French resource booklet

YEAR
French
resource
booklet
Useful information:
How to access the textbook at home:
1. Go to the School website at www.sjfchs.org.uk - 2. click the visit VLE link
Log in to the VLE
3. scroll to
(you do not see the book unless you do this)
click this…… then click
You then have full access to all the textbooks as well as games and activities to help you to learn.
IMPORTANT: Click on “hide menu” and then press the F11 key to see the books clearly.
Online homework:
You will be set some of your homework on the Doddle website. This is accessed at
www.doddlelearn.co.uk you will be shown how to use this. You will be given a username and
password. Failure to complete online tasks will be treated in the same way as any other missed
homework. See your teacher if you cannot get online access.
Dictionary:
Ideally you should have your own dictionary and you will be taught how to use one. It can also be
useful to use online resources when doing homework and revision www.wordreference.com is a
very comprehensive free resource.
Online translators do not give good results and are easily spotted by teachers – avoid them!
Expectations:
We want you to enjoy and be successful in your learning; these points will help you….
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You should bring this booklet to each lesson, keep it safe and use it carefully.
All homework; learning, online or written is to be done with care and on time.
Books are to be kept neat, all written work to be headed and dated.
In pair and group work make sure you contribute and use others to help you, take note of
your teacher’s feedback and make sure that you ask for help if you need it!
Challenge yourself to do better – use the online games to improve your vocabulary and
grammar.
Bonne chance!
My progress chart
Listening
Level
3
Level
4
Level
5
Level
6
Level
7
achieved
- I can understand short passages on familiar topics such as instructions, messages and
dialogues.
- I can pick out the main points and some details.
- I can understand longer passages made up of language I know in simple sentences.
- I can pick out the main points and some details.
Level
3
Level
4
- I can understand passages of spoken French covering different topics.
- I can understand extracts about past, present or future events.
- I can note down the main points and specific details, including opinions but I may need
to listen more than once.
- I can understand short narratives and extracts of spoken French covering past, present
and future events.
- I can understand familiar language used in different contexts and spoken at normal
speed.
- I can note down main points of view.
- I do not need to listen more than once.
- I can understand longer passages and recognize people’s point of view
- I can understand language that is spoken at a normal speed and uses some complex
or unfamiliar words
Reading
Speaking
Level
5
Level
6
Level
7
- I can take part in a short conversation, asking and answering 2 or 3 questions.
- I can express simple likes and dislikes and feelings.
- I can take part in conversations which include my opinions.
- I can mention recent experiences and future plans, as well as every day activities and
interests.
- I can generally make myself understood.
- I can take part in conversations which include my opinions.
- I can mention recent experiences and future plans, as well as every day activities and
interests.
- I can generally make myself understood.
- I can take part in conversations that include past, present and future events.
- I can use my knowledge of grammar in new situations.
- I can use mostly French in class to ask for help, explanations or information.
- I can make myself readily understood.
- I can understand unprepared questions
- I can start up and develop answers during a conversation and discuss matters that I
have studied or that I find interesting
- I can improvise and paraphrase
- I can my pronunciation and intonation is good and my language is usually accurate
Writing
achieved
Level
3
- I can understand short printed texts.
- I can pick out the main points and understand simple feelings and opinions.
Level
3
Level
4
- I can understand short printed and hand-written texts.
- I can sometimes work out the meaning of a new word from its context.
Level
4
Level
5
- I can understand a range of texts covering past, present and future events.
- I can pick out the main points and specific details including opinions.
- I can read aloud and use reference materials with confidence.
- I can use a variety of materials, including leaflets, newspapers, letters and databases.
Level
5
Level
6
- I can take part in conversations that include past, present and future events.
- I can use my knowledge of grammar in new situations.
- I can use mostly French in class to ask for help, explanations or information.
- I can make myself readily understood.
Level
6
Level
7
- I can understand unprepared questions
- I can start up and develop answers during a conversation and discuss matters that I
have studied or that I find interesting
- I can improvise and paraphrase
- I can my pronunciation and intonation is good and my language is usually accurate
Level
7
achieved
- I can write simple sentences using an example for help.
- I can write about my likes and dislikes.
- I can spell key phrases.
- I can write short paragraphs in French from memory.
- I can use my knowledge of French grammar to adapt phrases.
- I can use a bi-lingual dictionary to check words I have learnt.
- I can write a passage in French which seeks and gives information and expresses my
opinions.
- I can write about everyday activities.
- I can refer to recent experiences or future plans.
- I can write accurately in French.
- I can use a dictionary to look check words and look up new ones.
- I can write French from memory using paragraphs.
- I can use simple descriptive language.
- I can talk about past, present and future events.
- I can apply my knowledge of grammar to new contexts.
- I can make my written mostly accurate.
- I can write articles and stories to express opinions and point of view about real and
imaginary subjects.
- I can link sentences and paragraphs to structure my ideas and use language that I’ve
learnt to accomplish written tasks
- I can redraft my work, using a dictionary and other sources to improve th quality of my
work, and even though there may be some errors, overall the message is clear
achieved
Language Learning Skills
Learning vocabulary
1 Look, say, cover, write, check. Use this strategy when trying to memorise vocabulary.
2 Sticky notes. Write new words on sticky notes and stick them around your bedroom or in
places where you will see them regularly. When learning vocabulary, ‘a little and often’ is better
than ‘a lot only once’.
3 Language links. Make links in your mind when you are learning a new word. Is it like English?
Does it remind you of another word? If so, make a little link. For example, poisson looks like
poison, so imagine a poisonous fish.
4 Vocabulary ranking. List new vocabulary from the easy ones to the most difficult.
Don’t spend too much time on the easy words. Start with the difficult ones and spend
more time learning those!
Listening strategies
1 Know the task. Before you hear the recording, make sure you know exactly what you are
listening out for. Read the instructions for the listening exercise very carefully.
2 Guess the answers in advance. Always think about the range of possible answers
beforehand. What could the answer be?
3 Relax. Sometimes, when you concentrate too hard, you panic and it stops you hearing
properly. Focus on key words and do not panic if you don’t understand absolutely
everything.
4 Note-taking. Try different ways of taking notes. Do you find it better to make notes in
English or French? Are symbols or images better for you than words?
Reading strategies
1 Cognates. Look for words that are closely related to the French words. Look out for
similarities that will help you work out what individual words mean.
2 Context. Use the context to help you work out the meaning of new words. If all of the texts
are about the pets people have, and you have already spotted chien, chat and lapin, when
someone else says that they have a tortue, you could make an educated guess at tortoise.
3 References. Where can you look if you don’t know the meaning of a word? Make sure that
you know where vocabulary lists are and how to use a simple dictionary!
4 Structure of text. The answers to an exercise are usually in the same order as the text. If
you have found the answers to number one and number three, the answer to number two
will probably be in between.
Study skills
1 Stay organised. Keep all of your French work together in a folder. Stick to a system –
know where you keep vocabulary, grammar notes and exercises.
2 Check and redraft. Always check over your work. Focus on checking particular elements
in the text, e.g. spelling and accents, verb endings, etc.
3 Work with others. Working with others can be more effective, since you can help each
other when you are stuck, and it is more motivating. Get someone at home to help test you!
4 Review targets. Don’t just set targets and ignore them. Review them regularly.
Read your teacher’s marking and respond to it. It really will help you improve!
32 six
trente-deux
M01_ACST_SB_KS3_7223.indd 32
18/3/10 12:14:28
Je parle français en classe
1. Que dit le prof ?
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•
•
•
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•
•
•
•
•
•
•
•
•
•
•
•
•
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Ecoutez
Répétez
Lisez
Ecrivez
Soulignez
Ouvrez
Fermez
Asseyez-vous
Levez-vous
Levez la main
Travaillez à deux
Posez les stylos
Taisez-vous
Sortez vos affaires
Rangez vos affaires
Ecrivez la date
Travaillez en silence
Regardez le tableau
Très bien
D’accord
Vous comprenez?
Qu’est-ce que j’ai dit?
Qui peut expliquer en anglais?
C’est quoi en anglais?
C’est clair?
Qui n’a pas compris?
Il faut répéter?
Listen
Repeat
Read
Write
Underline
Open
Close
Sit down
Stand up
Put your hand up
Work in pairs
Put your pens down
Be quiet
Take out your things
Pack away
Write the date
Work in silence
Look at the board
Very good
Ok
Do you understand?
What have I said ?
Who can explain in English ?
What is it in English?
Is it clear?
Who did not understand?
Do I have to repeat?
Autres expressions du prof :
2. Mes besoins
J’ai un problème
J’ai une question
Je ne sais pas
Je ne comprends pas
Pouvez-vous répétez s’il vous plaît ?
Comment dit-on …en français ?
Plus lentement s’il vous plaît
Comment /Quoi ?
Excusez-moi
Il me faut …
J’ai besoin de/d’…
Je voudrais…
Avez-vous… ?
Puis-je avoir… ?
Pourrais-je avoir… ?
I have a problem
I have a question
I don’t know
I don’t understand
Can you repeat please ?
How do you say…in French ?
More slowly please
What ?
Excuse me
I need…
I need…
I would like…
Have you got… ?
May I have… ?
Could I have… ?
Un stylo/ Un crayon/ des feutres/
Des crayons de couleur/ du papier/
Un cahier/un livre/une règle/
Des ciseaux/de la colle/
A pen/a pencil/some felt tips
colouring pencils/some paper
an ex.book/ a book/a ruler
some scissors/some glue
un mouchoir
a tissue
Can I… ?
Can I… ?
Have
Borrow
Go to the toilets
Open the window
Tidy my things
Est-ce que je peux… ?
Je peux… ?
Avoir
Emprunter
Aller aux toilettes
Ouvrir la fenêtre
Ranger mes affaires
3. Les opinions
Je pense que
I think that
Je crois que
I believe that
Je dois dire que
I must say that
Je trouve que
I find that
Personnellement
Personally
Pour ma part
For my part
Pour moi
For me
As for me
Quant à moi
If you want my opinion
Si vous voulez mon avis
_________________________________________________
À mon avis
D’après moi
En ce qui me concerne
Il est / C'est certain que
Il est / C'est clair que
Il est / C'est évident que
Il est / C'est impossible
Il est / C'est injuste
C'est juste
C'est possible
Il est / C'est probable que
Il est / C'est sûr que
Il est / C'est vrai que
Il me semble que
J'ai l'impression que
J’ai le sentiment que
Je considère que
In my opinion
In my view
As far as I'm concerned
It's certain that
It's clear that
It's obvious that
It's impossible
It's unfair
It's fair
It's possible
It's probable that
It's sure that
It's true that
It seems to me that
I have the impression that
I have the feeling that
I feel that
Encore des opinions :
*
4. Expressions utiles
Question words
Qui
Que
Quoi
Où
Quand
Quel
Comment
Pourquoi
Who
What
What
Where
When
Which
How
Why
Greetings
Bonjour
Ça va?
Comment ça va?
Comment vas-tu?
Comment allez-vous?
Quoi de neuf ?
Ça va bien, merci
Ça peut aller
Ça pourrait aller mieux
Comme ci comme ça
Au revoir
A la prochaine
A tout à l’heure
A demain
Good morning
How are you?
How are you?
How are you ?
How are you ?(polite)
What’s new ?
I am fine, thanks
I am kind of ok
I could be better
so so
Good bye
Until next time
See you later
See you tomorrow
Being polite
S’il te plaît
S’il vous plaît
Merci (beaucoup)
De rien
Pas de quoi
A tes souhaits
A vos souhaits
Pardon
(Je suis) desolé
Excusez –moi de vous déranger
Bon appétit
Mademoiselle
Madame
Monsieur
please
Please (formal)
Thanks (a lot)
You’re welcome
Don’t mention it
Bless you (after a sneeze)
(polite)
Pardon me
(I am) sorry
Sorry to disturb you
Enjoy your meal
Miss
Mrs / Miss (for a married woman)
Sir
Autres expressions utiles:
Evaluer un autre élève à l’oral Evaluer un autre élève à l’oral
La préparation était
bonne/mauvaise
A mon avis
Je pense que
Je crois que
C’était bien
C’était très bien
C’était très intéressant
C’était super
C’était fantastique
C’était excellent
C’était bien exprimé
C’était clair
C’était assez bien
Ce n’était pas mal
C’était un bon effort
Ce n’était pas bien
Ça aurait pu être mieux
C’était plutôt mauvais
Parce-que
Parce-qu’
Car
La prononciation était
bonne/mauvaise
C’était amusant
Mais
C’était un peu/très
ennuyeux
Cependant
Il/elle a fait des erreurs
Et
Il y avait beaucoup
d’erreurs
Et en plus
Il n’y avait pas beaucoup
d’erreurs
Le vocabulaire était varié
Il y avait beaucoup
d’opinions
Module 5 targets:
Studio 1 Module 5
Vocabulary
My words
Module 1 targets:
Notes:
Studio 2V Module 1
Vocabulary
My words
Module 2 targets:
Notes:
Studio 2V Module 2
Vocabulary
My words
Module 3 targets:
Notes:
Studio 2V Module 3
Vocabulary
My words
Module 4 targets:
Notes:
Studio 2V Module 4
Vocabulary
My words
Module 5 targets:
Notes:
Studio 2V Module 5
Vocabulary
My words
PHONICS: A guide to the sounds of French
a
à
Sounds like cat or flat
attention, ma
ai Sounds like may or play but shorter
lait, j’ai
ain Sounds like ran but said through the nose
américain
am Sounds like arm but said through the nose
ambulance
an Sounds like barn but said through the nose
ans, ancre
au Sounds like oh
jaune, chaussettes
b
as in English
belle, bon
c
Sounds like king or car
courage, café, sac
ç
ce Sounds like sound or see
ci
garçon, français,
cinéma, France
ch Sounds like shoe or mash
chat, chercher,
acheter
d
as in English
dormir, malade
-d
Silent at the end of a word, unless the next letter is
dinard, canard
a vowel
e
Sounds like along
ce, fenêtre
è
Sounds like get or threat
père, collège
é
er
Sounds like may or play but shorter
et
ez
école, fatigué, aller,
écoutez
em Sounds like arm but said through the nose
emmener
en Sounds like barn but said through the nose
en, ennuyeux, cent
eu Sounds like her or fur but shorter
Europe, bleu, deux
f
as in English
g
Sounds like glad
gu
ferme, faire
garder, dialogue
ge
Sounds like pleasure or measure
gi
génial, rouge, Giselle
gn Sounds like new or onion
Espagne, ligne,
montagne
h
almost always silent
hôtel, heureux
i
ie
Sounds like meet or eat
it
is
ils, avril, hibou, merci,
pays, biologie
im Sounds like am but said through the nose
impossible, imbécile
in Sounds like ran but said through the nose
intéressant, vin
j
Sounds like pleasure or measure
jouer, jeu, déjeuner
k
Sounds like king or car
kérosène, kilo, ticket
l
as in English
lever, les
m as in English
mère, midi
n
as in English
nom, nouveau
o
Sounds like holly
oncle, optique
oi Sounds like wag
oiseau, soixante
on Sounds like on but said through the nose
onze, content, maison
ou Sounds like toot or flute
oublier, jouer, sous
p
as in English
prendre, penser
q
Sounds like king or car
quand, briquet, coq
r
Sounds like loch but said at the back of the throat
rêve, rendre
s
Sounds like sound or see
sauf, sel
-s- Sounds like zero
saison, cousin
-s
Silent at the end of a word, unless the next letter is
sandales, dehors
a vowel
t
as in English
-t
Silent at the end of a word, unless the next letter is
finit, jouet
a vowel
télé, toi
u
Sounds like “ee” but with rounded lips
une, sur, vendu, rue
ui Sounds like we or sweet
huit, suis, aujourd’hui
un Sounds like fun or sun but said through the nose
un, lundi, brun
v
as in English
vous, renvoi
w
as in English, though infrequently used
watt, week-end
x- Sounds like zoo
xénophobie
-xSounds like sound or see
-x
soixante, dix
-x
Silent at the end of a word, unless the next letter is
rideaux, châteaux
a vowel
y
normally as in English
yacht
z
as in English
zèbre, zoo
-z
Silent at the end of a word, unless the next letter is
avez, chantez
a vowel
Extension work Studio 2 Vert
Module 1 TV/Passion for cinema/Reading/Internet/What you did last night
1. How many –er verbs can you find in Module 1?
2. Design a TV guide for Friday night viewing. Be sure to label the name of the programme, the type of
programme, the hour, the star rating.
e.g. À dix-huit heures il y a <<Friends>>, une série americaine (une feuillton) (quatre étoiles****)
3. Use the green grammar box on p8. Write a negative phrase for each type of programme that you do not
watch / like and why. Try to make these as creative as possible
e.g. Je n’aime pas les infos, c’est ennuyeux
4. Pretend you have just interivewed a film celebrity. Use the phrase starters on p11 Ecrire 5 to explain what they
like / don’t like
e.g.Il adore le popcorn
5. Using Module 1 list as many negative phrases as you can along with their translations
6. Using Module 1 find as many adjectives as you can, then try and rank them into a scale / scatter graph. It could be
from smallest to largest or good to bad....
7. Create a webpage guide to explain all that you can do on the internet.
8. Create a survey to question what people in your class do on the internet. Use the statistics to put together a
presentation to explain your findings.
Module 2 A week in Paris/photo albums/ perfect tense/tourist attractions/24 hours in france/interviewing a
suspect!?
1. Design a poster to help people remember the meanings of the adjectives on Page 35 section 5
2. Create a cartoon to show what Chloé did on her trip to Paris, using the information in the yellow box on p36
or the email on p37
3. Adapt the rap on Page 37 to talk about your town (tricky!)
Module 3 personality /relationships/music/fashion/passion
1. On the internet, find 3 magazine interview articles about famous people written in french. Summarise their
likes and dislikes. What are the similarities and differences between the 3 articles, record these in a Venn
Diagram.
2. Create a summary diagram to explain what a noun is, what a pronoun is and what extra pronouns you might
need in the reflexive tense.
3. Create a chant to remember the verb Venir
4. Draw your ideal clothes to go wear to go into town and label them
5. Write 10 words about your passion. Next highlight the nouns you have used. Then see how many adjectives
you can add to your work to describe those nouns. Then see how many of the sentences you could join to
gether with a connective. Have you included opinions? Have you given a reason for your opinions? Then see
if you can say something about your hobby using the past and present tense. See if you can transform your
10 words into a 100 word paragraph to explain what your passion is.
Module 4 where you live/in your house/meals/what food to buy/carnavals!?
1. Use the information on p69 to create a powerpoint to help people remember the different types of dwelling
in French.
2. Create a song about the content of your room. Use the vocabulary and prepositions on p71 to help you.
3. Create a conversation between 2 people at a the school canteeen – talking about their usual eating habits.
Create a menu to go with the conversation with the food translated in english
4. Create a recipe card for your favourite dish
5. Create a table of the verbs that you know in the Je form for the past present and future tenses.
6. Create a worsearch based around vocabulary for Module 4
Module 5 France has got talent/pouvoir and devoir/don’t do it/best worstetc/ the winner is!?
1. Create a review for a << La France a du talent>> show. Who competed? What style of competitor were they?
What do the people want to do when they are older?
2. Make a list of 10 things that you have to do, or don’t have to do aged 13, and 10 things that you can do,
can’t do aged 13. (Pg 90 -91)
3. Create a poster to issue a command. (Pg 92 -93)
4. Create a rap using the grammar in the green box.
5. Find 10 words in Module which start with the letter A and 10 words that start with the letter T. Then
combine them to make a story (you can use other words as well)
6. Create a picture to explain how to use infinitives. Use the green box on p96 to help you.
Module 6 world geogrpahy/science/ the french revolution!?
1. Create a list of words to describe the weather / climate from the information on p108-109 Draw an image to
summarise the meaning of these words
2. Find as many linking words (connectives as you can in the information on p114-115)
3. Create a list of as many sentence starters as you can to do with time. Use the content of p116-117 to help
you.
General Tasks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Pick out the most useful 10 phrases in the whole of the book
Which common words do you find most difficult to remember? Plan a strategy for remembering them
Write an information sheet to explain the present, past or future tense to someone who is a student like you
Explain what is meant by a noun, pronoun, adjective, verb. Use examples from the french you have studied
to illustrate your explanation.
Create a poster for your favourite verb.
Choose your favourite thing about french and explain in french, why you like learning about it.
Make a crossword to test information studied about an aspect of french culture.
What is your favourite french word? Explain how it came to exist. Research it’s roots in other languages.
Design a lesson to teach other students about one section of the course.
Make a game to test key vocabulary from the course.