Lifestyles: Role of the Individual in Society (b)

Transcription

Higher Still French Support Materials: Higher French Language Unit
4091
French
HIGHER
Lifestyles:
Role of the Individual in Society (b)
Intro 1
Page (i)
Higher Still French Support Materials: Higher French Language Unit: Introduction
HIGHER STILL: HIGHER FRENCH LANGUAGE UNIT: SUPPORT MATERIALS
INTRODUCTION
1
The materials contained in these folders
These materials have been devised so as to match the specification set out in Appendix 1
(Language Content (H)) of the Higher Still Arrangements Document for Modern Languages.
Materials have been provided to cover the language required for each theme, each topic and each
topic development [as set out in the arrangements document, Appendix 1 - Language Content
(H)].
2
Rationale
The principle adopted has been to develop all language from texts, either reading texts or
listening texts. The idea behind this is that, at this stage in their learning, students will require to
extend their vocabulary and structural grasp significantly; and that the best access to language
development activities which will enable this is through target language texts. Therefore almost
all items in these materials have the following sections:
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text
comprehension exercises (sometimes with additional support for the student in accessing
the text)
translation exercises (with support for the student)
language development activities
grammar practice exercises
paired speaking exercises
discussion tasks
directed writing.
This approach has been adopted to try to ensure that language learned from reading does not
simply evaporate, but becomes embedded in the student’s own language resource through the
language development activities and then through use in the discussion and writing exercises.
In addition, it is hoped that this approach will provide support for students in preparation for the
writing tasks in the external assessment (Listening/Writing paper and Directed Writing), for the
writing requirements in the internal assessment, and for the requirements of the speaking tasks.
In the latter context the material should help to extend the range of vocabulary and the range of
expression which students can use in their performance.
3
Selection of Texts
The following criteria have been used in the selection of texts:
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Intro 1
availability for use
Copyright is a very difficult area. The texts used have been selected from magazines
which provide suitable material for students at this level of learning French which
are available for use and for further copying in centres. Centres are asked to
ensure that any copyright attribution attached to a text in this collection is always
present when it is reproduced for student use.
Page (iii)
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accessibility to students at this level of language learning
For some years now there has been a drive toward the use of ‘authentic’ texts.
Unfortunately, really authentic texts are frequently inaccessible to learners of the
language. Most of the texts we have selected have been written/recorded with young
readers/listeners in mind; but those selected from French sources (all reading texts)
have often had to be amended in some way to facilitate access by the students.
A number of texts have been written specially for our purposes to a Higher Still specification. Almost all recorded texts have been recorded to a Higher Still specification.
A particular principle has been adopted in respect of the text used to develop
listening skills. It is ‘spoken’ text: none of it was scripted. The texts were recorded as
improvisations and later transcribed. The reason for this is to ensure that the text as
spoken is not ‘literary’ and represents the language as spoken by native speakers
given specific instructions about content, vocabulary range, intellectual and
conceptual difficulty, length, complexity of utterance etc.
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suitability for providing the basis of a progressively increasing and progressively more
flexible language resource.
The items have been compiled in such a way as not only to reflect the syllabus
pattern required by the Higher Still arrangements but also so as to provide students
with the vocabulary and structures necessary to tackle both the internal and the
external assessment procedures. More details about how this has been attempted
follow below.
There has also been a more general educational aim to develop students’ understanding of France and things French and to extend their horizons in terms of their
thinking skills and skills in self-expression.
It is important however that intending users of the materials understand from the
outset that each item has been devised so as to provide students with a range of
opportunities which will include:
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increasing their vocabulary
developing their mastery of the structure of the language
improving their translation skills
increasing their ability to write correctly in the language
developing their ability to speak flexibly in increasing depth about the specified
topics.
Teachers are recommended to use also a number of topical recent texts from current magazines
or Internet sources to complement the diet provided in these materials in order to give students
experience of different types of text and different types of writing and to keep cultural references
up to date.
4
Use of the materials
Although we have set out to cover all themes, topics and topic developments prescribed, there is a
significant opportunity for choice in the material provided. No group of students is likely to cover
all the passages here. Teachers should select according to their and their students’ needs.
The items are listed in the initial contents with stars against them. In principle, one star items
are perceived to be a little below the standard of the course, two star items to be at the level of the
course and three star items to be challenging for more advanced learners. The allocation of stars
is however done on the basis of the difficulty of the text. In a number of cases the working does
not match the star rating. Teachers should therefore consider both text and working carefully
when planning their programme of work.
Intro 1
Page (iv)
All the grammar items listed as required for Higher in the grid provided as Appendix B (Grammar Content) in the Arrangements Document are covered in some way in these materials. It will
be necessary for teachers to ensure that passages used provide a suitable range of such grammatical coverage.
The working of the passages assumes an approach based upon communicative language
teaching methodology. In that context, it is important that grammatical instruction emerges out
of language currently in use. Grammatical teaching points are therefore identified within the
texts, and examples used are then exploited further in the speaking, discussion and writing
exercises to try to enable students to internalise these structures. Teachers can plan coherent
coverage by consulting the Language column in the table of contents.
While providing a range of materials adapted to the needs of the Higher Still Higher French
course, it important to say that the ‘course’ itself is dependent upon interaction between teacher
and students. The materials provided have not been created as self-access materials. It is expected
that teachers will read through the reading texts with their students (or play the recorded
version), discuss them as a whole class exercise in the target language, discuss vocabulary and
grammatical difficulties as they arise, and only then proceed to the comprehension questions. In
this way students can be led to anticipate patterns of language and develop a response to material
of the same kind in listening. Given that a number of the listening passages are on related topics,
it will then be possible to exploit both the classroom discussion of the reading texts and the
listening practice with the listening texts and benefit doubly from each. The texts have been
established in their present form with this kind of approach in mind. The passages provided have
been prepared so that they will be accessible to students with the support of the teacher. They are
not intended to be tackled unseen by students in the manner of examination exercises. There will
be time in the additional 40 hours provided for the course for examination practice and tackling
of exemplar papers. The texts in these materials are geared to extending students’ language skills
over the prescribed language areas so as to prepare them for examinations. We have aimed to set
challenges for students to enable such progression.
Given that the introductory procedures outlined above have taken place, there is nonetheless a
place for asking students to complete the comprehension exercises as homework (or as in-class
activity the teacher may be teaching a small group of students for a particular purpose) - and
again, or alternatively, as revision in the period just before the course external assessment, where
time will have to be taken to revise content, vocabulary and structures relevant to the various
themes and topics prescribed.
The development of intellectual and conceptual skills has been a problem for teachers of Higher
French for many years. We have attempted in the selection of types of text and of discussion and
writing exercises to develop these in a systematic way. This has however been done on the
presupposition that the texts will be used in approximately the order in which they are printed in
the collection of materials; and that the themes will be studied in the order in which they appear
in Appendix 1 - Language Content (H) in the Arrangements Document. [Teachers may of course
tackle themes, or texts within themes, in a different order from that arranged here in accordance
with the order which they are set out in the Arrangements Document; but they will have to plan
carefully the development of the intellectual and conceptual skills of their students.]
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Use of the materials where students in the class are not all at the same level
The materials provided in this collection have been devised with classes in mind which are
preparing for Higher French only. An exemplar pack to illustrate possible approaches where
students are preparing for Higher and Intermediate 2 French is currently in preparation.
Intro 1
Page (v)
It is important to take note at this point that the support materials being prepared for Intermediate 2 French are, like those in this collection, prepared for one level only. In a sense the materials
illustrate the level of language required at that level.
It is strongly recommended that the materials in this Higher collection should be used with
groups of students who are either expected to be successful in the course or whose ability to be
successful is just a little uncertain. Students whose competence is below that would be better to
follow the course at the level below.
It is not recommended that students aiming for Higher French should follow a diet of items
prepared solely for Intermediate 2 French in order to simplify class arrangements. In effect,
students who follow a programme of Intermediate 2 materials will be prepared for Intermediate
2, not Higher. Providing different questions and more grammatical development might be
appropriate as a strategy at the introduction of each new theme. The difference between Intermediate 2 and Higher candidates is not only related to ability: it relates also to range of vocabulary
known, grammatical mastery, intellectual development and ability to conceptualise.
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Comprehension Questions
The comprehension questions in these materials have not been provided with marks. This is
because they are not examination exercises. In many cases the discussion between teacher and
students will lead to an identification of the number of marks which might have been awarded in
an assessment context.
Teachers will however easily identify the marks envisaged by checking against the answer sheets
provided for all exercises.
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Glossaries
Glossaries have not been provided in the body of these materials.
Some support in leading students towards the understanding of difficult words, or words
involving difficult concepts, has been provided. Further support is offered in the context of
translation.
This approach has been taken because students preparing for Higher
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need to learn to work out the meaning of words not known in context
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need to learn the skills required for using a dictionary
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need to learn how and how often to use the dictionary.
However, a complete set of glossaries will follow as an appendix so that teachers who require this
support for their students will have it available.
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Audit of existing materials
At an early stage in the preparation of support materials an audit of existing materials was
carried out. This will be circulated as extra information at a later date.
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Additional materials
This collection of materials has been conceived and prepared as a coherent whole. A number of
items have been prepared which were not included simply because they did not fit either the
pattern of the collection or the format as set by the arrangements document. These items will be
issued at a later date as extra items, to provide further flexibility in choice of material.
Intro 1
Page (vi)
INTRODUCTORY NOTES ON THE TEXTS
The texts and working contained in this publication are not in themselves the ‘Higher course’. That
phenomenon includes all the interaction between teacher and students, and all the additional material
the teacher will introduce into the series of lessons.
It is be clear that it will not be possible for students and teachers to work through all of the texts contained in these folders. The following notes are intended to help teachers to make informed choices
suitable to their own groups of students.
NOTE: Items marked (ø) have not been included in this pack as they are awaiting
copyright clearance.
•
Lifestyles
Family, friends, society
Issues in relationships with friends/family
1
Suzanne’s Story
This is a text about a girl’s relationship with her half-sister.
The purpose of the unit of work is to give students the opportunity to practise language
relevant to this topic and especially to enable them to begin to develop their skills in the
domain of directed writing, which will be a new requirement at this stage.
2
Ces merveilleux grands-parents
This text presents points of view about the relationship between young people and their
grandparents. It also provides support towards the development of translation skills. The
unit of work aims to conclude with students expressing in writing the likes and dislikes
of others. The acquisition of the language required for this is the main purpose of the
unit of work.
3
Problèmes avec les parents, Relations de famille and Parents séparés
These items are based upon listening texts which develop vocabulary and ideas useful for
discussing family relationships.
4
Texts relating to “Les Yeux d’Antoine”
The letters and the “Journal Intime” prepared in relation to the short novel “Les Yeux
d’Antoine” are included here as possible further opportunities to develop language skills
in this area.
Rôle of the individual in the home and in society
5
Les petits enfants du siècle (ø); Mon enfance; Mondo
These three texts form a unified group. Their main purpose is to develop students’
mastery of the use of the imperfect and perfect tenses; but their content sits comfortably
with this topic.
The grammatical exploitation of the first passage emphasises one use of the imperfect
(repeated actions in the past), exploitation of the second, other uses; and exploitation of
the third, the difference in usage between the perfect and the imperfect.
Students are led through this material towards use of these structures and the vocabulary
mastered in guided extended writing.
Intro 1
Page (vii)
Systematic and rigorous work of this kind should extend mastery of the language. The
structure of the units of work is designed to help them to master - remember, retain vocabulary and structures so as to serve them in good stead when encountering unseen
material in the internal assessments and more particularly in the external end of course
assessments. Oral fluency should be powerfully assisted by the work done in tackling
coherent collections of exercises such as those provided for this group of texts.
6
La place de la femme
This text was introduced in order to provide student’s with the language resource needed
to discuss issues about women in the modern world. The text also offers good opportunities for practising the use of the conditional tense.
7
Un “papa-poule”
This text discusses how a man copes with looking after children.
8
Claudine
This text is in the first place an excellent excuse for extending the students’ skill in using
certain language structures. It also provides an opportunity for students to use their
imagination and also to use fairly basic language in an imaginative context.
Advantages and disadvantages of home area
This is a group of texts aimed at developing the students’ ability, to discuss their own
home area in speaking and in writing. They are provided with vocabulary and structures
applicable to a range of contexts within this domain.
Leisure and healthy living
Leisure interests
This group of texts aims to develop the students’ existing command of vocabulary and
structures relating to leisure interests. Texts have been provided which take a different
approach from material students are likely to have studied earlier in their careers. A
number of attitudes and ideas have been incorporated to encourage classroom debate
and provide material use in assessment exercises in speech and in writing.
La meilleure télé du monde seeks to elicit views about television; Dans les
coulisses d’un jeu télévisé takes students behind the scenes in the production of a
television game show; the development of the familiar Delphine listening text seeks to
encourage the expression of a range of ideas about television, about viewing, about its
place in the students’ own lifestyle; the interview with Claude Sautet puts a different slant
on cinema; La fête du super-bowl introduces the vocabulary required for the
discussion of sport and provides an opportunity for students to develop their own
personalised vocabulary for use in the oral assessment and in writing activities. The last
item is used particularly to emphasise skills relating to the creation of written text.
Health issues
1
Intro 1
La façon de manger en Ecosse; Mangez tonique; Comment rester en
pleine forme discuss issues relating to healthy eating and exercise. After studying
these texts students should be equipped to discuss and write about diet, exercise and a
balanced way of life.
Page (viii)
•
2
The texts on tobacco, alcohol and drugs provide vocabulary and structures required for
the discussion of issues relating to their use or abuse.
3
Les petits maux de l’hiver leads to a solo speaking exercise in which students talk
about an illness they themselves have had.
Education and work
School/college
Critique of own school/college
The first eight passages form a series of texts leading students to be able to comment on
their own schooling and issues relating to it. An extra publication, to follow later, will
provide the means for students to complete their own progress record in French, with
support documentation prepared for them also in French.
The texts develop attitudes to school, to learning, to the classroom situation. The first two
texts although in simple French, are developed in such a way as to establish discussion
skills which will be extended as the students work through the texts which follow.
Une journée à l’école, although it appears to be about a remote location (schooling
in francophone Central Africa) nonetheless introduces a surprising number of issues
about education which are totally topical in Scotland today.
From Claudine à l’école (ø) and La dernière classe students will learn how to
express opinions about school and about the need to learn conscientiously.
Careers
Job intentions and aspirations
Eric and Etudes universitaires explain how other students have chosen their
subjects. Students are then required to write about the reasons for their own subject
choices. Students will then be equipped to begin to compile a record of their own
educational and other achievements.
Parlez-vous européen? is about why one should learn European languages for
vocational purposes.
Institutrice à Hautecloque and Catherine Lemoguen infirmière (ø) give
specific accounts of the world of work. Parole aux jeunes is designed to enable
students to talk about their own work experience in French.
Travailler en Afrique takes another approach to work issues; it provides students
with the opportunity to become acquainted with the language of CVs and letters of
application.
•
The wider world
Holidays and travel
The two initial listening texts deal with the issues of family holidays and should be of
interest to students preparing for Higher.
Réviser cet été - pourquoi pas? and Vacances present a different aspect of
holidays from that used in students’ previous school careers.
Intro 1
Page (ix)
Types de vacances deals with different types of holiday (comparison of types of
holiday) as in the course specification.
The extract from Les petits enfants du siècle has been chosen for its humorous
approach to a familiar holiday situation - the family falling out during a car journey.
Tourism
The texts in this section have been put together so as to provide students with ample
opportunity to learn a range of vocabulary and idiom suitable for discussing their own
local area and areas of tourist interest within it and in the target country.
The first four texts deal with areas in France. The language used can then be reexploited
by the students to describe their own area and their views of it.
Eguisheim encourages writing in the past tense.
Franche Comté encourages discussion on types of tourist accommodation.
Besançon encourages students to talk about a town abroad.
Languedoc-Roussillon encourages students to write about particular features of an
area: and to discuss the trustworthiness of publicity materials.
It is part of the aim of this material to provide cultural background about areas of
France.
The remaining 6 texts deal with areas in Scotland. There is a variety of text-types; and a
variety of features of interest to tourists are treated.
Stirling concentrates on a historical approach.
Le ski en Ecosse discusses the advantages and disadvantages of Scotland as a skiing
centre.
La côte ouest de l’Ecosse deals with communications in isolated areas.
Le sud de la Clyde deals with weather aspects. Students write about what can be done
in good weather and what can be done in bad weather.
L’Eastend de Glasgow provides students with a set of vocabulary and structures to
allow them to discuss and write about their own local area.
Le Loch Lomond leads students to write a description in French of an area in
Scotland known to them.
Throughout this section, different skills and structures are revised with a view to the
forthcoming external course examination.
Intro 1
Page (x)
SUPPORT MATERIALS FOR HIGHER FRENCH
The enclosed documentation refers to the complete set of Support Materials prepared for Higher French.
Several texts included in the list of contents were worked on the basis of copyright clearance through the
French Embassy in its publication ‘Don’t let your Kids get ahead of you’.
Since this document dates from 1989, it was felt that individual copyright owners should be contacted
before the official publication of the materials by Higher Still.
Most copyright owners have still not replied to our letters sent some three months ago.
Consequently the items affected are being withheld from the present distribution. The list of contents
shows clearly which items are available and which are withheld, as does the set of notes on the texts.
Teachers who are in possession of exemplar copies of the embargoed texts are asked to refrain from
copying them.
They will be released for normal use as soon as clearance is provided. Should this be withheld, then new
texts covering as many as possible of the same ideas and structures will be commissioned to replace
them.
A through page numbering has been carried out. Any replacement texts will fit into the same page
numbers.
Intro 1
Page (xi)
Higher Still Development: French Higher
SUPPORT MATERIALS THEME:LIFESTYLES
Topic
Text
Skills
Family, Friends, Society
** Suzanne's Story.
Reading, Speaking, Writing – practice and
directed.
Vocabulary, structure practice –
ways of saying ‘being unwilling’.
** Ces merveilleux Grandsparents.
Reading, Speaking, Writing.
Translation, language study,
structure practice – ways of
saying ‘liking’ and ‘not liking’.
** Problèmes avec ses parents.
Listening, Speaking, Writing – answering
questions in French.
Vocabulary, transcription,
practice in condition of devoir.
** Relations de famille
Listening, Speaking, Writing – answering
questions in French
Find the French for..., leading to
structure practice
** Parents séparés
Listening, Discussion, Writing
Voc. development, avoir raison,
tort
From Unit 2 Les yeux
d'Antoine supporting texts;
relationships between siblings.
Reading, Speaking – discussion and from
notes Writing including some more extended.
Vocabulary, translation,
décider. de and se décider à,
ce qui…ce que, manquer,
sentir and se sentir, vouloir
que, bien que.
Final comprehensive speaking exercise.
* Lettres
Reading, Speaking – discussion, Writing –
practice and more
extended.
** Journal
Final comprehensive speaking exercise.
Role of individual
ø
Language
Venir, quelque chose de,
tenses of pouvoir, professions,
ne…que, demander à, dire à,
tenses of devoir, essayer de, se
souvenir de, dont, translation,
ce qui standing for clause,
depuis.
* Les petits enfants du siècle
Reading, Writing.
Imperfect tense, repeated
actions, formation.
* Mon enfance
Reading, Writing.
Imperfect, other uses.
** Mondo
Reading, Writing including extended.
Vocabulary, peut-être que,
après avoir, décider de,
commencer à, compound
adjectives of colour, ce
qui…c'est.
** La place de la femme
Listening, Writing, Discussion.
Conditional tense.
** Un “papa-poule”
Voc revision and extension.
*** Claudine
Reading, Writing including extended.
Vocabulary, pas de, essayer de,
avoir chaud et être fatigué,
s'approcher de, tenses of
devoir, non-agreement of
marron etc., sortir and lever
with avoir.
NOTE: Items marked (ø) have not been included in this pack as they are awaiting copyright clearance.
SUPPORT MATERIALS THEME:LIFESTYLES
Topic
Text
Skills
Language
Advantages/
disadvantages of home
area
** La vie dans un village
Vocabulary development
** C’est fou ce qu’on peut
changer en si peu de temps
Reading, Discussion, Writing
Vocabulary consolidation,
habitué à
** La vie à Paris
Transription
** Aberdeen vu par un couple
résident
Reading, Writing
Translation, vocabulary
development
** Les loisirs
Listening, Writing
Vocabulary, useful expressions,
structuring an essay.
** La Télévision
Listening, Writing
Vocabulary, useful expressions,
ne…ni…ni…, de after a
superlative.
** La meilleure télé du monde
Reading, Speaking, Discussion, Writing.
bon = right, depuis, avant
que, pour que.
** Dans les coulisses d’un jeu
télévisé.
Reading, Discussion, Writing.
Imperfect practice.
*** Interview avec Claude Sautet.
Reading, Speaking, Writing.
** La fête du Super Bowl.
Reading, Writing.
** L’inconnu aux yeux clairs
(adapted from Les yeux d’Antoine
– Unit 2).
Reading, Writing – including extended.
Vocabulary, ressembler à,
rendre + adj., agreement of
past participle, direct/indirect
objects, dire/demander à.
** La façon de manger en Ecosse.
Listening, Speaking, Writing, Discussion.
Transcription.
*** Mangez tonique!
Reading, Writing, Speaking.
Vocabulary development.
*** Comment rester en pleine
forme
Vocabulary and idiom
development, insister pour
que...
** Tabac. La guerre est déclarée.
Reading, Writing.
Vocabulary, translation, se
passer de.
** On peut se construire une vie
de non-fumeur.
Reading, Writing, Discussion.
Vocabulary.
*** Le problème du tabac.
Q/A in French.
** L’alcool en France et en
Ecosse.
** La Drogue.
*** Les petits maux de l’hiver.
Reading, Writing, Speaking, Talk.
Leisure and Healthy
Living: Leisure
interests
Vocabulary.
Health Issues
Vocabulary obliger de and
obliger à, aussi + inversion.
SUPPORT MATERIALS THEME:EDUCATION AND WORK
Topic
Text
Skills
Language
Critique of own
school/college
* La Discipline en France
Listening, Speaking, Discussion and Writing
Vocabulary
* Rapports avec les professeurs
Listening, Discussion and Writing
Phrases for expressing opinions
and advice on essay.
** Différences entre les lycées
écossais et français
Listening, Writing and Discussion
Profiter de, permettre à qqn de
faire, apprendre à.
* Une journée à l’école
Reading, Discussion and Writing
Some Q/A in French, verbal
structures.
Reading and Writing
Questions all in French
Extended reading, Discussion and writing
2 versions, one with questions
in French
Reading and Writing.
Vocabulary, en train de,
regarder, voir, entendre +
infinitive.
**Êtes-vous dans un bon lycée ?
Reading, Discussion, Writing and Speaking
Vocabulary
**Eric et les matières qu’il a
choisies
**Études universitaires
soit …soit and future after
quand
**Parlez-vous européen ?
Vocabulary, revision of
countries, nationalities, réussir
à and translation.
**Institutrice à Hautecloque
en/dans in time phrases à with
distances.
Reading, Speaking, Writing and Discussion
Vocabulary, Translation, verbal
structures and sur = out of
**Parole aux Jeunes
Reading, Writing and Discussion
Vocabulary, some technical
terms and expressions of
opinion
**Travailler en Afrique
Reading
ø ** Claudine à l’école
*** La dernière classe
ø **Punition
Careers, Job Intentions
and Employment
Issues
ø **Cathérine Lemoguen and
infirmiére
SUPPORT MATERIALS THEME:THE WIDER WORLD
Topic
Text
Skills
Language
Holidays and Travel
** Vacances avec les parents Marie-Hélène
Listening, Writing and Discussion
Vocabulary and Transcription
** Vacances avec les parents Pascal
Listening and Discussion
Translation points, penser à and
penser de
** Rèviser cet été - pourquoi pas?
Translation and verbs taking à
** Vacances
Reading and Writing
Vocabulary, Pluperfect,
negatives with perfect and
pluperfect, venir de, dont and
inversion after dirct speech.
** Types de vacances
Reading, Writing and Speaking
Translation and Q/A in French
Listening, Reading and Writing (directed)
Visiter, rendre visite, perfect
tenses and vocabulary
ø ** Le voyage de Géraldine
Tourism
*** Les petits enfants du siècle un voyage
Reading
** Eguisheim
Reading, Writing
Vocabulary development, use of
reflexive verbs for passive
** La Franche-Comté
Reading, Writing, Discussion
Translation, saviour=to be able
to, s’adapter à, en + pres. part.,
vocab. extension
** Besançon
Listening, Speaking
Transcription, vocab. dev.
*** La Région LanguedocRoussillon
Vocabulary development
** Stirling
Reading, Discussion
Translation, Vocabulary
Development
** Le ski en Ecosse
Listening, Writing,
ce qu... c’est..., entendre dire
que/parler de
** La côte ouest de l’Ecosse
Listening, Writing, Discussion
ce qui=which, rendre + edj.,
voc. dev.
** Le sud de la Clyde
Listenining, Discussion, Writing
Transcription
** L’Eastend de Glasgow
présente-t-il un intérêt
touristique?
Reading, Duscussion, Writing
Translation, ignorer
*** Le Loch Lomond
Vocab dev.
Higher Still French Support Materials: Higher French Language Unit: Lifestyles: Role of the Individual in Society
Lifestyles:
Role of the Individual in Society
Mon enfance
Mon enfance
Mon enfance Wrksht/86
Page 86
Mon enfance
M
a tante était la femme la plus désagréable que
j’aie jamais connue. Je la trouvais fort laide.
Son visage était anguleux, sa voix criarde.
Mon oncle, dont la bêtise était devenue proverbiale
dans le pays, l’avait épousée parce qu’il était faible
de caractère. Il est mort peu de temps après son
mariage et je ne l’ai jamais connu.
J’avais deux ans quand mes parents s’en sont allés
dans l’autre monde, me laissant une belle fortune.
Ma tante a consenti à m’élever. Elle n’aimait pas les
enfants, mais elle était pauvre et pensait avec
satisfaction que la richesse entrerait avec moi dans
sa maison.
Quelle laide maison ! Grande, délabrée, mal tenue;
bâtie au milieu d’une cour remplie de boue, de poules,
et de lapins. Derrière s’étendait un jardin dans lequel
poussaient pêle-mêle toutes les plantes de la création.
La propriété s’appelait le Buisson. Elle était située
au fond de la campagne, à trois kilomètres de l’église
et d’un petit village composé d’une vingtaine de
chaumières. Nous vivions dans l’isolement le plus
complet. Ma tante allait quelquefois à C ……la ville
la plus voisine du Buisson. Je désirais vivement
l’accompagner, de sorte qu’elle ne m’emmenait
jamais.
Adapted from “Mon Oncle et mon Curé”
by Jean de la Brète
Glossaire
anguleux
qui avait des angles,
c’est-à-dire on voyait la forme des os
dans son visage
criarde
très aiguë, perçante
dont la bêtise était devenue proverbiale
qui était très très bête, le modèle de la bêtise
s’en aller dans l’autre monde
mourir
délabrée
en mauvais état
mal tenue
mal soignée
une chaumière
une petite maison
Mon enfance
Page 87
Higher Still FRENCH
Mon enfance
Stage 1: Comprehension
1
Read through the passage quickly and state your general impression of
the author’s aunt and the house where she lived.
2
Write notes on what we are told
a
b
c
about the author’s parents (two things)
about her uncle (three things)
about her aunt, mentioning her physical features, her attitude to
children, why she agreed to take in the author
3
What are we told about the house ?
4
In the sentence “Derrière s’étendait un jardin dans lequel poussaient
pêle-mêle toutes les plantes de la création”, we have two examples of
inverted order, ie the verb has been put before the subject for the sake
of style.
Higher French: Lifestyles
88
A simpler order would have been “Un jardin s’étendait derrière (la
maison)” and “toutes les plantes de la création poussaient pêle-mêle
(dans ce jardin)”.
5
The author states “nous vivions dans l’isolement le plus complet”.
Why were they so isolated?
6
Where did the aunt sometimes go?
7
Did the author want to go with her?
8
Why did the aunt not take her?
Chpt1/Sh/88
It is not likely that “toutes les plantes de la création” were to be found
there! Why do you think the author has chosen this expression?
Higher Still FRENCH
Answer Sheet
1
Both her aunt and the house were ugly, disagreeable
2
a
They died when she was two years old
They left her a lot of money
b
He was very stupid
a weak character
died shortly after his marriage
c
She was very ugly, had an angular/bony face and a shrill voice
She did not like children
She was poor and thought that the narrator would bring wealth
into the house with her
3
It was very ugly, big, dilapidated and badly kept.
It was situated in the middle of a courtyard full of mud, hens and rabbits.
4
The narrator has used hyperbole, has exaggerated for purposes of effect.
She wants to indicate that the garden was full of all kinds of plants,
growing in a very disorderly way.
5
The house was in the heart of the country.
It was three kilometres from the church and a small village.
6
She went to C ……………, the nearest town
7
Yes, she wanted very much to go with her.
8
The aunt did not take her precisely because the little girl was keen to
go.
It was as a result of the child’s desire that she would not take her.
(she really was disagreeable!)
Chpt1/Sh/89
Mon enfance
89
Higher Still FRENCH
Mon enfance
Stage 2: Language Development
More about the Imperfect Tense
A lot of the verbs in the story “Mon enfance” are in the imperfect tense.
(See the Grammar Card ‘which goes with the text Les petits enfants du
siècle for formation of this tense and one of its usages.)
90
In this passage, the tense is not used so often to tell of repeated action in the
past, although there is one example of this in the sentence:
“Ma tante allait quelquefois à C ………”
In this passage, the imperfect tense is used to describe things and people in
the past.
It is used to tell us, for example.
a
b
c
d
e
f
g
about the aunt’s character and appearance
“Ma tante était la femme la plus désagréable ………”
“Son visage était anguleux ………”
about her attitude to children
“Elle n’aimait pas les enfants.”
about the fact that she was poor
“elle était pauvre”
about her thoughts
“pensait avec satisfaction que ………”
about the name of her property
“La propriété s’appelait le Buisson”
about where it was situated
“Elle était située au fond de la campagne”
about the girl’s desire to go with her aunt
“Je désirais vivement l’accompagner”
Chpt1/Sh/90
These facts all tell us about the background to the story.
They do not move the story on at all.
Higher Still FRENCH
Mon enfance
When you write an account of something which has taken place in the past, you
will use the perfect tense for all the steps in the story, and the imperfect tense for
descriptions which add to the overall picture but don’t move the action on.
You will use it, for example,
• to describe people’s physical characteristics
Elle était petite
Elle avait les yeux bleus et les cheveux blonds.
• to give their names and ages
Il s’appelait Georges.
Il avait quinze ans.
• to describe their characters and situations
Elle était riche.
Sa mère était très gentille.
• to describe people’s thoughts and wishes (unless they came to them suddenly!)
Je voulais aller au cinéma mais mon copain préférait rester à la maison
Je pensais qu’il allait venir.
• to say where people lived
La famille habitait Paris.
• to describe places
La maison se trouvait à 20 kilomètres de la ville
L’hôtel était situé près de la plage
• to describe the weather on a particular day (unless there was a sudden change)
Il pleuvait ce jour-là
91
Now fill in the blanks in the following passage with the correct form of one of
the verbs below:
Quand j’ ……… six ans, mon meilleur copain ……… Jean-Marc. Il ……… près
de chez moi, et il ……… beaucoup plus grand que moi. Il ……… les cheveux
roux et il ……… des lunettes. Il y ……… un parc en face de notre école et nous
y ……… souvent. Jean-Marc ……… très bien au football. Son père ……… agent
de police et sa mère ……… dans un magasin. Comme nous, ils ……… Ies
vacances chaque année au bord de la mer, et nous les ……… tous les jours.
habiter: passer: avoir: rencontrer: être: s’appeler: aller: jouer: travailler: porter
Chpt1/Sh/91
Show this work to your teacher.
Higher Still FRENCH
Mon enfance
Stage 3: Writing
Write a short paragraph in French about a child’s first day at school. Say, for
example:
•
what age the child was
•
where he/she lived
•
what he/she looked like
•
how he/she felt
•
what the weather was like that day
•
what the teacher was like
92
Use the imperfect for all these descriptive parts and the perfect for all the
actions. eg
when he/she left the house
when he/she arrived at school
what he/she did at school
what he/she ate for lunch etc
Chpt1/Sh/92
Show this work to your teacher.
Lifestyles:
Mondo
Mondo
Mondo Wrksht/93
Page 93
Mondo
P
ersonne n’aurait pu dire d’où venait Mondo.
Il était arrivé un jour, par hasard, ici dans notre
ville. C’était un garçon d’une dizaine d’années,
avec un visage tout rond et tranquille, et de beaux
yeux noirs un peu obliques. Mais c’était surtout ses
cheveux qu’on remarquait, des cheveux brun roux
qui changeaient de couleur selon la lumière.
On ne savait rien de sa famille, ni de sa maison.
Peut-être qu’il n’en avait pas. Il était habillé toujours
de la même façon, un pantalon bleu en denim, des
chaussures de tennis, et un T-shirt vert un peu trop
grand pour lui.
Qu’est-ce qu’il était venu faire ici, dans cette ville?
Peut-être qu’il était arrivé après avoir voyagé
longtemps dans la soute d’un cargo, ou dans le dernier
wagon d’un train de marchandises qui avait roulé
lentement à travers le pays, jour après jour, nuit après
nuit. Peut-être qu’il avait décidé de s’arrêter, quand
il avait vu le soleil et la mer, les villas blanches et les
jardins de palmiers. Ce qui est certain, c’est qu’il
venait de très loin, de l’autre côté des montagnes, de
l’autre côté de la mer.
Quand il est arrivé ici, dans notre ville, c’était avant
l’été. Il faisait déjà très chaud, et il y avait chaque
soir plusieurs incendies sur les collines. Le matin, le
ciel était invariablement bleu, sans un nuage.C’était
un jour de marché. Mondo est arrivé sur la place, et il
a commencé à circuler entre les camionnettes bleues
Mondo
Mondo Wrksht/94
des maraîchers. Tout de suite il a trouvé du travail,
parce que les maraîchers ont toujours besoin d’aide
pour décharger leurs cageots.
Mondo travaillait pour une camionnette, puis on
lui donnait quelques pièces et il allait voir une autre
camionnette. Les gens du marché le connaissaient
bien. Il venait sur la place de bonne heure, pour être
sûr d’être engagé, et quand les camionnettes bleues
commençaient à arriver, les gens le voyaient et criaient
son nom:
“Mondo! Oh Mondo!”
Il y avait des gens qui auraient bien voulu adopter
Mondo, parce qu’il avait l’air gentil, avec sa tête ronde
et ses yeux brillants. Mais c’était difficile. Les gens ne
pouvaient pas l’adopter comme cela, tout de suite.
Ils commençaient à lui poser des questions, son âge,
son nom, son adresse, où étaient ses parents, et Mondo
n’aimaient pas beaucoup ces questions-là. Il
répondait:
“Je ne sais pas, je ne sais pas.”
Et il s’en allait en courant.
© Gallimard
JL Le Clézio: Mondo et autres histoires
Page 94
Higher Still FRENCH
Mondo
This is the begining of a story about a boy called Mondo. Read quickly
through the passage and try to get a picture of Mondo and the town
described.
(N.B. Do not use the dictionary at this stage.)
In the first three paragraphs, the author provides the setting to the story,
gives us background information about the situation. Each of these paragraphs
begins by talking about something people did not know about Mondo.
Read paragraph 1 and answer the following questions:
a
What did people not know about Mondo ?
b
You may know that par hasard = by chance. The author uses this
phrase here to suggest that Mondo’s arrival was not planned,
was not expected. He just happened to arrive.
When and where did he arrive ?
c
How old was Mondo ?
Another way of saying d’une dizaine d’années would be
il avait dix ans.
The first expression is more vague, conveys the idea of “about”.
Why do you think the author chose this one?
d
What did Mondo look like ?
his face (shape and expression)
his eyes (colour and shape)
his hair (2 facts)
Mondo wrksht/95
1
95
Higher Still FRENCH
Mondo
2
3
Read paragraph 2
a
What unknown aspect of Mondo’s life is touched on here ?
b
Describe his clothes
c
Why do you think he always wore the same thing ?
Read paragraph 3
a
What question about Mondo is now raised ?
b
Two methods of transport are suggested as possibilities for his
journey to this place.
96
The first is dans la soute d’un cargo. You know the word cargo in English.
In French this word is used for the boat which carries the cargo. If Mondo
was in the soute d’un cargo, where do you think he was ?
(Think about it before you check in the dictionary to see if you are right.)
c
What is the second possibility ?
Why do you think he might have been in the dernier wagon ?
d
What are the three expressions used to suggest it was a long
journey ?
e
Why does the author think he may have chosen to stop in
their town ?
f
What is the author in no doubt about ?
Mondo wrksht/96
The story now begins.
Higher Still FRENCH
Mondo
Read paragraph 4.
a
Comment on the season of the year and the weather when
Mondo arrived.
b
What three actions did Mondo carry out on this particular
market day ?
(Look for three verbs in the perfect tense. The word camionnette is un
petit camion. The letters - ette added to a word make it small e.g. maison, maisonnette - cigare, cigarette.)
c
You know the word marché
Who do you think les maraîchers are ?
d
Look at the phrase décharger leurs cageots. The French words
are quite like some English words. Think about what the people
would be doing and try and work out the meaning of the phrase
before you check the words in the dictionary.
What did they need help with ?
Mondo wrksht/97
4
97
Higher Still FRENCH
Mondo
5
6
Read paragraph 5. It tells us what Mondo was in the habit of doing.
a
In the first sentence we learn of three repeated actions.
What were they ?
(Look for three verbs in the imperfect tense.)
b
Why did Mondo arrive early at the square ?
c
Do you think he was a good worker ?
Now read to the end of the passage.
a
Why would some people have been happy to adopt Mondo ?
b
Why do you think they asked him all these questions ?
c
What was Mondo’s response to the questions ? (Two things.)
d
Why do you think he did not like the questions?
98
Mondo wrksht/98
Check your answers with your teacher or with the answer sheet.
Higher Still FRENCH
Answer Sheet
Comprehension
Some of the questions asked were factual and your answers to these will be
either right or wrong. Others asked for your opinion and you should not assume
that you are wrong if your answer is not given here. Ask your teacher about
any answer you are uncertain about.
1
2
3
a
where he came from
b
one day, here in our town
c
about 10. The author uses the vaguer expression probably because
nobody knew exactly how old he was.
d
Mondo’s face: round and calm/tranquil/peaceful
his eyes: dark and a little slanting
his hair: dark auburn, changed colour according to the light
a
his family, his house
b
blue denim trousers, tennis shoes, a green tee-shirt a bit too big
for him
c
these were probably the only clothes he had
a
why had he come
b
in the hold of a cargo ship
c
in the last carriage of a goods train - perhaps he had just got on
as train was leaving
d
train went very slowly, day after day, night after night
Mondo wrksht/99
Mondo
99
Higher Still FRENCH
Mondo
5
6
it was attractive - it had sun and sea, white villas and gardens of
palm trees.
f
he had come from very far away, beyond the mountains, far across
the sea.
a
it was before the summer - it was already very hot (with fires every
evening on the hills) - in the morning the sky was always blue
and cloudless.
b
he arrived at the square, he began to move about between the
vans, he found work
c
market gardeners
d
unloading their crates
a
he would work for one van, they would give him some money,
he would go and find another van
b
to be sure of finding work
c
yes, because the people would call to him when they arrived at
the market.
a
he looked nice with his round head and shining eyes
b
perhaps they wanted to find out all they could about him so that
they could adopt him
perhaps they were just curious
c
he said he didn’t know, he ran away
d
perhaps his past had been unhappy, perhaps he was afraid of
people finding him here ………
Mondo wrksht/100
4
e
100
Higher Still FRENCH
Mondo
2
Look at the passage and find the French for:a
above all
b
according to
c
in the same way
d
on the other side of
e
in the morning
f
immediately
g
early
h
to ask questions
Peut-être que/qu’(il)
There are three sentences in the text which begin with Peut-être. Find
them. Notice that the word following Peut-être is qu’(il).
When you begin a sentence with peut-être, you always put que or
qu’(il) after it. (You put qu’ if the next word begins with a vowel.)
You are not too sure about the information in the following sentences,
so rewrite them, beginning the sentences with Peut-être.
a
Les parents de Mondo étaient morts.
b
Mondo venait d’un autre planète.
c
Il aimait la mer.
d
Il avait dix ans.
e
La mer était la Méditerranée
Mondo wrksht/101
1
101
Higher Still FRENCH
Mondo
3
Après avoir ………
Look at the sentence Peut - être qu’il était arrivé après avoir voyagé
longtemps dans la soute d’un cargo.
We would say “Perhaps he had arrived after travelling for a
long time …………”,
but note that the French actually say after having travelled.
This is a very useful structure when you are telling a story, as it helps
you to join two statements together without simply using et.
102
J’ai fait mes devoirs et je suis sorti(e) becomes Après avoir fait mes
devoirs, je suis sorti(e). (After doing my homework, I went out)
Join the following sets of phrases together in the same way:a
J’ai écouté des disques et j’ai lu un roman.
b
J’ai parlé avec mes copains et j’ai quitté le collège.
c
Il a frappé à la porte et il est entré dans la maison.
d
Nous avons écrit des cartes postales et nous sommes allés à
la plage.
e
Elles ont regardé la télé et elles ont dîné.
N.B. In these examples, the verbs in the first part of the sentence were all
avoir verbs, which allowed you to put après avoir ……………Obviously,
you cannot do this if you are dealing with être verbs. Then you would
have to use après être ………… and the past participle would agree
with the subject of the sentence.
Mondo wrksht/102
e.g. Ils sont entrés et ils ont commencé à écrire becomes
Après être entrés, ils ont commencé à écrire.
Higher Still FRENCH
Mondo
Décider de
Look at the phrase in the passage
Peut-être qu’il avait décidé de s’arrêter ……
You probably know that to decide to do something is in French décider
de faire quelque chose, i.e. décider de and the infinitive of the verb.
Write down:Three things that you have decided to do on Saturday
Three things that your mother or father has decided to do and
Three things that you have decided to do with your friends
N.B. All the activities should be different.
e.g. Samedi j’ai décidé de faire du shopping.
Samedi mes amis et moi, nous avons décidé d’aller au match de football.
Mondo wrksht/103
4
103
Higher Still FRENCH
Mondo
5
Commencer à
Now look at the sentence ……… il a commencé à circuler entre les
camionnettes.
To begin to do something is in French commencer à and the infinitive
of the verb.
Complete the following sentences, using the perfect tense of commencer
and any appropriate activity.
104
Quand je suis arrivé chez moi, j’ai
Dans le parc, les garçons ont
Le lendemain matin, il a
Arrivée en ville, elle
Après avoir fait nos devoirs, nous
Mondo wrksht/104
Check your answers with your teacher or with the answer sheet.
Higher Still FRENCH
Stage 2
1
2
3
a
surtout
b
selon
c
de la même façon (Note “in” here is “de”)
d
de l’autre côté de (Note “on” is “de”)
e
le matin (Note no word for “in”)
f
tout de suite (Check your spelling!)
g
de bonne heure
h
poser des questions
a
Peut-être que les parents de Mondo étaient morts.
b
Peut-être que Mondo venait d’un autre planète.
c
Peut-être qu’il aimait la mer.
d
Peut-être qu’il avait dix ans.
e
Peut-être que la mer était la Méditerranée.
a
Après avoir écouté des disques, j’ai lu un roman.
b
Apres avoir parlé avec mes copains, j’ai quitté le collège.
c
Après avoir frappé à la porte, il est entré dans la maison.
d
Après avoir écrit des cartes postales, nous sommes allés à la plage.
e
Après avoir regardé la télé, elles ont dîné.
Mondo wrksht/105
Mondo
105
Higher Still FRENCH
Mondo
Stage 2b: Additional Language Development
Look at the phrase des cheveux brun roux. Did you notice that there
was no ‘s’ on the brun, as you might have expected? Study the following
examples.
Elle avait les cheveux blonds.
Elle avait les cheveux blond châtain.
(light chestnut)
Il avait les yeux bleus.
Il avait les yeux bleu clair
(light blue)
Elle portait une jupe verte.
Elle portait une jupe vert foncé
(dark green)
In the sentences on the left-hand side, you have one adjective of colour
and the normal adjective agreements.
In the sentences on the right-hand side, you have two words to describe
the colour, a compound adjective of colour. These are invariable, i.e. no
‘e’ or ‘s’ is added when the thing described is femine or plural.
Next time you are describing someone’s appearance, try to use one of
these expressions.
Mondo wrksht/106
1
106
Higher Still FRENCH
Mondo
2
Look at the phase Ce qui est certain, c’est qu’il venait de très loin.
What is certain is that he came from very far away.
This kind of phrase is very useful when you speak or write French. It
gives a lot more emphasis to what you are saying, and it can be adapted
in various ways:-
Ce qui m’a frappé, c’est que Mondo n’avait pas de famille.
107
Ce qui m’a plu, c’est que la ville se trouvait au bord de la mer.
Notice that in these phrases we say ce qui because “what” is the subject of
that part of the sentence, of that clause (“what is certain, what struck me,
what pleased me …”). Sometimes we introduce a different subject and “what”
becomes ce que, the object of that part of the sentence, as in the following
phrases Ce que je ne savais pas, c’est qu’il adorait la mer.
Ce que j’ai admiré, c’est qu’il souriait toujours.
In the examples we have looked at, the second part of the sentence is a clause,
i.e. it has a verb too, and that is why we say ce que, but of course it is possible
for the second part just to be a noun, and in this case the que is dropped.
e.g. Ce que je déteste, c’est la chaleur.
Mondo wrksht/107
Ce que je trouve intéressant, c’est le marché.
Higher Still FRENCH
Mondo
Stage 3: Writing
You are Mondo. Write the story of your life until the point when you arrive in
the town described in the text.
Here are some of the things you can talk about:- votre famille - parents, frères, soeurs etc
108
- la maison/le pays où vous habitiez
- ce que vous faisiez - collège, passe-temps, travail etc
Remember that these descriptions of people, places and repeated actions in
the past will be in the imperfect tense.
Now go on to explain why you left home
une crise - guerre, famine, mort, querelle?
Tell us when you left home, how you travelled (bateau, train, camion, avion?)
vos aventures.
Remember that all the steps which take the story forward will be in the perfect
tense, while descriptions of people and places will continue to be in the
imperfect.
Make an effort to use the vocabulary and structures you have studied in the
passage.
Mondo wrksht/108
Your teacher may give you guidance as to how long your story should be.
Lifestyles:
Claudine
Claudine
Claudine/124
Page 124
Claudine
L
a première fois que j’ai vu Claudine, j’ai pensé
qu’elle était laide. Et bête. Comment pouvais-je
savoir qu’elle était simplement perdue?
Et pourtant, j’aurais dû le savoir. Le parloir de la
paroisse était rempli d’enfants perdus; une bonne
soixantaine. Petits paquets de malheur dont l’étiquette
marron, nouée autour du cou, indiquait le nom et
l’adresse. Emballés dans leurs plus beaux manteaux,
bien trop chaud pour le soleil de mai, ils
transportaient tout ce qu’ils possédaient dans de
petites valises, de grands sacs ou des cartons. Il y en
avait peu qui pleuraient car il faut de l’énergie pour
pleurer. Ils ne faisaient pas de bruit. Ils étaient
simplement assis là, côte à côte, sur toutes les tables,
tous les rebords de fenêtre, comme des petits colis
attendant d’être ramassés.
Nous essayions d’être gentils, de parler doucement,
de sourire à chacun. Mais nous aussi, nous avions
chaud et nous étions fatigués. C’était le troisième
arrivage de la journée. Des évacués de Londres. Ma
mère était merveilleuse avec eux. Quelques-uns lui
rendaient son sourire. La plupart levaient simplement
des yeux agrandis par la terreur de l’inconnu: qui estu? Que vas-tu faire de moi? Mon père était le pasteur
de la paroisse. C’était lui qui traitait avec les villageois
venus chercher un évacué, comme on récupère un
chien perdu dans un chenil. Assis derrière ma table à
tréteaux, j’inscrivais d’où ils venaient et où ils allaient.
Je ne devais pas commettre la moindre erreur, même
si je n’avais pas encore tout à fait quinze ans.
lls ont fini par partir tous. J’ai échangé un sourire
fatigué avec mes parents. C’est à ce moment-là que
j’ai remarqué la grande fille assise, tête baissée, dans
un coin.
Claudine
Claudine/125
- Qui est-ce? a murmuré mon père.
- Je pense que c’est une Française, a répondu ma
mère. Elle n’a pas l’air de parler beaucoup anglais.
C’est pour cela que je l’ai gardée en dernier … Mon
père s’est approché de la fille et lui a tapé doucement
sur l’épaule. L’air épuisé, elle a levé les yeux et, comme
pour la centième fois, a sorti son passeport et ses
papiers.
- Elle a traversé la Manche, a dit mon père, et est
arrivée à Douvres il y a une semaine. Depuis, on l’a
envoyée à Londres, à Canterbury, de nouveau à
Londres, de nouveau à Canterbury, et maintenant ici.
Personne ne veut se charger d’elle parce qu’elle est
française. Où a-t-elle dormi? Quand a-t-elle mangé
pour la dernière fois? Elle a besoin d’un bain, d’un
repas et d’un lit. On s’occupera de parler français plus
tard. De toutes façons, notre Ronnie sait le français
…
Il me regardait dans l’attente d’un miracle. Ma
dernière note en français avait été 4 sur 20. J’étais le
désespoir de notre professeur.
- Je suis Ronnie Cafferty, ai-je dit après avoir
longuement réfléchi. Voici mon père. Voici mon mère.
© Bayard - Presse, Je bouquine
Page 125
Higher Still FRENCH
Claudine
This is the beginning of a story which takes place in a village church
hall during the first year of World War 2.
1
Read quickly through the passage and write down
what the situation is
126
a list of all the people mentioned
Do not use the dictionary at this stage.
Read down to “d’être ramassés”.
a
What was Ronnie’s first impression of Claudine?
b
What was wrong with her really?
c
He speaks of the children as being ‘enfants perdus’. They had not
just lost their way. In what sense does he use ‘perdus’,
do you think?
d
Make notes on
1 their appearance
e
2 their possessions
3 their behaviour
In view of the above, give two reasons why the comparison with
parcels is justified.
Claudine/126
2
Higher Still FRENCH
Claudine
3
4
Read down to “avec mes parents”.
a
Why do you think the author and his family were trying to be nice
to the children?
b
The author states that the children’s eyes were ‘agrandis par la
terreur de l’inconnu’. L’inconnu here does not refer to a person
(otherwise it would be l’inconnue, the author’s mother).
What does it refer to ?
c
What was the father’s task that day ?
d
Do you think that the comparison of the children to dogs in a
kennel is a good one ?
e
What was the author’s task ?
f
Do you think he had a good relationship with his parents ?
127
Now read to the end of the passage.
a
Describe the older girl who was left.
b
Why had the author’s mother kept her to the end ?
c
How had her treatment since her arrival in England given her
‘I’air épuisé’ ?
d
How does the father feel the situation can be resolved ? (2 ways)
e
State four things which show that this is unlikely.
Claudine/127
Check your answers with your teacher or with the Answer Sheet.
Higher Still FRENCH
Claudine
Answer Sheet
Comprehension
Some of the quesions asked were factual and your answers to these will be
either right or wrong. Others asked for your opinion and you should not assume
that you are wrong if your answer is not given here. Ask your teacher about
any answer you are uncertain about.
1
128
about 60 evacuees from London are waiting in a village church hall to
be allocated to village families.
the writer, a 14 year old boy, Ronnie Cafferty; his father; his mother; the
villagers; the evacuees; a French girl called Claudine.
a
she was ugly and stupid
b
she was simply ‘lost’
c
they were lost in the sense that they were in unknown territory,
they did not seem to know what was happening
d
1
they had brown labels round their necks with their names
and addresses on them; they were wearing their best coats
which were much too warm for the May weather
2
all their possessions were in small suitcases, big bags or
cardboard boxes
3
few were crying; they were not making any noise; they were
just sitting all over the hall
e
they had labels on them just like parcels they had no will or life of
their own, they were like things
Claudine/128
2
Higher Still FRENCH
3
4
a
they were sorry for them
b
it means the unknown, a world that was strange to them
c
to negotiate with the villagers about which child or children they
would take.
d
Yes, because the children, like dogs in kennels, had no choice as
to where they would go; the villagers would choose the most
attractive to them
e
to write down where they came from and where they were going
f
Yes, because they smiled at each other
a
she was sitting with her head bent in a corner
b
she thought she was French and she didn’t seem to speak
much English
c
she had been sent from place to place during the week she had
spent in England; and would have had to show her
papers frequently
d
she needed a bath, a meal, a bed
Ronnie knew French
e
his last French mark was 4 out of 20; his teacher despaired of
him; he had to think for a long time before saying something very
simple; he said mon mère instead of ma mère.
Claudine/129
Claudine
129
Higher Still FRENCH
Claudine
1
2
Look at the passage and find the French for:a
and yet
b
full of children
c
side by side
d
sitting at my table
e
even if
f
that was when
g
that is why
h
in any case
i
after thinking for a long time
130
pas de
In the passage we read the sentence lls ne faisaient pas de bruit they weren’t
making any noise, they were making no noise.
Now look at these sentences
Je vais acheter du lait. Je n’ai pas de lait - I haven’t got any milk.
Elle voudrait avoir un vélo. Elle n’a pas de vélo. she doesn’t have a bicycle.
Claudine/130
Avez-vous de l’argent? Non, je n’ai pas d’argent - No I haven’t any money,
I have no money.
Higher Still FRENCH
Claudine
You will notice that after the negative ne…pas,, you use de before the noun,
and not du, de la de l', des or un/une.
Copy out these sentences, filling in the blanks.
3
a
Pierre a acheté …… chocolat.
b
Il n’y avait pas …… trains.
c
Il avait apporté …… chips
d
L’enfant n’avait pas …… parents.
e
Il n’a pas mangé …… pommes.
f
Nous n’avons pas fait …… progrès.
g
Je n’ai pas fait …… erreurs.
131
essayer de
Look at the sentence Nous essayions d’être gentils, de parler doucement,
de sourire à chacun - We tried to be nice, to speak gently, to smile at each
of them.
The verb essayer is followed by de before the following infinitive.
Notice that you have to put the de in before all the infinitives which depend
on essayer.
Here are some further examples:
Je vais essayer de le contacter.
Ronnie a essayé de bien faire son travail.
lls ont essayé de trouver une famille pour chaque évacué.
Claudine/131
Nous essayions d’aider les enfants et de les rassurer.
Higher Still FRENCH
Claudine
Complete the following sentences in any appropriate way:-
4
a
Elle a essayé de ………
b
Mme Cafferty essayait ………
c
Moi, j’essaie ……… et ………
d
Nous allons essayer ………et ………
avoir chaud et être fatigué
132
Look at the sentence nous avions chaud et nous étions fatigués.
In English, we would probably say simply “we were hot and tired”, but in
French, such a sentence needs two structures, one with avoir and one with
être. You will probably know already the list of expressions which take avoir
where we use the verb ‘to be’ in English. One is stating your age.
Il avait quatorze ans. He was fourteen.
Here is a list of other expressions:avoir chaud
to be hot
avoir froid
to be cold
avoir peur
to be frightened
avoir sommeil
to be sleepy
avoir faim
to be hungry
avoir soif
to be thirsty
Claudine/132
Notice that chaud etc do not add ‘e’ or ‘s’ in this type of phrase. When you
use an être structure, the normal rules of adjective agreement apply.
Higher Still FRENCH
Claudine
here are some examples:J’ai froid et je suis malheureux
Nous avons sommeil mais nous sommes contents
L’évacué était fatigué et il avait peur
Make up five sentences of your own of this type, varying the subject, (je, elle,
les enfants, le pasteur etc.) and using the present and the imperfect tenses.
Here are some adjectives you might want to use, but you are not limited to
them:- heureux, content, fatigué, épuisé, malheureux, sale, perdu.
5
133
s’approcher de
Look at the sentence Mon père s’est approché de la fille - my father went
up to the girl.
Claudine/133
When we want to say “to go up to” or “approach” in French, we use the
reflexive verb s’approcher and follow it with de before the person or place
approached.
Higher Still FRENCH
Claudine
Look at the following examples:
Je me suis approché du groupe.
Elle s’est approchée de ses amies.
Nous nous sommes approchés du collège.
Il s’est approché de moi.
lls se sont approchés de lui.
134
(Note that if you are using a pronoun, you use de + moi, toi, lui, elle, nous,
vous, eux, elles)
Complete the following sentences, using pronouns in two of them:Je me suis approchée ………
Il s’est ………
Elle ………
Ils ………
Elles ………
Claudine/134
Check your answers with the Answer Sheet or with your teacher.
Higher Still FRENCH
135
Answer Sheet
Language Development
1
2
a
et pourtant
b
rempli de
c
côte à côte
d
assis derrière ma table
e
même si
f
c’est à ce moment-là
g
c’est pour cela
h
de toutes façons
i
après avoir longuement réfléchi
a
Pierre a acheté du chocolat
b
Il n’y avait pas de trains
c
Il avait apporté des chips
d
L’enfant n’avait pas de parents
e
Il n’a pas mangé de pommes
f
nous n’avons pas fait de progrès
g
Je n’ai pas fait d’erreurs.
Claudine/135
Claudine
Higher Still FRENCH
Claudine
Stage 2b: Additional Language Development
1 devoir
Look at the sentence in the passage J’aurais dû le savoir - I ought to have
known/realised.
One of the most useful verbs for you to know how to use in your essays is the
verb devoir, which means “to have to”. Sometimes we make mistakes with
this verb, because we think in English and are confused by the English forms.
Devoir is always followed by an infinitive, no matter what the English form is.
J’ai dû faire cela - I must have done that.
136
Pres. tense
je dois
I must, I have to
Imperf. tense
je devais
I must, I had to
Perf. tense
j’ai dû
I must have, I have had to
Condit. tense
je devrais
I ought to, I should
Condit. perf.
J’aurais dû
I ought to have, I should have
Claudine/136
As you know, it is not always helpful to give French and English equivalents
for verb tenses as other factors can affect this, but it is quite a good startingoff point to have these “usually valid” equivalences for some tenses, as below:-
Higher Still FRENCH
Claudine
Here are some further examples of this last tense:J’aurais dû travailler, mais
I ought to have worked, but
Il aurait dû parler français
he ought to have spoken French
lls auraient dû le faire
they ought to have done it
Elle aurait dû lui ecrire
she should have written to him
137
Look out for further examples of this structure in your reading and see
if you can bring one into your essays.
marron
Did you notice that the phrase in the passage which means a brown
label was une étiquette marron? Although ‘l’étiquette’ is feminine (…
ette is a feminine ending), the word marron is invariable, and does not
add an ending when it is used adjectivally. Marron is actually a noun,
meaning a chestnut.
Similarly, orange is invariable when used as an adjective.
Claudine/137
2
Higher Still FRENCH
Claudine
sortir and lever
In the passage, we read the sentence elle a levé les yeux et a sorti son
passeport - she raised her eyes and took out her passport.
You have probably learned that sortir is an être verb, but here it is used
with avoir. You have to distinguish between the verb of motion, to go
out and the verb taking an object, to take out. The first of these is an
être verb and the second takes avoir.
Other verbs behave like this too e.g. monter and descendre.
Compare:Il est monté en haut and Il a monté l’escalier.
Je suis descendu de bonne heure and J’ai descendu les bagages.
Notice, too, that lever is used here as an ordinary avoir verb. Lever
means ‘to raise’ and it is used reflexively to mean to ‘raise yourself, to
get up’. When it is used as a reflexive verb,it does, of course, use être to
form its perfect tense. Laver, habiller, brosser and many other verbs
are used in this way too.
Compare :J’ai lavé la voiture and Je me suis lavé.
Claudine/138
3
138
Higher Still FRENCH
Claudine
Stage 3: Writing
Your teacher will tell you which of these tasks you should do.
1
On his father’s instructions and with the help of his teacher, Ronnie
puts these questions to Claudine. Copy each question in turn and write
an appropriate answer. Your answers should fit in with the general
situation, but you are free to use your imagination in the details.
139
Quand êtes-vous arrivée en Angleterre ?
Où êtes-vous allée ensuite ?
Qui a parlé avec vous ?
Où avez-vous dormi ?
Qu’est-ce que vous avez mangé et bu ?
Quand avez-vous mangé pour la dernière fois ?
Pourquoi êtes-vous venue en Angleterre ?
You are one of the “petits paquets de malheur”.
Une fois installé(e) chez un des villageois, vous écrivez une lettre à
vos parents à Londres. Parlez-leur
du voyage que vous avez fait
de ce que vous avez mangé et bu
de votre arrivée au village
de votre attente dans le parloir de la paroisse
de la maison où vous habitez maintenant
de la famille qui vous a accueilli(e)
Note that although most of your essay will be in the perfect and
imperfect tenses, the parts where you describe the house and family
where you now are will be in the present tense.
Claudine/139
2

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