FRENCH 2011-2012 General information about the AS/A2 … French Schem… · FRENCH 2011-2012...

FRENCH 2011-2012

General information about the AS/A2 course

Four-unit structure: The specification has a four-unit structure: AS Units FN1 and FN2 representing typically 1 year post-GCSE study and A2 Units FN3 and FN4 representing

typically a further year post-AS study. Subject to the availability of the units (see page 2) students may take the examination as follows:

- AS students must take Units 1,2: they may take all two units as a 100% end-of-course examination OR they may take one or two units during their course

and the remaining unit(s) at the end of their course.

- Advanced GCE students must take Units 1.4: they may take all four units as a 100% end-of-course examination OR they may take the AS units at the end

of one year and the A2 units at the end of the second year OR they may take the AS units and the A2 units at stages during the course.

Rationale of the specification: 1. Aims

This specification for AS and A level French is designed to encourage students to:

• Develop an interest in, and enthusiasm for, language learning

• Develop understanding of the language in a variety of contexts andgenres

• Communicate confidently, clearly and effectively in the language for arange of purposes

• Develop awareness and understanding of the contemporary society, cultural background and heritage of countries or communities wherethe language is

spoken

• Consider their study of the language in a broader context.

• Derive enjoyment and benefit from language learning

• Acquire knowledge, skills and understanding for practical use, furtherstudy and/or employment

• Communicate with speakers of the language

• Take their place in a multilingual global society.

• Provide a coherent, satisfying and worthwhile course of study forstudents who do not progress to further study in the subject.

• Provide a sufficient basis for the further study of languages at degree level or equivalent

2. Objectives

The broad objectives of the specification are to:

• Enable students to experience a variety of approaches to the teaching and learning of languages

• Foster the ability in students to use language for different purposes

• Enable students to carry out tasks, which integrate language skills and content

• Provide examinations of intellectual rigour which require a high degree of linguistic competence.

3. Progression

The specification is designed to:

• Promote progression through the AS and Advanced GCE and provide a suitable foundation for study of the subject or related courses in further and

higher education

• Provide a suitable foundation for direct progression into employment.

Successful completion of a course based on this specification should give both AS and Advanced GCE students a solid grounding in language skills and

knowledge of the culture and society of the target-language countries/communities.

The unit-based structure will:

• Provide for the changing needs and varying interests of 16.19 year olds and more mature students

• Allow flexibility in the organisation and duration of AS/Advanced GCE studies

• Offer opportunities for combining academic, professional, cultural and vocational aspects of the subject.

The specification is well suited to the adoption of strategies such as resource-based learning, supported self-study, extensive reading programmes, the

exploitation of new technology (eg. multimedia systems, CALL, interactive video, CD-Rom, satellite TV, email, the internet), workexperience schemes, and

links with vocational courses.

Specification summary:

AS students must take the AS Units FN1 and FN2

Advanced GCE students must take the AS Units 1 and 2, and the A2 Units Fn3 and FN4.

Units required for AS and Advanced GCE: weighting unit outline time:

AS (2 units)

FN1 20% 12-15 minutes 60 raw marks; 80 UMS marks

Oral

Examiner-led discussion of topics

General conversation

FN2 30% 21/2 hours 98 raw marks; 120 UMS marks

Listening, Reading and Writing

Listening and Responding

Reading and Responding

Grammar tasks

Translation Target Language - English

Essay

A Level (the above plus a further 2 units)

FN3 20% 15-20 minutes 60 raw marks; 80 UMS marks

Oral

Structured Discussion

Exposé

FN4 30% 3 hours 98 raw marks; 120 UMS marks

Listening Reading and Writing

Listening and Responding

Reading and Responding

Translation English - target language

Guided Studies Essay

Knowledge, understanding and skills:

AS candidates will be required to :

• Listen and respond to a variety of spoken sources, including authentic sources

• Read and respond to a variety of written texts, including authentic sources,covering different contexts, registers, styles and genres

• Adapt their spoken and written language appropriately for different situationsand purposes

• Use the language accurately to express facts and ideas, and to presentexplanations, opinions and information in both speech and writing

• Understand and apply the grammatical system and a range of structures asdetailed in the AS specification (See Appendix1)

• Transfer meaning from foreign language into English/Welsh.

In addition, A level candidates will be required to:

• Use the language to present viewpoints, develop arguments, analyse and evaluate, in speech and writing

• Understand and apply the grammatical system and a range of structures asdetailed in the A level specification (See Appendix 1)

• Study aspects of the contemporary society, cultural background and heritageof one or more of the countries or communities whose language is beingstudied

• Transfer meaning from English/Welsh into the foreign language.

General topic areas*:

The following topics will be studied with reference to target language countries aswell as in a wider, global context as appropriate.

AS

(a) Leisure and Lifestyles, including travel and tourism, sport, hobbies, entertainment, customs, traditions, healthy living - health and nutrition, diet and

exercise; unhealthy living - drugs, aids, smoking, alcohol, etc

(b) The Individual and Society, including relationships and responsibilities, gender issues, youth culture (values, peer groups, fashions and trends etc.),

education, vocational training and future careers.

Advanced

(c) Environmental Issues, including technology, pollution, global warming, transport, energy, nuclear energy, renewable energies, conservation, recycling,

sustainability.

(d) Social and Political Issues, including the role of the media, racism, immigration social exclusion and integration, terrorism, world of work (employment,

commerce, globalization, etc.),

(e) Guided studied options

Part of the A2 course of study will involve choosing one or two of the following options:

Either: A The World of Cinema Or: B The World of Literature Or: C The Regions of France

Candidates must undertake 2 studies: Either: both from the same option (e.g. 2 books; 2 films; 2 regions)

Or: one from each of 2 options (e.g. 1 book plus 1 film or 1 film plus 1 region or 1 book plus 1 region)

The essay will be based on the prescribed list of books, films and regions (seeAppendices).

Candidates may choose to base their oral exposé (Unit 3) on the prescribed list of books, films and regions (see Appendices) or on a book, film or region of

their choice (i.e. any French / Spanish or Spanish-American film or any French/ Spanish Spanish or Spanish-American work of literature or any region in a

country where French/ Spanish is spoken).

During their preparation time for the Guided Studies, candidates will be expected to study and respond to spoken and written sources, regardless of option

choice, e.g.studying written materials about the films; listening to news items about the regions or viewing filmed versions of the books.

A. The World of Cinema

Le Boucher: Claude Chabrol

Au revoir les enfants: Louis Malle

Le dernier métro: Francois Truffaut

La Haine: Mathieu Kassovitz

Amélie: Jean-Pierre Jeunet

Le grand voyage: Ismael Farroukhi

Les choristes: Christophe Barratier

Merci pour le chocolat: Claude Chabrol

Pedro Almodóvar, Mujeres al borde de un ataque de nervios

Carlos Saura, ¡Ay, Carmela!

Manuel Gutiérrez Aragón, La mitad del cielo

Antonio Mercero, Planta 4ª

Helena Taberna, Yoyes

Montxo Armendáriz, Secretos del corazón

Guillermo del Toro, El Laberinto del fauno

Joshua Marston, María llena eres de gracia

Fernando Trueba, La Belle Epoque

Emilio Martínez - Lāzaro, Las trece rosas

Achero Mañas, El Bola

B. The World of Literature

L'Etranger: Camus

Les Mains Sales: Sartre

Manon des Sources: Pagnol

La Place: Ernaux

Le Silence de la Mer: Vercors

Le Blé en herbe: Colette

325.000 francs: Vailland

Boule de Suif et autres contes de guerre: Maupassant (selected stories)

Federico García Lorca: La casa de Bernarda Alba

Mariano Azuela: Los de abajo

Luis de Castresana: El otro árbol de Guernica

Fernando Fernán Gómez: Las bicicletas son para el verano

Ramón Sender: Réquiem por un campesino español

Ernesto Sábato: El túnel

Gabriel García Márquez: El coronel no tiene quien le escriba

Laura Esquivel: Como agua para chocolate.

C. Regions of France and Francophone Countries Regions of Spain

La Provence/Côte d'Azur Un Dom/Tom

Rhône – Alpes Guadeloupe

La Bretagne Martinique

L'Alsace Guyane

L'Ile de France La Réunion

Pays de la Loire

Le Québec

Andalucia

Asturias y Cantabria

Castilla-La Mancha

Cataluña

La Comunidad de Madrid

La Comunidad Valenciana

Galicia

El País Vasco y Navarra

Grammar : AS and Advanced GCE students will be expected to have studied closely the grammatical system and structures of the French language during their course.

In the examination they will be required to use actively and accurately grammar and structures appropriate to the tasks set, drawn from the following list. The

grammar listed here is that which is prescribed by the QCA subject criteria for Modern Foreign Languages.

1. AS level

Nouns: gender singular and plural forms

Articles: definite, indefinite and partitive

Adjectives: Agreement position

Comparative and superlative

Demonstrative (ce, cet, cette, ces)

Indefinite (chaque, quelque)

Possessive

Interrogative (quel, quelle)

Adverbs: comparative and superlative

Interrogative (comment, quand)

Quantifiers/intensifiers (très, assez, beaucoup)

Pronouns: personal reflexive relative disjunctive/emphatic demonstrative (celui) indefinite (quelqu.un) possessive (le mien) interrogative (qui, que)

Use of y, en

Verbs: Regular and irregular forms of verbs, including Reflexive verbs

Modes of address (tu, vous)

Impersonal forms

Verbs followed by an infinitive (with or without a preposition)

Dependent infinitives (faire r?parer)

Perfect infinitive

Negative forms

Interrogative forms

tenses: Present

Perfect (including agreement of past participle)

Imperfect

Future

Conditional

Future perfect (R)

Conditional perfect (R)

Pluperfect

Past historic (R)

Passive voice: present tense other tenses (R)

Imperative

Present participle

Subjunctive mood present perfect

Indirect speech

Inversion after speech

Prepositions

Conjunctions

Number, quantity and time (including use of depuis, venir de)

2. Advanced GCE

All the above, plus:

Verbs: future perfect tense

conditional perfect tense

passive voice: all tenses

subjunctive mood: imperfect (R)

Inversion after adverbs

Year 12 scheme of work (FRENCH)

Leisure and lifestyle

Leisure and Lifestyles includes travel and tourism, sport, hobbies, entertainment, customs, traditions, healthy living - health and nutrition, diet and exercise;

unhealthy living - drugs, aids, smoking, alcohol, etc

Topic

Learning Objectives Material & Resources

Teacher Activities/ ICT

1 –Entertainment

Television Language – talk about Tv viewing habits

Grammar - use present tense of regular verbs

Skills – tackle longer listening and reading

AQA French p 10

Kerboodl

Elan grammar workbook

SM

Role plays, vocabulary builder, story tellling

http://www.france2.fr/ TV5 monde

http://www.lesclesjunior.com/

Languagesonline.org.uk

New technologie/

Language – Talk about the popularity and personal use of internet

Grammar - use reflexive verbs in the present tense

Skills – scan for details

AQA French p 26

Kerboodle


SM


http://www.france2.fr/ TV5 monde

www.lesclesjuniors.com


internet Language - discuss current and potential use of internet

Grammar - use irregular verbs in the present tense

Skills – use of dictioanary

AQA French p 28 Kerboodle


dictioanaries

SM


http://wwwdailymotion.com


TV5 monde


2 – Hobbies

Hobbies in France and great Britain

Language - discuss you do in your spare time

Grammar - use the infinitive je viens de+ Inf

Skills – understanding statistics

Website zut unit 3

Elan p 38-39


SM

Quiz/ Role plays, vocabulary builder, story tellling

www.lesclesjuniors.com

TV5 monde / loisirs


Cinema Language – talk about different types of films and express preferences about the cinema.

Grammar - use present tense of regullar and irregular verb revisited

Skills – tackle listening activities

AQA French p 34

Kerboodle


SM

French film/ DVD’s

TV5 monde /cinema



Music Language – understand and give short descriptions and opinions of different kind of

AQA French p 52

Kerboodle

SM

Studying songs/ role-plays, vocabulary builder, story telling. Presenation Fill gap exercices..

music

Grammar – form and use adverbs

Skills – give and justify opinions


http://www.dailymotion.net

TV5 monde / mondomix


3 - Sport

Les sports traditionnels et nouveaux

Language - talk about the different sports and preferences

Grammar – questions

Skills - debate controversial issues

Elan p40

AQA French p 60 + kerboodle


SM

Role-plays, vocabulary builder, story telling. Presentation Fill gap exercices..

www.lequipe.fr

TV5 monde / sport


Pourquoi fait-on du sport?

Language - discuss the reason for taking pat in sport

Gramar – preposition depuis pendant il y a

Skills – recognise faux amis

AQA French p 60

Kerboodle


SM

Role plays, vocabulary builder, story telling. Presentation Fill gap exercices..

www.lequipe.fr

TV5 monde / sport


Le sport en France

Language - discuss famous sport people

Grammar – subjonctive present

Skills – tackle listening and reading exercise

Website zut unit 3


SM

Website zut unit 3


www.lequipe.fr

coupe du monde de rugby


4- Travel and Tourism

Tourism Language - talk about holiday destinations and examine impact on tourism

Grammar - use prepositions

Skills - formulate questions

Elan p 42

AQA French p 74m + kerboodle


SM

Website zut unit 3

Role plays, vocabulary builder, story telling. Presentation Fill gap exercices..


Holiday activities

Language – discuss types of holiday and benefit

Grammar- perfect tense

Skills - express your own views

Elan p 42

AQA French p 74


SM

Website zut unit 3

Role plays, vocabulary builder, story telling. Presentation Fill gap exercices../ Le guide du routard


Holiday trends Language - describe purpose and benefit of holiday

Grammar – perfect tense and agremant of past participle

Skills - present alternatives

Elan p 44

AQA French p 78 kerboodle


SM

Website zut unit 3

Role-plays, vocabulary builder, story telling. Presentation Fill gap exercices.. / Film ‘camping’


5 – customs and tradition

Customs and traditions in Britain

Language – discuss the importance of traditions

Grammar - use conjunctions

Skills - essay technics

SM

http://www.woodlands-junior.kent.sch.uk/customs/



Special festivals

Language – examine different ways to celebrate Christmas

Grammar - use present participle

Skills – give a presentation promote a cause

SM

http://www.soon.org.uk/country/christmas.htm

Role-plays, vocabulary builder, story telling. Presenation Fill gap exercices..

Languagesonline.org

Customs and traditions in France

Language - discuss some of traditons in France

Grammar - use the immediate future and the future tense

Skills -

Mardis gras

La fete des rois

Le premier mai

Le 14 juillet

SM

Google


Use of assistant

Languagesonline.org

6– healthy living

Healthy habits Language - describe habits good for health

Grammar – comparative and superlative

Skills – writing an essay

Elan p 48


SM

Website zut unit 1 l

Diet Language – discuss diet including eating disorder

Grammar - use the subjunctive (revisited)

Skills – tackle gap filled exercises

AQA French p 62

Kerboodle


SM

Physical exercise

Language – examine the link between sport and health


Skills - express awareness of positive and negative impact

AQA French p 66

Kerboodle


SM

7 – unhealthy living

Smoking Language – discuss danger to health posed by tobacco

Grammar – verb follow by infinitive

Skills – structure a debate ( arguments for and against)

Elan p 50

AQA French p 66 kerboodle


SM

Website zut unit 1 les drogues

Role plays, vocabulary builder, story telling. Presentation , Fill gap exercices..

www.lesclejuniors.com


drugs Language - discuss danger to health posed by alcool and drugs

Grammar – imperfect tense

Skills - use language to promote a cause

Elan p 52


SM

Website zut unit 1 les drogues




Disease / aids Language – examine facts on aids and disease in general



Elan p 544

AQA French p 71 (stress)


SM

Website zut unit 1 les drogues/ le sida




The individual and the Society

The Individual and Society, including relationships and responsibilities, gender issues, youth culture (values, peer groups, fashions and trends etc.),

education, vocational training and future careers.

Topic

Learning Objectives Material & Resources

teacher Activities/ ICT

1- Relationship

Family Language - describe your family and how well you get on.

Grammar – possessve adjectives and gender of nouns


Elan p 16

AQA French p 82

KG Website zut unit 1 les jeunes et leur probleme/ le fossé des generations

Role-plays, vocabulary builder, story telling., Fill gap exercices..



Conflict in the family

Language – discuss conflict and attitude of young people towards family members

Grammar- modal verbs


Elan p 18

AQA French p 84

kerboodle

KG zut unit 1 les jeunes et leur probleme/ le fossé des generations

Role-plays, vocabulary builder, story telling. Fill gap exercices..



Marriage/ divorce

Language – express views on marriage

Grammar – gender and position of adjectives

Skills – make a presentation

Elan p 20

AQA French p 98-100

kerboodle

KG Website zut unit 1 les rapports entre les individus




2- Responsabilities

Being a teenager Language – discuss the importance of freedom as a teenager

Grammar - verbs follow by infinitive

Skills – taking note when listening

Elan p 26

KG Role plays, vocabulary builder, story telling. Presenation , Fill gap exercices..



Rights Language – examine the rights of the young people in France

Grammar- negatives

Skills – speaking from notes

Elan p 28

KG Role plays, vocabulary builder, story telling. Presentation , Fill gap exercices..



http://www.droitsdesjeunes.gouv.fr/ddj05/s_guide.html

responsabilities Language – discuss what is the role of a good citizen

Grammar – partiives articles

Skills writing a summary in English

Elan p 30

Website zut unit 1 les jeunes et leur probleme/ l’argent de poche et les petits boulots



zut unit 1 les jeunes et leur probleme/ l’argent de poche et les petits boulots

3 – Youth culture

Friendship Language – talk about roles / importance of friends Grammar - use relatives pronouns

Skills – avoid repetition of phrases and structures

AQA French p 90

kerboodle




zut unit 1 es jeunes et leur probleme/ le fossé des generations

Peer group Language – discuss importance of friends and pressure

Grammar - use perfect and imperfect tenses

Skills - use different writing styles

AQA French p 90

kerboodle




zut unit 1 les jeunes et leur probleme/ la pression des autres

zut unit 1 les jeunes et leur probleme/ l’argent de poche

fashion

Language – talk about fashion and its influences discuss change of image

Grammar - use the imperfect

Skills – give and justify opinions/ plan essays

AQA French p 50

kerboodle

Website zut unit 1 les jeunes et leur probleme/ anorexie et boulimie




zut unit 1 les jeunes et leur probleme/ anorexie et boulimie

Film coco Chanel

4 – Education

Education system

Language – Discuss the role of the education

Grammar – direct indirect pronouns

Skills - recommend future measures

Website zut unit 2 education





Education in france

Language - examine the differences between French and British education

Grammar – pronoun y and en


Elan p 60



Languagesonline.org.uk Website zut unit 2 education

Film Etre et avoir

Personal education

Language - preparing our future


Skills – tackle an oral presentation

Elan p62





Mixity and equality

Language - discussing single sex schools and the benefits

Grammar - relatives pronouns

Skills – using conjunctions

Elan p64-66





5 – Vocational training and future carreer

Professions

Language – examine different job opportunities

Grammar - use interrogative pronouns

Skills - structuring an oral presentation

Elan p70-71




Website zut unit 2 la formation et les carrieres

Languages and work

Language – discuss importance oflanguages in work


Skills - structuring an oral presentation

Website zut unit 2 la formation et les carrieres/ les matieres




Website zut unit 2 la formation et les carrieres/ les matieres

Hunting for job

Language – discussing the world of work

Grammar – use conditional

Skills - developing reading skills

Elan p72-73





interviewing

Language – examine the effect of a job interview

Grammar – use of plus que perfect

Skills - reported speech

Elan p74-75

KG Role plays, vocabulary builder, story telling. Presenation , Fill gap exercices..




6 – gender issues

Equal opportunities in school

Language – examine differences between girls and boys education.

Grammar – demonstrative adjectives and pronouns

Skills – improving writing skills

Elan p66-67




Women at home

Language - discuss the role of the women at home

Grammar - imperfect

Skills – how to answer questions

Elan p 20

AQA French p 98-100

kerboodle

KG Role-plays, vocabulary builder, story telling. Presentation , Fill gap exercices..



Website zut unit 1 la parité homme/femme

Women at work

Language - discuss the role of the women at work

Grammar - prepositions

Skills - evaluate lifestyle using alternative forms of energy

Elan p 76




Website zut unit 1 la parité homme/femme

Year 13 scheme of work

Environmental issues

technology, pollution, global warming, transport, energy, nuclear energy, renewable energies, conservation, recycling, sustainability.

Topic

Learning Objectives Reading text(s)

Page Number

Electronic Resources

(NB. see introductory note above for full details of online content)

1 - La pollution

La pollution: fléau de la planète

Language - talk about different types, causes and effects of pollution

Grammar - use present and past tenses of the passive voice


AQA p 10-11

Droit au but p44-45

Elan unit 8

KG ZUT / year 13/ environment

RFI.fr

Comment réduire la pollution?

Language - explore measures to reduce pollution; discuss individual and collective action

Grammar- use modal verbs


AQA p 12-13

Droit au but p46-47

Elan unit 8

KG Aqa video on pollution

ZUT / year 13/ environment

RFI.fr

Le transport Language - describe transport issues related to pollution

Grammar - use the present subjunctive

Skills - present alternatives

AQA p 14-15

Droit au but p 48 55

Elan unit 8

KG Aqa audio roleplay on transport


RFI.fr

2 - L’énergie

Les énergies non renouvelables

Language - talk about the different sources of fossil fuels; discuss the role of nuclear energy in France

Grammar - revise present tense endings

Skills - debate controversial issues

AQA p 18-19

Elan unit 8


RFI.fr

Les énergies renouvelables

Language - discuss the need for renewable energy sources

Grammar - revise present

AQA p 20-21

Elan unit 8


RFI.fr

and conditional forms (to express necessity)

Skills - express necessity, consequence and contrast

Les attitudes changeantes

Language - explore changing attitudes to energy consumption

Grammar - use verbs followed by an infi nitive

Skills - evaluate lifestyle using alternative forms of energy

AQA p 22-23

Elan unit 8

KG An audio roleplay on energy and conservation


RFI.fr

3 - Protection de la planète

Comment minimiser les dangers?

Language - describe the impact of consumerism on the environment and explore how to change behaviour


Skills - recommend future measures

AQA p26-27

Droit au but p 55-57

Elan unit 8


RFI.fr

Les groupes de pression

Language - examine the role of pressure groups and their initiatives to promote awareness

Grammar - use the subjunctive (revisited)


AQA p28-29

Elan unit 8

Elan unit 8


RFI.fr

Notre responsabilité envers les autres pays

Language - discuss the need for collaboration and cooperation



AQA p 30-31

Elan unit 8

KG AQA audio roleplay on the environment


RFI.fr

4 - Sciences et technologie: avances ou régression?

Diagnostic: informatique

Language - discuss advantages and drawbacks of ICT at home and at work

Grammar - use present participles

Skills - summarise opposing views and draw balanced

AQA p74-75

KG Zut

Rfi.fr

conclusions

On va où exactement?

Language - consider pros and cons of space and satellite technology

Grammar - use interrogative pronouns (revisited)

Skills - make and counter controversial statements about contentious issues

AQA p76-77 KG Zut

Rfi.fr

Science ne rime pas toujours avec conscience

Language - discuss ethical issues relating to scientific, technological and medical progress and research

Grammar - invert verb and subject after direct speech and adverbs

Skills - use anticipation and nuance to advance debates

AQA p78-79

KG Aqa audio roleplay on science and ethics

Zut

Rfi.fr

Social and political issues

role of the media, racism, immigration social exclusion and integration, terrorism, world of work (employment, commerce, globalization, etc.),

Topic


Page Number


1- L’immigration

La France, terre d’accueil?

Language - explore the reasons for immigration

Grammar - revise numbers

Skills - express proportions and statistics

AQA p 34-35

Elan unit 9

Droit aubut unit 4

AS An audio roleplay on immigration

Immigration choisie

Language - talk about government policy to curb immigration; discuss the benefits and problems of immigration

Grammar - use the future perfect tense

Skills - defend a viewpoint

AQAp 36-37

Elan unit 9

Droit aubut unit 4

AS

Immigration au Language - talk about Aqa P38-39 AS

sein de l’Union européenne

immigration within the enlarged European community

Grammar - use indirect speech

Skills - present oral analysis of advantages and disadvantages of immigration

Elan unit 9

Droit aubut unit 4

2 - L’intégration

Multiculturalisme Language - talk about factors facilitating integration; discuss which culture immigrants should show loyalty to

Grammar - use conjunctions

Skills - express well-informed and sophisticated opinions in a debate

AQA p 42-43

Elan unit 9

Droit aubut unit 4

AS

La désintégration de la France

Language - consider factors making integration difficult

Grammar - use demonstrative pronouns: celui, celle, ceux, celles

Skills - give precise descriptions using complex sentences

AQA p44-45

Elan unit 9

Droit aubut unit 4

AS An audio roleplay on the riots

L’intégration des jeunes

Language - talk about the experiences of individual immigrants

Grammar - use relative pronouns with prepositions: dans lequel, auquel, duquel, dont

Skills - express obligation and support someone’s rights

Aqa p46-47

Elan unit 9

Droit aubut unit 4

AS An audio roleplay on integration

3 - Le racisme

Raciste, moi? Language - discuss the reasons for racism

Grammar - use possessive pronouns

Skills - express clear ideas about important issues

AQA p 50-51

Elan p115

AS A video on racism

Discrimination Language - talk about discrimination in employment and education

Grammar – use of present

AQA p 52-53

Elan p117

AS

participle

Skills - discuss anti-racism initiatives

Victimes Language - talk about the victims of racism

Grammar - revise present and past tenses of the passive voice

Skills - develop a personal explanation

AQA p 54-55

Elan unit 9

Droit aubut unit 4

AS An audio roleplay on racism

4- Le terrorisme

Regner sous la terreur

Language - talk about terrorism

Grammar - revise indicative mode

Skills – oral presentation

AS Internet article

Les clés juniors

Nice matin

Le parisien

Ouest france

authentic

Terrorisme religieux ou politiques

Language – discuss reason of terrorism

Grammar - use the imperfect and past perfect

Skills – tackling translation

AS Internet article

Les clés juniors

Nice matin

Le parisien

Ouest france

authentic

Les influences Language - talk about the victims of terrorism

Grammar – recognise the simple past

Skills - develop journalistic reading comprehensin

Au point AS Internet article

Les clés juniors

Nice matin

Le parisien

Ouest france

authentic

5. Le role des médias

Le role de la radio Language - debate the relvance of radio today

Grammar – passive revisited. How to avoid passive

Skills - develop listening skills

Elan chapter 7

Au point

AS Zut/unit 2/les medias

La presse ecrite Language – discuss tabloid and French new paper

Grammar – use of imperative mode

Skills – researching topic on

Elan chapter 7

Au point


internbet

La publicité Language - talk about advertising and its effects

Grammar – use of imperative mode

Skills – relate events using different register

Elan chapter 7

Au point


La télevision Language – discuss role of television in young people’s life

Grammar – connectives and superlatives to reinfrvce opinions

Skills – pronounce words with silent consonants

Elan chapter 7

aupoint


6 – Le monde du travail

Le monde du travail

Language - talk about positive and negative aspects of employment

Grammar – revisite future and conditional

Skills - adapt others’ opinions to express your own

AQA p58-59

Droit au but unit 6

aupoint

AS Zut /unit 1/ le monde du travail

La securité de l’emploi

Language - discuss the unemployemtn effects on people

Grammar - use of pronouns (revisited)

Skills - construct dialogues using various sources

AQA p58-59

Droit au but unit 6 p111-113

Au point


La legislation du travail

Language – understand how trade unions work in France

Grammar - use of connectives ( revisited)

Skills – organising a debate

AQA p58-59

Droit au but unit 6


7 - Richesse et pauvreté

L’embarras des riches

Language - talk about wealth and poverty, including links to health and social unrest

Grammar - use the conditional perfect

Skills - adapt others’ opinions to express your

AQA p58-59

Au point

AS

own

Les racines de la misère

Language - discuss the causes of poverty in Europe and developing countries

Grammar - use comparative and superlative adjectives

Skills - construct dialogues using various sources

AQA p58-59

aupoint

AS

Solidarité globale? Language - discuss debt and aid programmes in developing countries

Grammar - use dependent infinitives (revisited)

Skills - adapt online text and data for presentations

AQA p58-59

Au point

AS An audio roleplay on wealth and poverty

Guided studied options Part of the A2 course of study will involve choosing one or two of the following options:

Either: A The World of Cinema Or: B The World of Literature Or: C The Regions of France

Topic


Page Number


1- Les choristes de Christophe Barratier ( essay)

Language - explore

Grammar - revise numbers

Skills - express proportions and statistics

KG

Language - talk about government policy to curb immigration; discuss the benefits and problems of immigration

Grammar - use the future perfect tense

Skills - defend a viewpoint

KG

Language - talk about KG

immigration within the enlarged European community



Language - talk about immigration within the enlarged European community



KG

Language - talk about immigration within the enlarged European community



KG

2 – les Antilles ( oral exposé)

Un présent emprunt d’un passé

Language – discuss the influence on the history

Grammar – perfect and imperfect

Skills – use of a time scale

AS

Une île paradisiaque

Language – consider geographical factors of the island

Grammar -

Skills -

AS

Une économie incertaine

Language - talk about the economie of the islang and effects on population

Grammar -

Skills -

AS

Une empreinte culturelle

Language - discuss the west indies culture and its

AS A video on racism

influence in the world

Grammar -

Skills -

On apprend le créole

Language - talk abiout influence on languages

Grammar –

Skills -

AS

Une situation politique instatble

Language - understand reason of the 2009 strikes

Grammar -

Skills -

AS

Un future prometteur

Language - talk about future of the region

Grammar –

Skills -

AS

FRENCH 2011-2012 General information about the AS/A2 … French Schem… · FRENCH 2011-2012...

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