ???uvres??, Balises, Nathan) Chauchat, C. Camus, L’Etranger 1994 (collection ??Les écrivains du bac??, Gallimard) Lien, B. and Raud, M. Thèmes et Textes: L’Etranger 1998 (John Murray) Servais, K.?Camus, L’Etranger 2000 (collection ??Résonances??, Ellipses) André, M-O. L’Etranger, Camus 2001 (collection ??Littérature - Profil d’une ?uvre??, Hatier) Planeille, F. L’Etranger, Albert Camus 2003 (collection ??L’?uvre au clair??, Bordas) Weber, P. L’Etranger, Albert Camus 2011 (Le Petit Littéraire) Websites de Vigan: No et moiLousa personnalité ses problèmes d’élève surdouée sa conscience sociale et sa révolte sa rencontre avec No et ses conséquences son évolution au cours du livreNosa personnalité son désir d’indépendance les causes de sa dérive sociale ses expériences difficilesLucassa personnalité son attitude envers Lou et NoLa familleLou, ses parents et le décès de sa s?ur No, sa mère et les familles d’accueil les parents de LucasL’adolescence et ses problèmesl’importance de l’amitié l’éveil de la sexualitéL’écolela vie de Lou à l’école les professeurs les difficultés de No l’attitude de Lucas envers les étudesLa solitudeLou et l’internat Lou et ses parents la solitude de No Lucas et ses parents absents l’aliénation sociale des SDFLes SDFleur vie en marge de la société?: un monde à part leurs problèmes au quotidien la violence la solidarité et ses limites l’attitude de la société envers euxSuggested ResourcesPinaud, E. (2011) No et moi (collection Le Petit Littéraire) Fiche de lectureWebsites et moi Zabou Breitman (2011)Appendix 4:Suggested Lines of Development for Introduction and Discussion for Unit A2 1Appendix 4:Unit A2 1: Suggested Lines of Development for Introduction and DiscussionThe introduction and discussion elements of the A2 speaking examination are based on an individual research project on an aspect of a French-speaking country or community. The choice of topic is at the discretion of the candidate and prepared in advance of the speaking test.Students must prepare a Summary Sheet with approximately five headings outlining the topic to be discussed. This must be submitted to CCEA by a specific date on a supplied pro forma.The options for the introduction and discussion are:CultureStudents study a cultural aspect of a French-speaking country or community other than a literary film or literary text prescribed for AS 3 and A2 3, for example, the Arts, music, sport, folklore, festivals and traditions.orHistorical periodStudents study an historical period of a twentieth century French-speaking country or community.orRegionStudents study a region of a French-speaking country or community.Suggested lines of developmentDiscussions will vary considerably according to the theme studied by the student. The following suggestions are for an illustration of a particular theme. Please note that students are not expected to cover all of the suggested lines of development in their discussion.Culture: A cultural aspect of a French-speaking country or communityLa peinture impressionnisteLe contexte artistiquela rupture avec le classicisme et l’académismeLes prédécesseurs?: les peintres romantiques et réalistesl’école de Barbizon: CorotLe Salon de Paris de 1863le rejet du Déjeuner sur l’herbe de Manetle Salon des RefusésLes artistesun groupe disparate : Manet, Monet, Renoir, Sisley, Pissarro, Cézanne, Degas, etc.les expositions impressionnistesManetle scandale d’Olympiases amitiés littéraires?: Baudelaire, Zolases amitiés artistiques?: Monet, DegasMonetla série sur La Cathédrale de Rouen et les effets de lumièreGiverny et la série sur les NymphéasRenoirune ?uvre prolifique et variéeses ?uvres principalesLes techniquesl’esquisse et les touches rapidesla juxtaposition des couleursla lumièrela peinture en plein air et les éléments de la naturel’influence de la photographie: NadarLes thèmesle monde contemporainla vie quotidiennela peinture de l’instantInfluences sur l’artla musique impressionniste: Debussy, Ravel, etc.la peinture post impressionniste: Gauguin, Van Gogh, etc.Suggested ResourcesCallen, A. (2006) Les Peintres Impressionnistes et Leurs Techniques (Art et Image)Feist, P. (2006) L’Impressionnisme (Taschen)Heinrich, C. (2006) Claude Monet 1840-1926 (Taschen)Websitesmdig.fr/ensite du Musée des Impressionnismes à Givernymusee-orsay.fr Historical period of a twentieth century French-speaking country or communityL’Occupation allemande et la Libération – 1940-1945Le cadre historiquela défaite fran?aise et l’armisticele débarquement et la LibérationLa division du paysles zones d’occupation, la zone libre, l’Alsace-LorraineLes Allemands en Franceleur attitude vis-à-vis des Fran?aisleur r?le dans la vie fran?aisele pillage de la Francela répression et les otagesla Gestapo en FranceLe gouvernement de VichyPétain: ses idées, sa politique et son r?leLavalla MiliceLa vie quotidienne sous l’Occupation l’exode les difficultés quotidiennes: le couvre-feu rationnement et marché noir la recherche des distractionsLa collaborationles causes de la collaborationla collaboration idéologique et la propagandecollaboration économique, politique, policière et militairele STOLa RésistanceDe Gaulle et les FFIles maquisle r?le des communistesles représaillesLes Juifs en Francele régime antisémite: recensement et exclusionles rafles, les camps et la déportationla position de la hiérarchie catholiqueLa vie culturelle sous l’Occupation la presse?: journaux pétainistes et clandestins la production artistique: littérature, cinéma, etc.La Libérationla victoire des Alliés l’épurationSuggested ResourcesAzéma J-P et Bédarida F. (2000) La France des années noires. Tome 2: De l’Occupation à la Libération (Points Histoire, Le Seuil)Defrasne J. (1989) Histoire de la collaboration (Que sais-je?? PUF)Defrasne J. (1993) L’occupation allemande en France (Que sais-je?? PUF)Rousso H. (1992) Les années noires – vivre sous l’occupation (Découvertes Gallimard)Joffo J. (1992) Un sac de billes (Le livre de poche)FilmsLe Dernier Métro Fran?ois Truffaut (1980)Au Revoir les Enfants Louis Malle (1987)dp.fr/crdp-reims/memoire/bac/2GM/connaissances/04france.htmmemorial-caen.frmuseesleclercmoulin.paris.frmusée Jean Moulin: musée du Général Leclerc et de la Résistance A region of a French-speaking country or communityProfil géographiquela région par rapport au reste du paysle reliefle climat et l’environnementAper?u historiquel’histoire de la région et les monuments témoins de cette histoirela région et le destin du paysL’économieemploi et ch?magel’urbanisation et les zones ruralesL’industrieles ressources naturelles et les autres formes d’énergieles industries principalesL’agroalimentairel’agriculture et les produits agricolesl’industrie agroalimentaire et ses produitsLes transportsles réseaux routiers, ferroviaires et aériensLe tourismeles attraits touristiques de la régionles infrastructures: hébergement et restaurationles activités culturelles et sportivesLes particularismes régionaux les habitants et leurs traits particuliers les spécialités culinaires et la gastronomie l’architectureLa culturefolklore et traditions: langue, dialecte, costume régional les activités culturelles: danse, musique, festivals la région à travers les Arts: peinture, littérature, chanson, cinémaSuggested ResourcesGuides Michelin Guides Bleus (Hachette)Guides du Routard (Hachette)Guides DK Eyewitness Travel Guides (Dorling Kindersley) [NB in English]Appendix 5:Suggested Resources forUnits A2 1 and A2 2Appendix 5:Units A2 1 and A2 2: Suggested ResourcesYoung people in SocietyEducationeducation.gouv.fretudiants.gouv.frletudiant.fr European citizenshipmouvement-europeen.bestrasbourg-europe.eu Place in a Changing World Equalityinegalites.frlien-msf.frMédecins sans frontièresfondation-abbe-pierre.fr/ Multicultural society BeurEnvironmental issuesecologie.gouv.frfne.asso.frFrance Nature Environnementlesverts.fr rfi.fr Appendix 6:Suggested Lines of Development and Resources for Unit A2 3Appendix 6:Unit A2 3: Suggested Lines of Development and ResourcesFran?ois Mauriac: Thérèse DesqueyrouxThérèse et l’importance du moi sa vie intérieure ses rapports avec les autres personnages l’égo?sme et la recherche du bonheur l’autojustification la tentation du suicideLe crime de Thérèseson rejet de Bernard et de Marie sa culpabilitéBernardsa personnalité et son r?leAnneune amitié brisée le contraste avec ThérèseLa famillele code des valeurs le mariage et la maternité l’importance des apparences les relations entre les différents membres de la famille le conflit entre la famille et l’individuLa sociétéla bourgeoisie provinciale le code social la situation des femmes et leur r?le la justiceLes rapports humainsla superficialité des rapports humains l’impossibilité de communiquerLe monde extérieurles Landes la propriété de la terre la perception du monde extérieur par Thérèse la place de la nature et son r?le l’influence de l’environnement sur Thérèse et BernardLa destinéel’encha?nement des circonstancesla prédestinationLa religionla place qu’elle occupe dans la vie des personnagesl’incapacité de Thérèse de se tourner vers la religionLe stylela technique du flashback le point de vue unique le r?le de Mauriac dans la narrationSuggested ResourcesJacob-Champeau, M. (2005) Thérèse Desqueyroux Mauriac (collection Balises) NathanJusseret, K. (2014) Thérèse Desqueyroux de Fran?ois Mauriac Le Petit LittéraireMaucuer, M. (1998) Thérèse Desqueyroux Mauriac (collection Profil Littérature) HatierWebsitestherese-desqueyroux.phpcrdp-strasbourg.fr/main2/arts_culture/cinema/documents/sequence_therese.pdfFilmsThérèse Desqueyroux Claude Miller (2012)Marcel Pagnol: La Gloire de mon pèreMarcelsa personnalité ses relations avec son père ses relations avec les adultes son éducation ses étudesJosephson r?le dans le développement de MarcelAugustineson r?le de mèreL’oncle Julesla rivalité avec Joseph le mensongeLa famillela famille traditionnelle les relations parents-enfants le r?le de la famille dans le développement de MarcelMarcel et les adultesle regard de Marcel sur le monde des adultes l’écart entre les générationsL’enfancel’?ge de la découverte et de l’émerveillement l’innocence ses joies et ses chagrinsLe milieu socialle mode de vie un milieu modeste le code des valeurs les plaisirs simplesL’environnementla Provence les vacances la place de la nature et son r?leLe stylela première personne du singulier l’autobiographie le regard de l’adulte sur son enfanceSuggested ResourcesBrumont, M. (1995) La Gloire de mon père (collection Parcours de lecture) Bertrand-LacosteNoiret, D. (2014) La Gloire de mon père Le Petit LittéraireFilmsLa Gloire de mon père Yves Robert (1990)Jacques Prévert: A selection of poemsL’enfancela découverte du monde le merveilleux du monde enfantin le rire l’enfance déshéritéeL’écoleles méthodes pédagogiques les professeurs les bons et les mauvais élèvesL’amourle bonheur et l’amourl’échec de l’amourl’amour possessifle souveniramour et familleDieule rejet: le refus des dogmes Dieu et natureLa sociétéla routine de la vie quotidienne le monde du travail bourgeois et prolétaires la misère et les déshérités les injustices la famille les obstacles au bonheur l’absurdeLa guerrela destruction les victimes les soldatsLa naturela terre le paysage les saisons les animaux les couleurs le sang (des guerres, des meurtres) la vie et la mortLe stylel’apparente simplicité du style la langue parlée poésie et musiqueSuggested ResourcesFran?ois, C (2000) Paroles (collection Connaissance d’une ?uvre) BréalLastier, A. (2000) Paroles Prévert (collection Profil Bac) HatierGasiglia-Laster, (1993) Paroles de Prévert (collection Foliothèque) GallimardWebsitesparolesdeprevert.fr/analyse-des-paroles-de-prevert/ albumsLes Chansons de Jacques Prévert (2005)Les Chansons de Jacques Prévert, volume 2 (2007)Jean-Paul Sartre: Les Mains salesHugosa personnalité ses idées et ses idéaux son évolution?: jeunesse et maturité la tentation du suicide la mort qu’il choisit et son sensHoederersa personnalité ses idées et ses idéaux ses buts et ses motivationsLes personnages fémininsle contraste en Jessica et Olga leur r?le dans la pièceLes classes socialesHugo et les autres membres du parti la lutte des classesL’engagement politiquele parti et ses buts l’engagement des personnages l’action directe et la violence le présent et l’avenirL’assassinat politiquel’attitude de Louis, Hugo et Hoederer les rivalités au sein du partila justification de l’assassinat politique Les valeurs moralesl’individu et sa liberté de choix et d’action les problèmes moraux soulevés par les personnagesLa fin et les moyensle compromis le mensonge la forceSuggested ResourcesMaillard, M. (1994) Sartre (collection ??Balises??, série ??Les écrivains??) NathanLabesse, J. (1997) Jean-Paul Sartre, Les Mains sales (collection ??Résonances??, Ellipses) Cerf, N. (2011) Les Mains sales (Le Petit Littéraire) Websites Mains sales de Jean-Paul Sartre Fernand Rivers (Collection Copat) 1999 ................
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