Expo OCR French Higher Teacher`s Guide Sample Module 2

Mon temps libre
Contrôle oral: Television and free time
(Student Book pages 42–43)
Topics revised
●
Talking about television and other leisure activities
Overview
Students will have to take part in a conversation
on a specific topic as part of their Speaking
Controlled Assessment. First they read the
details of the situation and the task carefully.
After a preparatory exercise, they listen to
a Speaking Controlled Assessment model
interaction in 3 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 section, will help them prepare to take
part in a role play of their own on the topic.
1 You will hear a model role play.
Below are some of the sentences, split
in half, which Stacey will use to cover
points 1–4 in the task above. Predict
how the sentence halves will match
up, then listen and check.
Explain to the students that they will hear a
sample of the kind of role play they are expected
to take part in during the Speaking Controlled
Assessment. First they will do a preparatory
exercise: they need to match the sentence halves to
complete Stacey’s answers to the first four English
questions in the Conversation Content box.
Students then listen to check their answers.
Some vocabulary is glossed for support.
Audioscript
– Alors, Stacey, qu’est-ce que tu veux faire ce soir? Tu veux
sortir?
– Je voudrais bien rester à la maison ce soir parce que je
suis un peu fatiguée. Je voudrais bien sortir demain soir,
mais ce soir est-ce qu’on peut regarder la télé, s’il te
plaît?
– Oui, je veux bien, mais je ne sais pas ce qu’il y a ce soir.
Voyons … Ah, oui! Il y a une série policière qui s’appelle
Le flic parisien. Ça te dit?
– Je suis désolée, mais je l’ai déjà vu deux fois. C’était
amusant et assez original, mais je préférerais regarder
quelque chose de nouveau, s’il te plaît.
Answers
1C 2G 3B 4F 5D
6A 7E
2 Listen again and note down in
English what Stacey says to cover
points 1–4 in the Assessment task.
Students listen to the first part of the role play
again. They write Stacey’s answers to the first four
questions in the Conversation Content box in
English.
Audioscript
As for exercise 1.
Answers
1 stay at home this evening and watch TV, because she’s
tired
2 doesn’t like police series – thinks they’re boring; prefers
comedies or reality shows because they’re funny
3 What kind of film is it?
4 says sorry, she’s already seen it twice – it was funny and
quite original, but would prefer to watch something new
3 Listen to the second part of Stacey’s
conversation and fill in the gaps.
Students now listen to the second part of the
conversation and complete the gap-fill version of
the transcript. sauf is glossed for support.
With a good class you could ask pupils to read the
text and try to work out the answers first, then use
the recording to check.
Audioscript
– Alors, tu veux regarder Loft Story? C’est la version
française de Big Brother.
– Excuse-moi, mais je n’aime pas beaucoup les séries
policières. Je les trouve un peu ennuyeuses. Je préfère
les comédies ou les émissions de télé-réalité parce
qu’elles sont marrantes. Qu’est-ce qu’il y a d’autre?
– Ah, oui! Je veux bien, merci. Big Brother, c’est une de
mes émissions préférées. Chez moi, je regarde la télé
tous les soirs, sauf quand j’ai trop de devoirs à faire. Mes
parents aiment regarder les jeux télévisés et mon frère
regarde tout le temps les émissions de sport, mais moi, je
déteste ça. Heureusement, j’ai une télé dans ma chambre,
donc je peux regarder ce que je veux!
– Euh … il y a aussi un film qui s’appelle Treize à la
douzaine.
– Dis donc! Tu es vraiment accro à la télé! Mais qu’est-ce
que tu fais à part ça?
– C’est quel genre de film?
– Le week-end dernier, je suis allée à un concert avec ma
copine, Samantha. Nous adorons la musique de Leona
Lewis. C’est une chanteuse qui est très populaire en
– C’est une comédie américaine, avec Steve Martin. En
anglais ça s’appelle Cheaper by the Dozen.
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2
Mon temps libre
Contrôle oral: Television and free time
Angleterre. Après, on a mangé une pizza dans le train et
on est rentrées vers dix heures et demie. C’était génial!
Answers
Also shown in bold in the audioscript.
1 veux bien 2 Chez moi 3 trop de 4 tout le temps
5 donc 6 veux 7 suis allée 8 adorons
9 est rentrées 10 génial
4 Now listen to the final part of
Stacey’s role play and answer the
questions.
5 Now it’s your turn! Prepare your
answers to the task in exercise 1 and
then perform the role play with your
teacher or partner.
Students participate in a role play on television
and other leisure activities in the style of a
Speaking Controlled Assessment task. They should
use all the support supplied, here and elsewhere
on the spread:
●
the Grade Studio advice on the language to
include
the English questions in the Conversation
Content box on p. 42
their answers to exercises 1–4
Stacey’s responses, adapted to talk about
themselves
Students listen to the third and final part of the
role play and answer the questions on it. These
questions focus on linguistic detail. You may
need to play the recording more than once. Some
vocabulary is glossed for support.
●
Audioscript
They should also try to predict what the
‘unprepared’ question might be and prepare a
range of responses.
– Et qu’est-ce que tu vas faire quand tu rentreras en
Angleterre la semaine prochaine?
– D’abord, je vais téléphoner à toutes mes copines, puisque
mon portable ne marche pas ici en France! Je vais donc
devoir me rattraper un peu! On va parler de mon séjour en
France. De plus, samedi après-midi, je vais retrouver ma
meilleure copine, Sam, au café. On va bavarder et on va
regarder mes photos de France. Je vais aussi rencontrer
son nouveau petit copain; elle m’a dit qu’il est beau et très
sympa!
– Est-ce que tu utilises Internet aussi pour rester en contact
avec tes copains?
– Ah, oui, je l’utilise beaucoup! Je l’utilise souvent pour
envoyer des e-mails à mes copains. De plus, tous mes
copains ont des blogs où on tchate et où on s’envoie
des photos. J’ai aussi une bonne copine qui habite aux
États-Unis, alors on ne se voit pas souvent, mais on reste
en contact via Internet. C’est chouette, ça! En ce moment,
je partage un ordinateur avec mon frère et il l’utilise tout
le temps pour jouer à des jeux vidéo. Mais je vais recevoir
un ordinateur comme cadeau d’anniversaire!
Answers
1 Any 2 of:
je vais téléphoner à toutes mes copines
Je vais donc devoir me rattraper un peu!
je vais retrouver ma meilleure copine
Je vais rencontrer son nouveau petit copain
je vais recevoir un ordinateur comme cadeau
d’anniversaire
2 On va parler de mon séjour en France.
On va bavarder et on va regarder mes photos de France.
3 Est-ce que tu utilises Internet aussi pour rester en
contact avec tes copains?/Do you also use the internet
to stay in touch with your friends?
4 je l’utilise beaucoup – Internet
je l’utilise souvent – Internet
il l’utilise – ordinateur
5 Je l’utilise souvent pour envoyer des e-mails à mes
copains.
il l’utilise tout le temps pour jouer à des jeux vidéo
●
●
Students then record their role plays. They swap
recordings with a partner and assess each other’s
performance, awarding one, two or three stars
for each of the features listed in the checklist
supplied. They use these results to identify areas
for improvement in the next extended speaking
task they do.
The Grade Studio section gives students the support
they need to improve their speaking. The support is
differentiated, allowing students to identify and work
towards their target level (Grade C, Grade B/A, Grade A*).
Encourage students to adopt the kind of approach taken
in this section in all extended speaking activities.
Read through and discuss the Grade Studio section
together, giving students time to complete the short
activities, which will help them put the suggestions into
practice.
Also draw students’ attention to the Épate l’examinateur!
feature: this highlights a structure that students can
include to particularly impress the examiner.
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Mon temps libre
Contrôle écrit: Un de mes films préférés
(Student Book pages 44–45)
Topics revised
●
Writing about a favourite film or book
1 Find the French equivalent of these
phrases in the text and copy them
out.
Students read Guillaume’s text on one of his
favourite films and find the French for the English
phrases listed. Some vocabulary is glossed for
support.
Answers
1
2
3
4
5
6
7
8
9
10
11
12
veut se marier avec
est attaqué par
veut le tuer
la mort de son père
possède des pouvoirs dangereux
réussit à vaincre ses ennemis
cependant, tout finit bien
drôle et triste en même temps
les effets spéciaux
la vedette du film
dans le rôle principal
vraiment doué comme acteur
+ Connectives, which are used to join sentences or
ideas, or to introduce sentences, make a text more
interesting. Read the text again. List and translate
into English the connectives used.
et
aussi
mais
d’abord
qui
ensuite
pour
puis
finalement
cependant
parce que
de plus
and
also
but
firstly
which, who
then, next
(in order) to
then
finally
however
because
what’s more
2 Choose the correct word to
complete each sentence.
Students read the text again and choose the correct
word to complete the sentences 1–8.
NB Exercise 2 in the Contrôle écrit sections is in the
form of an exercise from the OCR Reading exam.
Answers
1
2
3
4
5
6
7
8
comics
best
personality
kill
uncle
exciting
more
buy
3 You might be asked to write about
a film you have seen or a book you
have read 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 4.
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 (Grade C, Grade B/A, Grade A*).
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.
4 Now write an account for your
exchange school’s website of a film or
book you have particularly enjoyed.
Students write their own text on a favourite film
or book 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 finished text
Students could swap texts with a partner and check
each other’s work, offering suggestions for how it
might be improved.
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