French resource booklet
Transcription
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…. 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 ? • • • • • • • • • • • • • • • • • • • • • • • • • • • 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.