BOOK
Studio AQA GCSE French Foundation Student Book
Clive Bell | Anneli Mclachlan | Gill Ramage
(2017)
Additional Information
Book Details
Abstract
Expertly structured Student Book for AQA GCSE 2016 French (foundation tier) for first teaching from 2016. Designed to help learners use language independently and to the best of their ability, with fresh and engaging content from the target language culture.
- Designed for the new AQA GCSE French qualification (foundation tier).
- A carefully designed programme of learning teaches the ‘building blocks’ of grammar and vocabulary.
- 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.
- 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 1: 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 irregular -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 1: 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 1: 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 2: Local, national, international and global areas of interest | 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 2: Local, national, international and global areas of interest | 92 | ||
| Point de départ: 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 3: Current and future study and employment, Theme 2: Local, national, international and global areas of interest | 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: En pleine forme | 120 | ||
| Discussing healthy and unhealthy living | 120 | ||
| Using adverbs | 120 | ||
| Unité 5: La vie extra-scolaire | 122 | ||
| Talking about school activities | 122 | ||
| Recognising and using the imperfect tense | 122 | ||
| Unité 6: Je suis fier/fière de moi! | 124 | ||
| Talking about successes at school | 124 | ||
| Using past, present and future time frames | 124 | ||
| Contrôle de lecture et d’écoute | 126 | ||
| Contrôle oral | 128 | ||
| Contrôle écrit | 130 | ||
| Vocabulaire | 132 | ||
| Module 7: Bon travail! Theme 3: Current and future study and employment | 134 | ||
| Point de départ: Talking about jobs | 134 | ||
| Unité 1: Qu’est-ce que tu voudrais faire? | 136 | ||
| Discussing work preferences | 136 | ||
| Using the conditional | 136 | ||
| Unité 2: Mon avenir | 138 | ||
| Talking about plans, hopes and wishes | 138 | ||
| Understanding the simple future tense (‘will’ or ‘shall’) | 138 | ||
| Unité 3: Mon petit boulot | 140 | ||
| Talking about how you earn money | 140 | ||
| Using the present, perfect and conditional | 140 | ||
| Unité 4: 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 oeil sur le monde Theme 2: Local, national, international and global areas of interest | 152 | ||
| Point de départ: 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 |