Module 1 Moi
(Student Book pages 6–27)
Unit
Main topics and objectives
Grammar
Déjà vu 1
Je me présente …
(pp. 6–7)
Talking about yourself and saying where
you are from
en + feminine countries;
au + masculine countries
Déjà vu 2
Les choses que j’aime faire …
(pp. 8–9)
Saying what you like and don’t like doing
aimer + infinitive
j’aime and je n’aime pas
jouer de with instruments;
jouer à with sports/games
1 Je m’entends avec …
(pp. 10–11)
Talking about your family
Possessive adjectives (mon, ma, mes)
2 Mes parents
(pp. 12–13)
Saying what your parents do
No article with jobs (il est ingénieur)
Using masculine and feminine words for
jobs
Masculine/Feminine forms of jobs
3 Mes copains et mes copines
(pp. 14–15)
Talking about your friends
Adjective agreement
4 Les champions sportifs
(pp. 16–17)
Describing famous sportspeople
5 La semaine dernière
(pp. 18–19)
Saying what you have done
6 Mes loisirs
(pp. 20–21)
Talking about what you have done and
are going to do
en and au with the names of countries
Using possessive adjectives mon, ma,
mes
Adjective agreement
Possessive adjectives son, sa, ses
Using possessive adjectives son, sa, ses
The perfect tense
J’ai fait and je vais faire
The perfect tense (je forms)
j’ai joué/fait, etc.
je suis resté(e)
Perfect tense:
j’ai joué/fait, etc.
je suis resté(e)
Near future tense:
je vais faire/jouer, etc.
Contrôle oral
(AQA) Family, friends and
free time
(OCR) Family, friends and
free time
(pp. 22–23)
Exam speaking practice
Talking about yourself and your family
Contrôle écrit
(AQA) Your favourite hobby
(OCR) Your interests
(pp. 24–25)
Exam writing practice
Writing about a favourite leisure activity
À toi
(pp. 168–169)
Self-access reading and writing at two
levels
Revision
Leisure activities
Revision
9
Moi
Déjà vu 1: Je me présente …
(Student Book pages 6–7)
Main topics and objectives
●
●
Talking about yourself and saying where you
are from
en and au with the names of countries
Resources
CD1, tracks 2–3
Cahier d’exercices, page 3
Edexcel coursework
Grammar
●
Suggested task type 1 activity – Écrire 5
en + feminine countries;
au + masculine countries
OCR coursework
Suggested activity for targeted grades G, F, E
– Écrire 4
Key language
Personal details (name, age, etc.)
Country names
The Déjà vu sections are designed to give students
a quick and focused review of vocabulary areas
and topics relevant to the module. The vocabulary/
topics have been previously covered at KS3 or (for
later modules) earlier in Expo GCSE French.
Starter 1
Aim
To revise giving basic information about
yourself.
verts et les cheveux bruns. Mon anniversaire est le 10
octobre.
– Mon nom est Karima. J’habite à Marseille dans le sud
de la France. Mon anniversaire est le 10 novembre et j’ai
seize ans. Mon frère a dix ans et s’appelle Hakim. Je suis
de taille moyenne. Mes yeux sont marron et mes cheveux
sont noirs. Nous avons un chien et un oiseau.
Answers
Je me présente. Je m’appelle … J’ai … ans.
Pascal
Laurent
Karima
Ask one or two confident students to present
themselves in the same way.
Pascal
Present yourself to the class using the following
structures:
Go on to talk about your family, using J’ai
… sœur(s)/… frère(s). Ma sœur/Mon frère
a … ans. and again give a few students the
opportunity to do so for the class.
Then ask students in groups to introduce
themselves to each other.
1 Écoutez et lisez. Copiez et
remplissez la grille. (1–3)
Listening. Students listen to three people
introducing themselves and read the text at
the same time. They then complete the grid by
supplying the relevant details for each person (age,
birthday, etc.).
Audioscript
•2
– Je me présente. Je m’appelle Pascal, j’ai quatorze ans
et mon anniversaire est le 15 août. Je suis français et
j’habite en France, à Lyon. Je suis assez grand et j’ai
les yeux bleus et les cheveux bruns. Mes deux sœurs
s’appellent Lydie et Sophie et nous avons un chat, qui
s’appelle Ludo.
– Je m’appelle Laurent. J’ai quinze ans et j’ai une sœur
jumelle, Amélie. J’habite à Bruxelles en Belgique, et je
parle français. Je suis assez grand et mince. J’ai les yeux
10
Laurent
Karima
âge
14
15
16
anniversaire
le 15 août
le 10 octobre
le 10 novembre
famille
deux
sœurs
sœur
un frère
pays
France
Belgique
France
ville
Lyon
Bruxelles
Marseille
taille
assez grand
cheveux
bruns
yeux
bleus
assez grand
de taille
moyenne
bruns
noirs
verts
marron
+ Using the texts in exercise 1 as a model, write a
similar paragraph using details given by one of the
students. Do this as a class, starting off by showing
students a few structures and items of vocabulary
that can be reused. Emphasise how useful reading
texts can be in this way when doing a writing
task. Encourage students to then identify further
structures and vocabulary to use in the paragraph
you are all writing here.
2 Écoutez. D’où viennent-ils?
Choisissez le bon nombre et la bonne
lettre. (1–6)
Listening. Students listen to six French teenagers
being interviewed about where they live and note
for each the city (from 1–6) and country (from
a–f).
Audioscript
–
–
–
–
•3
Où habites-tu, Valentin?
J’habite à Marseille en France.
Et toi, Camilla?
J’habite à Genève en Suisse.
1
–
–
–
–
–
–
–
–
–
–
–
–
Moi Déjà vu 1: Je me présente …
Et toi, Raúl?
Moi, j’habite à Madrid en Espagne.
Et toi, Julie?
J’habite à Bruxelles.
En Belgique, n’est-ce pas?
Oui, en Belgique.
Et toi, Luc? Tu habites en Angleterre?
Oui, j’habite à Londres.
Et toi, Florence?
Moi, j’habite à Montréal au Canada.
Ah, tu es loin de chez toi, alors!
Oui.
Answers
Valentin 6, d Camilla 3, e
Luc 4, a Florence 1, f
Raúl 5, c Julie 2, b
Expo-langue: en/au + country names
Use this grammar box to cover en with feminine
countries and au with masculine countries before
students do exercise 3.
Quickly recap on the forms of the definite article
for masculine and feminine words. Then ask pupils
to look at the country names on the cards in
exercise 3 and to tell you how to say ‘in France’, ‘in
Switzerland’, etc., in preparation for the speaking
activity which comes next.
3 À deux. Où habitent-ils? Présentez
les concurrents.
Speaking. In pairs: students take it in turns to
present the seven people described on the cards,
giving their names and details of where they live.
Answers
1
2
3
4
5
6
7
Voici Marie-Claire. Elle habite à Marseille en France.
Voici Étienne. Il habite à Lausanne en Suisse.
Voici Gauthier. Il habite à Montréal au Canada.
Voici Fergus. Il habite à Dublin en Irlande.
Voici Shona. Elle habite à Édimbourg en Écosse.
Voici Daniel. Il habite à Londres en Angleterre.
Voici Richard. Il habite à Cardiff au pays de Galles.
Starter 2
Aim
To practise using en/au with country names.
Write up the following and ask students to
complete the sentences with en or au:
J’habite
…
…
…
…
…
…
…
France
Angleterre
Canada
Écosse
pays de Galles
Irlande
Suisse
If students need support, also write up the
gender of the countries (e.g. France (f)).
4 Copiez et complétez votre carte
d’identité.
Writing. Students copy and complete their own
identity card. Before they start, draw their attention
to the vocabulary boxes on the months of the year
and family members/pets.
5 Écrivez une lettre à un nouveau
corres français.
Writing. Students write a letter introducing
themselves to a new French penfriend. A
framework is supplied for support. A vocabulary
box summarises key verb forms they need to use.
6 Présentez-vous. Préparez six
phrases pour vous présenter à un(e)
Français(e). Écrivez un mot-clé ou
une phrase pour chacune.
Speaking. Students prepare six sentences to
introduce themselves to a French person. When
they have decided what they want to say, they
should write down a key word or phrase for each
sentence. They can then work in pairs, introducing
themselves referring only to the key words/phrases
they have noted.
Plenary
Get a few students to adopt the identity of
someone famous or someone in the class. They
present themselves using the structures in
exercise 6 (but omitting their name) and the rest
of the class has to guess who they are.
11
1
Moi Déjà vu 1: Je me présente …
Cahier d’exercices, page 3
1
Answers
Avril Lavigne
a underlined: le vingt-sept septembre; vingt-quatre ans;
seize ans
b circled: au Canada
c highlighted: je suis assez petite et j’ai les cheveux
blonds et les yeux bleu-vert
Tony Parker
a underlined: le 17 mai
b circled: aux USA
c highlighted: Je suis grand et j’ai les yeux bruns et les
cheveux très courts.
2
Answers
B, C, G
3
Answers
Students’ own answers
12
Moi
Déjà vu 2: Les choses que j’aime faire …
(Student Book pages 8–9)
Main topics and objectives
●
●
Saying what you like and don’t like doing
j’aime and je n’aime pas
Grammar
●
●
Sports and activities
Expressions of time and frequency
Resources
aimer + infinitive
jouer de with instruments; jouer à with
sports/games
CD1, tracks 4–7
Cahier d’exercices, page 4
Grammaire, page 195
Answers
Starter 1
Aim
To revise the vocabulary for sports and other
activities. To revise the structure aimer + infinitive.
Write up: Le week-end, j’aime …
and beneath this faire du vélo, jouer au
football, jouer de la guitare, …
Give students in pairs two minutes to come up
with a list of activities they like doing at the
weekend, using the verbs you have supplied
and any others they can think of (e.g. aller à la
piscine, regarder la télévision, etc.). Which pair
can make the longest list? Can they come up
with an example no one else has thought of?
After listening to students’ answers, ask the class
to explain the structure they have been using:
what is aimer followed by?
1 Écoutez et lisez. Répondez aux
questions.
Listening. Students listen to Luc and Marjolaine
talking about the activities they like/dislike doing
and read the texts at the same time. Students then
identify the person described in each of the six
questions in French. Get them to read through the
vocabulary box before they start, pointing out that
they should always look for any support like this
before tackling a text.
Audioscript
Key language
•4
– J’aime le sport. Mon sport préféré, c’est le basket. J’aime
aussi faire du vélo et jouer au football, mais je déteste le
jogging. En été, j’aime faire du kayak, et en hiver, j’aime
faire du ski. Je n’aime pas regarder la télé, sauf les
matchs de foot, mais j’aime jouer à l’ordinateur. J’aime
écouter de la musique et jouer de la guitare. J’aime aussi
lire les magazines mais pas les BD. Le week-end, j’aime
aller à la pêche avec mon copain, et le soir, j’aime jouer
aux cartes avec lui. Qu’est-ce que tu aimes faire?
– En été, j’aime aller au bord de la mer, mais je n’aime pas
faire de la natation et je n’aime pas jouer au volley ou au
tennis. Je ne suis pas sportive. En hiver, j’aime rester à la
maison et lire des BD ou écouter de la musique. J’aime
aussi regarder les séries à la télé et aller au cinéma. Le
cinéma, c’est ma passion. J’adore aller au cinéma.
1 Marjolaine 2 Luc 3 Marjolaine 4 Luc
5 Marjolaine 6 Marjolaine
Expo-langue: aimer + the infinitive;
jouer à/jouer de
This box covers a range of useful structures to use
when talking about activities. You can use it first of
all to consolidate aimer + the infinitive, then move
on to focus on how faire and jouer are used when
talking about activities:
– faire + the relevant form of de for sports which
you ‘do’ or ‘go’ (e.g. horse-riding)
– jouer + the relevant form of à for sports you
‘play’ (e.g. football)
– jouer + the relevant form of de for playing an
instrument.
There is more information on p. 195 of the Student
Book.
2 Écoutez et notez en français (a)
ce qu’ils aiment faire et (b) ce qu’ils
n’aiment pas faire. (1–4)
Listening. Students listen to the four conversations.
For each person, they note: (a) what he/she likes
doing and (b) what he/she doesn’t like doing.
Audioscript
•5
1 – Bonjour, Nathan. Dis-moi, quel est ton sport préféré?
– J’adore le foot et le tennis.
– Et qu’est-ce que tu n’aimes pas comme sports?
– Je n’aime pas le volley et la natation.
– Pourquoi?
– C’est ennuyeux.
2 – Bonjour, Sandrine. Quel est ton sport préféré?
– Ma passion, c’est l’équitation.
– Tu n’aimes pas jouer au tennis?
– Non, pas vraiment.
– Et la natation?
– Beurk! Je déteste la natation.
– Pourquoi?
– Je n’aime pas l’eau froide.
13
1
Moi Déjà vu 2: Les choses que j’aime faire …
3 – Bonjour, Delphine! Tu aimes le sport?
– Oh oui! J’adore.
– Quel est ton sport préféré?
– Le ski en hiver, et … euh, en été, le canoë.
– Tu aimes jouer au tennis?
– Ah oui!
– Qu’est-ce que tu n’aimes pas faire?
– Le volley, je n’aime pas jouer au volley.
– Pourquoi?
– C’est fatigant.
4 – Et toi, Michel? Quel est ton sport préféré?
– Le cyclisme, j’aime faire du cyclisme, moi.
– Et aimes-tu le foot?
– Non, je n’aime pas jouer au foot.
– Le tennis?
– Non plus, c’est ennuyeux.
Answers
1
2
3
4
(a) le foot, le tennis (b) le volley, la natation
(a) l’équitation (b) le tennis, la natation
(a) le ski, le canoë, le tennis (b) le volley
(a) le cyclisme (b) le foot, le tennis
+ Ask students to read through the answers to the
questions in exercise 3, then play the recording
for exercise 2 again. This time students note the
reason each person gives for not liking a particular
activity.
Answers
1
2
3
4
le volley et la natation – c’est ennuyeux
la natation – elle n’aime pas l’eau froide
le volley – c’est fatigant
le tennis – c’est ennuyeux
3 À deux. Posez des questions et
répondez.
Speaking. In pairs: students take it in turn to ask
and answer questions about the activities they
like/dislike doing. The questions and openings for
responses are supplied for support.
Encourage students to note down expressions
that they use to answer the questions. Point out
that this will be a very useful resource when it
comes to revising for the exam.
Starter 2
Aim
To review expressions of time and frequency.
Write up the following, jumbling the order of the
second column.
1 souvent
often
2 deux fois par mois
twice a month
3 d’habitude
usually
4 jamais
never
5 en été
in summer
6 une fois par semaine
once a week
Explain that the French phrases are expressions
of frequency – you use these to say how often
you do something. Ask students to match each of
the French expressions with the correct English
translation.
4 Écoutez. Que font-ils? Copiez et
remplissez la grille.
Listening. Students copy out the grid. They listen to
Serge and Barbara talking about the activities they
do and note details in the grid using the pictures
a–n.
Audioscript
•6
– Euh … le lundi, je vais à la piscine et je fais une heure de
natation. Le mardi, je ne fais pas de sport, je regarde la
télé. Le mercredi, je joue au foot et le jeudi, le soir, je joue
au badminton avec mon copain. Le vendredi, … euh …
je fais une heure de karaté et bon, le samedi, le samedi
après-midi, il y a un match de foot. Le dimanche, je fais du
cyclisme avec mon père. Voilà, c’est ma semaine!
– Le lundi, après les cours, je joue au volley avec mes
copains. Le mardi, qu’est-ce que je fais? Ben, je vais à la
piscine avec ma copine. Le mercredi? Je vais au centre
de loisirs et je joue de la guitare dans un groupe. Le
jeudi soir, je reste à la maison et je joue à l’ordinateur. Le
vendredi? Le vendredi soir, d’habitude je vais au cinéma.
Le samedi, qu’est-ce que je fais le samedi? Je joue au
tennis. Le dimanche, je reste à la maison et je fais mes
devoirs.
Answers
lundi mardi mercredi jeudi vendredi samedi dimanche
14
Serge
l
a
g
b
m
g
j
Barbara
h
l
c
f
i
n
d
1
Moi Déjà vu 2: Les choses que j’aime faire …
5 Écrivez un paragraphe: ce que
j’aime faire et ce que je n’aime pas
faire.
Writing. Students write a paragraph on what they
like and don’t like doing. A framework is supplied
for support. Encourage them to include some of the
expressions of time and frequency covered on this
page in their writing.
6 Faites une présentation.
Speaking. Using the picture prompts supplied,
students give a short presentation on the activities
they like/don’t like doing. They should use the
framework given in exercise 5 to plan what they are
going to say, and should write out some brief notes
that they can refer to when talking.
Point out that working from notes like this is
very important for the speaking part of the exam.
Throughout the course they will be given lots of
opportunities to practise making notes like this
and using them effectively.
Cahier d’exercices, page 4
1
Answers
1
2
3
4
5
6
j’aime faire de la natation
j’aime faire du vélo
je n’aime pas jouer à l’ordinateur
j’aime jouer de la guitare
j’aime aussi jouer au volley
je n’aime pas regarder la télé
2
Answers
a ✓ b ✗ c ✗ d ✓ e ✓ f ✓ g ✗ h ✗
3
Answers
Students’ own answers
Give them time to practise their presentation in
pairs and then have a few volunteers give their
presentations to the class. Comment constructively
and invite the rest of the class to do the same.
Plenary
Ask students to summarise the grammar relating
to activities that they have covered in this unit.
How is aimer used? Which structure do you use
to say you play a sport and to say you play an
instrument?
Then use various time expressions as prompts,
in English or French, for students to respond
with an appropriate activity (e.g. Je fais de la
natation deux fois par semaine).
15
Moi
1 Je m’entends avec …
(Student Book pages 10–11)
Main topics and
objectives
mon chat
mon beau-père
mon beau-frère
ma belle-mère
ma belle-sœur
mon demi-frère
ma demi-sœur
Je m’entends bien avec …
Je me dispute avec …
Grammar
Key language
ma grand-mère
mon grand-père
ma mère
mon père
mon grand frère
mon petit frère
ma sœur
mon chien
●
●
Starter 1
Aim
To revise vocabulary for family members. To
revise numbers and giving ages.
Write up:
Mon père …
Resources
CD1, tracks 8–9
Cahier d’exercices, page 5
Grammaire, page 190
Answers
a
b
c
d
e
f
g
C’est mon grand frère. Il s’appelle Denis.
C’est ma petite sœur. Elle s’appelle Manon.
C’est ma grande sœur. Elle s’appelle Anne-Marie.
C’est ma mère. Elle s’appelle Sarah.
C’est mon père. Il s’appelle François.
C’est ma grand-mère. Elle s’appelle Janine.
C’est mon chat. Il s’appelle Tigre.
Ma sœur …
Mon frère …
Ma mère …
Mes grands-parents …
Ask pupils to copy and complete each sentence
by giving each person’s name and age. You
could model an answer for support, e.g. Mon
père s’appelle James. Il a quarante-deux ans.
Students can use their own family details or
make up answers.
When checking answers, ask students also to
translate their sentences.
1 Ma famille. Comment s’appellentils? Que dit Amélie?
Reading. Students read Amélie’s description of
her family and then write out a sentence for each
person, saying how Amélie would introduce him/
her.
Expo-langue: possessive adjectives (mon,
ma, mes)
Before pupils start the writing part of exercise 1,
ask them what the words mon, ma, mes mean.
Why are there different forms? When is each one
used? Use the grammar box to summarise these
possessive adjectives. There is more information on
p. 190 of the Student Book.
16
2 Écoutez. Comment s’appellent-ils?
Écrivez les prénoms. (1–9)
Listening. Students listen to a boy talking about the
members of his family and write the name of each
person listed.
As a first step, get students to read through the
list of family members 1–9. Explain that reading
through the questions first will help them to
anticipate what to listen out for. This will give
them extra thinking time and is a useful technique
to practise for the exam.
Audioscript
•8
– Papi, c’est-à-dire mon grand-père, s’appelle Thomas.
Mamie, ma grand-mère, s’appelle Françoise. Papa
s’appelle Jean-Luc et maman s’appelle Barbara. J’ai
un grand frère qui s’appelle Yannick et un petit frère qui
s’appelle Sébastien. Ma sœur s’appelle Élodie, mon chat
s’appelle Jacques et mon chien s’appelle Ludo.
Answers
1
2
3
4
5
6
7
8
9
mon grand-père – Thomas
ma grand-mère – Françoise
ma mère – Barbara
mon père – Jean-Luc
mon grand frère – Yannick
mon petit frère – Sébastien
ma sœur – Élodie
mon chien – Ludo
mon chat – Jacques
1
Moi
1 Je m’entends avec …
3 Parlez de votre famille.
Speaking. Using the family tree supplied, students
introduce each person shown. An example is given.
Starter 2
Aim
To revise the possessive adjectives mon, ma,
mes. To revise vocabulary for members of the
family.
Write up the following grid:
my
singular
masculine feminine
mon
plural
Ask students in pairs to copy and complete the
grid and then to come up with six phrases, each
including one of these words and a different
family member, e.g. mon frère, etc.
4 Écoutez. Qui s’entend bien avec
ses parents? Copiez et marquez E
(s’entend bien) ou D (se dispute).
(1–4)
Listening. Students listen to four people talking
about their relationships with their parents and
note whether they do get on with them (E) or don’t
(D). Make sure pupils read the vocabulary box with
the key phrases Je m’entends bien avec … / Je me
dispute avec … before you start.
Audioscript
•9
1 – Ma mère est géniale. Je m’entends bien avec ma mère,
mais mon père est trop sévère. Je ne m’entends pas
bien avec mon père, il me critique toujours.
2 – Moi, je m’entends bien avec mes deux parents, ils sont
trop cool … Ils me laissent faire ce que je veux.
3 – Ça va avec mon père, je m’entends bien avec lui, mais
je me dispute avec ma mère. C’est toujours «Range ta
chambre», «Fais ceci», «Fais cela» …
4 – Moi, c’est mon père qui me critique … On ne s’entend
pas bien … on se dispute toujours, mais je m’entends
bien avec ma mère. Elle m’aide à faire mes devoirs.
Answers
mère
père
1 Denis
E
D
2 Manon
E
E
3 Amélie
D
E
4 Anne-Marie
E
D
5 Lisez le texte et complétez les
phrases.
Reading. Students read the text on family
relationships and then complete the six sentences
by identifying the person being described in each
case.
When they have completed the activity, ask
students if they used the vocabulary box supplied,
or whether they tried to work out the words on
their own.
Answers
1 Je me dispute avec ma mère parce qu’elle est trop
sévère.
2 Je m’entends bien avec ma grand-mère parce que je
peux lui parler de tout.
3 Je ne m’entends pas bien avec mon grand frère parce
qu’il n’aide pas à la maison.
4 Je me dispute avec ma grande sœur parce qu’elle passe
trop de temps dans la salle de bains.
5 Je ne m’entends pas bien avec mon père parce qu’il me
critique toujours.
6 Je m’entends bien avec ma petite sœur parce qu’on joue
ensemble.
Explain to students how important it is to
identify useful vocabulary in texts in the Student
Book and to note this down and learn it as they
go along. Ask students to identify the vocabulary
and structures in this text that they could use
when going on to talk about their own family
relationships.
6 Écrivez un paragraphe sur vousmême et votre famille.
Writing. Students write a paragraph on their own
relationships with family members. Prompt
questions are supplied but encourage students to
add any other relevant details they can think of.
If you have links with a school in France,
use the activities in the first three units of this
module as a cue for students to make contact with
French students in their year. They can introduce
themselves and talk about their families, and give
details of what they like doing. This could be done
as a videoconference (if you have the technology
in place) or as an exchange of e-mails, with
students asking and answering questions in French
(and then reciprocating by doing the activity in
English).
17
1
Moi 1 Je m’entends avec …
Plenary
Ask students how the words mon, ma and mes
work. When are they used? Ask for examples
with the vocabulary for family members.
Then give prompts in English for a range of
other words from different topics, e.g. items in
a schoolbag (my pen, my pencils, my ruler, my
books, etc.) for students to supply the correct
French versions.
Cahier d’exercices, page 5
1
Answers
From left to right: ma mère Izzy, mon beau-père Franckie,
ma petite sœur Suzy, mon frère Luc, moi, Danie, mon
grand-père Mozzy, ma grand-mère Marie
2
Answers
1 Nathan is 15 years old.
2 Nathan lives in Paris with his mum, his twin sister and
his brother.
3 He gets on well with his brother because they play on
the PlayStation together.
4 He does not get on with his sister because she plays her
recorder badly!
5 He gets on well with his mum because he can talk to her
about everything.
6 He gets on with his dad because he plays tennis and golf
with him
7 He does not get on with his dad’s wife because she’s a
bit strict.
3
Answers
Students’ own answers
18
Moi
2 Mes parents
(Student Book pages 12–13)
Main topics and
objectives
• Saying what your parents do
• Using masculine and feminine
words for jobs
Grammar
• No article with jobs (il est
ingénieur)
• Using masculine and feminine
words for jobs
Key language
Il/Elle est …
coiffeur/euse
comptable
cuisinier/ère
infirmier/ère
informaticien(ne)
ingénieur
instituteur/trice
kinésithérapeute
maçon
mécanicien(ne)
menuisier
nourrice
plombier
secrétaire
serveur/euse
sapeur-pompier
vendeur/euse
Aim
To practise third person singular forms of key
verbs.
Write up:
il/elle
apporter
travailler
être
avoir
préparer
faire
1 Trouvez la bonne image pour
chaque emploi [job].
Reading. Students read through the list of ten jobs
and match each one to the appropriate picture.
Before they begin, read together through the tip
box on strategies for dealing with unknown words.
These should be familiar to students from KS3
work. Can they add any techniques to those listed?
(e.g. using the context (either the topic or the detail
of a text), using a process of elimination to narrow
down the options, etc.)
Answers
4 d
5 i 6 a
7 f 8 b
9 e
10 c
2 Trouvez la bonne définition.
Reading. Students match each of the 8 jobs (1–8)
with the correct definition in French (from a–h).
Answers
1 f
2 b 3 h
4 a
CD1, tracks 10–11
Cahier d’exercices, page 6
5 d
6 e
7 c
Read through this grammar box before students
do exercise 3. It points out the fact that no article is
included when you say what someone’s job is (e.g.
Il est ingénieur).
It also shows that some jobs have different
masculine and feminine words.
réparer
Ask students to write out a phrase for each of
the infinitives using il/elle and the correct form
of the verb. You could do the first one as an
example (il/elle apporte).
2 j 3 h
Resources
Expo-langue: masculine/feminine forms
of jobs; no article with jobs
Starter 1
1 g
Il/Elle travaille …
dans un bureau
dans une grande surface
dans un hôpital
dans une école primaire
dans un garage
dans une cantine
dans une garderie
sur un chantier
3 Que font leurs parents? Écoutez et
notez en anglais. (1–5)
Listening. Students listen to five people being
interviewed about what their parents do and note
each person’s occupation in English. The names of
the speakers are supplied for reference.
Audioscript
•10
1 – Que font tes parents dans la vie, Aline?
– Mon père est maçon – il construit des maisons – et ma
mère est secrétaire. Elle travaille sur ordinateur dans un
bureau en ville.
2 – Que font tes parents, Benoît?
– Mon père est cuisinier. Il prépare les repas dans un
grand restaurant en ville. Et ma mère travaille dans un
salon de coiffure. Elle est coiffeuse.
3 – Et toi, Coralie? Que font tes parents dans la vie?
– Ma mère est serveuse dans un restaurant. Elle sert des
repas aux clients. Mon père est ingénieur. Il travaille
dans une usine où on fabrique des moteurs.
4 – Ton père est aussi ingénieur, Didier?
– Pas du tout, mon père est sapeur-pompier. Il fait partie
d’une équipe qui éteint les incendies. Ma mère est
comptable. Elle travaille dans une banque.
8 g
19
1
Moi 2 Mes parents
5 – Que font tes parents dans la vie, Éloïse?
– Mon père est menuisier. Il fait des meubles, des tables,
des portes et des fenêtres. Ma mère travaille dans
une clinique. Elle est kinésithérapeute. Elle fait des
massages aux gens qui ont mal au dos.
Answers
1
2
3
4
5
Aline: father = builder, mother = secretary
Benoît: father = chef; mother = hairdresser
Coralie: father = engineer; mother = waitress
Didier: father = firefighter; mother = accountant
Éloïse: father = joiner; mother = physiotherapist
4 À deux. Posez et répondez aux
questions.
Speaking. In pairs: students take it in turns to ask
and answer questions about the jobs people do,
using their notes in English from exercise 3 as
prompts. The question and an opening for the
response are supplied for support.
Starter 2
Aim
To review the vocabulary for jobs and how to say
what job someone does.
Write up: Il/Elle est … Ask students to identify
the job you are going to mime, using the
structure you have written up. Then mime one
of the jobs covered in the unit. The first student
to answer correctly then takes a turn miming
another job for the rest of the class to identify,
and so on. Make sure students are clear that no
article is used in this structure.
5 Où travaillent-ils? Choisissez la
bonne image.
Reading. Students read six statements about what
jobs people do and where they work and identify
each location by matching the statement to the
appropriate picture (from a–f).
Answers
1 père e 2 mère b
6 mère f
3 père c 4 mère a 5 père d
R Students work in pairs, one prompting with a job
in French (e.g. vendeuse), the other responding
with details of where the person works (e.g. Elle
travaille dans une grande surface). They then
swap roles. Once they have done a few, encourage
them to try answering with their books closed.
6 Où travaillent-ils? Écoutez et notez
la bonne lettre. (1–6)
Listening. Students listen to descriptions of what six
people do and where they work. For each person
20
they note the letter for the appropriate picture
(from a–f).
Audioscript
•11
– Monsieur Duval travaille dans une gare. Il est chef de
gare.
– Madame Duval travaille dans la mairie, elle est secrétaire.
– Monsieur Brunot est boulanger et Madame Brunot est
vendeuse dans la boulangerie.
– Madame Gilsou est informaticienne et travaille dans une
agence de voyages.
– Monsieur Jeammet est employé de banque. Il travaille
dans une banque.
– Mademoiselle Voyeux est réceptionniste et travaille dans
un cabinet médical.
Answers
M. Duval f Mme Duval d M. et Mme Brunot a
Mme Gilsou b M. Jeammet c Mlle Voyeux e
7 À deux. Posez et répondez aux
questions.
Speaking. In pairs: students ask and answer
questions about what their parents do for a
living and where they work. The questions and a
vocabulary box of further useful expressions are
supplied for support. Give them time to prepare
their answers first.
8 Faites un résumé.
Writing. Students write a short report on what their
parents do. Sentence openings are supplied for
support.
Plenary
Ask students what techniques were suggested
in this unit for tackling unknown vocabulary
(see the tip box on p. 12 and the suggestions in
Starter 1). Suggest students add these strategies
to their list of exam techniques.
Use this as an opportunity to explain that
there will be suggestions throughout Expo 4
to help students tackle the exam. Suggest that
students keep a list of these techniques and
try to implement them as much as possible in
their work. The more familiar they become, the
better prepared students will be for the exam.
They could start their list by noting down these
strategies for tackling unknown vocabulary.
Point out that making connections between
words can also help students memorise
vocabulary. Ask them to suggest connections
that might help them remember the vocabulary
for jobs (e.g. infirmière – English ‘infirm’;
informatique – informaticien, etc.).
1
Moi 2 Mes parents
Cahier d’exercices, page 6
1
Answers
1
2
3
4
5
6
7
8
9
10
kinésithérapeute
coiffeuse
ingénieur
serveuse
cuisinier
secrétaire
maçon
sapeur-pompier
menuisier
comptable
2
Answers
Example
Ma mère est secrétaire; elle tape des e-mails et des lettres
sur un ordinateur. Mon père fait les comptes dans un
bureau. Il est comptable.
Ma sœur est kinésithérapeute. Elle travaille dans une
clinique. Mon frère fabrique des moteurs; il est ingénieur.
Mon oncle est maçon et il construit des maisons. Ma sœur
est coiffeuse. Elle coupe les cheveux.
Mon grand-père éteint les incendies; il est sapeur-pompier.
21
Moi
3 Mes copains et mes copines
(Student Book pages 14–15)
Main topics and
objectives
Key language
célèbre
drôle
généreux/euse
gentil(le)
intelligent(e)
marrant(e)
paresseux/euse
sportif/ve
sympa
timide
actif/ve
bavard(e)
bien organisé(e)
grand(e)
petit(e)
de taille moyenne
●
●
Talking about your friends
Adjective agreement
Grammar
●
Adjective agreement
Starter 1
Aim
To revise adjectives used to describe what people
look like.
Name a student in the class or a teacher in the
school and describe them using the structures
below, using a variety of true and false
statements. The class has to respond vrai or faux
for each statement. The students could then
take it in turns to make up their own statements
about people.
Il/Elle est (assez/très) grand(e)/petit(e)/de
taille moyenne …
Il/Elle a les cheveux bruns/noirs/blonds/roux/
courts/mi-longs/longs … et les yeux bleus/
marron/verts/gris …
Aim to cover the full range of adjectives used in
this context. You could give English prompts for
any not covered for students to give the French.
1 Lisez. Qui c’est? Trouvez la bonne
image.
Reading. Students read the four descriptions of
teenagers and use the details to identify each of the
people pictured.
+ Ask students to work out the meaning of the
following words from the texts, using the strategies
they have been learning:
bouclés, lunettes, sérieuse, travailleur, paresseuse
Answers
1 b
2 d
3 a
4 c
Expo-langue: adjective agreement
Read through this grammar box after exercise 1
to review agreement of adjectives. There is more
information on p. 190 of the Student Book.
22
Il/Elle a …
les cheveux blonds/bruns
les yeux bleus/verts
mon copain
ma copine
Resources
CD1, tracks 12–13
Cahier d’exercices, page 7
Grammaire, page 190
R Ask students to identify all the adjectives in the
texts in exercise 1, listing them in a grid like this:
singular
masculine
feminine
plural
masculine
feminine
2 Écoutez et complétez le texte avec
les mots qui manquent.
Listening. Students listen to the recording and
note the missing words. The words are supplied
in jumbled order for reference. Tell students that
you will pause the recording after each person is
described. Suggest they concentrate on writing
down what they hear and then at the end check
the jumbled words for the correct version of the
missing word.
Audioscript
•12
– Lucas est assez grand. Il a les yeux bleus et les cheveux
blonds. Il est sportif et drôle et il n’est pas timide.
– Ma copine Jennifer est assez petite. Elle a les cheveux
bruns et les yeux verts. Elle est sympa et généreuse et
elle n’est pas bavarde.
– Cathy est de taille moyenne. Elle est gentille et marrante,
mais elle n’est pas bien organisée.
– Kévin est grand. Il est intelligent et sympa, mais il est très
paresseux.
Answers
See also bold in the audioscript.
1 grand 2 bleus 3 blonds 4 sportif 5 drôle
6 timide 7 petite 8 bruns 9 verts 10 sympa
11 généreuse 12 bavarde 13 de taille moyenne
14 gentille 15 marrante 16 bien organisée
17 grand 18 intelligent 19 sympa 20 paresseux
1
Moi 3 Mes copains et mes copines
Starter 2
Audioscript
Aim
–
–
–
–
–
–
–
–
–
–
–
–
–
–
To review adjectives to describe people.
Make a series of statements about famous people
(real or fictional) or people in/known to the
class, using the adjectives introduced in exercise
1 on p. 14, e.g.
Mr Bean est bavard.
Amélie Mauresmo est active.
Magic Johnson n’est pas de taille moyenne.
Ask students to do a thumbs up if they agree
with the statement and a thumbs down if they
disagree. Choose someone who disagrees to give
you a correct statement about the person.
•13
Décrivez le voleur.
Il était … de taille moyenne.
Et ses cheveux?
Mi-longs.
De quelle couleur?
Gris.
Barbe ou moustache?
Moustache.
Et ses yeux?
Marron.
Lunettes ou lunettes de soleil?
Lunettes de soleil.
D’autres détails?
Ah oui, il portait un pull à rayures blanches et noires!
Answers
c, d, g, k
3 À deux. Posez et répondez aux
questions.
Speaking. In pairs: students take it in turns to ask
and answer questions using the picture prompts.
The question and the opening for the response
are supplied for support, as well as the adjectives
needed. Students should cover both masculine and
feminine forms for each picture.
4 Faites la description de deux
personnalités de votre choix.
Writing. Students choose two celebrities each (one
male and one female) and write a description
of them (what they do, how they look, their
character). A vocabulary grid is supplied for
support.
In preparation for this activity, you could ask
students to bring in pictures of their favourite
celebrities to use as prompts.
R Ask students to swap texts with a partner and to
check each other’s work, looking in particular at
the accuracy of adjective endings.
5 À deux. Discutez de vos
descriptions. D’accord ou pas?
7 Faites la description d’un petit
copain idéal/une petite copine idéale.
Writing. Students write a paragraph on their ideal
boyfriend/girlfriend. Some sample structures are
supplied for support.
Students could do this on computer. Encourage
them to check their texts for accuracy and to
produce a second draft.
Plenary
Give students two minutes in pairs to do the
following quiz on adjectives without looking at
their books. Tell them they cannot use the same
adjective twice. They need to come up with:
– 2 adjectives to which you add –e to make the
feminine form
– 1 adjective which ends in –euse in the
feminine form
– 1 adjective which doesn’t change in the
feminine form
– 1 adjective you would use with les cheveux.
Speaking. In pairs: students discuss the descriptions
they wrote for exercise 4, saying whether they agree
or disagree with the statements their partner has
made. An example dialogue is given for support.
6 Écoutez la description du voleur.
Choisissez les quatre bonnes images.
Listening. Students listen to the description of a
thief and select the appropriate Identikit elements
from those shown to assemble a complete picture
of him.
23
1
Moi 3 Mes copains et mes copines
Cahier d’exercices, page 7
1
Answers
sporty – sportif
lazy – paresseux
generous – généreuse
well organised – bien organisé
extrovert – extraverti
funny – drôle
chatty – bavarde
not well organised – pas
très bien organisé
Expo-langue
Answers
Boys:
Girls:
texts 2 and 4
texts 1 and 3
2
Answers
1 3
2 1
3 4
4 2
3
Answers
Example
Il est grand et il a les yeux bleus et les cheveux noirs. Il est
très extraverti. Au collège, il est bien organisé.
24
Moi
(AQA edition) 4 Les champions
sportifs (Student Book pages 16–17)
Listening and reading skills focus
Main topics and
objectives
●
●
Describing famous
sportspeople
Using possessive adjectives
son, sa, ses
Grammar
●
Using possessive adjectives
son, sa, ses
●
●
●
●
●
Predicting content before
listening
Reviewing vocabulary areas
before listening
Listening strategies (coming
back to difficult areas)
Reading for detail
Reading strategies (thinking
about paraphrases, context,
cognates)
il a atteint la septième place
mondiale
le numéro un mondial
en quart de finale
en (demi-)finale
un tournoi
il a gagné
il a battu
il a perdu contre
Resources
Key language
Listening and reading
skills focus
●
●
Listening for gist
Listening for detail
CD1, track 14
Il a commencé à jouer à l’âge de … Cahier d’exercices, page 8
gagner un titre
Grammaire, page 190
devenir champion du monde
(junior)
Starter 1
Aim
To revise language for describing someone.
Ask students to write a description of themselves
in French, to include the following information:
– height
– hair: colour, length, type (e.g. curly)
– eyes: colour
– age
– nationality.
Listen to some answers, reminding the class as
necessary of the meaning of any vocabulary
items and highlighting agreements.
1 Écoutez. Répondez aux questions.
Listening. Students listen to the recording, then
answer the three questions on it in English.
Before they begin, read together through the Tip
box on pre-listening strategies.
Audioscript
–
–
–
–
–
–
–
–
–
–
–
•14
Que fais-tu?
Je fais mes devoirs.
Tu veux que je t’aide?
Ah oui … tu sais qui c’est?
Bien sûr, c’est un joueur de football.
Quel est son nom?
Benzema – B-E-N-Z-E-M-A.
B … E … N … Z … E … M … A. Et son prénom?
Karim. K-A-R-I-M.
Karim … Quelle est sa nationalité?
Française.
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
Il est français?
Oui.
Quel est son lieu de naissance?
Il est né à Lyon.
Comment ça s’écrit?
L-Y-O-N.
L-Y-O-N?
Oui.
Quelle est la couleur de ses cheveux?
Ses cheveux sont … euh … bruns.
Quelle est la couleur de ses yeux?
Ses yeux sont bruns.
Que fait-il de son temps libre?
Il aime écouter de la musique rap.
Il aime écouter de la musique rap. C’est tout! J’ai fini.
Answers
1 c
2 One of them has to do it for homework.
3 First name: Karim
Surname: Benzema
Sport: football
Nationality: French
Place of birth: Lyon
Hair colour: brown
Eye colour: brown
Likes: (listening to) rap music
Expo-langue: the alphabet/possessive
adjectives
Use the grammar boxes to review confusable
letters in French and the possessive adjectives son,
sa, ses.
R Give nouns in French as prompts. Students
respond using the correct form of the possessive
adjective, e.g. père – son père.
25
1
Moi (AQA edition) 4 Les champions sportifs
Cahier d’exercices, page 8
Starter 2
1
Aim
To practise possessive adjectives.
Answers
Give students three minutes to come up with six
phrases featuring the possessive adjectives son,
sa, ses + an appropriate noun. They should aim
for two examples of each possessive adjective.
1 Toulouse 2 football 3 défenseur
5 signé 6 janvier
Listen to some answers from students, then
ask students to translate them into English. If
it hasn’t already been covered in the answers,
write up amie and ask students what form of
the possessive adjective should be used with this
word.
2 Lisez le texte et trouvez les mots
qui manquent.
Reading. Students read the gap-fill text about tennis
player Richard Gasquet and identify the words to
fill the gaps. The answers are supplied in random
order for support. There are two distractors.
With a good class, you could suggest that they
attempt the exercise first without looking at the
answer options.
Answers
1 jouer
8 avec
2 Ses 3 Son 4 sa
5 joué 6 des
7 a
3 Choisissez: vrai (V), faux (F) ou
pas mentionné (PM).
Reading. Students read the text in exercise 2 again.
They then read the English statements about the
text and decide whether each statement is true (V),
false (F) or refers to details not mentioned in the
text (PM).
Before students do the activity, read together
through the Tip box on reading strategies.
Answers
1 V 2 F
3 F
4 PM
5 V
6 V 7 V
8 PM
Plenary
Ask students to tell you which words are used
in French to say ‘his (book)’ ‘her (parents)’,
etc. Then prompt in English to practise the
possessive adjectives, e.g. ‘his exercise book’, ‘her
pencil’, ‘her dogs’, ‘his mother’, ‘her brothers’,
‘his brothers’.
26
2
Answers
Surname: Clichy
First name: Gaël
Date of birth: 26/7/85
Place of birth: Toulouse
Job + position: footballer – defender
Current club: Arsenal
1st selection for France: 31st Jan 2008
3
Answers
Surname: Evra
First name: Patrice
Date of birth: 15/5/81
Place of birth: Dakar, Senegal
Job: footballer, defender
Club from 2002–2006: Monaco
Current club: Man Utd
1st selection for France: 18/8/04
4 jouer
Moi
(OCR edition) 4 Les champions
sportifs (Student Book pages 16–17)
Listening and reading skills focus
Main topics and
objectives
●
●
Describing famous
sportspeople
Using possessive adjectives
son, sa, ses
Grammar
●
Using possessive adjectives
son, sa, ses
●
●
●
●
●
Predicting content before
listening
Reviewing vocabulary areas
before listening
Listening strategies (coming
back to difficult areas)
Reading for detail
Reading strategies (thinking
about paraphrases, context,
cognates)
il a atteint la septième place
mondiale
le numéro un mondial
en quart de finale
en (demi-)finale
un tournoi
il a gagné
il a battu
il a perdu contre
Resources
Key language
Listening and reading
skills focus
●
●
Listening for gist
Listening for detail
CD1, track 14
Il a commencé à jouer à l’âge de … Cahier d’exercices, page 8
gagner un titre
Grammaire, page 190
devenir champion du monde
(junior)
Starter 1
Aim
To revise language for describing someone.
Ask students to write a description of themselves
in French, to include the following information:
– height
– hair: colour, length, type (e.g. curly)
– eyes: colour
– age
– nationality.
Listen to some answers, reminding the class as
necessary of the meaning of any vocabulary
items and highlighting agreements.
1 Écoutez. Répondez aux questions.
Listening. Students listen to the recording, then
answer the six questions on it in English.
Before they begin, read together through the Tip
box on pre-listening strategies.
Audioscript
–
–
–
–
–
–
–
–
–
–
–
•14
Que fais-tu?
Je fais mes devoirs.
Tu veux que je t’aide?
Ah oui … tu sais qui c’est?
Bien sûr, c’est un joueur de football.
Quel est son nom?
Benzema – B-E-N-Z-E-M-A.
B … E … N … Z … E … M … A. Et son prénom?
Karim. K-A-R-I-M.
Karim … Quelle est sa nationalité?
Française.
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
Il est français?
Oui.
Quel est son lieu de naissance?
Il est né à Lyon.
Comment ça s’écrit?
L-Y-O-N.
L-Y-O-N?
Oui.
Quelle est la couleur de ses cheveux?
Ses cheveux sont … euh … bruns.
Quelle est la couleur de ses yeux?
Ses yeux sont bruns.
Que fait-il de son temps libre?
Il aime écouter de la musique rap.
Il aime écouter de la musique rap. C’est tout! J’ai fini.
Answers
1 Benzema 2 Karim 3 French
6 listening to rap music
4 Lyon
5 brown
Expo-langue: the alphabet/possessive
adjectives
Use the grammar boxes to review confusable
letters in French and the possessive adjectives son,
sa, ses.
R Give nouns in French as prompts. Students
respond using the correct form of the possessive
adjective, e.g. père – son père.
2 Lisez le texte et trouvez les mots
qui manquent.
Reading. Students read the gap-fill text about tennis
player Richard Gasquet and identify the words to
fill the gaps. The answers are supplied in random
order for support. There are two distractors.
27
1
Moi (OCR edition) 4 Les champions sportifs
With a good class, you could suggest that they
attempt the exercise first without looking at the
answer options.
2 Ses
1
Answers
Answers
1 jouer
8 avec
Cahier d’exercices, page 8
3 Son
4 sa
5 joué
6 des
7 a
Starter 2
1 Toulouse 2 football 3 défenseur
5 signé 6 janvier
2
Aim
Answers
To practise possessive adjectives.
Surname: Clichy
First name: Gaël
Date of birth: 26/7/85
Place of birth: Toulouse
Job + position: footballer – defender
Current club: Arsenal
1st selection for France: 31st Jan 2008
Give students three minutes to come up with six
phrases featuring the possessive adjectives son,
sa, ses + an appropriate noun. They should aim
for two examples of each possessive adjective.
Listen to some answers from students, then
ask students to translate them into English. If
it hasn’t already been covered in the answers,
write up amie and ask students what form of
the possessive adjective should be used with this
word.
3 Complétez chaque phrase en
anglais avec un mot de la case.
Reading. Students read the text in exercise 2 again.
They then read and complete the sentences
in English summarising it. The answers (plus
distractors) are supplied in random order for
support.
Before students do the activity, read together
through the Tip box on reading strategies.
Answers
1 four 2 father 3 sixteen 4 lost 5 injury
6 2007 7 football 8 friends
Plenary
Ask students to tell you which words are used
in French to say ‘his (book)’ ‘her (parents)’,
etc. Then prompt in English to practise the
possessive adjectives, e.g. ‘his exercise book’, ‘her
pencil’, ‘her dogs’, ‘his mother’, ‘her brothers’,
‘his brothers’.
28
3
Answers
Surname: Evra
First name: Patrice
Date of birth: 15/5/81
Place of birth: Dakar, Senegal
Job: footballer, defender
Club from 2002–2006: Monaco
Current club: Man Utd
1st selection for France: 18/8/04
4 jouer
Moi
5 La semaine dernière
(Student Book pages 18–19)
Main topics and
objectives
●
●
Saying what you have done
The perfect tense
Grammar
●
Perfect tense (je forms)
Key language
Lundi, je suis allé(e) …
au centre de loisirs
au gymnase
au terrain de sport
à la piscine
en ville
J’ai fait …
du karaté
du judo
du shopping
du théâtre
de la musculation
de la natation
de la danse
J’ai joué à l’ordinateur.
J’ai fait mes devoirs.
J’ai envoyé des textos à mes amis.
Je suis resté(e) à la maison.
C’était super/génial!
Bof, ce n’était pas mal.
C’était fatigant/ennuyeux.
C’était nul.
J’ai joué …
au basket
au volley
au foot
au badminton
J’ai écouté de la musique.
J’ai regardé la télé.
Resources
CD1, tracks 15–16
Cahier d’exercices, page 9
Grammaire, pages 192, 194
Write up the following leaving a gap for each of
the words in brackets. List the words in brackets
separately in random order. Ask students to
copy and complete the phrases, selecting the
appropriate word from those listed to fill each
gap.
je suis allé au centre de loisirs … Lundi, je suis allé au
terrain de sport … Vendredi, je suis resté à la maison …
Mardi, je suis allé à la piscine et dimanche, je suis allé
jouer au foot sur le terrain de sport.
– Et toi, Pascaline?
– La semaine dernière? Mercredi, où est-ce que je suis
allée? Ah oui, je suis allée au centre de loisirs avec mes
copains parce qu’on fait du théâtre. Lundi, je suis allée
à la piscine, et jeudi aussi, et puis mardi, je suis allée au
gymnase faire du karaté. Vendredi, je suis allée au centre
de loisirs et samedi, je suis allée en ville. Dimanche, je
suis restée à la maison. Voilà, c’est tout.
Le week-end dernier, …
Answers
Starter 1
Aim
To reintroduce the perfect tense. To practise
using past participles.
je suis (allé(e)) en ville
lundi mardi mercredi jeudi vendredi samedi dimanche
j’ai (regardé) la télé
Thierry
d
b
a
c
f
e
d
j’ai (joué) au foot
Pascaline b
c
a
b
a
e
f
j’ai (écouté) de la musique
je suis (resté(e)) à la maison
j’ai (envoyé) des textos
When checking answers, ask students to
translate each phrase. Make sure they are clear
that these all relate to events in the past.
1 Écoutez Thierry et Pascaline. Où
sont-ils allés? Quel jour? (1–2)
Listening. Students copy out the grid. They listen
to Thierry and Pascaline talking about where they
went each day last week and read the text at the
same time. They complete the grid with the letters
of the appropriate pictures (from a–f).
Audioscript
•15
– Thierry, qu’est-ce que tu as fait la semaine dernière?
– Qu’est-ce que j’ai fait la semaine dernière? Attends!
Samedi, je suis allé en ville avec ma copine … Jeudi soir,
je suis allé au gymnase avec mes copains … Mercredi,
2 À deux. Où êtes-vous allés? Posez et
répondez aux questions.
Speaking. In pairs: using the picture prompts
supplied, students take it in turns to ask and
answer questions on what they did on various days
last week. A model question is given for support.
Check that students know which structure to use in
their response (Lundi, je suis allé(e) …)
Expo-langue: perfect tense (je form)
Use this grammar box to cover je forms of the
perfect tense (with avoir and être) before students
do exercise 3. There is more information on pages
192 and 194 of the Student Book.
3 Qu’est-ce que vous avez fait? Copiez
et complétez l’agenda ci-dessous.
Writing. Using the picture prompts, students copy
and complete the diary entries for last week.
29
1
Moi 5 La semaine dernière
Starter 2
Aim
To practise forming the perfect tense.
4 – Qu’est-ce que tu as fait mercredi dernier?
– Moi, je suis allé au terrain de sport et j’ai joué au basket.
– C’était comment?
– C’était génial, nous avons gagné.
1 Lundi dernier, je suis
resté à la maison.
2 Hier soir, j’
ai mangé une
pizza.
5 – Qu’est-ce que tu as fait mercredi dernier?
– Je suis allée à la piscine avec mes potes et j’ai fait de la
natation.
– C’était comment?
– C’était nul.
– Pourquoi?
– Il y avait trop de monde.
3 Samedi après-midi, j’ai
joué au foot.
Answers
4 L’année dernière, je
suis allée en
France.
Où?
Write up the following, with the second column
in random order (in correct order here for
reference only).
Ask students to match the sentence beginnings
and endings. When checking answers, ask how
they worked each one out (reviewing how the
perfect tense is formed).
1
2
3
4 Lisez l’e-mail de Thierry. Puis
choisissez a, b ou c pour compléter
chaque phrase.
Reading. Students read Thierry’s e-mail and then
complete the six sentences by choosing the correct
ending from the three options given for each.
Ask students to identify all the examples of the
perfect tense in Thierry’s text and to translate
them.
R
Answers
1 a
2 b
3 b
4 b
5 b
6 a
5 Écoutez. Qu’est-ce qu’ils ont fait?
Copiez et remplissez la grille. (1–5)
Listening. Students copy out the grid. They listen to
the five conversations and note the details for each
person: where they went, what they did and their
opinion of it.
Audioscript
•16
1 – Qu’est-ce que tu as fait mercredi dernier?
– Mercredi dernier? … Euh … je suis allé au centre de
loisirs et j’ai fait un stage de théâtre.
– C’était comment?
– C’était super.
2 – Qu’est-ce que tu as fait mercredi dernier?
– Bon, mercredi dernier, je suis allée au gymnase et j’ai
joué au badminton.
– C’était comment?
– Bof, ce n’était pas mal.
3 – Qu’est-ce que tu as fait mercredi dernier?
– Moi … euh … je suis restée à la maison, j’ai fait mes
devoirs et j’ai joué à l’ordinateur.
– C’était comment?
– Ennuyeux!
30
4
5
Qu’est-ce qu’ils ont
fait?
au centre de Il a fait un stage de
loisirs
théâtre.
au gymnase Elle a joué au
badminton.
à la maison
Elle a fait ses devoirs
et a joué à l’ordinateur.
au terrain de Il a joué au basket.
sport
à la piscine
Elle a fait de la
natation.
C’était
comment?
✓✓
–
✗
✓
✗✗
6 Préparez une présentation. Où
êtes-vous allé(e) et qu’est-ce que vous
avez fait samedi dernier?
Speaking. Students prepare a presentation on where
they went and what they did last Saturday. They
can use either the pictures supplied as prompts or
their own details. Point out the note reminding
them to create a list of prompts to use when
speaking – in the form of symbols or key words.
Ask a few students to give their presentations to the
class. Invite constructive feedback.
Plenary
Play a simplified chain game round the class
to consolidate talking about activities in the
past. Each student repeats the last thing the
previous student said and then adds his/her own
expression. If he/she makes a mistake, can’t
remember what the previous student added or
can’t add an item, he/she is out. Start it off: Le
week-end dernier, j’ai fait de la natation, …
1
Moi 5 La semaine dernière
Cahier d’exercices, page 9
1
Answers
Samedi dernier, je suis allé au centre de loisirs avec mes
copains, Luc, Sarah et Vincent. Dimanche, je suis allé à la
piscine avec mon frère. C’était génial. Lundi, je suis resté
à la maison et j’ai écouté de la musique puis j’ai regardé
la télé. Mardi, je suis allé au restaurant et j’ai mangé une
pizza. C’était super!
2
Answers
a
b
c
d
e
f
J’ai mangé une pizza.
Je suis allé à la piscine.
J’ai regardé la télé.
J’ai écouté de la musique.
Je suis allé au centre de loisirs.
Je suis allé au restaurant.
3
Answers
Students’ own answers
31
Moi
6 Mes loisirs
(Student Book pages 20–21)
Main topics and
objectives
●
●
Talking about what you have
done and are going to do
J’ai fait and je vais faire
Grammar
●
Talking about the past
(j’ai fait …)
Talking about the future
(je vais faire …)
du vélo
J’ai joué …
au squash
J’ai acheté/écouté/regardé
Je suis allé(e) …
à la pêche
Language for other activities
from Unit 5
Key language
C’était comment?
C’était …
très bien/génial
bof
fatigant/ennuyeux/nul
J’ai fait …
du cheval
Je vais …
prendre une douche
●
Aim
To review the perfect tense forms of key verbs.
Write up: de la danse – faire
Ask a student to give you a sentence using these
words and the perfect tense: j’ai fait de la danse.
Then get students working in pairs to write
similar sentences for the following prompts.
Alternatively, you could do this orally as a class,
with students spelling out the past participles
when they answer.
au foot – jouer
la télé – regarder
de la musique – écouter
du shopping – faire
des textos – envoyer
à la piscine – aller
1 Écoutez et décidez. Qui parle?
C’était comment? (1–8)
Listening. Students listen to the eight conversations.
They use the pictures and name labels to identify
who is speaking in each conversation and note the
opinions expressed (from a–f).
•17
1 – Qu’est-ce que tu as fait?
– Je suis allée au gymnase et j’ai fait du karaté.
– C’était comment?
– C’était fatigant.
2 – Qu’est-ce que tu as fait?
– Moi? J’ai joué au squash contre mon père.
– Ça s’est bien passé?
– Bof, il a gagné.
3 – Qu’est-ce que tu as fait?
– Je suis allée en ville et j’ai fait du shopping.
– Qu’est-ce que tu as acheté?
32
Resources
CD1, tracks 17–18
Cahier d’exercices, pages 10–11
Grammaire, pages 188, 192, 194
– Un pull, un pantalon et des chaussures.
– C’était comment, le shopping?
– Très bien.
Starter 1
Audioscript
dîner
laver mon vélo
faire mes devoirs
me sécher les cheveux
boire quelque chose
donner à manger au cheval
jouer à l’ordinateur
mettre le nouveau pull
envoyer un texto
faire cuire le poisson
regarder la télé
4 – Qu’est-ce que tu as fait?
– Je suis allé à la pêche.
– Et c’était comment?
– Bof, j’ai seulement attrapé un poisson.
5 – Qu’est-ce que tu as fait?
– J’ai joué au football.
– C’était comment?
– Génial. Nous avons gagné!
6 – Et toi? Qu’est-ce que tu as fait?
– Je suis allée à la piscine et j’ai nagé.
– C’était comment?
– Ennuyeux, c’était un entraînement, j’ai nagé pendant
une heure … ouf!
7 – Qu’est-ce que tu as fait?
– J’ai fait de l’équitation.
– C’était comment?
– Bof, je préfère regarder la télé!
8 – Et toi? Qu’est-ce que tu as fait?
– J’ai fait du vélo.
– C’était comment?
– Génial! Faire du vélo, c’est ma passion!
Answers
1 Amélie, c 2 Lucas, b 3 Sophie, a 4 Serge, b
5 Arthur, f 6 Delphine, d 7 Chloé, b 8 Yannick, f
2 Qui écrit? Trouvez le bon prénom
de l’exercice 1.
Reading. Students read the six text messages and work
out from the pictures in exercise 1 who sent each one.
Answers
1 Amélie 2 Lucas
6 Delphine
3 Chloé
4 Yannick 5 Serge
1
Moi 6 Mes loisirs
Expo-langue: the perfect tense (je forms)
Use the grammar box on p. 21 to remind students
of the perfect tense forms they need to use in
exercise 3.
3 À deux. Qu’avez-vous fait?
Speaking. In pairs: students use the picture prompts
to say what they did.
4 Lisez la grille et faites huit phrases.
Writing. Students write eight sentences using some
of the perfect tense forms covered in Units 5 and 6.
A language grid is provided for support.
Before they begin, explain, if you haven’t done so
already, the difference between je suis allé/resté
and je suis allée/resteé.
Starter 2
Aim
To introduce the near future tense. To revise
some key present tense forms.
Write up the following grid and ask students to
copy and complete it. They can work in pairs for
support.
aujourd’hui
je regarde
je joue
demain
je vais regarder
je vais faire
je mange
je vais écouter
je vais
je vais mettre
je prends
je vais boire
When checking answers, ask students when
they would use the verbs in the first column (the
present) and those in the second column (the
future). Can they explain how the near future is
formed?
Expo-langue: the near future tense (je form)
Use the grammar box to summarise how the je
form of the near future tense is formed.
5 Lisez et trouvez les deux bonnes
images pour chaque personne.
Reading. Students read the six messages and find
the two pictures that correspond to each.
+ Put the class into two teams. Ask them to read
through the texts again. One team will identify all
the examples of verbs talking about the past; the
other will identify verbs talking about the future.
See the note on p. 49 on setting teams for Starter and
Plenary activities.
Answers
1 e, g 2 d, h 3 b, l 4 f, i 5 a, j 6 k, c
6 Qui parle? Écoutez et mettez les
prénoms de l’exercice 5 dans le bon
ordre. (1–6)
Listening. Students listen to the recording and,
using the information given in the texts in exercise
5, identify each speaker.
Audioscript
•18
1 – Qu’est-ce que tu vas faire maintenant?
– Ben, c’est évident, je vais laver mon vélo. Il est couvert
de boue, il faut le laver tout de suite … et puis je vais
faire mes devoirs.
2 – Qu’est-ce que tu vas faire maintenant?
– Ben, j’ai faim, je vais faire cuire mon poisson. As-tu déjà
mangé un poisson frais comme ça? C’est délicieux … et
puis je vais regarder la télé.
3 – Qu’est-ce que tu vas faire maintenant?
– Bon, je vais mettre mon nouveau pantalon et mon
nouveau pull. Fais voir! Mmm … et puis je vais envoyer
un texto à mon copain.
4 – Qu’est-ce que tu vas faire maintenant?
– Ben, je vais m’occuper du cheval, je vais le brosser et
puis je vais lui donner à manger.
– Qu’est-ce que tu lui donnes?
– Une carotte et du foin … Et puis je vais jouer à
l’ordinateur.
5 – Qu’est-ce que tu vas faire maintenant?
– Je vais me sécher les cheveux, ils sont tout trempés.
– Et puis?
– Je vais boire quelque chose.
6 – Qu’est-ce que tu vas faire maintenant?
– Je vais prendre une douche – j’ai joué au squash et j’ai
chaud – et puis je vais dîner.
Answers
1 Yassim 2 Thomas
5 Cathy 6 Théo
3 Élodie 4 Gwenaëlle
7 Écrivez des textos à vos copains/
copines.
Writing. Students write two or three text messages
to friends, along the lines of the messages in
exercise 5. The key structures are supplied for
support.
33
1
Moi 6 Mes loisirs
You might want to emphasise that maintenant
in this context means ‘now’ in the sense of ‘next’
rather than ‘at this moment’.
Cahier d’exercices, Grammaire,
page 11
1
Plenary
Write up Je joue au foot. Ask students to tell
you how to say ‘I played football’ and ‘I am going
to play football’ and to summarise how each
tense is formed.
Then give a range of prompts in French, either
orally or written up, for students to respond to
using Samedi dernier, … and the perfect tense
and then Demain, … and the near future tense.
je vais à la piscine
je fais du théâtre
j’achète un DVD
j’écoute de la musique
Cahier d’exercices, page 10
1
Lundi, je suis allé à la piscine. C’était bien!
Puis, j’ai fait du vélo.
Mardi, j’ai joué au badminton.
Puis, j’ai joué au volley. C’etait difficile!
Et enfin, j’ai fait du cheval. C’était fatigant!
2
Answers
1
2
3
4
5
6
A Je me présente. Je m’appelle Thomas et j’ai seize ans.
J’habite à Lyon en France. J’ai un frère qui s’appelle Luc.
Je suis assez grand et j’ai les yeux bleus. J’aime faire du
sport. D’habitude, je joue au football et au squash.
B Samedi dernier, je suis allé à la piscine avec mon frère.
Après, j’ai joué au basket puis je suis allé au parc et j’ai
fait du vélo.
Dimanche, je suis resté à la maison. J’ ai regardé la télé
et j’ai écouté de la musique.
C Demain, je vais jouer au tennis avec mon copain,
Vincent. Puis, je vais écouter de la musique. Après, je
vais faire mes devoirs.
Samedi, je vais aller en ville avec ma sœur. Je vais
acheter un nouveau jean et je vais manger une pizza au
café. Le soir, je vais regarder un film à la télévision.
2
Answers
Answers
1
2
3
4
5
Answers
Je vais écouter de la musique.
Je vais regarder la télé.
Je vais jouer à l’ordinateur.
Je vais envoyer un texto.
Je vais manger une pizza.
Je vais boire un coca.
3
Answers
Example
Je vais faire de la danse.
Je vais jouer au badminton.
Je vais faire du cheval.
Je vais jouer au volley.
Je vais aller à la piscine.
34
A present
B past C future
3
Answers
1 Je suis assez grand.
2 J’ai regardé la télé.
3 Je vais manger une pizza.
Moi
(AQA edition) Contrôle oral: Family,
friends and free time (Student Book pages 22–23)
Topics revised
●
●
●
Talking about relationships with family and
friends
Talking about leisure activities you usually do/
have done
Overview
Read through the yellow box and outline for
students how this section works. They will
hear a Speaking controlled assessment model
conversation in three parts and do exercises
focused on the language used in it. These
exercises, along with the advice/activities on
how to improve speaking performance in the
Grade Studio, will help them prepare to take part
in a conversation of their own on the topic.
Talking about leisure activities you plan to do
Resources
CD5, tracks 2–5
2 Listen again and make notes in
English of the key points of Dan’s
answers. Now make notes about
your own family. If you don’t have
a brother or sister, your teacher will
probably ask you about who else you
get on with or don’t get on with.
Students listen to the conversation again. They
make notes in English on Dan’s answers.
Audioscript
1 You will hear the first part of a
model conversation. Dan is talking
about his family. First, work out who
he is talking about: his brother or his
sister? Then listen and check.
Explain to students that they will hear a sample of
the kind of conversation they are expected to have
in the Speaking controlled assessment. First, they
will do a preparatory exercise: they need to work
out who Dan is talking about in the phrases in A
and B. Students then listen to check their answers.
Audioscript
•2
– Parle-moi un peu de ta famille.
– Ben, mes parents sont séparés et j’habite chez ma mère.
J’ai un frère et une sœur. Ma sœur s’appelle Julie et elle
a dix-huit ans. Elle est grande, elle a les yeux bleus et les
cheveux longs et blonds. Mon frère s’appelle Jack. Il a
neuf ans. Il est sportif. Il a les cheveux courts et frisés, il
est bizarre!
– Tu t’entends bien avec eux?
– Je m’entends bien avec ma mère, mais je ne m’entends
pas bien avec mon père. Je m’entends bien avec ma
sœur parce qu’elle aime la même musique que moi. En
revanche, je ne m’entends pas bien avec mon petit frère.
Il est énervant. On se dispute toujours. Il vient toujours
dans ma chambre et il me pose des questions stupides.
Answers
A his sister/sa sœur B his brother/son frère
•3
As for Exercise 1.
Answers
His parents are separated. He lives with his mum. He has
an 18-year-old sister called Julie, who is tall with blue eyes
and long, blond hair, and a nine-year-old brother called
Jack, who is sporty and strange, with short, curly hair.
He gets on well with his mother and sister, but he doesn’t
get on well with his father or brother. His sister likes the
same music as him, but he’s always arguing with his
brother, who keeps coming into his bedroom and asking
stupid questions.
3 Listen to the second part of Dan’s
conversation and fill in the gaps.
Students now listen to the second part of Dan’s
conversation and complete the gap-fill version of
the transcript. The answers are supplied in random
order for support.
With a good class you could ask pupils to read the
text and try to work out the answers first, then use
the recording to check.
Audioscript
•4
– Tu as un meilleur copain?
– Oui, il s’appelle Dominic. Il est petit et il a les cheveux
courts et frisés. On aime les mêmes choses. On fait nos
devoirs ensemble, puis on regarde un DVD ou on joue à
l’ordinateur. On s’amuse bien.
– Qu’est-ce que tu aimes faire de ton temps libre?
– J’aime faire du sport. Je joue au basket et je fais du VTT.
J’aime aussi jouer à l’ordinateur. Je vais chez mon copain
Dominic parce qu’il a une Wii et on joue ensemble. Nous
jouons aussi au foot et en été, nous jouons au tennis.
35
1
Moi (AQA edition) Contrôle oral: Family, friends and free time
Answers
Also shown in bold in the audioscript.
1 les 2 frisés 3 fait 4 s’amuse 5 faire 6 au
7 du 8 à 9 parce qu’ 10 jouons
4 Now listen to the final part of
Dan’s conversation and answer the
questions.
Students listen to the third and final part of Dan’s
conversation and answer the questions on it. These
questions focus on linguistic detail. You may need
to play the recording more than once.
Audioscript
•5
– Qu’est-ce que tu as fait hier soir?
– Hier soir? D’abord, j’ai fait mes devoirs et puis je suis allé
chez Dominic et on a joué à la Wii. Ensuite, je suis rentré,
j’ai dîné et j’ai regardé un DVD avant de me coucher.
– Qu’est-ce que tu vas faire ce week-end?
– Ce week-end? Samedi, je vais retrouver mes copains au
terrain de sport et on va jouer au basket. Dimanche, je
vais jouer au foot.
– Quel est ton passe-temps préféré?
– Je me passionne pour le foot. Je m’entraîne deux fois par
semaine et je joue un match le dimanche.
– Merci.
– Merci et au revoir.
Answers
1 as fait, hier soir 2 d’abord 3 je suis allé (chez
Dominic) 4 on a joué 5 va faire ce week-end
6 retrouver (je vais retrouver), jouer (je vais jouer, on va
jouer) 7 Quel est ton passe-temps préféré? – What’s
your favourite hobby?
The Grade Studio support for speaking activities is
differentiated, allowing students to identify and work
towards their target level: the basics (bronze panel),
features expected at Grade C (silver panel), ways to
increase your marks (gold panel). Encourage students
to adopt the techniques in these sections in all extended
speaking activities.
Read through and discuss the Grade Studio section
together. Also draw students’ attention to the Épate
l’examinateur! feature: this highlights language that
students can include to particularly impress the examiner.
36
5 Now it’s your turn! Prepare your
answers to the task opposite, then
have a conversation with your
teacher or partner.
Students participate in a conversation on their
own family, friends and leisure activities in the
style of a controlled assessment task. They should
use all the support supplied, here and elsewhere
on the spread:
●
●
●
●
the English questions in the yellow box on p. 22
their answers to Exercises 1–4
Dan’s responses, adapted to talk about
themselves
the Grade Studio advice on the language to
include.
They should also try to predict what the
unprepared question from you/their partner
might be.
Each student takes part in a conversation as
the person answering the questions. If they are
working with a partner, they will take turns asking
and answering.
If possible, record the conversations (or have the
students record themselves). They can then swap
recordings with a partner, listen to each other’s
version and offer comments on how it might be
improved. A simple marking system is suggested
(one, two or three stars for the listed categories).
Students should then identify two or three areas
which they would like to improve next time they
do an extended speaking task.
Moi
(OCR edition) Contrôle oral: Family,
friends and free time (Student Book pages 22–23)
Topics revised
●
●
●
Talking about relationships with family and
friends
Talking about leisure activities you usually do/
have done
Overview
Read through the yellow box and outline for
students how this section works. They will
hear a Speaking controlled assessment model
discussion in three parts and do exercises
focused on the language used in it. These
exercises, along with the advice/activities on
how to improve speaking performance in the
Grade Studio, will help them prepare to take part
in a discussion of their own on the topic.
Talking about leisure activities you plan to do
Resources
CD5, tracks 2–5
2 Listen again and make notes in
English of the key points of Dan’s
answers. Now make notes about
your own family. If you don’t have
a brother or sister, your teacher will
probably ask you about who else you
get on with or don’t get on with.
Students listen to the conversation again. They
make notes in English on Dan’s answers.
Audioscript
1 You will hear a model discussion.
Dan is talking about his family. First,
work out who he is talking about: his
brother or his sister? Then listen and
check.
Explain to students that they will hear a sample of
the kind of discussion they are expected to have in
the Speaking controlled assessment. First, they will
do a preparatory exercise: they need to work out
who Dan is talking about in the phrases in A and B.
Students then listen to check their answers.
Audioscript
•2
– Parle-moi un peu de ta famille.
– Ben, mes parents sont séparés et j’habite chez ma mère.
J’ai un frère et une sœur. Ma sœur s’appelle Julie et elle
a dix-huit ans. Elle est grande, elle a les yeux bleus et les
cheveux longs et blonds. Mon frère s’appelle Jack. Il a
neuf ans. Il est sportif. Il a les cheveux courts et frisés, il
est bizarre!
– Tu t’entends bien avec eux?
– Je m’entends bien avec ma mère, mais je ne m’entends
pas bien avec mon père. Je m’entends bien avec ma
sœur parce qu’elle aime la même musique que moi. En
revanche, je ne m’entends pas bien avec mon petit frère.
Il est énervant. On se dispute toujours. Il vient toujours
dans ma chambre et il me pose des questions stupides.
Answers
A his sister/sa sœur B his brother/son frère
•2
As for Exercise 1.
Answers
His parents are separated. He lives with his mum. He has
an 18-year-old sister called Julie, who is tall with blue eyes
and long, blond hair, and a nine-year-old brother called
Jack, who is sporty and strange, with short, curly hair.
He gets on well with his mother and sister, but he doesn’t
get on well with his father or brother. His sister likes the
same music as him, but he’s always arguing with his
brother, who keeps coming into his bedroom and asking
stupid questions.
3 Listen to the second part of Dan’s
conversation and fill in the gaps.
Students now listen to the second part of Dan’s
conversation and complete the gap-fill version of
the transcript. The answers are supplied in random
order for support.
With a good class you could ask pupils to read the
text and try to work out the answers first, then use
the recording to check.
Audioscript
•3
– Tu as un meilleur copain?
– Oui, il s’appelle Dominic. Il est petit et il a les cheveux
courts et frisés. On aime les mêmes choses. On fait nos
devoirs ensemble, puis on regarde un DVD ou on joue à
l’ordinateur. On s’amuse bien.
– Qu’est-ce que tu aimes faire de ton temps libre?
– J’aime faire du sport. Je joue au basket et je fais du VTT.
J’aime aussi jouer à l’ordinateur. Je vais chez mon copain
Dominic parce qu’il a une Wii et on joue ensemble. Nous
jouons aussi au foot et en été, nous jouons au tennis.
37
1
Moi (OCR edition) Contrôle oral: Family, friends and free time
Answers
Also shown in bold in the audioscript.
1 les 2 frisés 3 fait 4 s’amuse 5 faire 6 au
7 du 8 à 9 parce qu’ 10 jouons
4 Now listen to the final part of Dan’s
discussion and answer the questions.
Students listen to the third and final part of Dan’s
discussion and answer the questions on it. These
questions focus on linguistic detail. You may need
to play the recording more than once.
Audioscript
•4
– Qu’est-ce que tu as fait hier soir?
– Hier soir? D’abord, j’ai fait mes devoirs et puis je suis allé
chez Dominic et on a joué à la Wii. Ensuite, je suis rentré,
j’ai dîné et j’ai regardé un DVD avant de me coucher.
– Qu’est-ce que tu vas faire ce week-end?
– Ce week-end? Samedi, je vais retrouver mes copains au
terrain de sport et on va jouer au basket. Dimanche, je
vais jouer au foot.
– Quel est ton passe-temps préféré?
– Je me passionne pour le foot. Je m’entraîne deux fois par
semaine et je joue un match le dimanche.
– Merci.
– Merci et au revoir.
Answers
1 as fait, hier soir 2 d’abord 3 je suis allé (chez
Dominic) 4 on a joué 5 va faire ce week-end
6 retrouver (je vais retrouver), jouer (je vais jouer, on va
jouer) 7 Quel est ton passe-temps préféré? – What’s
your favourite hobby?
The Grade Studio support for speaking activities is
differentiated, allowing students to identify and work
towards their target level: the basics (bronze panel),
features expected at Grade C (silver panel), ways to
increase your marks (gold panel). Encourage students
to adopt the techniques in these sections in all extended
speaking activities.
Read through and discuss the Grade Studio section
together. Also draw students’ attention to the Épate
l’examinateur! feature: this highlights language that
students can include to particularly impress the examiner.
38
5 Now it’s your turn! Prepare your
answers to the task opposite, then
have a discussion with your teacher
or partner.
Students participate in a discussion on their own
family, friends and leisure activities in the style of
a controlled assessment task. They should use all
the support supplied, here and elsewhere on the
spread:
●
●
●
●
the English questions in the yellow box on p. 22
their answers to Exercises 1–4
Dan’s responses, adapted to talk about
themselves
the Grade Studio advice on the language to
include.
They should also try to predict what the
unprepared question from you/their partner
might be.
Each student takes part in a discussion as the
person answering the questions. If they are
working with a partner, they will take turns asking
and answering.
If possible, record the discussions (or have the
students record themselves). They can then swap
recordings with a partner, listen to each other’s
version and offer comments on how it might be
improved. A simple marking system is suggested
(one, two or three stars for the listed categories).
Students should then identify two or three areas
which they would like to improve next time they
do an extended speaking task.
Moi
(AQA edition) Contrôle écrit: Your
favourite hobby (Student Book pages 24–25)
Topics revised
●
Writing about a favourite leisure activity
1 Read the text.
Students read Benoît’s text about his favourite
hobby, squash.
2 Find the French equivalent of these
phrases in the text and copy them
out.
5 You might be asked to write about
what you do in your spare time as a
controlled assessment task. Use the
Grade Studio to help you prepare.
Students read through the language support
material supplied in preparation for doing their
own extended writing task in Exercise 6.
Students find the French versions of the eight
English phrases in Benoît’s text.
Answers
1
2
3
4
5
6
7
8
J’aime le sport.
D’abord, j’ai joué contre mon père.
On joue deux ou trois fois par semaine.
Je vais au gymnase.
Il faut être en forme.
La semaine prochaine, je vais jouer …
J’aime gagner.
On se retrouve au bar.
3 Which tenses are used in each
phrase in Exercise 2? For each phrase
write ‘present’, ‘perfect’ or ‘near
future’.
Students read through their answers to Exercise 2
and identify the tense used in each phrase.
Answers
1 present 2 perfect 3 present 4 present
5 present 6 near future 7 present 8 present
4 Find the four correct statements.
Students read the text again and then read the
eight statements about it. They identify which four
of the statements are correct.
The Grade Studio section gives students the support
they need to structure and improve their writing. The
support is differentiated, allowing students to identify
and work towards their target level: the basics (bronze
panel), features expected at Grade C (silver panel), ways
to increase your marks (gold panel). Encourage students
to adopt the kind of approach taken in this section in all
extended writing activities.
Also draw students’ attention to the Épate l’examinateur!
feature: this highlights a structure that students can
include to particularly impress the examiner.
6 Now write about what you do in
your spare time.
Students write their own text on their favourite
leisure activity in the style of a controlled
assessment task. As well as the Grade Studio
guidelines on the language to include, they should
use all the support supplied here:
●
●
●
the advice on sourcing ideas and language
the sample structure for the text
the list of features to check in their finished text.
Students may find it helpful if you can create
model answers together for this first module.
NB This task is in the form of an exercise from the
AQA Reading exam.
Answers
1, 4, 5, 7
39
Moi
(OCR edition) Contrôle écrit: Your
favourite hobby (Student Book pages 24–25)
Topics revised
●
Writing about a favourite leisure activity
1 Read the text.
Students read Benoît’s text about his favourite
hobby, squash.
2 Find the French equivalent of these
phrases in the text and copy them
out.
5 You might be asked to write about
your main hobby as a controlled
assessment task. Use the Grade Studio
to help you prepare.
Students read through the language support
material supplied in preparation for doing their
own extended writing task in Exercise 6.
Students find the French versions of the ten
English phrases in Benoît’s text.
Answers
1
2
3
4
5
6
7
8
J’aime le sport.
D’abord, j’ai joué contre mon père.
On joue deux ou trois fois par semaine.
Je vais au gymnase.
Il faut être en forme.
La semaine prochaine, je vais jouer …
J’aime gagner.
On se retrouve au bar.
3 Which tenses are used in each
phrase in Exercise 2? For each phrase
write ‘present’, ‘perfect’ or ‘near
future’.
Students read through their answers to Exercise 2
and identify the tense used in each phrase.
Answers
1 present 2 perfect 3 present 4 present
5 present 6 near future 7 present 8 present
The Grade Studio section gives students the support
they need to structure and improve their writing. The
support is differentiated, allowing students to identify
and work towards their target level: the basics (bronze
panel), features expected at Grade C (silver panel), ways
to increase your marks (gold panel). Encourage students
to adopt the kind of approach taken in this section in all
extended writing activities.
Also draw students’ attention to the Épate l’examinateur!
feature: this highlights a structure that students can
include to particularly impress the examiner.
6 Now write about what you do in
your spare time.
Students write their own text on their favourite
leisure activity in the style of a controlled
assessment task. As well as the Grade Studio
guidelines on the language to include, they should
use all the support supplied here:
the advice on sourcing ideas and language
the sample structure for the text
the list of features to check in their finished text.
4 Answer the questions briefly in
English.
●
●
●
Students read the text again and answer the
comprehension questions on it in English.
Students may find it helpful if you can create
model answers together for this first module.
NB This task is in the form of an exercise from the
OCR Reading exam.
Answers
1 three years 2 his father 3 goes to the gym/does
weight training 4 Wednesday/Sunday
5 concentrate 6 he won 7 Any one of: likes being
active/likes winning/likes meeting other members of the
club 8 the bar
40
Moi
À toi
(Student Book pages 168–169)
●
Self-access reading and writing at two levels
A Reinforcement
B Extension
1 Copiez et remplissez le formulaire
pour Amélie.
1 Que font-ils? Lisez les définitions et
trouvez le bon emploi.
Reading. Students read the text and copy out and
complete a form in English for Amélie.
Reading. Students match each definition to the
correct job.
Answers
Surname:
First name:
Age:
Birthday:
Family:
Parents’ jobs:
Pets:
Likes:
Dislikes:
Answers
Bornand
Amélie
15
13 March
older brother
mother – teacher; father – builder
none
music, dancing
swimming, tennis, football
2 Copiez et remplissez le formulaire
pour vous en français et écrivez un
paragraphe comme le paragraphe cidessus.
Writing. Students copy out the form and complete it
with their own details in French. They then write a
paragraph along the lines of Amélie’s.
1 journaliste 2 maître-nageur 3 médecin 4 maçon
5 agriculteur 6 jardinier
2 Lisez le texte, puis copiez et
remplissez la grille.
Reading. Students read the text and then copy and
complete the grid with details of the activities done
(using pictures a–i)
Answers
matin
après-midi
soir
mercredi
dernier
e
b
h
ce mercredi mercredi
prochain
c
d
a
g
f
i
3 Écrivez un paragraphe.
Writing. Using the text in Exercise 2 as a model,
students write a paragraph on what they did last
Saturday, what they are doing this Saturday and
what they are going to do next Saturday. Sentence
openings are supplied for support.
41