Expo AQA Foundation Teacher Guide - Module 1

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Unit Main topics and objectives Grammar

Déjà vu 1Je me présente … (pp. 6–7)

Talking about yourself and saying where you are from

en and au with the names of countries

en + feminine countries; au + masculine countries

Déjà vu 2Les choses que j’aime faire …(pp. 8–9)

Saying what you like and don’t like doing

j’aime and je n’aime pas

aimer + infi nitive

jouer de with instruments; jouer à with sports/games

1 Je m’entends avec …(pp. 10–11)

Talking about your family

Using possessive adjectives mon, ma, mes

Possessive adjectives (mon, ma, mes)

2 Mes parents (pp. 12–13)

Saying what your parents do

Using masculine and feminine words for jobs

No article with jobs (il est ingénieur)

Masculine/Feminine forms of jobs

3 Mes copains et mes copines (pp. 14–15)

Talking about your friends

Adjective agreement

Adjective agreement

4 Les champions sportifs(pp. 16–17)

Describing famous sportspeople

Using possessive adjectives son, sa, ses

Possessive adjectives son, sa, ses

5 La semaine dernière(pp. 18–19)

Saying what you have done

The perfect tense

The perfect tense (je forms) j’ai joué/fait, etc.je suis resté(e)

6 Mes loisirs(pp. 20–21)

Talking about what you have done and are going to do

J’ai fait and je vais faire

Perfect tense: j’ai joué/fait, etc.je suis resté(e)

Near future tense:je vais faire/jouer, etc.

Contrôle oral(AQA) Family, friends and free time(OCR) Family, friends and free time(pp. 22–23)

Exam speaking practiceTalking about yourself and your family

Leisure activities

Revision

Contrôle écrit(AQA) Your favourite hobby(OCR) Your interests(pp. 24–25)

Exam writing practiceWriting about a favourite leisure activity

Revision

À toi(pp. 168–169)

Self-access reading and writing at two levels

Module 1 Moi (Student Book pages 6–27)

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The Déjà vu sections are designed to give students a quick and focused review of vocabulary areas and topics relevant to the module. The vocabulary/topics have been previously covered at KS3 or (for later modules) earlier in Expo GCSE French.

Starter 1 Aim To revise giving basic information about yourself.

Present yourself to the class using the following structures:

Je me présente. Je m’appelle … J’ai … ans.

Ask one or two confi dent students to present themselves in the same way.

Go on to talk about your family, using J’ai … sœur(s)/… frère(s). Ma sœur/Mon frère a … ans. and again give a few students the opportunity to do so for the class.

Then ask students in groups to introduce themselves to each other.

1 Écoutez et lisez. Copiez et remplissez la grille. (1–3)Listening. Students listen to three people introducing themselves and read the text at the same time. They then complete the grid by supplying the relevant details for each person (age, birthday, etc.).

Audioscript 2

– Je me présente. Je m’appelle Pascal, j’ai quatorze ans et mon anniversaire est le 15 août. Je suis français et j’habite en France, à Lyon. Je suis assez grand et j’ai les yeux bleus et les cheveux bruns. Mes deux sœurs s’appellent Lydie et Sophie et nous avons un chat, qui s’appelle Ludo.

– Je m’appelle Laurent. J’ai quinze ans et j’ai une sœur jumelle, Amélie. J’habite à Bruxelles en Belgique, et je parle français. Je suis assez grand et mince. J’ai les yeux

verts et les cheveux bruns. Mon anniversaire est le 10 octobre.

– Mon nom est Karima. J’habite à Marseille dans le sud de la France. Mon anniversaire est le 10 novembre et j’ai seize ans. Mon frère a dix ans et s’appelle Hakim. Je suis de taille moyenne. Mes yeux sont marron et mes cheveux sont noirs. Nous avons un chien et un oiseau.

Answers

âge anniversaire pays villePascal 14 le 15 août France LyonLaurent 15 le 10 octobre Belgique BruxellesKarima 16 le 10 novembre France Marseille

famille taille cheveux yeuxPascal deux

sœursassez grand bruns bleus

Laurent sœur assez grand bruns vertsKarima un frère de taille

moyennenoirs marron

+ Using the texts in exercise 1 as a model, write a similar paragraph using details given by one of the students. Do this as a class, starting off by showing students a few structures and items of vocabulary that can be reused. Emphasise how useful reading texts can be in this way when doing a writing task. Encourage students to then identify further structures and vocabulary to use in the paragraph you are all writing here.

2 Écoutez. D’où viennent-ils? Choisissez le bon nombre et la bonne lettre. (1–6)Listening. Students listen to six French teenagers being interviewed about where they live and note for each the city (from 1–6) and country (from a–f).

Audioscript 3

– Où habites-tu, Valentin?– J’habite à Marseille en France.– Et toi, Camilla?– J’habite à Genève en Suisse.

Moi Déjà vu 1: Je me présente …

(Student Book pages 6–7)

Main topics and objectivesTalking about yourself and saying where you ●

are fromen ● and au with the names of countries

Grammaren ● + feminine countries; au + masculine countries

Key languagePersonal details (name, age, etc.)Country names

Resources CD1, tracks 2–3Cahier d’exercices, page 3

Edexcel coursework Suggested task type 1 activity – Écrire 5

OCR coursework Suggested activity for targeted grades G, F, E

– Écrire 4

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Déjà vu 1: Je me présente …

– Et toi, Raúl?– Moi, j’habite à Madrid en Espagne.– Et toi, Julie?– J’habite à Bruxelles.– En Belgique, n’est-ce pas?– Oui, en Belgique.– Et toi, Luc? Tu habites en Angleterre?– Oui, j’habite à Londres.– Et toi, Florence?– Moi, j’habite à Montréal au Canada.– Ah, tu es loin de chez toi, alors!– Oui.

Answers

Valentin 6, d Camilla 3, e Raúl 5, c Julie 2, b Luc 4, a Florence 1, f

Expo-langue: en/au + country names

Use this grammar box to cover en with feminine countries and au with masculine countries before students do exercise 3.

Quickly recap on the forms of the defi nite article for masculine and feminine words. Then ask pupils to look at the country names on the cards in exercise 3 and to tell you how to say ‘in France’, ‘in Switzerland’, etc., in preparation for the speaking activity which comes next.

3 À deux. Où habitent-ils? Présentez les concurrents. Speaking. In pairs: students take it in turns to present the seven people described on the cards, giving their names and details of where they live.

Answers

1 Voici Marie-Claire. Elle habite à Marseille en France.2 Voici Étienne. Il habite à Lausanne en Suisse.3 Voici Gauthier. Il habite à Montréal au Canada.4 Voici Fergus. Il habite à Dublin en Irlande. 5 Voici Shona. Elle habite à Édimbourg en Écosse.6 Voici Daniel. Il habite à Londres en Angleterre.7 Voici Richard. Il habite à Cardiff au pays de Galles.

Starter 2Aim To practise using en/au with country names.

Write up the following and ask students to complete the sentences with en or au:

J’habite … France … Angleterre … Canada … Écosse … pays de Galles … Irlande … Suisse

If students need support, also write up the gender of the countries (e.g. France (f)).

4 Copiez et complétez votre carte d’identité.Writing. Students copy and complete their own identity card. Before they start, draw their attention to the vocabulary boxes on the months of the year and family members/pets.

5 Écrivez une lettre à un nouveau corres français. Writing. Students write a letter introducing themselves to a new French penfriend. A framework is supplied for support. A vocabulary box summarises key verb forms they need to use.

6 Présentez-vous. Préparez six phrases pour vous présenter à un(e) Français(e). Écrivez un mot-clé ou une phrase pour chacune.Speaking. Students prepare six sentences to introduce themselves to a French person. When they have decided what they want to say, they should write down a key word or phrase for each sentence. They can then work in pairs, introducing themselves referring only to the key words/phrases they have noted.

PlenaryGet a few students to adopt the identity of someone famous or someone in the class. They present themselves using the structures in exercise 6 (but omitting their name) and the rest of the class has to guess who they are.

Moi1

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Cahier d’exercices, page 3

1Answers

Avril Lavignea underlined: le vingt-sept septembre; vingt-quatre ans;

seize ansb circled: au Canadac highlighted: je suis assez petite et j’ai les cheveux

blonds et les yeux bleu-vert

Tony Parkera underlined: le 17 maib circled: aux USAc highlighted: Je suis grand et j’ai les yeux bruns et les

cheveux très courts.

2Answers

B, C, G

3Answers

Students’ own answers

Déjà vu 1: Je me présente …Moi1

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Starter 1 Aim To revise the vocabulary for sports and other activities. To revise the structure aimer + infi nitive.

Write up: Le week-end, j’aime … and beneath this faire du vélo, jouer au football, jouer de la guitare, …

Give students in pairs two minutes to come up with a list of activities they like doing at the weekend, using the verbs you have supplied and any others they can think of (e.g. aller à la piscine, regarder la télévision, etc.). Which pair can make the longest list? Can they come up with an example no one else has thought of?

After listening to students’ answers, ask the class to explain the structure they have been using: what is aimer followed by?

1 Écoutez et lisez. Répondez aux questions. Listening. Students listen to Luc and Marjolaine talking about the activities they like/dislike doing and read the texts at the same time. Students then identify the person described in each of the six questions in French. Get them to read through the vocabulary box before they start, pointing out that they should always look for any support like this before tackling a text.

Audioscript 4

– J’aime le sport. Mon sport préféré, c’est le basket. J’aime aussi faire du vélo et jouer au football, mais je déteste le jogging. En été, j’aime faire du kayak, et en hiver, j’aime faire du ski. Je n’aime pas regarder la télé, sauf les matchs de foot, mais j’aime jouer à l’ordinateur. J’aime écouter de la musique et jouer de la guitare. J’aime aussi lire les magazines mais pas les BD. Le week-end, j’aime aller à la pêche avec mon copain, et le soir, j’aime jouer aux cartes avec lui. Qu’est-ce que tu aimes faire?

– En été, j’aime aller au bord de la mer, mais je n’aime pas faire de la natation et je n’aime pas jouer au volley ou au tennis. Je ne suis pas sportive. En hiver, j’aime rester à la maison et lire des BD ou écouter de la musique. J’aime aussi regarder les séries à la télé et aller au cinéma. Le cinéma, c’est ma passion. J’adore aller au cinéma.

Answers

1 Marjolaine 2 Luc 3 Marjolaine 4 Luc 5 Marjolaine 6 Marjolaine

Expo-langue: aimer + the infi nitive; jouer à/jouer de

This box covers a range of useful structures to use when talking about activities. You can use it fi rst of all to consolidate aimer + the infi nitive, then move on to focus on how faire and jouer are used when talking about activities:

– faire + the relevant form of de for sports which you ‘do’ or ‘go’ (e.g. horse-riding)

– jouer + the relevant form of à for sports you ‘play’ (e.g. football)

– jouer + the relevant form of de for playing an instrument.

There is more information on p. 195 of the Student Book.

2 Écoutez et notez en français (a) ce qu’ils aiment faire et (b) ce qu’ils n’aiment pas faire. (1–4)Listening. Students listen to the four conversations. For each person, they note: (a) what he/she likes doing and (b) what he/she doesn’t like doing.

Audioscript 5

1 – Bonjour, Nathan. Dis-moi, quel est ton sport préféré? – J’adore le foot et le tennis. – Et qu’est-ce que tu n’aimes pas comme sports? – Je n’aime pas le volley et la natation. – Pourquoi? – C’est ennuyeux.

2 – Bonjour, Sandrine. Quel est ton sport préféré? – Ma passion, c’est l’équitation. – Tu n’aimes pas jouer au tennis? – Non, pas vraiment. – Et la natation? – Beurk! Je déteste la natation. – Pourquoi? – Je n’aime pas l’eau froide.

Moi Déjà vu 2: Les choses que j’aime faire …


Main topics and objectivesSaying what you like and don’t like doing ●

j’aime ● and je n’aime pas

Grammaraimer ● + infi nitivejouer de ● with instruments; jouer à with sports/games

Key languageSports and activitiesExpressions of time and frequency

ResourcesCD1, tracks 4–7Cahier d’exercices, page 4Grammaire, page 195

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3 – Bonjour, Delphine! Tu aimes le sport? – Oh oui! J’adore. – Quel est ton sport préféré? – Le ski en hiver, et … euh, en été, le canoë. – Tu aimes jouer au tennis? – Ah oui! – Qu’est-ce que tu n’aimes pas faire? – Le volley, je n’aime pas jouer au volley. – Pourquoi? – C’est fatigant.

4 – Et toi, Michel? Quel est ton sport préféré? – Le cyclisme, j’aime faire du cyclisme, moi. – Et aimes-tu le foot? – Non, je n’aime pas jouer au foot. – Le tennis? – Non plus, c’est ennuyeux.

Answers

1 (a) le foot, le tennis (b) le volley, la natation2 (a) l’équitation (b) le tennis, la natation 3 (a) le ski, le canoë, le tennis (b) le volley4 (a) le cyclisme (b) le foot, le tennis

+ Ask students to read through the answers to the questions in exercise 3, then play the recording for exercise 2 again. This time students note the reason each person gives for not liking a particular activity.

Answers

1 le volley et la natation – c’est ennuyeux2 la natation – elle n’aime pas l’eau froide 3 le volley – c’est fatigant4 le tennis – c’est ennuyeux

3 À deux. Posez des questions et répondez.Speaking. In pairs: students take it in turn to ask and answer questions about the activities they like/dislike doing. The questions and openings for responses are supplied for support.

Encourage students to note down expressions that they use to answer the questions. Point out that this will be a very useful resource when it comes to revising for the exam.

Starter 2 Aim To review expressions of time and frequency.

Write up the following, jumbling the order of the second column.

1 souvent often

2 deux fois par mois twice a month

3 d’habitude usually

4 jamais never

5 en été in summer

6 une fois par semaine once a week

Explain that the French phrases are expressions of frequency – you use these to say how often you do something. Ask students to match each of the French expressions with the correct English translation.

4 Écoutez. Que font-ils? Copiez et remplissez la grille. Listening. Students copy out the grid. They listen to Serge and Barbara talking about the activities they do and note details in the grid using the pictures a–n.

Audioscript 6

– Euh … le lundi, je vais à la piscine et je fais une heure de natation. Le mardi, je ne fais pas de sport, je regarde la télé. Le mercredi, je joue au foot et le jeudi, le soir, je joue au badminton avec mon copain. Le vendredi, … euh … je fais une heure de karaté et bon, le samedi, le samedi après-midi, il y a un match de foot. Le dimanche, je fais du cyclisme avec mon père. Voilà, c’est ma semaine!

– Le lundi, après les cours, je joue au volley avec mes copains. Le mardi, qu’est-ce que je fais? Ben, je vais à la piscine avec ma copine. Le mercredi? Je vais au centre de loisirs et je joue de la guitare dans un groupe. Le jeudi soir, je reste à la maison et je joue à l’ordinateur. Le vendredi? Le vendredi soir, d’habitude je vais au cinéma. Le samedi, qu’est-ce que je fais le samedi? Je joue au tennis. Le dimanche, je reste à la maison et je fais mes devoirs.

Answers

lundi mardi mercredi jeudi vendredi samedi dimanche

Serge l a g b m g j

Barbara h l c f i n d

Déjà vu 2: Les choses que j’aime faire …Moi1

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5 Écrivez un paragraphe: ce que j’aime faire et ce que je n’aime pas faire.Writing. Students write a paragraph on what they like and don’t like doing. A framework is supplied for support. Encourage them to include some of the expressions of time and frequency covered on this page in their writing.

6 Faites une présentation.Speaking. Using the picture prompts supplied, students give a short presentation on the activities they like/don’t like doing. They should use the framework given in exercise 5 to plan what they are going to say, and should write out some brief notes that they can refer to when talking.

Point out that working from notes like this is very important for the speaking part of the exam. Throughout the course they will be given lots of opportunities to practise making notes like this and using them effectively.

Give them time to practise their presentation in pairs and then have a few volunteers give their presentations to the class. Comment constructively and invite the rest of the class to do the same.

PlenaryAsk students to summarise the grammar relating to activities that they have covered in this unit. How is aimer used? Which structure do you use to say you play a sport and to say you play an instrument?

Then use various time expressions as prompts, in English or French, for students to respond with an appropriate activity (e.g. Je fais de la natation deux fois par semaine).


1Answers

1 j’aime faire de la natation2 j’aime faire du vélo3 je n’aime pas jouer à l’ordinateur4 j’aime jouer de la guitare5 j’aime aussi jouer au volley6 je n’aime pas regarder la télé

2Answers

a ✓ b ✗ c ✗ d ✓ e ✓ f ✓ g ✗ h ✗

3Answers


Déjà vu 2: Les choses que j’aime faire …Moi1

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Moi 1 Je m’entends avec …


Main topics and objectives

Grammar ●

Key language ●

ma grand-mèremon grand-pèrema mèremon pèremon grand frèremon petit frèrema sœurmon chien

mon chat mon beau-père

mon beau-frèrema belle-mèrema belle-sœurmon demi-frèrema demi-sœurJe m’entends bien avec …Je me dispute avec …


Starter 1 Aim To revise vocabulary for family members. To revise numbers and giving ages.

Write up:

Mon père …

Ma sœur …

Mon frère …

Ma mère …

Mes grands-parents …

Ask pupils to copy and complete each sentence by giving each person’s name and age. You could model an answer for support, e.g. Mon père s’appelle James. Il a quarante-deux ans. Students can use their own family details or make up answers.

When checking answers, ask students also to translate their sentences.

1 Ma famille. Comment s’appellent-ils? Que dit Amélie? Reading. Students read Amélie’s description of her family and then write out a sentence for each person, saying how Amélie would introduce him/her.

Expo-langue: possessive adjectives (mon, ma, mes)

Before pupils start the writing part of exercise 1, ask them what the words mon, ma, mes mean. Why are there different forms? When is each one used? Use the grammar box to summarise these possessive adjectives. There is more information on p. 190 of the Student Book.

Answers

a C’est mon grand frère. Il s’appelle Denis.b C’est ma petite sœur. Elle s’appelle Manon.c C’est ma grande sœur. Elle s’appelle Anne-Marie.d C’est ma mère. Elle s’appelle Sarah.e C’est mon père. Il s’appelle François.f C’est ma grand-mère. Elle s’appelle Janine.g C’est mon chat. Il s’appelle Tigre.

2 Écoutez. Comment s’appellent-ils? Écrivez les prénoms. (1–9)Listening. Students listen to a boy talking about the members of his family and write the name of each person listed.

As a fi rst step, get students to read through the list of family members 1–9. Explain that reading through the questions fi rst will help them to anticipate what to listen out for. This will give them extra thinking time and is a useful technique to practise for the exam.

Audioscript 8

– Papi, c’est-à-dire mon grand-père, s’appelle Thomas. Mamie, ma grand-mère, s’appelle Françoise. Papa s’appelle Jean-Luc et maman s’appelle Barbara. J’ai un grand frère qui s’appelle Yannick et un petit frère qui s’appelle Sébastien. Ma sœur s’appelle Élodie, mon chat s’appelle Jacques et mon chien s’appelle Ludo.

Answers

1 mon grand-père – Thomas2 ma grand-mère – Françoise3 ma mère – Barbara4 mon père – Jean-Luc5 mon grand frère – Yannick6 mon petit frère – Sébastien7 ma sœur – Élodie8 mon chien – Ludo9 mon chat – Jacques

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3 Parlez de votre famille. Speaking. Using the family tree supplied, students introduce each person shown. An example is given.

Starter 2 Aim To revise the possessive adjectives mon, ma, mes. To revise vocabulary for members of the family.

Write up the following grid:

singular pluralmasculine feminine

my mon

Ask students in pairs to copy and complete the grid and then to come up with six phrases, each including one of these words and a different family member, e.g. mon frère, etc.

4 Écoutez. Qui s’entend bien avec ses parents? Copiez et marquez E (s’entend bien) ou D (se dispute). (1–4)Listening. Students listen to four people talking about their relationships with their parents and note whether they do get on with them (E) or don’t (D). Make sure pupils read the vocabulary box with the key phrases Je m’entends bien avec … / Je me dispute avec … before you start.

Audioscript 9

1 – Ma mère est géniale. Je m’entends bien avec ma mère, mais mon père est trop sévère. Je ne m’entends pas bien avec mon père, il me critique toujours.

2 – Moi, je m’entends bien avec mes deux parents, ils sont trop cool … Ils me laissent faire ce que je veux.

3 – Ça va avec mon père, je m’entends bien avec lui, mais je me dispute avec ma mère. C’est toujours «Range ta chambre», «Fais ceci», «Fais cela» …

4 – Moi, c’est mon père qui me critique … On ne s’entend pas bien … on se dispute toujours, mais je m’entends bien avec ma mère. Elle m’aide à faire mes devoirs.

Answers

mère père

1 Denis E D

2 Manon E E

3 Amélie D E

4 Anne-Marie E D

5 Lisez le texte et complétez les phrases. Reading. Students read the text on family relationships and then complete the six sentences by identifying the person being described in each case.

When they have completed the activity, ask students if they used the vocabulary box supplied, or whether they tried to work out the words on their own.

Answers

1 Je me dispute avec ma mère parce qu’elle est trop sévère.

2 Je m’entends bien avec ma grand-mère parce que je peux lui parler de tout.

3 Je ne m’entends pas bien avec mon grand frère parce qu’il n’aide pas à la maison.

4 Je me dispute avec ma grande sœur parce qu’elle passe trop de temps dans la salle de bains.

5 Je ne m’entends pas bien avec mon père parce qu’il me critique toujours.

6 Je m’entends bien avec ma petite sœur parce qu’on joue ensemble.

Explain to students how important it is to identify useful vocabulary in texts in the Student Book and to note this down and learn it as they go along. Ask students to identify the vocabulary and structures in this text that they could use when going on to talk about their own family relationships.

6 Écrivez un paragraphe sur vous-même et votre famille. Writing. Students write a paragraph on their own relationships with family members. Prompt questions are supplied but encourage students to add any other relevant details they can think of.

If you have links with a school in France, use the activities in the fi rst three units of this module as a cue for students to make contact with French students in their year. They can introduce themselves and talk about their families, and give details of what they like doing. This could be done as a videoconference (if you have the technology in place) or as an exchange of e-mails, with students asking and answering questions in French (and then reciprocating by doing the activity in English).

1 Je m’entends avec …Moi1

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PlenaryAsk students how the words mon, ma and mes work. When are they used? Ask for examples with the vocabulary for family members.

Then give prompts in English for a range of other words from different topics, e.g. items in a schoolbag (my pen, my pencils, my ruler, my books, etc.) for students to supply the correct French versions.


1Answers

From left to right: ma mère Izzy, mon beau-père Franckie, ma petite sœur Suzy, mon frère Luc, moi, Danie, mon grand-père Mozzy, ma grand-mère Marie

2Answers

1 Nathan is 15 years old.2 Nathan lives in Paris with his mum, his twin sister and

his brother.3 He gets on well with his brother because they play on

the PlayStation together.4 He does not get on with his sister because she plays her

recorder badly!5 He gets on well with his mum because he can talk to her

about everything.6 He gets on with his dad because he plays tennis and golf

with him7 He does not get on with his dad’s wife because she’s a

bit strict.

3Answers


1 Je m’entends avec …Moi1

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Starter 1 Aim To practise third person singular forms of key verbs.

Write up:

il/elle

apporter travailler être répareravoir préparer faire

Ask students to write out a phrase for each of the infi nitives using il/elle and the correct form of the verb. You could do the fi rst one as an example (il/elle apporte).

1 Trouvez la bonne image pour chaque emploi [job].Reading. Students read through the list of ten jobs and match each one to the appropriate picture.

Before they begin, read together through the tip box on strategies for dealing with unknown words. These should be familiar to students from KS3 work. Can they add any techniques to those listed? (e.g. using the context (either the topic or the detail of a text), using a process of elimination to narrow down the options, etc.)

Answers

1 g 2 j 3 h 4 d 5 i 6 a 7 f 8 b 9 e 10 c

2 Trouvez la bonne défi nition. Reading. Students match each of the 8 jobs (1–8) with the correct defi nition in French (from a–h).

Answers

1 f 2 b 3 h 4 a 5 d 6 e 7 c 8 g

Expo-langue: masculine/feminine forms of jobs; no article with jobs

Read through this grammar box before students do exercise 3. It points out the fact that no article is included when you say what someone’s job is (e.g. Il est ingénieur).

It also shows that some jobs have different masculine and feminine words.

3 Que font leurs parents? Écoutez et notez en anglais. (1–5)Listening. Students listen to fi ve people being interviewed about what their parents do and note each person’s occupation in English. The names of the speakers are supplied for reference.

Audioscript 10

1 – Que font tes parents dans la vie, Aline? – Mon père est maçon – il construit des maisons – et ma

mère est secrétaire. Elle travaille sur ordinateur dans un bureau en ville.

2 – Que font tes parents, Benoît? – Mon père est cuisinier. Il prépare les repas dans un

grand restaurant en ville. Et ma mère travaille dans un salon de coiffure. Elle est coiffeuse.

3 – Et toi, Coralie? Que font tes parents dans la vie? – Ma mère est serveuse dans un restaurant. Elle sert des

repas aux clients. Mon père est ingénieur. Il travaille dans une usine où on fabrique des moteurs.

4 – Ton père est aussi ingénieur, Didier? – Pas du tout, mon père est sapeur-pompier. Il fait partie

d’une équipe qui éteint les incendies. Ma mère est comptable. Elle travaille dans une banque.

Moi 2 Mes parents


Main topics and objectives• Saying what your parents do• Using masculine and feminine

words for jobs

Grammar• No article with jobs (il est ingénieur)

• Using masculine and feminine words for jobs

Key languageIl/Elle est …coiffeur/euse

comptablecuisinier/èreinfi rmier/èreinformaticien(ne)ingénieurinstituteur/tricekinésithérapeutemaçonmécanicien(ne)menuisiernourrice plombier secrétaireserveur/eusesapeur-pompiervendeur/euse

Il/Elle travaille …dans un bureau dans une grande surfacedans un hôpitaldans une école primaire dans un garage dans une cantine dans une garderie sur un chantier

ResourcesCD1, tracks 10–11Cahier d’exercices, page 6

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5 – Que font tes parents dans la vie, Éloïse? – Mon père est menuisier. Il fait des meubles, des tables,

des portes et des fenêtres. Ma mère travaille dans une clinique. Elle est kinésithérapeute. Elle fait des massages aux gens qui ont mal au dos.

Answers

1 Aline: father = builder, mother = secretary2 Benoît: father = chef; mother = hairdresser3 Coralie: father = engineer; mother = waitress4 Didier: father = fi refi ghter; mother = accountant5 Éloïse: father = joiner; mother = physiotherapist

4 À deux. Posez et répondez aux questions. Speaking. In pairs: students take it in turns to ask and answer questions about the jobs people do, using their notes in English from exercise 3 as prompts. The question and an opening for the response are supplied for support.

Starter 2 Aim To review the vocabulary for jobs and how to say what job someone does.

Write up: Il/Elle est … Ask students to identify the job you are going to mime, using the structure you have written up. Then mime one of the jobs covered in the unit. The fi rst student to answer correctly then takes a turn miming another job for the rest of the class to identify, and so on. Make sure students are clear that no article is used in this structure.

5 Où travaillent-ils? Choisissez la bonne image.Reading. Students read six statements about what jobs people do and where they work and identify each location by matching the statement to the appropriate picture (from a–f).

Answers

1 père e 2 mère b 3 père c 4 mère a 5 père d6 mère f

R Students work in pairs, one prompting with a job in French (e.g. vendeuse), the other responding with details of where the person works (e.g. Elle travaille dans une grande surface). They then swap roles. Once they have done a few, encourage them to try answering with their books closed.

6 Où travaillent-ils? Écoutez et notez la bonne lettre. (1–6)Listening. Students listen to descriptions of what six people do and where they work. For each person

they note the letter for the appropriate picture (from a–f).

Audioscript 11

– Monsieur Duval travaille dans une gare. Il est chef de gare.

– Madame Duval travaille dans la mairie, elle est secrétaire.– Monsieur Brunot est boulanger et Madame Brunot est

vendeuse dans la boulangerie.– Madame Gilsou est informaticienne et travaille dans une

agence de voyages.– Monsieur Jeammet est employé de banque. Il travaille

dans une banque.– Mademoiselle Voyeux est réceptionniste et travaille dans

un cabinet médical.

Answers

M. Duval f Mme Duval d M. et Mme Brunot aMme Gilsou b M. Jeammet c Mlle Voyeux e

7 À deux. Posez et répondez aux questions.Speaking. In pairs: students ask and answer questions about what their parents do for a living and where they work. The questions and a vocabulary box of further useful expressions are supplied for support. Give them time to prepare their answers fi rst.

8 Faites un résumé.Writing. Students write a short report on what their parents do. Sentence openings are supplied for support.

PlenaryAsk students what techniques were suggested

in this unit for tackling unknown vocabulary (see the tip box on p. 12 and the suggestions in Starter 1). Suggest students add these strategies to their list of exam techniques.

Use this as an opportunity to explain that there will be suggestions throughout Expo 4 to help students tackle the exam. Suggest that students keep a list of these techniques and try to implement them as much as possible in their work. The more familiar they become, the better prepared students will be for the exam. They could start their list by noting down these strategies for tackling unknown vocabulary.

Point out that making connections between words can also help students memorise vocabulary. Ask them to suggest connections that might help them remember the vocabulary for jobs (e.g. infi rmière – English ‘infi rm’; informatique – informaticien, etc.).

2 Mes parentsMoi1

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1Answers

1 kinésithérapeute 2 coiffeuse 3 ingénieur 4 serveuse 5 cuisinier 6 secrétaire 7 maçon 8 sapeur-pompier 9 menuisier 10 comptable

2Answers

ExampleMa mère est secrétaire; elle tape des e-mails et des lettres sur un ordinateur. Mon père fait les comptes dans un bureau. Il est comptable.Ma sœur est kinésithérapeute. Elle travaille dans une clinique. Mon frère fabrique des moteurs; il est ingénieur. Mon oncle est maçon et il construit des maisons. Ma sœur est coiffeuse. Elle coupe les cheveux.Mon grand-père éteint les incendies; il est sapeur-pompier.

2 Mes parentsMoi1

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Moi 3 Mes copains et mes copines



Talking about your friends ●

Adjective agreement ●

GrammarAdjective agreement ●

Key languageactif/ve bavard(e)bien organisé(e)

célèbredrôlegénéreux/eusegentil(le)intelligent(e)marrant(e)paresseux/eusesportif/ve sympatimide

grand(e)petit(e)de taille moyenne

Il/Elle a …les cheveux blonds/brunsles yeux bleus/verts

mon copainma copine


Starter 1 Aim To revise adjectives used to describe what people look like.

Name a student in the class or a teacher in the school and describe them using the structures below, using a variety of true and false statements. The class has to respond vrai or faux for each statement. The students could then take it in turns to make up their own statements about people.

Il/Elle est (assez/très) grand(e)/petit(e)/de taille moyenne …

Il/Elle a les cheveux bruns/noirs/blonds/roux/courts/mi-longs/longs … et les yeux bleus/marron/verts/gris …

Aim to cover the full range of adjectives used in this context. You could give English prompts for any not covered for students to give the French.

1 Lisez. Qui c’est? Trouvez la bonne image.Reading. Students read the four descriptions of teenagers and use the details to identify each of the people pictured.

+ Ask students to work out the meaning of the following words from the texts, using the strategies they have been learning:bouclés, lunettes, sérieuse, travailleur, paresseuse

Answers

1 b 2 d 3 a 4 c

Expo-langue: adjective agreement

Read through this grammar box after exercise 1 to review agreement of adjectives. There is more information on p. 190 of the Student Book.

R Ask students to identify all the adjectives in the texts in exercise 1, listing them in a grid like this:

singular pluralmasculine feminine masculine feminine

2 Écoutez et complétez le texte avec les mots qui manquent.Listening. Students listen to the recording and note the missing words. The words are supplied in jumbled order for reference. Tell students that you will pause the recording after each person is described. Suggest they concentrate on writing down what they hear and then at the end check the jumbled words for the correct version of the missing word.

Audioscript 12

– Lucas est assez grand. Il a les yeux bleus et les cheveux blonds. Il est sportif et drôle et il n’est pas timide.

– Ma copine Jennifer est assez petite. Elle a les cheveux bruns et les yeux verts. Elle est sympa et généreuse et elle n’est pas bavarde.

– Cathy est de taille moyenne. Elle est gentille et marrante, mais elle n’est pas bien organisée.

– Kévin est grand. Il est intelligent et sympa, mais il est très paresseux.

Answers

See also bold in the audioscript.

1 grand 2 bleus 3 blonds 4 sportif 5 drôle6 timide 7 petite 8 bruns 9 verts 10 sympa11 généreuse 12 bavarde 13 de taille moyenne14 gentille 15 marrante 16 bien organisée17 grand 18 intelligent 19 sympa 20 paresseux

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Starter 2 Aim To review adjectives to describe people.

Make a series of statements about famous people (real or fi ctional) or people in/known to the class, using the adjectives introduced in exercise 1 on p. 14, e.g.

Mr Bean est bavard.

Amélie Mauresmo est active.

Magic Johnson n’est pas de taille moyenne.

Ask students to do a thumbs up if they agree with the statement and a thumbs down if they disagree. Choose someone who disagrees to give you a correct statement about the person.

3 À deux. Posez et répondez aux questions. Speaking. In pairs: students take it in turns to ask and answer questions using the picture prompts. The question and the opening for the response are supplied for support, as well as the adjectives needed. Students should cover both masculine and feminine forms for each picture.

4 Faites la description de deux personnalités de votre choix. Writing. Students choose two celebrities each (one male and one female) and write a description of them (what they do, how they look, their character). A vocabulary grid is supplied for support.

In preparation for this activity, you could ask students to bring in pictures of their favourite celebrities to use as prompts.

R Ask students to swap texts with a partner and to check each other’s work, looking in particular at the accuracy of adjective endings.

5 À deux. Discutez de vos descriptions. D’accord ou pas? Speaking. In pairs: students discuss the descriptions they wrote for exercise 4, saying whether they agree or disagree with the statements their partner has made. An example dialogue is given for support.

6 Écoutez la description du voleur. Choisissez les quatre bonnes images. Listening. Students listen to the description of a thief and select the appropriate Identikit elements from those shown to assemble a complete picture of him.

Audioscript 13

– Décrivez le voleur.– Il était … de taille moyenne.– Et ses cheveux?– Mi-longs.– De quelle couleur?– Gris.– Barbe ou moustache?– Moustache.– Et ses yeux?– Marron.– Lunettes ou lunettes de soleil?– Lunettes de soleil.– D’autres détails?– Ah oui, il portait un pull à rayures blanches et noires!

Answers

c, d, g, k

7 Faites la description d’un petit copain idéal/une petite copine idéale.Writing. Students write a paragraph on their ideal boyfriend/girlfriend. Some sample structures are supplied for support.

Students could do this on computer. Encourage them to check their texts for accuracy and to produce a second draft.

PlenaryGive students two minutes in pairs to do the following quiz on adjectives without looking at their books. Tell them they cannot use the same adjective twice. They need to come up with:

– 2 adjectives to which you add –e to make the feminine form

– 1 adjective which ends in –euse in the feminine form

– 1 adjective which doesn’t change in the feminine form

– 1 adjective you would use with les cheveux.

3 Mes copains et mes copinesMoi1

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1Answers

sporty – sportif extrovert – extravertilazy – paresseux funny – drôlegenerous – généreuse chatty – bavardewell organised – bien organisé not well organised – pas

très bien organisé

Expo-langueAnswers

Boys: texts 2 and 4 Girls: texts 1 and 3

2Answers

1 3 2 1 3 4 4 2

3Answers

ExampleIl est grand et il a les yeux bleus et les cheveux noirs. Il est très extraverti. Au collège, il est bien organisé.

3 Mes copains et mes copinesMoi1

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Starter 1 Aim To revise language for describing someone.

Ask students to write a description of themselves in French, to include the following information:

– height

– hair: colour, length, type (e.g. curly)

– eyes: colour

– age

– nationality.

Listen to some answers, reminding the class as necessary of the meaning of any vocabulary items and highlighting agreements.

1 Écoutez. Répondez aux questions.Listening. Students listen to the recording, then answer the three questions on it in English.

Before they begin, read together through the Tip box on pre-listening strategies.

Audioscript 14

– Que fais-tu?– Je fais mes devoirs.– Tu veux que je t’aide?– Ah oui … tu sais qui c’est?– Bien sûr, c’est un joueur de football.– Quel est son nom?– Benzema – B-E-N-Z-E-M-A.– B … E … N … Z … E … M … A. Et son prénom?– Karim. K-A-R-I-M.– Karim … Quelle est sa nationalité?– Française.

– Il est français?– Oui.– Quel est son lieu de naissance?– Il est né à Lyon.– Comment ça s’écrit?– L-Y-O-N.– L-Y-O-N?– Oui.– Quelle est la couleur de ses cheveux?– Ses cheveux sont … euh … bruns.– Quelle est la couleur de ses yeux?– Ses yeux sont bruns.– Que fait-il de son temps libre?– Il aime écouter de la musique rap.– Il aime écouter de la musique rap. C’est tout! J’ai fi ni.

Answers

1 c2 One of them has to do it for homework.3 First name: Karim Surname: Benzema Sport: football Nationality: French Place of birth: Lyon Hair colour: brown Eye colour: brown Likes: (listening to) rap music

Expo-langue: the alphabet/possessive adjectives

Use the grammar boxes to review confusable letters in French and the possessive adjectives son, sa, ses.

R Give nouns in French as prompts. Students respond using the correct form of the possessive adjective, e.g. père – son père.

Moi (AQA edition) 4 Les champions

sportifs (Student Book pages 16–17)


Describing famous ●

sportspeopleUsing possessive adjectives ●

son, sa, ses

GrammarUsing possessive adjectives ●

son, sa, ses

Listening and reading skills focus

Listening for gist ●

Listening for detail ●

Predicting content before ●

listeningReviewing vocabulary areas ●

before listeningListening strategies (coming ●

back to diffi cult areas)Reading for detail ●

Reading strategies (thinking ●

about paraphrases, context, cognates)

Key languageIl a commencé à jouer à l’âge de …gagner un titredevenir champion du monde (junior)

il a atteint la septième place mondialele numéro un mondialen quart de fi naleen (demi-)fi naleun tournoiil a gagnéil a battuil a perdu contre

ResourcesCD1, track 14Cahier d’exercices, page 8Grammaire, page 190


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Starter 2 Aim To practise possessive adjectives.

Give students three minutes to come up with six phrases featuring the possessive adjectives son, sa, ses + an appropriate noun. They should aim for two examples of each possessive adjective.

Listen to some answers from students, then ask students to translate them into English. If it hasn’t already been covered in the answers, write up amie and ask students what form of the possessive adjective should be used with this word.

2 Lisez le texte et trouvez les mots qui manquent.Reading. Students read the gap-fi ll text about tennis player Richard Gasquet and identify the words to fi ll the gaps. The answers are supplied in random order for support. There are two distractors.

With a good class, you could suggest that they attempt the exercise fi rst without looking at the answer options.

Answers

1 jouer 2 Ses 3 Son 4 sa 5 joué 6 des 7 a8 avec

3 Choisissez: vrai (V), faux (F) ou pas mentionné (PM).Reading. Students read the text in exercise 2 again. They then read the English statements about the text and decide whether each statement is true (V), false (F) or refers to details not mentioned in the text (PM).

Before students do the activity, read together through the Tip box on reading strategies.

Answers

1 V 2 F 3 F 4 PM 5 V 6 V 7 V 8 PM

PlenaryAsk students to tell you which words are used in French to say ‘his (book)’ ‘her (parents)’, etc. Then prompt in English to practise the possessive adjectives, e.g. ‘his exercise book’, ‘her pencil’, ‘her dogs’, ‘his mother’, ‘her brothers’, ‘his brothers’.


1Answers

1 Toulouse 2 football 3 défenseur 4 jouer 5 signé 6 janvier

2Answers

Surname: ClichyFirst name: GaëlDate of birth: 26/7/85Place of birth: ToulouseJob + position: footballer – defenderCurrent club: Arsenal1st selection for France: 31st Jan 2008

3Answers

Surname: EvraFirst name: PatriceDate of birth: 15/5/81Place of birth: Dakar, SenegalJob: footballer, defenderClub from 2002–2006: MonacoCurrent club: Man Utd1st selection for France: 18/8/04

(AQA edition) 4 Les champions sportifsMoi1

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Starter 1 Aim To revise language for describing someone.

Ask students to write a description of themselves in French, to include the following information:

– height

– hair: colour, length, type (e.g. curly)

– eyes: colour

– age

– nationality.

Listen to some answers, reminding the class as necessary of the meaning of any vocabulary items and highlighting agreements.

1 Écoutez. Répondez aux questions.Listening. Students listen to the recording, then answer the six questions on it in English.

Before they begin, read together through the Tip box on pre-listening strategies.

Audioscript 14

– Que fais-tu?– Je fais mes devoirs.– Tu veux que je t’aide?– Ah oui … tu sais qui c’est?– Bien sûr, c’est un joueur de football.– Quel est son nom?– Benzema – B-E-N-Z-E-M-A.– B … E … N … Z … E … M … A. Et son prénom?– Karim. K-A-R-I-M.– Karim … Quelle est sa nationalité?– Française.

– Il est français?– Oui.– Quel est son lieu de naissance?– Il est né à Lyon.– Comment ça s’écrit?– L-Y-O-N.– L-Y-O-N?– Oui.– Quelle est la couleur de ses cheveux?– Ses cheveux sont … euh … bruns.– Quelle est la couleur de ses yeux?– Ses yeux sont bruns.– Que fait-il de son temps libre?– Il aime écouter de la musique rap.– Il aime écouter de la musique rap. C’est tout! J’ai fi ni.

Answers

1 Benzema 2 Karim 3 French 4 Lyon 5 brown 6 listening to rap music

Expo-langue: the alphabet/possessive adjectives

Use the grammar boxes to review confusable letters in French and the possessive adjectives son, sa, ses.

R Give nouns in French as prompts. Students respond using the correct form of the possessive adjective, e.g. père – son père.

2 Lisez le texte et trouvez les mots qui manquent.Reading. Students read the gap-fi ll text about tennis player Richard Gasquet and identify the words to fi ll the gaps. The answers are supplied in random order for support. There are two distractors.

Moi (OCR edition) 4 Les champions

sportifs (Student Book pages 16–17)


Describing famous ●

sportspeopleUsing possessive adjectives ●

son, sa, ses

GrammarUsing possessive adjectives ●

son, sa, ses


Listening for gist ●

Listening for detail ●

Predicting content before ●

listeningReviewing vocabulary areas ●

before listeningListening strategies (coming ●

back to diffi cult areas)Reading for detail ●

Reading strategies (thinking ●

about paraphrases, context, cognates)

Key languageIl a commencé à jouer à l’âge de …gagner un titredevenir champion du monde (junior)

il a atteint la septième place mondialele numéro un mondialen quart de fi naleen (demi-)fi naleun tournoiil a gagnéil a battuil a perdu contre

ResourcesCD1, track 14Cahier d’exercices, page 8Grammaire, page 190


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(OCR edition) 4 Les champions sportifsMoi1With a good class, you could suggest that they attempt the exercise fi rst without looking at the answer options.

Answers

1 jouer 2 Ses 3 Son 4 sa 5 joué 6 des 7 a8 avec

Starter 2 Aim To practise possessive adjectives.

Give students three minutes to come up with six phrases featuring the possessive adjectives son, sa, ses + an appropriate noun. They should aim for two examples of each possessive adjective.

Listen to some answers from students, then ask students to translate them into English. If it hasn’t already been covered in the answers, write up amie and ask students what form of the possessive adjective should be used with this word.

3 Complétez chaque phrase en anglais avec un mot de la case.Reading. Students read the text in exercise 2 again. They then read and complete the sentences in English summarising it. The answers (plus distractors) are supplied in random order for support.

Before students do the activity, read together through the Tip box on reading strategies.

Answers

1 four 2 father 3 sixteen 4 lost 5 injury 6 2007 7 football 8 friends

PlenaryAsk students to tell you which words are used in French to say ‘his (book)’ ‘her (parents)’, etc. Then prompt in English to practise the possessive adjectives, e.g. ‘his exercise book’, ‘her pencil’, ‘her dogs’, ‘his mother’, ‘her brothers’, ‘his brothers’.


1Answers

1 Toulouse 2 football 3 défenseur 4 jouer 5 signé 6 janvier

2Answers

Surname: ClichyFirst name: GaëlDate of birth: 26/7/85Place of birth: ToulouseJob + position: footballer – defenderCurrent club: Arsenal1st selection for France: 31st Jan 2008

3Answers

Surname: EvraFirst name: PatriceDate of birth: 15/5/81Place of birth: Dakar, SenegalJob: footballer, defenderClub from 2002–2006: MonacoCurrent club: Man Utd1st selection for France: 18/8/04

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Starter 1 Aim To reintroduce the perfect tense. To practise using past participles.

Write up the following leaving a gap for each of the words in brackets. List the words in brackets separately in random order. Ask students to copy and complete the phrases, selecting the appropriate word from those listed to fi ll each gap.

Le week-end dernier, …

je suis (allé(e)) en ville

j’ai (regardé) la télé

j’ai (joué) au foot

j’ai (écouté) de la musique

je suis (resté(e)) à la maison

j’ai (envoyé) des textos

When checking answers, ask students to translate each phrase. Make sure they are clear that these all relate to events in the past.

1 Écoutez Thierry et Pascaline. Où sont-ils allés? Quel jour? (1–2)Listening. Students copy out the grid. They listen to Thierry and Pascaline talking about where they went each day last week and read the text at the same time. They complete the grid with the letters of the appropriate pictures (from a–f).

Audioscript 15

– Thierry, qu’est-ce que tu as fait la semaine dernière?– Qu’est-ce que j’ai fait la semaine dernière? Attends!

Samedi, je suis allé en ville avec ma copine … Jeudi soir, je suis allé au gymnase avec mes copains … Mercredi,

je suis allé au centre de loisirs … Lundi, je suis allé au terrain de sport … Vendredi, je suis resté à la maison … Mardi, je suis allé à la piscine et dimanche, je suis allé jouer au foot sur le terrain de sport.

– Et toi, Pascaline?– La semaine dernière? Mercredi, où est-ce que je suis

allée? Ah oui, je suis allée au centre de loisirs avec mes copains parce qu’on fait du théâtre. Lundi, je suis allée à la piscine, et jeudi aussi, et puis mardi, je suis allée au gymnase faire du karaté. Vendredi, je suis allée au centre de loisirs et samedi, je suis allée en ville. Dimanche, je suis restée à la maison. Voilà, c’est tout.

Answers

lundi mardi mercredi jeudi vendredi samedi dimanche

Thierry d b a c f e d

Pascaline b c a b a e f

2 À deux. Où êtes-vous allés? Posez et répondez aux questions.Speaking. In pairs: using the picture prompts supplied, students take it in turns to ask and answer questions on what they did on various days last week. A model question is given for support. Check that students know which structure to use in their response (Lundi, je suis allé(e) …)

Expo-langue: perfect tense (je form)

Use this grammar box to cover je forms of the perfect tense (with avoir and être) before students do exercise 3. There is more information on pages 192 and 194 of the Student Book.

3 Qu’est-ce que vous avez fait? Copiez et complétez l’agenda ci-dessous.Writing. Using the picture prompts, students copy and complete the diary entries for last week.

Moi 5 La semaine dernière



Saying what you have done ●

The perfect tense ●

GrammarPerfect tense ( ● je forms)

Key languageLundi, je suis allé(e) …au centre de loisirsau gymnaseau terrain de sportà la piscineen ville

J’ai fait …du karatédu judodu shoppingdu théâtrede la musculationde la natationde la danse

J’ai joué …au basketau volleyau footau badmintonJ’ai écouté de la musique.J’ai regardé la télé.

J’ai joué à l’ordinateur.J’ai fait mes devoirs.J’ai envoyé des textos à mes amis.

Je suis resté(e) à la maison.

C’était super/génial!Bof, ce n’était pas mal.C’était fatigant/ennuyeux.C’était nul.

ResourcesCD1, tracks 15–16Cahier d’exercices, page 9Grammaire, pages 192, 194

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Starter 2 Aim To practise forming the perfect tense.

Write up the following, with the second column in random order (in correct order here for reference only).

1 Lundi dernier, je suis resté à la maison.

2 Hier soir, j’ ai mangé une pizza.

3 Samedi après-midi, j’ai joué au foot.

4 L’année dernière, je suis allée en France.

Ask students to match the sentence beginnings and endings. When checking answers, ask how they worked each one out (reviewing how the perfect tense is formed).

4 Lisez l’e-mail de Thierry. Puis choisissez a, b ou c pour compléter chaque phrase.Reading. Students read Thierry’s e-mail and then complete the six sentences by choosing the correct ending from the three options given for each.

R Ask students to identify all the examples of the perfect tense in Thierry’s text and to translate them.

Answers

1 a 2 b 3 b 4 b 5 b 6 a

5 Écoutez. Qu’est-ce qu’ils ont fait? Copiez et remplissez la grille. (1–5) Listening. Students copy out the grid. They listen to the fi ve conversations and note the details for each person: where they went, what they did and their opinion of it.

Audioscript 16

1 – Qu’est-ce que tu as fait mercredi dernier? – Mercredi dernier? … Euh … je suis allé au centre de

loisirs et j’ai fait un stage de théâtre. – C’était comment? – C’était super.

2 – Qu’est-ce que tu as fait mercredi dernier? – Bon, mercredi dernier, je suis allée au gymnase et j’ai

joué au badminton. – C’était comment? – Bof, ce n’était pas mal.

3 – Qu’est-ce que tu as fait mercredi dernier? – Moi … euh … je suis restée à la maison, j’ai fait mes

devoirs et j’ai joué à l’ordinateur. – C’était comment? – Ennuyeux!

4 – Qu’est-ce que tu as fait mercredi dernier? – Moi, je suis allé au terrain de sport et j’ai joué au basket. – C’était comment? – C’était génial, nous avons gagné.

5 – Qu’est-ce que tu as fait mercredi dernier? – Je suis allée à la piscine avec mes potes et j’ai fait de la

natation. – C’était comment? – C’était nul. – Pourquoi? – Il y avait trop de monde.

Answers

Où? Qu’est-ce qu’ils ont fait?

C’était comment?

1 au centre de loisirs

Il a fait un stage de théâtre.

✓ ✓

2 au gymnase Elle a joué au badminton.

–

3 à la maison Elle a fait ses devoirs et a joué à l’ordinateur.

✗

4 au terrain de sport

Il a joué au basket. ✓

5 à la piscine Elle a fait de la natation.

✗ ✗

6 Préparez une présentation. Où êtes-vous allé(e) et qu’est-ce que vous avez fait samedi dernier?Speaking. Students prepare a presentation on where they went and what they did last Saturday. They can use either the pictures supplied as prompts or their own details. Point out the note reminding them to create a list of prompts to use when speaking – in the form of symbols or key words.

Ask a few students to give their presentations to the class. Invite constructive feedback.

PlenaryPlay a simplifi ed chain game round the class to consolidate talking about activities in the past. Each student repeats the last thing the previous student said and then adds his/her own expression. If he/she makes a mistake, can’t remember what the previous student added or can’t add an item, he/she is out. Start it off: Le week-end dernier, j’ai fait de la natation, …

5 La semaine dernièreMoi1

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1Answers

Samedi dernier, je suis allé au centre de loisirs avec mes copains, Luc, Sarah et Vincent. Dimanche, je suis allé à la piscine avec mon frère. C’était génial. Lundi, je suis resté à la maison et j’ai écouté de la musique puis j’ai regardé la télé. Mardi, je suis allé au restaurant et j’ai mangé une pizza. C’était super!

2Answers

a J’ai mangé une pizza.b Je suis allé à la piscine.c J’ai regardé la télé.d J’ai écouté de la musique.e Je suis allé au centre de loisirs.f Je suis allé au restaurant.

3Answers


5 La semaine dernièreMoi1

32

Moi 6 Mes loisirs



Talking about what you have ●

done and are going to doJ’ai fait ● and je vais faire

GrammarTalking about the past ●

(j’ai fait …)Talking about the future ●

(je vais faire …)

Key languageJ’ai fait … du cheval

du véloJ’ai joué …au squashJ’ai acheté/écouté/regardéJe suis allé(e) …à la pêche

Language for other activities from Unit 5

C’était comment?C’était …très bien/génialboffatigant/ennuyeux/nul

Je vais …prendre une douche

dînerlaver mon vélofaire mes devoirsme sécher les cheveuxboire quelque chosedonner à manger au chevaljouer à l’ordinateurmettre le nouveau pullenvoyer un textofaire cuire le poissonregarder la télé

ResourcesCD1, tracks 17–18 Cahier d’exercices, pages 10–11Grammaire, pages 188, 192, 194

Starter 1 Aim To review the perfect tense forms of key verbs.

Write up: de la danse – faire

Ask a student to give you a sentence using these words and the perfect tense: j’ai fait de la danse. Then get students working in pairs to write similar sentences for the following prompts. Alternatively, you could do this orally as a class, with students spelling out the past participles when they answer.

au foot – jouerla télé – regarderde la musique – écouterdu shopping – fairedes textos – envoyerà la piscine – aller

1 Écoutez et décidez. Qui parle? C’était comment? (1–8)Listening. Students listen to the eight conversations. They use the pictures and name labels to identify who is speaking in each conversation and note the opinions expressed (from a–f).

Audioscript 17

1 – Qu’est-ce que tu as fait? – Je suis allée au gymnase et j’ai fait du karaté. – C’était comment? – C’était fatigant.

2 – Qu’est-ce que tu as fait? – Moi? J’ai joué au squash contre mon père. – Ça s’est bien passé? – Bof, il a gagné.

3 – Qu’est-ce que tu as fait? – Je suis allée en ville et j’ai fait du shopping. – Qu’est-ce que tu as acheté?

– Un pull, un pantalon et des chaussures. – C’était comment, le shopping? – Très bien.

4 – Qu’est-ce que tu as fait? – Je suis allé à la pêche. – Et c’était comment? – Bof, j’ai seulement attrapé un poisson.

5 – Qu’est-ce que tu as fait? – J’ai joué au football. – C’était comment? – Génial. Nous avons gagné!

6 – Et toi? Qu’est-ce que tu as fait? – Je suis allée à la piscine et j’ai nagé. – C’était comment? – Ennuyeux, c’était un entraînement, j’ai nagé pendant

une heure … ouf!

7 – Qu’est-ce que tu as fait? – J’ai fait de l’équitation. – C’était comment? – Bof, je préfère regarder la télé!

8 – Et toi? Qu’est-ce que tu as fait? – J’ai fait du vélo. – C’était comment? – Génial! Faire du vélo, c’est ma passion!

Answers

1 Amélie, c 2 Lucas, b 3 Sophie, a 4 Serge, b5 Arthur, f 6 Delphine, d 7 Chloé, b 8 Yannick, f

2 Qui écrit? Trouvez le bon prénom de l’exercice 1.Reading. Students read the six text messages and work out from the pictures in exercise 1 who sent each one.

Answers

1 Amélie 2 Lucas 3 Chloé 4 Yannick 5 Serge6 Delphine

33

Expo-langue: the perfect tense (je forms)

Use the grammar box on p. 21 to remind students of the perfect tense forms they need to use in exercise 3.

3 À deux. Qu’avez-vous fait? Speaking. In pairs: students use the picture prompts to say what they did.

4 Lisez la grille et faites huit phrases. Writing. Students write eight sentences using some of the perfect tense forms covered in Units 5 and 6. A language grid is provided for support.

Before they begin, explain, if you haven’t done so already, the difference between je suis allé/resté and je suis allée/resteé.

Starter 2 Aim To introduce the near future tense. To revise some key present tense forms.

Write up the following grid and ask students to copy and complete it. They can work in pairs for support.

aujourd’hui demainje regarde je vais regarderje joue

je vais faire

je mange

je vais écouter

je vais

je vais mettre

je prends

je vais boire

When checking answers, ask students when they would use the verbs in the fi rst column (the present) and those in the second column (the future). Can they explain how the near future is formed?

Expo-langue: the near future tense (je form)

Use the grammar box to summarise how the je form of the near future tense is formed.

5 Lisez et trouvez les deux bonnes images pour chaque personne.Reading. Students read the six messages and fi nd the two pictures that correspond to each.

+ Put the class into two teams. Ask them to read through the texts again. One team will identify all the examples of verbs talking about the past; the other will identify verbs talking about the future.See the note on p. 49 on setting teams for Starter and Plenary activities.

Answers

1 e, g 2 d, h 3 b, l 4 f, i 5 a, j 6 k, c

6 Qui parle? Écoutez et mettez les prénoms de l’exercice 5 dans le bon ordre. (1–6)Listening. Students listen to the recording and, using the information given in the texts in exercise 5, identify each speaker.

Audioscript 18

1 – Qu’est-ce que tu vas faire maintenant? – Ben, c’est évident, je vais laver mon vélo. Il est couvert

de boue, il faut le laver tout de suite … et puis je vais faire mes devoirs.

2 – Qu’est-ce que tu vas faire maintenant? – Ben, j’ai faim, je vais faire cuire mon poisson. As-tu déjà

mangé un poisson frais comme ça? C’est délicieux … et puis je vais regarder la télé.

3 – Qu’est-ce que tu vas faire maintenant? – Bon, je vais mettre mon nouveau pantalon et mon

nouveau pull. Fais voir! Mmm … et puis je vais envoyer un texto à mon copain.

4 – Qu’est-ce que tu vas faire maintenant? – Ben, je vais m’occuper du cheval, je vais le brosser et

puis je vais lui donner à manger. – Qu’est-ce que tu lui donnes? – Une carotte et du foin … Et puis je vais jouer à

l’ordinateur.

5 – Qu’est-ce que tu vas faire maintenant? – Je vais me sécher les cheveux, ils sont tout trempés. – Et puis? – Je vais boire quelque chose.

6 – Qu’est-ce que tu vas faire maintenant? – Je vais prendre une douche – j’ai joué au squash et j’ai

chaud – et puis je vais dîner.

Answers

1 Yassim 2 Thomas 3 Élodie 4 Gwenaëlle5 Cathy 6 Théo

7 Écrivez des textos à vos copains/copines. Writing. Students write two or three text messages to friends, along the lines of the messages in exercise 5. The key structures are supplied for support.

6 Mes loisirsMoi1

34

You might want to emphasise that maintenant in this context means ‘now’ in the sense of ‘next’ rather than ‘at this moment’.

PlenaryWrite up Je joue au foot. Ask students to tell you how to say ‘I played football’ and ‘I am going to play football’ and to summarise how each tense is formed.

Then give a range of prompts in French, either orally or written up, for students to respond to using Samedi dernier, … and the perfect tense and then Demain, … and the near future tense.

je vais à la piscine

je fais du théâtre

j’achète un DVD

j’écoute de la musique


1Answers

1 Lundi, je suis allé à la piscine. C’était bien!2 Puis, j’ai fait du vélo. 3 Mardi, j’ai joué au badminton.4 Puis, j’ai joué au volley. C’etait diffi cile!5 Et enfi n, j’ai fait du cheval. C’était fatigant!

2Answers

1 Je vais écouter de la musique.2 Je vais regarder la télé.3 Je vais jouer à l’ordinateur.4 Je vais envoyer un texto.5 Je vais manger une pizza.6 Je vais boire un coca.

3Answers

ExampleJe vais faire de la danse.Je vais jouer au badminton.Je vais faire du cheval.Je vais jouer au volley.Je vais aller à la piscine.

Cahier d’exercices, Grammaire, page 11

1Answers

A Je me présente. Je m’appelle Thomas et j’ai seize ans. J’habite à Lyon en France. J’ai un frère qui s’appelle Luc. Je suis assez grand et j’ai les yeux bleus. J’aime faire du sport. D’habitude, je joue au football et au squash.

B Samedi dernier, je suis allé à la piscine avec mon frère. Après, j’ai joué au basket puis je suis allé au parc et j’ai fait du vélo.

Dimanche, je suis resté à la maison. J’ ai regardé la télé et j’ai écouté de la musique.

C Demain, je vais jouer au tennis avec mon copain, Vincent. Puis, je vais écouter de la musique. Après, je vais faire mes devoirs.

Samedi, je vais aller en ville avec ma sœur. Je vais acheter un nouveau jean et je vais manger une pizza au café. Le soir, je vais regarder un fi lm à la télévision.

2Answers

A present B past C future

3Answers

1 Je suis assez grand.2 J’ai regardé la télé.3 Je vais manger une pizza.

6 Mes loisirsMoi1

35

OverviewRead through the yellow box and outline for students how this section works. They will hear a Speaking controlled assessment model conversation in three parts and do exercises focused on the language used in it. These exercises, along with the advice/activities on how to improve speaking performance in the Grade Studio, will help them prepare to take part in a conversation of their own on the topic.

1 You will hear the fi rst part of a model conversation. Dan is talking about his family. First, work out who he is talking about: his brother or his sister? Then listen and check.Explain to students that they will hear a sample of the kind of conversation they are expected to have in the Speaking controlled assessment. First, they will do a preparatory exercise: they need to work out who Dan is talking about in the phrases in A and B. Students then listen to check their answers.

Audioscript 2

– Parle-moi un peu de ta famille. – Ben, mes parents sont séparés et j’habite chez ma mère.

J’ai un frère et une sœur. Ma sœur s’appelle Julie et elle a dix-huit ans. Elle est grande, elle a les yeux bleus et les cheveux longs et blonds. Mon frère s’appelle Jack. Il a neuf ans. Il est sportif. Il a les cheveux courts et frisés, il est bizarre!

– Tu t’entends bien avec eux? – Je m’entends bien avec ma mère, mais je ne m’entends

pas bien avec mon père. Je m’entends bien avec ma sœur parce qu’elle aime la même musique que moi. En revanche, je ne m’entends pas bien avec mon petit frère. Il est énervant. On se dispute toujours. Il vient toujours dans ma chambre et il me pose des questions stupides.

Answers

A his sister/sa sœur B his brother/son frère

2 Listen again and make notes in English of the key points of Dan’s answers. Now make notes about your own family. If you don’t have a brother or sister, your teacher will probably ask you about who else you get on with or don’t get on with.Students listen to the conversation again. They make notes in English on Dan’s answers.

Audioscript 3

As for Exercise 1.

Answers

His parents are separated. He lives with his mum. He has an 18-year-old sister called Julie, who is tall with blue eyes and long, blond hair, and a nine-year-old brother called Jack, who is sporty and strange, with short, curly hair.He gets on well with his mother and sister, but he doesn’t get on well with his father or brother. His sister likes the same music as him, but he’s always arguing with his brother, who keeps coming into his bedroom and asking stupid questions.

3 Listen to the second part of Dan’s conversation and fi ll in the gaps.Students now listen to the second part of Dan’s conversation and complete the gap-fi ll version of the transcript. The answers are supplied in random order for support.

With a good class you could ask pupils to read the text and try to work out the answers fi rst, then use the recording to check.

Audioscript 4

– Tu as un meilleur copain?– Oui, il s’appelle Dominic. Il est petit et il a les cheveux

courts et frisés. On aime les mêmes choses. On fait nos devoirs ensemble, puis on regarde un DVD ou on joue à l’ordinateur. On s’amuse bien.

– Qu’est-ce que tu aimes faire de ton temps libre?– J’aime faire du sport. Je joue au basket et je fais du VTT.

J’aime aussi jouer à l’ordinateur. Je vais chez mon copain Dominic parce qu’il a une Wii et on joue ensemble. Nous jouons aussi au foot et en été, nous jouons au tennis.

Moi (AQA edition) Contrôle oral: Family,

friends and free time (Student Book pages 22–23)

Topics revisedTalking about relationships with family and ●

friendsTalking about leisure activities you usually do/ ●

have done

Talking about leisure activities you plan to do ●

ResourcesCD5, tracks 2–5

36

Answers

Also shown in bold in the audioscript.1 les 2 frisés 3 fait 4 s’amuse 5 faire 6 au 7 du 8 à 9 parce qu’ 10 jouons

4 Now listen to the fi nal part of Dan’s conversation and answer the questions.Students listen to the third and fi nal part of Dan’s conversation and answer the questions on it. These questions focus on linguistic detail. You may need to play the recording more than once.

Audioscript 5

– Qu’est-ce que tu as fait hier soir?– Hier soir? D’abord, j’ai fait mes devoirs et puis je suis allé

chez Dominic et on a joué à la Wii. Ensuite, je suis rentré, j’ai dîné et j’ai regardé un DVD avant de me coucher.

– Qu’est-ce que tu vas faire ce week-end?– Ce week-end? Samedi, je vais retrouver mes copains au

terrain de sport et on va jouer au basket. Dimanche, je vais jouer au foot.

– Quel est ton passe-temps préféré?– Je me passionne pour le foot. Je m’entraîne deux fois par

semaine et je joue un match le dimanche.– Merci.– Merci et au revoir.

Answers

1 as fait, hier soir 2 d’abord 3 je suis allé (chez Dominic) 4 on a joué 5 va faire ce week-end 6 retrouver (je vais retrouver), jouer (je vais jouer, on va jouer) 7 Quel est ton passe-temps préféré? – What’s your favourite hobby?

The Grade Studio support for speaking activities is differentiated, allowing students to identify and work towards their target level: the basics (bronze panel), features expected at Grade C (silver panel), ways to increase your marks (gold panel). Encourage students to adopt the techniques in these sections in all extended speaking activities.

Read through and discuss the Grade Studio section together. Also draw students’ attention to the Épate l’examinateur! feature: this highlights language that students can include to particularly impress the examiner.

5 Now it’s your turn! Prepare your answers to the task opposite, then have a conversation with your teacher or partner.Students participate in a conversation on their own family, friends and leisure activities in the style of a controlled assessment task. They should use all the support supplied, here and elsewhere on the spread:

the English questions in the yellow box on p. 22 ●

their answers to Exercises 1–4 ●

Dan’s responses, adapted to talk about ●

themselvesthe Grade Studio advice on the language to ●

include.

They should also try to predict what the unprepared question from you/their partner might be.

Each student takes part in a conversation as the person answering the questions. If they are working with a partner, they will take turns asking and answering.

If possible, record the conversations (or have the students record themselves). They can then swap recordings with a partner, listen to each other’s version and offer comments on how it might be improved. A simple marking system is suggested (one, two or three stars for the listed categories). Students should then identify two or three areas which they would like to improve next time they do an extended speaking task.

(AQA edition) Contrôle oral: Family, friends and free timeMoi1

37

OverviewRead through the yellow box and outline for students how this section works. They will hear a Speaking controlled assessment model discussion in three parts and do exercises focused on the language used in it. These exercises, along with the advice/activities on how to improve speaking performance in the Grade Studio, will help them prepare to take part in a discussion of their own on the topic.

1 You will hear a model discussion. Dan is talking about his family. First, work out who he is talking about: his brother or his sister? Then listen and check.Explain to students that they will hear a sample of the kind of discussion they are expected to have in the Speaking controlled assessment. First, they will do a preparatory exercise: they need to work out who Dan is talking about in the phrases in A and B. Students then listen to check their answers.

Audioscript 2

– Parle-moi un peu de ta famille. – Ben, mes parents sont séparés et j’habite chez ma mère.

J’ai un frère et une sœur. Ma sœur s’appelle Julie et elle a dix-huit ans. Elle est grande, elle a les yeux bleus et les cheveux longs et blonds. Mon frère s’appelle Jack. Il a neuf ans. Il est sportif. Il a les cheveux courts et frisés, il est bizarre!

– Tu t’entends bien avec eux? – Je m’entends bien avec ma mère, mais je ne m’entends

pas bien avec mon père. Je m’entends bien avec ma sœur parce qu’elle aime la même musique que moi. En revanche, je ne m’entends pas bien avec mon petit frère. Il est énervant. On se dispute toujours. Il vient toujours dans ma chambre et il me pose des questions stupides.

Answers

A his sister/sa sœur B his brother/son frère

2 Listen again and make notes in English of the key points of Dan’s answers. Now make notes about your own family. If you don’t have a brother or sister, your teacher will probably ask you about who else you get on with or don’t get on with.Students listen to the conversation again. They make notes in English on Dan’s answers.

Audioscript 2

As for Exercise 1.

Answers

His parents are separated. He lives with his mum. He has an 18-year-old sister called Julie, who is tall with blue eyes and long, blond hair, and a nine-year-old brother called Jack, who is sporty and strange, with short, curly hair.He gets on well with his mother and sister, but he doesn’t get on well with his father or brother. His sister likes the same music as him, but he’s always arguing with his brother, who keeps coming into his bedroom and asking stupid questions.

3 Listen to the second part of Dan’s conversation and fi ll in the gaps.Students now listen to the second part of Dan’s conversation and complete the gap-fi ll version of the transcript. The answers are supplied in random order for support.

With a good class you could ask pupils to read the text and try to work out the answers fi rst, then use the recording to check.

Audioscript 3

– Tu as un meilleur copain?– Oui, il s’appelle Dominic. Il est petit et il a les cheveux

courts et frisés. On aime les mêmes choses. On fait nos devoirs ensemble, puis on regarde un DVD ou on joue à l’ordinateur. On s’amuse bien.

– Qu’est-ce que tu aimes faire de ton temps libre?– J’aime faire du sport. Je joue au basket et je fais du VTT.

J’aime aussi jouer à l’ordinateur. Je vais chez mon copain Dominic parce qu’il a une Wii et on joue ensemble. Nous jouons aussi au foot et en été, nous jouons au tennis.

Moi (OCR edition) Contrôle oral: Family,

friends and free time (Student Book pages 22–23)

Topics revisedTalking about relationships with family and ●

friendsTalking about leisure activities you usually do/ ●

have done

Talking about leisure activities you plan to do ●

ResourcesCD5, tracks 2–5

38

Answers

Also shown in bold in the audioscript.1 les 2 frisés 3 fait 4 s’amuse 5 faire 6 au 7 du 8 à 9 parce qu’ 10 jouons

4 Now listen to the fi nal part of Dan’s discussion and answer the questions.Students listen to the third and fi nal part of Dan’s discussion and answer the questions on it. These questions focus on linguistic detail. You may need to play the recording more than once.

Audioscript 4

– Qu’est-ce que tu as fait hier soir?– Hier soir? D’abord, j’ai fait mes devoirs et puis je suis allé

chez Dominic et on a joué à la Wii. Ensuite, je suis rentré, j’ai dîné et j’ai regardé un DVD avant de me coucher.

– Qu’est-ce que tu vas faire ce week-end?– Ce week-end? Samedi, je vais retrouver mes copains au

terrain de sport et on va jouer au basket. Dimanche, je vais jouer au foot.

– Quel est ton passe-temps préféré?– Je me passionne pour le foot. Je m’entraîne deux fois par

semaine et je joue un match le dimanche.– Merci.– Merci et au revoir.

Answers

1 as fait, hier soir 2 d’abord 3 je suis allé (chez Dominic) 4 on a joué 5 va faire ce week-end 6 retrouver (je vais retrouver), jouer (je vais jouer, on va jouer) 7 Quel est ton passe-temps préféré? – What’s your favourite hobby?

The Grade Studio support for speaking activities is differentiated, allowing students to identify and work towards their target level: the basics (bronze panel), features expected at Grade C (silver panel), ways to increase your marks (gold panel). Encourage students to adopt the techniques in these sections in all extended speaking activities.

Read through and discuss the Grade Studio section together. Also draw students’ attention to the Épate l’examinateur! feature: this highlights language that students can include to particularly impress the examiner.

5 Now it’s your turn! Prepare your answers to the task opposite, then have a discussion with your teacher or partner.Students participate in a discussion on their own family, friends and leisure activities in the style of a controlled assessment task. They should use all the support supplied, here and elsewhere on the spread:

the English questions in the yellow box on p. 22 ●

their answers to Exercises 1–4 ●

Dan’s responses, adapted to talk about ●

themselvesthe Grade Studio advice on the language to ●

include.

They should also try to predict what the unprepared question from you/their partner might be.

Each student takes part in a discussion as the person answering the questions. If they are working with a partner, they will take turns asking and answering.

If possible, record the discussions (or have the students record themselves). They can then swap recordings with a partner, listen to each other’s version and offer comments on how it might be improved. A simple marking system is suggested (one, two or three stars for the listed categories). Students should then identify two or three areas which they would like to improve next time they do an extended speaking task.

(OCR edition) Contrôle oral: Family, friends and free timeMoi1

39

1 Read the text.Students read Benoît’s text about his favourite hobby, squash.

2 Find the French equivalent of these phrases in the text and copy them out.Students fi nd the French versions of the eight English phrases in Benoît’s text.

Answers

1 J’aime le sport.2 D’abord, j’ai joué contre mon père.3 On joue deux ou trois fois par semaine.4 Je vais au gymnase.5 Il faut être en forme.6 La semaine prochaine, je vais jouer …7 J’aime gagner.8 On se retrouve au bar.

3 Which tenses are used in each phrase in Exercise 2? For each phrase write ‘present’, ‘perfect’ or ‘near future’.Students read through their answers to Exercise 2 and identify the tense used in each phrase.

Answers

1 present 2 perfect 3 present 4 present 5 present 6 near future 7 present 8 present

4 Find the four correct statements.Students read the text again and then read the eight statements about it. They identify which four of the statements are correct.

NB This task is in the form of an exercise from the AQA Reading exam.

Answers

1, 4, 5, 7

5 You might be asked to write about what you do in your spare time as a controlled assessment task. Use the Grade Studio to help you prepare.Students read through the language support material supplied in preparation for doing their own extended writing task in Exercise 6.

The Grade Studio section gives students the support they need to structure and improve their writing. The support is differentiated, allowing students to identify and work towards their target level: the basics (bronze panel), features expected at Grade C (silver panel), ways to increase your marks (gold panel). Encourage students to adopt the kind of approach taken in this section in all extended writing activities.

Also draw students’ attention to the Épate l’examinateur! feature: this highlights a structure that students can include to particularly impress the examiner.

6 Now write about what you do in your spare time.Students write their own text on their favourite leisure activity in the style of a controlled assessment task. As well as the Grade Studio guidelines on the language to include, they should use all the support supplied here:

the advice on sourcing ideas and language ●

the sample structure for the text ●

the list of features to check in their fi nished text. ●

Students may fi nd it helpful if you can create model answers together for this fi rst module.

(AQA edition) Contrôle écrit: Your favourite hobby (Student Book pages 24–25)

Topics revisedWriting about a favourite leisure activity ●

Moi

40

1 Read the text.Students read Benoît’s text about his favourite hobby, squash.

2 Find the French equivalent of these phrases in the text and copy them out.Students fi nd the French versions of the ten English phrases in Benoît’s text.

Answers

1 J’aime le sport.2 D’abord, j’ai joué contre mon père.3 On joue deux ou trois fois par semaine.4 Je vais au gymnase.5 Il faut être en forme.6 La semaine prochaine, je vais jouer …7 J’aime gagner.8 On se retrouve au bar.

3 Which tenses are used in each phrase in Exercise 2? For each phrase write ‘present’, ‘perfect’ or ‘near future’.Students read through their answers to Exercise 2 and identify the tense used in each phrase.

Answers

1 present 2 perfect 3 present 4 present 5 present 6 near future 7 present 8 present

4 Answer the questions briefl y in English.Students read the text again and answer the comprehension questions on it in English.

NB This task is in the form of an exercise from the OCR Reading exam.

Answers

1 three years 2 his father 3 goes to the gym/does weight training 4 Wednesday/Sunday 5 concentrate 6 he won 7 Any one of: likes being active/likes winning/likes meeting other members of the club 8 the bar

5 You might be asked to write about your main hobby as a controlled assessment task. Use the Grade Studio to help you prepare.Students read through the language support material supplied in preparation for doing their own extended writing task in Exercise 6.

The Grade Studio section gives students the support they need to structure and improve their writing. The support is differentiated, allowing students to identify and work towards their target level: the basics (bronze panel), features expected at Grade C (silver panel), ways to increase your marks (gold panel). Encourage students to adopt the kind of approach taken in this section in all extended writing activities.

Also draw students’ attention to the Épate l’examinateur! feature: this highlights a structure that students can include to particularly impress the examiner.

6 Now write about what you do in your spare time.Students write their own text on their favourite leisure activity in the style of a controlled assessment task. As well as the Grade Studio guidelines on the language to include, they should use all the support supplied here:

the advice on sourcing ideas and language ●

the sample structure for the text ●

the list of features to check in their fi nished text. ●

Students may fi nd it helpful if you can create model answers together for this fi rst module.

(OCR edition) Contrôle écrit: Your favourite hobby (Student Book pages 24–25)

Topics revisedWriting about a favourite leisure activity ●

Moi

41

Moi À toi


Self-access reading and writing at two levels ●

A Reinforcement1 Copiez et remplissez le formulaire pour Amélie. Reading. Students read the text and copy out and complete a form in English for Amélie.

Answers

Surname: BornandFirst name: AmélieAge: 15Birthday: 13 MarchFamily: older brotherParents’ jobs: mother – teacher; father – builderPets: noneLikes: music, dancingDislikes: swimming, tennis, football

2 Copiez et remplissez le formulaire pour vous en français et écrivez un paragraphe comme le paragraphe ci-dessus.Writing. Students copy out the form and complete it with their own details in French. They then write a paragraph along the lines of Amélie’s.

B Extension1 Que font-ils? Lisez les défi nitions et trouvez le bon emploi.Reading. Students match each defi nition to the correct job.

Answers

1 journaliste 2 maître-nageur 3 médecin 4 maçon5 agriculteur 6 jardinier

2 Lisez le texte, puis copiez et remplissez la grille.Reading. Students read the text and then copy and complete the grid with details of the activities done (using pictures a–i)

Answers

mercredi dernier

ce mercredi mercredi prochain

matin e c daprès-midi b a gsoir h f i

3 Écrivez un paragraphe.Writing. Using the text in Exercise 2 as a model, students write a paragraph on what they did last Saturday, what they are doing this Saturday and what they are going to do next Saturday. Sentence openings are supplied for support.

Documents

Expo AQA Foundation Teacher Guide - Module 1