Template of lesson plan taken from IB Spanish Student Book p 175

Transcription

Unit 1: Teacher notes and answers
Teacher notes and answers
Theme 1 Aspects of French-speaking
society: current trends
Unit 1 La famille en voie de changement
1.1 Notre famille est spéciale
Pages: 14–17
Stage of learning: Transition
Objectives:

Study different types of modern family

Use regular and irregular verbs in the present tense

Use a bilingual or an online dictionary
Audio information: 1.1.1, 1.2.1, 1.3.1
Dynamic learning resources:
Starter
1a
Students carry out revision activities to remind them about useful vocabulary to do with the
family.
Answers
une mère – un père
un cousin – une cousine
une fille – un fils
un beau-frère – une belle-sœur
une belle-mère – un beau-père
un grand-père – une grand-mère
une tante – un oncle
un frère – une sœur
une petite-fille – un petit-fils
une nièce – un neveu
une arrière-grand-mère – un arrière-grand-père
AQA A-level French © Hodder & Stoughton 2015
1
Try to make sure that all the words are chosen at least once. You could ask students to read out
one sentence each and tick the word on the board as they are said.
Answers
Open ended
Reading text and exercises
The reading text is a magazine article with testimonial from a Belgian mother, Emma, who
comes from a famille recomposée. Draw students’ attention to the title, asking whether anyone
can explain what is meant by a famille recomposée. Look at the picture together and ask what it
and the caption might have to do with the subject of the passage. You could ask volunteers to
read the passage aloud.
2a
Students match the words and phrases listed with synonyms or synonymous expressions from
the article.
Answers
1 le pire
2 le bazar
3 pareil
4 l’armoire
5 bref
6 une bonne à tout faire
7 étendre le linge
8 la moitié
2b
This is an exam-style comprehension task asking students to find five correct answers out of 10.
For extension, you could ask the students to amend the other give statements so that they also
give true information about the text.
Answers
The true statements are 2, 5, 7, 9 and 10.
Grammar box
Present tense: regular and irregular verbs (H1.1 and H1.2)
Draw students’ attention to the verb tables at the end of the grammar section and stress the
importance of making sure they know all the present tense irregular and regular verbs by heart
by the end of the course. Draw their attention to groups of verbs that are not regular but have
similar patterns, e.g. peux and veux, crois and dois.
Answers
1
a
marche (marcher)
habite (habiter)
reste (rester)
range (ranger)
lave (laver)
rentre (rentrer)
plie (plier)
endure (endurer)
insulte (insulter)
b
je crois (croire)
je suis (être)
je vis (vivre)
a (avoir)
je fais (faire)
je dis (dire)
sait (savoir)
c
vivent (vivre)
font (faire)
voient (voir)
d
je me sens (se sentir)
2
1b
3
2
a
ça marche — that works
j’habite — I live
un autre qui reste — another who stays
je range — I tidy
je lave — I wash
je rentre — I return/get…back in
je plie — I fold
j’endure — I suffer
un fils qui m’insulte — a son who insults me
b
je crois — I believe
je suis — I am
je vis — I live
un homme qui a — a man who has
je fais — I do
je dis — I say
personne ne sait — nobody knows
c
deux qui vivent — two who live
les enfants ne font rien — the children do nothing
ils me voient — they see me
d
je me sens — I feel
The French phrase ‘Je vis depuis un an avec un homme qui a quatre enfants’ is in the
present tense. When it is translated into English, the tense changes to the present perfect
continuous tense: ‘I have been living for a year with a man who has four children’.
3
This is a gap-fill exercise in which students conjugate various regular and irregular verbs in the
present tense. Infinitives are given.
Answers
1
2
3
4
5
6
7
8
viens, a
met, sors
vais, recherche
est, pars, sent
sommes, prenons
vit, fait
croît, sommes, a
suis, faisons, souffre
Listening passage and exercises
Four friends discuss the relationships they have with different members of their families. If you
are treating this as a whole-class activity, play the whole conversation for gist and then play it
again bit by bit, making sure the class know which person has just spoken each time. Before
you play it the second time, you could ask the students to listen out for the words for halfbrother and father-in-law.
Audio information
Audio file 1.1.1
4a
This is an exam-style comprehension exercise in which students match beginnings and endings
of sentences. There are no distractors. Before they start the exercise, you could ask students to
point out any beginnings or endings that are likely to go together for grammatical reasons. This
will help them to focus on the language before they listen.
3
1d
2g
3a
4h
5f
6b
7e
8c
4b
This is an exam-style multiple-choice exercise that requires comprehension and also focuses on
the new vocabulary. You could treat it as a quiz and ask students to write down what they think
the answers are from what they remember, and then to listen for verification.
Answers
1b
2b
3c
4c
5a
4c
This is a translation exercise, from French into English. Phrases to look out for are: il y a = ago;
present tense + depuis → past tense in English. Ask students to read the paragraph to
themselves when they have finished, to check that it sounds like authentic English rather than
English written by a foreign person. Explain that this is called a native speaker check and is an
important part of professional translation.
Sample translation
A not very happy teenager!
Cécile is an only child, but she has a baby half-brother because her mother got divorced
three years ago and has lived with her new partner for two years. Céline loves the baby,
but she does not get on well with her stepfather because he does not help in the house. As
her mother is always looking after her son, Cécile has to do a lot of housework and cannot
go out with her friends.
Strategy box
Using bilingual and online dictionaries
If you have an interactive whiteboard available, it would be useful to demonstrate the use of an
online dictionary. Point out the dangers and the advantages of online translation tools.
5
Students look up expressions in a bilingual dictionary (hard copy or online). You could ask them
to make educated guesses first and then see whether they are correct. As an extension, you
could ask for definitions in French, which could be checked with a monolingual dictionary.
Answers
1
2
3
4
cohabitation
single
to advise
to be afraid
5
6
7
8
same-sex parenthood
my grandparents on my father’s side
a wife
a stepfamily/a blended family
Speaking
6a
This is a group discussion activity. Students discuss the advantages and disadvantages of
different types of family groups. They take notes about opinions they hear from others. You
could give out large pieces of paper and make a grid for opinions (family types across the top
and advantages and disadvantages at the side). Ask each student to say something that goes
in an empty box. If time permits, two groups could combine to compare and discuss their
4
Answers
Answers
Open ended
Writing
6b
Students write a paragraph expressing their own opinions about the advantages and
disadvantages of one of the types of family groups mentioned in 6a. You could ask volunteers
to read their paragraphs to the class and then find out if others agree or disagree. Encourage
them to use a dictionary to check and extend their language, referring them to the strategy box.
Answers
Open ended
5
opinions, or one member of each group could briefly present and explain the opinions of that
group to the class.
1.2 Se marier – oui ou non ?
Pages: 18–21
Stage of learning: AS
Objectives:

Study recent changes in respect of personal relationships and marriage

Recognise and use the future and immediate future tenses

Find and use useful information on the internet
Starter
1a
Students categorise words as verbs, adjectives or nouns to revise vocabulary to do with
relationships. As an extension, ask students to write the feminine endings for the adjectives and
the genders for the nouns. They could try to work this out and then check in a paper or online
dictionary.
Answers
Verbes
Adjectifs
Noms
divorcer
se fiancer
se marier
conjoint
divorcé
fiancé
hétérosexuel
homosexuel
marié
maternel
paternel
conjoint
couple
divorce
divorcé
femme
fiançailles
fiancé(e)
hétérosexuel
homoparentalité
homosexuel
mari
marié
mariage
marié
1b
Students use some of the vocabulary to complete sentences. Encourage them to look at each
sentence first to work out which category of word they need to fill the gap.
Answers
1
2
3
4
se marier
mariage
couple
fiançailles
5
6
7
8
fiancée
divorce
femme
mari
6
The reading text is a factual article comparing the different terms of marriage and PACS (civil
partnership) contracts. You could ask volunteers to read the passage aloud. Look at the picture
together and ask what it and the caption might have to do with the subject of the passage.
Encourage students to use the headings and sub-headings to get an overview of the passage
before they look at the detail.
2a
the article. To continue earlier work, you could ask them to pinpoint nouns, verbs and adjectives
and to suggest what category en revanche comes into (connective).
Answers
1
2
3
4
5
6
7
8
une personne majeure
le conjoint
en revanche
le devoir, l’obligation
ne…aucun(e)
le versement d’une prestation compensatoire
le décès
le disparu, le défunt
2b
Students find antonyms in the text for words and phrases listed.
Answers
1 l’infidélité
2 lourdes
3 simple
4 une personne majeure
5 le décès
2c
This exam-style comprehension exercise asks students to say whether statements are true (V),
false (F) or the information is not in the text (ND). For extension, students correct the false
statements.
Answers
1
2
3
4
5
6
7
V
F Le PACS est pour tout le monde.
F L’infidélité ne constitue pas de cause de rupture.
V
ND
V
ND
Grammar box
The future tense and the immediate future (H9)
Draw students’ attention to the difference in formation in the tenses, the one by suffix, the other
by auxiliary. As a memory aid, point out that the endings for the future tense almost mirror the
present tense of avoir, and show the similarity in structure between English and French for the
immediate future tense. Discuss the difference in translation into English of ‘will’ and ‘be going
to’.
7
Answers
1 constituera – constituer – will constitute
coûtera – coûter – will cost
auront – avoir – will have
mettront – mettre (fin) – will end
sera – être – will be
aura – avoir – will have
pourront – pouvoir – will be able to
2 vont être – are going to be
va être – is going to be
va bénéficier – is going to benefit
va pouvoir – is going to be able
3 être, avoir, pouvoir
3
In this gap-fill exercise students conjugate various regular and irregular verbs in the future
tense. The verbs are given already conjugated in the immediate future tense.
Answers
1 resterai
2 ne seront pas
3 ne constituera pas
4 vivront
5 j’aurai
6 choisira, n’aura pas
Four friends discuss homosexual marriage. If you are treating this as a whole-class activity, play
the whole conversation for gist and then play it again bit by bit, making sure the class know
which person has just spoken each time.
Audio information
Audio file 1.2.1
4a
In this exam-style comprehension exercise students say which speaker expresses each idea.
As students preview the ideas a–h, encourage them to begin categorising them into ideas that
support, ideas that oppose and ideas that are non-committal about homosexual relationships.
This helps them focus on the language before they listen and provides them with useful phrases
that could be used and adapted in later activities.
Answers
1
2
3
4
5
6
7
8
Sarah
Amélie
Maxime
Sarah
Jules
Amélie
Maxime
Jules
4b
Students listen to the conversation again and match expressions in French to their English
translation. Students could match the phrases before listening and then cover the French while
listening, writing down the English phrases a–e in the order in which they hear them in French in
the text.
Answers
1d
2b
3e
4c
5a
8
4c
Students translate sentences from English to French, partly by adapting language from 4b. A
possible difficulty to point out is that the article (le/la/les) is often needed in French where it is
not in English, e.g. les gay, les adultes etc.
Answers
1
2
3
4
Je ne vois pas ce que les gay font de mal en se mariant.
Tout le monde a les mêmes droits.
Ce qu’il faudra faire, c’est de changer la loi.
Comme le PACS est une alternative au mariage, les gay n’ont pas besoin de se marier.
4d
This is a translation exercise, from French into English. Remind students to carry out a native
speaker check. Conversely to 4c, you could point out that the article is often not needed when
translating from French to English, e.g. marriage, adoption.
Sample translation
The right to get married
By passing the law entitled ‘marriage for all’, France is now the ninth European country to
allow homosexuals to get married as well as to have the right to adoption. Partners will
have to be over 18 years old. Marriage between brothers and sisters, or between uncle or
aunt and niece or nephew, will not be permitted. Each partner will be able to choose to use
the name of his/her husband or wife or both names, one next to the other.
Strategy box
Finding and using helpful materials online
If you have an interactive whiteboard, it would be helpful to demonstrate the use of search
engines and the importance of key words. Point out that students still need to exercise
judgement and be selective in what information they use.
Research
5a
Working in groups, students search on the internet for a list of the 49 French-speaking countries
in the world, and each choose one country to research. They compare their countries, using the
suggestions given as a guide and noting their findings. Refer students to the strategy box for
further ideas.
Answers
Open ended
Writing
5b
Students summarise in writing the attitudes towards homosexual marriage of each of the
countries researched in their group, saying which they think has found the best solution and
justifying their opinions. Volunteers could read their summaries to other members of their group
to compare their conclusions.
9
Open ended
Speaking
6
Group discussion activity. Students give their views on the topics listed, justifying their opinion.
Their partner says whether or not he/she agree, and justifies his/her opinion. Students should
take it in turns to speak first. This could be used as the basis for a formal team debate, with
students either choosing to support their own view or being allocated a view to support if
necessary.
Answers
Open ended
10
Answers
1.3 Que de soucis !
Pages: 22–25
Stage of learning: AS
Objectives:

Study the worries and problems of three generations

Recognise and use interrogative verb forms

Develop good note-taking skills
Starter
1
Students match definitions to concerns as revision of useful vocabulary and phrases to do with
a range of different problems.
Answers
1g
2e
3c
4a
5f
6d
7h
8b
The reading text is a blog by a stressed son/husband/father detailing his worries about his
parents/wife/children and himself. You could ask pairs to work together and skim the text to see
if they can find examples of any of the worries listed in exercise 1.
2a
the article.
Answers
1
2
3
4
m’inquiète
se rappeler
se faire vieux
tombait enceinte
5
6
7
8
vedettes de la chanson
mes propres soucis
licencier
elle a raison
2b
In this exam-style comprehension exercise students have to say which member of his family M.
Brun is worried about in respect of each problem. For extension, you could ask the students to
identify any problems already mentioned that he does not worry about.
Answers
1F
2M
3P
4L
5F
6É
7F
8J
11
Grammar box
Interrogative forms (E1 and E2)
Ask students how many ways they know of making a question and relate their responses to
grammar sections E1 and E2.
Answers
1 and 2
3
a
Comment est-ce que ça va se passer ?
How is it going to turn out?
Est-ce que j’aurai encore un boulot l’année prochaine ?
Will I still have a job next year?
b
Qu’est-ce qu’il faut faire pour l’aider ?
What do we have to do to help her?
Qu’est-ce qu’on ferait si elle tombait enceinte ?
What would we do if she fell pregnant?
c
Souffrez-vous de stress ?
Do you suffer from stress?
Va-t-il se rappeler qu’il faut qu’il emmène ma mère voir le docteur ?
Is he going to remember that he has to take my mother to see the doctor?
d
Combien de fois lui ai-je dit de limiter ses heures de travail ?
How many times have I told her to put a limit on her working hours?
When the verb ends with a vowel, we put a t between the verb and the personal pronoun.
Va-t-il se rappeler qu’il faut… ?
This makes it easier to pronounce.
3
Students match an appropriate question to each of eight answers, with one distractor question.
They could write an answer to this question when they have worked out which it is.
Answers
1C
2F
3A
4E
5G
6I
7H
8B
D est l’intrus.
Four friends discuss their problems. If you are treating this as a whole-class activity, play the
whole conversation for gist and then play it again bit by bit, making sure the class know which
person has just spoken each time.
Audio information
Audio file 1.3.1
4a
Students listen to Mathilde and Julie, and answer four questions. They may need to familiarise
themselves with the construction used with manquer.
Answers
1
2
3
4
À faire du travail scolaire
De faire du sport
Le petit ami de Julie
Non, elle a un régime alimentaire déséquilibré
12
Students listen to Hugo and Valentin and answer four questions. Encourage them to use
synonyms of words they hear, so that they can prove that they have understood. Alternative
suggestions are given for these below.
Answers
1
2
3
4
Avec ses copains/amis
On leur a offert des drogues
Le petit boulot/travail qu’il faisait est fini
Non, il a fait du babysitting pour sa petite sœur
4c
Students translate sentences containing interrogatives. They may find it useful to refer back to
grammar sections E1 and E2 and also to the sample questions in the grammar activities. As
each question can be translated in more than one way, students could be asked to find an
alternative translation as an extension task.
Answers
1 Tu connais Julien ?
Est-ce que tu connais Julien ?
2 Pourquoi ne veux-tu pas sortir avec Lucas ?
Pourquoi est-ce que tu ne veux pas sortir avec Lucas ?
3 Avec qui es-tu allé(e) au cinéma ?
Avec qui est-ce que tu es allé(e) au cinéma ?
4 Qu’est-ce que tu feras pour trouver un nouvel emploi ?
Que feras-tu pour trouver un nouvel emploi ?
5 Combien de fois par semaine est-ce que tu fais du babysitting ?
Combien de fois par semaine fais-tu du babysitting ?
4d
This is a translation exercise, from French into English. Students see usage of depuis with the
past tense in French to mean ‘since’ (contrasting with the usage seen earlier in the unit where
present tense + depuis → past tense in English). Remind them to carry out a native speaker
check.
Sample translation
Adolescence
Since I started my periods, I have lots of spots on my face. I find it embarrassing. The
other girls at school don’t have this problem. Because of that, I think, I don’t have a
boyfriend. In fact, I find it difficult to make friends, boys or girls. My parents don’t allow
me to go out at night, so I feel a bit isolated and lonely. I would quite like to go clubbing
rather than stay in with my virtual friends. Computers are good but they are not enough.
Strategy box
Make sure your exam notes are useful and well organised
Ask students how they organise their study and exam notes before reading through the tips in
the strategy box. Collate a list of ideas on the whiteboard and ask students to say which they
feel are the most useful for different situations, e.g. learning vocabulary, learning grammar,
condensing a text.
13
4b
5
Students re-read M. Brun’s blog and make notes. They might find it useful to refer to the
strategy box before starting. Using only their notes, they then write a résumé of his worries in
respect of the various people he mentions.
Answers
Open ended
Speaking
6
This is a pair discussion task. Students make up five questions about M. Brun’s blog and then
work with a partner to ask the questions. Students use their notes from exercise 5 to help them
answer their partner’s questions.
Answers
Open ended
14
Strategy task/Writing

Template of lesson plan taken from IB Spanish Student Book p 175

Transcription

Documents pareils

Show Notes ()

UE52 L3 EM anglais 2014

French alphabet book

Answers - Worksheet part 1

Yr8 French

Time - Anglais facile

Les vêtements/La Mode un collant un gilet un haut un jean un

property brochure here

Vocabulaire anglais lié aux vêtements

Assurance voyage collective .:ViatorMC .:ViatorTM Group Travel

Stoughton to pdf