0520_Scheme_of_Work_(for_examination_from_2021).pdf

Scheme of Work
Cambridge IGCSE™
/ IGCSE (9–1)
French 0520 / 7156
For examination from 2021

Copyright © UCLES 2019 (updated March 2024)
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Contents
Introduction....................................................................................................................................................................................................................4
A: Everyday activities.....................................................................................................................................................................................................7
B: Personal and social life............................................................................................................................................................................................18
C: The world around us................................................................................................................................................................................................32
D: The world of work....................................................................................................................................................................................................47
E: The international world ............................................................................................................................................................................................57

Scheme of Work
4
Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You can
choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach you
could take, and you should always check the syllabus for the content of your course.
In this scheme of work the grammar points and structures from the syllabus have been included in the learning objectives to help you plan the language content of
the course. However, linking specific grammar to specific sub-topics is not designed to be too prescriptive or restrict you in your teaching and lesson planning. This
is just one suggested approach which you should adapt in relation to the needs of your learners.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgement of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is
another possible area for differentiation.
Guided learning hours
Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject.
Suggested teaching order
The table below gives some guidance about the suggested teaching order of the topic areas.
Topic areas Suggested teaching order
A. Everyday activities Second
B. Personal and social life First
C. The world around us Third or fourth
D. The world of work Third or fourth
E. The international world Fifth

Scheme of Work
5
Resources
Endorsed textbooks are listed at here. Endorsed textbooks have been written to be closely aligned to the syllabus they support and have been through a detailed
quality assurance process. All textbooks endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as
they cover each learning objective. In addition to reading the syllabus, teachers should refer to the specimen assessment materials.
School Support Hub
The School Support Hub is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and past question
papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online. This scheme
of work is available as PDF and an editable version in Microsoft Word format; both are available on the School Support Hub. If you are unable to use Microsoft Word,
you can download Open Office free of charge from www.openoffice.org
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.

Scheme of Work
6
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
This scheme of work provides some ideas and suggestions of how to cover the content of the syllabus. The following features help guide you through your course.
Syllabus ref. Learning objectives Suggested teaching activities
Travel and
transport
Use si clauses to
discuss preferences
for different means of
transport
Provide learners with a series of texts in which people are expressing opinions about transport using si clauses, e.g. Si
j’avais le choix, je voyagerais en avion car c’est rapide et confortable. Learners identify the different means of transport
and the reasons and use the texts as a model for their own written or oral expression. Give learners pictures of different
destinations and different means of transport and ask them to express an opinion using a si clause and the correct
preposition.
Extension activity: Give learners pictures of futuristic means of transport and a grid to help them describe one of them.
Learners imagine they are entering a competition for the best vehicle of the future. (I) When they have written their
description, they present their vehicle to the class and the class votes for the best one:
https://cftrefle.wordpress.com/2018/01/18/allez-rdv-au-salon/
Past and specimen papers
Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
Describing daily life
AO1 Listening
Learning objectives help your learners by making it
clear the knowledge they are trying to build. Pass
these on to your learners by expressing them as ‘We
are learning to / about…’.
Extension activities provide your
more able learners with further
challenge beyond the basic content of
the course. Innovation and
independent learning are the basis of
these activities.
Past papers, specimen papers and mark schemes
are available for you to download at:
www.cambridgeinternational.org/support
Using these resources with your learners allows you to
check their progress and give them confidence and
understanding.
Formative assessment (F) is on-going assessment
which informs you about the progress of your learners.
Don’t forget to leave time to review what your learners
have learnt, you could try question and answer, tests,
quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
activities can be found in the scheme of work.
Suggested teaching activities give you lots of
ideas about how you can present learners with
new information without teacher talk or videos.
Try more active methods which get your
learners motivated and practising new skills.
Independent
study (I) gives
your learners
the opportunity
to develop their
own ideas and
understanding
with direct input
from you.

Scheme of Work
7
A: Everyday activities
Time expressions Exchange information
about daily life using
time expressions and
reflexive verbs in the
present tense
Introduce time expressions, e.g. telling the time, dates, days of the week, months, seasons. Go to www.french-
games.net/ In the list of intermediate topics choose ‘Time’. Learners can access lessons, games and tests which
can be done on the interactive white board as a whole class activity or on independent devices.
For more practice expressing the time in French go to: https://wordwall.net/en-gb/community/french/telling-the-
time
Textbooks may include comprehension activities about daily routine. Activities can include listening to an account
of a young person’s routine and matching actions to times; or reading a text describing a young person’s routine
and putting pictures in the order of the text or answering comprehension questions. For an example go to:
https://lingua.com/fr/francais/lecture/routine-quotidienne/
Learners use the comprehension texts to extract key vocabulary to talk about daily life and sort this vocabulary
under lexical or grammatical headings. Learners use the vocabulary they have identified to complete the blanks in
a text describing a young person’s routine. (F)
Give learners the picture of a famous French-speaking person. Learners consider the characteristics of that
person and imagine a typical week in the life of that person and complete a timetable or diary for them. Learners
present their work to a larger group or to the class who must guess who their famous person is and justify their
response. Download worksheets for this activity here: https://cftrefle.wordpress.com/2017/10/09/notre-semaine-
ideale/
Use modal verbs
pouvoir and devoir in
the present tense to
discuss daily routine
Introduce the present tense of pouvoir and devoir, e.g. Je dois aller à l’école, Je peux rester au lit le samedi matin,
… Go to www.languagesonline.org.uk/French/Grammar/Modal_Verbs/Index.htm for interactive revision exercises
on these verbs. (F)
Ask questions about
daily life and use
interrogative
expressions
Introduce question forms. On separate pieces of paper, write questions related to daily life using a variety of
interrogatives, e.g. Comment vas-tu à l’école? Qu’est-ce que tu fais le soir? Tu as combien de cours par jour?
Quel jour de la semaine préfères-tu? A quelle heure tu te lèves le matin? Stick these questions around the
classroom. Give learners a sheet with the corresponding answers, e.g. En voiture. Je regarde la télé. J’ai trois

Scheme of Work
8
cours le matin et deux cours l’après-midi. Le dimanche. A sept heures. Make sure only one answer is possible for
each question. Learners work in pairs. One finds a question and says it to their partner who writes it on the sheet
next to the corresponding answer, like a running dictation. Use these examples to revise and practise question
forms.
Go to www.teachingenglish.org.uk/article/games-question-practice for ideas of games for question practice that
can be adapted into French.
Go to https://francais.lingolia.com/en/grammar/sentence-structure/questions/exercises for an interactive revision
exercise. (F)
Provide learners with a grid so they can ask and answer questions in groups about daily routine. Pool the group
results to create a survey of the whole class and display the results.
Learners write an account of their daily routine for a blog or a school magazine. Give guidance and support by
specifying the structures learners should aim to include in their writing. (I)
Discuss daily life in the
past and use reflexive
verbs in the perfect
tense
Give learners examples of statements in which people discuss daily life in the past, e.g. Hier je me suis réveillé,
elle s’est habillée, ils se sont couchés
For interactive exercises to practise this structure go to:
www.languagesonline.org.uk/French/Grammar/Reflexive/1059.htm (F)
Learners write an account of their routine in the past using a variety of reflexive verbs. (I)
Food and drink Discuss food and
meals and use the
partitive article (du, de
la, des)
Introduce vocabulary needed to refer to food, drink and meals. Go to www.french-games.net/ In the list of
intermediate topics choose ‘Food’. Learners can practise this vocabulary with games such as bingo, crosswords,
word searches and pelmanism. The following website provides an explanation and ideas for using this game in the
classroom: https://busyteacher.org/22375-memory-pelmanism-17-great-ways-to-use.html
For an interactive exercise testing food vocabulary go to: www.digitaldialects.com/French/Food_words.htm (F)

Scheme of Work
9
Give learners texts in which young people talk about their eating habits and their favourite food/typical food from
their region. Learners answer a series of comprehension questions in French. For an example of a listening
comprehension exercise and accompanying activities on regional food go to:
https://enseigner.tv5monde.com/fiches-pedagogiques-fle/au-fast-food-togo
Learners complete a sheet with information about their favourite dish and drink, what they love and hate to eat,
what they are allergic to, what they have never eaten and what they want to try. Download a worksheet for this
activity here: https://fle.mondolinguo.com/moi-et-la-nourriture/
Learners use this sheet as a support to ask and answer questions about eating habits in pairs or small groups.
Introduce rules for using the partitive article to say ‘some’. For an interactive exercise to practise this structure go
to: www.lawlessfrench.com/quizzes-and-tests/partitive-article-quiz/ (F)
Extension activities:
Learners ask and answer a series of open-ended questions encouraging opinions and justifications. They can do
this as an speaking exercise, or prepare answers in writing and use them as prompts for an extended writing
exercise. (I) https://leszexpertsfle.com/ressources-fle/parler-de-mon-alimentation-a2-b1-b2/
Understand recipes
and use the imperative
form of the present
tense. Use
expressions of
quantity.
Introduce vocabulary for referring to cutlery and utensils. For a list of items go here:
www.happychild.org.uk/freeway/french/vocab/kitchenitemsoverview.htm
Learners practise pronouncing and memorising the words with the help of a vocabulary game such as Kim’s
game. For an explanation of this game go to: www.fluentu.com/blog/educator-french/french-vocabulary-games/
Introduce verbs typically used in cooking recipes: verser, mélanger, faire cuire, etc, with illustrations or miming
actions.
Introduce rules for using verbs in the imperative.
Learners complete the gaps in a recipe with the correct form of the imperative of the appropriate verb:
https://cftrefle.wordpress.com/2016/12/03/serez-vous-une-bonne-candidate-de-master-chef/
Give learners the name of a typical French dish to research. They write the recipe using verbs in the imperative
and illustrate it for a class display. (I)
Learners highlight the expressions of quantity in the recipe e.g. 150 grammes de, un peu de, une pincée de.

Scheme of Work
10
Learners listen to young people talking about meals and exchanging recipes and do a series of comprehension
exercises: http://enseigner.tv5monde.com/fle/table-1016#a1
Learners listen to or read descriptions of dishes and match them to photos displayed on the board or on a
worksheet. They choose a typical dish from their country, write a short description of it and then present their
description to their partner/group to see if they can guess what it is. (I)
Discuss healthy eating
and use the pronoun
en
Learners listen to a discussion about healthy eating habits and do a series of comprehension activities:
https://francaislangueetonnante.wordpress.com/2013/01/06/manger-equilibre-vous-y-faites-attention/.
Introduce the pronoun en with examples, e.g. Je mange des fruits, j’en mange cinq portions par jour. J’adore les
sucreries mais il ne faut pas en manger trop. Learners can practise this structure with the following resource:
https://fr.islcollective.com/francais-fle-fiches-pedagogiques/pratique-de-la-grammaire/
Do a class survey to see who has a healthy diet. Learners work first in small groups and then feedback their
results to the rest of the class. Lead a class discussion on what learners should do to maintain a healthy lifestyle.
Learners report the results in a piece of writing comparing their own eating habits to that of the whole class. (I)
Extension activity: Learners create posters to promote healthy eating in which they can include examples of
modal verbs, verbs used in the imperative and the pronoun en. (I)
Order food in a
restaurant and use
negative expressions
Learners read advertisements and menus for different restaurants as well as short descriptions of potential clients.
They match the clients to the restaurant they think will be the most appropriate and justify their answer.
Learners complete role play exercises in which they order food and drink and explain their requirements. For
example, dialogues and vocabulary go to:
www.podcastfrancaisfacile.com/delf-a1/commander-restaurant-delfa1.html
www.youtube.com/watch?v=Yv8CuOiGQJU
www.slideshare.net/lebaobabbleu/2-commander-au-restaurant
Set up role play situations in class with learners working in groups and acting out sequences. While one group is
acting out a scenario, others can write out the order, which will enable you to assess understanding. For examples
of role play scenarios go to: https://penseesdunfrancaisenhongrie.over-blog.com/article-fle-situations

Scheme of Work
11
Learners read restaurant reviews and identify positive and negative statements:
https://parlonsbienparlonsfle.files.wordpress.com/2017/11/faire-une-apprc3a9ciation1.pdf
https://melaniefle.files.wordpress.com/2016/10/fle-ce-restaurant-critique1.pdf
Learners write a (real or imaginary) review of a restaurant where they have eaten in the past. Or they write a
description of their dream meal in a restaurant using the conditional tense, including who they would have as
guests around the table and why. (I)
Learners listen to or read conversations in restaurants when there is a problem (something is missing, or a
mistake has been made).
For key vocabulary go to: https://fr.islcollective.com/francais-fle-fiches-pedagogiques/chercher/au+restaurant
Once useful expressions have been identified (il manque, il n’y a pas/plus de, il n’y en a pas/plus), in pairs,
learners devise dialogues containing these expressions and come up with suitable solutions. (I)
Learners complete a reading comprehension exercise describing unusual restaurants:
https://fr.islcollective.com/francais-fle-fiches-pedagogiques/
They design their own restaurant menu and publicity in poster or brochure form. (I)
Learners work in groups to write a sketch. Half the group are the directors who must write the actions using the
imperative and modal verbs: Salue le serveur, tu dois commander une boisson. The other half of the group are the
actors who must improvise the dialogue. For a worksheet for this activity go to:
https://leszexpertsfle.com/ressources-fle/dialogues-communicatifs-au-restaurant/
Human body and
health
Discuss minor health
problems and use the
expressions avoir mal
and se faire mal
Introduce vocabulary needed to refer to the human body. Go to www.french-games.net/ Choose ‘Body’ in the list
of intermediate topics.
Give learners a picture of a human body to be labelled. This can be done in the form of a timed competition in
teams. The team managing to label the most body parts correctly within a certain length of time will be the
winners. (F)

Scheme of Work
12
Extension activity: Give learners the lyrics to the song Où est ma tête by Pink Martini with gaps for the different
parts of the body. Learners listen to the song and complete the lyrics with the correct body part. This song also
offers the possibility of revising the perfect tense.
Give learners expressions referring to minor health problems and ask them to match the expressions to the
pictures:
https://fr.islcollective.com/francais-fle-fiches-pedagogiques/tema-general/sante/ou-a-t-on-mal/24175
For an interactive matching exercise go to: https://resource.download.wjec.co.uk (F)
Introduce the expressions avoir mal and se faire mal.
Give learners a list of ailments and remedies and ask them to match them appropriately.
Learners listen to conversations taking place at a doctor’s surgery and answer questions on the ailments and the
remedies. For examples go to: www.lepointdufle.net/p/lexique_chez_le_medecin.htm
Learners perform role plays, in pairs, at the doctor’s or at the chemists. (I)
Discuss healthy and
unhealthy lifestyles
and use the future and
conditional tenses
Learners listen to a series of interviews in which people discuss what they do to stay in good shape and answer
comprehension questions.
Learners write a short account of their own lifestyle including opinions of whether they lead a healthy lifestyle or
not. If they are sufficiently confident with tenses, they can include a variety of tenses by saying what they should
do or what they will do in the future. (I)
Learners read about or listen to young people discussing the dangers of tobacco and alcohol and do a series of
exercises: gap fill, find the French for and answer questions.
Learners identify the different reasons that are given for certain behaviours and note them in a grid, sorting them
into reasons why people drink and smoke and why they don’t. (I)
Provide learners with a table containing different questions about healthy living and lifestyles, e.g. Qu’est-ce que tu
fais pour rester en forme? Que penses-tu de la cigarette? Quels sont les inconvénients de la restauration rapide?
This table acts as the board for a game. Learners work in groups of three or four, each group has a dice and each

Scheme of Work
13
learner has a counter. Learners take it in turns to roll the dice and move their counter forward the appropriate
number of spaces.
If the learner can give an adequate answer to the question on which they have landed, they may play again. If not,
the next learner takes their turn. The player who gets to the end of the questions first is the winner. This game can
be adapted for other topics.
Learners complete an extended writing exercise. This could be a poster or leaflet promoting a healthy lifestyle, an
article for a school magazine warning of the danger of cigarettes and alcohol, or a letter to the head of the school
recommending changes to the meals at school. (I)
Learners watch a video about the dangers of alcohol and imagine the life of the person in the video. This leads to
a class debate about the dangers of alcohol encouraging learners to express opinions and use a wide range of
vocabulary: https://leszexpertsfle.com/ressources-fle/parler-alcool-fle/
Learners watch a rap video «Pas 2 Fumée Sans Feu» and retell the story represented in the video with the help of
a guided worksheet. http://apfvalblog.blogspot.com/2015/02/les-jeunes-et-lalcool-en-classe-de-fle.html
Travel and
transport
Discuss different
means of transport
and use prepositions
Introduce vocabulary needed to refer to transport. Go to www.french-games.net/ Choose ‘Go’ in the list of
intermediate topics.
Introduce the rules for the use of prepositions with means of transport, e.g. je voyage en train, tu vas au collège à
vélo.
Learners listen to a travel agent giving information about transport in a city and extract key information:
http://fabriqueaspecialites.free.fr/index.php/informations-pratiques-dune-visite-guidee/
Learners read a document about the most popular means of transport in France and then express their own
opinions in a guided writing activity (I): https://leszexpertsfle.com/ressources-fle/parler-des-moyens-de-transport-
en-a1/
Learners ask and answer questions orally giving their opinion about different means of transport:
https://fr.islcollective.com/francais-fle-fiches-pedagogiques

Scheme of Work
14
Use si clauses to
discuss preferences
for different means of
transport
Provide learners with a series of texts in which people are expressing opinions about transport using si clauses,
e.g. Si j’avais le choix, je voyagerais en avion car c’est rapide et confortable. Learners identify the different means
of transport and the reasons and use the texts as a model for their own written or oral expression. Give learners
pictures of different destinations and different means of transport and ask them to express an opinion using a si
clause and the correct preposition.
Extension activity: Give learners pictures of futuristic means of transport and a grid to help them describe one of
them. Learners imagine they are entering a competition for the best vehicle of the future. (I) When they have
written their description, they present their vehicle to the class and the class votes for the best one:
https://cftrefle.wordpress.com/2018/01/18/allez-rdv-au-salon/
Discuss accidents and
emergencies and use
en + present participle
Introduce the structure en + present participle with examples, e.g. Je me suis cassé la jambe en tombant de mon
vélo, elle s’est tordu la cheville en courant.
Learners work in pairs or small groups. Give them a set of cards with pictures representing ailments and risky
situations, e.g. sunburn / lying on a beach, a broken leg / falling off a ladder. Learners play a matching game in
which they make pairs of cards. To win the cards, they must make a logical, grammatically correct statement, e.g.
J’ai pris un coup de soleil en me bronzant sur la plage, je me suis cassé la jambe en tombant d’une échelle. The
learner with the most pairs of cards at the end is the winner.
Narrate the story of a
road accident and a
breakdown and use
venir de + infinitive
Introduce the vocabulary needed to talk about road accidents. For useful vocabulary on this topic go to:
https://fle-lexical.blogspot.com/2016/07/voitures-accidents.html
https://fr.islcollective.com/francais-fle-fiches-pedagogiques/exercices-de-vocabulaire/dictionnaire-
visuel/voyage/accidents
Give learners examples of different scenarios demonstrating use of the expression venir de, e.g. Ma voiture vient
de tomber en panne, Je venais d’arriver en ville quand j’ai vu l’accident. Learners practise this structure with a
series of gap fill, reordering and translation exercises. (F)
Learners write an account of a road incident using different tenses and including examples of the expression venir
de + infinitive. Give learners the pictures, worksheet and vocabulary available to download here:
https://littefle.wordpress.com/2018/05/15/parlons-voiture/
Learners write an account of the road incident in the pictures. (I)

Scheme of Work
15
Learners work in pairs to write and perform dialogues reporting an accident or a breakdown. (I)
Learners write their own imaginary account of an accident or a breakdown. (I)
Learners watch a short video about road safety and answer a series of comprehension questions. For an example
go to:
https://sophfle.wordpress.com/2017/06/09/sur-le-trottoir/
Learners invent a poster or write the script of their own road safety campaign. (I)
Describing daily life
AO2 Reading
0520 Jun 2021 Paper 23 Q 3 Ma routine du samedi
0520 Nov 2021 Paper 21 Q 3 Le premier jour des vacances scolaires
AO4 Writing
0520 Mar 2020 Paper 42 Q 2 Le matin
0520 Jun 2020 Paper 43 Q 2 Mon jour préféré
Food and drink
AO1 Listening
0520/7156 Nov 2021 Paper 12 Q20-28 La cuisine
AO2 Reading
0520 Mar 2020 Paper 22 Section 2 Ex 1 Q 16-20 Un nouveau restaurant
0520 Mar 2022 Paper 22 Q 5 Une soirée au restaurant
0520 Jun 2022 Paper 23 Q 5 Quel restaurant vont-ils choisir ?
0520 Nov 2022 Paper 23 Q 3 Mon anniversaire
AO3 Speaking
0520/7156 2021 Specimen Paper 03 Role Play Card 8 Vous êtes à Montréal et vous voulez manger en ville avec votre ami(e).

Scheme of Work
16
0520/7156 2021 Specimen Paper 03 Topic Conversation 1 Topic 3 Manger et boire Teachers’ Notes p 27
0520/7156 Nov 2021 Paper 03 Topic Conversation 1 Topic 1 Manger et boire Teachers’ Notes p 25
0520 Mar 2022 Paper 03 Role Play Card 3 Vous êtes en Belgique chez votre ami(e) belge. Vous voulez organiser un pique-nique dans un parc.
0520/7156 Jun 2022 Paper 03 Topic Conversation 1 Topic 1 Manger et boire Teachers’ Notes p 25
0520/7156 Nov 2022 Paper 03 Role Play Card 9 Vous dînez dans le restaurant d’un hôtel en France. Vous parlez avec le serveur/la serveuse.
AO4 Writing
0520/7156 2021 Specimen Paper 04 Q3a Une fête au restaurant
0520 Jun 2021 Paper 43 Q2 La nourriture
Human body and health
AO2 Reading
0520/7156 2021 Specimen Paper 02 Q4 Un accident de randonnée
0520/7156 2021 Specimen Paper 02 Q6 Une action courageuse
0520 Mar 2020 Paper 22 Section 3 ex 1 Q 36-42 Accident dans la forêt
0520/7156 Jun 2020 Paper 21 Section 1 ex 2 Q 6-10 Matching exercise
0520/7156 Jun 2020 Paper 21 Section 2 ex 2 Q 21-30 En meilleure forme
0520 Jun 2020 Paper 23 Section 3 ex 2 Q 34-40 Roxanne change ses habitudes alimentaires
0520 Jun 2022 Paper 23 Q4 Une journée ‘Sport et Santé’
AO3 Speaking
0520/7156 2021 Specimen Paper 03 Role Play Card 5 Vous voulez vous inscrire dans une salle de gym
0520 Mar 2021 Paper 03 Topic Conversation 1 Topic 1 La santé Teachers’ Notes p 25
0520/7156 Jun 2021 Paper 03 Topic Conversation 1 Topic 1 La santé Teachers’ Notes p 25
0520 Mar 2022 Paper 03 Role Play Card 2 Vous êtes malade pendant vos vacances en France. Vous allez chez le médecin.
0520/7156 Nov 2022 Paper 03 Topic Conversation 1 Topic 1 La santé et la forme Teachers’ Notes p 25
AO4 Writing
0520 Nov 2021 Paper 41 Q3b La forme
Travel and transport
AO1 Listening
0520 Mar 2020 Paper 12 Section 2 ex 2 Q 17-25 Mon trajet pour aller à l’école
0520 Jun 2020 Paper 13 Q 35-37 Lucien parle de son scooter
AO2 Reading
0520 Jun 2020 Paper 23 Section 2 ex 1 Q 16-20 Croisière en bateau

Scheme of Work
17
0520/7156 Jun 2022 Paper 21 Q 3 J’habite dans un petit village
AO3 Speaking
0520/7156 2021 Specimen Paper 03 Role Play Card 9 Vous allez à Paris en train. Vous parlez à un(e) autre passager/passagère
0520/7156 2021 Specimen Paper 03 Topic Conversation 1 Topic 4 Les voyages et les transports Teachers’ Notes p 28
0520 Mar 2021 Paper 03 Role Play Card 1 Vous êtes dans un aéroport en France. Vous attendez votre avion.
0520 Mar 2021 Paper 03 Role Play Card 3 Vous êtes en vacances en France. Vous attendez le bus pour aller en ville.
0520/7156 Jun 2021 Paper 03 Role Play Card 3 Vous attendez un avion dans un aéroport en France. Vous parlez avec un(e) autre voyageur/voyageuse.
0520/7156 Jun 2021 Paper 03 Role Play Card 9 Vous êtes dans le train. Vous allez chez votre ami(e) belge. Votre ami(e) vous téléphone.
0520/7156 Nov 2021 Paper 03 Role Play Card 5 Vous perdez votre sac dans un train pendant vos vacances en France. Vous allez au bureau des objets trouvés,
à la gare.
0520/7156 Nov 2021 Paper 03 Role Play Card 9 Aujourd’hui, vous voulez faire une promenade à vélo avec un(e) ami(e) belge.
0520 Mar 2022 Paper 03 Topic Conversation 1 Topic 1 Les voyages et les transports Teachers’ Notes p 25
0520/7156 Jun 2022 Paper 03 Role Play Card 2 Vous voulez aller au bord de la mer avec votre ami(e) français(e).
0520/7156 Jun 2022 Paper 03 Topic Conversation 1 Topic 2 Les voyages et les transports Teachers’ Notes p 26
0520/7156 Nov 2022 Paper 03 Role Play Card 1 Vous êtes dans une gare en France. Vous parlez avec un(e) autre voyageur/voyageuse.
AO4 Writing
0520 Mar 2020 Paper 42 Q3a Le vélo
0520/7156 Jun 2021 Paper 41 Q3a Vous avez bavardé avec quelqu'un dans le train
0520/7156 Jun 2021 Paper 42 Q3a Un long voyage en avión
0520 Jun 2021 Paper 43 Q3b La voiture est tombée en panne

Scheme of Work
18
B: Personal and social life
Self, family and
friends
Give and exchange
personal information
Learners complete an identity form with personal information such as name, age, birthday, numbers of brothers
and sisters, where they live, etc. (I)
Learners work in pairs and exchange information about themselves. Display example questions on the board for
support, e.g. ‘Comment t’appelles-tu?’, ‘Quel âge as-tu?’, ‘Tu as combien de frères et soeurs?’
https://fr.islcollective.com/ is a source of free teaching materials made by teachers for teachers. Create an account
with an email and password to access the resources. Search for fiche d’identité to find examples of identity forms
for learners to complete.
Refer to different
family members,
revise present tense of
avoir and être and use
possessive adjectives
Introduce/revise vocabulary needed to refer to close and extended family members. Go to www.french-
games.net/. Choose ‘Family’ in the list of intermediate topics. Learners can access lessons, games and tests
which can be done on the interactive white board as a whole class activity or on independent devices.
Consolidate knowledge of the present tense of avoir and être – j’ai deux soeurs, je suis fils unique, …
Go to www.languagesonline.org.uk/French/Grammar/Present_Tense/908.htm for an interactive revision exercise
on these verbs. (F)
Learners can practise and revise family vocabulary with the help of www.frenchteacher.eu/french-
vocabulary/french-vocabulary-lists.php Choose ‘Family’ in the list of vocabulary choices. (F)
Learners watch a short video and identify the different relationships between the members of two families:
http://enseigner.tv5monde.com/fle/voisins-voisines#a1.
Learners practise pronouncing and memorising family vocabulary by playing Le Jeu de 7 familles (or Happy
Families). Learners play in small groups. Cards are dealt, and learners try to complete families by asking the
group if they have certain family members. Find Jeu de 7 familles, including the rules of the game at:
https://www.franceshastaenlasopa.com/2015/02/jeux-pour-la-classe-de-fle-imprimer.html
Review notions of gender and revise / introduce possessive adjectives. Learners practise these language points
by playing Battleships (Bataille navale or Touché, Coulé). Prepare a grid with the family member nouns to practise
down the left-hand side and the different possessive adjectives along the top, placing all forms of a possessive –

Scheme of Work
19
e.g. mon, ma, mes – in one single column. Learners place boats (filled in boxes) on the grid. Learners play in pairs
and try to find and sink the boats of their opponent. To choose a square, the learner must say the family member
and the correct form of the possessive. Put all the necessary vocabulary (boat names, touché, coulé, raté,
examples of how to say a sentence) on the sheet for support. Provide two grids for each learner to use, one to put
their own boats on and the other to keep track of the opponent. This game can be adapted for other topics and
grammar points.
Learners create their own family tree with the name of each family member and their relationship to the learner.
Resulting family trees can be displayed or can be the basis for a question/answer session in groups or pairs during
which learners exchange information about their families. (I)
Describe physical
characteristics, revise
adjective agreements
and regular verbs in
the present tense
Introduce vocabulary to describe physical appearance and review the main rules of adjective agreement. Go to
www.french-games.net. Choose ‘Body’ and then ‘Appearance’ in the list of intermediate topics.
Many textbooks include reading and listening activities requiring learners to match physical descriptions to pictures
of people being described. This is a good opportunity to review the present tense of regular verbs, taking the verb
porter as an example of a regular -er verb.
Learners practise this vocabulary in pairs by playing the game Qui est-ce. Download an explanation and an
example of this game here: www.momes.net/Jeux/Jeux-a-imprimer/Jeux-de-plateau/Jeu-a-imprimer-Qui-est-ce
Discuss character
traits
Introduce vocabulary to discuss character traits. For a list of positive and negative personality adjectives go to:
www.lawlessfrench.com/vocabulary/personality/
Introduce the difference between the use of adjectives to describe somebody, e.g. honnête and abstract nouns to
talk about qualities, e.g. l’honnêteté. Introduce different verbal expressions to discuss character traits such as
sembler and avoir l’air as an alternative to être.
Learners write an anonymous self-portrait, including a physical and character description. Provide a writing frame
for extra support. Learners work in groups, picking a self-portrait at random, reading it and then guessing which
member of the group the author of the description is. (I)
Learners choose or are given the name of a French-speaking personality (sportsperson, singer, actor, etc.), find
out personal information about them (date and place of birth, physical description, character traits, etc.) and their
families (name and nationality of parents, number of brothers and sisters, etc.). Learners present the information

Scheme of Work
20
as a poster or an oral presentation to the class. For further ideas/support go to:
https://www.fransksprog.dk/fiches/la-famille-dune-celebrite (I)
Discuss friendship and
what makes a good
friend and use
irregular verbs in the
present tense.
Use conjunctions to
develop and justify
opinions
Textbooks may include comprehension activities about friendship. This is a good moment to review some key
irregular verbs in the present tense such as faire (confiance), prendre (soin de moi), dire (la verité), sortir (avec
moi), croire (en moi), rire (ensemble), etc.
In this video, young people respond to the question L’amitié qu’est-ce que c’est?, and the accompanying teachers
notes and learner worksheet to download give ideas for using it in class:
http://enseigner.tv5monde.com/fle/lamitie-quest-ce-que-cest-1116#a1
Learners highlight examples from previous texts/transcripts of language used to introduce justifications, e.g. Ce
sont mes meilleures amies parce que je m’entends très bien avec elles. Elle est assez timide mais quand on la
connaît bien c’est super, etc.
Give learners the names / pictures of famous people (real or fictional) and ask them to say whether they think that
person would make a good friend or not, justifying their opinion. Lead a class debate and vote on which
personality would be the best ‘friend material’. (I)
Discuss family
relationships and use
reflexive verbs in the
present tense
Revise / introduce key verbs and expressions related to family relationships, e.g. se ressembler, s’entendre, se
disputer, avoir de bons rapports.
For practice exercises go to: www.languagesonline.org.uk/French/Grammar/Reflexive/1057.htm (F)
Many textbooks include listening and reading comprehension exercises about family relationships. Download
examples here: https://www.languagesresources.co.uk/ Click on French Resources to access the ‘Family’ folder.
Learners access reading comprehension exercises on the topic of family relationships. Learners can do exercises
independently or on the interactive white board. Provide extra vocabulary support if necessary.
Learners write a letter to a problem page about friends and family. They could do this as a pair-work task where
one learner writes a letter explaining their problem and their partner writes an answer to it. (I)
In the home Describe your home,
use prepositions and
Introduce/revise vocabulary needed to refer to house and home. Go to www.french-games.net/ Choose ‘Home’ in
the list of intermediate topics.

Scheme of Work
21
use depuis with the
present tense
Provide learners with a list of prepositions to explain where things are located. For simple presentations and
worksheets on this topic go to: https://www.languagesresources.co.uk/ Click on French Resources to access the
‘Home’ folder.
Learners test their knowledge of prepositions using, for example, the famous painting of a room by Van Gogh. (F)
Provide learners with a picture of a house and ask them to label it to practise using vocabulary related to house
and home. (F)
Learners listen to a short description of a house
https://www.lepointdufle.net/ressources_fle/audio_maisondebruno.htm
Provide learners with comprehension exercises such as gap fill, true/false or multiple-choice questions. Give the
transcript to learners so they can use it as a template for their own expression.
Introduce vocabulary to talk about furniture and furnishings with the help of a bingo game. Go to www.dltk-
cards.com/bingo/index.htm and follow the steps to create custom bingo cards. Choose ‘Household Bingo’ from the
list of themes to create illustrated bingo and call out sheets.
Introduce depuis with the present tense. Learners write a description of their own home including rooms, furniture
and furnishings and how long they have lived there. Provide learners with an interview grid. They interview each
other in pairs about where they live and note their answers on the grid. (I)
There are many television programmes worldwide featuring tours of homes of celebrities, makeovers of home
interiors or people searching for their dream house. Use these formats to inspire activities on this topic.
Give a description of a luxury house with the help of pictures. Introduce some new adjectives and adverbs and
revise rules of position and agreement. Learners complete gaps in a text describing a lavish house that can serve
as a model for their own writing. (I)
In groups, learners imagine they are a group of people who share a house. They take it in turns to describe the
house by each adding a sentence to the description. Each member of the group must repeat what has gone
before and add a new sentence. The winner is the member of the group who can remember all parts of the
description. Differentiate with the amount of guidance given for this activity (the number of adjectives to be used,
the position of the rooms using prepositions, etc.).

Scheme of Work
22
Learners write a description of their ideal home, using the conditional. (I)
Learners produce a ‘For Sale’ poster of their house (real or imaginary) with a full description of the rooms and
amenities. Encourage them to use lots of adjectives to make the property sound as attractive as possible. (I)
Discuss household
tasks, use adverbs of
frequency and use the
perfect tense
Introduce vocabulary needed to talk about household tasks, e.g. passer l’aspirateur, faire le ménage, ranger ma
chambre. Go to www.french-games.net/ Choose ‘Home’ in the list of intermediate topics.
Learners practise these expressions with games such as bingo or pelmanism (memory game). The following
website provides an explanation and ideas for using this game in the classroom: https://busyteacher.org/22375-
memory-pelmanism-17-great-ways-to-use.html
Create crosswords and word searches to consolidate household task vocabulary:
www.discoveryeducation.com/free-puzzlemaker/
www.classtools.net/ enables teachers to create interactive games, quizzes and activities so could also be used for
this and other topics.
Learners do a series of reading and listening comprehension exercises in which young people discuss what they
do to help around the house. They fill in a grid or gap fill to demonstrate understanding. For worksheets and
activities go to: www.lepointdufle.net/penseigner/lexique_la_maison-fiches-pedagogiques.htm
Introduce adverbs of frequency and time expressions. For an example list go to:
www.lawlessfrench.com/grammar/adverbs-of-frequency/
Introduce the perfect tense of avoir verbs. Learners can practise here:
www.languagesonline.org.uk/French/Grammar/Begin_Perfect_Tense/index.htm (F)
It is possible to introduce the perfect infinitive for higher ability learners to produce more complex sentences, e.g.
Après avoir fait mon lit j’ai rangé ma chambre
www.languagesonline.org.uk/French/Grammar/Perfect_Infinitive/index.htm (F)
Learners complete some sentences related to household tasks with verbs in past and present tense to express
what they usually do or did in the recent past to help around the house. (I)

Scheme of Work
23
Extension activity: Learners listen to the song Les Tâches ménagères by the group Les Torps:
www.youtube.com/watch?v=b0IyeWt_LwY Provide learners with gap-fill and comprehension tasks.
Provide learners with a grid so that they can ask and answer questions in groups about who does what to help
around the house and when. Pool the group results to create a survey of the whole class and display the results.
E.g.
Nom tâches ménagères quand? détails
Learners watch the introduction to a French series about friends or families, e.g.:
Extra French: www.youtube.com/watch?v=EaNqp4FXh-s&t=1293s or
Fais pas ci fais pas ça: www.youtube.com/watch?v=RCRCzXJYDoU
Learners identify the relationships between the characters, anticipate how the relationships evolve during the
series and describe where the characters live. Learners put together what they have learnt by writing the scenario
for an imaginary soap opera, including a list of characters, a short description of where they live and the
relationship between them and an outline of what happens in the first episode. They could present this in the form
of an illustrated story board. (I)
Extension activity: If time, this could be extended to some pupils acting out part of an episode. (I)
Colours, clothes
and accessories
Discuss clothes and
accessories use
adjectives to describe
them
Introduce vocabulary for clothes and accessories, making a clear distinction between masculine and feminine
nouns. For a list go to: www.frenchteacher.eu/french-vocabulary/french-vocabulary-list-clothing-les-vetements.php
For interactive exercises for revising clothes vocabulary, go to https://www.languageguide.org/french/vocabulary/
and scroll down to ‘Les vêtements’ (F)
Introduce colours, patterns and materials. Go to www.french-games.net/ Choose ‘Colours’ in the list of
Textbooks may include comprehension activities about clothes. Learners complete listening and reading
comprehension activities in which they identify and select relevant information in texts in which young people
describe what they wear. Go to www.lepointdufle.net/penseigner/lexique_vetements-fiches-pedagogiques.htm for
worksheets and activities.

Scheme of Work
24
Learners revisit rules of adjective agreement. For practise exercises on the topic of clothes and fashion go to:
https://www.languagesresources.co.uk/ Click on French Resources to access the ‘Clothes Fashion’ folder. (F)
Discuss fashion
choices for different
occasions using
different tenses
Introduce the near future tense. www.languagesonline.org.uk/French/Grammar/Aller_Infinitif/Index.htm (F)
Learners revisit adverbs of frequency to talk about what they usually / occasionally / never wear, what they are
going to wear using the immediate future tense and what they wore last weekend using the perfect tense.
Extension activity: Learners listen to a song in which the singer is getting ready to meet someone and complete
the listening activities: http://enseigner.tv5monde.com/fle/le-rendez-vous#a2.
Give learners a set of different situations in past, present and future time frames, e.g. à la plage en vacances
l’année dernière, quand tu rentres du collège tous les jours, pour la fête de ton copain le weekend prochain.
Learners discuss what they wore/ wear/are going to wear for each occasion. Learners can do this as a speaking
activity in pairs or groups or as an individual writing activity. (I)
Use the imperfect
tense to discuss what
you used to wear
Give learners an example of a text in which a young person compares what they used to be like in terms of
physical appearance, personality and what they used to wear.
Learners practise the imperfect tense: www.languagesonline.org.uk/French/Grammar/Imperfect/index.htm (F)
Learners write a similar description about themselves with or without the help of a writing frame. (I)
Express opinions on
the importance of
clothes and fashion
Many textbooks include listening and reading activities in which young people express opinions about fashion.
Learners complete a series of comprehension exercises and then express their own views on the importance of
clothes and fashion. Learners do this as a speaking activity in pairs or groups or as an individual writing activity. (I)
Learners watch a video about a second-hand clothes sale in Belgium: www.rtc.be/video/info/evenements/le-grand-
vide-dressing-pretty-sunday-a-liege-_1496576_325.html and complete a series of comprehension activities.
Learners then answer a series of fashion-related oral questions. For a worksheet on this video go to:
https://cftrefle.wordpress.com/2017/03/27/un-phenomene-a-la-mode/
Discuss leisure
activities and use the
Introduce vocabulary needed to refer to leisure activities. This can be done with the help of www.french-
games.net/ Choose ‘Activity’ in the list of intermediate topics.

Scheme of Work
25
Leisure time –
things to do,
hobbies, sport
verbs jouer and faire
correctly
Show learners examples of young people talking about what they do during their leisure time using the verbs jouer
and faire, e.g. Je joue au tennis, je joue de la guitare, je fais du foot, je fais de la cuisine. Encourage learners to
notice when the different verbs are used and the prepositions that follow them.
Check understanding with: http://francesxallas.blogspot.com/2015/06/les-activites-jouer-de-jouer-faire-de.html (F)
For worksheets and PowerPoint presentations on many aspects of leisure and free time, go to:
www.languagesresources.co.uk/ Click on French Resources to access the ‘Free time activities’ folder.
Or https://fr.islcollective.com/ and search for loisirs
Talk about sport Introduce/revise vocabulary needed to refer to sport. Go to www.french-games.net/ Choose ‘Activity’ in the list of
Show learners pictures of sportspeople in various contexts and states of fitness with a list of adverbs
(régulièrement, rarement, rapidement, lentement, énergiquement, doucement, à l’intérieur, à l’extérieur). Learners
match the adverbs to the pictures. Some adverbs could be used for more than one picture, which could lead to
some debate and justification of answers. Learners then write a short article about what sports they do when and
where, trying to include as many different adverbs as possible. (I)
Express opinions
about different sports
and use the
comparative
Textbooks may include reading and listening comprehension activities in which young people talk about different
sports and give their opinion about them. Learners identify and extract relevant information from the texts.
Differentiate for higher ability learners by asking for ‘any other interesting information’.
Provide learners with examples of comparative adjectives, e.g. Je pense que je suis plus sportif que mon frère.
Selon moi, le foot est plus dynamique que le rugby. Learners do a series of exercises to practise this structure. (F)
Learners watch a video in which young people interview each other about the sports they like:
http://enseigner.tv5monde.com/fle/sport-416#a1
Learners interview each other in pairs or groups using the questions from the video as a model. Provide learners
with a grid so they can do this in the form of a survey.
Or, learners take notes and write a paragraph comparing their own opinions about sports with those of different
members in their group or those of the young people in the video. It is possible to revisit grammar points such as
adverbs of frequency or the imperfect for learners to compare sports they used to like with those they like now. (I)

Scheme of Work
26
Discuss different
sporting events
Extension activity: Learners read details about sporting events and expand their vocabulary by completing the
worksheets: https://capsurlefle.wordpress.com/2017/02/01/le-sport-en-2017-adolescentsadultes-a2/
Discuss reasons for
doing sport
Extension activity: Learners watch video A quoi ca sert de faire du sport: www.1jour1actu.com/info-animee/a-
quoi-ca-sert-de-faire-du-sport/ Give learners guidance so they can identify and extract information from the text.
Discuss television
programmes and use
direct object pronouns
Introduce vocabulary needed to talk about different types of television programmes by showing learners pictures
of local programmes they will recognise and labelling them, e.g. une émission de sport, un dessin animé, un
feuilleton, un jeu télévisé. Give learners short descriptions of well-known television programmes to identify.
Learners can practise TV vocabulary by going to www.french-games.net/ and choosing ‘World’ in the list of
intermediate topics and then ‘Media’.
For worksheets and PowerPoint presentations on ways of discussing television programmes, go to:
www.languagesresources.co.uk/ Click on French Resources to access the ‘TV, Film, Music’ folder
Learners read a variety of texts in which young people discuss their favourite and least favourite TV programmes.
They then complete a variety of listening and reading comprehension exercises. These texts could include
examples of direct object pronouns, e.g. C’est mon émission préférée. Je la regarde souvent.
Compare different TV
programmes and use
superlative adjectives
Learners choose a popular TV programme and write a short description of it, without naming it. Then in groups or
pairs learners take turns to present their programme and the others must guess the title.
Learners complete sentences comparing different TV programmes, enabling them to practise comparative and
superlative structures. (F)
Learners conduct a survey in groups to find out what the most and least popular TV programmes are and why.
Results can then be shared and a whole class survey produced.
Give learners similar activities to discuss films. Learners complete continuous writing tasks such as TV / film
reviews or discursive essays comparing types of entertainment, e.g. Le cinéma contre la télé, Aller au cinéma est
une perte d’argent, Mon avis sur la télé-réalité. (I)
Extension activity: Learners discuss and give their opinion on the title sequences of a television programme
http://enseigner.tv5monde.com/fle/travailler-avec-des-generiques-demission#a2.

Scheme of Work
27
Leisure time –
going out
Make arrangements to
go out and practise
using the immediate
future tense. Use
disjunctive pronouns
(moi, toi, lui, elle, etc.)
Learners read advertisements for different types of entertainment (e.g. theatre, cinema, music, exhibitions) and
complete a variety of exercises identifying the type of entertainment, date, time, price, etc.
Learners listen to phone conversations of people booking entertainment and note relevant information in a grid.
They then make up similar dialogues in pairs. Encourage learners to imagine different characters for their
dialogues (e.g. an angry customer or a very bored receptionist). (I)
Learners read dialogues in which two people are discussing going out and pick out/match/classify useful
expressions for agreeing/disagreeing/making suggestions/making excuses. These dialogues could include
examples of disjunctive pronouns, e.g. Tu veux venir au cinéma avec moi? Je suis désolé mais c’est le film
préféré de mon frère. Je l’ai déjà vu avec lui. They then make up similar dialogues in pairs. These dialogues are
performed to the class with the class being given the task of noting the final outcome of the discussion.
Self, family and friends
AO1 Listening
0520 Mar 2021 Paper 12 Q15-19 La famille d’Alex
0520/7156 Nov 2021 Paper 12 Q 15-19 Les amis
0520 Nov 2021 Paper 13 Q 15-19 La famille
0520/7156 Jun 2022 Paper 12 Q 29-34 Paul parle de son frère
AO2 Reading
0520 Nov 2020 Paper 21 Section 1 Ex 3 Q 11-15 Un courriel à un ami
0520 Nov 2020 Paper 21 Section 3 Ex 1 Q 30-34 Un chat perdu … et retrouvé
0520/7156 Jun 2021 Paper 21 Q3 A la maison
0520 Jun 2021 Paper 23 Q4 Mon chien Blanco
0520 Nov 2021 Paper 21 Q4 Un chien perdu
0520 Nov 2021 Paper 23 Q3 Ma famille
0520/7156 Jun 2022 Paper 22 Q3 Ma famille
0520 Nov 2022 Paper 21 Q3 Ma famille
AO3 Speaking
0520/7156 2021 Specimen Paper 03 Topic Conversation 1 Topic 2 Moi, ma famille et mes amis Teachers’ Notes p 26

Scheme of Work
28
0520/7156 Nov 2021 Paper 03 Topic Conversation 1 Topic 2 Les amis Teachers’ Notes p 26
0520 Mar 2022 Paper 03 Topic Conversation 1 Topic 2 Moi, ma famille et mes amis Teachers’ Notes p 26
0520 Mar 2022 Paper 03 Topic Conversation 1 Topic 3 Moi et mes amis Teachers’ Notes p 27
AO4 Writing
0520/7156 2021 Specimen Paper 04 Q1 Vous cherchez un correspondant français
0520 Nov 2021 Paper 41 Q2 Moi et ma famille
0520 Nov 2021 Paper 43 Q3a Votre meilleur(e) ami(e) a déménagé récemment
0520 Mar 2022 Paper 42 Q3b Une personne célèbre que j’admire
0520 Nov 2022 Paper 41 Q2 Moi et les autres
In the home
AO1 Listening
0520/7156 Jun 2020 Paper 11 Section 2 Ex 1 Q 16 Les animaux
AO2 Reading
0520 Jun 2020 Paper 23 Section 1 Ex 2 Q 6-10 Matching exercise
0520 Nov 2020 Paper 21 Section 2 Ex 2 Q 21-29 Un déménagement
0520 Nov 2020 Paper 21 Section 1 Ex 3 Q 11-15 Naissance de mon petit frère
0520/7156 Jun 2021 Paper 21 Q4 La vie chez moi
0520 Jun 2021 Paper 23 Q5 Cherche appartement
0520 Nov 2021 Paper 21 Q5 On cherche une maison
0520/7156 Nov 2021 Paper 22 Q1 A la maison
0520 Nov 2021 Paper 23 Q1 Les pièces
0520/7156 Jun 2022 Paper 22 Q1 A la maison
0520 Jun 2022 Paper 23 Q1 Les tâches ménagères
0520 Nov 2022 Paper 21 Q1 A la maison
AO3 Speaking
0520 Mar 2021 Paper 03 Topic Conversation 1 Topic 2 A la maison Teachers’ Notes p 26
0520/7156 Jun 2021 Paper 03 Topic Conversation 1 Topic 2 A la maison Teachers’ Notes p 26
0520/7156 Nov 2022 Paper 03 Topic Conversation 1 Topic 2 A la maison Teachers’ Notes p 26
AO4 Writing
0520/7156 2021 Specimen Paper 04 Q2 Ma maison
0520/7156 Jun 2020 Paper 42 Q2 Aider à la maison
0520/7156 Nov 2020 Paper 42 Q2 Ma chambre
0520/7156 Jun 2021 Paper 41 Q2 Chez moi

Scheme of Work
29
Colours, clothes and accessories
AO2 Reading
0520/7156 Jun 2021 Paper 21 Q 1 Les vêtements
0520 March 2022 Paper 22 Q 1 Les vêtements
0520 Nov 2022 Paper 23 Q 1 Les vêtements
AO3 Speaking
0520/7156 2021 Specimen Paper 03 Topic Conversation 1 Topic 1 Les vêtements Teachers’ Notes p 25
0520/7156 Jun 2022 Paper 03 Topic Conversation 1 Topic 3 Les vêtements Teachers’ Notes p 27
AO4 Writing
0520/7156 Jun 2020 Paper 41 Q2 Les vêtements
Leisure time
AO1 Listening
0520/7156 Jun 2020 Paper 12 Section 2 Ex 2 Q 32-40 Annick, championne de jeux vidéo
0520/7156 Nov 2020 Paper 12 Section 2 Ex 1 Q 16 Les loisirs
0520/7156 Nov 2020 Paper 12 Section 2 Ex 2 Q 17-25 Pierre, jeune champion sportif
0520/7156 June 2021 Paper 11 Q 35-37 Le judo
0520/7156 Jun 2021 Paper 12 Q 15-19 La lecture
0520 Jun 2021 Paper 13 Q 15-19 Le sport
0520 Nov 2021 Paper 11 Q 20-28 Le golf de rue
0520 Nov 2021 Paper 13 Q 20-28 Festival de la bande dessinée
0520 Mar 2022 Paper 12 Q 29-34 Championne olympique de natation
0520/7156 Jun 2022 Paper 11 Q 15-19 Les films
0520/7156 Jun 2022 Paper 11 Q 35-37 La voile
0520 Nov 2022 Paper 11 Q 15-19 Les émissions de télé
0520 Nov 2022 Paper 11 Q 29-34 Le rugby à la Réunion
0520/7156 Nov 2022 Paper 12 Q 15-19 Les livres et les magazines
0520 Nov 2022 Paper 13 Q 15-19 Activités pour dimanche prochain
AO2 Reading
0520/7156 2021 Specimen Paper 02 Q3 Un concert de musique rock
0520 Mar 2020 Paper 22 Section 1 Ex 3 Q 11-15 Exercice en famille
0520/7156 Nov 2020 Paper 22 Section 3 Ex 1 Q 30-34 Courir, toujours courir
0520 Nov 2020 Paper 23 Section 2 Ex 1 Q 16-20 Stage d’été
0520 Mar 2021 Paper 22 Q5 Activités pour les jeunes
0520 Jun 2021 Paper 23 Q1 Les loisirs

Scheme of Work
30
0520/7156 Nov 2021 Paper 22 Q 4 Une journée entre amies
0520 Nov 2021 Paper 23 Q5 Les centres de loisirs
0520 Mar 2022 Paper 22 Q 3 Les vacances de ski
0520/7156 Jun 2022 Paper 21 Q5 Quel livre vont-ils choisir ?
0520/7156 Jun 2022 Paper 22 Q5 Que vont-ils regarder ?
0520 Jun 2022 Paper 23 Q 3 Une journée en ville
0520 Nov 2022 Paper 21 Q5 Les parcs d’attraction
0520/7156 Nov 2022 Paper 22 Q1 Les loisirs
0520/7156 Nov 2022 Paper 22 Q4 Activités au camping
0520 Nov 2022 Paper 23 Q6 La course à pied
AO3 Speaking
0520/7156 2021 Specimen Paper 03 Role Play Card 1 Vous voulez aller au zoo avec un(e) ami(e).
0520/7156 2021 Specimen Paper 03 Role Play Card 2 Vous êtes en Suisse et vous organisez une sortie au cinéma.
0520/7156 2021 Specimen Paper 03 Role Play Card 6 Vous rendez visite à votre ami(e) français(e). Vous voulez aller au parc.
0520 Mar 2021 Paper 03 Role Play Card 3 Vous voulez aller à un parc d'attractions en Belgique.
0520 Mar 2021 Paper 03 Role Play Card 4 Votre ami est en vacances chez vous. Vous voulez organiser une soirée au théâtre.
0520 Mar 2021 Paper 03 Role Play Card 9 Vous voulez aller à la patinoire ce matin avec votre ami(e) belge.
0520 Mar 2021 Paper 03 Topic Conversation 1 Topic 3 Les loisirs Teachers’ Notes p 27
0520/7156 Jun 2021 Paper 03 Role Play Card 2 Vous êtes en vacances chez un(e) ami(e). Vous voulez aller au centre sportif avec votre ami(e).
0520/7156 Jun 2021 Paper 03 Role Play Card 8 Vous voulez aller à un parc d’attractions avec un(e) ami(e) français(e).
0520/7156 Jun 2021 Paper 03 Topic Conversation 1 Topic 3 Les loisirs Teachers’ Notes p 27
0520/7156 Nov 2021 Paper 03 Role Play Card 1 Vous voulez aller au cinéma avec votre ami(e) belge.
0520/7156 Nov 2021 Paper 03 Role Play Card 4 Vous êtes en France chez votre ami(e) français(e). Vous organisez une excursion à la plage.
0520/7156 Nov 2021 Paper 03 Role Play Card 7 Vous organisez une sortie à un concert de musique pop avec votre ami(e) suisse.
0520/7156 Nov 2021 Paper 03 Topic Conversation 1 Topic 3 Le sport Teachers’ Notes p 27
0520 Mar 2022 Paper 03 Role Play Card 1 Vous voulez jouer au tennis en France. Vous allez au centre sportif pour réserver un court de tennis.
0520 Mar 2022 Paper 03 Role Play Card 5 Votre ami(e) suisse vous rend visite. Vous allez à un cours de yoga avec lui/elle.
0520/7156 Jun 2022 Paper 03 Role Play Card 5 Votre ami(e) belge est en vacances chez vous. Vous organisez une soirée au cinéma.
0520/7156 Nov 2022 Paper 03 Role Play Card 5 Votre ami(e) suisse est en vacances chez vous. Ce soir, vous allez à un spectacle.
0520/7156 Nov 2022 Paper 03 Topic Conversation 1 Topic 3 Les loisirs Teachers’ Notes p 27
AO4 Writing
0520 Mar 2020 Paper 42 Q3b Mon club de jeunes
0520 Mar 2021 Paper 42 Q2 Le sport
0520/7156 Jun 2022 Paper 41 Q2 Les films et le cinéma
0520 Nov 2022 Paper 41 Q3a Visite d’un parc aquatique

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31
0520/7156 Nov 2022 Paper 42 Q3b Une sortie au cinéma
0520 Nov 2022 Paper 41 Q2 Moi et la télévision
0520 Nov 2022 Paper 41 Q3b Un concert en plein air

Scheme of Work
32
C: The world around us
People and places Refer to different
countries and
nationalities and use
prepositions with
places
Introduce names of countries in French. www.french-games.net/ Choose ‘World’ in the list of intermediate topics.
Introduce rules of gender and prepositions with countries (en, à, aux). For summary with practice exercises go
to: https://fr.islcollective.com/francais-fle-fiches-pedagogiques/
Learners check their understanding of rules for prepositions with places by watching a short video and
completing the interactive exercises: https://apprendre.tv5monde.com/fr/exercices/a1-debutant/grammaire-au-
en-aux-nom-de-ville-ou-de-pays (F)
Nationalities provide a good opportunity for revising rules of adjective agreement.
https://lebaobabbleu.files.wordpress.com/2018/10/lexique-les-pays-et-les-nationalitc3a9s.pdf
Learners play a game in groups. Give each group a board with names of different places in French and a dice.
Each learner has a counter to place on the board. In turns learners roll the dice and move forward the correct
number of squares. The other members of the group ask them a series of questions to enable them to use
different prepositions: Tu es où, tu viens d’où, tu vas où? For an explanation and resources for this game go to:
http://ohmonfle.blogspot.com/2016/03/prepositions-de-lieu-sans-gluten.html
Introduce compass points. Give learners a picture of la rose des vents symbol and ask them to label the 8
different compass points. Practise this vocabulary by showing some example sentences, e.g. Marseille est dans
le sud de la France. Nantes se situe dans le nord-ouest de la France. Bordeaux se trouve dans le sud-ouest de
la France, etc. and then giving learners some gap fill/true or false exercises to complete before asking them to
write similar sentences about their own region. Encourage learners to use a variety of verbs, not just être.
Extension activity: Learners work in pairs or small groups to do a running dictation. Give each pair/group a map
of France with numbers in place of the names of towns or cities: Paris, Marseille, Bordeaux, Lille, Strasbourg,
etc. Put a few maps of France around the classroom. Learners take it in turns in their group to go up to one of
the maps of France to check where the town/city is. They memorise a phrase in French to tell their group, e.g.
Strasbourg est dans le nord-est de la France. The group then writes where Strasbourg is on the map. The first
group to complete their map correctly is the winner. You can make this activity more challenging by choosing

Scheme of Work
33
less well-known towns/cities and by introducing a wider variety of prepositions for situating places, e.g.
Montpellier est dans le sud-est de la France près de la côte entre Marseille et Perpignan.
Describe a region and
use the pronoun y
Textbooks may include comprehension activities in which young people talk about the region where they live and
give their opinion about them. Learners read the texts and complete a series of comprehension activities and
identify key vocabulary. https://fr.islcollective.com/francais-fle-fiches-pedagogiques/
These texts could include examples of the pronoun y, e.g. J’habite à Strasbourg en Alsace. J’aime y habiter mais
malheureusement il y fait souvent froid en hiver.
Learners complete a series of practice exercises using y to replace à + noun. For an explanation and some
interactive exercises go to: www.laits.utexas.edu/tex/gr/pro6.html (F)
Give learners a template of a fiche d’identité of a region. They read a description and note the relevant
information, e.g. nombre d’habitants, situation géographique, activités principales. Or give them a summary of
the characteristics of a region in fiche d’identité form and ask them to expand this information to write a full
description. Learners then use these documents as a model to create a fiche d’identité or write a description of
their own region. (I)
Learners interview each other about their region. Give them suitable questions or give them time to write their
own.
Learners produce an illustrated leaflet, brochure or web page about their own region or their favourite region.
Encourage them to look at websites of French regions for inspiration. Or give each learner a different French
region to research. (I)
Learners watch a video about a French region and discuss tourist information:
http://enseigner.tv5monde.com/fle/languedoc-roussillon-france#b1
http://enseigner.tv5monde.com/fle/cote-dazur-france#a2
Learners complete a series of reading comprehension activities aimed at widening their range of vocabulary to
discuss different geographical regions. For a worksheet for this activity go to:
https://novafle.blogspot.com/2013/09/lecon-de-geo-comme-au-college.html

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34
The natural world Discuss the climate
and the weather and
use different tenses
Introduce/revise weather expressions in French. Go to www.french-games.net/ Choose ‘World’ in the list of
Give learners a series of weather symbols and ask them to match them to the correct weather expression.
Learners sort the expressions into good and bad weather expressions. For simple worksheets and weather
symbols go to: www.languagesresources.co.uk/ Click on French Resources to access the ‘Weather’ folder
A series of interactive vocabulary and listening exercises on weather and climate:
www.lepointdufle.net/p/lexique_meteo.htm
A domino game to practise and/or revise weather vocabulary: www.lesfeesdufle.com/domino-la-meteo.html
Introduce weather expressions in different tenses, e.g. il fait beau, il faisait froid, il y aura du soleil by adapting
this simple listening exercise: https://maprofdefle.com/2020/04/20/jeu-la-boite-a-bruit-le-temps-la-meteo/ Ask a
question in past, present or future tense before playing the weather sound. Learners must identify the sound and
answer in the correct tense.
Practise weather expressions in the present tense by playing battleships. Then give learners two different
weather maps. Working in pairs, they must ask each other questions about the weather to try and find out what
the weather is like on each other’s maps.
Practise weather expressions in the future tense by listening to and inventing weather forecasts:
http://enseigner.tv5monde.com/fle/la-meteo-1
Learners invent a weather forecast for the future. They practise and perform it in front of the class. (I)
For more ideas for presenting weather forecasts and a wider range of vocabulary:
https://leszexpertsfle.com/ressources-fle/fle-meteo-sequence-ecologie/
Practise weather expressions in the past tense by giving learners a description in the past with a series of
pictures or weather symbols to put in the order of the narrative. (F)
Learners listen to three different weather forecasts and identify the corresponding map by observing the
symbols. www.estudiodefrances.com/fle-html5/meteo/la-meteo.html Learners identify different tenses in the
texts.

Scheme of Work
35
Extension activity: Learners read an account of a day out involving extreme weather conditions which includes
a variety of weather expressions in different tenses. Learners write their own account of a disastrous weather
day, saying what happened and what their reactions to it were. (I)
Discuss the natural
environment. Review
interrogatives
Introduce vocabulary to talk about animals in French. Go to www.french-games.net/ Choose ‘Animals’ in the list
of intermediate topics.
For more interactive vocabulary and listening exercises about animals:
www.lepointdufle.net/penseigner/lexique_animaux-fiches-pedagogiques.htm
Give learners pictures of imaginary animals and ask them to choose one. In pairs or groups learners complete a
fiche d’identité animale. Download an example here: https://leszexpertsfle.com/ressources-fle/les-animaux-
fantastiques/
Extension activity: Learners select one or several animals to study and then complete the online quiz to check
their knowledge https://monecole.fr/disciplines/litterature/rallyelecturefr-documentaires-animaliers-en-ligne They
present their animal to a partner, a small group or to the class without saying the name of it and the other
learners must guess the animal they are describing. Learners could use the fiche documentaire as a model to
present an animal they have researched themselves. (I)
Learners watch a video in which young people are interviewing people in a park about nature and complete a
series of comprehension activities: http://enseigner.tv5monde.com/fle/dans-le-parc-1416
Learners use the questions from the video to interview each other and express their own opinions about nature.
They transform their answers into a piece of extended writing about the natural environment. (I)
Extension activity: Learners watch a video about a French national park and complete a series of
comprehension activities: http://enseigner.tv5monde.com/fle/parc-des-pyrenees Learners work in pairs or groups
to create a web page presenting the park (or a national park in their own region). (I)
Communications and
technology
Talk about life online
and use relative
pronouns qui, que, ce
qui, ce que
Introduce key vocabulary for talking about life online by giving learners a simple quiz to complete and compare
answers in pairs, e.g. Qu’est-ce que tu fais le plus sur ton portable – des selfies ou des vidéos? Tu préfères
surfer en ligne ou sur la mer? Tu communiques plus avec des textos ou des courriels?. Give learners
suggestions of justifications to turn this into a more developed oral exercise.

Scheme of Work
36
Learners watch a video giving a definition and examples of connected objects used in daily life and complete a
comprehension activity.
Textbooks may include comprehension activities in which young people talk about their life online. Learners
identify and extract relevant information from the texts. Differentiate for higher ability learners by asking for ‘any
other interesting information’. These texts could include examples of relative pronouns, e.g. Je mets toutes les
photos que j’aime sur Facebook, ce qui est très pratique pour mes amis qui veulent rester en contact avec moi.
Mais je fais attention à la sécurité en ligne, ce que mes parents trouvent très important aussi.
Learners discuss the merits of different smartphone apps, using relative pronouns:
https://leszexpertsfle.com/ressources-fle/une-application-qui-que-qu/
Learners use the example texts from previous exercises as a model to write about their own life online for a blog
or a school magazine (I)
Learners design a web page on a topic of their choice or a blog or Facebook page for an imaginary character.
This activity will enable them to reuse vocabulary from earlier parts of the course. Give support and differentiate
by giving more or less guidance as to the information and the language to be included in the finished piece (I)
Show learners examples of messages written with typical text abbreviations and ask them to work out the
meaning. For a list of texting vocabulary go to: www.lawlessfrench.com/vocabulary/texting/ Learners write
messages of their own and give them to a partner or another group to write in correct French.
Learners listen to the song Carmen by the artist Stromae and complete a series of comprehension activities
highlighting digital related vocabulary: http://enseigner.tv5monde.com/fle/carmen#b1
For further explanation about the lyrics of this song go to:
https://sites.google.com/site/missmyerslearninglanguages/French/songs/stromae-carmen
Learners watch a video presenting the problems the internet can cause for young people and complete a series
of comprehension exercises: www.youtube.com/watch?v=uO7RHHU894o
Discuss different types
of documents and
Introduce the vocabulary needed to refer to different types of documents. Give learners pictures to match with
the correct words, e.g. un livre, une bande dessinée, un magazine, un carnet, un dépliant.

Scheme of Work
37
texts. Use the
imperfect tense
Give learners short descriptions or reviews of popular books and ask them to match the description with the title.
Learners use these descriptions as a model to write a description of their favourite book and say why they like it.
(I)
Show learners the results of a survey about young people’s reading habits. For an example go to:
www.leparisien.fr/culture-loisirs/livres/mais-si-les-15-25-ans-aiment-lire-18-06-2018-7780200.php
Give learners questions to ask each other in groups about their reading habits or ask learners to make up their
own questions. Include questions about what they used to read to practise the imperfect tense. (F)
Learners write an article about their reading habits including what they used to read, what they like reading now
and giving an opinion about young people’s reading habits in general. Encourage them to include information
about what they read on paper and what they read online. (I)
The built
environment
Describe a town and
use negatives
Introduce vocabulary to talk about places in the town in French. Go to www.french-games.net/ Choose ‘Place’ in
the list of intermediate topics.
Learners work in groups of four. Give each learner a map of a town with numbers instead of names of places.
Each learner in the group is given a different set of information they know about the town, e.g. la pharmacie est
en face de la gare and information they need to find out, e.g. tu dois acheter des timbres. Learners ask and
answer questions to find out where the different places in the town are situated on the map. For accompanying
worksheets for this activity go to: https://leszexpertsfle.com/ressources-fle/situer-lieu-ville-plan/
Learners listen to descriptions of towns and cities and complete a series of comprehension activities:
www.lesfeesdufle.com/en-ville.html
Revise negative expressions. Learners can practise here: (F)
www.languagesonline.org.uk/French/Grammar/Negatives/index.htm
Give learners a text based on peoples’ experience and opinion of living in the town and the countryside. For an
example go to: https://fr.islcollective.com/francais-fle-fiches-pedagogiques/ Learners extract from the texts a list
of advantages and disadvantages of each type of lifestyle. (I)
Learners describe their own town orally or in writing (I): www.scoilnet.ie/uploads/resources/23893/23616.pdf

Scheme of Work
38
Learners write an article describing their town in which they include positive and negative aspects as well as a
general opinion about life in their town. (I)
Ask for and give
directions and use the
imperative
Introduce the vocabulary needed for understanding and giving directions:
www.podcastfrancaisfacile.com/debutant/directions-delf-a1-fle.html
Learners listen to young people describing their itinerary for going to school and complete a series of
comprehension exercises: http://enseigner.tv5monde.com/fle/en-chemin-916
Extension activity: Give learners different versions of a map. They ask each other questions to complete the
gaps in their own map.
Learners listen to short texts in which people are giving directions using the imperative form of the present tense.
Learners note the destination of each person.
Review the imperative form of present tense verbs.
Place around the classroom labels designating different places in a town. Learners take it in turns to direct each
other to different places, using the imperative form of verbs, and move around the room accordingly.
Extension activity: Learners write out a simple set of directions telling a foreign friend how to get to different
places in a new town. This can be done in the form of a dialogue practising the ‘tu’ form of the imperative. To
practise the ‘vous’ form, learners could perform role plays in a tourist office, in which a tourist comes to ask for
directions to certain places in the town.
Use transactional
language at the bank,
post office, lost
property office and at
the police station
Give learners the expressions necessary for dialoguing in banks and post offices. This can be in the form of
sentence half-matching, reordering jumbled dialogues or finding the French activities.
Learners perform appropriate role-play tasks and invent their own dialogues. Give them specific roles such as
the angry or absent-minded customer/bank manager to make the tasks more amusing. (I)
For an example of a dialogue at the Post Office go to: www.podcastfrancaisfacile.com/dialogue/dialogue-a-la-
poste.html
Learners listen to recordings of dialogues in lost property offices or police stations: They note details such as the
item lost, its description, where and when it was lost, etc.

Scheme of Work
39
Learners invent and perform dialogues at the lost property office or the police station. Give them examples of
role play situations: https://drive.google.com/file/d/0B2E3efC1ub0UOW5wNGJqcUd3Nm8/edit?pli=1 (I)
For an example of a dialogue at the police station go to: www.podcastfrancaisfacile.com/dialogue/dialogue-
police.html
Extension activity: Learners imagine a situation in which they have lost or found an item and write an account
of what happened. This is a good opportunity for revising and practising the difference between perfect and
imperfect tenses. (I)
Travel – book tickets
and deal with travel
problems
Give learners the expressions necessary for booking train, bus and airline tickets.
Learners listen to a dialogue at the train station and complete the comprehension activities:
www.podcastfrancaisfacile.com/dialogue/a-la-gare.html Learners use the dialogue on the worksheet about
buying tickets as a model to make up their own dialogue in pairs. (I)
Introduce vocabulary related to cars: www.francaisfacile.com/exercices/exercice-francais-2/exercice-francais-
26039.php
Learners read a text about road safety and complete a series of comprehension exercises: www.exercices-a-
imprimer.com/comprehension-et-expression-ecrite-la-securite-routiere
Learners listen to dialogues in a garage. They identify key vocabulary and expressions and then use the
dialogues as a model to make up their own in pairs (I)
Book a hotel room and
make complaints. Use
the pluperfect tense
Learners read a series of hotel reviews and identify key vocabulary: http://instantfle.fr/wp-
content/uploads/2018/06/LesMeilleursHotels.pdf
Give learners pictures of unusual hotels and ask them to choose one. Learners imagine the details of their
chosen hotel, e.g. the type of hotel it is, where it is located, the amenities on offer, the price of the rooms and
note them in a grid.
Learners write a (real or imaginary) description of a hotel they have stayed in in the past or of their ideal hotel
using the conditional tense. (I)

Scheme of Work
40
Introduce vocabulary and expressions for booking hotel rooms and making complaints:
www.podcastfrancaisfacile.com/podcast/hotel.html
Learners listen to dialogues in a hotel: http://tourismefle.free.fr/a_hotel.htm They identify key vocabulary and
expressions and then use the dialogues as a model to make up their own in pairs. (I)
Learners work in pairs. Give each pair a different scenario, e.g. Vous n’avez plus d’eau chaude et vous appelez
la reception. Votre chambre est sale à votre arrivée à l’hôtel. Learners make up appropriate dialogues. (I)
Introduce the pluperfect tense, e.g. Ma chambre était froide car on avait oublié de mettre le chauffage. J’avais
réservé mais quand je suis arrivé à l’hôtel ma chambre n’était pas prête.
Give learners examples of messages of complaint sent to hotels and messages of response from the hotels.
They match message and response. Learners write an email to a hotel complaining about poor service. (I)
Give learners a longer dialogue to perform and/or use as a model for creating a more extended dialogue in a
hotel (I): https://fr.islcollective.com/francais-fle-fiches-pedagogiques/
https://fr.islcollective.com/francais-fle-fiches-pedagogiques/comprehension-ecrite/comprehension-generale-de-
la-lecture/vacances/ft-hotel-et-reservation
Learners watch a video about an environmentally friendly hotel and complete a series of comprehension
activities: http://enseigner.tv5monde.com/fle/suede-la-premiere-chaine-deco-hotels#b1
Go shopping and use
demonstrative
adjectives and
pronouns
Introduce vocabulary related to shopping:
www.tolearnfrench.com/exercises/exercise-french-2/exercise-french-9622.php
www.tolearnfrench.com/exercises/exercise-french-2/exercise-french-48147.php
www.french-games.net/ Choose ‘Place’ in the list of intermediate topics.
Give learners two minutes to write the names of different shops. They give the list to their partner who writes
down a product, which can be found in each shop.
Learners listen to and or read a series of dialogues taking place in various shops. For examples go to:
www.tolearnfrench.com/cgi2/myexam/liaison.php?liaison=_magasin_
https://leszexpertsfle.com/ressources-fle/jeux-de-roles-faire-des-achats/

Scheme of Work
41
Choose dialogues to explore several different situations: talking about preferences, finding out about prices, etc.
Give learners comprehension tasks such as gap fills, matching sentence halves, true/false, multiple-choice
questions.
Learners practise exchanging information about prices of clothes.
Introduce demonstrative adjectives and pronouns. Learners can practise them here (F):
www.laits.utexas.edu/tex/gr/det7.html
www.laits.utexas.edu/tex/gr/pro11.html
In pairs, learners invent their own dialogues, with one learner playing the role of the salesperson and the other
learner being the customer. Encourage learners to include examples of demonstratives in their dialogues. (I)
Learners compare the advantages and disadvantages of different shopping facilities such as local markets,
supermarkets, hypermarkets and shopping centres. For a video on this topic go to:
http://enseigner.tv5monde.com/fle/premier-supermarche-cotonou-benin#b1
Learners practise different tenses by writing about past, future or ideal shopping experiences. Or, learners
describe a particularly disastrous or successful shopping trip, including opinions and explanations enabling them
to employ new vocabulary. (I)
Learners watch a video about being a responsible consumer and complete a series of comprehension activities:
http://enseigner.tv5monde.com/fle/consommation-responsable#a2 Learners write an article or make a poster
giving advice to young people about managing their budget. (I)
Learners play a Monopoly style board game in groups. They must all buy and sell different items. For an
explanation of the game and materials to download go to: www.charivarialecole.fr/archives/2463
Learners discuss the advantages and disadvantages of different types of shopping and write an article about
their shopping habits (I). For ideas of questions and activities go to:
https://regardsurlefrancais.com/2021/08/26/activites-pedagogiques-les-achats/

Scheme of Work
42
Measurements and
materials
Express opinions
about unsatisfactory
goods
Show learners a table with clothing and shoe sizes from different countries. Learners exchange information
about sizes and invent dialogues in shops between people of different nationalities https://bop.fipf.org/unites-de-
mesure-et-cultures/
Introduce vocabulary to refer to materials and patterns of clothes. Learners complete activities to practise this
vocabulary. (F)
Provide learners with texts/vocabulary for complaining, protesting and apologising. Learners complete a series of
comprehension exercises and perform role plays involving complaints in shops.
Learners write a letter or an email to a shop with a complaint and ask for compensation. Or they write an online
review of a shop or an item they have bought. This provides the opportunity to use a variety of tenses. (I)
For more shopping related activities go to: www.lesfeesdufle.com/achats.html
People and places
AO1 Listening
0520 Mar 2020 Paper 12 Section 2 Ex 1 Q 16 Les vacances
0520/7156 Jun 2020 Paper 12 Section 3 Ex 1 Q 26-31 Les Jeux Internationaux de la Jeunesse
0520 Nov 2020 Paper 13 Section 3 Ex 1 Q 26-31 Voyage à Londres en Angleterre
0520/7156 Jun 2021 Paper 12 Q 21-28 Les vacances
0520/7156 Nov 2021 Paper 12 Q 29-34 Les vacances en famille
0520 Nov 2021 Paper 13 Q 35-37 Une rallye en Afrique
0520/7156 Jun 2022 Paper 11 Q 20-28 Le territoire de Yukon au Canada
0520/7156 Jun 2022 Paper 12 Q 15-19 Les vacances
0520/7156 Nov 2022 Paper 12 Q 29-34 Le tour d’Europe en planche à voile
0520 Nov 2022 Paper 13 Q 29-34 Une randonnée pour aller à la petite île du Mont Saint-Michel, en France
AO2 Reading
0520/7156 2021 Specimen Paper 02 Q5 Projets de vacances
0520 Mar 2020 Paper 22 Section 3 Ex 1 Q 31-35 Un voyage scolaire

Scheme of Work
43
0520/7156 Jun 2020 Paper 22 Section 3 Ex 1 Q 31-35 Sébastien et sa guitare
0520 Jun 2020 Paper 23 Section 3 Ex 1 Q 29-33 Accompagnateur de voyages
0520 Nov 2020 Paper 21 Section 2 Ex 1 Q 16-20 Voyage scolaire
0520 Nov 2020 Paper 23 Section 2 Ex 2 Q 21-29 Les vacances
0520 Mar 2021 Paper 22 Q4 Voyage scolaire
0520/7156 Jun 2021 Paper 22 Q3 Vacances dans un camping
0520/7156 Jun 2021 Paper 22 Q5 Les colonies de vacances
0520 Nov 2021 Paper 21 Q1 Les vacances
0520/7156 Nov 2021 Paper 22 Q6 Un voyage de rêve
0520/7156 Jun 2022 Paper 22 Q4 Vacances dans un hôtel
0520 Nov 2022 Paper 21 Q4 Un voyage scolaire en Angleterre
0520/7156 Nov 2022 Paper 22 Q2 A la plage
0520/7156 Nov 2022 Paper 22 Q3 Les vacances
AO3 Speaking
0520/7156 Nov 2021 Paper 03 Role Play Card 3 Vous allez faire du camping en France avec votre ami(e) français(e).
0520/7156 Nov 2021 Paper 03 Role Play Card 8 Vous allez faire un séjour chez votre ami(e). Votre ami(e) vous téléphone pour organiser votre arrivée.
0520 Mar 2022 Paper 03 Topic Conversation 2 Topic 4 Les lieux Teachers’ Notes p 28
0520/7156 Jun 2022 Paper 03 Role Play Card 8 Votre ami(e) suisse vous rend visite. Vous organisez une excursion à la campagne.
0520/7156 Jun 2022 Paper 03 Topic Conversation 2 Topic 7 Le tourisme Teachers’ Notes p 31
0520/7156 Nov 2022 Paper 03 Role Play Card 2 Votre ami(e) français(e) vous rend visite. Vous organisez un petit séjour dans une auberge de jeunesse.
0520/7156 Nov 2022 Paper 03 Role Play Card 8 Vous voulez organiser des vacances à la montagne avec votre ami(e) québécois(e).
AO4 Writing
0520 Nov 2020 Paper 41 Q3b Vacances dans un camping
0520/7156 Nov 2020 Paper 42 Q2 Mes vacances
0520/7156 Jun 2021 Paper 41 Q3b Un problème au gîte
0520 Jun 2021 Paper 43 Q3a Vacances dans un camping
0520 Nov 2021 Paper 41 Q3a Un échange scolaire
0520 Mar 2022 Paper 42 Q2 Les vacances scolaires
0520 Nov 2022 Paper 43 Q3a Vacances sans adultes
The natural world
AO1 Listening
0520 Jun 2020 Paper 13 Section 3 Ex 2 Q 32-40 Florence a traversé l'Antarctique avec son mari
0520/7156 Nov 2020 Paper 12 Section 3 Ex 2 Q 32-40 Un centre pour animaux en Afrique
0520/7156 Jun 2021 Paper 11 Q 29-34 Sylvain, photographe

Scheme of Work
44
0520 Nov 2021 Paper 11 Q 29-34 Les vacances en France
0520 Mar 2022 Paper 12 Q 15-19 Le temps
0520 Nov 2022 Paper 13 Q 35-37 Journée d’Action pour le climat, en France
AO2 Reading
0520/7156 Jun 2020 Paper 21 Section 3 Ex 1 Q31-35 Non aux déchets
0520/7156 Jun 2020 Paper 22 Section 1 Ex 1 2 Q 6-10 Le temps
0520/7156 Nov 2020 Paper 22 Section 2 Ex 1 Q 16-20 Stage pour jeunes pêcheurs
0520 Nov 2020 Paper 23 Section 3 Ex 1 Q 30-40 La longue marche de Patrick
0520/7156 Jun 2021 Paper 21 Q6 Chantiers internationaux
0520 Nov 2021 Paper 21 Q4 Volontaire écologique
0520/7156 Nov 2021 Paper 22 Q3 Le mauvais temps
0520 Nov 2022 Paper 21 Q6 Une grand-mère qui nettoie la plage
0520/7156 Nov 2022 Paper 22 Q6 Une vie totalement écologique, est-ce possible ?
AO3 Speaking
0520 Mar 2021 Paper 03 Topic Conversation 2 Topic 5 Le monde naturel et l’environnement Teachers’ Notes p 29
0520/7156 Nov 2021 Paper 03 Topic Conversation 2 Topic 4 Le monde naturel et l’environnement Teachers’ Notes p 28
0520/7156 Jun 2022 Paper 03 Topic Conversation 2 Topic 5 Le monde naturel, l'environnement, le climat et le temps Teachers’ Notes p 29
AO4 Writing
0520/7156 Jun 2020 Paper 42 Q3a Une randonnée dans la nature
0520 Nov 2021 Paper 43 Q3b Une randonnée en montagne
0520/7156 Jun 2022 Paper 41 Q3a Un safari photo
0520 Jun 2022 Paper 43 Q2 Le temps et le climat
Communications and technology
AO1 Listening
0520 Nov 2020 Paper 11 Section 3 Ex 1 Q 26-31 Ma chaîne sur Internet
AO2 Reading
0520/7156 Nov 2020 Paper 22 Section 2 Ex 2 Q 21-29 Séjour chez Lucas
AO3 Speaking
0520/7156 2021 Specimen Paper 03 Topic Conversation 2 Topic 7 La communication et la technologie Teachers’ Notes p 31
0520 Mar 2022 Paper 03 Role Play Card 9 Votre ami(e) québécois(e) vous rend visite. Vous voulez faire du shopping et acheter un nouveau portable.
0520/7156 Jun 2022 Paper 03 Topic Conversation 2 Topic 4 La communication et la technologie Teachers’ Notes p 28
AO4 Writing
0520/7156 Jun 2022 Paper 42 Q3a Ma photo préférée
0520 Jun 2022 Paper 43 Q3a J’ai perdu mon téléphone portable

Scheme of Work
45
0520 Nov 2022 Paper 41 Q3b Mon nouveau smartphone
The built environment
AO1 Listening
0520 Jun 2020 Paper 13 Section 3 Ex 1 Q 26-31 Vincent habite à Bordeaux
0520/7156 Jun 2021 Paper 11 Q 15-19 La ville de Lyon
0520/7156 Jun 2021 Paper 11 Q 25-28 La ville de Stockholm en Suède
0520 Nov 2021 Paper 11 Q 15-19 Les hôtels en Suisse
0520 Jun 2022 Paper 13 Q 15-19 Un hotel pour les vacances
0520 Nov 2022 Paper 11 Q 35-37 Une nouvelle sorte de boutique
AO2 Reading
0520/7156 Jun 2020 Paper 21 Section 2 Ex 1 Q 16-20 Chalet à louer
0520/7156 Jun 2020 Paper 22 Section 1 Ex 3 Q 11-15 Emmanuel aide sa grand-mère
0520/7156 Jun 2020 Paper 22 Section 2 Ex 1 Q 16-20 Caravanes à louer
0520 Jun 2020 Paper 23 Section 2 Ex 2 Q 21-28 La ferme de mes grands-parents
0520 Nov 2020 Paper 23 Section 3 Ex 2 Q 35-41 Vivre moins cher
0520 Mar 2021 Paper 22 Q2 Les magasins
0520/7156 Jun 2021 Paper 21 Q2 Les magasins
0520/7156 Jun 2021 Paper 22 Q2 Les magasins
0520Jun 2021 Paper 23 Q2 A l’auberge de jeunesse
0520/7156 Nov 2021 Paper 22 Q2 En ville
0520 Nov 2021 Paper 23 Q2 Les rayons de supermarché
0520 Mar 2022 Paper 22 Q2 Au village de vacances
0520 Mar 2022 Paper 22 Q6 Un petit garçon perdu en ville
0520/7156 Jun 2022 Paper 21 Q2 En ville
0520/7156 Jun 2022 Paper 21 Q4 Séjour dans un parc d’attractions
0520/7156 Jun 2022 Paper 22 Q2 Au camping
0520 Jun 2022 Paper 23 Q2 Au supermarché
0520 Nov 2022 Paper 21 Q2 Au supermarché
0520/7156 Nov 2022 Paper 22 Q5 Hôtels
0520 Nov 2022 Paper 23 Q2 A l’hôtel
0520 Nov 2022 Paper 23 Q4 Un début de vacances désastreux
AO3 Speaking
0520/7156 2021 Specimen Paper 03 Role Play Card 3 Vous êtes dans un magasin de vêtements avec votre ami(e) belge.
0520/7156 2021 Specimen Paper 03 Role Play Card 4 Vous êtes dans un hôtel en France et vous voulez changer de chambre.
0520/7156 2021 Specimen Paper 03 Role Play Card 7 Vous êtes dans un office de tourisme à Lyon. Vous parlez au/à la réceptionniste.

Scheme of Work
46
0520 Mar 2021 Paper 03 Role Play Card 5 Vous êtes chez un(e) marchand(e) de fruits en France. Vous voulez acheter des fruits.
0520 Mar 2021 Paper 03 Role Play Card 8 Vous voulez faire du shopping in ville avec votre ami(e) français(e).
0520/7156 Jun 2021 Paper 03 Role Play Card 4 Vous perdez votre passeport pendant vos vacances. Vous parlez avec un agent de police au commissariat.
0520/7156 Jun 2021 Paper 03 Role Play Card 5 Vous voulez échanger un vêtement dans un magasin en France.
0520/7156 Jun 2021 Paper 03 Role Play Card 6 Vous attendez un taxi à la réception de votre hôtel en Suisse. Vous parlez avec le/la réceptionniste.
0520/7156 Jun 2021 Paper 03 Role Play Card 7 Vous voulez aller à un centre commercial en France avec votre ami(e) français(e).
0520/7156 Jun 2021 Paper 03 Topic Conversation 2 Topic 4 L’environnement construit Teachers’ Notes p 28
0520/7156 Nov 2021 Paper 03 Role Play Card 2 Vous entrez dans un hôtel en France. Vous voulez une chambre.
0520/7156 Nov 2021 Paper 03 Role Play Card 6 Vous êtes au bord de la mer en France. Vous voulez acheter une glace.
0520/7156 Nov 2021 Paper 03 Topic Conversation 2 Topic 5 L’environnement construit – les courses Teachers’ Notes p 29
0520 Mar 2022 Paper 03 Role Play Card 7 Vous êtes en France en vacances. Vous voulez acheter une glace.
0520 Mar 2022 Paper 03 Role Play Card 8 Votre ami(e) français(e) est chez vous. Vous organisez la visite d’un musée aujourd’hui.
0520 Mar 2022 Paper 03 Topic Conversation 2 Topic 4 L’environnement construit – les bâtiments Teachers’ Notes p 28
0520/7156 Jun 2022 Paper 03 Role Play Card 2 Vous êtes chez un(e) marchand(e) de légumes en France. Vous voulez acheter des légumes.
0520/7156 Jun 2022 Paper 03 Role Play Card 3 Vous êtes en vacances en France. Vous prenez un taxi pour aller en ville.
0520/7156 Jun 2022 Paper 03 Role Play Card 6 Vous entrez dans un hôtel en France. Vous voulez une chambre.
0520/7156 Jun 2022 Paper 03 Role Play Card 7 Pendant vos vacances au Québec, vous perdez votre sac dans un centre sportif.
0520/7156 Nov 2022 Paper 03 Role Play Card 5 Vous voulez passer la journée en ville avec votre ami(e) français(e).
0520/7156 Nov 2022 Paper 03 Role Play Card 6 Dans un office de tourisme en France. Vous voulez réserver des places pour une promenade en bateau.
0520/7156 Nov 2022 Paper 03 Role Play Card 7 Vous perdez votre portefeuille pendant vos vacances. Vous parlez avec un agent de police au commissariat.
0520/7156 Nov 2022 Paper 03 Topic Conversation 2 Topic 4 L’environnement construit Teachers’ Notes p 28
AO4 Writing
0520 Jun 2020 Paper 43 Q3b Ville ou campagne ?
0520 Mar 2021 Paper 42 Q3a Ma nouvelle vie
0520 Nov 2021 Paper 41 Q2 Ma ville préférée
0520/7156 Jun 2022 Paper 42 Q2 Le shopping
0520/7156 Jun 2022 Paper 42 Q3b Un problème à l’hôtel
0520/7156 Nov 2022 Paper 42 Q2 Ma région

Scheme of Work
47
D: The world of work
Education Describe school and
school routine and use
different tenses
Introduce vocabulary to talk about school in French. www.french-games.net/ Choose ‘School’ in the list of
intermediate topics. For relevant verbs and expressions go to: www.slideshare.net/lebaobabbleu/lexique-lecole-
et-les-etudes-a2 Domino game based on school vocabulary: www.lesfeesdufle.com/domino-de-la-scolarite.html
Learners match names of school subjects to the correct pictures. Listen to a young person talking about school
subjects and complete a series of comprehension activities. Learners complete a timetable with information
about their school day: www.fransksprog.dk/fiches/les-matieres-au-college
Give learners some examples of opinions of school subjects and ask them to sort them into positive and
negative opinions. Learners add some opinions of their own and then write a short paragraph about the subjects
they study at school, including opinions and justifications. (I)
Give learners an explanation of the school system in France: www.fransksprog.dk/fiches/le-systeme-scolaire-en-
france. Learners listen to young French people talking about school and identify the class they are in. Learners
complete a series of reading comprehension activities on the school system in France:
www.fransksprog.dk/fiches/le-systeme-educatif-francais
For a short quiz on the French school system go to: www.lesfeesdufle.com/quiz-lecole-francaise.html (F)
Learners watch a video in which young people talk about their life at school:
www.youtube.com/watch?v=iww3eUDIGM4&feature=youtu.be Learners complete a series of comprehension
exercises. For a worksheet related to this video go to: https://lebaobabbleu.files.wordpress.com/2018/09/5-co-
une-journc3a9e-typique-au-collc3a8ge.pdf
Learners use the questions from the video to interview each other about their school life. Or give them cards with
questions and suggested answers so they can evaluate each other’s responses (I):
www.scoilnet.ie/uploads/resources/23867/23590.pdf
Learners write an account of their favourite/least favourite school day, including opinions and justifications.
Learners can also describe what their ideal school day would be, using the conditional tense, with the possibility
of presenting these to the class and having a class vote for the best one. (I)

Scheme of Work
48
Learners create a poster/web page/publicity brochure for their school or an imaginary school describing the
buildings, routine, school facilities, etc. For an example of a school presentation in the form of a storyboard go to:
https://foudefle.blogspot.com/2018/10/presenter-son-ecole.html (I)
Learners watch a video about primary school in France and complete a series of comprehension exercises:
https://e-fle.blogspot.com/2013/12/lecole-en-france.html
Learners describe their primary school, saying what it was like and what they used to do, using the imperfect
tense. For examples of descriptions of school in the imperfect tense go to:
https://ticsenfle.blogspot.com/2015/09/comment-etait-lecole-lepoque-de-tes.html Learners compare their primary
school to their current school, giving opinions and justifications. (I)
Extension activity: Learners listen to the poem Le Cancre by Jacques Prévert and complete gap fill and
comprehension exercises. Learners create a dialogue or produce a piece of extended writing in which they
describe how they feel when they are asked questions in class.
Discuss school rules
and use impersonal
verbs to express
obligation
Give learners a list of school rules. Give learners guidance to select key vocabulary and reformulate sentences
from the list using impersonal expressions of obligation: il faut, il ne faut pas, il est interdit de + infinitive.
Give learners a text in which a young person describes the rules and regulations in their school. This could be in
the form of a gap fill, comprehension questions or note taking on what is and isn’t allowed in the school. Learners
compare the school in the text with their own school and decide which they think is the fairest. (I)
Learners revise clothes vocabulary to discuss school uniform. Go to www.french-games.net/ Choose ‘School’ in
the list of beginner topics and then choose ‘School uniform’. Learners then read or listen to different opinions
about school uniform. www.1jour1actu.com/france/uniforme-a-lecole-ce-quen-pensent-les-eleves-32072/
Learners note in a grid the extent to which they agree/disagree with these opinions and why. (I)
Give learners a list of qualities to describe teachers and ask them to classify the qualities by order of importance.
For a list of characteristics go to: http://pedagopsy.eu/decalage_prof.html Learners write a description of their
ideal teacher or imagine what sort of teacher they would be if they chose teaching as a profession. (I)
Learners contribute to a class group writing exercise summarising what is good/bad about the school and what
could be changed, with each group focusing on one area of school life. Put suggestions together to produce a
group version. Learners then write their own version independently in the form of a letter to the head teacher. (I)

Scheme of Work
49
Discuss studying and
exams and use the
future tense and future
time expressions
Give a list of useful expressions for talking about the future and dialogues to complete with suitable verbs and
expressions in the future (aller + infinitive, simple future, avoir l’intention de + infinitive, penser + infinitive,
espérer + infinitive, si + present + future)
Textbooks may include comprehension activities in which young people discuss their studies and future plans.
Activities can include matching, gap-fill or comprehension exercises.
Using these as a model, learners can ask and answer questions on their own future plans in pairs or in written
form, using future expressions. (I)
Learners read texts in which young people talk about their revision techniques and do a series of comprehension
exercises: find the French for … / true or false, etc.
In pairs, learners draw up a list of top revision tips. This would be a good opportunity to review the imperative
and/or expressions of obligation. For a video with activities on memory techniques go to:
http://enseigner.tv5monde.com/fle/les-secrets-de-la-memoire#a2
Learners write a short article about themselves which should mention the exams they will be taking, what they
will be doing to revise, and what their plans are in the near and more distant future in terms of studies and
careers. (I)
Extension activity: Learners watch a video explaining le brevet des collèges and complete guided
comprehension activities: www.1jour1actu.com/info-animee/a-quoi-sert-le-brevet-des-colleges/ Learners
compare the content of this exam with their own exams.
Discuss higher
education and use
past, present and
future time frames
Introduce vocabulary to talk about higher education and give learners an explanation of the higher education
system in France: https://lebaobabbleu.files.wordpress.com/2018/04/ud-10-les-etudes.pdf
Learners compare the French system with the system in their own country and express opinions on what they
would like to do in the future: https://capsurlefle.wordpress.com/2017/01/16/les-etudes-superieures-en-france-
adolescentsadultes-b1/
Give learners a text in which young people discuss taking a gap year. Learners identify key vocabulary and draw
up a list of advantages and disadvantages of taking a gap year. Learners transform this into an article about gap
years, giving their own opinion or imagine their own gap year and describe what they did or would like to do with
this opportunity. (I)

Scheme of Work
50
Work Discuss jobs and
career choices and
use irregular
comparative and
superlative adverbs
Introduce vocabulary to refer to different jobs: https://francesdesdecero.files.wordpress.com/2013/10/les-
professions-masc-et-fem-i.pdf Review rules of masculine and feminine agreement and the no article rule with
jobs.
Learners match jobs with places or areas of work: https://fr.islcollective.com/francais-fle-fiches-pedagogiques/
Learners play games to match jobs with the actions required to perform the job:
https://fr.islcollective.com/francais-fle-fiches-pedagogiques/comprehension-ecrite/comprehension-generale-de-
la-lecture/metiers/metiers-et-occupations
Match jobs with descriptions: https://drive.google.com/file/d/1njMHbWcYeSGnHLa1OhlVkCbGZZSpG_wz/view
Extension activity: Learners find out about a certain job sector in more detail and use specific vocabulary. For
teachers notes and a learner worksheet on the catering sector go to:
http://fabriqueaspecialites.free.fr/index.php/brigade-de-cuisine/
Give learners list of jobs to match with advantages and disadvantages. Include examples of irregular
comparatives and superlatives, e.g. Le mieux, c’est le contact avec les clients, le pire, c’est les horaires qui sont
très longs.
Learners watch a video in which a young woman talks about her job and the qualities needed to do that job and
complete a series of comprehension activities: http://enseigner.tv5monde.com/fle/mon-metier-ma-passion#a1
Learners research jobs and write descriptions including tasks, place of work, advantages and disadvantages (I).
For a worksheet providing support for this activity go to: https://doc.dis.ac-guyane.fr/IMG/pdf/fiche-metier-a-
completer-version-libre-office.pdf
Learners watch a video in which young people discuss the jobs they would like to do in the future and complete a
series of comprehension activities: https://enseigner.tv5monde.com/fiches-pedagogiques-fle/projets-1616
In pairs, learners interview each other about their future plans, what sort of job they hope to have and what sort
of job they would not like to have and why: https://fle.mondolinguo.com/voudrais-tu-devenir/

Scheme of Work
51
Learners write a paragraph about the career path that interests them, the qualities required, what is important in
a job, a job they would particularly like to do or not like to do and why and the best and worst things about that
job. (I)
Learners answer a series of questions about what they would do if they were unemployed:
https://leszexpertsfle.com/ressources-fle/parler-du-chomage-a2-c2/ Pairs feedback their answers to the class.
Learners listen to the song Le travail c’est la santé by Henri Salvador. This can lead to a discussion on the
importance of maintaining a healthy work-life balance. To access the song and the lyrics go to:
https://learnfrenchwithbrigitte.com/le-travail-cest-la-sante-henry-salvador/
Give learners a list of vocabulary on the topic of working from home:
https://french.kwiziq.com/learn/theme/4475905 Learners watch a short video about working from home and
complete gap fill and comprehension exercises: https://toutenfrancais.tv/lactu-tout-en-francais-le-teletravail/ This
could lead to an oral or written discussion on the advantages and disadvantages of working from home.
Learners broaden their work related vocabulary by labelling an image with the different stages of a professional
career and completing a crossword: https://melaniefle.files.wordpress.com/2016/09/vocabulaire-fle-travail-
carriere.pdf Give extra vocabulary support if necessary. For more work-related activities go to:
www.lesfeesdufle.com/travail.html
Discuss part-time jobs
and pocket money.
Use quantifiers
Introduce the vocabulary needed to discuss part-time jobs and the main tasks involved, e.g. Je fais du baby-
sitting – je garde les enfants de mes voisins. Je travaille dans un restaurant – j’y fais la plonge tous les samedis.
Je distribue les journaux dans mon quartier avant d’aller à l’école.
Learners read or listen to a series of short texts in which young people explain their motivation for having a part-
time job and their opinions. Learners sort the different opinions into positive and negative. (I)
Learners write an article about a part-time or summer job they have had. They describe what the job involved
and what they thought about it. (I)
Learners watch a video in which young people discuss pocket money and the importance of money to them and
complete a series of comprehension activities: http://enseigner.tv5monde.com/fle/largent-et-nous-1516#a2
Learners interview each other in pairs or groups using the questions from the video as a model. Provide learners
with a grid to note their answers.

Scheme of Work
52
Learners listen to young people talking about the amount of pocket money they receive:
www.flevideo.com/fle_video_quiz_low_intermediate.php?id=5498 Learners give opinions about the amounts and
compare them to their own situation using relevant quantifiers: assez, beaucoup, plus/moins, trop, etc.
Discuss work
experience and
understand and
practise the perfect
infinitive
Introduce expressions to talk about typical work experience tasks in French. Go to www.french-games.net/
Choose ‘World’ in the list of intermediate topics and then ‘Work experience’.
Learners read a text about the importance of work experience and complete a series of comprehension
activities: https://melaniefle.files.wordpress.com/2016/10/fle-ce-stage.pdf
Textbooks include reading and listening comprehension activities with people talking about work experience.
Learners note information such as where and when it took place, the tasks that were carried out, the young
person’s opinion of their placement and if they can see themselves in that job in the future. These texts could
include examples of the perfect infinitive, e.g. J’ai travaillé dans un bureau. Après avoir trié le courrier, j’ai fait
des photocopies. For exercises to practise this structure:
https://languagesonline.org.uk/French/Grammar/Perfect_Infinitive/index.htm (F)
Learners ask and answer questions about work experience placements. Questions can be taken from reading or
listening resources already used. Learners write a real or imaginary account of a work experience placement,
including where it was, what they did and their reaction to it. (I)
Apply for jobs and use
direct object pronouns
in the perfect tense
Give learners different job advertisements including details of the type of job, main tasks, salary and main
requirements. They complete a series of comprehension exercises, which can include matching candidates to
the appropriate job, and identify key vocabulary. (I)
Learners classify the advertisements by order of preference, deciding which of the jobs they would most like to
apply for and which they would least like to apply for, giving reasons for their choice. (I)
Learners listen to a dialogue in which someone is applying for a job and complete a series of comprehension
activities: www.francaisfacile.com/exercices/exercice-francais-2/exercice-francais-6236.php
Learners create job interview dialogues, with one person being the interviewer and asking the questions and the
other being the interviewee.

Scheme of Work
53
Give learners examples of job application letters which include examples of direct object pronouns in the perfect
tense, e.g. J’ai déjà travaillé avec des enfants dans un club de vacances où je les ai surveillés à la piscine.
Learners complete a series of comprehension exercises and identify key vocabulary and expressions. For
examples of letters to download and adapt go to (if the page doesn’t open, copy and paste the link into your
browser): http://etudiant.aujourdhui.fr/etudiant/info/exemple-de-lettre-de-motivation.html
Give learners the details of a job. Learners write an application for the job including their previous experience,
current interests and the qualities they will bring to the job. (I)
As an alternative writing task, learners can work in pairs, each writing an advertisement for a job and then writing
an application letter to the advertisement their partner has written. (I)
Present learners with a CV in the form of a video: www.youtube.com/watch?v=-3cn4Ax_Fnw Learners complete
a series of comprehension activities and give their opinion on this way of applying for a job:
www.scribd.com/doc/303890545/Fiche-Apprenant-Cv-Video-Ok
Discuss voluntary work Introduce the concept of voluntary work by displaying pictures of international charities and asking learners to
match them with the problems they work to resolve, e.g. UNICEF soutient les enfants en danger, Médecins sans
Frontières soignent les maladies, WWF protège les animaux.
Video explaning voluntary work with examples: www.1jour1actu.com/france/cest-quoi-etre-benevole
Learners read a text about voluntary work and complete a series of comprehension exercises:
https://fr.islcollective.com/francais-fle-fiches-pedagogiques/
Learners watch a video in which a young person discusses voluntary work: www.youtube.com/watch?v=qOMe4-
1q3Xg Provide learners with comprehension activities to guide their understanding. The transcript can be used
for more in depth vocabulary and grammar work.
Learners use language from the texts they have studied to write about their own attitude to voluntary work. They
could include reasons for doing voluntary work, what voluntary work they do or have done in the past and if they
intend to do voluntary work in the future. (I)

Scheme of Work
54
Education
AO1 Listening
0520/7156 Jun 2020 Paper 12 Section 2 Ex 1 Q16 La vie scolaire
0520 Jun 2020 Paper 13 Section 2 Ex 1 Q16 Les projets d’avenir
0520 Nov 2020 Paper 13 Section 2 Ex 1 Q16 La vie à l’école
0520 Nov 2020 Paper 13 Section 2 Ex 2 Q 17-25 Les études d’art dramatique
0520/7156 Nov 2022 Paper 12 Q 35-37 L’Ecole Espoir à Marseille
AO2 Reading
0520 Jun 2020 Paper 23 Section 1 Ex 3 Q 11-15 Mario parle de son école
0520/7156 Nov 2020 Paper 22 Section 1 Ex 3 Q 11-15 Cours dans un centre d’études
0520 Mar 2021 Paper 22 Q1 Les matières scolaires
0520/7156 Jun 2021 Paper 22 Q6 Soutien scolaire
0520 Nov 2021 Paper 21 Q2 Au collège
0520/7156 Nov 2021 Paper 22 Q5 Stage de vacances
0520/7156 Jun 2022 Paper 21 Q6 Déléguée de classe
AO3 Speaking
0520/7156 2021 Specimen Paper 03 Topic Conversation 2 Topic 5 L'éducation Teachers’ Notes p 29
0520 Mar 2021 Paper 03 Topic Conversation 2 Topic 6 L'éducation Teachers’ Notes p 30
0520/7156 Jun 2021 Paper 03 Topic Conversation 2 Topic 6 L'éducation Teachers’ Notes p 30
0520/7156 Nov 2021 Paper 03 Topic Conversation 2 Topic 6 L'éducation Teachers’ Notes p 30
0520 Mar 2022 Paper 03 Role Play Card 4 Votre correspondant(e) français(e) est chez vous pour un échange scolaire. Vous parlez de votre école avec lui/elle.
0520/7156 Jun 2022 Paper 03 Topic Conversation 2 Topic 6 L'éducation Teachers’ Notes p 30
AO4 Writing
0520/7156 Jun 2020 Paper 41 Q3b Le journal de la semaine scolaire
0520/7156 Jun 2020 Paper 42 Q3b Un blog pour les nouveaux élèves
0520 Jun 2020 Paper 43 Q3a Mon dernier jour d’école
0520/7156 Nov 2020 Paper 42 Q3b Mon nouvel internat
0520/7156 Jun 2021 Paper 41 Q2 Mes matières préférées à l’école
0520 Nov 2021 Paper 43 Q2 Mes devoirs
0520 Jun 2022 Paper 43 Q3b Les activités à l’école

Scheme of Work
55
Work
AO1 Listening
0520 Mar 2020 Paper 21 Section 3 Ex 1 Q 26-31 Rencontres dans une école maternelle entre de jeunes enfants et des personnes âgées
0520/7156 Jun 2020 Paper 11 Section 3 Ex 1 Q 26-31 Un travail de vacances
0520 Nov 2020 Paper 11 Section 2 Ex 2 Q 17-25 Noura parle de son travail d’actrice
0520 Nov 2020 Paper 11 Section 3 Ex 2 Q 32-40 Le travail bénévole
0520 Nov 2020 Paper 12 Section 3 Ex 1 Q 26-31 Le travail bénévole
0520 Mar 2021 Paper 12 Q 29-34 Enseignant dans une école primaire
0520/7156 Jun 2021 Paper 12 Q 29-34 Virginie travaille comme pâtissière
0520 Jun 2021 Paper 13 Q 29-34 Le travail bénévole en Belgique
0520 Nov 2021 Paper 13 Q 29-34 Mon stage en entreprise
0520 Mar 2022 Paper 12 Q 20-28 Propriétaire d’une pharmacie
0520 Mar 2022 Paper 12 Q 35-37 Stage dans un centre animalier
0520/7156 Jun 2022 Paper 11 Q 29-34 Le bénévolat
0520/7156 Jun 2022 Paper 12 Q 35-37 Elise présente des émissions historiques sur le Web
0520 Jun 2022 Paper 13 Q 29-34 Le bénévolat dans un parc zoologique
0520 Jun 2022 Paper 13 Q 35-37 Guide de haute montagne à Chamonix en France
0520 Nov 2022 Paper 11 Q 20-28 Chanteuses professionnelles
0520 Nov 2022 Paper 13 Q 20-28 Théo, étudiant et moniteur de colonie de vacances
AO2 Reading
0520 Mar 2020 Paper 22 Section 2 Ex 2 Q 21-30 Marco trouve un emploi
0520/7156 Jun 2020 Paper 21 Section 1 Ex 3 Q 11-15 Un petit job
0520/7156 Jun 2020 Paper 21 Section 3 Ex 2 Q 36-42 Un nouveau projet
0520/7156 Jun 2020 Paper 22 Section 3 Ex 2 Q 36-42 Hôtesse de l’air
0520 Nov 2020 Paper 21 Section 3 Ex 2 Q 35-40 Vincent, professeur de collège
0520/7156 Nov 2020 Paper 22 Section 3 Ex 2 Q 35-41 Julie aime son métier
0520 Mar 2021 Paper 22 Q3 Un petit job
0520/7156 Jun 2021 Paper 21 Q5 Emplois de vacances d’été en France
0520/7156 Jun 2021 Paper 22 Q6 Ma nouvelle vie
0520 Jun 2021 Paper 23 Q6 Jeune fille au pair
0520 Nov 2021 Paper 23 Q6 L’argent de poche
0520/7156 Jun 2022 Paper 22 Q6 Femme pompier
0520 Jun 2022 Paper 23 Q6 Danseur professionnel
0520 Nov 2022 Paper 23 Q5 Offres d’emploi en France

Scheme of Work
56
AO3 Speaking
0520 Mar 2021 Paper 03 Role Play Card 6 Vous téléphonez à un camping en France. Vous cherchez un petit job pour les vacances.
0520 Mar 2021 Paper 03 Role Play Card 7 Vous travaillez dans un restaurant. Vous parlez de votre job avec votre ami(e) français(e).
0520/7156 Jun 2021 Paper 03 Role Play Card 1 Vous cherchez un job dans un hôtel pour les vacances. Vous téléphonez au/à la propriétaire d’un hôtel en
France.
0520/7156 Jun 2021 Paper 03 Topic Conversation 2 Topic 5 Le travail Teachers’ Notes p 29
0520 Mar 2022 Paper 03 Topic Conversation 2 Topic 6 L'éducation et le travail Teachers’ Notes p 30
0520/7156 Jun 2022 Paper 03 Role Play Card 4 Vous cherchez un petit job pour les vacances. Vous téléphonez à un restaurant à Paris.
0520/7156 Nov 2022 Paper 03 Role Play Card 4 Vous travaillez dans un magasin. Vous parlez de votre job avec votre ami(e) belge.
0520/7156 Nov 2022 Paper 03 Topic Conversation 2 Topic 5 Le travail Teachers’ Notes p 29
AO4 Writing
0520/7156 2021 Specimen Paper 04 Q3b Mon emploi de vacances
0520 Nov 2020 Paper 41 Q3a Mon stage
0520/7156 Nov 2020 Paper 42 Q3a Mon petit job dans un centre sportif
0520/7156 Jun 2021 Paper 42 Q3b Aider les autres
0520/7156 Nov 2021 Paper 42 Q3b Bénévole pour une association caritative
0520/7156 Jun 2022 Paper 41 Q3b Le monde du travail

Scheme of Work
57
E: The international world
Countries,
nationalities and
languages
Discuss tourism abroad
and use indefinite
pronouns
Review vocabulary related to tourism by creating a class mind map. Put the word Tourisme on the board and ask
learners to suggest related vocabulary under different headings, e.g. l’hébergement, le transport, les activités,
les gens.
Introduce indefinite pronouns by modelling questions and answers, e.g. Si tu pouvais aller n’importe où, où irais-
tu? Si je pouvais aller n’importe où j’irais en France car j’adore parler le français. Si tu pouvais voyager n’importe
comment, comment voyagerais-tu? Learners then answer the questions themselves to practise the structure.
Learners play a game in groups to give and justify opinions about the best holidays:
http://fabriqueaspecialites.free.fr/wp-content/uploads/2016/09/Fiche-jeu-Les-vacances-les-plus.pdf
Learners listen to different people talking about different types of holidays. They note the advantages and
disadvantages of each type of holiday. (I)
Learners read a series of texts in the past about people’s holiday and travel experiences. For some examples to
adapt go to: www.geoado.com/categorie/voyages/ Learners identify positive and negative comments. This would
also be a good opportunity to identify perfect, imperfect and pluperfect tenses and discuss their formation and
use in this context. (I)
Learners interview one another about a recent holiday experience either with questions provided by the teacher
or with their own. Questions should include what was good and what was bad about the holiday.
Extension activity: Learners work in pairs. Give one learner a series of pictures such as weather symbols,
means of transport, places in a town, etc. The other must ask questions to find out the details of the holiday. The
learners can then write a description of the trip (I). Give them instructions depending on the tense you want to
work on: an account in the past with opinions, a discussion of a future holiday with a friend, a recommendation to
a customer in a tourist office.
Learners identify different French-speaking countries on a map of the world. For an interactive map of French-
speaking countries around the world, go to: www.geoguessr.com/seterra/en/vgp/3210

Scheme of Work
58
Give learners texts about different countries in the French-speaking world including information on geography,
climate, people and traditions. They carry out a series of comprehension tasks. Information extracted from the
texts can then be shared with the whole class. (I)
For more activities for discussing French-speaking countries in class go to:
www.leplaisirdapprendre.com/portfolio/connaitre-la-
francophonie/#659e8a7852a98407267ffd05f40be5fe1413eaf8a8479e52a06ed42043600858
https://fle.mondolinguo.com/7-familles-pays-francophones/
Learners choose a French-speaking country and do some research about life in that country. Give learners
questions to guide them in their research. Learners can present their findings in a written report or as a
presentation to the class. The class could then vote on the country they would most like to visit. (I)
Learners listen to the song Silbo by Féloche and complete a series of comprehension activities:
http://enseigner.tv5monde.com/fle/silbo Give learners a series of images from the video and ask them to
imagine they have visited the different places. Learners write an account of their trip. (I)
Discuss problems facing
the world and use
indirect object pronouns
Introduce key vocabulary by giving learners a list of world problems, e.g. le chômage, la maladie, la
surpopulation, la guerrre, le changement climatique. Learners classify the problems starting with the ones they
consider to be the most serious and justify their answers.
Give learners texts presenting data and statistics on world problems. Learners identify the main key vocabulary
items in the texts. For an example text go to: www.1jour1actu.com/monde/pourquoi-ny-a-t-il-pas-assez-deau-
potable-dans-le-monde
Learners listen to or read texts in which young people express their concerns about world issues. They identify
what most worries the young people and what is most important to them. These texts could include examples of
indirect object pronouns, e.g. Si je rencontre un sans-abris je lui parle et je lui propose de l’aide. Ça me permet
d’être utile.
Learners interview each other to find out what each other’s concerns about world issues are. This could lead to a
class survey.
Give learners the logos of some humanitarian and charity organisations. Learners match the logos to the mission
statement of the organisation.

Scheme of Work
59
Learners listen to or read texts giving information about different humanitarian organisations: Médecins sans
Frontières, la Croix Rouge, etc. and do a series of comprehension tasks to extract the main information:
http://fabriqueaspecialites.free.fr/index.php/medecins-sans-frontieres/
For information on the French Red Cross, go to: www.croix-rouge.fr/La-Croix-Rouge
Learners research and present (orally or in writing) a humanitarian organisation.
Learners write an account about working for a humanitarian organisation. They say what they did and what their
reactions to it were. (I)
Discuss protecting the
environment and use
modal verbs in the
conditional
Introduce expressions to talk about the environment in French. Go to www.french-games.net/ Choose ‘World’ in
the list of intermediate topics and then ‘The environment’.
Give learners a numbered list of environmental problems which they must classify into different categories, e.g.
pollution, déforestation, espèces en voie de disparition, réchauffement climatique. This can lead to discussion as
some problems may fit more than one category. Learners then match these problems to possible solutions. For
resources on the topic of the environment go to: www.lepointdufle.net/p/environnement-ecologie.htm
Learners prioritise the five problems and five possible solutions they consider the most important. This could lead
to a class survey in which learners vote for which are the most destructive problems and what solutions could
and should be offered.
Give learners images of natural disasters. Learners match the images to vocabulary items:
https://fr.islcollective.com/francais-fle-fiches-pedagogiques/exercices-de-vocabulaire/dictionnaire-
visuel/environnement-catastrophes-naturelles/104423 and short descriptions,
Learners read or listen to a series of news reports about natural disasters and do a series of comprehension
exercises such as gap fill/find the French/true or false. This can be done as a class activity, or in small groups. In
this case different news reports can be given to different groups and then they can report back to the class. For
examples of descriptions of natural disasters go to: http://soutien67.free.fr/svt/terre/catastrophe/catastrophe.htm
Learners watch a video showing actions people are taking to protect the environment:
http://enseigner.tv5monde.com/fle/demain-1#a2 Learners write a list of ten actions they could take to help
preserve the environment. (I)

Scheme of Work
60
Introduce the concept of the 3Rs: réduire, réutiliser, recycler. Learners complete a survey to find out how ‘green’
they are: https://fr.islcollective.com/francais-fle-fiches-pedagogiques/tema-general/environnement/etes-vous-
ecolo/96569 Learners interview each other in groups to find out about each other’s environmental awareness .
Learners then make environmental awareness posters. (I)
For more ideas on this activity to go to: https://regardsurlefrancais.com/2018/07/06/activite-pedagogique-
decouvrons-les-3r-reduire-reutiliser-et-recycler/
Learners watch a video explaining climate change: www.youtube.com/watch?v=NfaeoCORuzk and complete a
series of comprehension exercises.
Learners watch a video interpretation of the poem Tant de forêts by Jacques Prévert:
www.youtube.com/watch?v=9fsDYGkLJaY and complete a series of comprehension exercises before giving
their own opinion about deforestation. For a worksheet go to: https://littefle.wordpress.com/2018/05/22/la-
deforestation-en-un-poeme/
Learners write an account in the past of an environmental awareness week at school, saying what happened
during the week and what their reactions to it were. (I)
Discuss ethical
shopping and use the
passive voice
Introduce the notion of Fairtrade. Learners listen to or read an explanation and note key vocabulary. For an
example of a video explaining Fairtrade go to: www.youtube.com/watch?v=1n2d92gxCsI Show the video in short
extracts and give learners gap fill and comprehension questions to help them.
Learners go to: www.artisansdumonde.org/ and answer comprehension questions:
http://fabriqueaspecialites.free.fr/wp-content/uploads/2016/03/Fiche-apprenant_Le-commerce-
e%CC%81quitable.pdf This worksheet includes and explanation of the passive voice and practice exercises.
For texts to adapt on Fairtrade and other world problems go to: www.artisansdumonde.org/ressources/cahiers-d-
enquete/
Culture, customs,
faith and
celebrations
Discuss special
occasions and use
verbs followed by à and
de + infinitive
Give learners a list or pictures of religious celebrations from different cultures, e.g. Noël, l’Aïd, Diwali, Yom
Kippour. Learners match the names or pictures of the celebrations to short descriptions and the name of the
relevant religion. Include examples of verbs governing an infinitive, e.g. On commence à fêter Noël le 24
décembre au soir. Pendant Diwali on allume des lampes pour aider la déesse à trouver son chemin.

Scheme of Work
61
Learners listen to some suggestions of how to celebrate New Year’s Eve and complete an interactive gap fill
exercise: www.appuifle.net/tourisme/co_reveillons.htm
Learners read different descriptions of how people have spent New Years Eve and complete a series of
comprehension exercises: www.podcastfrancaisfacile.com/texte/comment-avez-vous-passe-le-31-decembre-
fle.html
Provide learners with questions so they can interview each other in pairs or small groups about their favourite
festival.
Learners write an article on their favourite festival, including a description of that festival, why they like it and
what they have done in the past to celebrate it. (I)
For more activities on New Year celebrations and Epiphany go to:
https://ticsenfle.blogspot.com/2013/12/activites-nouvel-epiphanie-fete-de-rois.html
For more texts on New Year celebrations in France and French speaking countries go to: www.la-vie-en-
francais.com/la-tradition-du-nouvel-an-en-france-et-dans-les-pays-francophones/
Discuss big events and
traditions in different
communities
Give learners short descriptions of world festivals and customs and ask them to match the descriptions to the
countries in which they take place. For descriptions of festivals and customs to adapt go to:
https://fetesdumonde.wordpress.com/
Learners classify the places and customs in order of preference, justifying their answer. This can be used for a
class survey. (I)
Give learners a quiz to complete on French festivals: www.lesfeesdufle.com/quiz-les-fetes-en-france.html
Learners can compare with their own country and express preferences for different types of events and give
justifications. (I)
Learners research a festival or custom and present their findings to the class. Give guidance and provide
learners with a grid asking for certain information. (I)
E.g.

Scheme of Work
62
Festival / fête /
coutume
Ça se passe
où ?
Quand ? Qu’est-ce
qu’on y porte
?
Qu’est-ce
qu’on y
mange ?
donnez 5
caractéristiques
de ce festival
Extension activity: Learners write an account of a festival or custom they have witnessed. They describe what
happened and what their reactions to it were. (I)
Countries, nationalities and languages
AO1 Listening
0520 Mar 2020 Paper 12 Section 3 Ex 2 Q 32-40 Elso travaille dans une agence de voyages
0520/7156 Jun 2020 Paper 11 Section 2 Ex 2 Q 17-25 Clara habite à Rome
0520/7156 Jun 2020 Paper 12 Section 2 Ex 2 Q 17-25 La vie au Sénégal
0520/7156 Jun 2020 Paper 12 Section 2 Ex 2 Q 17-25 La vie en Tanzanie
0520 Nov 2020 Paper 13 Section 3 Ex 2 Q 32-40 Un séjour en Inde
0520 Mar 2021 Paper 12 Q 20-28 Un séjour au Maroc
0520 Mar 2021 Paper 12 Q 35-37 Malika a fait le tour du monde
0520 Jun 2021 Paper 13 Q 20-28 La vie d’un chanteur au Montréal
0520 Nov 2021 Paper 11 Q 35-37 La vie à Tahiti
0520/7156 Jun 2022 Paper 12 Q 20-28 La vie au Maroc
0520/7156 Nov 2022 Paper 12 Q 20-28 La vie à Hô Chi Minh-Ville, au Vietnam
AO2 Reading
0520 Mar 2021 Paper 22 Q6 Yann part aux Etats-Unis
0520 Mar 2022 Paper 22 Q4 Marija vient de la Croatie
AO3 Speaking
0520/7156 2021 Specimen Paper 03 Topic Conversation 2 Topic 6 Le monde international Teachers’ Notes p 30
0520 Mar 2021 Paper 03 Topic Conversation 2 Topic 4 Les pays et les langues Teachers’ Notes p 28
0520/7156 Nov 2021 Paper 03 Topic Conversation 2 Topic 7 Les pays, les nationalités et les langues Teachers’ Notes p 31

Scheme of Work
63
0520/7156 Nov 2022 Paper 03 Topic Conversation 2 Topic 6 Les pays, les nationalités et les langues Teachers’ Notes p 30
Culture, customs, faiths and celebrations
AO1 Listening
0520/7156 Jun 2020 Paper 11 Section 3 Ex 2 Q 32-40 Un festival de musique au Québec
0520 Nov 2020 Paper 11 Section 2 Ex 1 Q16 On parle de son anniversaire
0520/7156 Jun 2021 Paper 12 Q 35-37 L’association Vélo-cinéma au Sénégal
0520/7156 Nov 2021 Paper 12 Q 35-37 Organisateur de mariages
0520 Jun 2022 Paper 13 Q 20-28 La fête de la musique à Rennes en France
AO2 Reading
0520/7156 Jun 2020 Paper 22 Section 2 Ex 2 Q 21-30 Claire a fêté son anniversaire
0520 Nov 2021 Paper 23 Q4 Le weekend de Noël
AO3 Speaking
0520 Mar 2021 Paper 03 Topic Conversation 2 Topic 7 Les fêtes Teachers’ Notes p 31
0520/7156 Jun 2021 Paper 03 Topic Conversation 2 Topic 7 La culture, les coutumes et les fêtes Teachers’ Notes p 31
0520 Mar 2022 Paper 03 Role Play Card 6 Votre ami(e) français(e) est chez vous. Vous allez voir un feu d’artifice pour célébrer une fête nationale ce soir.
0520 Mar 2022 Paper 03 Topic Conversation 2 Topic 7 Les fêtes Teachers’ Notes p 31
0520/7156 Jun 2022 Paper 03 Role Play Card 9 Vous êtes dans une pâtisserie. Vous voulez acheter un gâteau d’anniversaire pour votre ami(e) français(e).
0520/7156 Nov 2022 Paper 03 Topic Conversation 2 Topic 7 La culture, les coutumes et les fêtes Teachers’ Notes p 31
AO4 Writing
0520/7156 2021 Specimen Paper 04 Q3a Une fête au restaurant
0520/7156 Jun 2020 Paper 42 Q3a Un festival dans ma ville / mon village
0520 Mar 2021 Paper 42 Q4b L’anniversaire de mon ami(e)
0520 Nov 2021 Paper 41 Q3a Un mariage
0520 Mar 2022 Paper 42 Q3a Bonne Année
0520/7156 Nov 2022 Paper 42 Q3a Une soirée d’anniversaire

Cambridge Assessment International Education
The Triangle Building, Shaftsbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554
e: info@cambridgeinternational.org www.cambridgeinternational.org
Copyright © UCLES 2019 (updated March 2024)

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