Teacher notes and answers

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1 Teacher notes and answers Theme 1 Aspects of French-speaking society: current trends Unit 1 La famille en voie de changement 1.1 Notre famille est spéciale Pages: Stage of learning: Transition Objectives: Study different types of modern family Use regular and irregular verbs in the present tense Use a bilingual or an online dictionary Audio information: 1.1.1, 1.2.1, Dynamic learning resources: Starter 1a Students carry out revision activities to remind them about useful vocabulary to do with the family. une mère un père un cousin une cousine une fille un fils un beau-frère une belle-sœur une belle-mère un beau-père un grand-père une grand-mère une tante un oncle un frère une sœur une petite-fille un petit-fils une nièce un neveu une arrière-grand-mère un arrière-grand-père AQA A-level French Hodder & Stoughton

2 1b Try to make sure that all the words are chosen at least once. You could ask students to read out one sentence each and tick the word on the board as they are said. Reading text and exercises The reading text is a magazine article with testimonial from a Belgian mother, Emma, who comes from a famille recomposée. Draw students attention to the title, asking whether anyone can explain what is meant by a famille recomposée. Look at the picture together and ask what it and the caption might have to do with the subject of the passage. You could ask volunteers to read the passage aloud. 2a Students match the words and phrases listed with synonyms or synonymous expressions from the article. 1 le pire 2 le bazar 3 pareil 2b 4 l armoire 5 bref 6 une bonne à tout faire 7 étendre le linge 8 la moitié This is an exam-style comprehension task asking students to find five correct answers out of 10. For extension, you could ask the students to amend the other give statements so that they also give true information about the text. The true statements are 2, 5, 7, 9 and 10. Grammar box Present tense: regular and irregular verbs (H1.1 and H1.2) Draw students attention to the verb tables at the end of the grammar section and stress the importance of making sure they know all the present tense irregular and regular verbs by heart by the end of the course. Draw their attention to groups of verbs that are not regular but have similar patterns, e.g. peux and veux, crois and dois. 1 a marche (marcher) habite (habiter) reste (rester) range (ranger) lave (laver) rentre (rentrer) plie (plier) endure (endurer) insulte (insulter) b je crois (croire) je suis (être) je vis (vivre) a (avoir) je fais (faire) je dis (dire) sait (savoir) c d vivent (vivre) font (faire) voient (voir) je me sens (se sentir) AQA A-level French Hodder & Stoughton

3 2 a b c d ça marche that works j habite I live un autre qui reste another who stays je range I tidy je lave I wash je rentre I return/get back in je plie I fold j endure I suffer un fils qui m insulte a son who insults me je crois I believe je suis I am je vis I live un homme qui a a man who has je fais I do je dis I say personne ne sait nobody knows deux qui vivent two who live les enfants ne font rien the children do nothing ils me voient they see me je me sens I feel 3 The French phrase Je vis depuis un an avec un homme qui a quatre enfants is in the present tense. When it is translated into English, the tense changes to the present perfect continuous tense: I have been living for a year with a man who has four children. 3 This is a gap-fill exercise in which students conjugate various regular and irregular verbs in the present tense. Infinitives are given. 1 viens, a 2 met, sors 3 vais, recherche 4 est, pars, sent Listening passage and exercises 5 sommes, prenons 6 vit, fait 7 croît, sommes, a 8 suis, faisons, souffre Four friends discuss the relationships they have with different members of their families. If you are treating this as a whole-class activity, play the whole conversation for gist and then play it again bit by bit, making sure the class know which person has just spoken each time. Before you play it the second time, you could ask the students to listen out for the words for halfbrother and father-in-law. Audio information Audio file a This is an exam-style comprehension exercise in which students match beginnings and endings of sentences. There are no distractors. Before they start the exercise, you could ask students to point out any beginnings or endings that are likely to go together for grammatical reasons. This will help them to focus on the language before they listen. AQA A-level French Hodder & Stoughton

4 1 d 2 g 3 a 4 h 5 f 6 b 7 e 8 c 4b This is an exam-style multiple-choice exercise that requires comprehension and also focuses on the new vocabulary. You could treat it as a quiz and ask students to write down what they think the answers are from what they remember, and then to listen for verification. 1 b 2 b 3 c 4 c 5 a 4c This is a translation exercise, from French into English. Phrases to look out for are: il y a = ago; present tense + depuis past tense in English. Ask students to read the paragraph to themselves when they have finished, to check that it sounds like authentic English rather than English written by a foreign person. Explain that this is called a native speaker check and is an important part of professional translation. Sample translation A not very happy teenager! Cécile is an only child, but she has a baby half-brother because her mother got divorced three years ago and has lived with her new partner for two years. Céline loves the baby, but she does not get on well with her stepfather because he does not help in the house. As her mother is always looking after her son, Cécile has to do a lot of housework and cannot go out with her friends. Strategy box Using bilingual and online dictionaries If you have an interactive whiteboard available, it would be useful to demonstrate the use of an online dictionary. Point out the dangers and the advantages of online translation tools. 5 Students look up expressions in a bilingual dictionary (hard copy or online). You could ask them to make educated guesses first and then see whether they are correct. As an extension, you could ask for definitions in French, which could be checked with a monolingual dictionary. 1 cohabitation 2 single 3 to advise 4 to be afraid Speaking 6a 5 same-sex parenthood 6 my grandparents on my father s side 7 a wife 8 a stepfamily/a blended family This is a group discussion activity. Students discuss the advantages and disadvantages of different types of family groups. They take notes about opinions they hear from others. You could give out large pieces of paper and make a grid for opinions (family types across the top and advantages and disadvantages at the side). Ask each student to say something that goes in an empty box. If time permits, two groups could combine to compare and discuss their AQA A-level French Hodder & Stoughton

5 opinions, or one member of each group could briefly present and explain the opinions of that group to the class. Writing 6b Students write a paragraph expressing their own opinions about the advantages and disadvantages of one of the types of family groups mentioned in 6a. You could ask volunteers to read their paragraphs to the class and then find out if others agree or disagree. Encourage them to use a dictionary to check and extend their language, referring them to the strategy box. AQA A-level French Hodder & Stoughton

6 1.2 Se marier oui ou non? Pages: Stage of learning: AS Objectives: Study recent changes in respect of personal relationships and marriage Recognise and use the future and immediate future tenses Find and use useful information on the internet Audio information: 2.1.1, 2.2.1, Dynamic learning resources: Starter 1a Students categorise words as verbs, adjectives or nouns to revise vocabulary to do with relationships. As an extension, ask students to write the feminine endings for the adjectives and the genders for the nouns. They could try to work this out and then check in a paper or online dictionary. Verbes Adjectifs Noms divorcer conjoint conjoint se fiancer divorcé couple se marier fiancé divorce hétérosexuel divorcé homosexuel femme marié fiançailles 1b maternel paternel fiancé(e) hétérosexuel homoparentalité homosexuel mari marié mariage marié Students use some of the vocabulary to complete sentences. Encourage them to look at each sentence first to work out which category of word they need to fill the gap. 1 se marier 2 mariage 3 couple 4 fiançailles 5 fiancée 6 divorce 7 femme 8 mari AQA A-level French Hodder & Stoughton

7 Reading text and exercises The reading text is a factual article comparing the different terms of marriage and PACS (civil partnership) contracts. You could ask volunteers to read the passage aloud. Look at the picture together and ask what it and the caption might have to do with the subject of the passage. Encourage students to use the headings and sub-headings to get an overview of the passage before they look at the detail. 2a Students match the words and phrases listed with synonyms or synonymous expressions from the article. To continue earlier work, you could ask them to pinpoint nouns, verbs and adjectives and to suggest what category en revanche comes into (connective). 1 une personne majeure 2 le conjoint 3 en revanche 4 le devoir, l obligation 5 ne aucun(e) 6 le versement d une prestation compensatoire 7 le décès 8 le disparu, le défunt 2b Students find antonyms in the text for words and phrases listed. 1 l infidélité 2 lourdes 3 simple 2c 4 une personne majeure 5 le décès This exam-style comprehension exercise asks students to say whether statements are true (V), false (F) or the information is not in the text (ND). For extension, students correct the false statements. 1 V 2 F Le PACS est pour tout le monde. 3 F L infidélité ne constitue pas de cause de rupture. 4 V 5 ND 6 V 7 ND Grammar box The future tense and the immediate future (H9) Draw students attention to the difference in formation in the tenses, the one by suffix, the other by auxiliary. As a memory aid, point out that the endings for the future tense almost mirror the present tense of avoir, and show the similarity in structure between English and French for the immediate future tense. Discuss the difference in translation into English of will and be going to. AQA A-level French Hodder & Stoughton

8 1 constituera constituer will constitute coûtera coûter will cost auront avoir will have mettront mettre (fin) will end sera être will be aura avoir will have pourront pouvoir will be able to 2 vont être are going to be va être is going to be va bénéficier is going to benefit va pouvoir is going to be able 3 être, avoir, pouvoir 3 In this gap-fill exercise students conjugate various regular and irregular verbs in the future tense. The verbs are given already conjugated in the immediate future tense. 1 resterai 2 ne seront pas 3 ne constituera pas Listening passage and exercises 4 vivront 5 j aurai 6 choisira, n aura pas Four friends discuss homosexual marriage. If you are treating this as a whole-class activity, play the whole conversation for gist and then play it again bit by bit, making sure the class know which person has just spoken each time. Audio information Audio file a In this exam-style comprehension exercise students say which speaker expresses each idea. As students preview the ideas a h, encourage them to begin categorising them into ideas that support, ideas that oppose and ideas that are non-committal about homosexual relationships. This helps them focus on the language before they listen and provides them with useful phrases that could be used and adapted in later activities. 1 Sarah 2 Amélie 3 Maxime 4 Sarah 4b 5 Jules 6 Amélie 7 Maxime 8 Jules Students listen to the conversation again and match expressions in French to their English translation. Students could match the phrases before listening and then cover the French while listening, writing down the English phrases a e in the order in which they hear them in French in the text. 1 d 2 b 3 e 4 c 5 a AQA A-level French Hodder & Stoughton

9 4c Students translate sentences from English to French, partly by adapting language from 4b. A possible difficulty to point out is that the article (le/la/les) is often needed in French where it is not in English, e.g. les gay, les adultes etc. 1 Je ne vois pas ce que les gay font de mal en se mariant. 2 Tout le monde a les mêmes droits. 3 Ce qu il faudra faire, c est de changer la loi. 4 Comme le PACS est une alternative au mariage, les gay n ont pas besoin de se marier. 4d This is a translation exercise, from French into English. Remind students to carry out a native speaker check. Conversely to 4c, you could point out that the article is often not needed when translating from French to English, e.g. marriage, adoption. Sample translation The right to get married By passing the law entitled marriage for all, France is now the ninth European country to allow homosexuals to get married as well as to have the right to adoption. Partners will have to be over 18 years old. Marriage between brothers and sisters, or between uncle or aunt and niece or nephew, will not be permitted. Each partner will be able to choose to use the name of his/her husband or wife or both names, one next to the other. Strategy box Finding and using helpful materials online If you have an interactive whiteboard, it would be helpful to demonstrate the use of search engines and the importance of key words. Point out that students still need to exercise judgement and be selective in what information they use. Research 5a Working in groups, students search on the internet for a list of the 49 French-speaking countries in the world, and each choose one country to research. They compare their countries, using the suggestions given as a guide and noting their findings. Refer students to the strategy box for further ideas. Writing 5b Students summarise in writing the attitudes towards homosexual marriage of each of the countries researched in their group, saying which they think has found the best solution and justifying their opinions. Volunteers could read their summaries to other members of their group to compare their conclusions. AQA A-level French Hodder & Stoughton

10 Speaking 6 Group discussion activity. Students give their views on the topics listed, justifying their opinion. Their partner says whether or not he/she agree, and justifies his/her opinion. Students should take it in turns to speak first. This could be used as the basis for a formal team debate, with students either choosing to support their own view or being allocated a view to support if necessary. AQA A-level French Hodder & Stoughton

11 1.3 Que de soucis! Pages: Stage of learning: AS Objectives: Study the worries and problems of three generations Recognise and use interrogative verb forms Develop good note-taking skills Audio information: 3.1.1, 3.2.1, Dynamic learning resources: Starter 1 Students match definitions to concerns as revision of useful vocabulary and phrases to do with a range of different problems. 1 g 2 e 3 c 4 a 5 f 6 d 7 h 8 b Reading text and exercises The reading text is a blog by a stressed son/husband/father detailing his worries about his parents/wife/children and himself. You could ask pairs to work together and skim the text to see if they can find examples of any of the worries listed in exercise 1. 2a Students match the words and phrases listed with synonyms or synonymous expressions from the article. 1 m inquiète 2 se rappeler 3 se faire vieux 4 tombait enceinte 2b 5 vedettes de la chanson 6 mes propres soucis 7 licencier 8 elle a raison In this exam-style comprehension exercise students have to say which member of his family M. Brun is worried about in respect of each problem. For extension, you could ask the students to identify any problems already mentioned that he does not worry about. 1 F 2 M 3 P 4 L 5 F 6 É 7 F 8 J AQA A-level French Hodder & Stoughton

12 Grammar box Interrogative forms (E1 and E2) Ask students how many ways they know of making a question and relate their responses to grammar sections E1 and E2. 1 and 2 a Comment est-ce que ça va se passer? How is it going to turn out? Est-ce que j aurai encore un boulot l année prochaine? Will I still have a job next year? b Qu est-ce qu il faut faire pour l aider? What do we have to do to help her? Qu est-ce qu on ferait si elle tombait enceinte? What would we do if she fell pregnant? c Souffrez-vous de stress? Do you suffer from stress? Va-t-il se rappeler qu il faut qu il emmène ma mère voir le docteur? Is he going to remember that he has to take my mother to see the doctor? d Combien de fois lui ai-je dit de limiter ses heures de travail? How many times have I told her to put a limit on her working hours? 3 When the verb ends with a vowel, we put a t between the verb and the personal pronoun. Va-t-il se rappeler qu il faut? This makes it easier to pronounce. 3 Students match an appropriate question to each of eight answers, with one distractor question. They could write an answer to this question when they have worked out which it is. 1 C 2 F 3 A 4 E 5 G 6 I 7 H 8 B D est l intrus. Listening passage and exercises Four friends discuss their problems. If you are treating this as a whole-class activity, play the whole conversation for gist and then play it again bit by bit, making sure the class know which person has just spoken each time. Audio information Audio file a Students listen to Mathilde and Julie, and answer four questions. They may need to familiarise themselves with the construction used with manquer. 1 À faire du travail scolaire 2 De faire du sport 3 Le petit ami de Julie 4 Non, elle a un régime alimentaire déséquilibré AQA A-level French Hodder & Stoughton

13 4b Students listen to Hugo and Valentin and answer four questions. Encourage them to use synonyms of words they hear, so that they can prove that they have understood. Alternative suggestions are given for these below. 1 Avec ses copains/amis 2 On leur a offert des drogues 3 Le petit boulot/travail qu il faisait est fini 4 Non, il a fait du babysitting pour sa petite sœur 4c Students translate sentences containing interrogatives. They may find it useful to refer back to grammar sections E1 and E2 and also to the sample questions in the grammar activities. As each question can be translated in more than one way, students could be asked to find an alternative translation as an extension task. 1 Tu connais Julien? Est-ce que tu connais Julien? 2 Pourquoi ne veux-tu pas sortir avec Lucas? Pourquoi est-ce que tu ne veux pas sortir avec Lucas? 3 Avec qui es-tu allé(e) au cinéma? Avec qui est-ce que tu es allé(e) au cinéma? 4 Qu est-ce que tu feras pour trouver un nouvel emploi? Que feras-tu pour trouver un nouvel emploi? 5 Combien de fois par semaine est-ce que tu fais du babysitting? Combien de fois par semaine fais-tu du babysitting? 4d This is a translation exercise, from French into English. Students see usage of depuis with the past tense in French to mean since (contrasting with the usage seen earlier in the unit where present tense + depuis past tense in English). Remind them to carry out a native speaker check. Sample translation Adolescence Since I started my periods, I have lots of spots on my face. I find it embarrassing. The other girls at school don t have this problem. Because of that, I think, I don t have a boyfriend. In fact, I find it difficult to make friends, boys or girls. My parents don t allow me to go out at night, so I feel a bit isolated and lonely. I would quite like to go clubbing rather than stay in with my virtual friends. Computers are good but they are not enough. Strategy box Make sure your exam notes are useful and well organised Ask students how they organise their study and exam notes before reading through the tips in the strategy box. Collate a list of ideas on the whiteboard and ask students to say which they feel are the most useful for different situations, e.g. learning vocabulary, learning grammar, condensing a text. AQA A-level French Hodder & Stoughton

14 Strategy task/writing 5 Students re-read M. Brun s blog and make notes. They might find it useful to refer to the strategy box before starting. Using only their notes, they then write a résumé of his worries in respect of the various people he mentions. Speaking 6 This is a pair discussion task. Students make up five questions about M. Brun s blog and then work with a partner to ask the questions. Students use their notes from exercise 5 to help them answer their partner s questions. AQA A-level French Hodder & Stoughton