BOOK
Studio Edexcel GCSE French Foundation Student Book
Clive Bell | Anneli Mclachlan | Gill Ramage
(2017)
Additional Information
Book Details
Abstract
Expertly structured Student Book for Edexcel GCSE (9-1) French (foundation tier). Designed to help learners use language independently and to the best of their ability, with fresh and engaging content from the target language culture.
- Suitable for the new Edexcel GCSE (9-1) French qualification (foundation tier).
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A carefully designed programme of learning teaches the ‘building blocks’ of French grammar and vocabulary.
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Includes popular topics, authentic material and real life-contexts; all with links to the French culture.
- Each unit and module is structured to allow gradual progression.
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Exam preparation units are included for Reading, Writing, Speaking and Listening.
- Revision forms the final module.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Table des matières | 3 | ||
| Module 1: Qui suis-je? Theme: Identity and culture | 6 | ||
| Point de départ 1: Revising family and describing people | 6 | ||
| Point de départ 2: Revising places in town, activities and times | 8 | ||
| Unité 1: A comme amitié | 10 | ||
| Talking about friends and what makes a good friend | 10 | ||
| Using regular -er verbs in the present tense | 10 | ||
| Unité 2: C’est de famille! | 12 | ||
| Talking about family relationships | 12 | ||
| Using reflexive verbs in the present tense | 12 | ||
| Unité 3: On va voir un spectacle? | 14 | ||
| Making arrangements to go out | 14 | ||
| Using the near future tense | 14 | ||
| Unité 4: Une sortie | 16 | ||
| Describing a day out | 16 | ||
| Using the perfect tense | 16 | ||
| Unité 5: La personne que j’admire | 18 | ||
| Discussing role models | 18 | ||
| Using the present and perfect tenses together | 18 | ||
| Contrôle de lecture et d’écoute | 20 | ||
| Contrôle oral | 22 | ||
| Contrôle écrit | 24 | ||
| Vocabulaire | 26 | ||
| Module 2: Le temps des loisirs Theme: Identity and culture | 28 | ||
| Point de départ 1: Revising leisure activities | 28 | ||
| Point de départ 2: Revising films and going to the cinema | 30 | ||
| Unité 1: Tu es plutôt foot, tennis ou basket? | 32 | ||
| Talking about sport | 32 | ||
| Using depuis + the present tense | 32 | ||
| Unité 2: Ma vie d’internaute | 34 | ||
| Talking about using technology | 34 | ||
| Using irregular verbs in the present tense | 34 | ||
| Unité 3: Lecture et musique! | 36 | ||
| Discussing reading habits and music | 36 | ||
| Using negatives | 36 | ||
| Unité 4: Mes émissions préférées | 38 | ||
| Talking about television programmes | 38 | ||
| Using the comparative | 38 | ||
| Unité 5: Une soirée entre amis | 40 | ||
| Talking about a night out with friends | 40 | ||
| More on the perfect tense | 40 | ||
| Contrôle de lecture et d’écoute | 42 | ||
| Contrôle oral | 44 | ||
| Contrôle écrit | 46 | ||
| Vocabulaire | 48 | ||
| Module 3: Jours ordinaires, jours de fête Theme: Identity and culture | 50 | ||
| Point de départ 1: Talking about food and meals | 50 | ||
| Point de départ 2: Discussing clothes and what to wear | 52 | ||
| Unité 1: C’est bientôt dimanche? | 54 | ||
| Describing your daily life | 54 | ||
| Using devoir and pouvoir | 54 | ||
| Unité 2: Vous faites quelle taille? | 56 | ||
| Shopping for clothes | 56 | ||
| Using quel(s)/quelle(s) and ce/cet/cette/ces | 56 | ||
| Unité 3: C’est la fête! | 58 | ||
| Describing festivals and traditions | 58 | ||
| Asking questions using est-ce que …? and qu’est-ce que …? | 58 | ||
| Unité 4: Qu’est-ce qu’on va manger? | 60 | ||
| Talking about shopping for a special meal | 60 | ||
| Using the present and near future tenses | 60 | ||
| Unité 5: Félicitations! | 62 | ||
| Describing family celebrations | 62 | ||
| Using past, present and future tenses | 62 | ||
| Contrôle de lecture et d’écoute | 64 | ||
| Contrôle oral | 66 | ||
| Contrôle écrit | 68 | ||
| Vocabulaire | 70 | ||
| Module 4: De la ville à la campagne Theme: Local area, holiday and travel | 72 | ||
| Point de départ 1: Talking about where you live and what you can do there | 72 | ||
| Point de départ 2: Revising places in a town and asking the way | 74 | ||
| Unité 1: Ma région est top! | 76 | ||
| Describing a region | 76 | ||
| Using the superlative | 76 | ||
| Unité 2: C’est pour un renseignement | 78 | ||
| Finding out tourist information | 78 | ||
| Asking questions | 78 | ||
| Unité 3: S’il fait beau | 80 | ||
| Discussing plans and the weather | 80 | ||
| Using si clauses | 80 | ||
| Unité 4: Ville de rêve ou ville de cauchemar? | 82 | ||
| Talking about your town, village or neighbourhood | 82 | ||
| Using negatives | 82 | ||
| Contrôle de lecture et d’écoute | 84 | ||
| Contrôle oral | 86 | ||
| Contrôle écrit | 88 | ||
| Vocabulaire | 90 | ||
| Module 5: Le grand large … Theme: Local area, holiday and travel | 92 | ||
| Point de depart: Talking about what you normally do on holiday | 92 | ||
| Unité 1: Les hôtels, mode d’emploi | 94 | ||
| Dealing with a hotel stay | 94 | ||
| Using the nous form of the verb and notre/nos (‘our’) | 94 | ||
| Unité 2: En route! | 96 | ||
| Talking about travelling | 96 | ||
| More practice of the comparative | 96 | ||
| Unité 3: Mes vacances | 98 | ||
| Saying what you do and did on holiday | 98 | ||
| Using the present and perfect tenses | 98 | ||
| Unité 4: Bon appétit! | 100 | ||
| Ordering in a restaurant | 100 | ||
| Using expressions with avoir | 100 | ||
| Unité 5: C’était catastrophique! | 102 | ||
| Talking about holiday disasters | 102 | ||
| Using three time frames | 102 | ||
| Contrôle de lecture et d’écoute | 104 | ||
| Contrôle oral | 106 | ||
| Contrôle écrit | 108 | ||
| Vocabulaire | 110 | ||
| Module 6: Au collège Theme: School | 112 | ||
| Point de départ Revising school subjects and talking about your timetable | 112 | ||
| Unité 1: Au bahut | 114 | ||
| Giving opinions on school subjects and facilities | 114 | ||
| Understanding direct object pronouns | 114 | ||
| Unité 2: L’école chez nous, l’école chez vous | 116 | ||
| Talking about your school and school in France | 116 | ||
| Using the ils form of the verb | 116 | ||
| Unité 3: Liberté, égalité, fraternité? | 118 | ||
| Discussing rules and regulations | 118 | ||
| Using il faut and il est interdit de | 118 | ||
| Unité 4: La vie extra-scolaire | 120 | ||
| Talking about school activities | 120 | ||
| Recognising and using the imperfect tense | 120 | ||
| Unité 5: Je suis fier/fière de moi! | 122 | ||
| Talking about successes at school | 122 | ||
| Using past, present and future time frames | 122 | ||
| Contrôle de lecture et d’écoute | 124 | ||
| Contrôle oral | 126 | ||
| Contrôle écrit | 128 | ||
| Vocabulaire | 130 | ||
| Module 7: Bon travail! Theme: Future aspirations, study and work | 132 | ||
| Point de depart: Talking about jobs | 132 | ||
| Unité 1: Qu’est-ce que tu voudrais faire? | 134 | ||
| Discussing work preferences | 134 | ||
| Using the conditional | 134 | ||
| Unité 2: Mon avenir | 136 | ||
| Talking about plans, hopes and wishes | 136 | ||
| Understanding the simple future tense (‘will’ or ‘shall’) | 136 | ||
| Unité 3: Les langues sont un atout! | 138 | ||
| Discussing the importance of languages | 138 | ||
| Using adverbs | 138 | ||
| Unité 4: Mon petit boulot | 140 | ||
| Talking about how you earn money | 140 | ||
| Using the present, perfect and conditional | 140 | ||
| Unité 5: C’était une bonne expérience? | 142 | ||
| Discussing work experience | 142 | ||
| Using the perfect and imperfect tenses | 142 | ||
| Contrôle de lecture et d’écoute | 144 | ||
| Contrôle oral | 146 | ||
| Contrôle écrit | 148 | ||
| Vocabulaire | 150 | ||
| Module 8: Un œil sur le monde Theme: International and global dimension | 152 | ||
| Point de depart: Talking about what makes you tick and what concerns you | 152 | ||
| Unité 1: Notre planète | 154 | ||
| Discussing the weather and natural disasters | 154 | ||
| More on the simple future tense | 154 | ||
| Unité 2: Protéger l’environnement | 156 | ||
| Talking about protecting the environment | 156 | ||
| Using on doit and on peut + the infinitive | 156 | ||
| Unité 3: D’où vient ton tee-shirt? | 158 | ||
| Discussing ethical shopping | 158 | ||
| Understanding the passive | 158 | ||
| Unité 4: Je suis solidaire | 160 | ||
| Talking about volunteering | 160 | ||
| Using emphatic pronouns | 160 | ||
| Unité 5: Les grands événements | 162 | ||
| Discussing big events | 162 | ||
| Using three time frames | 162 | ||
| Contrôle de lecture et d’écoute | 164 | ||
| Contrôle oral | 166 | ||
| Contrôle écrit | 168 | ||
| Vocabulaire | 170 | ||
| Module de révisions | 172 | ||
| General conversation questions | 188 | ||
| À toi | 190 | ||
| Grammaire | 198 | ||
| Useful verb tables | 222 |